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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)

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

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.

A importância dos projetos na viabilização dos negócios tem crescido ultimamente e pode ser percebida pelo aumento do número de empresas que estão adotando a metodologia de gerenciamento de projetos (Kerzner, 2000). Para as empresas que buscam uma vantagem competitiva pela inovação, gerar competências na formação de equipes de trabalho passa a ser uma preocupação fundamental, bem como administrar múltiplas funções em diferentes perspectivas Frame, 1999). (Com o intuito de apresentar um perfil das equipes, baseado em competências de gerenciamento de projetos, este artigo mostra o resultado de uma pesquisa realizada com 106 gerentes e técnicos de projeto de empresas de diversos setores. A análise pautou-se em aspectos relacionados à formação de competências em equipes de projetos, levando-se em conta duas orientações: a primeira focada na tarefa e resultados e a segunda nas pessoas. The relevance of project management has been increasingly studied. Different approaches can be found in the academic and practitioners bibliography, emphasizing the importance of project management and competencies' building to companies that looking for a competitive advantages by innovation. These companies need to acquire competencies to build project teams and to deal with multiple functions and different approaches (Frame, 1999). The main purpose of this paper is to investigate the projects competencies management practices. The adopted methodological approach was a survey with 106 project manager and team members. The analysis was performed based on two major approaches: the first one is the project effectiveness and efficiency evaluation (tasks and results), and the second one is the team-oriented evaluation.