基于胜任力职业和大学课程的兼容性研究毕业论文外文翻译文档格式.docx

基于胜任力职业和大学课程的兼容性研究毕业论文外文翻译文档格式.docx

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Competences;

Labourmarket;

Jobs;

Professionalprofile;

Universitycurricula;

Formativeprofiles;

DegreeProgrammes;

Compatibilityanalysis.

1.Workactivities,jobsanduniversitycurricula

Theprofessionalcompetencesrequiredinglobal-marketactivitieschangerapidly.Thechangesconcernthetechnicalrefinementofoccupations,i.e.theabilityofworkersinrelatingwithcustomers,dealersandcolleagues,communicatinginternallyandexternallywiththeircompany,workinginateam,solvingproblemsandorganisingtheirownjobandthatofothers.

Thetermcompetencesencompassestheknowledge,skillsandattitudesrequiredtoapplicantsforwork.ThistopicisdealtwithinSection2.Inthefollowingwithoutlossofgenerality,weassumethatschooliswherethecompetences,aspartofaperson’spersonalitycausallyrelatedtosuperiorjobperformances（Spencer&

Spencer,1993）,aregrounded.

Ourrelationalmodelbetweenworkactivitiesandcompetencesstemsfromthehypothesisthatthe（bi-directional）linksbetweenthesitesofproduction-reproductionofknowledge,whoseedgeisuniversity,andthoseofeconomicproduction,representedbyprivatecompanies,publicbodiesandprofessionaloffices,areknowledgeandskillsaneducatedpersonhastopossesstocoveraworkrole.Thebasichypothesisoftheselinks,representedinFigure1,isa“competence-based”socialsystem.

Wecandescribethelinksbetweenjobdemandandofferinmathematicaltermsandquantifyitbyfocusinguponthepertinentsocialsegment.Inparticular,eachworkactivityrequirescompetencespeculiartothesizeandactivityoftheconcernedcompanyanditseconomicsector.ThepossibilitytoquantifytherelationshipsrepresentedinFigure1couldallowustopredictandharmonizetheneedsandactionsoflaborandeducationuniverses.

Fromnowon,wewillusetheterms“educationalprofile”,or“formativeprofile”,toindicatethecompetencesachievableatastudyprogrammer.Aformativeprofileisadirectoutputofauniversityprogrammer,evenifastudyprogrammermaygeneratemorethanoneprofileand,onthecontrary,differentprogrammermaygeneratethesameessentialprofile.Sometimes,wewillname“curriculum”theformativepathastudentcangothroughduringhis/heruniversitystudies.Theterms“professionaltasks”and“activities”denotetheworkrolesincompanies.

Theterms“job”,“occupation”and“professionalprofile”aretheworkrolesaperson,throughhis/herinterrelatedcompetencesandculture,canrealize.

Inthefollowing,wediscuss:

○arelationalmodelbetweenworkactivityandprofessionalcompetences（Section2）;

themodelisspecifiedinstatisticalandmathematicaltermstomaketherelationshipsbetweenentitiesclear,

○criteriaforidentifyingthecurrentandpossibleworkactivitiesintheeconomicsectorsweareconcernedwith,andthecompetencesassociatedtotheidentifiedactivities.Thecriteriaareextrapolatedfromthecurrentliterature（Section3）anddirectdatacollection（Section4）.

InSection5wesummariseouranalysesandsuggestissuesforfurtherresearch.

2.Arelationalmodelbetweenworkrolesandcompetences

Professionalcompetencesarecomposedofknowledge,skillsandattitudesappropriateforworkinginaproductiveenvironment.Knowledgeisthesetofprinciplesandinformationusableatwork.Skillsarethesoundaptitudesthatenableapersontorealiseaworkactivityandmaybeeitherjob-specificorcross-occupational（Befani,2004;

Silvestrietal.,2005）.Attitudesrelatetoworkers’positiverelationshipswiththeproductivestructure,thepeopleworkingwiththem,andtheirownprofessionaltasks.

Competencesaretheresultsofacomplexpersonalelaborationoftheeducationalandexperientialinputs（Keagan,2002）.Thisprocessimpliesacontinuousmatchingwithindividualvalues,beliefsandaims.Thatiswhywecandefinethecompetencestheprofessionalpersonality,ortheprofessionalstyleofaperson.

Cross-occupationalskillsandpersonalattitudesmaygiveaworkerfivetypesofknow-how:

（i）facingthecomplexityandpickingupfromasituationwhatisnew;

（ii）focusingonsituationsandbehavingconsistently;

（iii）selecting,withreferencetovalues,themostcorrect,appropriate,desirablebehaviour;

（iv）perceivingotherpeople’scompetences;

（v）abstractingoverthecontingentsituationandimaginingalternativescenarios.Thisknow-howhasnorelationshipwithjob-specificknowledge.

Thejob-specificcompetencesdifferaccordingtojob.Theyarecomposedofknowledgeandskillsspecificofacertainjob.Sometechnicalcompetencesarebasic,and,atthehiringstage,itistakenforgrantedthatgraduateswhoapplyforcertainjobspossessthesegeneralcompetences.Fortechnicalandmanagerialpositionscross-occupationcompetencesarethefluencyinEnglish,spokenandwritten,andtheabilitytousethemaincomputerfunctionsandtocorrectlyusethenationallanguage（fordetails,seeSection4）.The‘apriori’relevanceattributedtotheseskillsdoesnotimplyallgraduatesatwork（Fabbris&

Visentin,2005）usethem.

Fromamathematicalviewpoint,therelationshipbetweenworkactivitiesandcompetencesmaybeexpressedwiththefollowingdatamatrices:

○competence-by-jobmatrix（Section2.1）,

○competence-by-educationalprofilematrix（Section2.2）,

○job-byeconomicsectormatrix（Section2.3）,

○curriculum-by-universitymatrix（Section2.4）,

○job-by-educationalprofilecompatibilitymatrix（Section2.5）.

2.1Thecompetence-by-jobmatrix

Amatrixofcompetence-by-jobisarectangular（A×

K）matrix,whereAisthenumberofjobsidentifiedwithinSeconomicsectorsweareconcernedwithandKisthenumberofjob-relatedcompetences:

sZ={szak}（s=1,...,S;

a=1,...,A;

k=1,...,K）

wheretheelementszakvistheamountofcompetencesofk-thtypenecessarytorealisea-thactivity.

TheexpandedformofmatrixsZisrepresentedinFigure2.Eachrow-vectorrepresentsthevarietyofcompetencesusedfora-thactivityandeachcolumnthejobsforwhichk-thcompetencemaybeused.TherelevanceofacompetencetoanoccupationmaybeestimatedwithDelphi-likemethods（Ford,1975）.

2.2Thecompetence-by-educationalprofilematrix

ThecompetencesassociatedtoCUniversitycurriculaareorderedina（C×

K）matrix

uZ={uzck}（u=1,...,U;

c=1,...,C;

whosegenericelementuzckrepresentstheamountofcompetencesassociatedtok-thprofileachievablebyattendingprogrammesatuniversityu（u=1,…,U）.

TheexpandedformofmatrixuZisrepresentedinFigure3.Arow-vectorrepresentsthecompetencesassociatedtoc-thcurriculum（c=1,…,C）andacolumn-vectorthesetofprogrammeswherek-thcompetenceismodelled.Thecolumnmean

C

uzk=∑uzck/C=1'

uZ/C（u=1,...,U;

2.3Thejob-by-economicsectormatrix

Thejobbyeconomicsectormatrixisoforder（S×

A*）,whereSisthenumberofsectorsandA*thatofoccupationsofs-thsector

X={xsa}（s=1,...,S;

a=1,...,A）

wherethegenericelementxasisa0-1indicatoroftheabsence-presenceofa-thoccupationins-thsector.Zerodenotestheabsenceofa-thoccupation,oneitspresence.TheexpandedformofmatrixXispresentedinFigure4.Theonesofarowofthematrixrepresenttheworkactivitiesofs-thsector（s=1,…,S）

andtheonesofacolumnthesectorswherea-thjobisrequired.

2.4Thecurriculum-by-universitymatrix

Thematrixofcurriculum-by-universityisof（U×

C）order,whereUisthenumberofuniversitiesandCthatofdifferentcurricula:

Y={yujc}（u=1,...,U;

c=1,...,C）

whereyucisthe0-1indicatorofthec-thformativeprofilestemmingfromthehomonymousprogrammeatu-thuniversity.

2.5Thecompatibilitymatrix

Therelationshipbetweeneducationalprofilesandoccupationsmaybeorganisedina（A×

C）matrixof“compatibilities”:

P={pac}（a=1,...,A;

whoseelementpacistheamountofcompetencessharedbyc-theducationalprofileanda-thoccupation.ThevaluesofmatrixPvarybetweenzeroandone,zeroindicatingtheabsoluteindependenceofoccupationandeducationalprofileandonebeingitsmaximum.TheexpandedformispresentedinFigure6.

Ifweassumethatcompetencescorrelateeitherwithanactivity,orwithaneducationalprofile,wecouldtransformcolumnsofmatricesuZandsZintotheirindependentlinearcomponents.Apossibilityistodefinea（AC×

K）matrixXwhoserowsarethelogicalproductofrowsofthetwoZmatricesandcolumnsarethecompetences.ThegenericelementofmatrixXmaybeestimatedastheminimumvalueofk-thcompetencepropertobotheducationalandprofessionalprofiles:

xik=min（zak;

zck）（i=1,...,AC;

3.Compatibilityestimation

Todefinetherelationshipsbetweenworkactivitiesandeducationalprofilesitisnecessary:

■torepresentt