The Not-Invented-Here (NIH) syn- drome is defined as the tendency of a project group of stable composition to believe it pos- sess~~ a monopoly of knowledge of its field, which leads it to reject new ideas from outsiders to the likely detriment of its performance. The authors have carried out an empirical test of the extent to which the rate of communica- tion between a project group and the outside world decreases with mean project tenure and how far performance decreases with project tenure. The study, carried out in a large laboratory, shows that performance increases up to 1.5 years tenure, stays steady for a time but by five years has declined noticeably. This tendency is best accounted for by the marked decline in communication rate among group members and between them and critical external sources of information. The authors analyse the significance of this finding and suggest means of maintaining the vitality of long-standing project teams.

Investigating the Not Invented Here (NIH) syndrome: A look at the performance, tenure, and communication patterns of 50 R & D Project Groups

Manipulation checks should be used in psychotherapy trials to confirm that therapists followed the treatment manuals and performed the therapy competently. This article is a review of some strategies that have been used to document treatment integrity; also, their limitations are discussed here. Recommendations for improving these checks are presented. Specific guidelines are offered regarding when and how to assess both therapist adherence to treatment protocols and competence.

Testing the integrity of a psychotherapy protocol: Assessment of adherence and competence.

Clinical Supervision is a comprehensive, up-to-date scholarly resource for training and supervising mental health practitioners. It guides readers through a science-informed process of supervision that clearly delineates the competencies required for good practice. The authors have geared this integrative approach to mental health professionals who currently provide supervision in academic, training, and treatment settings as well as to students and practitioners who are studying the supervision research and theory for the first time.

Clinical Supervision: A Competency-Based Approach

Providing competent clinical supervision is challenging for the practitioner both in determining supervisee competencies and in conducting the corresponding supervision. Competence, an ethical principle that informs the practice of psychology, refers to requisite knowledge, skills, and values for effective performance. Similar to other health care professions, psychology is increasingly moving towards competency-based approaches in education, training, and performance appraisal. In this article, the authors review perspectives on competence as a construct and define competency-based clinical supervision, with particular attention to the nature of ethical, legal, contextual, and practice issues that arise from the establishment of a standard of competency-based supervision practice. The authors conclude with a discussion of challenges faced in clinical supervision and recommendations for best practices.

Competence in Competency-Based Supervision Practice: Construct and Application

In this chapter we review the economic literature on the various causes of skills obsolescence and the ways in which skills obsolescence has been modelled or estimated. Most of the literature focuses on skills obsolescence due to atrophy and worker displacements. Skills obsolescence may, however, also be due to the wear of skills, technological and organizational developments, shifts in the structure of employment and organizational forgetting. In the second part of the chapter, we discuss measures for skills obsolescence. Skills obsolescence measures are related to both the cause of skills obsolescence and the way in which it manifests itself.

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The economics of skills obsolescence: A review

DOCUMENT RESUME AC 012 568 Dubin, Samuel S. Obsolescence or Lifelong Education: A Choice for the Professional. 72 35p.; For publication in the American Psychologist, May 1972 Samuel S. Dubin, Department of Planning Studies, 1 Shields Bldg., The Pennsylvania State University, University Park, Penn. 16802 MF-$0.65 HC-$3.29 Adult Counseling; *Adult Learning; Bibliographies; *Continuous Learning; Educational Technology; Evaluation Needs; External Degree Progels; *Human Services; Leadership Training; Aotivati *Professional Continuing Education; Professional Personnel; *Psychological Services; Psychologists; Research Needs; Residential Programs; Self Evaluation; Skill Obsolescence; Technical Reports Life-long education, in which the learning process is continuous and unbroken, for the professional is discussed from the standpoint of obsolescence, its symptoms and causes, and present efforts to cope with it. The concept of half-life is used to describe a professional's competence, and it is stated that the two factors that are most prominent in hastening professionalrpbsol scence are the rate of change and the addition of new dataC d owledge. Two examples of coping with teacher obsolescence, in Japan and Great Britain, are briefly described: 'It is believed that psychologists possess specific skills by which they can contribute to continuing education and, at the same time they may benefit by new employment opportunities in this field. These skills relate to: motivation, adult learning, measuring and assessing professional competence, the development and use of educational technology, counseling adults (mid-career change and interpersonal competence, external degree programs, and post-graduate residential programs for professionals), research in continuing education (learning, adult development, communications, and organizational behavior), innovative human service programs, group behavior and laboratory practice in group leadership, individual behavior, the psychology of learning, and learning theory. Four major national priorities for continuing education to which psychologists can make significant contributions are: program planning, leadership development, research development and high-priority items (child development, disadvantaged minorities, urban development, population explosion, alcohol and drug abuse, delinquency, violence, improved delivery of human services, and worker training). (DB)

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Samuel S. Dubin

Papers

Obsolescence or lifelong education: A choice for the professional.