Social competencies examples
Social Competence - Child Trends
Definition
A set of positive skills necessary to get along well with others and function constructively in groups, including:
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Respecting and expressing appreciation for others
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Being able to work well with others, present ideas and listen to others’ ideas, and work and cooperate in heterogeneous groups
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Demonstrating context appropriate behavior and ability to behave according to social norms
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Using a range of skills or processes aimed at resolving conflict
Parent Scale
Please indicate how much these statements describe your child. (Not at all like my child, A little like my child, Somewhat like my child, A lot like my child, Exactly like my child)
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My child avoids making other kids look bad.
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If two of my child’s friends are fighting, my child finds a way to work things out.
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When my child works in groups, he/she does his/her fair share.
How often… (None of the time, A little of the time, Some of the time, Most of the time, All of the time)
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does your child get along well with people of different races, cultures, and religions?
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does your child follow the rules at a park, theater, or sports event?
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does your child respect other people’s point of view, even if he/she disagrees?
Parent Scale Psychometric Properties and Fit Indices
We conducted confirmatory factor analysis (CFA) to examine whether responses to the scale appeared to measure a single construct. Along with Cronbach’s alpha, we present model fit indices below.
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Alpha=0.62 (adequate)
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CFI=0.983 (excellent)
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TLI=0.971 (excellent)
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RMSEA=0.040 (excellent)
Adolescent Scale
Please indicate how much these statements describe you.
(Not at all like me, A little like me, Somewhat like me, A lot like me, Exactly like me)
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I avoid making other kids look bad.
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If two of my friends are fighting, I find a way to work things out.
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When I work in school groups, I do my fair share.
Please indicate how often this happens. How often…(None of the time, A little of the time, Some of the time, Most of the time, All of the time)
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do you get along well with people of different races, cultures, and religions?
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do you listen to other students ideas?
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do you control your anger when you have a disagreement with a friend?
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can you discuss a problem with a friend without making things worse?
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do you follow the rules when you are at a park, theater, or sports event?
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do you respect other points of view, even if you disagree?
Adolescent Scale Psychometric Properties and Fit Indices
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Alpha=0.
79 (good) -
CFI=0.986 (excellent)
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TLI=0.981 (excellent)
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RMSEA=0.042 (excellent)
Subgroup Model Fit
We tested the final adolescent and parent models with subgroups to examine whether the model fit for different subsets of respondents in the same manner as the overall sample. Using the same fit statistic requirements as the overall models, a check mark indicates that the model fit for the subgroup. Household income is defined as “low” if it is less than the median income in the sample. “High” household income indicates that the household income was equal to or greater than the sample’s median.
Concurrent Validity
Four single item measures were used to examine the concurrent validity of the adolescent scale: a measure of social behavior (fighting), a measure of health behavior (smoking), a measure of emotional health (adolescent-reported depressive symptoms), and a measure of cognitive development (grades).
Concurrent validity was examined in two ways: with bivariate and multivariate analyses. The table below presents the results of multivariate analyses, which control for: teen gender, teen age, teen race, household income, household size, parental education, parental marital status, parental home ownership, parental employment, and metropolitan area and region of residence. The beta coefficient of the relationship between the construct’s scale and outcome is presented.
The graphs below show the bivariate relationships between the adolescent scale and outcomes. Results are presented for relationships that were at least moderately significant (at the 0.10 level) in the multivariate analyses. Note that the y axis scales are different in each graph.
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concept, definition, process of formation of social skills and rules of interaction
Recently, the concept of "social competence" has been increasingly used in educational literature.
It is interpreted by the authors in different ways. In addition, this concept may include many elements.
Problems of terminology
Social competence is considered by some authors as a combination of such human qualities:
- Empathy.
- Social sensitivity.
- Tolerance.
- Openness.
- Independence.
- Immediacy.
- The ability to be creative.
Other authors distinguish only two aspects - cooperation and autonomy. Currently, there is no generally accepted definition of social competence. The problem is related to the fact that in various scientific disciplines the term "competence" has a different meaning.
In addition, it should be taken into account that the content of the concept depends on the specifics of the situation in which the subject finds himself. Equally important are the features of the requirements for the individual.
If in domestic conditions some behavior model is recognized as successful, then in work activity its use can lead to collapse.
Therefore, it is important to develop various types of competence (including social and professional ones). Expectations in relation to one subject will vary greatly depending on his role in society. For example, others make different demands on colleagues, subordinates, managers.
An important point
Social competence cannot be considered as a personal motivation or individual qualification. It can develop only in favorable and open conditions. A simplified interpretation of social competence can only be used to explain serious, frequent, obvious deviations in the behavior of an individual.
Content of the elements
It is defined by the categories of general competence. In the socio-communicative model of human behavior, D. Euler identified 6 categories:
- Non-verbal or verbal expression of opinion at the level of emotions, intentions, relationships and at the business level.
- Interpretation of opinion.
- Metacommunication.
- Sensitivity to communication interference (overt or covert).
- Analysis of communication conditions (personal or situational).
- Use of analysis results.
Structural elements
The components of social competence are:
Specialty Social work: who to work with? The choice...
Recently, the specialty "Social work" has become popular in universities. Only...
- Knowledge of the behavior of the surrounding people. The subject must understand the essence of statements, the problems of other individuals, know the methods of searching for information, ways of resolving conflicts.
- Ability to communicate with specific subjects (address communication), offer help, attract the attention of interlocutors, show interest in them, make contact, navigate the environment, argue opinions, resolve and prevent conflicts, be responsible for one's behavior, show tolerance to other people.
- Individual specifications.
The presence of social and personal competence is evidenced by such individual traits of the subject as organization, perseverance, creativity, activity, purposefulness, striving for self-improvement, curiosity, sociability, observation, adherence to principles, willingness to cooperate, honesty and decency, independence, determination, self-confidence . - The ability to constructively interact with different people, maintain communication, empathize, understand and accept the point of view of the interlocutor, determine the psychological state of the communication partner, evaluate the conditions of communication and be able to build one’s speech in accordance with them, be attentive to the interlocutor, control one’s behavior, to bring the work begun to the end, to correctly formulate thoughts and express their opinion.
It follows from the above that social competence is a system:
Professional competencies of teachers
The introduction of new FGS in education requires presence both in schools and in preschool.
..
- Knowledge about oneself and social reality.
- Complex skills and abilities.
- Models of behavior in standard (typical) conditions, thanks to which the subject can quickly adapt to circumstances and quickly make the right decision.
Formation of social competence
Socio-economic changes in modern Russia cause new requirements for the personal qualities of subjects. The upbringing of the individual, investing in him key social competencies is carried out from a very early age. An important condition for education is a favorable psychological climate in the family, among peers. At the emotional level, relationships in a preschool institution, at school are reflected. Social competences in children appear and develop under the supervision of adults.
The task of teachers and parents is to create a favorable psychological climate for the child. It is necessary to provide children with the opportunity to talk about themselves, to study themselves, to communicate with other children and adults, to hear them.
Necessary conditions
The development of social competencies will be effective only if the following conditions are met:
- The teacher or parents must reorient themselves to work with the personal elements of the child's consciousness, provide support for his ability to make responsible choices, reflection, self-organization, and creativity.
- Leisure programs should be filled with social and emotional components.
- Pedagogical technologies used in education should be built taking into account the specifics of the relationship between an adult and a child.
- Psychological education, correctional and developmental work, counseling should be carried out.
The pedagogical conditions for the formation and improvement of social competencies in an educational institution include:
- The presence of a specially created system of socio-pedagogical assistance, organized taking into account negative influencing factors, based on the implementation of various options for leisure programs.
- Children have the opportunity to experience the results of successful behavior in different spheres of life and activity.
- Ensure consistent pedagogical impact on students.
Tasks
Social competence is formed and developed for the following purposes:
- Creation of a favorable psychological climate in the children's team, which is characterized by the organization of productive interaction of children with each other and with adults.
- Formation of a tolerant attitude towards peers, development of communication skills.
- Formation of a base for emotional self-regulation, awareness of one's experiences and feelings in the current conditions.
Expected results
Properly structured work on the formation of social competencies should lead to children's understanding of the essence of the concepts "training", "friend", "friendship", "emotions", "feelings", "sensations", "values", " team".
Every child should develop skills and abilities:
- In the field of self-knowledge - understanding and acceptance of one's feelings, feelings, assessment of one's state and the state of the interlocutor by external signs, use of non-verbal and verbal communication means.
- In the field of interpersonal interaction - the ability to overcome barriers and stereotypes in communication.
One of the key conditions for effective self-development and self-realization of all participants in the educational process is psychological comfort in an educational institution.
The role of the teacher
Social competence (according to many experts) should be considered as a state of balance between the environment in which the subject is located, the requirements that society imposes on him, and his capabilities. When the balance is disturbed, crises occur. Preventing them is the most important task of the teacher.
To prevent crisis phenomena, the teacher must be able to see the child, recognize problems in a timely manner, observe his behavior, fix difficulties, analyze them and develop methods of correction.
Competence-based approach
Currently, the educational process is in the process of reform. To implement the concept of modernization of the domestic pedagogical system, educational institutions need to solve a number of problems.
One of them is the formation of competencies that determine the quality of the educational process.
To effectively use the competence-based approach, teachers need to clearly define what key (universal) and qualifying (special) personal qualities school graduates will need in their life and work. The solution to this problem presupposes the ability of teachers to form an indicative basis for their activities. It is a set of information about educational work, a description of its subject, goals, means and results. The teacher must form and develop in children the knowledge and skills that will be useful to him in later life.
The competency-based approach does not provide for the acquisition by children of skills that are separate from each other, but the mastery of their complex. In accordance with this provision, a system of teaching and upbringing methods is also being formed. The process of their construction and selection is based on the specifics of competencies and educational tasks.
Conclusion
Today, many scientists are engaged in the effective use of the competence-based approach. Scientists are looking for ways to bridge the gap between theory and its practical application in educational institutions. This is due to the fact that the features of the competence-based approach are more studied in the framework of vocational education. Therefore, not all school teachers have an idea of how to implement it.
Social competence is important wherever people interact: in the family, in an educational institution, in society. Modern education poses a difficult task for teachers to form in children not only educational, but also social competencies. The result of its decision should be the education in students of the ability to establish contact with other people, show patience, respect for others, understand the state of other people, and behave adequately in society. All these qualities are laid down in childhood. To develop these skills, teachers must work together with parents to develop approaches that take into account the individual characteristics of children.
Only in this case can we count on the fact that school graduates will become worthy citizens of their country.
Competence and its types | HURMA
Understanding what competence is, what types of competence exist and how important it is for the employer.
What is competence
Competence is the ability to perform a particular type of work with high quality. Please note that competence and competence are not the same thing. Competence is the ability to solve certain professional tasks, competence is the level of quality in performing a particular task.
Competence types
Competences are divided into many types and subtypes. First, let's deal with professional competence, i.e., the ability to perform one's job duties with high quality. It can be divided into 6 types:
- Individual competence refers to a person's own knowledge, skills and attitudes (behavior), which contribute to improving the efficiency of his work, as well as relationships with other people.
Business competence refers to the knowledge and skills needed in a particular business or industry. - Managerial Competence refers to a set of skills that are applicable only to leadership and management positions or roles that are most often task-oriented.
- Leadership competence refers to the required skills for leadership roles such as team lead. These skills make a person effective as a group leader.
- Functional competence is job-specific. For example, a programmer must have specific knowledge and skills when it comes to various programming languages such as Java, Python, and C++.
- Core competencies refer to general skills specific to the organization. It is the way the organization and its people operate.
We can single out communicative or social competence - a set of knowledge, skills, skills of communicating with people, which is important not only in work, but also in the life of every person.
And also emotional competence - the ability to be aware of one's own emotions and the emotions of another person, as well as to manage these emotions. In our time, this is commonly referred to by the fashionable term “emotional intelligence” or EQ.
Examples of professional competence
In order to better understand what we are talking about, let's consider what exactly is meant by types of professional competence.
Individual competence
- Problem solving
- Inventiveness
- ability to convince
Functional competence
- Reporting
- Data analysis
- Deep knowledge of industry
Main competence
Why employers understand competence
Modern employers tend to view competence as an important tool for:
- Measuring a candidate's potential future performance
- Analyzing an employee's abilities, potential and performance
The term “competence” is used in the recruitment process , in performance appraisal, success planning and more.
They are the key to helping a company recruit the right people and effectively evaluate their ability to fill a particular position.
Traditionally, companies have focused only on knowledge and skills, believing that behavior can be learned or changed through effective management. However, in recent years, much more attention has been paid to soft skills - that is, the skills of communicating and interacting with colleagues. Many organizations define a set of general competencies that they require in all or specific groups of their employees. These are the personal qualities and behavior required in the workplace.
The selection of specialists and managers is one of the most significant and costly investments an organization can make. The risks can be high, and the cost of a bad hire can have a huge impact on a company's time, money, and culture. A competent approach to the selection and selection of specialists and managers can help your organization make it an effective and successful investment of time, money and experience.
This approach will help ensure that:
- The organization clearly defines the competencies and skills required for the job.
- Selection processes promote a good match between people and their position.
- Managers and employees have the necessary skills and competence to carry out their duties.
- Individual competence corresponds to the requirements of the position, the correspondence of the personality to the direct composition of the team, the general cultural correspondence and the specific task.
Competence levels
Competence differs not only by types, but also by levels. Competence level is how well a person knows their job. Below are examples of the correspondence of certain signs and qualities to different levels of competence.
| Level | Manifestation |
| Mastery | — Can always build a dialogue with a familiar and unfamiliar employee — Can always argue his opinion, show the benefits of his own proposal or idea - Can always clearly and simply explain even the most complex idea - Can always agree on cooperation words did not disagree with deeds (both own and others) — Can interact constructively with different people and at the same time always achieve the goals set in communication |
| Experience | — Often able to build a dialogue with familiar and unfamiliar employees — Can often argue his opinion, show the benefits of his own proposal or idea, if it concerns personal interests — Tries to explain complex ideas in an accessible and simple way, often it works well — Can often negotiate cooperation — Can often express his opinion constructively in a positive way without ruining relationships with other people - Tries to keep his own words in line with deeds, often this happens - Can interact with different people, often achieves the goals set in communication |
| Requires development with unfamiliar employees - Can sometimes argue his opinion when it comes to personal interests - Often difficult to explain complex ideas - Sometimes he can agree on cooperation, but with great difficulty - Cannot always express his opinion constructively in a positive way and at the same time not spoil relations with other people - Often his own words diverge from deeds different people and achieve the goals set in communication | |
| Incompetence | — Poorly builds a dialogue with familiar people, cannot build a dialogue with unfamiliar employees - Cannot argue his opinion - Cannot explain complex ideas in plain language - Very rarely can agree on cooperation - Cannot express his opinion constructively in a positive way and at the same time not ruin relationships with other people - Own words disagree with deeds — Cannot interact with different people and achieve goals set in communication. 
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