Towards A Holistic Model Of Professional Competence


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A presentation during DACE program on the Holistic Model of Professional Competence, developed by Cheetham and Chivers (1999).

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Towards A Holistic Model Of Professional Competence

  1. 1. A Holistic Model of Professional Competence Team Members Group 1: Tan Jian Hong Denise Pong Goh Wei Koon Team Members Group 2: Teresa Jessline Tan K.C. Andy Lee
  2. 2. Cognitive Competency The use of knowledge in appropriate work settings: Tacit / Practical – Knowledge that is linked closely to functional competency Technical / Theoretical – the application and transfer of underlying knowledge Procedural – the process of carrying out the routine tasks within the profession Contextual – the background knowledge about the environment
  3. 3. What is Long Term Memory? Long term memory Declarative Implicit (Not (Conscious) conscious) Episodic Semantic Priming Procedural (personal (Facts and effects Memory events) knowledge)
  4. 4. What is Long Term Memory? Our conscious Long term memory recollections of Declarative Implicit (Not (Conscious) events or facts conscious) that we have Episodic Semantic Priming Procedural (personal experienced or (Facts and effects Memory events) knowledge) learned in the past
  5. 5. What is Long Term Memory? Memory for Long term memory specific events Declarative Implicit (Not (Conscious) that have conscious) happened to Episodic Semantic Priming Procedural (personal the personMemory (Facts and effects events) knowledge) having the memory
  6. 6. What is Long Term Memory? Memory for Long term memory knowledge Declarative Implicit (Not (Conscious) about the world conscious) that is not tied Episodic Semantic Priming Procedural (personal (Facts and any specific to effects Memory events) knowledge) personal experience
  7. 7. Tacit / Practical Knowledge • Unconsciously using knowledge about the world in making their judgment • Seen as the “know-how” knowledge which can only be transmitted via training or gained through personal experience or experimentation • It is commonly linked to how our memory system works. This is created when past experience influences behavior, but we are not aware of the experience that is influencing the behavior
  8. 8. What is Long Term Memory? Occurs when an Long term memory experience affects a Declarative person’s behavior, Implicit (Not (Conscious) conscious) even though the person is not aware Episodic Semantic Priming she had that he or Procedural (personal (Facts and effects Memory events) those experiences knowledge)
  9. 9. What is Long Term Memory? Priming is the Long term memory implicit memory Declarative effect Implicit (Not in which (Conscious) conscious) exposure to a stimulus influences Episodic Semantic Priming to Procedural response a (personal (Facts and effects Memory events) subsequent knowledge) stimulus
  10. 10. What is Long Term Memory? Our memory Long term memory Declarative for how(Not Implicit to (Conscious) conscious) carry out Episodic (personal highly Procedural Semantic (Facts and Priming effects Memory events) practiced knowledge) skills
  11. 11. Lets’ watch a Video to understand how this works!
  12. 12. Professional competence • The capability to perform the duties of one's profession generally, or to perform a particular professional task, with skill of an acceptable quality.
  13. 13. Functional competence • Which entails the effective performance of work tasks – Occupation specific – Organizational/process – Cerebral – Psychomotor
  14. 14. Occupation Competency of Trainer 1. Understand adult learning – how adults acquire knowledge 2. Identification A.S.K. of jobs, tasks and roles 3. Preparation of training objectives, manuals, learning guide, assessment plans etc 4. Feedback skill 5. Presentation skill 6. Questioning skill
  15. 15. Occupation Competency of Trainer 7. Facilitation skill 8. Information and research skill 9. Writing skill 10. Motivational skill 11. Coaching & mentoring skill
  16. 16. Organisation Competency of Trainer 1. Business understanding – functions of business & how business decisions are made 2. Company dynamics understanding - seeing organizations as dynamic, political, economic and social systems which have multiple goals 3. Financial & accounting understanding 4. Sales & marketing understanding 5. Relationship building & understanding
  17. 17. Functional competence – Cerebral Definition of or relating to the brain or the intellect  These are the generic skills that involve mental activity  Reflective listening and feedback to encourage group involvement  Integration of core knowledge into training practice, e.g. incorporate learning strategies, development of a variety of instructional approaches, identification and acquisition of technology resources in support of learning
  18. 18. Functional competence – Psychomotor Definition of or relating to motor action directly proceeding from mental activity These are the generic skills of a more physical nature  Design, develop and incorporate a variety of audio- visual materials to enhance the training and reinforce learning  Optimal use of physical training environment in facilitating learning
  19. 19. Towards a Holistic Model of Professional Competence by Cheetham & Chivers (1996)
  20. 20. Constituents
  21. 21. Trainer Interaction skills, understand and respect various culture and nationalities. Knowing each individual is different especially in learning styles thus needing to adapt accordingly. Mutual respect and understanding, sharing of pointers, open- mind and accepts comments positively
  22. 22. Trainer Respect, Integrity Acceptance of lateness for class, firm and fair for assessment, unbias towards participants, etc