Die Entwicklung der kommunikativen Kompetenz und des kommunikativen Handelns Jugendlicher in der kaufmännischen Erstausbildung

Buer, Jürgen van; Matthäus, Sabine

doi:10.1007/978-3-663-10645-6_6

Cited by 3 publications

(1 citation statement)

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“…These difficulties are also found in VET research (Euler and Bauer-Klebl 2009;Euler 2012;Nickolaus and Seeber 2013). Different dimensions and aspects with reference to social competences have been addressed, for example in studies dealing with moral judgment in commercial occupations (Beck et al 1996(Beck et al , 1998, communicative abilities (van Buer and Matthäus 1994;Wittmann 2001) and teamwork skills (Goméz 2009). In comparison to these individual dimensions, studies on the relationship between these facets working together as the composite factor of social competences, or overlapping and differing contents in different occupations are missing so far (Monnier 2015).…”

Section: Introductionmentioning

confidence: 99%

Occupation-specific social competences in vocational education and training (VET): the example of a technology-based assessment

Monnier

Tschöpe

Srbeny

et al. 2016

Empirical Res Voc Ed Train

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Background:The difficulties regarding the definition and measurement of social competences, crucial to the research in vocational education and training, are well known. In this paper, we show, based on the example of medical assistants in Germany, that these skills have to be assessed in an occupation-specific way, and develop an appropriate simulation-based Situational Judgment Test. Competence modeling, the translation into the test format and results of a data collection are discussed in detail for the dimension of communicative strategies. Methods:Based on empirical and theoretical analysis, we derived a normative competence model underlying the development of a video-based situational judgment test. The final assessment contained 2 × 6 prototypical interactional types of situations, presented in short videos. At the end of every scene, questions of multiple choice format or open questions were asked for each of the social competence dimensions (emotion regulation, perspective coordination, communication strategies). In regard to the evaluation, for the dimension of communication strategies, for example, open answers were rated by using a weighted checklist giving a final score for each situation or all over the test. After two pre-evaluations on N = 236 and N = 260 pupils at the end of their apprenticeship towards becoming medical assistants, validity aspects due to e.g. format were analyzed and edited. A final inquiry on N = 405 pupils confirmed the expected reliability and dimensionality aspects. Conclusion:By using an occupation-specific approach, we show that social competences can be defined and performance-relatedly assessed. However, results show that the competence levels are marginally satisfactory for all dimensions, considering the stressful environment of medical assistants. Hence, contents of this nature should be integrated more concretely in their educational pathway.

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Section: Introductionmentioning

confidence: 99%