Wyniki wyszukiwania - Biblioteka Nauki

1

Kompetencje pracowników wobec zmian w otoczeniu organizacji

100%

Łysik K.

Zeszyty Naukowe Uniwersytetu Ekonomicznego w Krakowie

|

2011

|

nr 872

45-55

EN

The aim of this paper is to present the concept of the turbulent environment of organisations and its influence on employee competencies. The competency set of today’s professionals must adapt to turbulent times. These new environmental changes are exemplified mainly by the computerisation and intellectualisation of work. There are new types of organisational structures, omnipresent uncertainty and hyper-competition – these are what make innovation important. Most importantly, the approach to human capital has changed significantly during the last decade; it is no longer considered an expense, more an investment that will allow a company to profit in future. It is indisputable that the way work is done has changed significantly during the last 50 years, and resulted in changes in today’s model of an employee, who is described as knowledge workers.

2

Exploratory factor analysis in the measurement of the competencies of older people

100%

Wiktorowicz J.

Econometrics. Ekonometria. Advances in Applied Data Analytics

|

2016

|

nr 4 (54)

48-60

EN

Competencies are a crucial factor of professional position and career development. The aim of this paper is the assessment of the competencies of people in late productive age using exploratory factor analysis. The second point is the critical review of the theory and practice on exploratory factor analysis. The empirical analysis is based on the Study of Human Capital data. The survey results confirm the necessity of the factor analysis in research in the area of human capital in the context of ageing. The constructed synthetic indicators allowed for a synthetic assessment of the competencies of Poles aged 50-59/64. The results of the conducted analysis confirm the large significance of all the 24 analysed competencies. The competencies of Poles aged 50-59/64 were decomposed into three groups: (1) soft competencies and physical fitness (2) computer skills and (3) availability and technical competencies.

3

Zaniedbane obszary w procesie kształcenia do zawodu nauczyciela

100%

Łukasik J. M.

|

2017

|

nr 5

155-165

EN

The article relates to the issue of training candidates for the teacher profession. By referencing to the core of the competencies required for the teacher’s work in a changing school, the weakest areas, which are the source of the fear and anxiety of students completing teacher education, were identified. The sources of fears, as well as proposals for changes in education to the teaching profession, were compiled on the basis of research conducted among 187 candidates of the profession of teacher studying at universities in Malopolska (Lesser Poland Voivodeship).

4

Zarządzanie projektami wielolokalizacyjnymi determinantą zmian w kluczowych kompetencjach konsultantów personalnych/koordynatorów HR

100%

Kupczyk T. , Bartkowiak P.

Nauki o Zarządzaniu

|

2016

|

nr 1(26)

100-111

EN

The objective of the paper was to identify key competencies of personnel consultants/HR coordinators considering implementation of multi-location projects. In 2014, a quantitative-qualitative research was held, based on a questionnaire filled by employees of the company Work Service at such posts. The respondents were asked to select key competencies from a provided list of 32 skills and they could enter their own suggestions, too. During the data analysis, an attempt was made to identify differences between answers provided by respondents who achieved average and above-average financial results. The obtained results were analysed statistically. Average results and standard deviations were calculated. In order to define differences in relevance of key competencies, t-Student test was performed for independent samples, using the IBM SPSS Statistics 21.0 software. Based on the respondents’ opinions, key competencies were identified for leaders of multi-location projects. It was revealed that the respondents had competency gaps in this area. The research confirmed that transformation of organisations into dispersed multi-location structures will require modification of competencies held nowadays by HR project leaders.

5

COMPETENCIES AND OCCUPATIONAL HEALTH AND SAFETY

100%

Pelantová V.

Problemy Profesjologii

|

2012

|

nr 2

101-109

EN

Organisations often use an occupational health and safety management system. Core competencies of a manager in an organisation should also include knowledge of this area. The article compares normal models of competencies with the basic principles of occupational health and safety at work and also with the principles of the process approach. The result is a recommendation to enhance competencies with process management. An individual will learn this wide range of know-how a long time.

PL

Organizacje często używają systemu zarządzania bezpieczeństwem i higieną pracy. Podstawowe kompetencje menedżera w organizacji powinny także zawierać znajomość tego obszaru. Artykuł porównuje normalne modele kompetencji z podstawowymi zasadami higieny i bezpieczeństwa pracy, a także z zasadami podejścia procesowego. Wynikiem jest rekomendacja, żeby zwiększyć kompetencje w procesie zarządzania. Jednostka będzie uczyć się szerokiego zakresu specjalistycznej wiedzy przez długi czas.

6

Kompetencje kobiet podejmujących działalność gospodarczą

100%

Łoboda M.

|

2011

|

tom nr 3

85-100

PL

Przedsiębiorczość kobiet staje się coraz powszechniejszym zjawiskiem i w coraz większym stopniu wpływa na efektywność globalnej gospodarki. Jest też coraz częściej przedmiotem badań, których wyniki potwierdzają pewną odmienność uprawiania przedsiębiorczości przez kobiety, ale wskazują też na istnienie bardzo wielu podobieństw z przedsiębiorczością uprawianą przez mężczyzn. Proces formowania przedsiębiorcy czy "przedsiębiorczyni" można analizować jako szczególny przypadek nabywania kompetencji. Artykuł opisuje przypadek przygotowywania kobiet do podjęcia ról "przedsiębiorczyń" w specyficznych, "promocyjnych" warunkach - w ramach programu EFS wspierającego przedsiębiorczość.

EN

Women's Entrepreneurship is becoming a more and more popular phenomenon and continues to influence the effectiveness of the global economy to a still greater degree. More and more often it serves as a subject of research whose results confirm a certain difference between male and female entrepreneurship styles yet also demonstrate many common points between the two. The process of educating men and women entrepreneurs could be analyzed as a particular example of competence acquisition. The article describes the process of preparing women to starting up their economic activity in specific, ultra-convenient conditions, i.e. in the course of an ESF programme supporting the development of entrepreneurship.

7

Empowering Employees in Process-Oriented Organisations

88%

Potoczek N.

Management Business Innovation

|

2010

|

tom 6

42-51

EN

Empowerment is one of key management methods in contemporary organizations. The implementation of this method, however, is connected with creation of appropriate organizational conditions. In this article the characteristics of classical function-oriented organizations and contemporary process-oriented ones were presented, then the possibilities of applying empowerment in these organizations were analyzed. Barriers, costs and benefits of empowering employees were identified. The implementation of empowerment proves high competencies of an organization as well as it contributes to their development. Special attention was paid to the speed of making decisions and flexibility of acting and reacting to changing expectations of external and internal customers.

8

Schüler/innen- und Lebensweltorientierung einschließlich ökonomischer Kompetenzentwicklung im Unterrichtsgegenstand „Geographie und Wirtschaftskunde” an österreichischen Schulen

87%

Fridrich C.

Annales Universitatis Paedagogicae Cracoviensis Studia Geographica

|

2014

|

tom 6

33-52

EN

The main focus of the curriculum of the subject area “Geography and Economic Education” in Austria is the action of humans in natural space, economy and society. This includes various aspects and consequences of these human actions in our world. Moreover, humans are also in the focus of didactics and teaching in the classroom. That means an orientation towards pupils and their ideas, previous knowledge, everyday life, interim competences etc. Since the great change of the Austrian curriculum in 1962, Economic Education became an equal part of the subject area “Geography.” During the first years many teachers fought against this change, namely the integration of Economic Education with Geography, instead of identifying the chances and opportunities. A good instruction from the didactic point of view is the combination of geographic and economic contents and aims. Even now, more than 50 years later, many teachers and also their pupils like Geography much more than Economic Education. What is Economic Education? The main aim of Economic Education is to empower kids and youths in their lives within the society penetrated by economy. The detailed areas and aims are discussed within this study. As a first approach to this complex topic a number of aspects is discussed in this article. The curriculum of “Geography and Economic Education” shows that most of the topics concern both areas (Geography and Economic Education). Those include globalization, implications of tourism on space and economy, the European Union and its consequences for countries, people(s) and economy etc. Previous studies show that the level of economic knowledge of pupils is low or very low. Also adults as teachers, politicians and in some aspects even economists show low economic knowledge. The question is if in order to improve their life situation economic competences of pupils are more important than just knowledge. What seems to be more alarming is the low interest of pupils in Economic Education, which is proved by studies. One main aim of thepresent empiric study of the author was to find out the reasons for the low interest of pupils in Economic Education. Therefore a cluster of research questions are developed: (1) How do teachers assess the importance of the main topics of the curriculum at the lower secondary level? (2) What are the types of teachers when we consider their opinion of economy in general and of Economic Education? (3) What are the detailed aspects which reduce the interest of pupils in Economic Education? (4) For which target groups and purposes can a didactic model of Economic Education help to improve this situation? The empiric study was conducted at all schools at the lower secondary level (grade 4–8) in Vienna with ample time for them to take part in this survey. The return rate of the questionnaires was 65,7%, the total number of participating teachers of Geography and Economic Education was N=527. Because of the mostly closed questions of the questionnaire quantitative methods were applied for this part of the study, such as: variance analysis, Wilcoxon-test, contingence analysis, cluster analysis, factor analysis, and correlation analysis. According to the research questions there were three main findings. The assessment of the importance of economically dominated curriculum topics by teachers was significantly bad and the author’s previous observations and experiences were proved. Four types of teachers concerning their interest in economy in general and Economic Education could be identified. The group with the worst attitudes state that also their pupils have a bad attitude towards Economic Education. One reason is the transfer of bad attitudes from teachers to their pupils. Another reason could be the statement of teachers who ascribe a low interest to their pupils in order to reduce their instruction of Economic Education. The discussion and interpretation shows that Economic Education must be more oriented towards the everyday life of pupils to meet their interest. Their ideas, experiences and concepts must be in the centre of the instruction. This means that their lives that are filled with economy-based issues must be the starting point of instruction at the lower secondary level – in other words: the approaches must be drawn from life. The main aim of Economic Education must be to enable young people to take mature actions in our society. Mature in this context means self-determined, responsible and competent. Entrepreneurship education is only a small part of Economic Education, therefore should not be confused with Economic Education. Finally, the discussion of results leads to a didactic model of “everyday-oriented Economic Education” in which kids and young adults are situated in the centre. As they are surrounded by economy every step of the way, they need a competent Economic Education which prepares them for mature actions in four big economic areas of our society: private households, consumption, working world and society. Three main competence levels are regarded as essential in this context: a) remembering and understanding, b) applying and analysing, c) evaluating and creating. Economic Education does not guarantee mature actions, it only enables them. For all that a human can also act inadequately (irrationally, as if unadopted to a special situation, irresponsibly etc.). Furthermore, actions are influenced by internal aspects, such as motives, codes, and values, as well as external factors, such as actions of other humans, constraints and restrictions. Having acquired those competences young people can play a vital role in shaping their “environments of life,” which are also affected by unintended consequences of actions. Nevertheless, these shaped “environments of life” are again the starting point for the process of instruction (see graphic chart on the next page). This didactic model of Economic Education can help to improve the initial as well as the in-service teacher training by showing clearly the process, aims, areas, and influences of Economic Education. It may help to sensibilise future teachers and teachers in schools for adequate approaches to Economic Education which is part of a modern instruction of “Geography and Economic Education” and part of a profound general education of every human in our complex society.

PL

The main focus of the curriculum of the subject area “Geography and Economic Education” in Austria is the action of humans in natural space, economy and society. This includes various aspects and consequences of these human actions in our world. Moreover, humans are also in the focus of didactics and teaching in the classroom. That means an orientation towards pupils and their ideas, previous knowledge, everyday life, interim competences etc. Since the great change of the Austrian curriculum in 1962, Economic Education became an equal part of the subject area “Geography.” During the first years many teachers fought against this change, namely the integration of Economic Education with Geography, instead of identifying the chances and opportunities. A good instruction from the didactic point of view is the combination of geographic and economic contents and aims. Even now, more than 50 years later, many teachers and also their pupils like Geography much more than Economic Education. What is Economic Education? The main aim of Economic Education is to empower kids and youths in their lives within the society penetrated by economy. The detailed areas and aims are discussed within this study. As a first approach to this complex topic a number of aspects is discussed in this article. The curriculum of “Geography and Economic Education” shows that most of the topics concern both areas (Geography and Economic Education). Those include globalization, implications of tourism on space and economy, the European Union and its consequences for countries, people(s) and economy etc. Previous studies show that the level of economic knowledge of pupils is low or very low. Also adults as teachers, politicians and in some aspects even economists show low economic knowledge. The question is if in order to improve their life situation economic competences of pupils are more important than just knowledge. What seems to be more alarming is the low interest of pupils in Economic Education, which is proved by studies. One main aim of the present empiric study of the author was to find out the reasons for the low interest of pupils in Economic Education. Therefore a cluster of research questions are developed: (1) How do teachers assess the importance of the main topics of the curriculum at the lower secondary level? (2) What are the types of teachers when we consider their opinion of economy in general and of Economic Education? (3) What are the detailed aspects which reduce the interest of pupils in Economic Education? (4) For which target groups and purposes can a didactic model of Economic Education help to improve this situation? The empiric study was conducted at all schools at the lower secondary level (grade 4–8) in Vienna with ample time for them to take part in this survey. The return rate of the questionnaires was 65,7%, the total number of participating teachers of Geography and Economic Education was N=527. Because of the mostly closed questions of the questionnaire quantitative methods were applied for this part of the study, such as: variance analysis, Wilcoxon-test, contingence analysis, cluster analysis, factor analysis, and correlation analysis. According to the research questions there were three main findings. The assessment of the importance of economically dominated curriculum topics by teachers was significantly bad and the author’s previous observations and experiences were proved. Four types of teachers concerning their interest in economy in general and Economic Education could be identified. The group with the worst attitudes state that also their pupils have a bad attitude towards Economic Education. One reason is the transfer of bad attitudes from teachers to their pupils. Another reason could be the statement of teachers who ascribe a low interest to their pupils in order to reduce their instruction of Economic Education. The discussion and interpretation shows that Economic Education must be more oriented towards the everyday life of pupils to meet their interest. Their ideas, experiences and concepts must be in the centre of the instruction. This means that their lives that are filled with economy-based issues must be the starting point of instruction at the lower secondary level – in other words: the approaches must be drawn from life. The main aim of Economic Education must be to enable young people to take mature actions in our society. Mature in this context means self-determined, responsible and competent. Entrepreneurship education is only a small part of Economic Education, therefore should not be confused with Economic Education. Finally, the discussion of results leads to a didactic model of “everyday-oriented Economic Education” in which kids and young adults are situated in the centre. As they are surrounded by economy every step of the way, they need a competent Economic Education which prepares them for mature actions in four big economic areas of our society: private households, consumption, working world and society. Three main competence levels are regarded as essential in this context: a) remembering and understanding, b) applying and analysing, c) evaluating and creating. Economic Education does not guarantee mature actions, it only enables them. For all that a human can also act inadequately (irrationally, as if unadopted to a special situation, irresponsibly etc.). Furthermore, actions are influenced by internal aspects, such as motives, codes, and values, as well as external factors, such as actions of other humans, constraints and restrictions. Having acquired those competences young people can play a vital role in shaping their “environments of life,” which are also affected by unintended consequences of actions. Nevertheless, these shaped “environments of life” are again the starting point for the process of instruction (see graphic chart on the next page). This didactic model of Economic Education can help to improve the initial as well as the in-service teacher training by showing clearly the process, aims, areas, and influences of Economic Education. It may help to sensibilise future teachers and teachers in schools for adequate approaches to Economic Education which is part of a modern instruction of “Geography and Economic Education” and part of a profound general education of every human in our complex society.

9

Struktura kompetencji coachów: wyniki badań empirycznych

75%

Łaguna M. , Rozwalka K. , Migoń A. , Radkiewicz A.

Zarządzanie Zasobami Ludzkimi

|

2013

|

nr 1(90)

63-74

PL

Coaching jest dynamicznie rozwijającym się obszarem działalności. Wymaga on jednak większej liczby badań empirycznych, które mogłyby stanowić wsparcie i podstawę dla praktyki opartej na dowodach empirycznych. W prezentowanym badaniu została poddana weryfikacji struktura kluczowych kompetencji coacha. Przyjmując jako punkt wyjścia klasyfikację kompetencji opracowaną przez International Coach Federation, opracowane zostały twierdzenia opisujące cztery grupy kompetencji coacha. Eksploracyjna analiza czynnikowa na ocenach kompetencji coachów dokonanych przez 104 ich klientów potwierdziła istnienie czterech obszarów kluczowych kompetencji. Wyniki tego badania mogą służyć jako podstawa do stworzenia skali do pomiaru kompetencji coacha oraz opracowania szkoleń do nich adresowanych.

EN

Coaching is a dynamically developing field of professional activity. However, it needs more empirical research providing support and an evidence–based practice. The current study subjected the structure of key coach competencies to verification. Taking the classification of competencies as developed by the International Coach Federation as the starting point, statements describing four groups of coach competencies were developed. Exploratory factor analysis on a sample of 104 coach competency assessments provided by their clients confirmed the existence of these four areas of key competencies. The results of this empirical study may serve as a basis for the development of a coach competency scale as well as for the development of coach training.

10

K filozofickým předpokladům hledání výchovy k autenticitě. Úvaha o antinomiích a abstrakcích v pedagogickém myšlení

75%

Strouhal M.

Studia paedagogica

|

2013

|

nr 2-3

11-29

EN

The paper examines the problematic nature of making generalisation ambivalent or, in other words, abstraction in pedagogical consequences. The paper adds to the discussion of good and evil in education by answering two questions. The fi rst question stems from the antinomous nature of educational aims (i.e. education is to servethe society but also to develop an individual): can educational antinomies be eliminated or is education an antinomous activity and hence it is necessary to take into account its ambivalence? The second question inquires to which extent do we understand what it means to be an authentic personality and the degree to which we can educate for authenticity. The paper proposes Kierkegaard’s and Blondel’s motive of authenticity as a partial way out of contradictions which result from the mentioned antinomies. The paper also shows that looking for education for authenticity is complicated by attempts at formulating a generally acceptable principle of education and that education suffers the most when it forgets about its antinomous nature. For its attempts to avoid contradictions lead to unacceptable abstractions and formalism. The paper then introduces the problem of making generalisation ambivalent in relation to educational competencies and concludes with describing the irrevocable yet restorative nature of antinomies.

11

КОМПЕТЕНТНІСНИЙ ПІДХІД ДО ФОРМУВАННЯ УПРАВЛІНСЬКОЇ КУЛЬТУРИ МАЙБУТНІХ МЕНЕДЖЕРІВ ТУРИЗМУ

75%

Бартош Л.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

nr 5(59)

406-412

EN

The article analyzes the approaches to the interpretation of the notions “competency” and “competencies”. The current state of the problem is determined in the research literature. The purpose of the research is to work out the theoretical basis of competency approach and to define the formation of the future tourism managers’ culture during educational and training services. For the achievement of the main purpose of the research the following methods were used: analysis and synthesis of existing sources of world’s and native experience; comparison, generalization and theoretical data classification; expert evaluation method; generalized method of independent characteristic for tourism managers’ skills and others. In this paper the peculiarities of the competency-based approach were observed due to future tourism managers’ culture basis. It was also given a particular priority to the model basis of competency of the tourism managers as qualified specialists. Moreover, it was clarified the features of communicative competency and the level of its development which would have an influence on management efficiency, especially the sale of tourist service/product, common level of understanding between partners, customers and staff, psychological atmosphere in collaboration with business partners, organizations or state-run institutions. We defined the competencies of culture basis for future tourism managers’ who get bachelor’s degree in speciality 242 Tourism in the process of studying educational course “Management in Tourism”. It was grounded the expediency of the competency-based approach using in order to form the future tourism managers’ culture. Theoretical analysis of our investigation gives us the key for understanding that the competency-based approach of future tourism managers’ culture basis is an integrated system of their scientific, specific, psychological, professional course knowledge and skills. Taking into account this fact it’s necessary to create the methodological system of qualified tourism managers training which includes traditional and innovative technologies for studying in order to improve the degree of management competencies. In such way, we can find the way of constructive solution how to prepare future tourism managers to scientific, investigating, analytic, business, institutional and management activity.

12

Edukacja i poziom kompetencji pracowników 50+ w obszarze IT

75%

WAWER M. , MURYJAS P.

Edukacja-Technika-Informatyka

|

2015

|

tom 6

|

nr 4

68-73

PL

Jednym z kluczowych wyzwań współczesnego zarządzania przedsiębiorstwem staje się zapewnienie właściwego poziomu edukacji i rozwoju zawodowego zatrudnionej kadry. Szczególne znaczenie odgrywają obecnie kompetencje w zakresie IT. Celem artykułu jest wykazanie konieczności lepszego dostosowania przez firmy szkoleniowe i pracodawców oferty edukacyjnej i szkoleniowej w obszarze IT do potrzeb i możliwości pracowników 50+.

EN

One of the key challenges of the contemporary enterprise management becomes to ensure the proper level of education and professional development of the employed staff. Competencies in the IT area play currently particular importance. The aim of this paper is to demonstrate the need to better adapt by training companies and employers, educational and training offer in the field of IT to the needs and capabilities of employees 50+.

13

Aplikácia výskumu využitia interaktívnej tabule pri tvorbe vybraných kompetencií žiakov v predmete technika

75%

ŠOLTÉS J.

Edukacja-Technika-Informatyka

|

2015

|

tom 6

|

nr 3

182-187

SK

V predkladanom článku autor naznačuje a prezentuje v rámci realizovaného výskumu na základných školách, možnosti a spôsoby využitia interaktívnej tabule. Text uvádza rozpracovanú metodiku, spôsob vyhodnotenia a čiastkové výsledky zistené v edukačnom procese v predmete Technika. Rieši metodické otázky priebehu výučby, ktoré podporujú učenie žiaka a vytvorenie interaktívneho prostredia, pri vytváraní vybraných kompetencií žiakov.

EN

In the presented article, the author suggests and presents, as part of the research realized in primary schools, possibilities and ways of using interactive whiteboard. The text includes in-progress methodology, process evaluation and partial results observed in the educational process in the subject of technology. The text addresses methodological issues during the learning process that support student learning and creating an interactive environment to create the pupils' selected competence.

14

Development of Employee Competencies as a Determinant of Employability in the Modern Labor Market

75%

Wiśniewska S.

Zarządzanie Zasobami Ludzkimi

|

2015

|

nr 2015 6(107) Employability (Zatrudnialność)

131-143

EN

The aim of the article is to identify key employee competencies that improve particular types of employability and unfold possibilities for their development. The study presents the main challenges of the modern labor market. It shows definitional problems associated with the concept of employability and defines its various dimensions and determinants. It also explains mechanisms of employee competency development. Moreover, it underlines the importance of employee competency development in the process of creation of employability in the modern labor market. The article ends with deliberations on categories of competencies that should be developed in order to increase employability in selected areas. The study reviews topical literature applying a descriptive method.

PL

Celem artykułu jest wskazanie kluczowych kompetencji pracowniczych zwiększających poszczególne typy zatrudnialności oraz możliwości ich rozwoju. W opracowaniu przedstawiono główne wyzwania współczesnego rynku pracy. Zaprezentowano problemy definicyjne związane z pojęciem zatrudnialności wraz z charakterystyką jego różnych wymiarów i determinantów. Omówiono również istotę rozwoju kompetencji pracowniczych. Ponadto określono znaczenie rozwoju kompetencji pracowniczych w kreowaniu zatrudnialności na współczesnym rynku pracy. Artykuł zakończono rozważaniami dotyczącymi kategorii kompetencji, które warto rozwijać dla zwiększenia zatrudnialności w wyróżnionych obszarach. W opracowaniu, wykorzystując metodę opisową, dokonano przeglądu literatury przedmiotu.

15

Komunikacja w fizjoterapii jako narzędzie terapeutyczne w pracy z pacjentem

75%

Szabat M.

Rozprawy Naukowe Akademii Wychowania Fizycznego we Wrocławiu

|

2016

|

tom 53

57-66

EN

Background. The significance of communication in the work of physiotherapists is currently under discussion. On the one hand, it is considered as a factor in the quality of therapy in terms of the patient’s satisfaction. On the other hand, its significance is not recognized as an important factor affecting the treatment itself. Undoubtedly, it would be advisable to establish a consensus on this issue. An appropriate communication model tailored to the needs of each patient may prove useful in this respect. However, in order to achieve results, it is necessary to acquire professional knowledge on the principles of medical communication models and the ability to apply them in practice. The aim of the study was to assess the feasibility of incorporating therapeutic values contained in medical models of communication into therapy based on an analysis of empirical research (taking into account the following models: biomedical, holistic, humanistic, linear, interactive and transactional). Material and methods. A humanistic method of analysis according to which the collected material was first analyzed (the essential concepts associated with the title issue were selected, and the research issue appropriate for the chosen subject was established). In the second stage, the analysis was subjected to empirical study (internal and external analysis) and the findings were compared with the assumptions of the medical models of communication. Results. As a result of the analysis, it was confirmed that holistic, humanistic and interactive models can be a useful tool for a physiotherapist in working with a patient (if the specific type of communication is intentionally used for therapeutic purposes). The basic material to be analysed in terms of empirical study was compiled using the employee’s access to the resources of PubMed MEDLINE and the Library of Medicine at the Jagiellonian University in Krakow. Conclusions. With the welfare of the patients in mind, the most appropriate models of communication implemented in the course of therapy are the humanistic, holistic and interactive models.

16

Teachers’ Competencies and Their Impact on the Evaluation of Teaching

75%

Hanne-Lore B. , Karpeta J.

International Journal of Research in E-learning IJREL

|

2016

|

tom 2

|

nr 2

51-61

EN

The paper describes the research on teachers’ competencies with regard to two forms of learning, i.e. a full-time form of study and blended learning. The research was also tasked to document a difference in the evaluation of these partial competencies in the full-time form and in the blended learning form. This paper deals with the research on the competence assessment of English teachers at the School of Business Administration in Karvina among students in both forms of studies. The introduction outlines the issue of competencies as a result of political, social, and economic changes affecting education in the 21st century. Education is given to deeper relations, in particular with regard to the growing meritocratic aspect. The next part of the paper provides a selection in the list of the most important outcomes of a conceptual nature of key competencies and these are followed by the terminology scope of teachers’ competences. The aim of the research is the analysis of data focused on teachers’ competencies affecting the assessment of the quality of teaching foreign languages. Competencies examined were the readiness of teachers to teach and the clarity of their interpretation, erudition, communicability and suitability of transmitting information, and the flexibility of the individual approach to students and their inspiration.

17

Kompetencje wymagane od pracowników branży TSL

75%

Janicka B.

|

2010

|

tom nr 1

13-19

PL

Kompetencje są integratorem pomiędzy obszarem zarządzania zasobami ludzkimi a strategią firmy. Wiedza i umiejętności formalne, jakie powinni zdobyć pracownicy branży TSL na poszczególnych szczeblach, są najczęściej określane przez instytucje oferujące dane wykształcenie. Dzięki prezentacji najpopularniejszych możliwości kształcenia pracowników branży TSL uzyskano klarowny obraz wymaganych kwalifikacji na rynku pracy tej branży. Pracownicy branży TSL mają jasno przedstawione wymagania podstawowe, które muszą spełnić, aby dostać się i funkcjonować w tej branży. Zdobycie kompetencji formalnych wymaga często kształcenia ustawicznego, co jest podstawą dynamicznie rozwijającej się branży. Umiejętności "miękkie" są niejednokrotnie elementem stanowiącym o sukcesie w branży TSL. Wnioski takie wysunięto na podstawie analizy cech podawanych w ogłoszeniach o pracę dla wybranych zawodów.

EN

Competencies are an integrating factor between Human Resource Management and companies' strategies. Knowledge and formal skills which should be acquired by employees in transport, forwarding and logistics (TLS) sector at various levels are mostly determined by institutions providing educational services. With the presentation in this article of the most popular training opportunities for workers in TLS sector we will obtain a clear picture of the required qualifications in the labour market. Gaining formal skills often requires on-going training, which is the result of the dynamically growing industry. Soft skills are often to a great extent responsible for the success in TLS sector. Their nature depends on the specialisation in the profession and the field within the transport sector in which the candidate will work.

18

Postawy studentów wobec wprowadzenia nauczania opartego na technologiach informacyjno-komunikacyjnych

75%

Fura B. , Hales C.

Nierówności społeczne a wzrost gospodarczy

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2013

|

nr 32

7-25

PL

Artykuł prezentuje wyniki badań empirycznych przeprowadzonych na próbie 420 studentów Uniwersytetu Rzeszowskiego w roku akademickim 2011/2012. Celem badania było rozpoznanie postaw studentów wobec wprowadzenia nauczania z wykorzystaniem technologii informacyjno-komunikacyjnych, tj. e learningu czy blended learningu. Ponieważ jednym z warunków nauczania wspomaganego Internetem/komputerem jest odpowiedni poziom umiejętności komputerowych uczestników procesu nauczania, dlatego ocenie poddano subiektywnie odczuwany poziom kompe-tencji komputerowych respondentów. Przy pomocy wybranych metod statystycznych dokonano weryfikacji hipotez dotyczących istnienia zależności pomiędzy poziomem kompetencji studentów a wybranymi zmiennymi społeczno-demograficznymi respondentów. Ocenie poddano również umiejętność posługiwania się wybranymi programami w zależności od dostępności Interne-tu/komputera.

EN

This paper presents the results of empirical studies carried out on a sample of 420 students at the University of Rzeszow during the academic year 2011/2012. The aim of this study was to assess the attitudes of students towards the introduction of teaching and learning through the use of information and communication technologies, i.e. through e learning and blended learning. Since one of the pre-requisites for ICT-assisted teaching/computer-assisted learning is, an appropriate level of computer skills of the learners, therefore the participants were evaluated as to their subjectively perceived level of computer competence. Using selected statistical methods testing was carried out on hypotheses about the existence of relationships between the level of competence and selected socio-demographic characteristics of the respondents. Evaluations were conducted into the ability of respondents to use selected programs/complete tasks in the light of the availability of the Internet/computer.

19

Wpływ kompetencji oficerów na rozwój ich karieryzawodowej

75%

Balcerzyk R.

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2018

|

nr 3-4(122-123)

55-72

PL

W artykule podjęto próbę określenia kompetencji zawodowych w aspekcie doboru kadr do organizacji. Zdiagnozowano wpływ kompetencji na karierę zawodową, a także zdefiniowano kompetencje zawodowe, które są najważniejsze (w opinii respondentów) w zawodzie żołnierza zawodowego (oficera). Dokonano także oceny doskonalenia zawodowego oficerów w ramach kursów oficerskich w aspekcie kompetencji zawodowych.

EN

This article strives to define professional competence in terms of personnel selection for the organization. It provides a diagnosis of the impact of competence on the professional career, while also defining professional skills considered most important (in the view of respondents) in being a professional soldier (officer). Also assessed is officer professional development within the framework of officer training in terms of processional competence.

20

Definiowanie efektów kształcenia praktycznego przyszłych nauczycieli w aspekcie aktywności studentów

63%

Miterka E. , Staropiętka-Kuna E.

Rocznik Wydziału Pedagogicznego Akademii Ignatianum

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2013

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tom 16

97-112

PL

Wdrożenie i ewaluacja realizacji założeń Procesu Bolońskiego stanowi nowe podejście do projektowania procesu kształcenia kierunkowego, w tym również przygotowania praktycznego, w którym kluczową rolę odgrywają efekty kształcenia. Publikacja prezentuje opis efektów kształcenia przy wykorzystaniu taksonomii, rolę kompetencji oraz aktywność, które stanowią bazę do wykorzystania podczas konstruowania systemów jakości kształcenia praktycznego na uczelniach wyższych.

EN

Implementation and realization of the Bologna Process assumptions mean a new approach to designing a specifically oriented educational process comprising also the practical students’ preparation to become a teacher, where the effects of education perform the main role.The publication depicts the effects of education description with the usage of B. S. Bloom’a taxonomy, the role of competence, and students’ activity. These components form the basis for application while constructing the systems of pragmatic education in higher education units.