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1.
胜任素质评价属于多指标决策问题,针对胜任素质评价指标的模糊性特征,提出了一种基于模糊层次分析法（FAHP）与灰关联分析法（GRA）相结合的胜任素质评价方法。采用基于模糊数的FAHP确定指标权重,弥补了AHP确定权重方面的不足;基于GRA的评价方法具有所需样本小、分析计算量小和便于掌握等特点。最后以某航空公司地勤人员胜任素质评价为例,验证了方法的合理性与可行性,评价方法亦能为业界与学界提供决策参考。 相似文献
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3.
王平郊 《重庆第二师范学院学报》2009,22(1):108-110
目前我国高校辅导员胜任力的研究主要集中在三个方面,即胜任力的定义、构成要素和胜任力模型。研究取得了一定成果,但仍存在空白与不足,需要在基于胜任力模型的高校辅导员人力资源管理实证研究和高校辅导员胜任力模型的开发方法等方面取得更大进展。 相似文献
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The career coaching profession is a dynamic field that has grown over the last decade. However, there exists a limitation to this field's development, as there is no universally accepted definition or empirically based competencies. There were three phases to the study. In the first phase, a conceptual model was developed that highlights four unique and distinct domains of the career coach. The model illuminates the triadic relationship between the client, the organization, and the coach. The second phase established a definition for career coaching, and the third phase involved using both the definition and conceptual model to create a list of skills and abilities, which was used to design a survey that was administered to 424 career coaches internationally. Through the use of factor analysis, an eight‐factor competency model emerged. Finally, it is hoped that these findings will lead to a vigorous academic and professional debate for the development of a universal, empirically based career coaching competency model. 相似文献
5.
Barnard Marie Dehon Erin Compretta Caroline Notebaert Andrew Sparkmon Wesley Meyer Edgar Stray Stephen Taylor Juanyce Sullivan Donna Rockhold Robin 《Educational technology research and development : ETR & D》2020,68(5):2595-2614
Many professional development programs aim to improve student outcomes by enhancing teacher competencies. Effective evaluation of these programs requires a clear delineation of the competencies to be gained. A competency model was developed to evaluate the impact of a teacher professional program that aimed to improve teachers’ ability to effectively implement technologically engaged modules in a flipped classroom setting. Competencies were identified via participatory evaluation techniques and assessments were aligned to the competencies. The competency of teachers in the knowledge, skills, and abilities needed for creation and delivery of effective flipped lessons can be tracked using a radar graph to guide tailored professional development.
相似文献6.
A number of engineering education programs have defined learning outcomes and course-level competencies, and conducted assessments at the program level to determine areas for continuous improvement. However, many of these programs have not implemented a comprehensive competency framework to support the actual delivery and assessment of an individual course. This paper highlights how a competency framework can be used across the life cycle of a course to effectively deliver and assess course content, and give valuable, timely feedback to students thus, improving teaching, student motivation and learning. A framework for leveraging course competencies during course design and delivery is presented, and addresses the following five phases of a course, namely, content design, assessment design, content delivery and assessment, assessment results analysis and feedback, and content review. Using a large first-year core course of the BSc (Information Systems Management) program, at School of Information Systems, Singapore Management University, Singapore—called Information Systems Software Foundation (ISSF)—as an example, this paper shows how course competencies support the framework’s five phases. Data from a student survey indicates that the framework has contributed to enhancing their motivation to learn, provides enhanced learning experiences in terms of helping students prepare for each assessment, providing better feedback by raising awareness of what they know and do not know, and revisiting topics that relate to competencies that have not been fully acquired. Results from interviewing instructors revealed that the competency framework provides valuable and timely feedback on how students are performing, and additionally what changes are required to both the content and method of delivery in order to improve teaching. This contributes towards more effectively closing the “teaching and learning loop”. 相似文献
7.
Fermín Sánchez Carracedo Antonia Soler Carme Martín David López Alicia Ageno Jose Cabré Jordi Garcia Joan Aranda Karina Gibert 《Journal of Science Education and Technology》2018,27(5):448-468
Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students’ domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students’ grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor’s Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students’ surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees’ university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree. 相似文献
8.
Enhancement of Mentor Selection Using the Ideal Mentor Scale 总被引：1，自引：0，他引：1
Doctoral students seeking faculty mentors have few tools available to assist them. The Ideal Mentor Scale (IMS) is a new measure designed to help graduate students consider the qualities they as individuals most value in a potential mentor. Ph.D. students at 3 different universities (Ns = 82, 250, 380) contributed to the development and cross-validation of the 34-item IMS. Item frequencies indicated that 2 universal qualities were central to graduate students' definitions of a mentor: communication skills and provision of feedback. Principal factor analysis of the IMS indicated that 3 individual differences dimensions reliably underlaid graduate students' importance ratings of mentor attributes: Integrity, Guidance, and Relationship. In one sample, Guidance and Relationship were significantly related to student satisfaction with their mentor. The IMS is an assessment tool that could individualize the initiation and maintenance of mentoring relationships, enhance communication, and ultimately improve the satisfaction of students with their doctoral education. 相似文献
9.
Jennie Welch 《School Leadership & Management》2018,38(4):355-377
The purpose of this case study is to examine the impact of the development and design of a district leadership competency model on leadership development outcomes in one Georgia school district. Specifically, we seek to illuminate the importance of Leadership Competency Models for (1) increasing clarity among aspiring leaders about the expectations for leadership within their system; (2) increasing shared understanding among school leaders and district administrators about the core elements of leadership required for success within their system; (3) increasing uniformity of practice in the identification and selection of candidates into the Aspiring Leader Program; and (4) improvements in the development and support provided for aspiring school leaders. As districts continue to work towards systemic improvement in leadership development nationwide, our findings have real-world implications for districts interested in identifying and developing aspiring leaders within their own systems. 相似文献
10.
Eric C.K. Cheng 《Asia-Pacific Journal of Teacher Education》2014,42(1):51-66
This paper presents an evaluation study of an innovative and theory-based initial teacher education course entitled Learning Study, the aim of which is to develop the instructional design and teaching competency of pre-service teachers in Hong Kong. The Learning Study course is offered to all second year students as part of the Bachelor of Education programme of the biggest teacher education institute in Hong Kong. The course comprises a series of theory-based tutorials, supportive consultation meetings, and a research lesson practicum. To assess the effectiveness of the course, a framework of representation, decomposition, and approximation of practices was adopted to describe and analyse the teaching of practice. A total of 341 pre-service teachers participated in a quasi-experimental design questionnaire survey. A structural equation model was applied to explore the relationship between the activities of their learning process and their learning outcomes. Theory-based tutorials, consultative support, and research practicums are confirmed to be the predictors of learning outcomes which include instructional design skills, teaching competency, and clinical experience. This paper proposes Learning Study as a model to help pre-service teachers develop their instructional design skills and teaching competency. 相似文献
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Berent G Samar V Kelly R Berent R Bochner J Albertini J Sacken J 《Journal of deaf studies and deaf education》1996,1(3):167-178
Indirect tests of writing competency are often used at the college level for a variety of educational, programmatic, and research purposes. Although such tests may have been validated on hearing populations, it cannot be assumed that they validly assess the writing competency of deaf and hard-of-hearing students. This study used a direct criterion measure of writing competency to determine the criterion validity of two indirect measures of writing competency. Results suggest that the validity of indirect writing tests for deaf and hard-of-hearing baccalaureate-level students is weak. We recommend that direct writing tests be used with this population to ensure fair and accurage assessment of writing competency. 相似文献
12.
蔡婉君 《Journal of Zhangzhou Technical Institute》2011,13(3):55-59
探讨自我效能感对胜任特征和绩效的影响是否起着调节变量。在文献分析法和问卷调查法的基础上,对253名人力资源管理者进行了调查研究,运用中介效应模型分析得出胜任特征对绩效的影响显著;自我效能感对绩效的影响不显著;自我效能感作为中介变量,对胜任特征和绩效的影响显著。 相似文献
13.
Diane M. Gayeski Thomas P. Golden Stephen Andrade Hilary Mason 《Performance Improvement》2007,46(7):9-16
Current business and educational environments are mandating the identification, building, and assessment of specific critical competencies for the workforce. However, traditional approaches to competency analysis are often slow, expensive, and backward looking. This article presents several new computer‐aided approaches to competency analysis and provides examples of their use, including a detailed case study analyzing curricula and skills for professionals who provide benefits and work incentives planning and assistance to persons with disabilities. 相似文献
14.
教学评价由知识本位观点向知识本位与能力本位并重观点的转变,标志当代大中专教改实践的方向。在教学改革和日常教学工作中,我们通过课程设置的改革提高学生就业能力,加强实践性教学环节培养学生创新实践能力,以及全方位的开拓教学资源以利于实现学生知识和能力的共同提高来实践这一转变。 相似文献
15.
Labour perspectives on the new politics of skill and competency formation: International reflections
Peter Sawchuk 《Asia Pacific Education Review》2008,9(1):50-62
Skill/competency approaches to workplace-based policy seek to assess and train for discrete individual competencies with the
goal of increasing employability and productivity. These approaches have become increasingly prominent across a range of advanced
capitalist countries. A substantial critique has emerged over this same period regarding issues of instrumentality and social
control, as well as the failure of skill/compentancy approaches to articulate a meaningful understanding of human learning
capacities. In this article, these critical perspectives are clarified further by a review of contributions to understanding
the skill/competence question emerging from sociology of work literature. Building from these critiques, this article outlines
recent experiences with and perspectives on skill/competency frameworks amongst different national labour movements. Included
in this outline is a more detailed, comparative analysis of Norway and Canada; here we see the lofty ‘new’, ‘knowledge economy’
rhetoric — in two countries where one might expect to see it blossom in application — brought down to earth by the realities
of industrial relations, employer intransigence and intra-labour movement differences. ‘Skill/competence’ proves to be a floating
signifier that, amongst both employers and labour, stands as a proxy for ‘power/control’ struggles. Degenerating in this way,
from a labour perspective, the new politics of skill/competency formation is seen to have spiraled toward irrelevance in Norway
and Canada; awaiting, in both countries, a re-invigoration through attention to changes in the participatory structure of
the labour process itself. 相似文献
16.
建设“双师素质”教学团队的关键在于选好专业带头人,培养骨干教师。应在制订“双师”教师标准的基础上,苦练内功,加强交流,走进企业。通过选拔、培训、实践,构建“双师素质”教学团队。 相似文献
17.
This paper summarises the results of a literature review conducted in late 1993 on issues related to the credentialling of competency based education and training. The credentialling review focused on seven major issues: describing the minimum requirments for a qualification; distinguishing different qualification levels; issuing statements and qualifications gained by the recognition of prior learning; using short courses to build a qualification; recording the results of competency based assessments; responsibility for keeping the records of individual achievement; and, whether the exact competencies held should be recorded on a qualification. The recent (1993) move by the National Training Board to abandon any general criteria for the determination of qualification levels and to rely solely on the advice of the relevant Competency Standards Body when determining the level of a qualification emerges as a significant development in Australian credentialling. This abandonment of general criteria,which mirrors a development in theUK system, may yet undermine the goal of achieving a more rational qualifications system in Australia. It was clear from the review that the issues and trends in the accreditation of competency based education and training in Australia, and the problems encountered, have broad parallels in the UK experience. It was also clear that much of the story is yet to unravel, and that many issues remain unresolved. 相似文献
18.
Leesa Wheelahan 《British Journal of Sociology of Education》2007,28(5):637-651
This paper argues that competency‐based training in vocational education and training in Australia is one mechanism through which the working class is denied access to powerful knowledge represented by the academic disciplines. The paper presents a modified Bernsteinian analysis to argue that vocational education and training students need access to disciplinary knowledge using Bernstein’s argument that abstract, conceptual knowledge is the means societies use to think ‘the unthinkable’ and ‘the not‐yet‐thought’. I supplement Bernstein’s social argument for democratic access to the disciplines with an epistemic argument that draws on the philosophy of critical realism. 相似文献
19.
Barry A. Garst Ryan J. Gagnon Alice M. Brawley 《Journal of Adventure Education & Outdoor Learning》2019,19(1):12-27
Preparing competent staff is a critical issue within the camp community. This quasi-experimental study examined the effectiveness of an online course for improving staff competency in camp healthcare practices among college-aged camp staff and a comparison group (N = 55). We hypothesized that working in camp would increase competency test scores due to opportunities for staff to experientially apply knowledge learned online. Hierarchical linear modeling was used to analyse the cross-level effects of a between-individuals factor (assignment to experimental or comparison group) and within-individual effects of time (pre-test, post-test #1, and post-test #2) on online course test scores. At post-test #2, the difference in average test scores between groups was ~30 points, with the treatment group scoring lower on average than the comparison group. Factors that may have influenced these findings are explored, including fatigue and the limited durability of online learning. Recommendations for research and practice are discussed. 相似文献
20.
孙洪凤 《石家庄职业技术学院学报》2013,25(4):47-49
职业能力本位下高职院校教师评价存在一些问题：评价主体企业缺位,评价内容缺乏职业能力特色,评价过程缺乏有效监控,评价结果缺乏对行为的有效性指导等.针对以上问题,通过调查分析后提出：评价主体应多元化,加大企业评价比重;加大实践教学能力评价比重;加强评价过程的有效监控;搭建教师成长平台,发挥评价结果的指导性作用. 相似文献