Siekimas užtikrinti geresnį mokinių mokymąsi tapo pagrindiniu Lietuvos švietimo sistemos iššukiu. Mokėjimo mokytis kompetencija apima mokymosi kaip vertingo ir visą gyvenimą trunkančio proceso sampratą, mokėjimą kelti ir įgyvendinti mokymosi tikslus bei būti atsakingu už savo mokymosi rezultatus. Vis dažniau yra vartojama kompetencijos samprata švietimo kontekste, pateikiamos įvairios šios sąvokos interpretacijos Lietuvos ir užsienio mokslininkų. Tyrimo tikslas: Atskleisti mokymosi mokytis kompetencijos ugdymo vadybinus aspektus pagrindinėje mokykloje. Tyrimo uždaviniai: 1.Atlikti mokslinės literatūros analizę apie mokėjimo mokytis kompetenciją, išryškinant konstruktyvistinį jos pobūdį. 2. Atskleisti mokytojų požiūrį į metodologines ir metodines mokėjimo mokytis kompetencijos ugdymo prielaidas.3.Ištirti mokyklos vadovų požiūrį į planavimo vaidmenį ugdant mokinių mokėjimo mokytis kompetencijas. 4.Atskleisti mokytojų ir mokyklos vadovų požiūrį į mokėjimo mokytis kompetencijos ugdymą . Tyrimo metodai: Mokslinės literatūros ir švietimo dokumentų analizė; Ankėtinė mokytojų ir vadovų apklausa; Interviu su mokyklos vadovu; Statistinė empirinių duomenų analizė. Tyrimo imtis. 162 respondentai: 60 vadovų ir 102 Vilniaus miesto pagrindinių mokyklų mokytojai. Išvados: 1.Teorinės mokslinės literatūros įžvalgos parodė, kad šiuolaikinėje didaktikoje, vis labiau įsigalint konstruktivystinei paradigmai, keičiasi požiūris į... [toliau žr. visą tekstą] / Striving for better learning for all pupils and doing it in the most effective and efficient way has become a priority for Lithuania’s educational system. The learning to learn competence is considered to be the most important and valuable concept in today‘s education. The present school headmaster, managers and all the teachers are facing high demands in today‘s education for they are responsible for the crucial aspects improving students’ competence of learning abilities to learn i. e planning, organizing, staffing, leading, and controlling the whole domain. The Aim: To investigate the managerial aspects of learning to learn competence at secondary school. Objectives: 1. To analyze the learning to learn competence in scientific literature, highlightning its constructivist features .2. To investigate teachers' methodical and methodological attitudes to the development of learning to learn competence 3. To investigate the school principals‘ attitude to planning as one of the aspects to develop students‘ learning to learn competence. 4. To reveal teachers‘ and school principals‘ approach to learning to learn competence educational assumptions. Methods used: The analysis of science literature and the survey of standard acts; questionnairing teachers and school principals‘ , statistic analysis of empiric data. Sampling:162 respondents (102 teachers and 60 school principals) from schools in Vilnius... [to full text]

In spite of the need for organisations to develop competencies among its employees as a source for gaining competitive advantage, and in spite of previous research efforts to find out what contributes to it and the effects of it, the process of Competence Development (CD) implementation is still a ‘black box’, whose internal linkages are unknown. Furthermore it is noticed in previous research that there is a lack of empirically-based research in organisations, and the purpose of this dissertation is therefore to explore the process of CD implementation, as perceived by employees within the debt-collection industry of Sweden.   A case-study on a Swedish Debt-Collection Company was conducted, and data collected through interviews with employees and managers, in order to find out how the process of CD implementation is structured. In order to investigate the internal linkages in the process an extensive literature review was performed in the field of CD, and used for developing a conceptual model, showing how the various stages interact and depend upon each other in gaining competence among its employees. The model was then tested empirically and the findings suggest that the CD implementation was structured mostly in line with the model, although adjustments had to be made.   The findings suggest that in the process of CD implementation conceptualisation of CD plans and selection of participants is conducted in one integrated step and not two distinct steps, as suggested in previous literature. Performance Management and Reflection- and Evaluation are not conducted in two steps but more or less simultaneously. Furthermore, this study suggests that it is the organisation’s responsibility to provide a foundation, opportunities and resources that enable CD, while the employees themselves set the standard for how much they will take advantage of it. Therefore this study argues that if employees can have input and influence on each stage of the process, better outcomes will be provided since it will be aligned with their objectives, personal and professional.   Up to this point, the process of CD implementation has been a ‘black box’, a mechanism that generates a certain level of output but whose internal workings are unknown. It is important to open up that box and to understand how CD operates to produce superior performance for an organisation. The findings in this study help to bridge that gap better, and are useful for managers conducting and implementing Human Resource practices that aim to develop competencies among the company’s workforce in order to gain better performance.

Darbo objektas – komunikacinės kompetencijos vertinimas. Darbo tikslas – įvertinti sporto klubo darbuotojų komunikacinę kompetenciją. Darbo problema – kokia komunikacine kompetencija pasiţymi sporto klubo darbuotojai? Darbo uţdaviniai : 1. Atskleisti komunikacijos svarbą darbuotojo profesinei veiklai. 2. Apibrėţti darbuotojų komunikacinės kompetencijos gebėjimus. 3. Nustatyti sporto klubo darbuotojų komunikacinės kompetencijos gebėjimus Darbo išvados ir svarbiausi rezultatai: Dauguma apklaustųjų turintys aukštąjį išsilavinimą mano, kad studijų metu įgytų gebėjimų pakanka ir kvalifikacijos nauda yra teigiama, nors ne visi dirba pagal įgytą specialybę. Darbuotojai pasitiki savimi, savo kompetencija ir asmeniniais gebėjimais. Nustatyta, kad reikalingiausios asmeninės kompetencijos yra šios: pasitikėjimas savimi, komunikavimo sugebėjimai, stabilumas, sugebėjimas prisiderinti ir lankstumas. Tiriant darbuotojų socialines kompetencijas nurodomos šios reikalingiausios savybės: sugebėjimas klausytis, atsakomybės jausmas, mokėjimas save pateikti, sugebėjimas įtikinti ir kontaktuoti. Profesinės kompetencijos svarba taip pat akivaizdi. Respondentai svarbiausią gebėjimą įvardijo informacijos pateikimą klientams bei gebėjimą juos konsultuoti. Taip pat tinkamai ir tiksliai įvertinti kliento problemas. Siekiant pagerinti kompetencijos lygį organizacijoje, reikėtų paskatinti vis tobulinti turimas kompetencijas. Kaip geriausius gebėjimus respondentai išskiria darbą kompiuteriu, gebėjimą... [toliau žr. visą tekstą] / The object of: assessment of communication competence. The aim of: To rate communicative competence of sports club employees. Research problem: What communication competence reveal employees of sports club? Objectives of the: 1. To reveal communcation importance of employee professional activity. 2. To define communication competence skills of employees. 3. To set communication competence skills of sports club employees. Conclusion of reasearch paper and the most important results: The majority of respondents with higher education think, that the skills acquired during studies is sufficient and qualified benefits are positive, although not all work in the profession. Employees trust them selves, their competence and pesonal skills. It was found that the most necessary competences are: self trust, communication skills, stability, ability and flexibility to adapt. Researching social competences of employees specified the most necessary features are: the ability to listen, a sense of responsibility, ability to present themselves, the ability to persuade and contact. Importance of professional competence is obvious too. Respondents as the most important ability identified information to client and the ability to advise. Also properly and accurate assesment of client problems. In oder to improve the level of competence in the organization should be encouraged to improve exsting comptences. As the best abilityes respondents exclude work with computer, listening others, achieve good... [to full text]

SammanfattningI kunskapssamhällets nuvarande form är kompetensutveckling ett dominerande begrepp i sammanhang för vuxnas lärande. Kompetensutvecklingsinsatser kan ses som ett av de sätt genom vilket lärande sker för organisation, verksamhet och individ. Dock finns ingen given relation mellan en kompetensutvecklingsinsats och lärande. Kompetensutveckling är ett sätt att utveckla verksamheten och medarbetarnas lärande. Detta sker både med formella och informella insatser utifrån varierande syften samt mål.Utvärderingar undersöker ofta resultaten och medarbetarnas utveckling genom lärande samt kunskap i relation till avsatt mål för kompetensutvecklingsinsatsen utifrån ett företagsperspektiv. Men vad kan egentligen kompetensutvecklingsinsatser innebära för medarbetarna i en verksamhet?Syftet med denna studie är att undersöka medarbetarnas uppfattningar av två kompetensutvecklingsinsatser samt metoderna för dessa inom verksamhetsområdet ”Aktivitet och Upplevelse” inom Uppsala Kommun. Studien syftar även till att undersöka medarbetarnas uppfattning av resultaten för kompetensutvecklingsinsatserna i relation till deras arbete på arbetsplatserna. Studien genomfördes med fokusgruppintervjuer. Resultatet av studien visar att informanterna uppfattade kompetensutvecklingsinsatserna som en introduktion och en grundutbildning för metoderna Sherborn och Taktipro, samt att metoderna innebar ett tankesätt som präglade medarbetarnas vardagliga arbete i verksamheten.

Clients rarely present with prototypical presentations for which an “off the shelf” cognitive-behavioural therapy (CBT) approach can be used, and the most frequently cited rationale for case conceptualisation is matching clients’ unique presentations and therapy goals with available theory and research. In this, it is argued that case conceptualisation guides therapy by ensuring that individual cognitive and behavioural processes are targeted, thereby maximising therapy efficacy. Therefore, therapists who are competent in case conceptualisation should achieve better outcomes. However, little is known about the relationship between competency in case conceptualisation and general CBT competence, or how competency in case conceptualisation is linked to therapy outcome. Forty audiotapes selected from an ongoing study (CoBalT: Cognitive Behavioural Therapy as an adjunct to Pharmacotherapy for Treatment Resistant Depression in Primary Care: a randomised controlled trial) were rated for competency in case conceptualisation and competence in CBT using the Collaborative Case Conceptualisation – Rating Scale (CCC-RS) and Cognitive Therapy Scale – Revised (CTS-R) respectively. The assessment of competence was carried out by independent groups of researchers with expertise in these assessments, blind to treatment outcome. Therapy outcome was measured using The Beck Depression Inventory II (BDI-II). The results showed that 1) competence in case conceptualisation shared a strong and positive relationship with general CBT competence and, 2) that competence (in case conceptualisation and general CBT competence) was associated with better treatment outcome for depression. The results highlight competence in case conceptualisation as an important facet of therapist CBT competence, and indicate that investing in the training and selection of therapists competent in case conceptualisation as well as CBT competence has the potential to enhance treatment outcomes.

Title: Competency profile of sports manager from the perspective of students FTVS and TOP managers Targets: The goal of this work is to identify required competencies for the position of sports manager and then created the list of competences claims and build competence profile of sports manager. Method: To achieve the goals of this work were used study of literature in the field of management, personal management and psychology. For the final compilation of the profile method was used interview and interrogation. Results: The result of this work is to create a competence profile of sports manager, which includes competencies divided into several groups and their required level. Key words: manager, sports manager, competence, competence of manager, competency profile

In this study of preschool children and parents (N=64), we examined relations between two facets of parents' emotion socialization: direct and indirect socialization; three facets of children's emotional competence: emotion expression, regulation, and understanding; and their relations with children's social and emotional adjustment. Few associations were observed between indicators of parents' emotion socialization and among indicators of children's emotional competence, suggesting that these constructs are better understood as multi-faceted, rather than unitary processes. Additionally, aspects of children's emotional competence linked--both directly and indirectly--parents' emotion socialization behaviors and children's social and emotional adjustment. Results are discussed with regard to the role of parents' emotion socialization and children's emotional competence, especially emotion regulation, in children's adjustment during preschool.

O presente estudo teve como objetivos: compreender como o estágio extracurricular em uma instituição hospitalar privada pode contribuir no processo de formação de competências dos enfermeiros tomando como parâmetro às competências previstas na Lei de Diretrizes e Bases (LDB) e as requeridas pelo Hospital Alemão Oswaldo Cruz (HAOC); identificar o perfil de enfermeiro requerido pelo HAOC, em relação ao conjunto de conhecimentos, habilidades e atitudes profissionais; avaliar o estágio extracurricular remunerado segundo a percepção dos alunos que vivenciaram esta experiência nesta instituição campo da pesquisa e problematizar as expectativas da diretora assistencial, dos enfermeiros gerentes e da enfermeira do Serviço de Educação Continuada do HAOC quanto ao perfil do enfermeiro para a instituição, frente à vivência do aluno estagiário visando subsidiar o redirecionamento dessa experiência para a consecução do perfil requerido. Utilizando metodologia qualitativa e referencial teórico sobre os conceitos e diferentes abordagens sobre competência, a formação profissional do enfermeiro no Brasil, os Rumos da Educação Mundial para o Século XXI (Relatório Delors,1998), o Estágio Extracurricular em Enfermagem e no HAOC, desenvolvemos a pesquisa entrevistando 8 estagiários extracurriculares (cursando o 4º ano de graduação) e 8 enfermeiros gestores do HAOC. Nos dados obtidos, analisados através da análise de conteúdo, aflora, de forma completa e total por parte de todos os entrevistados, as competências relacionais e atitudinais como prioritárias e fundamentais no perfil do enfermeiro para a instituição em que foi realizada a pesquisa. Comparando-se as competências gerais apontadas para o enfermeiro pela LDB e as expectativas dos gerentes e dos estagiários extracurriculares requeridas para o enfermeiro que atua no HAOC notou-se uma divergência: maior ênfase em competências técnicas requeridas pelas Diretrizes Curriculares contra uma maior ênfase em competências relacionais e atitudinais para o enfermeiro do HAOC. Os estagiários ingressam no programa de estágio extracurricular buscando aquisição de competências nos pilares do aprender a conhecer e aprender a fazer, e não só adquirem estas, mas atribuem maiores ganhos nas competências nos pilares do aprender a viver juntos e aprender a ser. A avaliação sistematizada do estágio extracurricular mostrou-se importante, pois revelou pontos essenciais do perfil do enfermeiro requerido pela instituição e permitiu problematizar as expectativas tanto dos enfermeiros quanto dos estagiários, cumprindo com os objetivos propostos / The present study it had as objective: to understand as the extracurricular period of training in a private hospital institution can contribute in the process of formation of abilities of the nurses taking as parameter to the abilities foreseen in the Law of Lines of direction and Bases (LDB) and the required ones for the German Hospital Oswaldo Cruz (HAOC); to identify the profile of nurse required for the HAOC, in relation to the set of professional knowledge, abilities and attitudes; according to to evaluate the extracurricular period of training remunerated perception of the pupils who had lived deeply this experience in this institution field of the research and to problematizar the expectations of the assistencial director, the controlling nurses and the nurse of the Service of Continued Education of the HAOC how much to the profile of the nurse for the institution, front to the experience of the probationary pupil aiming at to subsidize the redirecionamento of this experience for the achievement of the required profile. Using qualitative methodology and referencial theoretician on the concepts and different boardings on ability, the professional formation of the nurse in Brazil, the Routes of the World-wide Education for Century XXI (Report Delors, 1998), the Extracurricular Period of training in Nursing and the HAOC, we develop the research interviewing 8 extracurricular trainees (attending a course 4º year of graduation) and 8 managing nurses of the HAOC. In the gotten data, analyzed through the content analysis, it arises, of complete and total form on the part of all the interviewed ones, relationary and atitudinais the abilities as with priority and basic in the profile of the nurse for the institution where the research was carried through. Comparing the general jurisdictions pointed with respect to the nurse for the LDB and the expectations of the controlling and the required extracurricular trainees for the nurse who acts in the HAOC a divergence was noticed: bigger emphasis in abilities techniques required for the Curricular Lines of direction against a bigger emphasis in relationary and atitudinais abilities for the nurse of the HAOC. The trainees enter the program of extracurricular period of training searching acquisition of abilities in them pillars of learning to know and to learn to make, and they not only acquire these, but pillars of learning attribute to greaters profits in the abilities in them to live together and to learn to be. The systemize evaluation of the extracurricular period of training revealed important, therefore it disclosed essential points of the profile of the nurse required for the institution and allowed in such a way to problematizar the expectations of the nurses how much of the trainees, fulfilling with the considered objectives

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My thesis explores the pedagogical issue of key competencies, it especially focuses on learning competency, its development, teacher's concept of the competency and its application into learning at a secondary school. The theoretical part introduces main terms and concepts and the characteristics of educational process, which influence development of competencies. The research part is a qualitative research. The data have been collected through observations in class and semi-structured interviews. The interviews were held with teachers of the secondary schools, which were observed afterwards. Within these lessons was filled in a special observation form which evaluates through specific categories how effectively is learning competency being developed.