Key competeneces evaluation and development

Development and Evaluation of Key Competences

Basic skills (and their indicators) for ESO
I.
Linguistic communication.
– Listen
– Exhibit
– Discuss
– Read and write
– Understand texts
– Identify Ideas
– Differentiate posts
– Select objectives or purposes of the communication actions.
– Doing it in a foreign language.

II.
• MATHEMATICAL COMPETENCE
• 1. Use numbers, measurements, symbols, geometric elements and relate them
to reality.
• 2. Apply calculations algorithms to identify the validity of some arguments.
• 3. Find certainty through reasoning

III.
• KNOWLEDGE AND INTERACTION WITH THE PHYSICAL WORLD.
• 1. Accurate perception of the physical space in which life and human activity
develop.
• 2. Solve problems involving objects and their position.
• 3. Be aware of the influence of people in space.
• 4. Observing reality critically and analyze information and advertising
messages.
• 5. Arguing the consequences of different lifestyles.
• 6. Propose relevant issues, ask questions and identify the knowledge available
to answer them.
• 7. Have ability to manage technical solutions to meet the needs of everyday
life.

IV.
• DATA PROCESSING AND DIGITAL COMPETENCE
• 1. Search, select, process information using techniques and strategies to
access it as the source and the medium used.
• 2. Mastering specific languages.
• 3. Convert information into knowledge through the organization to understand
in previous and integrate knowledge schemes.
• 4. Use information technology and communication in their dual role of
transmitting information and knowledge generators.

V.
• SOCIAL AND CIVIC COMPETENCE.
• 1. Awareness of the existence of different perspectives to analyze reality.
• 2. Turn to multicausal and systems analysis to examine social and historical
issues and talk to collectively improve the understanding of reality.
• 3. Understand the features of modern societies, demonstrating understanding
of the contribution of different cultures.
• 4. It implies knowing that conflicts of values and interests are part of the living.
• 5. Be aware that not all personal position is ethical if it is not based on respect
for shared values and principles (such as enclosing Universal Declaration of
Human Rights)

VI.
• CULTURAL AND ARTISTIC COMPETENCE
• 1. Understand and appreciate the cultural event in general and art in particular.
• 2. Perceive and understand different realities and products of world art and
culture.
• 3. Initiative, imagination and creativity to express through artistic codes.
• 4. An awareness of the importance of the initiatives and contributions of
others.
• 5. Relate the evolution of thought with aesthetic trends, tastes and fashions.
• 6. Value freedom of expression and the importance of intercultural dialogue.

VII.
• LEARNING TO LEARN.
• 1. Awareness of one's own skills and strategies to develop them.
• 2. Curiosity to pose questions and handle various possible answers.
• 3. Ability to get information and transform it into knowledge.
• 4. Consider achievable short, medium and long term.

VIII.
• AUTONOMY AND PERSONAL INITIATIVE.
• 1. Ability to set goals, plan and carry out projects.
• 2. Find solutions and implement them.
• 3. Being able to relate the difficulty of the goal with the capabilities, desires and
projects.
• 4. Having social skills such as assertiveness, flexibility, and teamwork.
• 5. Leadership.

Competences and NVQs
Margaret Thatcher (1925)
Margaret Thatcher, during his term in office, developed a policy, as written in
history as 'Thatcherism', based on the extrem application of the liberal-
conservative principles, which, largely dismantled the welfare state achieved
by previous governments.
He left unemployed a large number of workers with no qualifications or a
qualification that could lead them to aspire to a job.
An Englishwoman who wrote history by being the first
woman to hold the post of Prime Minister of Great
Britain (1979-1990).

What are NVQ's?
• What are NVQs?
• National Vocational Qualifications (NVQs) are work-related, competence-based
qualifications. They reflect the skills and knowledge needed to do a job effectively,
and show that a candidate is competent in the area of work the NVQ represents.
• NVQs are based on national occupational standards. These standards are
statements of performance that describe what competent people in a particular
occupation as expected to be able to do. They cover all the main aspects of an
occupation, including current best practice, the ability to adapt to future requirements
and the knowledge and understanding that underpin competent performance.
• They are drawn from the study and analysis of the posts.

They refer to a sector
• National Vocational Qualifications (NVQs) are vocational awards in England & Wales (In Scotland
they are known as Scottish Vocational Qualification (SVQ)) that are achieved through assessment
and training. They are practical qualifications based on being able to do a job. There are five levels of
NVQ, ranging from Level 1, which focuses on basic work activities, to Level 5 for senior management.
• Level 1
• Competence that involves the application of knowledge in the performance of a range of varied work
activities, most of which are routine and predictable.
• Level 2
• Competence that involves the application of knowledge in a significant range of varied work activities,
performed in a variety of contexts. Some of these activities are complex or non-routine and there is
some individual responsibility or autonomy. Collaboration with others, perhaps through membership of a
work group or team, is often a requirement.
• Level 3
• Competence that involves the application of knowledge in a broad range of varied work activities
performed in a wide variety of contexts, most of which are complex and non-routine. There is
considerable responsibility and autonomy and control or guidance of others is often required.
• Level 4
• Competence that involves the application of knowledge in a broad range of complex, technical or
professional work activities performed in a variety of contexts and with a substantial degree of personal
responsibility and autonomy. Responsibility for the work of others and the allocation of resources is often
present.
• Level 5
• Competence that involves the application of a range of fundamental principles across a wide and often
unpredictable variety of contexts. Very substantial personal autonomy and often significant responsibility
for the work of others and for the allocation of substantial resources features strongly, as do personal
accountabilities for analysis, diagnosis, design, planning, execution and evaluation

• What makes some people more successful than others
in performing a job?
• An article published in 1973 by Professor of Harvard
University, David C. McClelland, entitled "Testing for
Competence rather than for intelligence" introduced the
concept of competition and revolutionized the evaluation
criteria.
• The theory was proven by practice in a successful
experience for selecting members of the diplomatic corps of
the United States. After that, the skills management started
to become an unavoidable reference for the management of
Human Resources in companies. José Manuel Abascal
José Luis González

Studies about behaviour
• Richard Boyatzis (1982) defines labor
competency as an underlying characteristic
of a person which can be a cause, a trait, a
skill, an aspect of their self-image or social
role, or a body of knowledge which, he or
she uses.
• This definition shows the competition as a
mixture of several things (motivation,
personality traits, skills, knowledge, etc..)
But we only see evidence of those things in
the way the person behaves. In other
words, we must see the person acting,
performing, doing, interacting and so
display their competence
David Mc Clelland
father of the theory
Richard Boyatzis
first model the
Leader.
Lyle Spencer
first dictionary
competencies
Daniel Goleman
popularized the
concept

Motivation
 We act because an external incentive encourages us to fill a need
– An appetite, the presence of food drives us to eat
 When this impulse is learned we are referring to motivation or "reason"
– A child who has been successful at moderately challenging situations, need to
develop a greater achievement than those who have not been able to find
pleasure in such situations
The best studied and reasons that justify most of our behaviors are:
ACHIEVEMENT, AFFILIATION and POWER

Motivation and Job
Profiles
L A P L A P L A P
Executive Pilot Missionary

Values
 What we consider "good"
 While the reasons are unconscious.
 Values are conscious or partly conscious.
 They are part of our socialization process.
 We refer to what each considers "good": serving others, social position, wealth, ...,
being a doctor.
 Guide our conduct.

Environment
Knowledge
Skills
Values
How behaviour is produced
Competence
Reason

Relationship between motivation and competences.
 The achievement motive is the origin of behaviors related to:
– Results Orientation.
– Initiative.
– Finding Information.
– Concern for order and quality.
 The power motive is the source of conduct related to:
– Influence.
– Building relationships.
– Organizational knowledge (or Political Consciousness).
 The enrolled motive is the origin of behaviors related to:
– Interpersonal sensitivity.
– Customer orientation.
– Commitment to the organization.

Other competences.
 Managerial nature, have a mixed component of motivation:
o Leadership.
o People Management.
o Development of people.
o Harnessing Diversity.
o Teamwork (although not strictly management also has a mixed component)
 Related personality traits:
o flexibility
o self-control
 Cognitive type:
o Analytical Thinking.
o Conceptual thinking.
o Technical knowledge.

How to develop the competences.
Leaning on the strenghs and resources everyone has:
 Finding the basic motivation and working on the competences related to that
competence.
 Finding competences with a similar origin. When there is an orientation towards a
result it will easier to develope an initiative or concern abput order and quality. When
it is easy to create different relationships to develop a task, it will be easier to
develope the influence..
 Searching for similar behaviour to change its meaning. If someone is sensitive,
talking about his/her personality, it can be set out specific goals so that that behaviour
cold be lead towards specific actions to fostering the orientation to a result developing
achievement motive.
 DEVELOPING TALENT.

To develop the motivation of Achievement:
Bookmark short-term objectives.
Establish indicators to know that it has been achieved.
Difficult but achievable.
Done individually.
Offer help but intervene.
Fostering Information Search, and Initiative Conscious Order and Quality, as this
helps to get the results.
Teaching techniques of problem analysis and cost-benefit analysis.
Provide positive and honest feedack (indicating that it is always "from my point of
view")

To develop affiliative motivation:
Encourage empathy (if you were him or her what would you do?).
Introduce each other to improve mutual understanding.
Contents recreational group activities.
Done individually.
Teaching listening and interpreting reasons and emotions.
Enhance support among people.
Schedule activities collaboratively.
Provide positive and honest feedback (indicating that it is always "from my point
of view")

To develop the motivation of Power:
Understanding power relations or influence as something natural.
Ask and listen for what the interests and desires of other people, so this will
serve to help our plans.
Search the partnership rather than subordination.
Teaching communication skills: learn to say "no"; assertiveness.
Use language and dialogue to convince (never force or threat).
Practicing influential class presentation.
Know signs of identity that serve to persuade (slogans, banners, songs,
iconography).
Provide positive and honest feedback (indicating that it is always "from my point
of view")

Fears
 Are inhibitors.
 The best studied are the Fear of Failure and Fear of Rejection.
 We have brought with them:
 If you do not pass go do not vacation with your siblings
 If you do "it" I'm not going to want.
 Fear is an obstacle to the initiative, creativity.

Environment
Knowledge
Skills
"Unconscious space"
Values
Reason

Multiple intelligences and talents

Basic skills (and their indicators) for ESO
I.
Linguistic communication.
1. listen
2. exhibit
3. discuss
4. Read and write
5. understand texts
6. identify Ideas
7. differentiate posts
8. Select objectives or purposes
of the communication actions.
9. Doing it in a foreign language.
Resources:
 Use listening techniques:
 Repeat oral history.
 Make a summary of an intervention.
 Organize exhibitions:
 Beginning, middle, end.
 Who, What, When, Where, Why.
 Logical deduction.
 Reading and writing:
 Correct use of grammar in all subjects.
 Text comments.
 Types of communication:
 Recreational, informative, formative,
persuasive.
 The interesting and important
 Using Technology

II.
MATHEMATICS COMPETITION.
1. Use numbers, measurements,
symbols, geometric elements
and relate to reality.
2. Apply calculations algorithms to
identify the validity of some
arguments.
3. Search the knowledge through
reasoning.
Resources:
 Use analogies.
 Graphical representation of formulas.
 Number games.
 Using Technology: Creating
collaborated networks.
 Relate mathematics:
 With poetry.
 With music.
 With other sciences.
 Use mathematics to argue:
 Statistical data.
 Rules (as Pareto)
 Symmetry rules, etc..
 Prosecuting some statements:
 "The limits of logic can only be found
from the logic"

III.
KNOWLEDGE AND INTERACTION WITH
THE PHYSICAL WORLD.
1. Accurate perception of the physical
space in which life and human activity
develop.
2. Solve problems involving objects and
their position.
3. Be aware of the influence of people in
space.
4. Observing reality critically and analyze
information and advertising messages.
5. Arguing the consequences of different
lifestyles.
6. Pose relevant issues, ask questions and
identify the knowledge available to
answer them.
7. Have ability to manage technical
solutions to meet the needs of
everyday life.
Resources:
 Create fictitious ecosystems.
 Computer Games.
 Analysis of "systemic problems)
 The origin of things "video"
 Analysis of advertising:
 Relate to the subject class.
 What is a problem?
 What is a relevant problem?
 Life and Technology:
 From the ferris wheel and windmills
 In the digital era

IV.
DATA PROCESSING AND DIGITAL
COMPETITION.
1. Search, select, process information
using techniques and strategies to
access it as the source and the
medium used.
2. Mastering specific languages.
3. Convert information into knowledge
through the organization to
understand in previous ye integrate
knowledge schemes.
4. Use information technology and
communication in their dual role of
transmitting information and
knowledge generators.
Resources:
 Important vs interesting.
 Sources of information:
 Reliability of sources.
 Language, dialect, slang, codes.
 The language of art class
 Relevance of information
 Consequences of such information
 Using technologies.
 Creating collaborative groups

V.
CITIZEN SOCIAL COMPETENCE.
1. Awareness of the existence of different
perspectives to analyze reality.
2. Resorting to multicausal and systems
analysis to prosecute and social and
historical issues and dialogue to
collectively improve the understanding
of reality.
3. Understand the features of modern
societies, demonstrating understanding
of the contribution of different cultures.
4. Knowing that conflicts of values and
interests are part of the living.
5. Be aware that not all personal position is
ethical if it is not based on respect for
shared values and principles (such as
enclosing Universal Declaration of
Human Rights)
Resources:
 How would this be in the s XII?
 How will this in Nigeria?
 How can this be in China?
 Patterns of behavior:
 Stereotypes and prejudices.
 Harnessing Diversity.
 What are the values and ethics?
 Related to the subject class.

VI.
CULTURAL AND ARTISTIC
COMPETENCE
1. Understand and appreciate the cultural
event in general and art in particular.
2. Perceive and understand different
realities and products of world art and
culture.
3. Initiative, imagination and creativity to
express through artistic codes.
4. An awareness of the importance of the
initiatives and contributions of others.
5. Relate the evolution of thought with
aesthetic trends, tastes and fashions.
6. Value freedom of expression and the
importance of intercultural dialogue.
Resources:
 Artists and mathematics:
 Beethoven, Mondrian, Dali.
 The golden ratio: the number φ
 The workshop of the craftsman.
 The dealer and the artist.
 The street art.
 Representing the class activity.
 Cerebral dominance.
 Technique and creativity.
 Contributions to class.
 Using technologies.
 What did they mean?
 Freedom of expression:
 Right to my privacy.
 Freedom and debauchery.
 Harnessing Diversity

VII.
COMPETNECE FOR LEARNING TO
LEARN.
1. Awareness of one's own skills and
strategies to develop them.
2. Curiosity to pose questions and handle
various possible answers.
3. Ability to get information and transform
it into knowledge.
4. Consider achievable short, medium and
long term.
Resources:
 Id talent.
 Identification of social skills
 Vocation and values.
 The discovery, novelty:
 Improved relations with friends.
 With the couple.
 With oneself.
 Sources of information: assessment.
 Finding information.
 Achievement orientation.
 Emotional management.
 Development of influence.

VIII.
AUTONOMY AND PERSONAL
INITIATIVE.
1. Ability to set goals, plan and carry out
projects.
2. Find solutions and implement them.
3. Being able to relate the difficulty of the
goal with the capabilities, desires and
projects.
4. Having social skills such as
assertiveness, flexibility, and
teamwork.
5. Leadership.
Resources:
 Objectives: specific goals:
 Deadlines, amounts, situations, etc.
 Design action plans.
 Problem analysis and decision making.
 Techniques like:
 SWOT
 Gantt chart
 Causal analysis / cost benefit.
 Brain Stroming
 Six Thinking Hats. And others.
 Assertiveness.
 Communication: verbal, para-verbal and
non-verbal
 Mission and vision.
 Using technologies: social networking.
 "Comunity manager"

We are linguistic beings and language is
generative
 We can never say how things really
are: we can only say how we interpret
them or consider: We live in worlds of
interpretation.
 This opens possibilities for action
which are closed to other
interpretations.

ACTS OF LANGUAGES:
1. Statements: the word suits the world, they are descriptions .
2. Statements : the world fits the word: declaration of independence, ‘Innocent,
out’, something happens as a result of the statement ! :
• Say no; ! Say yes ; ! Statement ignorance , forgiveness , gratitude , love.
• To have claims must have prior statements : to say " it's Thursday " must
have been declared how they will call the days of the week.
• Restlessness, is what pushes them to act , in psychology is called
motivation. But do not know why we act so the concern that the action
should not pay attention to.
3. Promises: linguistic acts are allowing us to coordinate actions with others.
When someone makes a promise to another undertakes to perform any action
in the future. It includes two processes: do it and fulfill it. To make a pledge
mutual consent of the parties is necessary and this can be reached via
requests or tenders (which are at differ because different person who has the
concern and who performs the action .

4. Opinions
 Assertions are supported by an opinion, not a fact.
(Juan is ordained vs Juan is 1.80 m) . The key judgment is the future but are
based on the past: it is a statement .
 The judgments speak of those who issued: "Foreigners are dangerous " does not
say much for the foreigner, but who says it .
 People who live outside judgments delegated to other important judgments are at
the expense of receiving positive or negative judgments
 Those seeking judgments as statements , result rigidity, close to learning
opportunities.
 Those who fail to distinguish between informed judgments and unfounded
judgments fail to understand why things do not go as they want them.
 Trials are the root of human suffering. Suffering , unlike the pain (which has a
biological origin ) are born on the meaning attributed to the facts that come to
mind.
 The trial of trust is vital to build relationships
 Respect is the judgment of acceptance of others .

Listen.
 Communication lies at the hearing. Listening validates
the talk.
 We say what we say and hear what others are
listening, telling and hearing are different phenomena
 Hearing is a biological phenomenon the difference
between hearing and listening is that when we hear
we generate an interpretive world.
 When we speak, besides articulating words and say
what we say we are generating an action level
(convince, delude or bored), which occurs because
something was said. How can we increase our ability
to listen effectively?:

• NLP (Neuro Linguistic Programming) is based on that we learn through the senses
and the memory we have of our actions create an experience that is flattering or
repressor when conducting future conduct.
• Through the memories and alteration of our senses we can come to making more
effective behavior change for the future.
• The four ways we use preferably the visual (V), auditory (A) and kinesthetic (C), to
which must be added a room that will call olfactory (O), representing the sensations
received through the sense of smell and other senses

Physiologies.
 Conflicting Physiology: reflects a memory of a situation that was not pleasant.
 Physiology goal: the individual is becoming aware of how to solve your problem and
imagine reaching your goal.
 Physiology resources: those adopted when the ways in which you can achieve the
objectives are listed.
 Physiology commitment: awareness of that problematic behavior which may have a
positive side. It allows the individual to reconcile with the behavior evolve it toward the
goal.
 Mixed Physiology: when resources are applied to solve a problem on other problems.

Exact determination problem.
 What do you see?
 What do you hear?
 What do you feel?
 What is your goal to resolve this situation?
 What will tell you what you got?
NEVER USE THE QUESTION WHY?
Trance VACO
The customer should be very relaxed, with eyes closed or half closed, to be in a sensory
experience through introspection.
We leave that situation with a transition state, here and now (what time is Who I am?)

Determination of objectives.
 The goal should be in the purview of the client.
 You must specify those situations in which it was conducted.
 Should this free of negations and comparisons.
 You must include a process response (feedback) short term.
 The definition of the goal must be specific in relation to sensory perceptions
involved.
The ecology check.
 Verify that the target set will not cause damage to other behaviors or other
circumstances
The anchorage.
 When you are living the peak experience of the goal, anchoring the memory by
a gesture, a sound or an image.
 Check its effectiveness (anchor returns to climax?)

A system, a team, a family
 is a set of elements:
 Interconnected
 At constant exchange of energy
 They tend to seek balance to be
maintained over time.
 Each supports a voltage, to contribute
to that balance.
 Everyone plays a role for the rest of the
system

KEY FEATURES of Systemic vision:
• The person is not an isolated element, but part of a system.
• The person loses importance in favor of the system.
• Each modification or action of an individual, affects the entire system.
• The person not only belongs to a system, but to a network of systems.
• There is a systemic law that helps systems to grow and evolve

We all belong to a group
 Group membership is a right that nobody can deny.
 There is a separate priority order of the hierarchy, which is the length of the
group.
 Group membership allows you to "take" and forces you to give.
• Do not give anything if I do not ask.
• If you want something ask for it, do not wait for others to find out what you
need.

• Etymologically the word comes from the
Latin emotionis emotion, meaning "the
impulse to induce action."
• In psychology is defined as the feeling or
perception of the elements and relationships
of reality or imagination, which is expressed
physically through some physiological function
as heart rate or facial reactions, including
behavioral reactions.
• Emotional intelligence is the ability to
recognize own and others' feelings, and the
ability to handle them.

Emotions
 Psychophysiological phenomena are representing modes of adaptation to certain
environmental stimuli or oneself .
 Psychologically , emotions alter attention, they rank up certain behaviors guide
individual responses and activate relevant associative networks in memory.
 Physiologically , emotions rapidly organize the responses of different biological
systems , including facial expressions , muscles , voice, the autonomic nervous
system and the endocrine system, in order to establish an optimal internal
environment for more effective behavior.
 Behaviorally , emotions serve to establish our position relative to our environment,
and encourage us to certain people , objects, actions , ideas, and keep us from
others.
 Emotions are an operating system to protect the body from outside ( similar to the
immune system, which protects us from the attacks that we suffer from inside the
body)

Emotional intelligence
 The first use of the term emotional intelligence is usually attributed to Wayne Payne ,
quoted in his doctoral thesis : "A study of emotion : Developing emotional intelligence
" , 1985. However, the concept of " emotional intelligence" had appeared before in
texts Leuner (1966). Greenspan also introduced in 1989 a model of IE , followed by
Salovey and Mayer (1990 ) .
 In 1983 , Howard Gardner, in his theory of multiple intelligences , introduced the idea
to include both interpersonal intelligence (the ability to understand the intentions ,
motivations and desires of other people ) and intrapersonal intelligence (the ability to
understand oneself , appreciate the feelings , fears and motivations own ) .
 For Gardner , indicators of intelligence , such as IQ , does not fully explain cognitive
ability. Therefore, although the names given to the concept have varied , there is a
common belief that traditional definitions of intelligence does not give a full
explanation of its features.
 Another source of emotional intelligence is Joseph Ledoux , most recently influence,
from his book " The Emotional Brain " (1996 ) , which reports its findings about the
neural circuits of the brain , teaching us that emotion precedes thought.

Psychologists Gelstalt
• The Psychology of Gelstalt born in Germany in the early twentieth century as an
alternative to the psychology of introspection and experimental science.
• He says that "the whole is more than the sum of its parts" and that psychological
phenomenon can not be used by parties as it can lose its identity. Knowledge is
acquired, not from isolated data, but by capturing the global object as a whole.
The Necker cube and Rubin's vase,
Two examples of multistable perception
Between 1940 and 1950 he was born a new therapy based on two basic principles:
1. Ability to identify emotional states.
2. Manage them using appropriate techniques.

How to determine what skills a person has.
• Watching. The powers are manifested through behavior , behaviors are successful ,
so , one way to know the skills of someone is watching what you do .
• Asking . If you take this possibility, you should bear in mind that people do not know
why they do what they do, if we ask they will respond basing on their values, but their
behavior is caused by motivation ( unknown people ) .
• The critical incident interview is a type of interview focused on behaviors that can
identify a person's skills and know their motivation.
 The basic question is : Tell me three very rewarding for you situations , situations that
you consider as personal successes. Indicates what the situation was , who was
involved, what you intended to achieve and what you did to get the results you got .
 The conditions to be met are: to speak in the first person (to know what you did , not
other people) and talk in the past.

Key competeneces evaluation and development

Key competeneces evaluation and development

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