Abstract

* Competition

* A conceptualisation of professional competence

* Components that make up the structure

* Conclusions

* Annex

* Bibliography

ABSTRACT

In the paper a design proposal of professional competence from cultural historical approach.

It reflects on the concepts used in the field of management, and an analysis is inserted in the personality category, proposing a complex structure of it.

INTRODUCTION

In recent times it has extended the use of the term competence to which they are given different definitions. Its appearance is considered in the occupational area and has spread to other areas. The notion of skills development now extends to many endeavors, such as business, public affairs, staff development and education (Fiddler, 1994, Ulrich, 2000; Guerra, 2003). Within education there are several projects that focus on training them. The introduction of this category is progressively driven by the need of the relevance of education in both the professional and upper secondary education.

However, the increasing frequency of its use has not yet provided clarity in the concept. That’s why there are numerous definitions that include different aspects (Zayas, 2002; Gonzalez, 1996). Its relatively new also influences the dispersion of the literature that is weak and systematization of their theoretical understanding.

This article is not intended to give a finished design that category. Only proposes a review of the findings and make a proposal that can be substantiated. The current state in which its theoretical elaboration is needed different sciences research.

COMPETITION

In the workplace competition appears in the 80′s due to needs arising in different countries by the contradiction between environmental changes and conditions of economic and quality of educational outcomes. One key aspect was the change in the premises of training to better reflect market needs. Meet the demands and not supply driven.

In several countries were reconsidered both the qualifications, skills and training (UK, Australia, Mexico) (CINTERFOR, 2000). Little by little it was concluded that reforms should ensure that individuals were able to contribute their knowledge and participate more in solving the problems of increased quality and productivity of the company. Competent men were required.

Thus arises the competency approach to education and training in which they were present rules issued by the companies.

In the literature review have been distinguished several practical applications of the concept of competence: competence identification, standardization of skills, competency-based training and certification of skills. The conceptualization of each of these dimensions involves effects on production systems, in training institutions and the curricula of educational institutions.

One of the unresolved issues is the relationship between general and specialized training, rated as one of the ways to solve them provide essential knowledge and get involved with the competencies demanded by the social and working world.

In the eighties there is a discussion relating to professional competence or powers of action for action. In that decade, most research is devoted to the skills and how to acquire (Karcher, 1998).

Competency-based training is not something completely new because it suggests that in the history of vocational training appears more or less emphasis on competitive terms (Mertens, 2000; Zayas, 2000; Guerra, 2003). However, many consider as one of the most significant educational innovations of the past 50 years (Lluch, 1996).

Competency-Based Training (CBT) is also known as Training and refers to all acts or training activities related directly or indirectly to the improvement of job performance and / or professional development of the individual. (Mertens, 2000). Arises from the inertia of the companies in training their workers for various reasons, which influences the introduction of a competence management system with its consequence in training systems.

This new trend promotes an appreciation of the human contribution to the organization and the pursuit of competitiveness. Hence the emergence of the concept of labor competition born in productive practice will increasingly permeating the field of education at different levels.

According to Mertens (2000) Competency Training is not just mainstream the application of knowledge and skills, but that corresponds to the strategic needs of the company in every way.br> As one of its fundamental aspects is the identification of competencies. There are approaches with different epistemological basis and psychological. Whichever way you see the problem, the competition can not be separated from the individual who owns or demonstrated. Hence, it is an unresolved issue to clarify its place in the person, their genesis and acquisition.

Approaches the concept of competence in the field of work are: behaviorist, functionalist, constructivist. Also arise to identify different methodologies: functional, structural and constructivist. Concepts and methodologies are related.

In behavioral analysis methodology used some tools to determine basic skills or generic from the analysis of productive activity. Its core category is the occupation and job. It is based on actual performance. Part of the person doing their job, their work behaviors. It criticizes the broad concept of competition and high performance from the past.

In functional analysis as the name implies are valued functions, it passes the corresponding elements of competition policy components set later. Here focuses on the result to be achieved, not how. The function concept is broader than that of Task (MEET, 1998).

The constructivist approach is perceived axis performance and work in the sense of considering strategies for constructing knowledge. Has two identification strategies are linked training and Pedagogy of the definition. Both are applicable at different levels. Not only identifies but goes to skills development. Apply in their own performance (MEET, 1998).

Interchangeably use the terms competence, occupational competence and expertise. There is no agreement on its conceptualization nor a deepening of their theoretical explanation. In the behavioral approach to occupational analysis methodology, we find different definitions, but all focused on the attributes of the person who determines a successful or superior performance.

In general they all refer to a set of characteristics or attributes among which include knowledge, skills, attitudes, skills (Mu~noz, CINTERFOR, 2000) and in the business environment include values (Electricidad de Caracas, Manesa, Buck Consultants, Petroleos Venezuela). So competition is presented as the enumeration of a set of attributes and secondly establishing a relationship with the outcome or performance required.

The functional approach emphasizes the overall market trends and indicators required to identify in the workplace. The person is competent when it shows you know (Know, 1998) is identified in the standards (NCVQ in CINTERFOR, 2000).

The constructivist approach sees the competition as it emerges and develops the person being aware of the knowledge, skills and abilities they have, and the context where they are likely to be applied (MEET, 1998). One of its promoters B. Schwartz sees it as the attitude of an individual to play a productive role in different work contexts and based on expected results (MEET, 1998).

As for the definition some authors do in terms of capacity (Salas, 1977; Bazdresch, 1998, Engel, 1986) which include both cognitive elements and the knowledge and skills, and more dynamic and attitudes, which from the point personological view is inadequate (DAngelo, 2000).

In other cases, expressed as a set of attributes which include knowledge, skills, attitudes (Liuch; Mertens, 1998, Caro, 2000) some of these attributes will also include the values (Mu~noz, in CINTEFAR, 2000; Boyatsis in Cuesta , 2001).

All these meanings of competition are related to performance but in the future perspective and not obvious. In none of them are elements of evidence of performance indicators or the need for recognition by the demonstration.

They see, however, do not refer to any kind of knowledge, skills and attitudes they are linked to the performance of the work area concerned.

Few cases define this category by giving it a more relevant place and role within the individual. M. Fiddler (1994) identifies it as a single quality or Gonczi in CINTERFOR (2000) which sees it as a complex structure of attributes necessary for performance.

These authors, without delving into the theoretical aspects, are giving way to that set of attributes is not coming to a deeper understanding of how to enter into a relationship for a particular purpose can be achieved by a complex structure which is likely to make functional cohesion personality .

In the case of Cuban writers since 1977 were interested in this issue. R. Salas (1977) is employed in the organizational area where competition conceived as a capability, as distinct from performance. Moreover, Guach, J. C. (2000) presents an interesting concept to see it as a way to run the person to enable it to make decisions. A. We found more recently Costs in that same area, assuming the definition of Boyatzis expressed as underlying characteristics as causal relationship is a successful performance, (Cuesta, 2001). Also found work in the educational area that will specific skills such as, cognitive (Valladares, 1996) that looks like procedures and modes of action, communicative (Fernandez, 1999) defines it as a counseling, and vocational education (Forgas , 2003, DAngelo, 2000) conceptualized as the integration of a set of professional aspects.

As you can see is a term increasingly used over a range of fields, but has not reached a finished theoretical elaboration. In most definitions emphasize aspects that are given more weight than others. Characteristics could be summarized as follows:

* Is composed of different elements, one of which is referred to actions or procedures of the professional activity or employment.

* Its component elements are of different character.

* Works holistically, by giving it a structure.

* It is conditioned by their relationship to work activity.

* The holistic and integrated operation leads to be seen as a capability.

* Relate the theory and practice.

Taking these concepts as conceived premise different curricula aimed at training for competitions.

A conceptualization of professional competence.

The approaches so far seen and the current state of the category does not allow to state that its conceptualization is resolved.

Neither the concept of employment, or functional or constructivism can adequately explain the concept and origin of the competition. One of the reasons that prevent it is the context in which they were developed. Are permeated by the practice or work performance. For this reason, it requires a separate analysis of these conditions.

Arguably can not be separated from the area in which competition is required. The characteristics and conditions of productive activity and social aspects of content determine the skills. But this fact does not eliminate the reality that it is a complex structure of the person, which makes it perform in an integrated manner under certain conditions of operation. In no way be limited to a framed view the content of the charges or specific job positions, auque can be its referent.

It comprehensively interrelated set of elements that determine the quality and scope of the purposes that cohere. Includes skills, knowledge, skills, attitudes, motivations and values.

If it’s a level of performance with quality frames of an activity, do nothing but the cognitive aspects come into play a critical role dynamic elements involved affects the person with the act and what drives it, .

In the literature that has tried to be careful reference has been made who is considered the creator of the concept of competence in 1965, Noam Chomsky. Unfortunately the term transfer to different areas outside and the high specialization of the field where it arises has prevented the transfer involves an assimilation of its real content. In this way various processes have emerged.

Without pretending to exhaust the depth of a very complicated concept should restrict a vital issue as expressed by Chomsky. The author poses the fundamental distinction between competence and performance. The latter does not directly reflect competence (Chomsky, 1965) This is behind and between competition and performance, play a fundamental role characteristics and limitations of processes that are committed and impose regulations to acting.

What the person does (action) must be distinguished from the implicit (competition). While generally used the way of action to meet or identify competencies is a mistake to think that competition is reduced to the performance (Chomsky, 1981).

On the basis of competition remain a set of structures that interact with each other and with different systems and although the performance difference is not fully understood the relationships between them are attributed to the existence of “internal structures” and ” external structures “or” superficial “(Chomsky, 1982).

Chomky theses are reinforced by recent research that recognize their contributions distinguishing accurate theories that relate to the competence (knowledge, skills and beliefs to act) of the theories that relate to the way we use such knowledge. To clarify this issue has been called theory of competition in media representations to the socially appropriate action and theories of action the theories called for the production of action. On the premises are the arguments, representations, knowledge, understanding, models, etc whose scientific explanation differs from the other theories that are the intentions, forms to use, perform the action, which illustrates how sometimes action takes a form that differs from our representation (competition) and the person is in need of a new interpretation of it “was not my intention” (Harre, 1983).

For Chomsky competition (for language) is an attribute that is articulated and refined through interaction with the environment (Chomsky, 1974). Regardless of nativist position regarding the origin of psychical in the person that led him to extend his social role or think of them as the arms and legs, his revolutionary theory important aspects of human knowledge. As the competition to distinguish said no action is a “conceptual confusion.” He was responsible for the successful idea that learning can only make sense if it does not apply to codes of conduct but the significant features that determine in this case, the underlying competition.

As expressed to the author, the concept of responsibility should be placed at a level as a category along with learning and behavior without limiting to a specific area and taking as their input assumptions in the explanation of it, but left the specific study of human language.

For Chomsky “the surface structure is often misleading and nothing explicit” and more abstract properties is not direct evidence, so the competition can not be explained by the behavior.

This means without doubt that the formation mechanisms of competition are different from the formation mechanisms of action.

In our view based on cultural-historical conception, competence is the ability to integrate a set of functions and structures of different levels of completion and completion times, that the shift towards a profession or activity enhances, integrates and coordinates functionally.

Higher mental functions are the result of historical and cultural process on the basis of social relations which includes an external period (Febles, 2000).

The man is capable, in real situations or academic, through its self-regulation, self-knowledge and resources to select those components that allow you to act more responsible. To the extent that it makes more sense and motivation that activity, it is more representative as well integrated and select all that has formed and the potential. Thus begins a process faster or slower improvement, incorporating content and changes to conform to the competition.

Competition is formed behind the performance that is evident in the various combinations of both. There are cases where competition being formed may be truncated if the professional performance includes negative elements without jurisdiction to consider the subject put in a position not in line with requirements.

According to Vygotsky (1987) “man creates the same stimulus used as a means to control his behavior.” If it had not been prepared in a profession and was in a problem situation, would be driven to select the processes and structures that allow you to consider resolving the situation.

Is a task of science to discover the relationships and links members of the competition and especially the character of its content. Because integration is performed The content of the profession, the sense of the profession to the subject, the logic of the profession.

Moreover, what is the relationship and the type of link between competition and performance. By raising its components are only contributing to one aspect of the investigation.

Difficult and urgent is to find the essence of that superior way, and makes more sense that Marx’s thought that “if the form of manifestation and the essence of things directly coincided, then any science is unnecessary” (Marx, Vygotsky (1991) Volume 5 complete works).

To follow its materialist must see competition as a psychological structure that is socially determined.

Competition, therefore, includes several elements which can not be reduced to any of them. It is also biased by the nature of the activity that is oriented and establishes requirements, but can not be reduced to terms of performance or results.

They are the product of education and activity, being in constant development. When put into play, apply to the activity, will be better structured and cohesive work to a level that determine the quality of performance.

The concept of professional competence that we propose is defined as a psychological structure, holistic, complex, components that lead to an integrated operation of the subject-oriented practice of the profession.

Components that make up the structure

When attempting to express the components of a complex structure, there is a risk that affects in any way the views of their relationships and dynamics. However, it is essential to understanding an analysis of each to get an idea of its magnitude in no way reflects the way and determinants of their integration and operation much less of its genesis.

The components of this structure, we believe, are the skills, attitudes and motives, and values we consider essential component, the mode of performance.

Capabilities as expressed by B. Teplov (1961) can not exist outside a given activity. With regard to competition rather than speak of a building, it is necessary to talk about capabilities. As expressed by Mertens (2000) refer to skills integrated capabilities and not the sum of knowledge. Can not be reduced to the ability to perform tasks on the job.

As a component of competition we prefer to include in the skills, knowledge and systems of operations and general actions that the individual has developed in your life and may be transferable to other activities. However, when considered within a professional competition are selected by the character of the given activity. They are linked to the intellectual processes that result in learning strategies, information management, etc.

These capabilities, and therefore its components are the product of a selection of “mental activities” conducted by the man in their basic skills are already formed, when you start the profession or prepares for it. This selection is determined by the objective requirements of the type of activity (Rubenstein, s / f). Therefore, although generic, their selection reflects the profession and are part of professional competence.

But these skills alone do not determine the competition in a specific area. Every profession has its ways of proceeding with the objects it relates. That is why competition includes another component that identifies a set of actions that come to shape the professional performance.

As posed by Rubinstein (s / f) they do not incorporate formal content, but reflect certain relationships that are generalized to become specific skills. In this case, specific to the profession. Therefore, operations are historically formed as a result of relations in the field of objects that have been formed by internal processes that allow the subject application.

The performance of the person depends on how well regulated and the operation of such operations or how to act in the given profession (Rubinstein, s / f).

Therefore it is essential the process of analysis and generalization of those relations and the organization of these operations treated in the area concerned. The man is bound to enter the operating system through these processes. These are by nature active and mediated by people. The operating system includes specific knowledge of the profession.

The professional performance is a little-used category, but reflects a complex component of professional competence. Is its main component.

It has been suggested that the mode of action is a generalization of the methods to be developed by professionals (Mestre, 1996) but can not be so simply because it includes not only the domain of specific methods of the profession, but also logic embodied in the procedure of training.

It also includes professional skills as well as the representation of tasks and the results of the profession.

The methods that are part of the mode of action are those which constitute the operating systems and certain specific actions from within the profession, and much more, of the organization in which it applies. This includes the domain specific tools and instruments for solving typical problems of the profession, technology and sometimes her own application framework, working with different methods that not only relate to the practical level but intellectual. The definition of these to the profession in question, determined to properly identify the mode of action.

But not enough to have set out the methods, it is necessary to organize a certain logic that does not include only the sequence to proceed, but takes into account the conditions, characteristics and nature of the profession.

Another component of professional performance is made up of professional skills. As stated Mestre (1996), are a generalization of skills, determined by the characteristics of the profession.

Systems are shaped by actions of a certain independence and whose content is determined by the profession (Talizina, 1985). They are, therefore, as stated Lanuez (1990) implementing training of the occupation.

As seen, one of the issues that contributed to overcoming the behavior is demonstrated by some researchers claim about the relationship between actions and internal psychological content. In this sense, it explains both the relationship between them as wrong to consider that the sequence of movements is identical directly visible to the internal psychic structure.

The actions are regulated by psychic formations that are present in representations of the action, anticipation of the goal or outcome to be achieved through action, and the prediction of the action program and its conditions. In all actions play a role not only cognitive process, which has a complex character, which involved a set of capabilities sequential and hierarchical in nature depending on the complexity of the task (Luria, 1970 quoted by W. Hacker).

The shares, which come to constitute part of the methods and modus operandi of the professional, have a widespread and provide leeway for individual action.

The better trained the inner content that will be more effective representation of the technological process and the estimation of possible errors. The task of teaching and training is to achieve optimal training. It is very important that the development and training in the psychic structures is critical and superior to the teaching of proper external actions (Hacker, 1987). So the mode of action should allow different ways of doing and the selection of programs of action that lead to the same goal. This will stimulate creativity and how to proceed individually.

Hence, competition for action is achieved when you reach a high level of regulation (such shares) and this is possible when stimulated domestic content (representations, search strategies, processes information, forecasting errors, decisions , etc) and when it enables man to take the degrees of freedom that will enable an individual how to proceed.

In this sense, it is important to clarify that as stated Abuljanova-Slavskaia (1987) Personality development is not limited to achieving conscious regulation of its activity, but the maximization of their potential and achieve a change in subject position with reality, bringing a new level.

These components: mastery of methods, professional skills, sequence of actions of the logic of the profession as well as the representation of tasks and the results are the mode of action of this professional. In them there is an indissoluble unity of theoretical and practical elements that can reach a level of generality as to gain relative independence and distinguish some other professions.

Another component of professional competence in the attitudes they express man’s relationship to the profession. It is not possible to be competent if not incorporated feelings, convictions related to the content and mode of operation of this profession.

Professional motivation is another element that integrates. The needs, desires and interest in the content (theoretical and practical) of the profession influences the formation of this complex structure and in their own performance.

Finally, integrate the values that express the meaning that objects have for men. There can be no competition or training, it does not include the set of personal meanings for that man has the profession, the assimilation of the culture of the organization where applicable.

All these components are part of the set on the basis of the interaction determined by the ratio of men to the profession.

All of them work interrelated and have only been separated for study. They can distinguish mergers that well-defined historical skills.

All components do not have the same degree of compliance by the profession, although they receive that influence.

Thus, professional competence is a complex structure which is reached through education and life, which includes a set of components of different character that enables holistic and self-regulated operation linked to good performance in a profession.

CONCLUSIONS

Since the emergence of the concept of competence, has never before been so used by the different spheres of life. So character is given a very dynamic, especially in the area of management.

This extensive use has failed to prepare an appropriate concept, and to clarify their genesis and development.

Your addition to the work activity has contributed to yet there is no theoretical basis in this regard. For these reasons there are many definitions of competition that placed as attributes, actions based on rules, performance. Few have ventured into the depths of this category to continue studies in the thesis provided lenguistica important on this issue.

To follow these competition ideas must be seen in the trained person (as other psychological structures) on the basis of social relations, with a comprehensive and holistic set of processes, functions and properties that provide a level of performance. Each of its components are integrated, but may have different levels of commitment in it.

While it is essential the difference between competence and performance, it is clear that there are links. In this way of knowledge regarding many questions remain on what basis are related competence and performance, what are the genesis of both processes, which are the premise of selecting the components of competition, what unites them, what principles are embodied in its comprehensive nature.

The road is long but urgent because the development of the marketplace, organizational and management has no intention or expected to clarify these questions and has the potential to shed light on the theory in this matter.

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ANNEX

 

About author:

Dr. Berta Gonzalez Rivero

Dr. Psychological Studies

CEPES – U. Havana

2008