ATTITUDINAL COMPETENCIES

Alejandro Fariña
Posted on 21/03/2011 05/11/2015 [Link] via @ldeliderazgo
[Link]

Today we have to talk about theAttitudinal CompetenciesThe main onesCompetencies

Attitudinalthe ones we will talk about in this article are: Proactivity, Creativity,
Flexibility, Reliability, Resilience, Optimism andTeamwork.

7 Attitudinal Competencies
Proactivity
The first of theAttitudinal Competenciesabout which we will talk is theProactivity.
TheProactivityit is aattitudein which theSellertake full control of your behaviors
actively, which implies taking the initiative in the development of creative actions and
bold to generate improvements, prioritizing the freedom of choice over the
circumstances.
Preference for acting in advance of possible relevant events or conditions for the
compliance ofgoalsThose who possess thiscompetitionthey anticipate the problems that may arise
emerge and initiate actions to overcome obstacles and achievegoalsspecific.
It involves doing more than what is required or expected in a given job, taking actions that are not
they have been requested to act proactively in anticipation of new opportunities and/or to prepare for
face future problems. Take initiatives to change and improve without waiting for them to be
others who provoke change. It also implies the possibility of proposing improvements
even if there is no specific problem that needs to be solved.

TheProactivityIt means not only taking the initiative but also taking responsibility for doing.
let things happen; decide in each moment what we want to do and how we are going to do it
to do.
Creativity
The second of theAttitudinal CompetenciesIt is Creativity. TheSellerscreatives are
they are characterized by: they propose and find new and effective ways of doing things,
to relate to himclientand to carry out thesaleThey are practical and innovative, seeking new solutions.
alternatives and dare to break old rules. They must be able to generate new ones.
presentation forms, andargumentationof their products.
Flexibility1
Ability to modify our personal behavior to adapt and work effectively in
different contexts, situations, means, and people in order to fulfill the
challengesgoalsor relevant tasks that are required of us.
Include a willingness to change approach or perspective if necessary, seeking the
way to do things moreefficient, and quickly adopting positions
different in order to find new solutions.
Ability to adapt and work effectively in different and varied situations, and with
diverse people or groups.

It implies understanding and valuing different positions or conflicting points of view, adapting one's own.
approach as the situation requires, or alternatively change or accept without problems the
changes in the organization itself or in the responsibilities of the position.

Reliability
Thesellersendowed with thiscompetitionthey seek for their actions to follow ethical criteria,
his honesty and sincerity must generatetrustto others. They have to have
self-criticism ability to admit their own mistakes and fulfill their commitments and
promises, take responsibility for their goals, be organized and careful in their work.
Reliable sellers:

They do not lie or cheat.

They do the right thing even if it's difficult.
They do not betray the trust placed in them.
Resilience
Resilience is one of theAttitudinal Competenciesmore valued. It is the ability of the
people to cope with periods of emotional pain. People withresilienceno
they are only capable of overcoming setbacks, but at times they come out
strengthened by the same. Attitude inclination to continue projecting into the future despite
negative events, difficult living conditions, and setbacks.
The tension, stress, negative results, pressure from objectives, and especially the
consecutive rejections constantly test theresilienceof thesellers. The
resilience in thesellersreminds us of the resurgence of the Phoenix.
Optimism
It is thepositive attitudethat stands in the face of adversity. It is the inclination to think that the
The future will bring us favorable results. It is the value that helps us face the
setbacks with good cheer and perseverance. Thevendorsoptimists strive to
find solutions, advantages, and new possibilities in any situation. They tend to see the
a glass half full, while pessimists see it half empty.
Teamwork
The last of the 7 Attitudinal Competencies is Teamwork. It is the skill
ofsellerto establish relationships with their peers in order for each one
pueda realizar las tareas de su puesto poniendo en común las goalsown with thegoalsof
their coworkers and the organization's final goal.
It involves establishing relationships of cooperation and concern not only for oneself
responsibilities as well as those of the rest of the work team, coming to subordinate
theobjectivesspecific to those of the organization.
It implies a sincere willingness to work with others, to be part of a team, to
to work together as opposed to working separately and/or in an attitude
individualist.

Assumes ease in interpersonal relationships and the ability to understand the impact of
the actions themselves in thesuccessof team actions
Being a member of a team does not only mean being part of a formal structure:
groups of people from different units aimed at can be considered teams
problem solving or developing the tasks specific to a team.

ATTITUDINAL COMPETENCIES
MARITIME INSTITUTE OF VALPARAISO
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By definition, Attitudinal Competencies are a set of knowledge,

skills, dispositions, and behaviors that a person possesses and that allow them to
successful execution of an activity (Rodríguez and Feliú, 1996).

Punctuality
Arrive on time for classes, whether in the morning or after each break.
2. Personal Presentation
Always wear the official uniform, clean and ironed, identifying your name on it.
course (see Internal Regulations)
Do not wear makeup or flashy accessories (earrings, rings, bracelets, etc.)
3. Task Completion
Submit the assignments and tasks on the established date, and bring the materials that
correspond to classes
Take the tests on the corresponding date
Participate in field trips and course activities
4. Disciplined Attitude
Address respectfully to all workers of the establishment and to their
companions
Express ideas without swearing
Work in classes in an orderly and respectful manner
5. Honesty
Develop their work and evaluations without copying or transferring information to their
companions, and without extracting information from the Internet without proper citation
Recognize mistakes frankly and amend behavior
6. Participation and Initiative
Actively participate in classes, contributing relevant and pertinent information to the topic.
treaty
Intervene assertively in conflict situations that arise in the classroom
Show a good disposition in extracurricular activities
7. Self-care and Environmental Care
Collaborate in the care of the decoration and cleaning of the classroom
Keep your surroundings clean: study area, table, chair, patio, etc.
Present oneself tidy at the Institute
Take care of your life, your body, your diet

REMEMBER THAT THESE COMPETENCIES WILL HAVE A SEMESTER GRADE

IN EACH SUBJECT

DIANA LEAL
JOHANA GUTIERREZ
DIANA PATARROYO
MARGARITA PÉREZ
Attitudinal or Management Competencies.

[Link]
management

They are the attitudinal components of an individual that demonstrate their

ability to achieve results quickly and effectively, ensuring
thus the success of their management in a specific position; it includes those attitudes
of a personal nature that demonstrate an individual's own efficiency.
Competencies such as:

Leadership.
Cunning.
Recursion.
Timely management.
Decision making.
Teamwork.
Development of people.
Empowerment.
HOW TO WRITE A COMPETENCE?
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To draft a competency, three basic elements must be taken into account:

1.A capacity that must be developed (which includes in an integrated way
knowledge, skills, abilities, and attitudes
A specialty and area of knowledge.
3. The scope or context in which it will be performed or applied.

The following characteristics should also be sought:

1. It must be able to be evaluated through the person's performance.
2. It should be considered as an achieved capability: it proposes evaluation (it should be drafted in
simple present tense

Example:
The boy or the girl proposes alternatives to solve everyday situations where
requires the use of basic arithmetic operations.

The boy or the girl proposes alternatives to solve ... it is the capacity that must be
developed
everyday situations ...it is the scope of the context where it will be performed or applied
where the use of basic arithmetic operations is required ...it is the area of
knowledge

It should be remembered that to achieve competence, the essential guides are the
achievement indicators. Achievement indicators are a sign, a criterion, a trace, a
a kind of thermometer indicating that the competition is in progress or has been achieved.

Every indicator must have:

1. ACTION: indicates the behavior to be observed, which can be mental.
Oh physics. Answer the question what should the student do?
[Link]: it must answer the questions With what does it do it? through
What is it made of?
3. CONDITION: you must answer the question How should he/she do it?

Example:
Use numerical relationships in various aspects of life with precision and accuracy.

Action
Content
Condition

Competition:
Use the natural numbers with one digit in the description of different situations of theirs.
environment.
Achievement indicators:
Discover that the number of objects does not change even though they are placed in different ways.
ways.
Associate one-digit numbers with quantities of objects.
Use numerical relationships in various everyday facts.

Published bySusy Arreola athe18:51

Classification of Competencies
The competencies in the New Curriculum (CNB; National Base Curriculum) are found
classified in the following way:
Framework competencies
They constitute the great purposes of education and the goals.
to achieve in the training of Guatemalans.
They reflect the learning of content (declarative,
procedural and attitudinal) related to the execution or
performance that students must demonstrate and use
in a relevant and flexible manner in all situations upon graduation
of the Pre-primary and Primary Education Levels.
They take into account the knowledge of the Guatemalan peoples and the
universal knowledge.
They highlight the learning of content
Axis competencies
They point out the learnings of declarative, procedural, and attitudinal content linked to
performances that articulate the curriculum with the major problems, expectations, and needs
social, integrating school activities with everyday life.
They help define the relevance of the learnings. They are related to the axes of the
Educational Reform
Life in democracy and culture of peace.
Unity in diversity
Sustainable integral development
Science and technology
Area competencies
They indicate the capabilities, skills, abilities, and attitudes that students must achieve in
the different areas of science, arts, and technology at the end of the level.
They focus on the development of learning from the three types of content (declarative, procedural
and attitudinal) and relate them to the sociocultural. They are a link between the framework competencies and
of axis.
Cycle, degree, or stage competencies
They are realizations or performances in the daily life of the classroom.
beyond memorization or routine. They focus on the 'knowing'
to make" derived from a meaningful message.
They are the ones that must be met at the end of each of the cycles in which the curriculum is structured.
they relate to the framework and axis competencies.

Each grade or stage competency is accompanied by its achievement indicators and contents.
Publicadas por Susy athe18:18
Source: Goñi Zabala, J.M. (2005). The European Higher Education Area, a challenge for the
University of Barcelona: Octahedron / ICE University of Barcelona

Concept of competence

We must understand them from a functional curricular approach: the function that
they meet in the curriculum

A competence is the ability to mobilize various cognitive resources to

to face a type of situations (Perrenoud, 2000)
It is being able to transfer what has been learned, to have autonomy in learning and to
solve problems.

When training in competencies, the instructional process is one of growth [constructive] and not
of accumulation.

Being competent "implies a degree of autonomy that allows for the transferability of knowledge
to other contexts and the possibility of being able to continue learning throughout life
professional

Define competence as having 'knowledge, skills, and abilities' (as it appears

In the decrees adapting to the EEES in Spanish legislation, it is confusing and ambiguous.

The best definition is "capacity related to problem-solving situations"

problems.

First theory and then practice? First knowledge and then competence?

This distinction is not correct. It is not a matter of theory and practice but of capability.
to resolve situations. There are theories whose mastery and understanding make us
competent to explain and anticipate situations thus solving problems
very complicated. There are obsolete practices whose mastery does not make us more
competent.

Thus, what matters is not more theory or more practice but seeking knowledge.
competent. One does not learn and then apply; learning involves applying. All knowledge
Aspire to be competent, knowing that it can be used to resolve situations.
problems.

The purposes of the curriculum are the competencies. It is necessary to avoid using terms such as
skills, abilities and aptitudes.
 Structural elements of each competency

Structural elements of competencies

A competition consists of:

an OPERATION (mental action)

about an OBJECT (which is what we usually call KNOWLEDGE)
for the achievement of a specific PURPOSE (application context)

COMPETENCIA = (OPERACIÓN + OBJETO) + contexto + finalidad

Operations

An operation is an internalized action that is carried out symbolically (reasoning, analyzing, evaluating,
["argue","explain","calculate","measure","estimate","read","write","dance","jump","describe","draw"]
identify, etc.).

Operation is not the same as action:

operation is manipulation of symbols or mental images
action involves objects from the natural world

We can operate without taking action, we cannot take action without operating. The concept of operation is more general.
than that of action. To think is always to operate.

Every competence implies the execution and coordination of various mental operations.
All competencies are, in a certain sense, cognitive.

Objetos

They are symbolic elements facilitated mainly by language.

The conceptual objects:

They are usually the most common in university studies: terminologies, new jargons that emerge.
to solve problems. Sometimes only the terms are learned and not the problem or the solution that they
origin.
The syllabi refer to what it is, generally organized according to a structural conception.
essentialist, based on definitions

That vision of learning concepts is right but insufficient. There are other alternatives too.
Pragmatics and functionalists: Terms and concepts should not be fossils.

Sheer erudition is insufficient in the curriculum. Studying only the necessary concepts and terms.
for the achievement of the competencies we want to develop in our students. It is relevant
make sure that the student can:
understand the information
understand the messages well
interpret the meaning of the documents
to grasp the meaning of the theories that explain and predict phenomena and situations
relate the terms in stable semantic networks
to remember those pieces of information that are necessary for a correct understanding of the messages, etc.

But not memorization without understanding of words and terms.

Procedural objects

The object can be a set of rules, guidelines, or advice that serve to guide action. It
It deals with procedures. For example, in medicine, learning guidelines to treat an attack on the
heart.

The written expression of a procedure is called a protocol. Professionals use protocols in

various situations: Doctors in diagnosis, engineers to test functionality
an engine, etc.

But the development of skills cannot be only procedural or only conceptual. It is

both.

In the recent Spanish legal regulations adapting to the EHEA, there is some terminological confusion.
It is spoken of the knowledge, skills, and abilities of the students:
Knowledge is often associated with conceptual learning.
Skills and abilities are associated with procedural learning.

But it is not true that there are skills related exclusively to the conceptual and others.
with the procedural because in reality both interact in many competencies and are sometimes
totally inseparable. For example, a chemistry student learns to analyze a compound
chemical. The competence here involves the joint mastery of:
concepts related to analytical chemistry
procedures that must be followed to perform the analysis.

A common topic among students is that their studies are excessively theoretical and have little
practice. They are excessively erudite [not necessary for the competencies of the degree] and
barely procedural.

However, there are aspects that are hardly addressed. For example, 'study techniques and learning'
learning is closely related to information processing procedures,
which are part of cross-cutting competencies of great educational value.

Attitudes as part of competencies

Attitudes are objects of learning different from concepts and procedures.

Attitudes are part of the operation, they are regulators of operations.
Their stable behaviors based on assumed values
Attitude is part of competence because one operates with it, but it is not an object of.
learning because it is not operated on.

For example, the reflective attitude towards a problematic situation consists of stopping and trying
to examine the reasons or motives for decision making. We could also think of a critical, rational attitude, of
respect, consistency, collaboration, solidarity, etc.

The attitude modulates one's own operational action [It is like the adjective or the adverb that
put next to the noun, the attribute of the concept. For example:
read carefully
measure accurately

Way to express or draft a competency

The operation is expressed through an action verb (e.g., analyze, describe, calculate,
to design

The regulation as an adverbial form that qualifies the verb:

to analyze critically
describe in detail
to calculate accurately and quickly
design creatively
This is the part of the competence that is directly related to attitudes.

Objects as noun forms. For example, we would write a competition like this:

Critically analyze [operation] [regulation-attitude] the circumstances in which it develops

nursing profession [object]