A Quantitative Assessment of the Research Chefs Association Core Competencies for the Practicing Culinologist

ABSTRACT: Professional organizations have linked core competency to professional success and competitive strategy. The Research Chefs Assn. (RCA) recently released 43 core competencies for practicing culinologists. Culinology^® is a profession that links skills of culinary arts and food science and technology in the development of food products. An online survey was created asking RCA members from all 6 membership categories (Associate, Affiliate, Chef, Culinology, Food Science and Technology (FS&T), and Student) to rate their knowledge level based on a 7‐point scale and agreement to importance in job performance based on a 5‐point Likert scale for each competency statement. RCA participant's (N = 192) survey results were analyzed using SPSS for Windows version 13.0 at a significance level of P < 0.05. Statistical survey validation grouped all 43 competency statements into 8 factors (groupings) according to level of competency proficiency (opposed to the 7 groups each competency was originally designated by the RC A) and into 9 factors according to job success. Results suggest that Chef Members know “Culinary Arts” best and FS&T members know “Food Science” best. A gap analysis determined what competency factors were low in knowledge level yet important to job success for each membership category. Chef members have a lower level of knowledge in “Product Development,”“Food Science,” and “Quality Assurance” factors; however, the factors are important to job success. FS&T members have a lower level of knowledge in “Nutrition” yet identified the factor important to job success. An opportunity exists to improve educational efforts for specific membership categories.     

The role of time and cuing in a college lecture

The lecture process was studied systematically with the following objectives: to reexamine the effects of time upon note-taking and immediate retention, to compare the relative effectiveness of spoken and written cues, and to investigate cuing schedules. Students were asked to view one of a series of videotaped lectures in which certain statements were highlighted by either spoken or written cues. The contents of students' notes and assessments of immediate recall and recognition provided the dependent measures. Students recorded increasingly less information in their notes over the course of the lecture, but retention of material from different portions of the lecture was essentially the same. Written-cued statements were recorded more frequently and retained better than statements preceded by spoken cues. Finally, the different schedules of cuing were shown to have subtle effects upon note-taking and recall.     

ANALYSIS OF INSTRUCTIONAL CONSULTANTS' QUESTIONS AND ALTERNATIVES TO QUESTIONS DURING THE PROBLEM IDENTIFICATION INTERVIEW

This study sought to determine the relation between Instructional Consultants' communication skills and competence using videotapes of simulated Problem Identification interviews. A quantitative analysis identified the frequencies of questions and alternatives to questions used, and the qualitative analysis examined the content of the verbalizations in the context of the session. Few quantitative differences were observed across consultants' competency levels, with the exception that Competent consultants posed the most clarifying statements and fewest expert opinions. However, the qualitative analysis indicated that the quality of the verbalizations best accounted for the consultants' communication skill levels. These results suggest that it is the familiarity with the Instructional Consultation model that enabled the consultant to guide the session and use effective communication. Training recommendations include building an understanding of the underlying assumptions of the consultation model and rehearsing communication skills within that context.     

Using Online Studio Groups to Improve Writing Competency: A Pilot Study in a Quality Improvement Methods Course

Communication skills are a significant contributor to an individual's success in the workplace. Unfortunately, students often have trouble expressing their ideas in written form and the poor quality of students’ written work often impedes the learning process. This pilot study investigates the use of online writing studios within a quality improvement methods course and the impact of this intervention on students’ writing competency and perceptions about the writing process. The impact of this approach on student performance is evaluated within and across semesters using comparative statistical analyses. Results show that students who participated in online writing studios performed better (i.e., at least one rubric level higher) on their final written assignments for the course compared to students who did not, and that this approach is associated with improved students’ perceptions about the writing process. This research suggests that the use of online writing studios within a content‐specific course can incrementally improve students’ writing competency over the course of one semester, and can positively affect the learning of written communication skills and change students’ perceptions about various aspects of the writing process.     

Student teacher reflective writing: what does it reveal?

Some researchers claim that reflection helps student teachers to better understand their practice teaching. This study aims to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. A total of 104 student teachers in primary education participated in this study during their practicum and produced reflective accounts to identify and think about problems they encountered in their teaching practice. The written reports were analysed for precision or explicitness of statements in relation to types and levels of knowledge generated in reflection. Three main types of knowledge were produced by the student teachers through deliberate reflection (appraisals, rules and artefacts). A relationship was found between producing high levels of knowledge and precision of reflective statements. We interpret this to mean that while deliberate reflection can support the construction of professional knowledge, this only rarely occurs.     

Career Success in Training & Development: Is It What You Know or Who You Know?

A model illustrating the relationship between mentoring and job competency was developed and tested in a sample of 82 members of a local chapter of a national association for training and development professionals. Human capital was conceptualized in terms of job competency attainment and social capital in terms of mentoring and protégé relationships. A series of hierarchical regression analyses were run to test the path model. Although a positive relationship was found between acting as a protégé and job satisfaction, acting as a mentor had a negative relationship with income. The results showed a strong relationship between career competence and income, promotion, job satisfaction and career choice satisfaction. For training and development professionals, job competency is the key factor in their career success.     

上海高中教师胜任力模型的初步构建

本研究旨在探讨上海高中教师应具备的胜任力模型,编制上海高中教师胜任力测评工具,来尝试了解上海高中教师的胜任力水平,并探索本模型对选拔与评价上海高中教师是否有效。研究基于文献分析,采用调查问卷与访谈相结合的方法,定性研究与定量研究相结合,从胜任力的角度,对上海高中教师胜任力模型及测评进行了一系列的实证研究。通过分层对比专家、熟手及新手教师,根据统计分析结果建构了上海高中教师胜任力模型,包括10个维度和78个评价指标的上海高中教师胜任力模型及其定量化评价体系。     

Written Indicators of Empathy in Human-Relations Training: A Validational Study

This study was conducted to determine if empathic level of functioning as assessed by written measures is predictive of oral functioning. Forty participants, run in four groups with counterbalanced order, responded in writing and orally to stimulus statements. Correlations between oral and written scores were very high and statistically significant for the total sample and the high- and low-functioning subgroups. Only very small differences were found between written and oral group means. Thus, we concluded that written measures can yield a reliable estimate of empathic level of oral functioning, making it possible to obtain a quick, economical, and reliable estimate of level of functioning without the time-consuming and cumbersome process of taping. This finding has particular relevance for training-program evaluations and comparisons in which large numbers of people need to be tested.     

“嘀…嗒”，“嗒…嘀”——以《马提与祖父》为示范析叙事功能

叙事理论中的“嘀嗒”论述,来自于弗朗克·克默德的《结尾的意义》。似乎是为了讨论开始与结局,形象化了“嘀嗒”。这个语词在书写中本无间隙,但是,在形象陈述里,“嘀”与“嗒”又必然存在“间距”,将这样一个“间距”映像放于现象思维,从而映衬出叙事的功能活动,真可谓犹如神功。而《马提与祖父》文本,几乎是一个天衣无缝的论证范本。     

外国语言文学专业研究生胜任特征模型研究

通过对某重点大学外国语言文学学院的6名优秀研究生及4名普通研究生的行为事件访谈,探讨并初步构建了外国语言文学专业研究生的胜任特征模型。研究结果表明:(1)优秀组和普通组在访谈时长和访谈文本字数上无显著差异;胜任特征的平均等级分与访谈长度的相关不显著;与胜任特征的发生频次和最高等级分等指标相比,平均等级分是最为稳定的指标。(2)外国语言文学专业研究生的鉴别性胜任特征模型包括:成就导向、专业知识、目标、主动性、跨文化意识、计划执行、自信、自我控制和学习策略9项胜任特征。     

Difficulties in semantically congruent translation of verbally and symbolically represented algebraic statements

Educational Studies in Mathematics - This paper describes the difficulties faced by a group of middle school students (13- to 15-year-olds) attempting to translate algebraic statements written in...     

Formative Automated Computer Testing (FACT)

This study describes the context for the development of a tool to formatively assess information technology skills of students. The tool provides a reliable and valid assessment of word processing competency, utilizing automation to apply the test instrument via the Microsoft Office package. Tests can be designed directly by tutors, and delivered via a network. Evaluation of the tests suggests that immediate automated testing is preferred by students compared to a traditional written test. There is evidence that the tool improves the IT skills of its users, whereas a traditional written test has no such beneficial effect.     

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students’ domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students’ grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor’s Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students’ surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees’ university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.     

胜任力模型:高校教师远程教学能力研究的新视角

由美国著名心理学家David C.McClelland提出的胜任力理论,是目前管理学领域开展能力研究的主要方法之一。文章在辨析胜任力相关概念的基础上,阐释将胜任力理论引入高校教师远程教学能力研究的方法论意义,分析构建胜任力模型的核心技术。结果表明,胜任力模型对于高校教师远程教学能力研究具有显著的理论价值与现实价值,其未来研究将围绕模型构建、相关培训与评估系统的设计与开发等5类主题展开。     

职业学校语文课教学情况分析和探索

从职业学校学生语文基础普遍较差、学习能力较弱的现状出发,明确语文教学是提高学生书面表达能力和口头表达能力的目标.采用多种教学手段,实现职校学生语文能力的全面提升.