Towards A Holistic Model Of Professional Competence

A Holistic Model of Professional Competence

Team Members Group 1:Tan Jian HongDenise PongGoh Wei Koon

Team Members Group 2:TeresaJessline Tan K.C.Andy Lee

Cognitive Competency

The use of knowledge in appropriate work settings:Tacit / Practical – Knowledge that is linked closely to

functional competencyTechnical / Theoretical – the application and transfer

of underlying knowledgeProcedural – the process of carrying out the routine

tasks within the professionContextual – the background knowledge about the

environment

What is Long Term Memory?

Long term memory

Declarative (Conscious)

Implicit (Not conscious)

Episodic (personal events)

Semantic (Facts and knowledge)

Priming effects

Procedural Memory


Long term memory





Priming effects

Procedural Memory

Our conscious recollections of events or facts that we have experienced or learned in the past


Long term memory





Priming effects

Procedural Memory

Memory for specific events that have happened to the person having the memory


Long term memory





Priming effects

Procedural Memory

Memory for knowledge about the world that is not tied to any specific personal experience

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 notaware of the experience that is influencing the behavior


Long term memory





Priming effects

Procedural Memory

Occurs when an experience affects a person’s behavior, even though the person is not aware that he or she had those experiences


Long term memory





Priming effects

Procedural Memory

Priming is the implicit memory effect in which exposure to a stimulus influences response to a subsequent stimulus


Long term memory





Priming effects

Procedural Memory

Our memory for how to carry out highly practiced skills

Lets’ watch a Video to understand how this works!

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.

Functional competence

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

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 etc4. Feedback skill5. Presentation skill6. Questioning skill

Occupation Competency of Trainer

7. Facilitation skill8. Information and research skill9. Writing skill10.Motivational skill11.Coaching & mentoring skill

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 understanding5. Relationship building & understanding

Functional competence – Cerebral

Definitionof 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

Functional competence –Psychomotor

Definitionof 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

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

Constituents

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

Trainer

Acceptance of lateness for class, firm and fair for assessment, unbias towards participants, etc

Respect, Integrity

Towards A Holistic Model Of Professional Competence

Education

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