Competence (polyseme)
[6][7][8] The second notion refers to someone's capacity or ability to successfully perform a specific behavioral attribute — be it overt or covert — like learning a language, reading a book or playing a musical instrument.
[16] He introduced the term competence to describe those personality characteristics associated with high motivation and superior performance.
[1] The term gained traction in 1973, when McClelland wrote a seminal paper entitled Testing for Competence Rather Than for Intelligence.
According to Zemke (1982), the terms 'competency', 'competence', and their affiliated counterparts are akin to "Humpty Dumpty words" that derive their meaning solely from the interpreter's intent.
This issue arises not due to ill intentions, ignorance, or commercial motives, but stems from procedural and philosophical variations among those vying to establish and shape the concept.
[28] In an influential paper from 1992, Dorothy A. Leonard took on a knowledge-based approach when discussing competency in the context of managerial and technical systems.
[2] Following the release of this paper, a tendency has grown to employ the terms competencies and capabilities interchangeably, often without clear differentiation.
Noteworthy figures such as White, McClelland, and Boyatzis have all upheld the notion that competence is tantamount to effective performance.
Oftentimes, the term "performance" is extended to delineate the capacity or ability of mechanical, rather than biological systems, to fulfill certain tasks.
Amidst ongoing developments in artificial intelligence, mechanistic systems receive anthropomorphic characteristics increasingly often.
[35] The way performance is being defined mirrors attempts made by authors to emphasize core competence in a similar light.
McClelland points out that the traits measured by traditional intelligence tests do not reliably correlate with high-level performance in society.
McClelland's approach acknowledges the multifaceted nature of human capabilities, signaling a departure from a singular focus on cognitive or intellectual abilities.
[20] McClelland emphasizes that there's no solid evidence to suggest that human traits, including cognitive abilities, are innate and cannot be altered.
He suggests that tests rooted in life-outcome behaviors can validate their worth by demonstrating that a person's ability to perform such tasks improves as their competence in those areas increases.
[37] Hager and Gonczi criticize the misconception among scholars that labeling an approach as atomistic automatically warrants its rejection without further justification.
On the other hand, Hager and Gonczi caution against adhering strictly to a rigid holism that dismisses all forms of analysis.
Forgetting about attributes and concentrating solely on tasks may lead someone to lapse into a narrow view of occupational competence, they insist.
Over the decades, competence models have played a significant role in mapping professions and crafting effective professional education and development programs.
It thrives on the dynamic interplay of social interactions, wherein professionals engage in context-specific quests to improve their capacity.
It delves into the idea that competence is shaped by the expectations of stakeholders, guiding the professional towards desired actions and outcomes.
[16] In his study, Day (1994) points out that beginning in the 1980s, there has been a growing acknowledgment within both business and education sectors regarding the development of personal profiles and portfolios.
For instance, Park et al. (2017) conducted a study on a tripartite taxonomy of character, investigating interpersonal, intrapersonal, and intellectual competences in children.
B. Rothenberg released her study 'Children's social sensitivity and the relationship to interpersonal competence, intrapersonal comfort, and intellectual level' in 1970.
Core competences encompass the amassed capabilities within an organization, in particular attempts to harmonize professional skills and technological innovation.
At its essence, core competence includes involvement, commitment and communication, transcending organizational boundaries and hierarchies, while fostering a culture of inclusivity within the organization.
Student engagement and proper utilization of study skills are closely intertwined, both bolstering academic competence.
[48] Leading up to the 1990s, the application of 'capability' as a behavioral approach (competence) had primarily centered around innovation and learning experiences aimed at fostering capability in both educational and workplace settings, as noted by Stephenson & Weil (1992) and Graves (1993).
They proclaim that competencies are rooted in a traditional 'pedagogical paradigm', which fails to fully equip individuals with the attributes needed to succeed in a workplace setting.
[52] Other relevant disciplines, wherein competence plays a role, are among others science, pedagogy, professional psychology, healthcare, and engineering.
