The integrated view on competence

Hager, P

The integrated view on competence

Hager, P

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Publisher:: Springer
Publication Type:: Chapter
Citation:: Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education, 2017, 23, pp. 203-228
Issue Date:: 2017-01-01

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Field	Value	Language
dc.contributor.author	Hager, P https://orcid.org/0000-0001-5186-2776
dc.date.accessioned	2022-12-11T00:59:53Z
dc.date.available	2022-12-11T00:59:53Z
dc.date.issued	2017-01-01
dc.identifier.citation	Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education, 2017, 23, pp. 203-228
dc.identifier.isbn	978-3-319-41711-0
dc.identifier.uri	http://hdl.handle.net/10453/164281
dc.description.abstract	This chapter begins with an outline of the main features of an integrated understanding of competence and how this understanding differs from some other common approaches to competence. Inspired by behaviourism, much competency-based training (CBT) views competence as a series of specific tasks or the behaviours involved in the completion of these tasks. An alternative understanding of competence, favoured, for example, in management and business literature, conceptualises competence as a series of generic attributes or skills. Major difficulties for both of these views are outlined. This is followed by a detailed consideration of an integrated understanding of competence. This approach centres firstly on identifying key occupational tasks (typically somewhere between 10 and 20 of them) and then seeking to elucidate the various attributes required for proficient completion of these key tasks. As well, the integrated view stresses the contextuality of workplace performance. On this view, competence can be summarised as contextualised capability involving an integration of knowledge, skills and attitudes. Beginning with a discussion of the basic logic of the concept of competence, the underpinning principles of the integrated approach are elaborated, as well as its applications in a variety of occupations and for a diversity of purposes and its advantages and limitations. This discussion serves to further distinguish an integrated understanding from rival approaches to competence. Finally, it is argued that the integrated approach accords very well with recent theoretical developments in related topic areas, such as the nature of skills, practice theory and complexity theory.
dc.format.extent	51
dc.language	en
dc.publisher	Springer
dc.relation.ispartof	Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education
dc.relation.ispartofseries	Technical and Vocational Education and Training
dc.relation.isbasedon	10.1007/978-3-319-41713-4_10
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	The integrated view on competence
dc.type	Chapter
utslib.citation.volume	23
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-12-11T00:59:52Z
pubs.place-of-publication	Switzerland
pubs.publication-status	Published
pubs.volume	23
dc.location	Switzerland

Abstract:

This chapter begins with an outline of the main features of an integrated understanding of competence and how this understanding differs from some other common approaches to competence. Inspired by behaviourism, much competency-based training (CBT) views competence as a series of specific tasks or the behaviours involved in the completion of these tasks. An alternative understanding of competence, favoured, for example, in management and business literature, conceptualises competence as a series of generic attributes or skills. Major difficulties for both of these views are outlined. This is followed by a detailed consideration of an integrated understanding of competence. This approach centres firstly on identifying key occupational tasks (typically somewhere between 10 and 20 of them) and then seeking to elucidate the various attributes required for proficient completion of these key tasks. As well, the integrated view stresses the contextuality of workplace performance. On this view, competence can be summarised as contextualised capability involving an integration of knowledge, skills and attitudes. Beginning with a discussion of the basic logic of the concept of competence, the underpinning principles of the integrated approach are elaborated, as well as its applications in a variety of occupations and for a diversity of purposes and its advantages and limitations. This discussion serves to further distinguish an integrated understanding from rival approaches to competence. Finally, it is argued that the integrated approach accords very well with recent theoretical developments in related topic areas, such as the nature of skills, practice theory and complexity theory.

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http://hdl.handle.net/10453/164281