an article by Maddison M.Miles and David E.Szwedo (James Madison University, Harrisonburg, VA, USA) and Joseph P.Allen (University of Virginia, Charlottesville, VA, USA) published in Journal of Adolescence Volume 64 (April 2018)
Abstract
This study examined the long-term effect of anxiety on career satisfaction for young adults in the United States.
The abilities to positively cope with stress and function competently as an adult were examined as potential moderators of this link, and adolescent developmental precursors of these abilities were also investigated.
Analyses revealed a negative association between anxiety at age 21 and career satisfaction at age 27. However, this association was ameliorated for youth with better coping skills and functional competence at age 24.
Autonomy and relatedness behaviors with best friends and mothers were examined as potential predictors of these moderators, with positive autonomy and relatedness from friends at age 13 emerging as the sole predictor of these skills.
Results suggest that although anxiety may inhibit career satisfaction for many youth, positive coping and adult functional competence skills may allow anxious individuals to achieve career satisfaction. Moreover, these skills may be promoted through peer relationships in early adolescence.
Showing posts with label competence. Show all posts
Showing posts with label competence. Show all posts
Friday, 23 March 2018
Monday, 10 August 2015
Does It Pay to Be Moral? How Indicators of Morality and Competence Enhance Organizational and Work Team Attractiveness
an article by Anne-Marie van Prooijen (Solvay Brussels School of Economics and Management, Belgium) and Naomi Ellemers (Leiden University, the Netherlands) published in British Journal of Management Volume 26 Issue 2 (April 2015)
Abstract
Based on a social identity analysis, the authors argue that people are attracted to teams and organizations with positive features. Such features can refer to the competence and achievements of the organization, or to its moral values and ethical conduct.
However, in work contexts, ethics and achievements do not necessarily go together.
The paper reports three studies that examine the relative and combined impact of perceived competence vs morality of a team or organization on its attractiveness to individuals.
Study 1 (n = 44) reveals that students prefer to seek employment in a moral rather than a competent organization, when forced to choose between these organizational features on a bipolar scale.
Study 2 (n = 100) replicates these findings in a design where the competence and morality of a fictitious organization were manipulated orthogonally.
Study 3 (n = 89) examines responses to experimental task teams that systematically differed from each other in their competence and morality.
Results of all three studies converge to demonstrate that the perceived morality of the team or organization has a greater impact on its attractiveness to individuals than its perceived competence.
The authors discuss the theoretical and practical implications of these findings.
Abstract
Based on a social identity analysis, the authors argue that people are attracted to teams and organizations with positive features. Such features can refer to the competence and achievements of the organization, or to its moral values and ethical conduct.
However, in work contexts, ethics and achievements do not necessarily go together.
The paper reports three studies that examine the relative and combined impact of perceived competence vs morality of a team or organization on its attractiveness to individuals.
Study 1 (n = 44) reveals that students prefer to seek employment in a moral rather than a competent organization, when forced to choose between these organizational features on a bipolar scale.
Study 2 (n = 100) replicates these findings in a design where the competence and morality of a fictitious organization were manipulated orthogonally.
Study 3 (n = 89) examines responses to experimental task teams that systematically differed from each other in their competence and morality.
Results of all three studies converge to demonstrate that the perceived morality of the team or organization has a greater impact on its attractiveness to individuals than its perceived competence.
The authors discuss the theoretical and practical implications of these findings.
Monday, 14 May 2012
Looking for Synergies: Education for Sustainable Development and the Bologna Process
an article by Zinaida Fadeeva (United Nations University Institute of Advanced Studies, Yokohama, Japan) and Laima Galkute (Research and Higher Education Monitoring and Analysis Centre, Vilnius, Lithuania) published in Journal of Education for Sustainable Development Volume 6 Number 1 (March 2012)
Abstract
In defining quality of higher education, competences achieved by graduates are interpreted as essential criteria. There are two political processes in education dealing, among other issues, with competence development:
A possible interplay and synergy between these processes could bring a new insight to the development of the quality assurance concept within the Bologna Process. Key principles of ESD such as a value-orientation, a holistic approach, reflexivity and achieving transformation provide a learning philosophy and a strategy relevant to emerging qualities of the postmodern society.
Abstract
In defining quality of higher education, competences achieved by graduates are interpreted as essential criteria. There are two political processes in education dealing, among other issues, with competence development:
- the Bologna Process in European Higher Education Area and
- a global process – the United Nations (UN) Decade (2005–2014) of Education for Sustainable Development (ESD).
A possible interplay and synergy between these processes could bring a new insight to the development of the quality assurance concept within the Bologna Process. Key principles of ESD such as a value-orientation, a holistic approach, reflexivity and achieving transformation provide a learning philosophy and a strategy relevant to emerging qualities of the postmodern society.
Monday, 27 July 2009
Individual competencies that older workers ...
in successfully adapting during their careers
an article by J Barton Cunningham and Bryan Sweet in International Journal of Human Resources Development and Management Volume 9 Number 2/3 (2009)
Abstract
Some older workers are more successful than others in maintaining a high level of functioning despite losses in psychological and biological capacities. In this grounded theory study of the careers of eight older workers, we identified ten Protean-like competencies relating to:
an article by J Barton Cunningham and Bryan Sweet in International Journal of Human Resources Development and Management Volume 9 Number 2/3 (2009)
Abstract
Some older workers are more successful than others in maintaining a high level of functioning despite losses in psychological and biological capacities. In this grounded theory study of the careers of eight older workers, we identified ten Protean-like competencies relating to:
- replacing beliefs about chronological age with beliefs of psychological age;
- taking steps to improve health;
- adjusting preferences to fit life's circumstances;
- cultivating relationships to improve work and career;
- developing relationships which recognise a diversity of interests;
- developing relationships for mentoring others;
- developing a sense of self in relationships;
- redefining the contract with the organisation;
- finding aspects of work which are meaningful and fulfilling; and
- replacing job-worth with self-worth.
One of the most frequent observations underlying these findings was the variation among the respondents in their beliefs about the ability to control the events they encountered in their lives.
Tuesday, 17 March 2009
Competence and competence frameworks in career guidance: complex and contested concepts
an article by Ronald G Sultana (Euro-Mediterranean Centre for Educational Research, University of Malta) in International Journal for Educational and Vocational Guidance Volume 9 Number 1 (March, 2009)
Abstract
This paper considers some of the debates surrounding the term competence and the relevance that these have for the development of competence frameworks. Such frameworks are increasingly on the agenda, since they purport to support training programme development, to identify competence gaps, to promote self-development, and to ensure common standards. This paper shows, however, that notions of competence have specific meanings in particular contexts, that they have been contested, and that they have fallen into and out of favour over time. The paper concludes by teasing out the implications that competing definitions of competence have for the guidance field.
Hazel’s comment:
I wanted to hold this back until I'd had the opportunity to read the full article but the hard copy journal wasn&rsquot in the British Library when I visited yesterday and I didn't want to hold on to this any longer.
Abstract
This paper considers some of the debates surrounding the term competence and the relevance that these have for the development of competence frameworks. Such frameworks are increasingly on the agenda, since they purport to support training programme development, to identify competence gaps, to promote self-development, and to ensure common standards. This paper shows, however, that notions of competence have specific meanings in particular contexts, that they have been contested, and that they have fallen into and out of favour over time. The paper concludes by teasing out the implications that competing definitions of competence have for the guidance field.
Hazel’s comment:
I wanted to hold this back until I'd had the opportunity to read the full article but the hard copy journal wasn&rsquot in the British Library when I visited yesterday and I didn't want to hold on to this any longer.
Thursday, 1 January 2009
The role of information competencies and skills in learning to abstract
an article by Maria Pinto, Anne-Vinciane Doucet and Andrés Fernández-Ramos (University of Granada) in Journal of Information Science Volume 34 Number 6 (2008)
Abstract
The ability to abstract information is a basic competency in today's knowledge society, characterised by the mass diffusion of information and the need to manage and access it effectively. Yet abstracting is not an easy task, and requires a specific learning process. This paper examines the process of abstracting information from the perspective of competencies and skills-based learning of students of information and documentation. The competencies and skills necessary in this process, which are drawn from European sources on library science and documentation, are identified by analysing in detail the various stages and processes involved in writing an abstract. The general skills required for the whole process, as well as the specific skills for each stage, are determined. Guidelines and recommendations are put forward to facilitate the learning of these skills in the context of abstracting.
Hazel's comment:
Even at its most basic level, as in a quick summary of a learning opportunity, abstracting is still a skill which can be taught. I just wish that more opportunity databases realised the need for this skill!
Abstract
The ability to abstract information is a basic competency in today's knowledge society, characterised by the mass diffusion of information and the need to manage and access it effectively. Yet abstracting is not an easy task, and requires a specific learning process. This paper examines the process of abstracting information from the perspective of competencies and skills-based learning of students of information and documentation. The competencies and skills necessary in this process, which are drawn from European sources on library science and documentation, are identified by analysing in detail the various stages and processes involved in writing an abstract. The general skills required for the whole process, as well as the specific skills for each stage, are determined. Guidelines and recommendations are put forward to facilitate the learning of these skills in the context of abstracting.
Hazel's comment:
Even at its most basic level, as in a quick summary of a learning opportunity, abstracting is still a skill which can be taught. I just wish that more opportunity databases realised the need for this skill!
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