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1
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Army Leader Behavioral Competencies Identification at Future Officers Professional Training in the Higher Military Institutes

100%
BOYKO O.
Edukacja-Technika-Informatyka
|
2018
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vol. 9
|
issue 4
299-304
EN
Based on a modern scientific sources and military specialists training experience during armed Russian aggression, the essence of behavioral competencies of future officer of the Armed Forces of Ukraine was revealed as a subject of professional training of a military leader in higher military educational institutions in the aspect of competence approach. As a result of the analysis, a set of basic competencies (knowledgeable, cognitive, behavioral) were identified. They serve as guidelines for building the content of professional training programs for officer cadres as military leaders.
2
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Competency Needs of Industry 4.0 Companies

100%
Plawgo B., Ertman A.
Central European Management Journal
|
2021
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vol. 29(4)
172-195
EN
Purpose: The main aim of the study is the analysis of the awareness of competency needs in businesses in relation to the development of Industry 4.0 and the possibility of meeting those needs within business cooperation networks. Methodology: We formed a model of competency needs for companies operating as part of Industry 4.0 in Poland, considering the needs of managers and other staff members. The model was then employed in empirical studies. The pilot empirical study was conducted using two methods: a quantitative CAWI method, which covered 81 companies from the metal processing and machine industry in Podlaskie Voivodship, and a qualitative IDI on a sample of 25 organizations. Findings: Manufacturing companies are not fully aware of the competency needs related to Industry 4.0, covered by the established model. Moreover, we found that the most strongly felt competency needs – both by managers and other employees – may not be met within the business cooperation network. In order to satisfy these needs, partners must be found outside the studied network. The business cooperation network that we studied may only satisfy the less noticeable competency needs. Implications: The developed competency model should be studied and further verified, including testing with a larger sample of companies, specifying the behavioral competency gaps related to Industry 4.0, their filling in using formal education systems, lifelong education, internships, and apprenticeships. The need for further research is dictated by the intensity of processes occurring within the Fourth Industrial Revolution. Value: The pilot nature of the study and its limited sample do not undermine its contribution to the body of knowledge as it confirms that the competencies of managers and other staff members are one of the key determinants of successful implementation of the Industry 4.0 concept in Poland.
3
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Analytical, Practical and Emotional Intelligence and Line Manager Competencies

88%
Baczyńska A.
Management and Business Administration. Central Europe
|
2015
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issue 4
34-54
EN
Purpose: The research objective was to examine to what extent line manager competencies are linked to intelligence, and more specifically, three types of intelligence: analytical (fluid), practical and emotional. Methodology: The research was carried out with line managers (N=98) who took part in 12 Assessment Centre sessions and completed tests measuring analytical, practical and emotional intelligence. The adopted hypotheses were tested using a multiple regression. In the regression model, the dependent variable was a managerial competency (management and striving for results, social skills, openness to change, problem solving, employee development) and the explanatory variables were the three types of intelligence. Five models, each for a separate management competency, were tested in this way. Findings: In the study, it was hypothesized that practical intelligence relates to procedural tacit knowledge and is the strongest indicator of managerial competency. Analysis of the study results testing this hypothesis indicated that practical intelligence largely accounts for the level of competency used in managerial work (from 21% to 38%). The study findings suggest that practical intelligence is a better indicator of managerial competencies among line managers than traditionally measured IQ or emotional intelligence. Originality: This research fills an important gap in the literature on the subject, indicating the links between major contemporary selection indicators (i.e., analytical, practical and emotional intelligence) and managerial competencies presented in realistic work simulations measured using the Assessment Centre process.
4
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Leadership Competencies Among Managers

88%
Korzynski P., Baczynska A.
Journal of Management and Business Administration. Central Europe
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2017
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issue 2
EN
Leadership Competencies Among Managers
5
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Náměty pro diskuze o problémech vzdělávání (odkaz J. A. Komenského)

88%
Mužík J.
Polonia Journal
|
2020
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issue 12
299-315
EN
The legacy of Jan Amos Comenius can be understood as a continuously professional and social discussion on the issues of education and learning. The article presents the idea formulated by J. A. Comenius in the Great Didactics: “If a person is to become a man, he must be educated“. In his work called “The gate of unlocked languages”, Comenius postulated the thought of respecting the natural, physical, spiritual and social development of a human - a child, a student and an adult. In the work “Labyrinth of the World and Paradise of the Heart”, Comenius characterizes learning as „difficult and bitter entry into life“. The article focuses on confronting the ideas of J. A. Comenius with the current, turbulent, electronic and digitalised times. The context results in the need for more investigation in the area of the didactic process in schools and further education. The author introduces suggestions connected with the improvement of the teaching processes at elementary and secondary schools as well as at universities and in adult education.
6

НАУКОВІ ЗАСАДИ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИКИ

88%
Постоян Т., Усачов В.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 7(51)
130-136
EN
The topic of the article is conditioned due to the search of a universal solution to the problem of the preparation of a competent teacher of music. The article describes the conclusions of the analysis of the psycho-pedagogical literature. On these bases, it is determined, that the important aspect of the development of professional competence of the music teacher is integration, i.e. simultaneous improvement of knowledge, skills and professional experience. The common features are highlighted, including: musical ability – tune sense, auditory conception, music-rhythmical sense; creativity – originality, looking for new opportunities, generating of different ideas; musicality – the ability to sense, to understand a musical image, a musical and auditory culture; pedagogical skills – communicativeness, a skillful use of teaching methods, individual approach. The article determines special competence of the music teacher, including: possession of techniques of the voice training and physiology of the singer’s process; skills of formation and development of the vocal abilities; sensible taking into consideration of the specific of the vocal work with pupils; ability of formation of vocal and auditory skills; creating of an artistic image of the vocal work. On the basis of generalization, the author identifies the significant professional competence of the music teacher, including: musicality, creativity, organization and management, artistry, playing the musical instrument, singing and choirmaster’s preparation, an ability to read notes from the score and to transpose, pedagogical skills. In the article the author draws attention to the fact that professional competence is not static, it is not a certain set of “frozen” competencies. It’s as a dynamic system that tends to development, which is not limited to a scheme “more – less” and it is first of all characterized by the presence of new formations of a high quality. It is concluded that the problem of development of professional competence is decided by the researchers based on general-pedagogical ideas about development as the process of becoming a person in its social manifestation under the influence of various factors: economic, social, axiological, psychological, pedagogical etc., the result of which is achieving a level of professional maturity, stability, basic professionally-personal qualities, enhancing and promoting meaningful learning, self-education and self-development. Further research will focus on defining the role of information and communication technologies in the system of formation of professional competence of the future music teacher.
7
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Ujęcia badawcze kompetencji kierowników projektów

88%
Chomicz M.
e-mentor
|
2015
|
issue 2 (59)
42-55
XX
The subject of project managers' competencies was very popular in scientific research over the past decades. A great number of academic researchers studied the field of project manager's competencies, its impact on project success and correlation to project performance and key characteristics of a project environment. The aim of this literature study was to analyze methodological aspects of aforementioned studies in order to identify research patterns applied, research instruments used, respondents' profiles and others. It's understandable that publications related to competencies of project managers can be found in leading project management journals. These articles constituted also a basis of the analysis. Furthermore, publications considered were narrowed to those focused on at least one of three appointed aspects, namely identification of competencies, their evaluation or relative importance assessment. Over a dozen of articles were obtained as the outcome of journals review. Key characteristics of selected studies were systematically analyzed and compared, including, among others, construction of the respondents group, examined subset of competencies and the approach adopted to identification and evaluation of competencies. As a result some patterns and repeatable elements were found. Moreover, two identified contentious practices were discussed - usage of a self-assessment to evaluate performance of respondent and usage of project success criteria aimed at assessing the performance of a project manager.
8

АНАЛІЗ СУЧАСНИХ ДОСЛІДЖЕНЬ ЗАСТОСУВАННЯ МУЗИЧНО-КОМП’ЮТЕРНИХ ТЕХНОЛОГІЙ У НАВЧАЛЬНОМУ ПРОЦЕСІ

75%
Завгородній П.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
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issue 6(40)
192-204
EN
The article is devoted to the analysis of the current state of research and development of scientific thought on the problem of implementation of musical-computer technologies in the educational process in higher education institutions. The problematic and unresolved aspects of this problem in the context of formation of professional competence of future music teachers are outlined. The conceptual apparatus of competence education of future music teachers is specified. It is defined that «professional competence of a future teacher of music» is a set of dynamic combinations of acquired competences: knowledge, skills, practical skills of the teacher, performer – musician, singer, conductor, artist, producer, sound engineer and also creative ways of thinking, worldview and civil qualities, moral and ethical values, which determine the capacity of a future music teacher to implement successfully educational activities; «competencies of a future music teacher» are the components of a future music teacher’s competence. The competence of a future music teacher is formed in specific areas of knowledge, practical skills, ways of thinking, worldview and civil qualities, moral and ethical values (cognitive, operational and active, acmeological, communicative, motivational, practical, scientific and other); «formation of professional competence of a future music teacher» is the acquisition and development of specific professional competencies by a future music teacher according to the standards of higher education; «the quality of higher education of a future music teacher» – the level of the received knowledge, skills, and other competencies that reflects the competence of the teacher of music according to the standards of higher education; «musical-computer technology» is an educational technology that combines the achievements of modern pedagogy of musical art, which is implemented by means of computer technology in the context of a future music teacher’s training at the university;«means of musical-computer technology» – technical means and computer software of a future music teacher. Theoretical bases of acquiring by a future music teacher necessary and sufficient general educational and special competencies of a musical art are revealed. The perspectives of creative use of the author’s research by the scientists for further improvement of the theoretical base, forms and methods of application of musical computer technologies in the pedagogical process of formation of the competence of a future music teacher.
9
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Kompetencje kluczowe w procesie uczenia się przez całe życie jako europejskie ramy odniesienia – aspekty prawne, psychologiczne i pedagogiczne

75%
Bębas S., Jasiuk E.
Edukacja Ustawiczna Dorosłych
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2021
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issue 1
35-48
EN
The article examines key competences in the lifelong learning process – as a European reference framework, taking into account legal, psychological and pedagogical aspects. The article contains an introduction and two subsections describing the concept and types of competences, and the second one examining the social competences in the Polish and European Qualifications Framework for lifelong learning.
PL
Artykuł analizuje kompetencje kluczowe w procesie uczenia się przez całe życie jako europejskie ramy odniesienia, uwzględniając aspekty prawne, psychologiczne i pedagogiczne. Artykuł zawiera wprowadzenie oraz dwa podrozdziały: pierwszy charakteryzujący pojęcie i rodzaje kompetencji oraz drugi analizujący pod względem prawnym kompetencje społeczne w Polskiej i Europejskiej Ramie Kwalifikacji dla uczenia się przez całe życie.
10
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Prospects for the Development of Computerized Training Disabled Children (with HIA) on the Basis of Personal-Activity Approach

75%
MEDVEDEV Y., EROPOV I.
Edukacja-Technika-Informatyka
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2017
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vol. 8
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issue 1
262-265
EN
There is an analyses of problems caused by a prospect of computer-based education development on a basis of personal-activity approach of children with disabilities in the article. A correlation between general and computer competence is shown. The more exactly defined concept of disability children’s computer competence is presented.
11
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Assessing the effectiveness of training programme on the competency of medical staffs in public health emergency

75%
Zhao Y., Wei C., Ni L., Zhang J., Yin X., Sun H.
Medycyna Pracy
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2023
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vol. 74
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issue 1
19-26
EN
Background The competencies of medical staff in the public health emergency system and evaluated the effects of system-based professional training were investigated. Material and Methods A competency model for individuals in a public health emergency management system was developed, which contained 33 items with 5 domains. A competency-based intervention was performed. A total of 68 participants from 4 health emergency teams in Xinjiang, China were recruited and randomly divided into 2 groups: the intervention (N = 38) and control groups (N = 30). Participants in the intervention group received competency-based training, while those in the control group received no training. All participants responded to the COVID-19 activities. The competencies of medical staff in the 5 domains were then analyzed in the pre-intervention, post-first training, and post-COVID-19 intervention using a self-designed questionnaire. Results Participants’ competencies were at the middle level at baseline. After the first training, competencies in the 5 domains significantly improved in the intervention group; in the control group, there was a significant increase in professional quality compared in the pre-training. After the response to COVID-19, the mean scores of competencies in the 5 domains significantly increased in both the intervention and control groups compared with those in the post-first training. Psychological resilience scores were higher in the intervention group than in the control group, whereas no significant differences in competencies were found in other domains. Conclusions Competency-based interventions provided practice and showed a positive effect on improving the competencies of medical staff in public health teams. Med Pr. 2023;74(1)
12

Integration of Competencies in an Ontology-Based Framework Supporting Teachers to Construct Learning Designs in the Domain of Sustainable Energy Education

75%
Karetsos S., Haralambopoulos D.
Journal of Teacher Education for Sustainability
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2011
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vol. 13
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issue 1
129-139
EN
In previous work, a framework based on three ontologies (content, learning design and sustainable energy domain models) was introduced in order to support teachers to construct learning designs in the field of sustainable energy education. This paper is focusing on the integration of a competency model in the structure of this framework. This model actually interconnects the other three models by establishing connections between learning objects, learners, activities, learning objectives/competencies and knowledge in the sustainable energy domain. It enriches the description of learning resources enabling their search and retrieval via queries based on competency parameters and can also support competency-based reasoning in order for the competency gaps to be filled. The competency model came as an answer to a literature review triggered by some results of a Wizard of Oz experiment along with the aim to integrate into the framework sets of questions supporting learning in sustainable energy domain.
13

СПІВВІДНОШЕННЯ КВАЛІФІКАЦІЙНОГО І КОМПЕТЕНТНІСНОГО ПІДХОДІВ У ВИЩІЙ ПРОФЕСІЙНІЙ ОСВІТІ

75%
Семенова О.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
|
issue 6(50)
305-312
EN
The purpose of this article is to determine the ratio of the qualification and competency-based approaches in higher professional education. In this article the following research methods are used: theoretical – study of scientific and methodological literature on the research problem, analysis of normative documents of higher education institutions, the method of theoretical analysis and synthesis at all stages of work; empirical – focused pedagogical observation, the study of the performance of students, rating, analysis of pedagogical activity of teachers of higher education institutions and private educational activities, experimental methods; statistical – quantitative and qualitative processing of the results of the pedagogical experiment, methods of mathematical statistics to confirm the hypotheses, reliability and validity of the obtained results, their interpretation. The results of the study are the assessment of the advantages and disadvantages of qualification and competency-based approaches. The qualification approach to training teachers is to form certain knowledge of the student, which will help him make a successful professional career in the future. But we must admit that there is an understanding that knowledge alone is insufficient, that knowledge has a tendency to become outdated that each person uses his knowledge because of his experience, personal qualities, social conditions and many other factors. The competency-based approach to the training of future teachers is aimed at developing competence as the most important characteristics of the level of their professionalism. The competency-based approach establishes conformity of knowledge, skills, providing a holistic ability of future teachers and their readiness to solve professional problems in specific and non-standard practical situations, educational or teaching activities. The basis of the competency-based approach to the educational process is an active position of the student. Practical value of the study is a thorough analysis and definition of the benefits of the competency-based approach above qualification approach. As far as the qualification approach does not fully match modern requirements, the competency-based approach will help to resolve its disadvantages , and it will form in the system of professional education those competencies, which are necessary for successful professional activity.
14

Global Character of International Labour Migration: Challenges and Objectives for Higher Education in World Context

63%
Zhuravska N.
Comparative Professional Pedagogy
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2016
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vol. 6
|
issue 3
7-11
EN
The article deals with analysis of challenges and objectives for higher education in the context of globalization: the forming of international labour market proves the fact that the process of international integration is affecting economy and technology as well as social and labour relations that are becoming more and more global. The peculiarities of structure (gradation, succession, multivectorability, continuity), content (narrow profile, sustainable development, competency-based orientation, specialization, curriculum flexibility, combination of core and optional subjects, possibility to choose courses and modules of different levels), forms (designing and modeling in small groups, workshops, practical intensive and extended learning, role playing, lectures, online sessions, problem-oriented excursions, seminars, internships and extended pedagogical placements) in training of specialists at universities in European countries have been established. According to the project “Implementation and Influence of Curriculum Reforms in Higher Education in Europe” a competency-based approach is given much significance on the institutional level. Urgent objectives for higher education in Ukraine in the context of the return of emigrants to their home country, highly qualified specialists, in particular, is fast effective reforming of education based on practical orientation; appreciation of social phenomena in the context of their cultural values and the dynamics of society; global character of curricula (ethnocentrism, multiculturalism, interdisciplinarity, universality, innovativeness of international comparison and large potential for fulfilling needs in developing skills).
15

Professional Training of Economists at Polish Universities

63%
Ogienko O.
Comparative Professional Pedagogy
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2016
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vol. 6
|
issue 3
12-18
EN
Polish experience in professional training of economists at university has been generalized. Structural, content and procedural peculiarities of the training have been defined. It has been proved that key factors for reforming economic education in Poland are globalization, internationalization, integration, technologization and informatization. It has been found out that forming of economic competency is based on the competency-based and personality-based approaches that allow to direct the educational process at a student as an active subject of learning, to create conditions for his/her creative potential development, to educate a competent specialist possessing all the competencies needed in professional activity. The influence of Polish universities’ integration into European system of student exchange on the quality of future specialists’ training has been revealed. Flexibility and variety of syllabi and curricula of economists’ professional training at Polish universities have been emphasized. Among perspective teaching methods we have singled out situational modeling as it allows to create situations at most approximated to those in professional activity, is oriented at co-creation and teamwork. It has been found out that the peculiarities of economists’ professional training at Polish universities are flexibility, diversification, standardization, personalization and adaptation to modern labour market. It has been proved that the result of economists’ professional training at Polish universities is a highly qualified specialist able to adapt to dramatic changes in economy and society.
16
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Podpora faktorů rozvoje klíčových kompetencí a tvořivosti pracovníků v procesu firemního vzdělávání

63%
Jaromír Š., Jana P.
Littera Scripta
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2012
|
vol. 1
165-176
EN
The paper focuses on issues of process improvement training for workers with a focus on the problem-solving process and the inseparable attribute is creativity. The topicality of this problem is becoming increasingly important in the current period of flux and growth in the importance of innovation processes to develop the economy. The article presents the basic theoretical background of knowledge and competence issues, the interpretation of key terms for understanding the competency models, skills and ways to structure their development. The next section presents the results of empirical research whose main objective is to identify factors with the greatest potential for development in relation to effectively addressed problems. The examination is based on the processed research methodology and was carried by the target groups' management candidates into management, coordinators and specialists in the company SKODA AUTO a. s. Based on the results of empirical research is elaborated model of development identified factors in the research proved to be valid. The results are summarized in the form of the model, training seminars and practically verified in practice by SKODA AUTO a. s. creativity in solving problems and thereby confirmed their positive effect in creating the potential for innovation processes.
CS
Článek je zaměřen na problematiku procesu zdokonalování vzdělávání pracovníků s orientací na postup řešení problémů, jehož neoddělitelným atributem je tvořivost. Aktuálnost tohoto problému se významně zvyšuje v současném období neustálých změn a růstu významu inovačních procesů pro rozvoj ekonomiky. V článku jsou uvedena teoretická východiska základní problematiky znalostí a kompetencí, výklad klíčových termínů pro pochopení kompetenčních modelů, struktury kompetencí a způsobů jejich rozvoje. V další části práce jsou uvedeny výsledky empirického zkoumání, jehož hlavním cílem je identifikovat faktory s největším potenciálem rozvoje ve vztahu k efektivnímu řešení problémů. Zkoumání vychází ze zpracované metodiky výzkumu a bylo provedeno u cílové skupiny "management, kandidáti do managementu, koordinátoři a specialisté" ve společnosti ŠKODA AUTO, a. s. Na základě výsledků empirického zkoumání byl zpracován model rozvoje identifikovaných faktorů, které se v rámci výzkumu ukázaly jako validní. Výsledky byly zformulovány do podoby návrhu modelu tréninkového semináře a prakticky ověřeny v praxi ve společnosti ŠKODA AUTO, a. s. při řešení problémů tvořivosti. Tím byl potvrzen jejich pozitivní vliv při vytváření a rozvoji potenciálu pro inovační procesy.
17

Current Requirements of the Society to the Professional Training of Specialists in Information Technology Industry in Japan

63%
Pododimenko I.
Comparative Professional Pedagogy
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2014
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vol. 4
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issue 2
84-89
EN
The problem of professional training of skilled human personnel in the industry of information communication technology, the urgency of which is recognized at the state level of Ukraine and the world, has been considered. It has been traced that constantly growing requirements of the labour market, swift scientific progress require the use of innovative approaches to the training of future ІТ specialists with the aim to increase their professional level. The content of standards of professional training and development of information technologies specialists in foreign countries, particularly in Japan, has been analyzed and generalized. On the basis of analysis of educational and professional standards of Japan, basic requirements to the engineer in industry of information communication technology in the conditions of competitive environment at the labour market have been comprehensively characterized. The competencies that graduate students of educational qualification level of bachelor in the conditions of new state policy concerning upgrading the quality of higher education have been considered. The constituents of professional competence in the structure of an engineer-programmer’s personality, necessary on different levels of professional improvement of a specialist for the development of community of highly skilled ІТ specialists, have been summarized. Positive features of foreign experience and the possibility of their implementation into the native educational space have been distinguished. Directions for modernization and upgrading of the quality of higher education in Ukraine and the prospects for further scientific research concerning the practice of specialists in information technologies training have been suggested
18
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Entrepreneurship strategy for improving business performance using internet technology-based business application

51%
Utomo M. N., Ariani M., Safitri J., Kaujan K.
European Journal of Management Issues
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2019
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vol. 27
|
issue 1-2
36-45
UK
Мета роботи – провести емпіричну перевірку впливу підприємницької компетентності на ефективність бізнесу з використанням бізнес-додатків на базі Інтернет-технологій. Дизайн/Метод/Підхід дослідження. Дослідницька група – - представники малих та середніх підприємств (МСП) у місті Таракан. Визначений зразок ґрунтується на спостережуваній площі; застосована методика – метод області імовірнісної вибірки. Метод аналізу даних – часткове моделювання квадратних структурних рівнянь (PLS-SEM), розроблене WarpPls 6.0. Результати дослідження. Показано, що компетентність підприємництва має позитивний вплив на бізнес-додатки, засновані на Інтернет-технологіях. Крім того, бізнес-додаток на базі Інтернет-технологій опосередковує вплив компетентності підприємництва на ефективність бізнесу. Теоретичне значення дослідження. Результатами дослідження підтверджено теорію поглядів на основі ресурсів та заявлено, що конкурентна перевага підприємства походить з його унікального ресурсу. Практичне значення дослідження. Бізнес-додатки, засновані на Інтернет-технологіях, можна застосувати як стратегії підприємництва для підвищення ефективності бізнесу. Оригінальність/Цінність/Наукова новизна дослідження. Оригінальність цього дослідження полягає у характеристиці бізнес-додатків, що базуються на Інтернет-технологіях, як опосередкованих змінних між компетенцією підприємництва та результатами бізнесу. Обмеження дослідження/Перспективи подальших досліджень. Дослідження має свої обмеження, у ньому використано лише обмежені данні про малий та середній бізнесу у місті Таракан. У майбутніх дослідженнях вибірка може бути розширена у бік інших міст Індонезії.   Тип статті – емпіричний.
RU
Цель работы – провести эмпирическую проверку влияния предпринимательской компетентности на эффективность бизнеса с использованием бизнес-приложений на основе Интернет-технологий. Дизайн/Метод/Подход исследования. Исследовательская группа – представители малых и средних предприятий (МСП) в городе Таракан. Определенный образец основан на наблюдаемой области; использованная методика –метод области вероятностной выборки. Метод анализа данных - это моделирование уравнений частичных наименьших квадратов (PLS-SEM), разработанное WarpPls 6.0. Результаты исследования. Показано, что предпринимательская компетентность положительно влияет на бизнес-приложения, основанные на интернет-технологиях. Кроме того, бизнес-приложения, основанные на интернет-технологиях, опосредуют влияние предпринимательской компетентности на эффективность бизнеса. Теоретическое значение исследования. Результатами исследования подтверждается теория представления на основе ресурсов и утверждается, что конкурентное преимущество предприятия основано на его уникальном ресурсе. Практическое значение исследования. Бизнес-приложения, основанные на интернет-технологиях, могут использоваться как предпринимательские стратегии для повышения эффективности бизнеса. Оригинальность/Ценность/Научная новизна исследования. Оригинальность этого исследования заключается в характеристике бизнес-приложений, основанных на интернет-технологиях, как посредниках между предпринимательской компетенцией и эффективностью бизнеса. Ограничение исследования/Перспективы дальнейших исследований. Исследование имеет свои ограничения; он использует только ограниченные исследовательские данные о МСП в городе Таракан. Будущие исследования могут расширить выборку из других индонезийских городов.   Тип статьи – эмпирический.
EN
Purpose – to conduct an empirical test over the effect of entrepreneurship competency on business performance using Internet technology-based business applications. Design/Method/Approach. The research population is from small-and-medium Enterprises (SMEs) in the city of Tarakan. The determined sample is based on the observed area; hence, the technique is called probability sampling area. The data analysis technique is Partial Least Square-Structural Equation Modelling (PLS-SEM), run by WarpPls 6.0. Findings. This research's results indicate that entrepreneurship competency has a positive impact on Internet technology-based business applications. Besides, internet technology-based business application mediates the effect of entrepreneurship competency on business performance. Theoretical implications. The results support the Resource-Based View Theory, stating that the competitive advantage of an enterprise is derived from its unique resource. Practical implications. Internet technology-based business applications can be used as entrepreneurship strategies to develop business performance. Originality/Value. The originality of this research is the internet technology-based business application as a mediating variable between entrepreneurship competence and business performance. Research limitations/Future research. The research has its limitations; it only uses limited SME research samples in the city of Tarakan. Future research can expand the sample through other Indonesian cities.   Paper type – empirical.
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Toward a Definition of Foreign Language Lexical Competence

51%
Kolodiichuk N.
Konteksty Pedagogiczne
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2020
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vol. 1
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issue 14
47-65
PL
W artykule poruszono problemy związane z główną treścią definicji obcojęzycznej kompetencji językowej na podstawie badań przeprowadzonych w szkole. Artykuł został poświęcony studiom nad historią i aktualnym stanem problemu nauczania języka obcego. Opiera się na badaniach naukowych, towarzyszą mu podstawy teoretyczne. Tekst podsumowuje proces określania kompetencji komunikacyjnej i kompetencji leksykalnej jako części składowej, który rozpoczął się pod koniec lat sześćdziesiątych. Artykuł zawiera opracowanie kilku językowych konkluzji na temat komunikatywnej kompetencji językowej. Przedstawiono szereg ważnych definicji i strukturę kompetencji komunikacyjnej. Ten artykuł zawiera definicję „kompetencji”, „obcojęzycznej kompetencji językowej”, „obcojęzycznej kompetencji leksykalnej”. Zaproponowane definicje wskazują na to, że na poziomie średniego wykształcenia obcojęzyczna kompetencja leksykalna ucznia jest definiowana jako jego zdolność poznawcza, praktyczna, motywacyjna, refleksyjno-behawioralna. Aktywność leksykalna oparta jest na opanowaniu określonego słownictwa w pewnym okresie wiekowym oraz na odpowiednim wykorzystaniu leksemów, właściwym użyciu wyrażeń figuratywnych, idiomów. Badanie kończy się pokazaniem najważniejszych osobliwości obcojęzycznej kompetencji leksykalnej uczniów na poziomie szkoły.
EN
The paper covers problems related to the basic content of the definition of foreign language lexical competence (FLLC) and in particular the FLLC of middle school students. It surveys the history and the current state of the problem in recent foreign language (FL) teaching. The article is based on research studies and followed by the theoretical background. It presents in brief the process of defining communicative competence (CC) and lexical competence (LC) as its counterpart which started in the late 1960s. The paper describes the development of some linguistic findings on communicative language competence. Several important definitions and a framework of CC are presented. This paper contains the definitions of “competence,” “FL competence,” “FLCC,” “FLLC.” The proposed definition suggests that FLLC of a student of the middle educational level is defined as his or her cognitive, practical, motivational, reflexive-behavioral ability. FL lexical activity is based on the acquisition of a certain lexicon within the age period, adequate use of lexemes, the appropriate use of figurative expressions, phraseological units. The study concludes by highlighting the main features of the FLLC of students in the middle stage of learning a FL.
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Wykorzystywanie gier w procedurze sesji AC/DC – doświadczenia własne (Using Games in the AC/DC Session Procedure: Proprietary Experience)

51%
Bugalska A.
Zarządzanie Zasobami Ludzkimi
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2015
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issue 2015 2(103) Gamifikacja/Grywalizacja (Gamification)
149-156
PL
Artykuł mówi o pierwszych doświadczeniach w stosowaniu gier w trakcie realizacji sesji AC. Celem artykułu jest pokazanie, w jaki sposób włączono przeprowadzanie gier do procedury sesji i jakie efekty to przyniosło. Zastosowanie gier w trakcie sesji oceny jest przykładem eksperymentowania z rodzajami narzędzi wykorzystywanymi w jej trakcie. Jest to spójne z trendami dotyczącym obecności grywalizacji w innych procesach związanych z zarządzaniem ludźmi głównie w edukacji. Powodem zainteresowania grami była chęć uatrakcyjnienia przebiegu sesji, większego zaangażowania uczestników w realizowane zadania. Dzięki zastosowaniu intrygującej oprawy graficznej, pionków, planszy, ciekawego scenariusza zachęcającego uczestników do podejmowania aktywności i prowokującego do rywalizacji z innymi uczestnikami, taki efekt został osiągnięty. Szczególnie atrakcyjne dla uczestników są gry (analogiczne do zadań z rolą) o odmiennych interesach poszczególnych uczestników. Wykorzystanie gier w trakcie sesji ma też walor rozwojowy dla uczestników, pozwala lepiej pamiętać sytuacje, z którymi mają do czynienia w trakcie sesji. Sprzyja to uruchamianiu działań prowadzących do zmiany. Poza tym, w artykule pokazano problemy, z jakimi mogą się spotkać osoby chcące wykorzystywać gry w ośrodkach oceny, i jak im przeciwdziałać. Sesje, na podstawie których opracowano artykuł, zostały zorganizowane zgodnie z procedurami opisanymi w międzynarodowych wytycznych dotyczących realizacji sesji AC/DC.
EN
This article recounts initial experiences gained by using games in Assessment Center (AC) sessions. The purpose of this article is to demonstrate how conducting games has been incorporated into the procedure for running a session and what outcomes this has produced. Employing games during the course of an assessment session is an example of experimenting with the kinds of tools utilized during a session. This is consistent with the trend toward the inclusion of gamification in other processes related to managing people, chiefly in education. The reason for taking an interest in games was the desire to augment the attractiveness of sessions and to enhance the involvement of participants in completing the assignments given during sessions. The intended outcome was achieved by using well–designed graphics, game pieces, boards, and an interesting scenario to entice participants to be active and to prompt them to compete with other participants. Games in which various participants have opposing interests are particularly attractive to participants (similarly to assignments entailing role playing). Using games during sessions also furnishes a developmental benefit; it enables participants to commit to memory the situations they encounter during sessions. This contributes to instigating actions leading to change. This article also portrays the difficulties people may face if they want to utilize games in assessment centers as well as how such difficulties may be countered. The sessions forming the basis for writing this article were organized in accordance with the procedures described in the international guidelines for conducting AC/DC sessions.
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