Competency Content

In the beginning of my practicum for this competency, I honestly had no thoughts of how I would achieve this. I haven’t explored any ideas of how I was able to perform critical thinking and communicate to the elderly population. Overall, I was pretty frightened of how I was going to compete this at my placement. I believe that without knowing how I was going to start doing this competency terrified me because I didn’t want to end up doing something wrong. In my reflection during September 1st to September 3rd I recall a time when Carney said something like “If you don’t make mistakes, you aren’t learning. Mistakes are okay, they don’t define you.” This helped me try new approaches when it came to this competency.

Alex informed the team I am going to sleep at night, but I have to wake up to early to catch the bus. Alex stated, “Mrs. Telisha has been giving me Melatonin to help with my sleep.” Alex’s foster mother shared with the team, “Alex have mood swings frequently.” “Alex commented, “I am ready to go home.” Alex’s foster mother reported, “Alex is very helpful; however, he continues to try to take care of the children.” Alex acknowledged, “I am proud of the progress I made, so I feel like services should end.” Alex’s listened as the QP shared it is important for him to have services when he return home in 3 months to address barriers and prevent a relapse. Alex has made minimal progress with stabilizing his mood, as indicated by Alex having mood swings while in his foster family’s house and getting adequate sleep and having a stable appetite.

I have a CNOR certification. Therefore, the organization I picked is Competency and Credentialing Institute. It provides CNOR (Certified Perioperative Nurse), CSSM (Certified Surgical Services Manager), CRNFA (Certified RN First Assistant), CNS-CP (Certified Perioperative Clinical Nurse Specialist) and APRN (Advanced Practice Registered Nurse).

In this assignment, I will be discussing three competency assessments about myself, answered by me and my associates. Haitham, my father, owns a construction company where I worked for one year after my undergrads. Muhannad, an old friend who I’ve shared countless memories with. Both assessments were answered from two different perspectives, as a friend, and as a site engineer.

In higher education there are many different positions requiring many different competencies, when these competencies of individuals are practiced and built on, the education system, and students win. It is up to the educational institute to make sure employees are developing more competencies, and building on the ones they have. This is very important in higher education today because of the pressure of high expectations, and being scrutinized at every turn makes professional development important. Student affairs is a very important part of higher education with students at risk making it imperative to continue to build on competencies.

It was the summer after I graduated from my university when I found it was time to find myself a first real job. Up until that point in my life, the only job experience I had was waiting tables and babysitting for my neighbor’s and family’s children, but I knew that I did not want to serve food or change nappies for the rest of my life. I knew that my one and true appetency was to become a writer. So during the very same summer, I scheduled an interview for a job as a journalist for the LA Times.

My personal education goal is to create a study plan where I can have time to do my everyday activities. My number one thing to do is work. I have to work five days, sometimes six days per week. I found SAMRT goals as a very good tool to create a realistic study plan. Improving my math, writing, and reading skills are some of more important subjects as an English learner student because learning how to write and speak in an academic way is the number one object I should learn to fit perfectly in a professional environment, and because I like math. I also attached to do my best and work hard to get my degree as a personal and educational goal because

In order to assess the client’s knowledge of blood pressure we will ask the clients questions about blood pressure.

According to Taylor and Farver (2011), EI consists of four kinds of abilities as follows: emotional self-awareness, self-management, social awareness and relationship management. It can be said that if youpossess characteristic of EI, you would be aware of your emotions, able to manage your emotions and aware of the dynamics of relationships.

Morcke, Dornan and Eika, composed an article about the origins, theoretical basics and empirical evidence of competency-based education. Morcke states that outcome or competency based education is guided education based upon predetermined outcomes. Competency based education has been around and used sporadically for the last decade. Competency-based education arose from the educational changes that were a result of the space race in the 1960’s. This basis of this type of education first arose from behaviorist theories. Following the lead of the likes of B.F. Skinner and Bloom competency theory followed the idea that teaching should or could be based solely on observable behavior. This idea was both criticized and agreed with by many. A large critic of competency-based education was Stenhouse; who argued that predetermined goals would not be effect in teaching. He believed that using this method of education one was not easily able to specify goals or asses the progress of students. Stenhouse also argues that the correct or best way to educate is to draw the knowledge from the students, not train students. Competency- based education was reformed in the 1980’s by Spady and Harden who named it the performance-based

What are the differences between social contextual learning and guided competency development? The differences are social contextual learning is, “informal and peer-to-peer, and it occurs spontaneously on an as-needed basis,” (Noe, 2013). Guided competency development, “is a more formal, structured form of training personnel within the organization and means “the company has defined a broad set of competencies or skills for positions, (Noe, 2013).

LEARNING COMPETENCIES ENGLISH III LISTENING 1. Shift from one listening strategy to another depending on the text and one¶s purpose for listening 1.1 Use attentive listening with informative texts and analytical and critical listening with argumentative texts 1.2 Single out reasons cited in argumentative texts and assess the worth of ideas presented based on a set of criteria 1.2.1 Determine whether arguments and conclusions are logical or illogical 1.2.2 Determine the stand of a speaker on a given issue 1.2.3 Determine the assumptions underlying the arguments of a speaker 1.2.4 Pick out discrepancies and inconsistencies in supporting ideas 1.2.5 Determine the effectiveness of closing statements in arguments 1.3 Determine

Lets look at how as a manager we would take steps to establish a competency model for our business. First what is a competency model? A competency model is a combination of several competencies deemed necessary for a particular job or position ( HENEMAN). Now that we described what a competency model is we have to understand what type of competencies are there. There are three key strategic HR reasons for doing competency modeling are to (1) create awareness and understanding of the need for change in business, (2) enhance the skill levels in the workforce, and (3) improve teamwork and coordination (HENEMAN).

I hold a Bachelors degree BSc in Psychology conferred by Kasetsart University TH, a Masters degree MA in Criminology and Justice Administration conferred by Mahidol University TH. This report has been prepared in my competency as a MSc student in Investigative and Forensic Psychology.

Competency is a term used to describe the knowledge required by people as well as associated behaviour needed to provide effective performance, deliver the business and learning goals of the College and be competent in various individual as well as team roles. Competences are strongly linked to the overall vision, mission, objectives and values of the College.