This volume contains the proceedings of the 1991 Educational Technology Conference. The contributors discussed measurement, assessment and evaluation, self-assessment and unconscious incompetence, the determination of competence standards and competence-based assessments.
This volume presents a comprehensive study of what constitutes Translation Competence, from the various sub-competences to the overall skill. Contributors combine experience as translation scholars with their experience as teachers of translation. The volume is organized into three sections: Defining, Building, and Assessing Translation Competence. The chapters offer insights into the nature of translation competence and its place in the translation training programme in an academic environment and show how theoretical considerations have contributed to defining, building and assessing translation competence, offering practical examples of how this can be achieved. The first section introduces major sub-competences, including linguistic, cultural, textual, subject, research, and transfer competence. The second section presents issues relating to course design, methodology and teaching practice. The third section reflects on criteria for quality assessment.
Beginning with an overview of critical care medicine, this workbook uses examples of patient cases that build throughout several chapters to illustrate skill applications described in the text. This first set of cases focuses on development of comprehensive patient-specific problem lists. The next group of cases covers maintaining and updating the patient-specific database. All the cases highlight additional questions and considerations to enhance the quality of care provided to the patients on service. At the conclusion of this casebook the reader will be able to outline an approach required for patient-specific management.
The concept of competencies is crucial for evaluating educational systems as well as for basic research in education. This book covers current theoretical, psychometric, and practical issues related to the assessment of competencies in a variety of educational settings. Leading researchers from around the world contribute their expertise from different research fields.The first part of the book provides theoretical perspectives on the concept of competencies in educational contexts, as well as on developmental models. The second part deals with psychometric models for assessing and predicting competencies and measuring change. In addition, practical issues such as test construction, computer-based assessment, feedback options, and the implementation of assessment tools in school contexts are addressed. Also discussed is large-scale assessment of competencies for the monitoring of educational quality.The book provides a valuable tool for researchers interested in the theoretical and psychometric background of assessment as well as for readers interested in practical aspects of assessment and evaluation in educational or vocational contexts, such as policy makers, teachers, and school administrators.
Workplace training and education have increasingly been seen as pivotal factors in improving the abilities, skills and competitiveness of industry, and the aim of the Management Charter Initiative (MCI), was to improve managers' practical competency in line with this. Under the MCI, qualification was gained by proving managerial competence in work related tasks, rather than by studying for a theoretical, educational qualification such as an MBA or degree. This book provides a welcome and comprehensive analysis of the MCI within the context of modern management development. It emphasizes the benefits of linking management development with organizational strategy, and includes: * up-to-date analysis of how management development can be measured * the first comprehensive assessment of the impact of using Management Standards * practical illustrations with sixteen in-depth case studies of contemporary organizations. This revealing book is endorsed by the MCI and includes a foreword by Professor Tom Cannon, whose leadership spearheaded and developed the MCI itself.
In recent years, a new movement has emerged within organizational psychology, transposing the established principles of the field onto arenas of more pressing humanitarian need, including the humanitarian treatment of all workers in all work settings. Humanitarian Work Psychology (HWP) stretches the parameters of the discipline to focus on regions, communities, and groups of workers that can potentially benefit most from its research and insights. Humanitarian Work Psychology and the Global Development Agenda is the first book to provide a collection of case studies of HWP in action. Edited by some of the leading scholars in the field, it benchmarks HWP against the developmental goals set out by the United Nations at the start of the century as the most pressing issues of our age, ranging from the eradication of extreme poverty and hunger and the achievement of universal primary education, to gender equality and empowerment, the reduction of child mortality, greater environmental sustainability and global partnership-building. Including findings from interventions conducted in Nigeria, India, Ghana, Hong Kong and Sierra Leone, the book examines how the latest research from organizational psychology can be used to support people working in developing economies, as well as in humanitarian work itself. The collection concludes with a section on how this exciting new field will develop in the future, particularly in reference to the forthcoming United Nations goals for global sustainable development. Humanitarian Work Psychology and the Global Development Agenda will be a fascinating read not only for all students and researchers of Organizational Psychology, but also those working and studying in the related fields of Development Studies, Environmental Sustainability, International Politics and International Economics.
Measuring Technological, Market and Organisational Innovation
Author: Joe Tidd
Publisher: World Scientific
Category: Business & Economics
Latest Edition: From Knowledge Management to Strategic Competence: Assessing Technological, Market and Organisational Innovation (3rd Edition) The business and academic communities continue to have an interest in the concepts of knowledge management and strategic competencies or core capabilities. This book attempts to establish the links between strategic competencies, knowledge management, organisational learning and innovation — specifically, how an organisation identifies, assesses and exploits its competencies, and translates these into new processes, products and services. The contributors to this book include leading researchers and practitioners in the field. Adopting a practical but rigorous approach to the subject, they focus on the measurement, management and improvement of organisational, technological and market competencies, and identify the relationships with strategic, operational and financial performance. In this second edition, the original material is updated and three new chapters are added, reflecting the latest developments in the field. Contents:Strategic Competencies:The Competence Cycle: Translating Knowledge into New Processes, Products and Services (J Tidd)What are Strategic Competencies? (R Hall)Making Strategy Happen (P Hiscocks & D Riff)Market Competencies:Brands, Innovation and Growth: The Role of Brands in Innovation and Growth for Consumer Businesses (T Clayton & G Turner)Technological and Market Competencies and Financial Performance (J Tidd & C Driver)Building Knowledge Management Capabilities for Innovation Projects (D Tranfield et al.)Technological Competencies:Technological Indicators of Performance (P Patel)Assessing Technological Competencies (F Narin)The Complex Relations Between Communities of Practice and the Implementation of Technological Innovations (D Hislop)Organisational Competencies:Are There Any Competencies Out There? Identifying and Using Technical Competencies (D Griffiths & M Boisot)The Organisation of “Knowledge Bases” (J Sapsed)Assessing Performance in Supply (R Lamming)Improving Competencies:Innovation: A Performance Measurement Perspective (P K Ahmed & M Zairi)Learning and Continuous Improvement (J Bessant) Readership: Practicing managers, consultants and academics interested in or responsible for measuring and improving the management of technology and innovation. Keywords:Competencies;Intangible Resources;Competitive Advantage;Valued Attributes;Knowledge Management;Purchasing;Procurement;Supply;Supplier Relationship;Supply Chain Management;Performance Measurement and Relationship AssessmentKey Features:Contributed by leading researchers and practitionersSuitable as a reference text for students
Although computational modeling is now a widespread technique in cognitive science and in psychology, relatively little work in developmental psychology has used this technique. The approach is not entirely new, as a small group of researchers has attempted to create computational accounts of cognitive developmental phenomena since the inception of the technique. It should seem obvious that transition mechanisms -- or how the system progresses from one level of competence to the next -- ought to be the central question for investigation in cognitive developmental psychology. Yet, if one scans the literature of modern developmental studies, it appears that the question has been all but ignored. However, only recently have advances in computational technology enabled the researcher access to fully self-modifying computer languages capable of simulating cognitive change. By the beginning of the 1990s, increasing numbers of researchers in the cognitive sciences were of the opinion that the tools of mathematical modeling and computer simulation make theorizing about transition mechanisms both practical and beneficial -- by using both traditional symbolic computational systems and parallel distributed processing or connectionist approaches. Computational models make it possible to define the processes that lead to a system being transformed under environmental influence from one level of competence observed in children to the next most sophisticated level. By coding computational models into simulations of actual cognitive change, they become tangible entities that are accessible to systematic study. Unfortunately, little of what has been produced has been published in journals or books where many professionals would easily find them. Feeling that developmental psychologists should be exposed to this relatively new approach, a symposium was organized at the biennial meeting of the Society for Research in Child Development. The "cost of entry" was that speakers had to have a running computational model of a documented cognitive transition. Inspired by that conference, this volume is the first collection where each content chapter presents a fully implemented, self-modifying simulation of some aspect of cognitive development. Previous collections have tended to discuss general approaches -- less than fully implemented models -- or non self-modifying models. Along with introductory and review chapters, this volume presents a set of truly "developmental" computational models -- a collection that can inform the interested researcher as well as form the basis for graduate-level courses.
The book highlights the need for primary and middle school students to develop competence in physical measurement, geometric measurement and events measurement. The book is a useful resource for students when developing their understanding and application of the concept of measurement.
Publisher: Macmillan International Higher Education
This engaging book is written for Practice Teachers who need to educate and assess students at advanced level in the practice setting. Including contributions from a range of healthcare workers it provides: ■ guidance on how to create a dynamic and effective experience for the learner ■ support for the teacher, including how to deal with failure and cope with challenging students ■ advice to help readers build their self-awareness and reflect on their role. With references to the latest professional guidelines as well as practical exercises, resources and support material, Developing Advanced Skills in Practice Teaching draws together disparate information into one comprehensive resource. It explores the core issues surrounding education in health and social care practice settings and is essential reading for all those who want to operate in this arena at an advanced level.
Competencies for the Twenty-First Century. Papers from the IFLA CPERT Third International Conference on Continuing Professional Education for the Library and Information Professions ; a Publication of the Continuing Professional Education Round Table ...
Author: Patricia Layzell Ward
Publisher: Walter de Gruyter
Category: Language Arts & Disciplines
The International Federation of Library Associations and Institutions (IFLA) is the leading international body representing the interests of library and information services and their users. It is the global voice of the information profession. The series IFLA Publications deals with many of the means through which libraries, information centres, and information professionals worldwide can formulate their goals, exert their influence as a group, protect their interests, and find solutions to global problems.
Individual, Organizational, and Societal Challenges
Author: Fabrizio D'Ascenzo
This book examines the impact of digital innovation on organizations. It reveals how the digital revolution is redefining traditional levels of analysis while at the same time blurring the internal and external boundaries of the organizational environment. It presents a collection of research papers that examine the interaction between Information and Communication Technology (ICT) and behavior from a threefold perspective: First, they analyze individual behavior in terms of specific organizational practices like learning, collaboration and knowledge transfer, as well as the use of ICT within the organization. Second, they explore the dynamics at work on the border between the internal and the external environments by analyzing the organizational impact of ICT usage outside the company, as can be seen in employer branding, consumer behavior and organizational image. Third, they investigate how ICT is being adopted to help face societal challenges outside the company like waste and pollution, smart cities, and e-government. The diversity of views offered makes this book particularly relevant for users, companies, scientists and governments. The content is based on a selection of the best papers – original double-blind peer reviewed contributions –presented at the annual conference of the Italian chapter of AIS, which took place in Rome, Italy, in October 2015, or in other reputable international peer-refereed Information Systems conferences.
Librarianship is both an art and a science. Librarians study the science of information and how to work with clients to help them find solutions to their information needs. They also learn quickly that there is an art to working with people, to finding the answers to tough questions using the resources available and knowing which information resources to use to find the information being sought in short order. But, what technical skills do librarians need to be successful in the future? How can library managers best develop their staffs for success? Developing Librarian Competencies for the Digital Age explores questions such as: What is the composition of a modern library collection? Will that collection look different in the future? What are the information sources and how do we manage those? What are the technical skills needed for a 21st century librarian? How will reference services change and adapt to embrace new ways to interact with library patrons or clients? What kinds of library skills are needed for the librarian of today to grow and thrive, now and into the future? How will service models change to existing clients and how will the model change going into the future of librarianship? What kinds of budgeting challenges are there for libraries and the administrators who oversee these libraries? What do the library professional organizations see as the core skills needed for new graduates and those practicing in the profession going into the future? In answering those questions, the book identifies specific digital skills needed for success, ways of developing those skills, and ways of assessing them.
Prosperity in the world today depends on societies' nurturing of young children. Quality care (stimulation, health, and nutrition) during ages 0 - 5 has a decisive and long-lasting impact on a person's development, ability to learn, and capacity to regulate emotions. Cognitive and noncognitive (social and emotional) skills, set early in life, determine later success. New research in neurobiology and the behavioral and social sciences is converging to enhance this understanding of early child development. Recently, researchers noted epigenetic effects in brain development - that is, the interaction of environment (early experiences) with genetics to shape brain structure and function - that with proper nurturing would enable people to have competence to create prosperous, sustainable, tolerant, nonviolent, and democratic communities. The World Bank recently hosted a symposium on the priority of early child development for economic growth and equity. The participants urged application of population - based tools and measures to assess the outcomes of children's early years and children's readiness for school. This approach, which shifts the focus from measures of disease, dysfunction, and mortality, is already yielding essential data for designing intervention programs, identifying children at risk, and leveraging policy and investment - to improve the possibilities for all children globally.
This valuable resource provides clear, ready-made activities and guidance from leading practitioners in a range of fields, which healthcare and practice educators and mentors can use to enhance their teaching of all the essential and commonly-taught clinical and management skills and knowledge. Dedicated chapters, which all follow a defined step-by-step format, provide simulation scenarios, alongside facilitator guidance, which will help develop confidence in the teaching of key skills. These scenarios and accompanying guidance can be used as a framework for teaching, promoting a greater understanding of the skill being taught, and providing a risk-free opportunity for the student to practice their clinical and managerial skills and judgment.
This is the third book in the Pestalozzi series. The first, Teacher education for change, dealt with the underlying philosophy of the Pestalozzi Programme and its approach to education in general and teacher education in particular. The second Intercultural competence for all, looked at the various implications of promoting the development of intercultural competence as a main concern of mainstream education. This work takes a step further towards the full integration of intercultural competences as a key element within the education system. It aims at offering an educational rationale and conceptual framework for the development of intercultural competence, as well as a clear description of its constitutive elements to be developed in and through education.
This book presents a comprehensive overview of extant literature on competence-based vocational and professional education since the introduction of the competence concept in the 1950s. To structure the fi eld, the book distinguishes between three approaches to defi ning competence, based on 1.functional behaviourism, 2. integrated occupationalism, and 3. situated professionalism. It also distinguishes between two ways of operationalizing competence: 1. behaviour-oriented generic, and 2. task-oriented specifi c competence. Lastly, it identifi es three kinds of competencies, related to: 1. specific activities, 2. known jobs, and 3. the unknown future. Competence for the unknown future must receive more attention, as our world is rapidly evolving and there are many ‘glocal’ challenges which call for innovation and a profound transformation of policies and practices. Th e book presents a range of diff erent approaches to competence-based education, and demonstrates that competencebased education is a worldwide innovation, which is institutionalized in various ways. It presents the major theories and policies, specifi c components of educational systems, such as recognition, accreditation, modelling and assessment, and developments in discipline-oriented and transversal competence domains. Th e book concludes by synthesizing the diff erent perspectives with the intention to contribute to further improving vocational and professional education policy and practice. Joao Santos, Deputy Head of Unit C5, Vocational Training and Adult Education, Directorate General for Employment, Social Aff airs and Inclusion, European Commission: “This comprehensive work on competence-based education led by Martin Mulder, provides an excellent and timely contribution to the current debate on a New Skills Agenda for Europe, and the challenge of bridging the employment and education and training worlds closer together. Th is book will infl uence our work aimed at improving the relevance of vocational education to support initial and continuing vocational education and training policy and practice aimed at strengthening the key competencies for the 21st century.” Prof. Dr. Reinhold Weiss, Deputy President and Head of the Research, Federal Institute for Vocational Education and Training (BIBB), Bonn, Germany: “This book illustrates that the idea and concept of competence is not only a buzzword in educational debates but key to innovative pedagogical thinking as well as educational practice.” Prof. Dr. Johanna Lasonen, College of Education, University of South Florida, Tampa, USA: "Competence-based Vocational and Professional Education is one of the most important multi-disciplinary book in education and training. Th is path-breaking book off ers a timely, rich and global perspective on the fi eld. Th e book is a good resource for practitioners, policymakers and researchers."
A High-performance Agenda for Managing Organizations
Author: William Tate
Publisher: Gower Publishing, Ltd.
Category: Business & Economics
In this challenging book William Tate shows how to link management development with the culture and problems of the organization to generate performance-enhancing action. Mr Tate shows how to treat the organization as a partner in the development process, integrating capability with a receptive organizational climate which encourages and applies learning. He offers both ideas and practical strategies, supported by illuminating case studies.