1. My powerpoint presentations Devt of competence.ppt

2. EC&MOS.ppt 061 How Can High-Level Competencies Be Nurtured Or Fostered? (Essentially a formalization of what already learned).

3. Common features emerging from studies conducted in: Homes (Parents) Schools Universities Workplaces (Managers)

4. EC&MOS.ppt 027 i

5. EC&MOS.ppt 035 Diagram 1.1 The Context of HRM Practice *Reproduced, with permission, from Lees (1996) Performance Development Rewards AppraisalSelection Human Resource Cycle Technology Political Legal Strategy EconomicSocio-Cultural

6. EC&MOS.ppt 063 Key Features of Developmental Environments 1.Opportunities to practise, and thus develop, high-level competencies whilst undertaking activities which one is personally strongly motivated to undertake. 2."Role models" who portray the normally private thoughts, feelings, and feeling and cognitively-based "experimental interactions with the environment", which make for competent behaviours in the course of undertaking activities which the child, pupil, or subordinate has a strong personal motivation to carry out. (Under such circumstances the "trainee" has a strong incentive to observe and seek to emulate the trainer.) 3.Support from tolerant colleagues who encourage and assist as the "trainee" haltingly tries out new kinds of behaviour and practises and develops new competencies.

7. EC&MOS.ppt 064 To Create a Developmental Environment the Parent, Teacher, or Manager Must: Identify each child's or subordinate's, values, interests, priorities and incipient talents. Invent group activities which embody individualised developmental programmes for each child or subordinate. Monitor everyone's growth, take corrective action if necessary, and feel toward the next step. Ensure that those concerned experience the satisfactions which come from having successfully undertaken a frustrating, difficult and demanding activity they care about. It is the experience of these satisfactions which will reinforce the behaviour and lead people to engage in it again in the future. Supply the concepts that are needed to enable people to think about their own, and each others', motives and talents and the way in which each contributes to group processes.

8. EC&MOS.ppt 065 Basic Shifts in Orientation From a focus on content to be conveyed to competencies to be nurtured. From teaching as telling to teaching as facilitating growth. From an understanding of "learning" as "mastering content" to "mastering competencies" - learning how to undertake difficult and demanding, self-motivated, activities - such as to lead, to invent, to put others at ease. From arranging people on a single factor of “ability” to identifying the areas of genius of every individual. These shifts have not been made explicit in the “Progressive Education" literature. Competency-oriented education demands highly structured individualised developmental programmes, not laissez-faire progressivism. To implement such programmes the parents, teachers, or managers concerned have themselves to engage in extremely difficult, demanding, and creative, activities.

9. EC&MOS.ppt 066 Developmental Environments General Features: Detail In Developmental Environments, people: 1.Have opportunities to consider their values, and resolve value conflicts, in an open and supportive atmosphere in which their views, concerns, and decisions are respected. Such value-clarification can be promoted by literature, research information, case studies, and purpose-developed psychological exercises and "games". 2.Have opportunities to experience the consequences of behaving in different ways, confident that mistakes will not bring ridicule at the time or have serious undesirable consequences (such as loss of income) in the future. 3.Are encouraged to evolve and practise new styles of behaviour in the course of undertaking activities which motivate them. 4.Think about their organisations and their society and come to understand and perceive the operation of both in ways which have implications for their own behaviour. 5.Are provided with (or can evolve) new concepts to help them to think about competence, their behaviour, the world, and the consequences of alternatives. /Cont.

10. 067 Developmental Environments General Features (Cont.) 6.Are exposed to role models - (i) in real life (e.g. their teachers or managers), or (ii) through placements in which they work with like-minded but highly competent others, or (iii) in literature - which enable them to see, and share in, other ways of thinking, feeling, and behaving, and to see and experience the consequences. Note that exposure to others whose behaviour brings satisfactions one would like for oneself provides a particularly strong incentive to engage in the behaviour. These role models make visible the normally private thoughts, feelings, hopes, fears, plans, anticipations, hunch-based actions, feeling-based monitoring behaviour, consideration of the long-term (especially moral) personal and social consequences of action and resolution of moral dilemmas. They enable their "trainees" to see such actions being effective in terms they care about. Reading stories with a moral to children is particularly important because it enables readers to invest their own values in the story and makes the long-term consequences of the behaviour apparent. cont.

11. EC&MOS.ppt 068 Developmental Environments General Features (Cont.) 7.Are encouraged to set themselves challenging goals which are at the same time both realistic and measurable so that progress toward them can be monitored and used as a stimulus to finding ways of improving performance. 8.Are helped and supported by others when things go wrong or when they are unable to live up to their own expectations of themselves. 9.Are provided with support, encouragement, and help when they make mistakes. Under these circumstances, it is particularly important for colleagues to identify and encourage that which was worthwhile in the activity, and to refrain from threatening inquisitions into personal causes of failure. Colleagues should not imply that they knew better than the person concerned what he should have done. After all, the person who undertook the activity knew more about the situation in which he was working, and about his own abilities and limitations, than did others. 10.Are encouraged by having their accomplishments recognised and commented upon.

12. EC&MOS.ppt 069 It is because parents are much more likely to do these things than are teachers that parents are their children’s most important educators. They, and they alone, promote the development of initiative, self-confidence, ability to adventure into the unknown, confidence in the ability to communicate etc. They promote school success only indirectly - by fostering self-confidence, the ability to think, the ability to understand how systems work, and an image of oneself as someone who has a right to ask questions, get information, and make one’s views known. And as Tizzard’s work shows, this conclusion extends even to reading: identifying material which interests the child, making acute observations about the nature of the child’s difficulties and inventing ways of helping him or her to overcome them, encouraging the child to find material which relates to his or her interests so that he or she persists, encouragement of lateral thinking etc. The whole process is difficult and demanding. It requires time, sensitivity, inventiveness. The bottom line is that the need is to make schools more like homes and workplaces, not homes and workplaces more like schools.