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Competency Model New Worker HPIW
Competency Model Conscious Incompetence 2 Conscious Competence 3 4 Unconscious Competence 1 Unconscious Incompetence
1 Unconscious Incompetence Lacking knowledge, skill and ability without conscious awareness
Conscious Incompetence Awareness of a lack in knowledge, skill and ability 2
Conscious Competence Deliberate application of knowledge, Skill and ability 3
4 Unconscious Competence Application of knowledge, skill and ability without conscious awareness
High Performing Incumbent Worker New Worker
Self Evaluation Conscious Incompetence 2 Conscious Competence 3 4 Unconscious Competence 1 Unconscious Incompetence
Individual work Group work
Self Evaluation Conscious Competence 3 Conscious Incompetence 2 4 Unconscious Competence 1 Unconscious Incompetence
Unconscious Competence Unconscious Incompetence Conscious Competence Conscious Incompetence Competency Self Evaluation Legend EKUEKU _________ Exp: use of force Exp: knowledge of p & p
Facilitation Center Eastern Kentucky University 301 Perkins Building 521 Lancaster Avenue Richmond, Kentucky (859)
Unconscious CompetenceUnconscious Incompetence Conscious CompetenceConscious Incompetence
The Benefits of Utilising Problem Based Learning (PBL) in a Nurse Practitioner Curriculum Annaliese Willis Helen Ward London South Bank University, UK.
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A Meeting of Minds: Developing ASL Discourse Through a Morning Meeting Or: Discourse Competency in 15 minutes a Day.
MEASURES OF SUCCESS: An Evaluators Perspective Carol L. Colbeck Director & Associate Professor Center for the Study of Higher Education The Pennsylvania.
Information literacy for lifelong learning Abdelaziz Abid Information Society Division.
Personal Development Planning (PDP)/ePortfolio: What are we talking about? by Dr Charles Juwah Department for the Enhancement of Learning, Teaching and.
Human Performance Challenges of Social Intrepreneurism Paul O. Hardt, Ed.D.
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Anne MacNab, Professional Development Facilitator Confident Futures, Student and Academic Services Edinburgh Napier University Feedback for learning A.
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How do we learn How do we learn?. Learning Styles Differentiate between different learning styles Activist Reflectors Theorists Pragmatists Honey & mumford.
Holistic Assessment of Social Work Students’ Professional Practice Marion Bogo Joint Social Work Education Conference and Social Work Research Conference.
Propositional Density - a new measure of oral fluency? The role of small words and fillers in oral fluency Giles Witton-Davies Lancaster University & National.
1 Developing More-effective Leaders Using Multi-rater Feedback Systems Assessments USA & Canada
Rigor/Relevance: Integrated Instruction & Student Engagement Liholiho Group Data Coaches & STEM RTs.
How People Learn: Brain, Mind, Experience and School John D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors.
Putting it all Together…. Self-Awareness Emotional Awareness Self-Awareness Emotional Awareness Personal Development Process Personal Development Plan.
WelcomeWelcome. Opening Remarks by R. Crosby Kemper III.
Welcome to A-B Techs Machinist Occupational Analysis Focus Group April 7, 2006.
Copyright c 2006 Oxford University Press 1 Chapter 12 Making Observations and Giving Feedback Feedback Information about quantity or quality of groups.
Developing a University-Wide Integrated Employee Core Competency Framework A Presentation to the Cabinet (or) A Presentation to Stakeholders.
The Future of Medical Education Douglas L. Wood, D.O., Ph.D. President American Association of Colleges of Osteopathic Medicine.
Expert vs. Novice Teachers Piaget: Constructivist Scaffolding Reorganization of knowledge Social context (Vygotsky)
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Personalisation Implications for the workforce. On the internal workforce –What does the new agenda mean for social care staff? –What changes will we.
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Research teaching Center for Engineering Learning and Teaching University of Washington August 2006 ACI Committee.
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