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The paper analyses the education of teachers for the implementation of Citizenship education in Finland and Estonia included in the IEA International Civic Education Survey - ICCS 2016. The analysis of the approach to the teacher education for implementation of Citizenship education is based on three theoretical concepts – initial teacher education, teacher competence profile, and teacher professional development. The goals of the analysis are to determine the framework of initial education, the structure of the competence profile, and the modalities of professional development of teachers for implementation of the CE in analysed countries. Research is based on qualitative methodology and method of document analysis. In Finland, initial teacher education for implementation of the CE is based on the assumption and practical support for the principles of democracy and human rights, and in Estonia future teachers are educated for the implementation of the CE through a dual path. Professional development of the teachers is realized through joint action of state agencies and civil society, and the impact ratio of these actors varies between analysed countries with actors of civil society having a dominant role. The teacher competence profile for the implementation of the CE in case of the Finland is explicit and it combines methodical, pedagogical, didactic, social, and moral competence. In case of Estonia some elements of competence profile are implicitly present in the Estonian Qualifications Framework.

Industry 5.0 and the associated transformation into Society 5.0 require a complete realignment of the skills required of the engineers of tomorrow. Thereby, the pre-dominant and policy-driven drivers of digitalization, and sustainability in particular, demand a complex variety of enhanced special competencies (e.g., lean thinking, data science skills) and transversal competencies from engineers working in manufacturing companies which must be systematically developed and continuously expanded. Since methodical approaches to systematic competence development in the environment of Industry 5.0-related engineering education are scarce, this article develops a competence profile for industrial logistics engineering education as an example of Industry 5.0-related vocational education and training initiatives. After elaborating on the relevant theoretical aspects of systematic competence development in adult education, an exemplary competence profile for industrial logistics engineering education is developed. Moreover, this paper presents a preliminary investigation of the impact of competencies on job performance and job satisfaction. The research results serve as a basis for the development of new teaching and learning concepts as well as for the investigation of causal relationships between competence-orientation and individual performance for industrial engineers in manufacturing enterprises.

Das vorliegende Forschungsprojekt beschäftigt sich mit dem Thema Digitalisie-rung und technologischem Wandel in der Internen Revision. Der Einsatz digitaler Technologien, die Digitalisierung von Prozessen und die Veränderung von Ge-schäftsmodellen stehen zunehmend im Fokus der Prüftätigkeit der Internen Re-vision und beeinflussen deren Arbeitsweise, Arbeitstechniken und Kompetenzen (Bünis & Gossens, 2022). Das Erkenntnisinteresse des vorliegenden Forschungsprojektes liegt in der Iden-tifikation der Änderungen des Kompetenzprofils Interner Revisor*innen im Zuge der Digitalisierung. Das Ziel besteht darin, eine Aussage über das Weiterent-wicklungspotential der fachlichen und sozialen Kompetenzen und Qualifikatio-nen von Revisor*innen treffen zu können. Die Daten wurden anhand von neun Expert*inneninterviews erhoben und unter Anwendung der qualitativen Inhalts-analyse nach Mayring (2022) ausgewertet. Die Forschungsergebnisse machen deutlich, dass die Interne Revision in den kommenden Jahren zunehmend mit dem Thema Digitalisierung konfrontiert wird. Die Veränderung von Geschäftsmodellen, die Veränderung der Risikoland-schaft, die Dynamik dieser Veränderungen, das Entstehen neuer Digitalisie-rungsrisiken, der Digitalisierungsgrad der Prozesse sowie der Umgang mit un-strukturierten Daten und Massendaten verdeutlichen die Notwendigkeit zur Ent-wicklung und Ausweitung der fachlichen und sozialen Kompetenzen Interner Revisor*innen. Die Ergebnisse der Datenauswertung zeigen, dass sich die Re-visionseinheiten mit dem Thema Digitalisierung, dem Einsatz digitaler Technolo-gien und den Auswirkungen auf die Kompetenzen der Revisor*innen auseinan-dergesetzt und Anforderungen an das zukünftige Kompetenzprofil identifiziert haben. This research project focuses on the topic of digitalization and technological change in internal auditing. The use of digital technologies, the digitalization of processes and changes in business models are increasingly becoming the focus of the auditing activities of internal auditors and are influencing their working methods, working techniques and competencies (Bünis & Gossens, 2022). The interest of this research project lies in identifying the changes in the compe-tence profile of internal auditors in the course of digitalization. The aim is to be able to make a statement about the further development potential of the profes-sional and social skills and qualifications of auditors. The data was collected from nine interviews with experts and analyzed using the qualitative content analysis according to Mayring (2022). The research results make it clear that internal auditing will be increasingly con-fronted with the topic of digitalization in the coming years. The change in busi-ness models and in the risk landscape as well as the dynamics of these changes, the emergence of new digitization risks, the degree of digitization of processes, and the handling of unstructured data and mass data clarify the need for the de-velopment and expansion of the professional and social skills of internal audi-tors. The results of the data analysis show that the auditing units have dealt with the topic of digitization, the use of digital technology and the effects on the com-petencies of the auditors and have identified requirements for the future compe-tency profile. Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers Masterarbeit Wien, FH Campus Wien 2023

This concept paper reflects an ongoing research on designing students’ team projects in engineering education with a focus on soft skills development. The core idea is to relate project tasks with relevant team situations and team roles which require and train certain sets of soft skills. The paper proposes: a) a model for developing the relevant soft skills out of project tasks, and b) an approach to relate individual competence profiles of team members with an overall team competence profile. A core assumption is that if a team is formed, individual competences are aggregated in a certain way to form a single team competence profile. However, in the case of soft skills this aggregating is more complex than simply adding skill levels, e.g., soft skills in teams are a result of specific combinations of competences. Understanding these effects is relevant for project management and engineering education. The paper proposes a first draft of a systematic framework for investigating such effects and for making them usable for the design of student projects in engineering education. It also provides insight into an example of an agile cross-border project conducted fully online and using the scrum method. The paper is considered to be a contribution to the development of project-based learning.

While the market volume of the language industry is continuously growing, the industry also undergoes rapid change due to the development of new technologies and in particular the rise of artificial intelligence. The increasing need for language professionals inevitably raises the question which skills will allow translators to thrive in and adapt to a changing work environment. In this presentation, we outline how technological expertise, management, consulting and soft skills can complement translators’ competence profiles, so that they are well prepared to bring in their language mediation expertise in the present, as well as in the future.

Introducción: En la actualidad, al abordarse el análisis del modelo de gestión por competencias, las teorías avanzadas sobre gestión compleja en las organizaciones suponen un enfoque novedoso y alternativo. La implementación del paradigma de la complejidad en la gestión empresarial y, en particular, la de capital humano, promueve tanto la calidad de vida laboral como la generación de ventajas competitivas que aumenten la eficiencia. Objetivos: Diseñar un perfil de competencias del cargo de Especialista B en Ciencias Informáticas que tenga en cuenta los principios de diseño y gestión organizacional compleja, y analizar las condiciones laborales desfavorables para su desempeño superior. Material y método: Se utiliza una metodología cualitativa, con la triangulación de diferentes técnicas y métodos. Resultados: Se obtiene el perfil del cargo integrado por cuatro competencias claves para el desempeño superior, el cual aplica e incorpora de forma implícita los principios de diseño socio-técnico y gestión compleja. Por su parte, las principales condiciones laborales que ejercen una influencia nociva en los resultados del trabajo son exteriores y pueden provocar diferentes tipos de fatiga (física, mental, informativa). Introduction: At present, when approaching the analysis of the management model by competencies, advanced theories on complex management in organizations represent a new and alternative approach. The implementation of the paradigm of complexity in enterprise management and in particular that of human capital promotes both the quality of working life and the generation of competitive advantages that increase efficiency. Objectives: To design a competency profile for the position of Specialist B in Computer Sciences, which takes into account the principles of complex organizational design and management, and to analyze the unfavorable working conditions for superior performance. Material and method: A qualitative methodology is used, with the triangulation of different techniques and methods. Results: The profile of the position composed of four key competencies for superior performance is obtained, which applies and implicitly incorporates the principles of socio-technical design and complex management. For its part, the main working conditions that exert a harmful influence on work results are external and can cause different types of fatigue (physical, mental, informational).

Dissertation, Rheinisch-Westfälische Technische Hochschule Aachen, 2022; Aachen : RWTH University Aachen 1 Online-Ressource : Illustrationen, Diagramme (2023). = Dissertation, Rheinisch-Westfälische Technische Hochschule Aachen, 2022, For numerous German universities, mentoring is an accepted approach to a more heterogeneous student body. However, the formats of mentoring are as diverse as the students who make use of them. The opportunities range from informal buddy-programs up to systematic counselling by trained mentoring professionals. The ‘Aachener Mentoring Modell’ by RWTH Aachen University belongs to the latter category and offers all its students anonymous, free of charge, confidential advice in a variety of topics. Although students are becoming increasingly diverse, it is remarkable that the topics they approach their mentors with are not: Since 2011, when the ‘Aachener Mentoring Modell’ was established, the topics of discussion have primarily focussed around learning strategies, time und self management, test anxiety, advice on the course of studies, as well as social and professional integration. Nevertheless, students even seek the mentors’ advice in moments of personal crises, which – in addition to study-related issues – also places special human and study-process-related demands on the mentors. Therefore, the question arises as to which subject-related and human skills mentors working in the organization of a university must ideally have in order to help students quickly and effectively. The on hand dissertation, 'Multi-rated competence profiles for mentors in the organization of universities', offers application-related solutions to questions of competence profiles of mentors required for mentoring on both a human and professional level. Based on the systematically documented mentee-topics of discussion deriving from the last eleven years, a hypothetical competence profile is deducted, which is verified and checked for completeness in the context of a multi-rater feedback by internal RWTH actors who are linked to the mentoring. The result is a 'building block system' of personal basic and professional skills, which are individually weighted by the respondents, whereby a distinction is made between central (e.g. central student advisory service) and decentralized (e.g. student councils) perspectives. In this way, a portrait of the mentors in the organization can be drawn, which can in a further step be ‘colored’ by any university that wants to either establish a new mentoring system or optimize an existing one. A competency profile is thus generated that originates from the ‘Aachener Mentoring Modell’, but that can be transferred to the individual structures of other universities along specific success factors and key questions.One could assume that the competence profile of the mentors working in the ‘Aachener Mentoring Modell’ can largely be formed based on the topics of conversation with which students approach them. One could also assume that the 'customers' are the best competence compass and that the mentors must be trained mostly on this basis. In practice, however, this turns out to be hardly realizable or expedient, as the mentoring system is positioned within the overall organizational context of the respective university. This means that in addition to the requirements that result from the mentee discussions, many other factors are as important and similarly decisive: the embedding of mentoring in its relation to other advisory services offered by the university, as well as, in relation to the obligations and requirements that their respective faculties place on their general job-related (consulting) activity. Finally, personal pre-qualification factors are also crucial for the final de-facto counselling practice.Taking the autonomy of the RWTH Aachen University faculties into very careful consideration, minimum standards were formulated within the framework of the ‘Aachener Mentoring Modell’, which all mentors must meet. The freedom of design meant that the mentoring system as a decentralized advisory service was and is handled differently at each faculty. This not only leads to a lack of transparency among students and thus less use and awareness of the offer, but also to increasing ignorance of mentoring specific topics on the part of other advisory services, which should ideally be networked with the mentors. This even goes so far that with regard to the staff turnover that is typical for German universities, there is increasing helplessness when it comes to questions about filling an open mentoring position with what type of person, both personally and professionally.Regarding the scientific method, a mixed methods approached is used, consisting of the structuring, qualitative content analysis in combination with quantitative data generation and analysis. In thirteen semi-standardised, qualitative expert interviews, which are conducted for the purpose of 360° feedback, the personal basic and professional competencies are not only checked for completeness, but also weighted with experience-based reason. A workshop with the mentors of the ‘Aachener Mentoring Modell’, in which a structure laying technique was used, serves as the basis for the selection of the necessary parties to be interviewed. As part of the analysis and presentation of the results, in addition to the qualitative evaluation, a quantitative, statistical evaluation of the results is also carried out in order to present the individual preferences of the respondents, but ultimately to derive a central competence profile for mentors in the context of – at best – any university.The competence profile for mentors in the organization of a university ultimately includes the seven basic competences collected in advance which imply knowledge of other support offers, role and task clarity, relationship and communication skills, empathy and the ability to change perspectives, advisory skills, dialogue and conflict skills as well as knowledge and strategies for dealing with stressful situations. In addition, there are twelve so-called professional competencies, namely action-related knowledge about learning strategies, time and self-management, stress management, motivational strategies, dealing with exam anxiety, doubts about studying (as well as changing the study program, definitive failure or dropping out of studies), financial matters, social integration, professional integration, support for particularly gifted students, studying with a disability or chronic illness as well as organizational issues related to RWTH Aachen study programs. After completing the 360° feedback, mediation is added based on the conducted interviews.An additional result of this scientific work is the focus on the embedding of mentoring in the organization of a university and on which questions success and design depend. The work raises questions about university-political vanity, professional conflicts, the urge for faculty autonomy, financing issues and the lack of or non-existent networking between the RWTH advisory bodies and thus raises the question of the extent to which the needs of the students with regard to good advice are actually still the focus of the efforts .The overall social framework of the present research work is framed by the (new) humanism of educational culture, which deals with the promotion of individual development and to what extent this is possible in times of Bologna-reforms, but also in times of climate crises and wars of aggression. This underlines the importance of mentoring in its role of not achieving social or family prestige through the highest educational qualifications and thus a life of prosperity, but of accompanying young people along their interests and abilities. Although German society is characterized by ever-increasing social inequality, which to a large extent determines personal development from childhood onwards, university mentoring can still be a target-oriented companion that ultimately contributes to personal happiness in life and is therefore one thing above all in the end: humane., Published by RWTH University Aachen, Aachen

Текущие трансформационные процессы в экономике, технологический скачок, сдвиги действующих социальных парадигм провоцируют пересмотр традиционных устоявшихся моделей работы смежных систем, в том числе и в системе профессионального образования, которые, с одной стороны, должны обладать механизмом эффективного прогнозирования и оперативного реагирования самой системы, а с другой стороны, формировать условия для обеспечения наличия подобного механизма у обучающегося. Успешная результативность студентов все больше находится в прямой зависимости от умений адаптироваться, целенаправленно развиваться, эффективно осваивать новую деятельность и приобретать новые профессиональные навыки. Цель статьи — выделить основные этапы организационного проектирования элементов образовательной среды для обеспечения инфраструктуры поддержки анализа выбора и принятия решений относительно профессионально-личностного развития студентов. Использование комбинации традиционных организационно-педагогических средств и современных цифровых технологий в образовательных системах обеспечивает возможность развивать способы мышления, обучения и коллективной деятельности, являющиеся психологическими составляющими подготовки специалистов в цифровую эпоху, которые помогут в дальнейшем справиться с ростом неопределенности изменений окружающей среды. Используя теоретические, эмпирические методы исследования, методы проектирования и обработки данных, были обозначены приоритетные условия организационно-педагогических элементов образовательной среды вуза для поддержки профессионально-личностного развития студентов, разработана концептуальная модель оптимизации многокритериальности индивидуального трека персонального развития студента, сформулированы рекомендации по повышению результативности реализации предложенного комплекса. Представленная концептуальная модель может служить основой для проектирования личного компетентностного профиля на текущем и желаемом уровне, включая уровень глубины освоения, который, в свою очередь, служит основанием для формирования образовательной средой дальнейшего персонализированного контента в поддержку реализации целевой функции индивидуальной траектории личностного и профессионального развития., The current transformational processes in the economy, the technological leap, and shifts in existing social paradigms provoke a revision of the traditional, well-established models of operation of related systems, including the systems of vocational education, which, on the one hand, must have a mechanism for effective forecasting and prompt response of the system itself and, on the other hand, create conditions for ensuring that the student has such a mechanism. The successful performance of students is increasingly dependent on the ability to adapt, purposefully develop, effectively master new activities and acquire new professional skills. The purpose of the article is to highlight the main stages of the organizational design of the elements of the educational environment to provide the infrastructure to support the analysis of choice and decision-making regarding the professional and personal development of students. The use of a combination of traditional organizational and pedagogical tools and modern digital technologies in educational systems provides an opportunity to develop ways of thinking, learning and collective activity, which are the psychological components of training specialists in the digital age, which will help in the future to cope with the growing uncertainty of environmental changes. Using theoretical, empirical methods research, methods of designing and processing data, priority conditions for the organizational and pedagogical elements of the educational environment of the university are identified to support the professional and personal development of students, a conceptual model for optimizing the multi-criteria of the individual track of the student’s personal development is developed, recommendations are formulated to improve the effectiveness of the implementation of the proposed complex. The presented conceptual model can serve to design a personal competence profile at the current and desired level, including the level of depth of development. The competency profile, in turn, serves as the basis for the formation of further personalized content by the educational environment to support the implementation of the target function of the individual track of personal and professional development, Бизнес. Образование. Право, Выпуск 1 (58) 2022

Punktem wyjścia poniższych rozważań jest fragmentaryczna analiza badań kom-petencji cyfrowych młodych dorosłych, które wieloetapowo, jako zespół Ośrodka Badań nad Mediami1, prowadzimy od 2018 r. W artykule chcemy wskazać na opra-owane przez nas ujęcie modelowe badanego zjawiska oraz przedstawić fragment otrzymanych wyników badań z jednego strategicznego obszaru kompetencji, który dotyczy poszukiwania informacji i danych oraz oceny ich wiarygodności i rzetelności. Pragniemy również opisać, jak badane przez nas osoby wykorzystują kompetencje bazowe (ujęte poniżej, w dalszej części artykułu) w trakcie pracy z materiałem źródłowym. Celem artykułu jest także próba pokazania rzeczywistych profili kompetencyjnych młodych dorosłych poprzez odniesienie ich do strategicznych kompetencji cyfrowych w kontekście sub-kompetencji powiązanych z odpowiednim obszarem działania. Umiejętności te lub ich brak został ukazany na tzw. piramidzie kompetencji. W jej ramach wyszczególniono kompetencje nieuświadomione i uświadomione, którymi dysponują młodzi dorośli i które przekładają się na strukturę indywidualnych profili kompetencji. The aim of this article is to explain how young adults use their media competences to understand the digital reality in which they function on a daily basis. The article is preliminary in nature as it refers to the partial results of a larger research project on digital competences of young adults, which has been conducted since 2018 and concerns Polish users of the media sphere. The goal was to show the heterogeneous nature of the selected group in terms of competences necessary for the correct analysis, understanding and interpretation of media messages. In addition, the article highlights the importance of the cultural pattern and strategy of using online and interactive media in Poland. Their specificity results from actual deficiencies in the area of formal education. These shortages are related to the development of language, communication, media, digital and information skills at various stages of education (primary school, secondary school), which significantly affects the media competences of young adults.

Die Arbeitswelt befindet sich ebenso wie die Gesellschaft in einem kontinuierlichen und schnell voranschreitenden Wandel. Im Zuge der Anpassung der Lehrberufe an die unterschiedlichen spezifischen Bedürfnisse der Wirtschaft und an neue Entwicklungen wie etwa im Bereich der Digitalisierung wurde ein neuer Lehrberuf speziell für die Sicherheitsverwaltung geschaffen: der/die Assistent*in in der Sicherheitsverwaltung. Dieser neue Lehrberuf wurde für den Zeitraum von 2020 bis ins Jahr 2026 als Ausbildungsversuch eingerichtet und wird wissenschaftlich begleitet. Nicht nur um dem Fachkräftemangel entgegenzuwirken, der den öffentlichen Dienst in naher Zukunft vor große Herausforderungen stellen wird, sondern auch um einen Beitrag gegen die Jugendarbeitslosigkeit zu leisten und die Qualität in der Lehre zu steigern, wurde das Lehrlingswesen im Jahr 2020 im Bundesministerium für Inneres (BMI) neu ausgerichtet. Laut der Personalabteilung des BMI werden aktuell bundesweit 166 Lehrlinge ausgebildet, davon 125 Lehrlinge im neuen Lehrberuf „Assistent*in in der Sicherheitsverwaltung“ (Stand 30.04.2022). Eine Schlüsselrolle in dieser Ausbildung nehmen dabei die Lehrlingsausbilder*innen ein – jene Frauen und Männer, die zu einem überwiegenden Teil für eine qualitativ hochwertige Ausbildung der Lehrlinge verantwortlich zeichnen. Der „War for Talents“ macht auch vor dem Lehrbetrieb nicht halt und erfordert es, dem „Fundament einer gelungenen Lehrlingsausbildung“ – den Ausbilder*innen – Aufmerksamkeit zu widmen, um sie auf ihre herausfordernde Tätigkeit gezielt vorbereiten zu können, sodass diese den Lehrlingen eine fundierte moderne Ausbildung angedeihen lassen können. Die Ergebnisse dieser Arbeit zeigen, dass Ausbilder*innen nicht nur Fachwissen benötigen, sondern darüber hinaus in verschiedensten Bereichen mit vielfältigen Erwartungen und Anforderungen konfrontiert sind. Im Zuge dieser Arbeit wurde ein Kompetenzprofil für die Ausbilder*innen von Lehrlingen des Berufs „Assistent*in in der Sicherheitsverwaltung“ im BMI erarbeitet, welches die geforderten Kompetenzen für diese verantwortungsvolle Aufgabe abbildet. The world of work, like society, is in a continuous and fast-moving state of change. In the course of adapting apprenticeships to the various specific needs of the economy and to new developments, such as in the area of digitalization, a new apprenticeship was created specifically for security administration: the assistant in security administration. This new apprenticeship was established as a training trial from 2020 to 2026 and will be scientifically accompanied. Not only to counteract the shortage of skilled workers, which will pose great challenges to the public service in the near future, but also to make a contribution against youth unemployment and to increase the quality in apprenticeships, the apprenticeship system was realigned in 2020 in the Federal Ministry of the Interior. According to the Human Resources Department of the Federal Ministry of the Interior (BMI), 166 apprentices are currently being trained nationwide, including 125 apprentices in the new apprenticeship occupation "Assistant*in in Security Administration" (as of April 30, 2022). A key role in this training is played by the apprentice trainers - the men and women who are largely responsible for the high-quality training of apprentices. The "war for talents" does not stop at the apprenticeship company and makes it necessary to pay attention to the "foundation of a successful apprenticeship training" - the trainers - in order to be able to prepare them for their challenging job in a targeted manner so that they can provide the apprentices with a s well-founded modern training. The results of this work show that trainers not only need specialist knowledge, but are also confronted with a wide variety of expectations and requirements in a wide variety of areas and based on a wide variety of role perceptions. In the course of this work, a competence profile for trainers of apprentices of the profession "Assistant in Security Administration" in the Federal Ministry of the Interior was developed, which depicts the required competencies for this responsible task. Abweichender Titel laut Übersetzung der Verfasserin/des Verfassers Masterarbeit Wien, FH Campus Wien 2022

Keynote Die rasanten sprachtechnologischen Entwicklungen der letzten Jahre haben dazu geführt, dass der Begriff "menschlicher Mehrwert" sowie die Frage nach der Positionierung von Sprachprofis als "humans in the loop" zunehmend in den Mittelpunkt des Diskurses rund um die Produktionsprozesse der heutigen und künftigen Sprachindustrie rückt. Dabei legt sich ein immer grösserer Fokus auf die Gegensätze zwischen menschlicher und künstlicher Intelligenz. Warum ist es so, worum geht es genau – und wie kommt der menschliche Mehrwert der Sprachprofis zur Geltung in der Wertschöpfungskette? Anhand von Analysen und konkreten Bespielen aus der Sprachindustrie und institutionellen Sprachendiensten werden Haupttendenzen präsentiert und Implikationen für die Kompetenzprofile jener Berufsgruppen besprochen, die wir bisher als ÜbersetzerInnen, DolmetscherInnen, SprachmittlerInnen o. Ä. bezeichnet haben.

The methodological expert is the leader of the expert team in the process of developing information about occupations. This person has an important function as a link between the expert team and the evaluation experts (reviewers and evaluators) as well as validators (members of the validation and quality team) who verify the descriptions of occupations. In addition to the managerial and methodological function, the methodological expert takes an active part in the development and making modifications in the content of the descriptions according to his or her best knowledge about occupations and available sources of information.

Summary Digital transformation requires the field of education to increasingly deal with the interplay between the teachers’ individual development of digital competence and institutional integration and adoption of digital technology. This is especially crucial in the vocational education context, which is closer to the world of work and, therefore, more sensitive to the disruptive changes of digitalisation. This chapter addresses this issue by proposing the result of a project that aimed to identify a new professional profile in the context of dual vocational education in Switzerland. The Digital Facilitator is a new term that refers to a teacher with advanced digital competency who is an expert in facilitating digital innovation adoption within educational institutions. Thus, it constitutes a possible concrete way to address the issue of integrating the individual and the organisational perspectives related to digital transformation. The profile is discussed by presenting an analysis of acknowledged existing frameworks and by considering the specificities of the context in which it was developed. The opportunities and challenges associated with introducing the profile are also critically addressed.

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A adequação das competências detidas face às competências requeridas pelos trabalhadores é um fator importante para o desenvolvimento de qualquer organização. O conhecimento das competências chave, importantes para o sucesso e crescimento empresarial, e a correspondente análise das competências atuais dos seus trabalhadores face a estas necessidades, revela-se de extrema importância na definição de planos de formação eficazes indo ao encontro das necessidades reais das empresas. Nesse sentido, este estudo pretende definir o perfil de competências dos trabalhadores de uma empresa no ramo da metalomecânica. Paralelamente, pretende analisar as implicações que um perfil de competências pode ter na avaliação do desempenho e na identificação de necessidades de formação. A metodologia utilizada neste trabalho foi o estudo de caso tendo sido recolhidas informações através de análise documental e entrevistas com o objetivo de percecionar as competências dos trabalhadores. A elaboração do perfil de competências foi feita recorrendo ao processo definido por Spencer (1993, cit. in Mitrani, Dalziel e Bernard, 2004) Os principais resultados obtidos foram a validação de um perfil de competências para a organização que contempla as funções de operador de máquinas, serralheiro e soldador. Foi também definido um perfil de competências comportamentais que são transversais a todas as funções anteriormente mencionadas. A partir da análise de resultados, foram identificadas lacunas ao nível das competências requeridas, com principal incidência na função de soldador. Essas lacunas identificadas serviram para definir ações de formação que deverão ser implementadas a curto/médio prazo pela organização. The adequacy of the skills to be held towards to the skills to be required by the workers constitutes an important factor for the development of any organization. The awareness of the key competencies, important for the business success and corporate upward, and the corresponding analysis of the employees current skills towards these needs, reveals to be of an extreme importance in the definition of effective professional training plans, to accomplish the real corporate needs. Therefore, this study aims to define the skills profile of the personnel among the metalworking industry. Conversely, it intends to investigate the implications that the skills profile may have on the performance assessment, as well as among the professional training needs identifications. The methodology used in this work was the case study, whereas the information was collected throughout document review and undergoing interviews with the objective of perceiving the personnel skills. The competence profile was designed by the use of the process defined by Spencer (1993, cit. in Mitrani, Dalziel e Bernard, 2004). The main results here obtained were, the validation of a competency profile for the organization, comprising the roles of machine operator, fitter and welder. A competencies behavioural profile was also defined, to be transversal to all of the above mentioned roles. Based on the results review, some gaps were identified as for the required skills, with the main focus on the welder ́s role, These identified gaps were used to define professional training actions that shall be implemented in a short/medium term basis by the organization.

Показана необходимость индивидуализации профессионального образования и определены основные факторы, влияющие на образовательную траекторию конкретного обучающегося; предложен механизм учета компетентностного профиля обучающихся при проектировании учебного плана посредством модульной организации дисциплин и использования потенциала цифрового пространства. The necessity of individualization of professional education is shown and the main factors influencing the educational trajectory of a particular student are identified; a mechanism for taking into account the competence profile of students in the design of the curriculum through the modular organization of disciplines and the use of the potential of the digital space is proposed.

Title: Competency profile of football coach of women team Objectives: The aim of this work is to create a competency profile of women's football coach from the perspective of the women's football players. Methods: To achieve the aims of this work were used study of literature dealing with the issue of coaching, competencies and specifics of the female organism. The obtained data were supplemented and modified on the basis of informal interviews with women's football players. A 5-point Liker scale was chosen to assess the importance of individual competencies. Respondents were women's football players. They were asked about the importance of competencies by social networks. Results: The result of this work is a competency profile of a women's football coach which contains the most important competencies divided into several groups. Keywords: coach, competency, women's football, competence profile, evaluation

Der Einfluss der Kultur manifestiert sich in unterschiedlichen Fachtextsorten. Nicht nur bei literarischen Übersetzungen ist das Übersetzen ein interlinguales und zugleich interkulturelles Sprachhandeln. In fast allen Fachtextsorten kommen kulturspezifische Realien zur Sprache. Noch im Studium kann man dem Übersetzer und dem Dolmetscher vermitteln, wie man die Realien übertragen sollte – von der Übernahme der fremdsprachigen Bezeichnung bis hin zum Setzen eines Erklärungsäquivalents. In didaktischer Hinsicht kann man in Seminaren die fremde Kultur (das Fremde), d. h. kulturell markiertes Faktenwissen in unterschiedlichen Textsorten (von Fachartikeln bis zu Werbetexten) ebenso wie in den Medien Zeitung und Fernsehen vermitteln.

This article delves into the competence profile of the training coordinator in education centers of Zaragoza, in the Autonomous Community of Aragón. Our aim is to show the real picture of the training coordinator, his or her competences, interests, motivations and needs, in order to propose various training itineraries which will result in improving the exercise of his or her duties. We have therefore analyzed the competences and training needs of the coordinators within the normative framework and from the research perspective. The research carried out is based on a survey. The methodology that supports the research is quantitative and the analysis is descriptive. The results monitor the fact that training coordinators show high organizational and managing technical competences, but qualify lower in behavioral competences, especially regarding leadership. Accordingly, we understand that training designs should focus on this competence and on training abilities that prepare them to leader training in the center. Este artículo profundiza en el perfil competencial del coordinador de formación de los centros educativos de Zaragoza, en la Comunidad Autónoma de Aragón. El objetivo que se pretende es hacer un retrato real del coordinador de formación, sus competencias, intereses, motivaciones y necesidades, para plantear posibles itinerarios formativos que redunden en una mejora en el ejercicio de sus funciones. Para ello hemos analizado las competencias y necesidades formativas de los coordinadores desde el marco normativo y desde la investigación. El estudio que se ha llevado a cabo se sustenta en una encuesta. La metodología que fundamenta dicho estudio es de corte cuantitativo y el análisis ha sido descriptivo. Los resultados atisban que los coordinadores de formación, tienen mayores competencias técnicas de organización y gestión, y tienen una menor capacitación en competencias comportamentales, especialmente de liderazgo. Por ello, entendemos que las propuestas formativas deberían focalizarse en dicha competencia y en formar en habilidades para poder liderar la formación en el centro.

In Deutschland gibt es keine einheitliche und rechtlich anerkannte Ausbildung und ebenso wenig geregelte Zugangsvoraussetzungen für das Berufsfeld Bildungs- und Berufsberatung. Aufgrund der fehlenden einheitlichen Standards in der Beratendenqualifikation und insbesondere mit Blick auf die Heterogenität des Ausbildungsmarktes, ist es wichtig, zu überprüfen, wie die akademischen Qualifizierungsmöglichkeiten für Beratende in diesem Feld in Deutschland aussehen, was die Lehrinhalte und Lernziele sind. Mit dieser Arbeit wird überprüft, ob und in welcher Breite Kompetenzen gefördert werden, die nach aktueller Expertenmeinung relevanter Akteure im Feld der Bildungsberatung für wichtig und grundsätzlich für die adäquate Bewältigung der Beratungsanforderungen erachtet werden. Übereinstimmungen und Abweichungen werden sichtbar gemacht und Entwicklungsbedarfe innerhalb der Qualifikationslandschaft aufgezeigt. Gleichzeitig können die Ergebnisse Anhaltspunkte liefern, die es Interessent*innen für eine Qualifikation im Bildungs- und Berufsberatungsbereich erleichtern sollen, aufgrund der aufgezeigten formalen Aspekte und der Kompetenzgewichtung eine fundiertere Entscheidung treffen zu können., In Germany, there is neither a standardised and legally recognized education nor regulated access requirements for the field of career guidance. Due to the lack of standards in guidance skills, and in particular with regard to the heterogeneity of the education market, it is important to review what the academic qualification opportunities for guidance practicioners in this field in Germany look like, what the course contents and learning objectives are. This work examines whether and in what range competencies are promoted which are considered to be important by current expert opinion of relevant actors in the field of educational counseling. Development needs within the qualification landscape of Germany are shown. At the same time, the results can provide clues to help those interested in a qualification in the field of ​​career guidance to make a more informed decision based on the formal aspects and the competence weighting highlighted in this work.

För att klara planetens utmaningar är cirkulär ekonomi ett förhållningsätt som med ett kretsloppstänk som minskar behovet av att ta mer av jordens resurser. Utveckling och möjligheter för tester och försök i laboratoriemiljö är en av nycklarna till framgång. En rätt utformad laboratorieverksamhet, för en verksamhet och dess kunder, bidrar till att en organisation och ett företag kan vara en viktig del av lösningen för en hållbarare värld. I denna fallstudie undersöks hur Ragn-Sells laboratorieverksamhet kan utformas för att möta företagets behov och framtida utmaningar. Med utgångpunkt i grundprinciperna i offensiv kvalitetsutveckling och genom intervju, workshops, enkät och tillämpning av ett flertal kvalitetsverktyg har förslag till vision, uppdrag, roll, mål och strategi tagits fram. Resultatet utgör grunden för hur laboratorieverksamheten kan utvecklas från ett kostnadsbesparande analyslabb till ett utvecklingsskapande kunskapscentrum. Med visionen ”T&D:s verksamhetsnära kunskapscentrum för tryggande av kemiskt och fysiskt kunnande och som genom materialfokus, kreativitet, nytänkande och engagemang bidrar till utveckling, cirkulära lösningar och bra affärer” som framtidsbild kan verksamheten ta sig an uppgiften som utrednings- och utvecklingslaboratorium med ett kunskapsnav. Utöver utrednings- och utvecklingsuppdrag behöver den nya laboratorieverksamheten även kunna hantera och arkivera prover, dokumentera och rapportera resultat med spårbarhet och proaktivt arbeta med både rådgivning, informationsspridning och nätverkande. Ansvar och roll behöver spegla uppdraget och för att nå visionen krävs både långsiktiga mål för utvecklingen och operativa mål för löpande verksamhet. Lösningsförslagen har analyserats baserat på teorier om identitet, vision, mission, mål och strategi, process, kompetens, kunskap, lärande och kunskapsorganisationer. Genom att fånga synergier med koncernens forsknings- och innovationslaboratorium, kan ytterligare mervärden skapas genom att dela både idéer, kompetens och utrustning. En rekommendation är att vidga perspektivet och även fånga in synergier med koncernens R&D-verksamhet. Vidare behöver verksamheten effektiva processer och rätt kompetens. Processer har kartlagts på en övergripande nivå. Kompetensprofiler har identifierats för fyra roller: utförare, utvecklare, kunskapsspridare och expert. Därtill behövs funktionella lokaler för fin-, grov- och pilotlabb, arkiv för både kort- och långvarig förvaring av prover samt ytor som möjliggör samarbete och samverkan. Studien har dock inte tagit fram någon detaljerad kravspecifikation vilket behöver göras i ett kommande steg. Alla nödvändiga steg för att gå från studie till förverkligat laboratorium finns sammanfattade i en implementeringsplan. Sammantaget har studien visat hur principer i offensiv kvalitetsutveckling och tillämning av kvalitetsverktyg kan vara till stöd för att driva förbättring och även mer långtgående utvecklingen av en verksamhetsdel där förflyttning av identitet går från analyslabb till kunskapscentrum, för att skapa lösningar för en hållbar framtid. To cope with the planet's challenges, circular economy is an approach that reduces the need of using more of the earth's resources. Development and opportunities for tests in a lab environment is one of the keys for success. A properly designed lab, for a business and its customers, can help an organization and a company to be an important part of the solution for a more sustainable world. This case study examine how Ragn-Sell's lab function could be designed to meet the company's need and future challenges. Based on the basic principles of total quality management and through interviews, workshops, questionnaires and by practice of several quality tools, proposals for vision, mission, role, goals and strategy have been developed. The result is the basis for the laboratory to be developed from a cost saving analysis lab to a development generating knowledge centre. With the vision "T&D's business-centered knowledge centre to maintain chemical and physical know-how and which contributes to development, circular solutions and good business through material focus, creativity, innovation and commitment" the function can take on the mission as an investigation and development lab with a knowledge centre. In addition to investigation and development assignments, the new laboratory also needs to be able to handle and archive samples, document and report results with traceability and proactively work with both guidance, information dissemination and networking. Responsibility and role need to reflect the mission and to achieve the vision requires both long-term goals for development and operational goals for day-to-day operations. The proposals have been analysed based on theories of identity, vision, mission, goals and strategy, process, comet, knowledge of learning and knowledge organizations. By capturing synergies with the Ragn-Sells research and innovation lab, additional added value can be created by sharing both ideas, skills and equipment. One recommendation is to broaden the perspective to capture synergies with the Group's R&D activities. To succeed with the development, the organization needs efficient processes and relevant competence. Processes have been mapped at an overall level. Competence profiles have been identified for four roles: performers, developers, knowledge spreaders and experts. In addition, functional premises are needed for different labs, archives for both short and long-term storage of samples and surfaces that enable collaboration and collaboration. However, the study has not formulated requirement specification, which needs to be done in a next step. All the necessary steps to go from study to realized labs are summarized in an implementation plan. Overall, the study has shown how principles in total quality management and application of quality tools can be in support of not only driving improvement but also more far-reaching development of a business section where transfer identity goes from an analysis lab to knowledge centre, to create solutions for a sustainable future.

The RUAS Honors Program aims to encourage students to develop into excellent professionals. To do so, RUAS has developed a competence profile entitled Learning to Innovate. This profile serves as a guide for designing a teaching approach which enables students to actively develop into such professionals. There are five crucial characteristics for designing learning environments which challenge students to master the said competence profile: a multidisciplinary issue drawn from actual practice; an authentic learning environment; professional excellence as both the aim and basis for assessment; qualified teachers setting high standards for their students; and working and learning in a Community of Learners made up of all those involved. In this paper, we first explain the essence of an Innovation Lab or I-lab. We then present some additional considerations and various different approaches to designing a powerful learning environment like the I-Lab.

Trabajo fin de grado en Enfermería, El avance tecnológico y social, así como su repercusión en el mundo actual, han generado una evolución de la ciencia modificado las necesidades y demandas de la población. Estos cambios tienen una repercusión sobre la forma de hacer y la forma de ser de los profesionales. En la actualidad, el modelo de gestión por competencias es el más utilizado tanto para seleccionar como para desarrollar las competencias necesarias para un determinado puesto de trabajo. En el ámbito de la enfermería, este modelo es de gran utilidad, dada la cantidad y variedad de puestos de trabajo a los que puede acceder un enfermero/a. La definición de perfiles de competencias será una herramienta de gran ayuda a la hora de seleccionar o desarrollar las competencias específicas para ese puesto de trabajo como es el caso de la enfermera en un Servicio de Urgencias Extrahospitalarias. El objetivo principal es describir el perfil de competencias de un enfermero/a en un Servicio de Urgencias Extrahospitalarias en la Comunidad de Madrid. Se trata de un estudio descriptivo de corte transversal, en el cual la recogida de datos se realizará mediante la técnica panel de expertos. La población de estudio la conforman los enfermeros/as y médicos que trabajan en el Servicio de Urgencias Extrahospitalarias en la Comunidad de Madrid. La selección de participantes se realizará por muestreo de conveniencia quedando una muestra total de 80 profesionales sanitarios divididos en 4 grupos de 20 personas. El análisis de los datos se realizará mediante un estudio descriptivo de las variables de estudio y se utilizarán tablas de contingencia para apreciar asociaciones entre variables. Sería conveniente continuar con las líneas de la investigación para poder aplicar el proyecto en otras Comunidades Autónomas, con el objetivo de establecer un perfil general del enfermero/a en un Servicio de Urgencias Extrahospitalarias, The technological and social advancement, as well as its impact on the world today, have generated an evolution of the modified science the needs and demands of the population. These changes have as impact on how professionals are made and how they are. Currently, the competency-based management model is the most widely used for selecting and developing the skills needed for a particular job. In the field of nursing, this model is very useful, give the number and variety of jobs that can be accessed by a nurse. The definition of competency profiles will be a very helpful tool in selecting or developing specific skills for that job as is the case of the nurse in an emergency department. The primary goal of this project is to describe the competency of profile of a nurse in an emergency department in the community of Madrid. It is a descriptive croos-sectional study. That data collection will be made by the technical panel of experts. Compromise the study population the nurses and doctors who work in the emergency room out in the community of Madrid. The selection of participants will be carried out by sampling of convenience, leaving a total sample of 80 health professionals divided into 4 groups of 20 people. The analysis of the data will be carried out by a descriptive study of the variables of study and will be used contingency tables to appreciate associations between variables. It would be advisable to continue with the lines or research in order to apply the project in other autonomous communities, with the aim of establishing a general profile of the nurse in an emergency service outpatient.

Schulsozialarbeit in Österreichs Schulen ist ein wachsendes Feld. Neben anderen schulischen Unterstützungssystemen bietet Soziale Arbeit an Schulen vielfältige Angebote. Trotz der immer stärker werdenden Präsenz dieses Angebots, fehlen klare Benennungen dessen, was Schulsozialarbeit leistet und stellt oftmals ein Abgrenzungsproblem zu den meist nebeneinander existierenden Unterstützungssystemen dar. Klare Kompetenzen und Qualifikationen von Schulsozialarbeiter*innen, die in der täglichen Praxis beschäftigt werden, wurden in der vorliegenden Masterarbeit erforscht, mit dem Ziel die bestehende Forschungslücke in Bezug auf die Profession Schulsozialarbeit in Österreich zu minimieren. Im Auftrag der Kinder- und Jugendhilfe bieten neun Vereine Schulsozialarbeit in verschiedenen Schulen in Niederösterreich an, deren Angebote eine große Vielfalt aufweisen. Mittels der Erhebungen wurde angestrebt einen Überblick über die Kompetenzen, das Wissen und die Leistungen und Angebote der Schulsozialarbeit in Niederösterreich zu bekommen. Zusätzlich wurde anhand der Grundprinzipien der Schulsozialarbeit, erhoben, inwieweit diese in der Praxis umgesetzt werden und welche Faktoren die Inanspruchnahme der Schulsozialarbeit beeinflussen. Anhand der Ergebnisse dieser Forschung wurde ein Kompetenzprofil erstellt, dem die Leistungen und Angebote der Schulsozialarbeit Niederösterreich entnommen werden können. School social work in Austria is a growing field. Along side other school support systems, social work provides a variety of services. Despite the ever growing presence of these services, a lack in definition as to what social work in schools provides and aims to accomplish, reveals issues with the differentiation between concurrent support systems. Clear competences and skill sets of social workers, whom are engaged in everyday practice, will be presented and investigated in the following dissertation, with the aim of reducing the existing gap in research with regards to the profession of School Social Work in Austria. On behalf of the Child and Youth Welfare Service, nine school social work associations offer school social work in various schools in Lower Austria, to which the offerings show a great deal of diversity. The survey aims to provide an overview of the competences, knowledge and services of School Social Work in Lower Austria. Additionally, based on School Social Work principles, it was ascertained to the extent of which they are implemented in practice and which factors influence the utilisation of school social work. On the basis of the results of this research, a competence profile was compiled, allowing the extraction of the services and offerings of school social work in Lower Austria. vorgelegt von: Sandra Wiesinger Wien, FH Campus Wien, Masterarb., 2018

The purpose of the article is to present the author’s experience of using the potential of the personnel reserve in the process of making managerial decisions. It is a question of joint development of the competence model for different groups of university personnel. This kind of activity contributes to the development of professional and managerial competencies, personal resources, the exchange of experience among themselves, the establishment of interdisciplinary relations in the university environment, which, in fact, underlies the idea of creating a personnel reserve. The goal is achieved on the basis of competence and system approaches to management issues of higher education. The research methodology is based on the use of general scientific methods, such as: phenomenological description, focus group method, included observation. The practical significance of the research is to develop a mechanism for creating, forming and developing personnel reserve of SFU, the technology of its attraction to the management life of the university when building the competence model of different groups of personnel, transforming collective knowledge into the final product. This kind of joint creativity has a strong motivational effect, as it gives employees the opportunity to feel their involvement into the university’s common affairs, understand their own value, importance of their opinion for management when developing a development strategy and preparing main documents. The contribution of this study to the theory and practice of university management is to present to the professional community the experience of attracting a pool of personnel for the development of an essentially independent assessment of the university personnel through the construction of a competence model where participants see their colleagues and themselves through the prism of the requirements for professionalism and personality of the employee of a modern university. It is shown that the joint activity of management and reservists provides an opportunity for the growth of internal knowledge, the development of corporate culture and the formation of human capital. The article is of interest for university management, HR specialists in the field of the human dimension of the university. Цель статьи – представить авторский опыт использования потенциала кадрового резерва в процессе принятия управленческого решения. Речь идет о совместной разработке компетентностной модели разных групп персонала университета. Такой род деятельности способствует развитию профессиональных и управленческих компетенций, личностных ресурсов, обмену опытом, налаживанием междисциплинарных отношений в вузовской среде, что, собственно, и лежит в основе идеи создания кадрового резерва. Поставленная цель достигается на основе компетентностного и системного подходов к управленческим вопросам высшей школы. Методология исследования основана на использовании общенаучных методов, включая феноменологическое описание, метод фокус-групп, включенное наблюдение. Практическая значимость работы заключается в представлении механизма создания, формирования и развития кадрового резерва СФУ, технологии его привлечения к управленческой жизни университета при построении компетентностной модели разных групп персонала с трансформацией коллективного знания в конечный продукт. Такой вид совместного творчества имеет сильный мотивационный эффект, так как дает возможность сотрудникам почувствовать свою сопричастность к общим делам университета, понять собственную ценность, значимость их мнения для руководства при разработке стратегии развития и подготовке ключевых документов. Вклад данной практики в университетское управление заключается в представлении профессиональному сообществу опыта и технологии привлечения кадрового резерва для разработки, по сути, собственной оценки персонала университета через построение модели компетенций, где каждый из участников видит своих коллег и себя через призму требований к профессионализму и личности сотрудника современного вуза. Показано, что совместная деятельность руководства и резервистов дает возможность для развития корпоративной культуры и формирования человеческого капитала. Статья представляет интерес для университетского менеджмента, HR-специалистов в области человеческого измерения университета.

Title: Competence profile and demands on personality of coach youth in athletics Goals: Result of the thesis " Competence profile and demands on personality of coach youth in athletics " will be a key tool in the selection of new youth coaches in Prague athletic club Spartak Praha 4. The aim is to create a personality profile athletics youth coach. Methods: All respondents were interviewed by a written assessment of personality traits. A group of experts (trainers) in addition to the written forms was invited to semistructured interview, on the basis of which was compiled a list of competencies for use in a written interview. Results: The result is job competency profile coach youth athletics. Results of the survey were captured graphically. Keywords: competence, youth coach, athletics, characteristic coach, athletic youth, trainer

La presente investigación tiene el propósito fundamental explorar el nivel de apropiación de la competencia digital del profesorado universitario del área de matemáticas en una universidad de Ecuador, considerando cuestiones relativas a la disponibilidad de infraestructuras, niveles de formación tecnológica y el grado de uso, integración e innovación de herramientas Web 2.0 en los procesos de enseñanza – aprendizaje de la matemática, como escenario para el crecimiento y fortalecimiento del ejercicio profesional docente. Para ello, el docente universitario necesita no solo técnicas y estrategias metodológicas, sino que debe ser capaz de integrar las herramientas tecnológicas (competencia digital docente) en su práctica educativa. La metodología de investigación utilizada es de tipo descriptivo con enfoque cuantitativo. Para la recogida de la información se diseñó el cuestionario M – CDUECDD, estructurado en cuatro dimensiones y 196 variables con las que se describe un perfil preliminar sobre competencias e indicadores que debe desarrollar el profesorado del área de matemáticas y que fue validado por jueces – expertos internacionales en competencias digitales. Los resultados muestran que el profesorado universitario del área de matemáticas tiene un nivel básico y medio sobre las cuestiones de dominio, uso e innovación en las cinco áreas: información y alfabetización informacional, comunicación y colaboración, creación de contenido digital, seguridad y resolución de problemas. En base a los resultados se presenta un modelo de integración de la competencia digital del docente universitario para su desarrollo profesional en la enseñanza de la matemática., The main purpose of this research is to explore the level of adopting e-competence of Math faculty staff at a university in Ecuador. It considers issues related to the availability of infrastructures, levels of technological training and use, integration and innovation of Web 2.0 tools in the teaching - learning processes of Mathematics, as a scenario for the growth and strengthening of the teacher professional development. Faculty staff needs not only technical and methodological strategies, but also has to be able to integrate technological tools in his teaching practices. The research methodology used is descriptive with a quantitative approach. The M-CDUECDD questionnaire was designed for gathering the information and it is structured in four dimensions and 196 variables which describe a preliminary profile on skills and indicators for Math professors. This instrument was validated by international experts in e-competences. The results show that university faculty in the area of mathematics has a medium average level of domain, use and innovation in five areas: Information and information literacy, communication and collaboration, digital content creation, security and problem solving. Based on the results, it is presented a model of integration of the digital competence of the university teacher for his professional development on Math teaching.

The main purpose of this research is to establish the profile of competence required of graduates of the Master of Education at the Universidad de Oriente, particularly the mention of the Teaching of Physics. For this reason, research was developed through the methodology of action research-participation, where strata of informants were administered two instruments (survey and interview) and formed a working group to establish the competency profile of graduate. The results presented six generic and specific competences twelve, the analysis of these results support the conclusion that the competency profile helps advance the definition of knowledge, skills and values that must appropriate the graduate of the Master to address so his most important and relevant educational work.RESUMENEl propósito central de esta investigación es establecer el perfil por competencias que deben tener los egresados de la Maestría en Educación de la Universidad de Oriente, particularmente, los de la Mención Enseñanza de la Física. Por tal motivo, la investigación se desarrolló a través en la metodología de investigación acción–participación, donde a los estratos de informantes se les aplicó dos instrumentos (encuesta y entrevista) y se conformó una mesa de trabajo, para establecer el perfil por competencias del egresado. Los resultados presentaron seis Competencias Genéricas y doce Competencias Específicas; el análisis de estos resultados permite concluir que el perfil por competencias ayuda a avanzar en la definición de los conocimientos, habilidades, destrezas y valores que debe apropiarse el egresado de la Maestría para abordar de manera más relevante y pertinente su quehacer educativo.

Šiame darbe nagrinėjami kompetencijų profilio sudarymo bei pritaikymo aspektai kūrybinių industrijų kontekste. Darbe yra siekiama suformuoti teorinį kūrybinio sektoriaus darbuotojo kompetencijų profilį, remiantis mokslinės literatūros analizės duomenimis, empirinio tyrimo metu nustatyti šiuo metu vyraujantį kompetencijų profilį Lietuvos kūrybinėse industrijose bei nustatyti identifikuotų kompetencijų svarbą iš darbuotojo perspektyvos. Darbo autorius tikisi, jog darbe nagrinėjamos problemos bei atlikto tyrimo metu įgytos žinios paskatins Lietuvos kūrybinės industrijos organizacijų vadovus bei žmonių išteklių specialistus atkreipti dėmesį į industrijos tendencijas bei būtinas kompetencijas, kurios padės efektyviau įdarbinti kūrybinius darbuotojus bei padės patiems darbuotojams efektyviau dirbti besikeičiančioje kūrybinės industrijos aplinkoje. Darbe taikyti metodai: mokslinės literatūros analizė, apibendrinimas, sisteminės analizės metodas, lyginamoji analizė. Naudoti empiriniai metodai: anketinė apklausa. Duomenų analizei naudoti statistiniai metodai: grupavimas, grafinis duomenų pateikimas, absoliutinių, santykinių ir vidutinių rodiklių skaičiavimas., This master thesis is based on the evaluation of employee competencies. Since only very few studies focus on the sector competence profiles, the aim of this thesis is to fill the current gap in existing research pool, to form a competence profile of a creative industry`s employee and to answer the question: what competencies should a creative industry`s employee have? To reach this goal the tasks were set as follows: 1. To analyze sources of literature and to identify which specific competencies are required for a successful employee in creative sector 2. To construct a competence profile for a creative industry`s employee 3. To discover the existing competence profile in creative industry via empirical research means. Methods: analysis of the scholarly articles and modern research literature, questionnaires, analysis of the statistical data, descriptive analysis.

This paper challenges the implicit 'one-size-fits-all' assumption that dominates mainstream program management competence literature. Findings from case studies of 10 programs executed in a large p ...

Yeterlik yönelimi sadece uluslararası gelişmelere ve giderek artan eğitim ve istihdama bağlı değildir. "Yetkinlik" kavramı halkla ilişkiler alanı ile ilgilidir. Burada amaç yetkinlik yönünü bütünleştirerek profesyonelleşmesine katkıda bulunmaktır. Mesleklere özgü koşulları, alana bağlı mevcut gelişmeleri, psikoloji, eğitim ve meslek bilimi alanlarından edinilen geçerli deneyimler dikkate alınarak esnek, sürekli değişen ve farklılaşan halkla ilişkiler meslek alanında kullanılacak Halkla İlişkiler Uzmanları için somut bir yetkinlik profili geliştirilecektir. Halkla İlişkiler Uzmanlara yönelik beklentilerin bir analizinden, ekonominin beklentilerinden, halkla ilişkiler uygulayıcılarından ve akademisyenlerden meydana gelen ve aynı zamanda halkla ilişkiler alanında "yetkinlik yöneliminin" güncel durumunu gösteren, kariyer modelleri ile halkla ilişkiler meslek rollerinin bakış açılarından oluşan bir temel sağlanacaktır. Bu temelde, yetkinlik kategorilerine ek olarak, temel profil oluşturulacak, iç ve dış değerlendirmelere yarayan kayıt sayfası geliştirilecektir. Halkla ilişkiler çalışmalarında kullanımı sağlamak için, çok yönlü ve hiç tanımlanmamış meslek profillerine rağmen, profilin bir farklılaştırması gerçekleştirilecektir. Sonuç olarak, halkla ilişkiler alanı için yetkinlik yönlendirmenin faydaları, eğitim ve mesleğin merkezinde yer aldıkları ortaya çıkmaktadır., Competence orientation in education and employment is becoming increasingly important. As causes, inter alia, international developments are to be mentioned. The construct "competence" is referred to the field of Public Relations to contribute to the professionalization by integrating the competence orientation. Job-specific frame conditions, existing subject-specific developments and relevant findings of psychology, education and vocational science are taken into account in order to elaborate a specific competency profile for PR- Professionals, which can be applied flexibly to the changing and differentiating vocational field of Public Relations. A basis is provided by an analysis of the expectations towards PR-professionals which is constituted from the perspectives of economic, PR practitioners and lecturers, as well as career models and PR-specific vocational roles and the current state of competence orientation in the field of Public Relations is illustrated. Based on this competence categories are developed and a fundamental profile is generated. A self-assessment and an assessment by others is enabled by a record sheet which is derived by the competency categories. The differentiation of the competencies is realized in order to enable a practical application, despite diverse and barely defined professional profiles. As a result, the benefit of competence orientation that occurs in a vocational and educational context for the field of Public Relations is transpired.

Title: Personality predispositions of pole dance trainer Objectives: The main aim of the thesis is to identify the personal predisposition for pole dance trainer and build a personality profile in terms of gymnasts and trainers, which presents such personality traits that would be good pole dance trainer disposal. Methods: In the thesis was used the interview method with the best pole dancer and trainer and also written questioning method. The respondents were gymnasts and pole dance trainers from the Czech republic. Results: In the thesis were indentified personality predispositions for pole dance trainer. Based on the results of the survey were selected the top 15 personal predispositions. Keywords: pole dance, personality predispositions, trainer, competence profile

For students to develop independent learning strategies, it is essential to have anunderstanding of what it is they are aiming for. For this reason, every educational programme in Sweden has learning outcomes as stated by the Swedish Higher Education Authority.However, these are rather formal and sometimes described in a way that is not easy, either for teachers or for students, to implement in teaching and learning activities. A challenge is to both apply CDIO-standards and comply with the Swedish Higher Education Authority’s stated learning objectives. At the same time, we should uphold students’ motivation to develop their competences and teachers’ understanding of which teaching and learning activities are relevant, and how and what to assess in students’ learning to contribute to all of these approaches. The aim of this paper is to describe the development of a competence profile. The idea is primarily based on the Vitae Research Development Framework, but with inspiration from several other frameworks and approaches. The competence profile is designed to support students´ individual professional industrial design engineering competences. It allows the students themselves to map their knowledge, skills, experiences and qualities, and also provide support for teachers’ feedback and assessment. In other words,the student competence profile is used to describe what students are supposed to be able to do (prior to courses), what the learning activities are supposed to contribute to (during courses) and for formative and summative feedback of how well it has been done (during and after courses). It also allows a visualisation on how different courses contribute to the overall programme objectives. Godkänd; 2016; 20160403 (petert)

The purpose of presented research was to develop feasible model for leadership competence management in metallurgical companies. Results of the research are presented in the form of a structured procedure for leadership competence development and performance review. Analysis of entry requirements for employment in metallurgical companies synthesized presented set of leadership competences and matrix for calculation of leadership success was developed. With usage of these two tools it is possible to quantify the leadership performance which represents great advantage in leadership benchmarking process. During the research additional set of problems was defined. These problems were addressed heuristically in the framework of this research.

Objective: To describe the methodological steps of developing an integrated reference guide for competences according to the profile of the healthcare professionals concerned.Design: Human resources in healthcare represent a complex issue, which needs conceptual and methodological frameworks and tools to help one understand reality and the limits of one's acts.Setting: This study uses results from four contexts (Belgium/Europe, Democratic Republic of Congo, Rwanda and Senegal) in which integrated reference guides for competences for healthcare professionals have been developed.Method: Priority was given to the writing of curricula (initial training) or of training plans (continuous training) more effective in terms of professionalization and more adequate to populations' needs.Results: Pedagogical approach is presented as some (step-by-step) methodological guidance which will help one to get acquainted with this approach. This analysis questions the whole issue of healthcare training institutions' social responsibility.Conclusion: The products obtained (ie reference guides for competences) are only the visible part of the results of the far more fundamental change process that is the real reinforcement of competences and capacities of healthcare professionals in organizations aiming at better managing their resources, among which are human resources in healthcare. © Health Education Journal 2011., SCOPUS: ar.j, info:eu-repo/semantics/published

The aim of this thesis is to answer the following question: "Are school headmasters in different European countries comparable?" The author deals with the subject of further training of school headmasteres in the Czech Republic, the Federal Republic of Germany (Bavaria and North Rhine - Westphalia) and Scotland. With the help of selected research methods which were a questionnaire and interviews with headmasters he is trying to report on the opportunities of their further training in selected countries. The author finds out that further training of headmasters focuses primarily on managerial and vocational training. The necessity of further qualification of executives arises from the fact that nowadays headmasters have to meet a wide range of requirements in terms of their competence which they receive through good specialised training. The information obtained can serve as a model or methodological recommendation as in each country the managerial training follows different qualifying models. KEYWORDS: lifelong training, further training of teachers, further training of headmasters, headmaster competence, competence profile, qualifying model

The aim of this work is to answer the following question: ‚Is it possible to compare qualification training and forms of further training of headmasters in different countries?' The author of this thesis deals with headmaster training in the Czech Republic and the Federal Republic of Germany (Bavaria and North Rhine-Westphalia). He obtained information about education systems and education opportunities in these countries through selected research methods which were a questionnaire and interviews with school headmasters. The need for proper managerial qualification of headmasters necessary for them to meet requirements for discharge of the function is proved by the fact that today headmasters have to cope with demands made on their competency readiness which they can receive through good specialized training. The information obtained can be used as a pattern or methodical recommendations because in every country the managerial education follows different qualifying models. KEYWORDS: lifelong training, further training of teachers, professional career, further training of headmasters, headmaster competence, competence profile, qualifying model

The university-wide mentoring system of the University of Duisburg-Essen pursues systematic, continuous and individual counseling for all students. The Faculty of Educational Sciences therefore offers different mentoring concepts according to its study programs considering not only the students’ demand but also their course content and job prospects in order to enhance their autonomy. Existing counseling services of the university are involved and different mentoring programs are linked so that synergies regarding content and organization are leveraged and a matching appearance is maintained. Das fakultätsübergreifende Mentoring-System der Universität Duisburg-Essen bietet systematische persönliche Beratung und Betreuung für alle Studierenden. Die Fakultät für Bildungswissenschaften setzt dies für ihre Studiengänge in unterschiedlichen Programmen um, die sowohl auf die persönlichen Bedürfnisse der Studierenden als auch deren Studieninhalte und Berufsperspektiven abgestimmt sind und somit die Autonomie der Studierenden fördern. Dabei werden existierende Beratungs- und Unterstützungangebote der Universität integriert und die verschiedenen Mentoring-Programme miteinander verknüpft, sodass inhaltliche und organisatorische Synergieeffekte genutzt werden sowie ein aufeinander abgestimmtes Auftreten möglich ist.

V zadnjem desetletju je koncept kompetenc v Sloveniji dosegel razcvet, s tem pa se je pojavilo tudi več oblik pojmovanja kompetenc. Nekateri menijo, da gre za že obrabljen konstrukt, drugi ga s pridom uporabljajo kot nov okvir za sposobnosti, osebnostne lastnosti, znanje in veščine, ki so potrebne za uspešno delo, tretji ga ignorirajo. Definicij kompetenc je v literaturi veliko. Oseba je kompetentna takrat, ko je zmožna kakovostno opraviti določeno delo. Posamezniki se torej razlikujejo po kompetencah. Vprašanje pa je, ali so kompetence primerne kot kriterij oziroma merilo za določeno organizacijsko vlogo. Uspeh organizacije je v veliki meri odvisen od vodij, zato je pomembno, da so na vodilnih mestih ljudje, ki so za to vlogo kompetentni. Med vodje sodijo tudi ravnatelji šol, ki hkrati opravljajo dve vlogi – so pedagoški vodje in poslovodje (managerji). V slovenskem prostoru do sedaj nismo zasledili, da bi kdo z znanstveno metodo določil ključne kompetence ravnatelja in izdelal kompetenčni profil ravnatelja osnovne šole v Sloveniji, zato smo se odločili raziskati to področje in izpolniti omenjeno vrzel. Na podlagi znanstvenih virov smo najprej definirali ključne kompetence ravnatelja osnovne šole. To je bila osnova za njihovo dopolnitev s pomočjo metode fokusnih skupin izkušenih ravnateljev. Na tej osnovi smo izdelali vprašalnik kompetenc posebej za ravnatelje in za učitelje osnovnih šol. Dobili smo odgovore 151 ravnateljev in 473 učiteljev, ki predstavljajo reprezentativen vzorec. Na podlagi pridobljenih podatkov smo izdelali sociodemografske analize, izračunali povprečja ter range kompetenc po pomembnosti. Za dokazovanje teze in hipotez smo izvedli številne analize, primerjave s statističnimi testi, faktorsko, diskriminantno in klastrsko analizo. Izdelali smo zahtevan in dejanski kompetenčni profil ravnatelja osnovne šole, ki je bil ključen cilj disertacije. Dokazali smo, da obstaja statistično pomembna razlika med zahtevanimi kompetencami, katerih pomen ocenjujejo ravnatelji, in dejanskimi kompetencami, ki jih ocenjujejo njihovi učitelji. Ugotovili smo, da se kompetentnost ravnateljev ne razlikuje glede na spol. Pokazalo se je, da se kompetentnost ravnateljev ne razlikuje glede na velikost šole, ki jo vodijo. Želeli smo izvedeti, ali imajo slovenski ravnatelji kake specifične kompetence v primerjavi z ravnatelji iz drugih kulturnih okolij. Ugotovili smo, da so kompetence slovenskih ravnateljev večinoma podobne kompetencam ravnateljev osnovnih šol na Hrvaškem, v Nemčiji, ZDA in Avstraliji. Na podlagi raziskave smo izdelali univerzalen kompetenčni profil ravnatelja osnovne šole, s katerim lahko pomagamo pri selekciji kandidatov za bodoče ravnatelje, obstoječim ravnateljem svetujemo pri načrtovanju razvoja njihove kompetentnosti in prispevamo k objektivnosti pri ugotavljanju njihove učinkovitost ter uspešnosti pri vodenju šole. Izdelali smo tudi model ključnih kompetenc ravnatelja osnovne šole in nakazali aplikacijo za samooceno ali oceno kompetentnosti ravnatelja za vodenje osnovne šole. Uspešni ravnatelji so torej vizionarji, strategi, vodje pedagoškega procesa, organizatorji, administratorji, sodelovalci v timu, povezovalci z okoljem šole ter realizatorji strokovnih in poslovnih ciljev. Since competencies in Slovenia have reached their peak over the past decade that caused the appearance of multiple forms of competence conception. Some see it as a worn-out construct, while others use it seldom as a new frame for abilities, characteristics, knowledge and skills required for successful work, while the third ignore it. There are multiple definitions of competencies found in the literature. A person is competent when they are able to perform a certain job qualitatively. Individuals are thus separated according to their competencies. The question is whether competencies are a suitable criterion for a certain organizational role. The success of an organization is largely dependent on the leader so it is very important that the leading positions are occupied by people who are competent in their role. Headmasters of elementary schools are also among the leaders since they have two roles to fulfill – being a pedagogical leader and a manager. There has not been any notification in Slovenia that a key scientific definition of key competencies of headmasters had been made so far, so we have decided to explore this field and fill the existing gap. Firstly, we have defined the key competencies of a headmaster of an elementary school based on scientific literature. This provided a basis for further explorative process that included implementation of focus groups of experienced headmasters. With these data we have designed a questionnaire of competences separately for headmasters and teachers of elementary schools. 151 headmasters and 473 teachers have responded to the questionnaire and provided us with the representative model. On the basis of data obtained we have designed socio-demographic analysis, calculated the averages and competence rankings according to their importance. For proving of thesis and hypothesis we have conducted several analysis, comparisons with statistical tests, discriminant and cluster analysis. We have produced a required and actual competence profile of a headmaster in an elementary school that represents the key goal of this dissertation. We have proved that there is a statistically relevant difference between the required competencies, the meaning of which is assessed by the headmasters, and actual competencies, the meaning of which is assessed by their teachers. We have concluded that the competence of headmasters is not dependent on their sex. It turned out that the competence of headmasters is not relevant due to the size of the school they are running. We wanted to find out whether Slovenian headmasters have any specific competencies that separate them from headmasters from other cultural environments. The findings show that the competencies of Slovenian headmasters are generally similar to the ones of foreign headmasters in Croatia, Germany, USA, and Australia. On the basis of the research we were able to design an universal competence profile of competencies of a headmaster of an elementary school, with which we can help headmasters with the selection of candidates for future headmasters, existing headmasters are able to be consulted on the plan of the development of their competencies, and we contribute to the objectivity with determining their efficiency and success with the running of their school. We have also provided a model of key competencies of a headmaster of an elementary school and indicated an application for self-assessment or the assessment of a headmaster for running an elementary school. Successful headmasters are thus visionaries, strategists, leaders of a pedagogical process, organizers, administrators, team workers, connectors to the environment of the school, and performers of professional business goals.

eServices in the area of healthcare are developing quickly. Providing services for researchers in healthcare deals with both complex domain and sophisticated requirements. The objective of this paper is to propose an architecture of an online service to support collaboration of healthcare researchers. The service facilitates the task of seeking collaborators for joint work on producing scientific artefacts. The search of potential collaborators is based on matching the researcher's profile against others' profiles. Profiles are ontology-based and composed of all different scientific-related activities and products of a person. A first prototype of the service was developed in the CLICK project to support researchers in the projects funded by the Vinnvård Programme. The interviews with several users showed appreciation of the usefulness of the tool. CLICK (Computer Supported Collaborative Work through Dynamic Social Networking)

Information visualization can be valuable in a wide range of applications, it deals with abstract, non-spatial data and with the representation of data elements in a meaningful form irrespective of the size of the data, because sometimes visualization itself focuses on the certain key aspects of the data in the representation and thus it helps by providing ease for the goal oriented interpretation. Information visualization focuses on providing a spontaneous and deeper level of the understanding of the data. Research collaboration enhances sharing knowledge and also enhances an individual’s talent. New ideas are generated when knowledge is shared and transferred among each other. According to (He et al, 2009) Research collaboration has been considered as a phenomenon of growing importance for the researchers, also it should be encouraged and is considered to be a “good thing” among the researchers. The main purpose of this thesis work is to prepare a model for the competence profile visualization purpose. For this purpose the study of different visualization techniques that exist in the field of information visualization are discussed in this thesis work. The study and discussion about the visualization techniques motivates in selecting appropriate visualization techniques for the visualization of Ontology-based competence profiles for research collaboration purpose. A proof of concept is developed which shows how these visualization techniques are applied to visualize several components of competence profile.

[ES] Las universidades están viviendo una de las mayores transformaciones de su historia, provocada especialmente por la implementación del Espacio Europeo de Educación Superior. Las modificaciones del contexto donde el profesor universitario desarrolla su trabajo, provocan alteraciones en las funciones, roles y tareas que éste tiene asignadas, conllevando ello la necesidad de adquirir y/o desarrollar nuevas competencias para atender correctamente las nuevas funciones profesionales demandadas. Para abordar satisfactoriamente estas nuevas necesidades formativas, para establecer referentes adecuados en los protocolos de acreditación, selección, promoción y formación del profesorado universitario, debe delimitarse el nuevo perfil competencial que debe atesorar el mencionado profesional para desarrollar convenientemente sus funciones docente, investigadora y gestora, considerando sus diferentes escenarios de actuación profesional. Para delimitar este perfil competencial del profesor universitario se ha realizado una investigación fundamentalmente descriptiva que combina metodologías cuantitativas y cualitativas, triangulándose diferentes técnicas (cuestionarios, entrevistas y grupos de discusión) y fuentes de información (profesorado, expertos y alumnos). Por las lógicas limitaciones de espacio en este artículo únicamente abordamos los datos obtenidos, desde los diferentes informantes (alumnos, profesores y expertos), de las 6 competencias docentes delimitadas (diseño, desarrollo, tutorización, evaluación, mejora y participación), pero no ofreceremos los datos obtenidos de las 34 unidades competenciales en que se desglosan, ni de las competencias y unidades competenciales referentes a la función investigadora. Los resultados obtenidos deben ayudar a establecer áreas prioritarias de formación para el profesorado y el nivel de desarrollo de cada unidad competencial considerando las etapas de desarrollo profesional., [EN] Higher education institutions are experiencing one of the greatest moments of transformation in its history, especially caused by the implementation of the European Higher Education Area. The changes caused in the context where the university professor develop their work, causing changes in their functions, roles and tasks, leading the need to develop new competencies to pay attention correctly their professional functions. This new job scene, these new demands have generated new training requirements to the university teachers. To address the satisfaction of these new training needs, to establish appropriate protocols concerning accreditation, selection, promotion and training the university teachers, the new competence profile must be defined to develop satisfactorily their teacher, researcher and manager function, considering different works scenarios. To define the competence profile of the university professor has made descriptive research that combines quantitative and qualitative methodologies, different techniques (questionnaires, interviews, focus groups and Delphi technique) and information sources (teachers, experts and students). In this article, we only going to work with the data obtained from different informants (students, teachers and experts) about the professors’ competences (design, development, tutoring, assessment, quality improvement and participation), but we are not going to present the data of the 34 units of competence that make up this profile, and we are not going to present the data of the competences and units of competence of the professor’s research function. The results obtained help us to establish training priority areas and the needs to develop each competence unit according to the stages of professional development.

Competence management has received much attention during recent years because it contributes to achieving organizational goals and solving problems such as improvement of information flow or competence supply. Many approaches were proposed to modelling competence and using competence models but there is still a lack of research into structures and utilisation of competence profiles in a competence management system. This article addresses this problem by proposing a formal approach to competence profile management. Four project cases are first analysed to elicit requirements of competence profile management, including competence profile operations. After that, an abstract model of competence profile management is formally defined based on the requirements. Finally, an ontology-based implementation of the abstract model is presented including a software architecture of a competence profile management system. The main contribution of this work is formalization of operations on competence profiles and ontology-based implementation of these operations. The proposed implementation architecture can facilitate construction of a competence profile management system.

El Turismo en Venezuela es una actividad en desarrollo, el Táchira es uno de los estados que cuenta con potencialidades naturales para ser desarrolladas, sin embargo debe tomarse en cuenta que el turismo no solo es paisajes y buenos escenarios , también se requiere de quien los aproveche y explote, lo que implica que el recurso humano es primordial para esta actividad; en el Táchira la capacitación y formación del personal del sector no cuenta con una planificación, además no existen registros ni herramientas que permitan determinar el desempeño del empleado ni evaluar el servicio, es por esto que se proporciona al sector, una herramienta basada en competencias para el personal de Posadas Turísticas, que garantice la calidad del servicio y facilite la gestión. Para ello se identificaron las determinantes de calidad del servicio, a través de un cuestionario con base a las variables del Serviqual, el mismo se aplicó a 400 usuarios; determinándose como cargos claves un Camarero(a) y un Recepcionista – Administrador, luego se identificaron los elementos de los perfiles por competencias, así mismo las competencias genéricas como especificas, para finalmente obtener la herramienta; perfil de competencias con su nivel de escala superior de desempeño. Venezuelan tourism is a developing activity Táchira is one of the states with a natural capability to develop this activity, however natural scenery are not just it, It also requires people who takes advantage of it an exploit this potential implying that human resources are vital for the success of this activity. In Táchira there is not an adequate training an formation for the guesthouse personal not to mention that it does not exist a register or a tool capable of measuring the performance of the employ or even valuing the service. For this reason it’s proportionated a tool based in competences to be used by personal in this establishments capable of improve management. we have identified the determines of quality services based in a questionary obtain throughout serviqual variables and it was applied to 400 users; results indicate as key positions: a chambermaid and a receptionist, then it was identified the competence profiles, the generic and specific competences to finally acquire the tool “competence profile with a superior scale of performance”. 31-51 kguerra@hotmail.com ncardozo@unet.edu.ve semestral

The purpose of presented research was to develop feasible model for leadership competence management in metallurgical companies. Results of the research are presented in the form of a structured procedure for leadership competence development and performance review. Analysis of entry requirements for employment in metallurgical companies synthesized presented set of leadership competences and matrix for calculation of leadership success was developed. With usage of these two tools it is possible to quantify the leadership performance which represents great advantage in leadership benchmarking process. During the research additional set of problems was defined. These problems were addressed heuristically in the framework of this research., Svrha predstavljenog istraživanja bila je razvoj ostvarivog modela upravljanja kompetencijama vodstva u metalurškim tvrtkama. Rezultati istraživanja predstavljeni su u obliku strukturirane procedure razvoja kompetencija vodstva i prosudbe izvršenja. Analiza ulaznih zahtjeva pri zapošljavanju u metalurškim kompanijama sintetizirala je predstavljeni set kompetencija vodstva te je razvijene matrica izračuna uspjeha vodstva. Korištenjem navedenih alata moguće je kvantificirati prosudbu izvršenja što predstavlja veliku prednost u procesu usporedbe vodstva s najboljima. Tijekom istraživanja definiran je dodatni set problema. Predloženo je heurističko rješenje tih problem u okviru ovog istraživanja.

V diplomski nalogi smo raziskovali kompetenčni profil ravnatelja v vrtcu in poslovodje. Zanimalo nas je katere kompetence so prisotne pri ravnateljih in katere pri poslovodjah, torej ali so dovolj kompetentni. Diplomsko nalogo smo razdelili na dva dela. V prvem delu smo predstavili teorijo povezano s kompetencami, v drugem delu pa raziskavo. To smo izvedli s pomočjo anketnih vprašalnikov v trgovinah in vrtcih. Ugotavljali smo ali so vodje teh ustanov dovolj kompetentni za svoje delo. S pomočjo te diplomske naloge smo ugotovljali katere kompetence so pomembne za dobrega vodjo in kako lahko s pomočjo kompetenc izberemo in zaposlimo pravo osebo. S prvo hipotezo smo ugotavljali ali sta si profila ključnih kompetenc pri ravnatelju in poslovodji podobna in jo zavrnili, saj smo ugotovili, da je korelacija med rangoma poslovodij in ravnateljev šibka. Pri drugi hipotezi smo raziskovali ali obstajajo pomembne razlike v specifičnih kompetencah ravnatelja in poslovodje. To hipotezo smo potrdili, saj so za ravnatelje bolj značilne kompetence povezane z zakoni, znanjem, stroko kot pa kompetence, ki so povezane s čustvi, stiki z osebjem, medtem ko je pri poslovodjah obratno. Ti imajo kompetence, ki urejajo čustva in medosebne odnose, saj so poslovodje nenehno v stiku s podrejenimi. Torej lahko sklepamo, da bistvena razlika obstaja. S tretjo hipotezo smo preverjali trditev, da so ravnatelji in poslovodje po mnenju sodelavcev kompetentni za svoje delo. Hipotezo smo potrdili, ker je pri obeh skupinah večina kompetenc ocenjenih z visokimi ocenami in prav to nam pove, da so dovolj kompetentni za svoje delo. The graduation thesis, we studied competence profile of headmaster in kindergarten and competence profile of manager in the store. We were interested which competences the headmaster and manager have amd if they are enought qualified. We divided the thesis on two parts. In first part we presented theory about competences, in second part we presented research work. We performed that with questionnaires in stores and kindergartens. We were trying to find out are the leaders of these institutions enough qualified for their work. With this thesis we can find out which competeces are important to be a good leader and how can we throught the competences select and employ the right person. With first hypothesis we were triing to find out are the profiles of key competences of headmaster and manager similar. We rejected the hipothesis because we find out that correlation between ranks of headmasters and managers is weak. With the second hypothesis we were triing to find out are there some main differences between specific competences of headmaster and manager. We confirmed the hypothesis, because for headmasters are more typical competences connected with law, knowledge, profession than competences connected with feelings, contacts with people. But for managers is just the opposite. For them are typical feelings and interpersonal relations. So we can say that there is a significant difference between specific competences. With third hypothesis we were verified the claim that headmasters and managers are enought competence for their work. We confirmed the hypothesis, because in both groups, headmasters and managers, most of competences were highly rated and that tells us that they have necessary competences for their work.

In het kader van het Toll-net – een initiatief van diva vzw en de diva-partners – kwam de vraag om een voorstel uit te werken van de kennis, vaardigheden en competenties die een lesgever in de volwasseneneducatie kan ontwikkelen om beter in staat te zijn om online leeractiviteiten in te zetten in hun opleiding en vorming. Tijdens twee workshops met vertegenwoordigers van de diva-partners werden de belangrijkste vaardigheden geïdentificeerd en werd er een poging gedaan tot inventarisatie en structurering. Dit document is een verdere stap in de richting van een dergelijk ontwikkelprofiel. Doel van dit profiel is om een handvat te bieden voor de lesgever in de volwasseneneducatie die met online leeractiviteiten aan de slag gaat of wil gaan, of voor de directie bij de aanwerving of opleiding van een e-lesgever. Daarnaast zal dit profiel de basis zijn voor een pilot in het kader van de samenwerkingsovereenkomst tussen diva en het Europese TENCompetence project.

In het kader van het Toll-net – een initiatief van diva vzw en de diva-partners – kwam de vraag om een voorstel uit te werken van de kennis, vaardigheden en competenties die een lesgever in de volwasseneneducatie kan ontwikkelen om beter in staat te zijn om online leeractiviteiten in te zetten in hun opleiding en vorming. Tijdens twee workshops met vertegenwoordigers van de diva-partners werden de belangrijkste vaardigheden geïdentificeerd en werd er een poging gedaan tot inventarisatie en structurering. Dit document is een verdere stap in de richting van een dergelijk ontwikkelprofiel. Doel van dit profiel is om een handvat te bieden voor de lesgever in de volwasseneneducatie die met online leeractiviteiten aan de slag gaat of wil gaan, of voor de directie bij de aanwerving of opleiding van een e-lesgever. Daarnaast zal dit profiel de basis zijn voor een pilot in het kader van de samenwerkingsovereenkomst tussen diva en het Europese TENCompetence project.

Automated competence tracking and management is crucial for an effective and efficient lifelong competence development in learning networks. In this paper, we systematically analyze the problem of unreliability of competence information in learning networks. In tracking the development of competences in learning networks, a large amount of competence information can be gathered from diverse sources and diverse types of sources. Individual information is more or less credible. This paper investigates information fusion technologies that may be applied to address the problem and that show promise as candidate solutions for achieving an improved estimate of competences by fusing information coming from multiple sources and diverse types of sources.

In a complicated business network finding a supplier can be a very time consuming task. The technology of competence management is aimed to support such kind of tasks. The paper presents an approach to support interaction between business network members based on such technologies as competence management and knowledge management. The conceptual models of the context-driven competence management system and production network member competence profile are described. The usage of the competence management system is illustrated via an example from automotive industry.