Competence (human resources)

rdf:langString Competence (human resources)

rdf:langString Competence is the set of demonstrable characteristics and skills that enable and improve the efficiency or performance of a job. The term "competence" first appeared in an article authored by R.W. White in 1959 as a concept for performance motivation. In 1970, Craig C. Lundberg defined the concept in "Planning the Executive Development Program". The term gained traction when in 1973, David McClelland wrote a seminal paper entitled, "Testing for Competence Rather Than for Intelligence". The term was used by McClelland commissioned by the State Department, to extract characteristics common to high-performing agents of embassy, and to help them recruit and develop. It has since been popularized by Richard Boyatzis and many others, such as T.F. Gilbert (1978) who used the concept in relationship to performance improvement. Its use varies widely, which leads to considerable misunderstanding. Some scholars see "competence" as a combination of practical and theoretical knowledge, cognitive skills, behavior and values used to improve performance; or as the state or quality of being adequately or well qualified, having the ability to perform a specific role. For instance, management competency might include systems thinking and emotional intelligence, and skills in influence and negotiation. Studies on competency indicate that competency covers a very complicated and extensive concept, and different scientists have different definitions of competency. In 1982, Zemek conducted a study on the definition of competence. He interviewed several specialists in the field of training to evaluate carefully what makes competence. After the interviews, he concluded: "There is no clear and unique agreement about what makes competency." Here are several definitions of competency by various researchers: * Hayes (1979): Competences generally include knowledge, motivation, social characteristic and roles, or skills of one person in accordance with the demands of organizations of their clerks. * Boyatzis (1982): Competence lies in the individual's capacity which superposes the person's behavior with needed parameters as the results of this adaptation make the organization to hire him. * Albanese (1989): Competences are individual's characteristics which are used to effect on the organization's management. * Woodruff (1991): Competence is a combination of two topics of personal competence and merit at work. Personal merit is a concept which refers to the dimensions of artificial behavior in order to show the competence performance and merit at work depends on the competences of the person in his field. * Mansfield (1997): The personal specifications which effect on a better performance are called competence. * Standard (2001) ICB (IPMA Competence Baseline): Competence is a group of knowledge, personal attitudes, skills and related experiences which are needed for the person's success. * Rankin (2002): A collection of behaviors and skills which people are expected to show in their organization. * Unido (United Nations Industrial Development Organization) (2002): Competence is defined as knowledge, skill and specifications which can cause one person to act better, not considering his special proficiency in that job. * Industrial Development Organization of United States (2002): Competences are a collection of personal skills related to knowledge and personal specifications which can make competence in people without having practices and related specialized knowledge. * CRNBC (College Of Registered Nurses Of British Columbia) (2009): Competences are a collection of knowledge, skills, behavior and power of judging which can cause competence in people without having enough practice and specialized knowledge. * Hay group (2012): Measurable characteristics of a person which are related to efficient actions at work, organization and special culture. * Chan and her team (the University of Hong Kong) (2017, 2019): Holistic competency is an umbrella term inclusive of different types of generic skills (e.g. critical thinking, problem-solving skills), positive values, and attitudes (e.g. resilience, appreciation for others) which are essential for students’ life-long learning and whole-person development. * The ARZESH Competency Model (2018): Competency is a series of knowledge, abilities, skills, experiences and behaviors, which leads to the effective performance of individual's activities. Competency is measurable and could be developed through training. It is also breakable into the smaller criteria. Competency is also used as a more general description of the requirements of human beings in organizations and communities. If someone is able to do required tasks at the target level of proficiency, they are "competent" in that area. Competency is sometimes thought of as being shown in action in a situation and context that might be different the next time a person has to act. In emergencies, competent people may react to a situation following behaviors they have previously found to succeed. To be competent a person would need to be able to interpret the situation in the context and to have a repertoire of possible actions to take and have trained in the possible actions in the repertoire, if this is relevant. Regardless of training, competency would grow through experience and the extent of an individual's capacity to learn and adapt. However, research has found that it is not easy to assess competencies and competence development.