This document discusses a holistic model of professional competence. It is divided into 3 sections. The first section lists the team members for Groups 1 and 2. The second section discusses cognitive competency, including tacit/practical knowledge, technical/theoretical knowledge, procedural knowledge, and contextual knowledge. The third section discusses constituents of a professional competence model, including interaction skills, mutual respect, and respect/integrity.

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Lets’ watch a Video to
understand how this works!

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. Functional competence
• Which entails the effective performance of work
tasks
– Occupation specific
– Organizational/process
– Cerebral
– Psychomotor

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. Occupation Competency of Trainer
7. Facilitation skill
8. Information and research skill
9. Writing skill
10. Motivational skill
11. Coaching & mentoring skill

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. 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. 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. Towards a Holistic Model of Professional
Competence by Cheetham & Chivers (1996)

20. Constituents

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. Trainer
Respect, Integrity
Acceptance of lateness for class, firm and fair for
assessment, unbias towards participants, etc