Areas Of Professional Competence Research Articles

МЕТОД ОЦІНЮВАННЯ СФОРМОВАНОСТІ ІВЕНТ-МЕНЕДЖМЕНТУ НА ПІДПРИЄМСТВІ

Purpose. The article aims to develop a comprehensive and targeted method for assessing the formation of event management in the enterprise, based on the separation of the four-factor model of such assessment (areas of professional competence, maturity, event activity, and information technology component). Design/methodology/approach. The main research methods are theoretical and methodological analysis (to clarify the content of the concept of event management), structural and logical analysis, and way of data systematization (to reflect the structure and relationships within a four-factor model for assessing the formation of event management in the enterprise), an empirical method of diagnostic testing (to establish the ranges of the level of construction of event management), as well as the method of graphical display (to illustrate the formation of event management). Findings. The article analyzed and developed the content of the concept of event management formation and executed its distribution on the level and main directions. The research developed a model of estimation of event management formation at the enterprise, which formed the basis of the offered complex-target method of assessment of such formation. There are 4 main areas (factors) for assessing the formation of event management at the enterprise, namely: the direction of professional competence of employees involved in event management, the direction of organizational maturity, the direction of event activity of the enterprise, and the direction of information technology component of the enterprise. The article graphically illustrated a level of event management formation at the enterprise in the form of a petal diagram with a circle drawing of the level of such formation. The developed complex-target method for enterprises of various activity spheres is empirically researched and applied, based on which we formed conclusions and recommendations. Practical implications. The method allows for forming a set of appropriate parameters for assessing the formation of event management in the management of the enterprise and ensuring their integration to obtain a generalized assessment. Therefore, a point and dynamic evaluation of the level of such formation is obtained, taking into account each of the directions. In addition, it is possible to identify the strengths and weaknesses of the company in this direction, which is further the basis for management decisions to improve. Originality/value. The scientific novelty of the research lies in the authorial and empirically substantiated complex-targeted method of assessing the formation of event management, which will allow determining the level of this formation in the following areas: professional competence of employees, organizational maturity, event activity, and information technology component and. This approach will give you the possibility to pinpoint which areas of event management need special attention to maximize the positive effect of this type of management in enterprise management.

ДОСЛІДЖЕННЯ УЯВЛЕНЬ СТУДЕНТІВ ПРО ПРОФЕСІЙНО ВАЖЛИВІ ОСОБИСТІСНІ ХАРАКТЕРИСТИКИ ЖУРНАЛІСТА В АСПЕКТІ ПІДВИЩЕННЯ ЯКОСТІ ЖУРНАЛІСТСЬКОЇ ОСВІТИ

<p><em>The article highlights the results of the study of students’ perceptions of the components of journalists’ professional competence. </em></p><p><strong><em>The aim </em></strong><em>of the article is to highlight the results of the study of first-year students’ perceptions of professionally important personal characteristics in the structure of the professional competence of journalists as a predictor of their professional development. </em></p><p><strong><em>Research methodology.</em></strong><strong><em> </em></strong><em>The research methodology included conducting a survey among first-year students majoring in 061 «Journalism» (N = 207) with the Likert method using a specially designed questionnaire. For verbal-numerical assessment on the scale of importance/necessity, respondents were offered 78 characteristics of a journalist, identified by the author in the process of research. Among them, 27 characteristics are professionally important personal qualities, the analysis of the evaluation of which by students is presented in the proposed article. According to the results of the rating distribution of the evaluated characteristics, the most important, according to the respondents, professionally important qualities of a journalist (estimated by scores from the highest range – 9–11 points) were identified: clarity of speech, ability to model circumstances, stress resistance, accuracy in work.</em></p><p><strong><em>Results.</em></strong><strong><em> </em></strong><em>The analysis of the general rating of the evaluated characteristics allowed to conclude that the general ideas of first-year students about professionally important characteristics of a journalist are due to their understanding of the main professional functions and roles of a media specialist in terms of external influences on his work. Some shortcomings in the ideas of first-year students are revealed and the necessity of their correction in the process of teaching the relevant disciplines is argued. Forms of teaching that will promote the development of the most important personal qualities of future journalists have been identified.</em></p><p><em>The presented results of the research made it possible to confirm the hypothesis that a systematic survey of students according to the proposed method will allow 1) to determine the adequacy of students’ perceptions of the profession and, if necessary, timely adjust them; 2) to predict the professional development of students; 3) to improve the content and methods of teaching relevant disciplines.</em></p><p><strong><em>Practical significance</em></strong><strong><em>. </em></strong><em>The directions of further research are offered, in particular the study perceptions of students’ at different stages of higher education, teachers and practicing journalists on the necessary skills in cognitive and activity areas of professional competence of a journalist to analyze and improve the content and methodological components of journalism education.</em></p><p><strong><em>Key words: </em></strong><em>professional training of journalists, professional competence, professionally important personal characteristics, image of profession, journalism.</em><em></em></p>

Предпосылки и перспективы изменений в квалификационной аттестации аудиторов в Российской Федерации

Th e article highlights the main factors of change that today have and will have a signifi cant impact on the development of the audit profession, its integration with other professions. Th e prerequisites for deepening and expanding the areas of professional competence of the auditor, as well as factors contributing to raising the status of the qualifying certifi cate of the auditor on the labor market and its recognition at the international level are substantiated. Information on the development process of the new exam project is presented.

Radiographers’ areas of professional competence related to good nursing care

Radiographers' ability and competence is a matter of vital importance for patients. Nursing care is an integral part of the radiographer's work. The demand for high competence in clinical activities has increased in diagnostic radiology and has had an impact on the development of the profession. The aim was to describe the radiographer's areas of professional competence in relation to good nursing care based on critical incidents that occur in the course of radiological examinations and interventions. A descriptive design with a qualitative approach, using the Critical Incident Technique was employed. Interviews were conducted with a strategic sample of registered radiographers (n = 14), based at different hospitals in Sweden. The appropriate ethical principles were followed. All the participants provided informed consent, and formal approval for conducting the research was obtained according to national and local directives. The data analysis resulted in two main areas; direct and indirect patient-related areas of competence, which describe the radiographers' skills that either facilitate or hinder good nursing care. In the direct patient-related area of competence, four categories emerged, which illustrate good nursing care in the patient's immediate surroundings. In the indirect patient-related area of competence, four categories illuminated good nursing care that is provided without direct contact with the patient. The study highlights the different areas of the radiographer's unique professional competence. The findings provide insight into the radiographer's profession, on one hand as a carer and on the other as a medical technologist as well as highlighting the importance of each role. The radiographer's work encompasses a variety of components--from caring for the patient to handling and checking the technical equipment.

The inspector’s dilemma under regulated self-regulation

Regulated self-regulation (RSR) as the main strategy for regulation in the occupational safety and health (OSH) field, and the expansion of the work environment concept to include work organisation and psychosocial health, requires that inspection authorities re-evaluate their old methods of inspection and develop new ones. Of vital importance here is the question of the so-called ‘inspector’s dilemma’ between control and educative methods in inspections. This dilemma is a classic question of state regulation. It rests on two different principles for state activity: the legality and the service principles. In this paper, the general logical and practical consequences that the RSR strategy has, or rather should have, on inspectors’ work are elaborated and explored, along with the two sides of the dilemma. The main conclusions of this paper are that the inspector’s dilemma is a permanent feature and can only be handled on a case-by-case basis. However, because of the growing complexity and differentiation in working life, and because of the change of strategy and the introduction of new tasks for the inspectorate, both the content of and the balance between the roles in the dilemma have to change. All in all, this change calls for a stronger emphasis on the role of educator. At the same time, the content of the role has to change from traditional methods of direct control and advice or persuasion to negotiation, guiding and tutoring. However, to undertake inspections in the OSH field today is to work with mixed strategies. Even if RSR is given as the main strategy, the traditional command and control strategy still lives side by side with it in legislation. Methods based on this rationale sometimes have to be given priority. Overall, the fulfilment of the new tasks demands the development of further areas of professional competence and a higher degree of discretion for individual inspectors. To an even greater extent than before, they have to be flexible in unique situations and develop the right tactics adjusted to local conditions.

Assessing the language proficiency of teachers: are there any border controls?

This article takes up some of the issues identified by Douglas (2000) as problematic for Language for Specific Purposes (LSP) testing, making reference to a number of performance-based instruments designed to assess the language proficiency of teachers or intending teachers. The instruments referred to include proficiency tests for teachers of Italian as a foreign language in Australia (Elder, 1994) and for trainee teachers using a foreign language (in this case English) as medium for teaching school subjects such as mathematics and science in Australian secondary schools (Elder, 1993b; Viete, 1998). The first problem addressed in the article has to do with specificity: how does one define the domain of teacher proficiency and is it distinguishable from other areas of professional competence or, indeed, from what is often referred to as ‘general’ language proficiency? The second problem has to do with the vexed issue of authenticity: what constitutes appropriate task design on a teacher-specific instrument and to what extent can ‘teacher-like’ language be elicited from candidates in the very artificial environment of a test? The third issue pertains to the role of nonlanguage factors (such as strategic competence or teaching skills) which may affect a candidate’s response to any appropriately contextualized test-task and whether these factors can or should be assessed independently of the purely linguistic qualities of the test performance. All of these problems are about blurred boundaries, between and within real world domains of language use, between the test and the nontest situation, and between the components of ability or knowledge measured by the test. It is argued that these blurred boundaries are an indication of the indeterminacy of LSP, as currently conceptualized, as an approach to test development.

In-training Examinations as Predictors of Resident Clinical Performance

Previous attempts to predict resident clinical performance based solely on measures of cognitive skills have been uniformly unsuccessful. For the past 8 years, a formative residency evaluation system has been used that includes yearly comprehensive oral in-training examinations (OITEs) assessing each resident's performance in the three areas of professional competence: cognitive, psychomotor, and affective. The results of these examinations and scores received on the written in-training examination (WITE) given by the American Board of Pediatrics were compared with faculty ratings received during the subsequent year of residency. No significant correlation was found at any level of training between WITE scores and clinical performance. Analysis based on clinical setting did not improve these results. Oral in-training examination scores, however, were highly correlated with clinical performance ratings. In addition, with oral in-training examination scores, the "problem" interns--those whose clinical performance rating placed them in the lower 10% of interns--were predicted with a high degree of significance, sensitivity, and specificity. Predictions based on WITEs were not significant. Simultaneous evaluation of all three areas of professional competence should be done when predictions of resident performance are attempted. The OITE is a powerful formative evaluation tool, providing valuable learning experiences as residents are objectively assessed while they perform patient-centered tasks that represent critical skills in the practice of medicine. It allows early detection and possible amelioration of future problems in the clinical performance of a resident.

Validity and importance of low ratings given medical graduates in noncognitive areas.

The extent to which recent (1978-1981) graduates of one medical school received low ratings on 10 items concerning noncognitive aspects of professional behavior is presented and related to ratings on items dealing with knowledge, data-gathering skills, and clinical judgment. Overall, only 3 percent of the graduates had low ratings on the noncognitive items. Despite high correlations among ratings in the four areas of professional competence (knowledge, data-gathering, clinical judgment, and professional attitudes), 40 percent of the graduates with low ratings on noncognitive items had high ratings in at least two of the areas. The validity of the ratings is tested by relating them to the willingness of residency supervisors to offer the graduates further postgraduate training and to clinical ratings received in the third year of medical school. Substantial relationships are shown both with the residency offer and medical school ratings for graduates with high and low ratings.