Showing papers on "Competence (human resources) published in 1970"

Psychological and social barriers to women in science.

Abstract: Commitment and creativity in science are not merely a function of an individual's competence or excellence, but are a product of the social environment as well. Acceptance and recognition from significant other people (one's peers and other professionals), and opportunities for stimulating and challenging interaction are essential for developing a strong occupational or professional identiy, and for creating the inner sense of role competence which can lead to greater commitment and productivity in professional work. Unfortunately women, especially those who have experienced interrupted or discontinuous careers, find such opportunities and acceptance difficult to obtain.

The Validity of Multiple Choice Achievement Tests as Measures of Competence in Medicine

Abstract: Although the multiple-choice technique has been widely used in achievement testing for many years, these instruments have recently been subjected to mounting criticism Most of this criticism is based on the assertion that multiple-choice exercises focus on the measurement of the recall of isolated bits of information which have little relevance to any meaningful behavioral objectives (Hoffman, 1962Lange, 1967) In 1964 the American Board of Orthopaedic Surgery in collaboration with the Center for the Study of Medical Education at the University of Illinois College of Medicine, initiated a joint research project to investigate the reliability and validity of alternative techniques for assessing professional competence This report is designed to summarize the findings of that study relevant to the multiple-choice

Cross-National Dimensions of Political Competence

Abstract: Political efficacy, the belief that the ruled in a political system have some capacity for exercising influence over the rulers, has been studied extensively by political researchers. A selected bibliography compiled by Easton and Dennis in early 1967 contains some thirty books and articles which have dealt in one way or another with political efficacy and its correlates.' And this bibliography could be updated considerably. Substantial theoretic import has been attributed to political efficacy. Easton and Dennis consider the SRC sense of political efficacy construct to be an important determinant of the persistence of democratic regimes. They argue that beliefs in political efficacy provide "a reservoir of diffuse support upon which the system can automatically draw in normal times, when members may feel that their capacity to manipulate the environment is not living up to their expectations, and in special periods of stress, when popular participation may appear to be pure illusion or when political outputs fail to measure up to insistent demands,"2 A related construct, termed "subjective competence" by Almond and Verba, is based on different indicators but interpreted as substantively equivalent to the SRC construct. On the basis of their analysis of the Five-Nation data, Almond and Verba arrive at the general conclusion that "the self-confident [subjectively competent] citizen appears to be the democratic citizen." The concept of political competence, as formulated by Barnes, subsumes political efficacy under the aegis of an individual attribute consisting of "political skills plus the sense of efficacy necessary for effective political action."4 Barnes contends that high levels of political competence dispose individuals to prefer democratic styles of leadership, while low levels dispose individuals to

A criticism of psychiatry's board examinations.

Abstract: The author questions the efficacy of the Board examinations in identifying "safe professional competency." The lack of helpful feedback from the examinations, the uncertainty about the behaviors that contribute to competence in clinical practice, the artificial stresses related to a day of testing—these and other issues raise doubts about the current relevance of certifying examinations. In the contemporary atmosphere of reevaluation of American educational premises and practices, the author suggests, it may be wise to reexamine the goals and functions of the Board.

Motivation and Aspiration of Southern Negro College Youth

Abstract: Occupational aspirations are related to motives and expectancies of male students in ten predominantly Negro colleges. Findings indicate that aspirations are positively related to achievement and failure-avoidant motives but more highly related to expectancies (academic self-confidence and sense of personal control). Results differ somewhat according to whether aspirations are measured by occupational prestige, ability demands, or nontraditionality. The study also examines the effects of internal-external bases of expectancies and questions the usual assumption that internal orientations are always positive motivators. Students believing in external control have higher aspirations when externality measures social-system obstacles rather than "fate" and when a generalized "Protestant ethic" belief in internal control accompanies a low sense of one's own competence.

Noção de competência e organização curricular

Abstract: The term competence, assumes diverse meanings and it has been extensively used in the world of work and education. In order to build curriculums based on competence, it is necessary to obtain a deeper understanding of its various meanings. This article consists of a theoretical review of the different conceptions regarding competence, as well as the principles that guide curricular organization based on competences

Foreign Language Skills as a Scholarly Tool

Abstract: T HE Ph.D. foreign language requirement has long been a subject of controversy in American graduate education. The requirement-traditionally a reading knowledge of two foreign languages-has usually been justified on professional and cultural grounds: that foreign language competence is an essential tool for every scholar and that such competence is an essential attribute of the cultured, welleducated man that a Ph.D. degree connotes. But the requirement has been attacked on these same grounds, and the assaults upon it have been increasing in intensity over the past several decades. Rapid changes in the pattern of knowledge production raise new questions regarding the professional justification; and shifts in attitudes toward the meaning of the Ph.D. raise new questions regarding the cultural justification. While the pros and cons receive considerable discussion, th6 amount and quality of empirical evidence needed to assess the extent to which

Why Community College Transfer Students Succeed in 4-Year Colleges--The Filter Hypothesis.

Abstract: This study examines the hypothesis that the community college transfer program acts as a "filter" through which potentially successful baccalaureate candidates with relatively poor high school achievement can pass, rather than as a program which strengthens marginal students through counseling and remediation. If this hypothesis is correct, students at the community college should earn the same grades they would be expected to earn had they originally entered a 4-year institution. Admissions scores and college grades after 3 years were compared for two groups of students (N = 188 each) entering a senior college or a community college of the City University of New York. Analysis of covariance indicated that both groups shared a common regression line, and that dif ferences in the college achievement of both groups were due to differences in their high school admissions scores, thus supporting the hypothesis. The findings support the concept of a universal standard of grading in higher edu cation, and indicate that the community college may serve the function of screening marginal students for upper division work. EACH YEAR, thousands of high school gradu ates enter 2-year community college programs with the intent of later transferring to 4-year pro grams. By any common measure of academic achievement or potential, these students as a group are significantly less able than their con temporaries who enter 4-year colleges and univer sities directly from high school (1). The community colleges have often been criti cized for admitting large numbers of "unquali fied" students who are "successful" in competition with their low-achieving classmates, but who are unable to perform adequately when they transfer to the junior year of a "real" college. As logical as this belief is, it is not supported by the avail able facts. National data indicate that community college transfer students are extremely success ful in 4-year institutions, and a number of stud ies by individual institutions support this find ing (2). What factors are operating in this seemingly anomalous situation in which it appears that less proficient students are able to compete on equal terms with their more academically adept peers after 2 years of community college work? Two possible answers immediately suggest themselves. First, the community colleges are able, because of the distinctive nature of their mission and pro gram, to upgrade and "salvage" students whose high school preparation was initially inadequate to pursue collegiate work. The "salvage function" has been described by Medsker as ". . . affording students the opportunity to complete required courses not taken in high school, to earn grade point averages sufficiently high to demonstrate competence to do college work, and to increase basic skills in the fundamental subjects. . . ." (3) When viewed in the context of the community colleges' avowed emphasis on teaching, remedial work, and counseling, the salvage function is seen as an operation which strengthens the academic preparation of the marginal student to a level adequate to undertake collegiate work. The second possible answer is that the commu nity college transfer programs serve as a "filter" through which the proficient student passes on his way to the 4-year institution, but which prevents the unqualified from continuing. The filter hypoth esis suggests that the community college gradu ates only those students who would have been suc cessful had they attended a 4-year college in the first place. In order to understand how this filter ing can take place, even when a community college enrolls only students all of whom initially fall below senior college admissions criteria, it is nec essary to briefly review the concept of the proba bility of success in college. Using high school grades and test scores, it is possible for a college to predict with reason able accuracy the proportion of students at any achievement level who will earn passing college grades. Many colleges have done this, and have constructed probability tables which indicate, as an example, that ninety out of every one hundred students with an "A" high school average will be successful at the institutions, but that only fifty This content downloaded from 157.55.39.243 on Thu, 06 Oct 2016 05:00:44 UTC All use subject to http://about.jstor.org/terms 248 THE JOURNAL OF EDUCATIONAL RESEARCH out of every one hundred students with a "C" i high school average will be successful. These tables reliably predict the achievement of groups of students, but inherent in them are two factors which are often overlooked. First, these tables predict probabilities for groups, and not for individuals. This means that although we can predict that only fifty out of every one hundred "C" students will be success ful, there is no way of predicting which fifty of these students they will be. Second, since the relationship between high school and college grades is far from perfect, a group of high school students selected at any achievement level will theoretically include some students who will succeed in college, and some who will fail, regardless of how high or how low their high school grades may be. The proportion of potentially successful college students in any group will increase as the average high school achievement level of the group increases, but even in a group of A+ high school students there [ will be a small percentage of college failures, and a group of D? students would have a small percentage of college successes if they were ad mitted to a college. The increased selectivity of many 4-year insti tutions means that many community colleges draw their students to a great extent from those re jected by 4-year institutions. Statistically, how ever, many of these students have the potential to do successful baccalaureate work. The filter hypothesis states that the transfer program of the community college acts as an agent for separating the potentially successful from the potentially unsuccessful 4-year college student. In order for this to take place, the community col lege transfer program must be similar in content and difficulty to the first 2 years of a 4-year insti tution. If the filter hypothesis is correct, we would expect that students in the community college transfer program would have a level of perform ance at their 2-year college which was the same as would be predicted on the basis of their high school grades and tests scores had they entered a 4-year institution.

Voluntary Reading Interests and the Interest Content of Basal Readers.

Abstract: the interests of children are known to be important to their learning and during the past decade schools have wisely begun to capitalize on them. Students encounter "new" updated curricula, attractive textbooks, and a wide range of extracurricular activities. Inherent in this is the desire to take advantage of the developing interests of learners and the motivation to act that springs from these interests (Lindgren, 1962). In the teaching of reading, the concern for the interests of the students is significant in the development of long range attitudes toward learning in general and reading in specific (Bowes, 1963). Barbe (1963) writes, "There is ample research evidence, as well as the reports of classroom teachers, to indicate that once interest is aroused, the learning to read process is greatly enhanced." If a program to teach basic skills does not seriously confront the interest factor, will the student continue to read and further develop (beyond the program) reading competence? The learning of basic skills and interest are interdependent: they cause and effect each other. Only by developing permanent interests in read ing along with mastery of the basic skills can reading instruction be said to be successful. In many schools the basal reader is used as the primary medium to teach the basic reading skills. Do these readers contain stories that interest children? Do the types of stories presented in these basal texts interest children? Given a choice, would they voluntarily choose the types of stories common to basais? Taking into consideration the importance of interest in the learning process and the importance of the basal reader in the basal oriented curriculum, there appears to be justification for a study relating children's voluntary reading interests with their required reading.

Set Induction as an Instructional Tool

Abstract: Perhaps more clearly than in past times, science education has been expected to contribute to national goals of security and general welfare. The study of science in elementary and secondary schools is expected to build scientific literacy among a majority of our citizenry, in the hope that it will lead directly and indirectly to the establishment of a sizable reservoir of scientifically competent manpower. The National Science Foundation has spent $30,000,000 in support of the development of projects designed to improve the teaching of science in the high school. One of these projects is the Biological Science Curriculum Study (BSCS). BSCS is concerned with the improvement of biology education through the preparation of curriculum materials related to the study of biology. These materials have been designed to reduce the gap between the classroom and the frontiers of biologic knowledge by emphasizing the revisionary character of knowledge and the processes by which scientific knowledge is derived. Great emphasis has been placed on laboratory activities. BSCS has attempted to present models to educators and publishers of what competent research biologists, high school biology teachers, psychologists, and educators believe to be good methods of teaching general biology at the high school level. In the past, this massive commitment has centered on the production of materials that have modernized the conceptual approach to the substantive and process dimensions. The process of education, however, may be viewed as being composed of three distinct dimensions: (i) the substantive, or what is being taught; (ii) the behavioral, or the dynamics of the teaching-learning act; and (iii) and the environmental, or the physical setting within which the teaching-learning act takes place (Downy, 1965, p. 88). When an analysis of the BSCS program is made within this frame of reference, it becomes apparent that a majority of the developments resulting from the efforts of its designers fall within the environmental and substantive dimensions, to the exclusion of the behavioral. In his recent book Fantasy and Feeling in Education, Richard Jones comments that while modern educators have constructed several new curricular programs that have influenced the schools of America, their emphasis has been on instructional material rather than method (Jones, 1968, p. 3). Until very recently, this trend has been predominant in the thinking of BSCS, which has stimulated a rethinking of the goals and purposes of biology education in our high schools. In a recent BSCS publication, Glenn Peterson (1969, p. 67) has pointed out the importance of preparing the teachers of the new biology in teaching skills as well as insuring their competence in the discipline. He maintains that attempts to stimulate change and additions in teachers will fall into two categories: knowledge of new developments in the discipline and knowledge of new developments in the teaching of the discipline. The primary purpose of curriculum innovation, he believes, is to induce change in the substantive envionmental and behavioral dimensions and, as a result, to influence the educative process in pursuit of desired behavioral goals.

The Applicability of Criterion-Referenced Measurement by Content Area and Level.

Abstract: EDRS Price MF-$0.23 HC-$0.50 *Criterion Referenced Tests, Evaluation, *Evaluation Methods, Measurement, *Measurement Techniques, *Norm Referenced Tests, Symposia, *Testing, Test Selection In choosing between criterion-referenced and norm-referenced measurement strategy we should consider the nature of the decisions to be based on the resulting scores. If the decision involves selecting some fixed quota from the high (or low) end of an available competence continuum, then norm-referenced measurement is indicated. If, however, the decision involves certifying the attainment of some "a priori', standard of competence whether in some practitioner field or in some tool-skill academic field, then criterion-referenced measurement is indicated. In short, the choice between these two strategies should reflect the relative importance of quotas and standards in these decisions. It is suggested that the relative applicability of these strategies varies across content areas from the Humanities (norm-referenced) to the applied physical science professions (criterion-referenced). (Author) U,S, DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT H BEEN REPRODUCED EXACTLY AS RECEIVED AS FROM THE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECES SARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. The Applicability of Criterion-Referenced Measurement* by Content Area and Level Alfred D. Garvin University of Cincinnati. NC) matter how constructive the topic that is specified before the colon in its title, any symposium on "Emerging Issues" is built around deliberately selected differences of opinion. A symposium on the topic "Peace on Earth: Emerging Issues" might very well end in a fist fight. We can expect that the individual papers in any such symposium will be models of internal oonsistenoTi the crucial issues will emerge between successive papers rather than within them, Thus, if Dr. Ebel will permit me, I must comment briefly on his paper in order to define the issue that emerges as I follow it with mine. Dr. Ebel's paper dealt with whether we should use Criterion-Referenced Measurement (CRM) or Norm Referenced Measurement (NRM); mine deals with when each should be used. Although he clearly favored one above the other, his approach suggested that, in any given case, there was a choice that could be made. I acknowledge that this grossly oversimplifies his views. I will not oversimplify my own by stating merely that there never is a choice at all. The position that I take is this: In certain cases, CRM is irrelevant because, in fact, no meaningful criterion applies. In these cases, NRM must be used if there is to be any measurement at all. However, there are other cases where a meaningful criterion is inherent in the instructional objectives of the unit involved. If one measures the outcomes of such a unit at * In Robert Glaser (Chm.) "Criterion-Referenced Measurement: Emerging Issues." Symposium presented at a joint senssion of the AERA-NOME annual meetings, Minneapolis, Minnes061, March, 1970.

Self-assessment tests. The psychiatric knowledge and skills self-assessment program.

Abstract: It is obviously necessary that there should be maintenance of the professional competence of all physicians who, after the completion of formal undergraduate and graduate medical education, are practicing medicine, whether they are in private practice or active on a hospital or medical school or clinic staff. Without such maintenance of competence, the quality of medical care given to patients cannot be maintained or improved. In fact, it tends to become outdated and eventually deteriorates. So challenging is the information explosion in medicine and the advent of the newest technologies that it is said, with some justice, that the "half-life" of a physician's knowledge and skills is now about ten years. In our consumer-oriented society, what is increasingly called the "quality gap" in medical care has become of critical concern to medicine. At least two state medical societies have required their members to take a stipulated number of hours of

Competence of Science Foundation students in basic intellectual skills

Abstract: The competence of Science Foundation students at the Mafikeng Campus of North-West University in some basic intellectual skills was studied, over a period of three years, utilising carefully designed questions. The skills tested included language, mathematical, graphical, three-dimensional visualisation, information processing and reasoning skills. The results showed that their competence in the basic intellectual skills needed to study science effectively was far below standard. This lack of competence could be expected to be detrimental to self-confidence and may also be an important reason for the high failure rate of students in their science courses. We concluded with the suggestion that much greater emphasis should be placed on the systematic and sustained training of students in intellectual skills and strategies of various types and that such training should be integrated, throughout the courses, with the teaching of subject content.

Kepemimpinan Pendidikan: Tinjauan terhadap Teori Sifat dan Tingkah-laku

Abstract: The substance of education is learning activity. The key of education successfulness is correlation and interaction between teacher and headmaster as top level leader at school. The ability or competence of school leader (headmaster) to develop teacher spirit or other employee is depending on character and ways shown to them. Its mean that good manner and how to treat other team-member has significant effect to his success to implement leadership at school. Education leader, at every level—headmaster, vice, teacher or other official—must able to play role as EMASLIM; namely educator , manager , administrator , supervisor, leader, innovator, and motivator .

Information and communication and informatic competences as komponents of the system of professional-specialized competences of informatics teacher

Abstract: In the article on the basis of analysis of such concepts as information, informative and informatics processes, system and technology, and competences, the definitions of "information and communication competence" and "informatics competence " are specified. It is determined the structure and place of such competences in the system of professional- specialized competence of informatics teacher. New determination of concept "information and communication technologies" is offered.

Manpower Planning and its Role in the Age of Automation

Abstract: The recognition of the growing interdependence between vocational training and higher technical education and industry is a major feature of the educational history of our times. Modern industry relies upon a level of skill and competence which is supplied through technical education at various levels; and educational systems need the active support of industry if they are to supply these levels of skills and competence. This interdependence is related to the research topic reviewed in this paper: namely, the kind of occupational training and technical education the American school system should supply, and the constant renewal and development of that education by changes in knowledge and in the manpower needs of industry. Given today's relationship between manpower problems and technological changes, it is rather alarming that technological developments have not become an area of primary research concern within colleges and schools of education, nor is there a consensus regarding the impact of technological change on curriculum. Unfortunately there seems to be little agreement on the interpretation of the term "technological change." "Technological change" is defined here in its more technically precise form; it considers two dimensions of change: (a) the technical dimension, and (b) the economic-social dimension.

Management Science Education: Nature and Nurture

Abstract: I have earlier commented on the need for practicality in management science education. Here I would like to emphasize the form of the educational program and the personal characteristics of those who complete it successfully. The crucial problem in education would seem to be the development of individuals who have the intellectual curiosity and competence of our best research students and yet retain the pragmatism, perception, and judgment of our best practitioners. I believe that one answer to this problem is a Ph.D. level professional program that combines a unified view of theory with the opportunity to test the theory in practice. I believe further that the key to integration is the utilization of a new language for decision processes founded on decision theory and systems analysis---the language of decision analysis.

The Family Practice Model in Health Education

Abstract: The American Board of Family Practice was established early in 1969. Family practice, as the nation's 20th specialty, was thus formally recognized as having a legitimate place in the health-care system. General practice was not discarded. Rather, the establishment of the American Board of Family Practice constituted a formal request to bring general practice up to date, to standardize its training program at a level equivalent to the other specialties, and to recognize competence and formal training by means of examination and certification. Thoughtful educators and physicians from many disciplines wrote and conferred for a decade in order to make a decision that would be the most appropriate for the consumers as well as the providers of primary medical care. Most any new name would have been fitting to symbolize the upgraded or specialty status of the new general practitioners. The label of family practice was chosen because it carried

Perspectives for Teachers of Latin American Culture

Abstract: Articles treating various aspects of the teaching of Hispanic culture at the secondary and junior high school levels are intended to improve methodology and facilitate the development,of teacher-made instructional materials. An overview of the field relating problems and procedures in several areas is deve-loped. Selections cover: (1) bilinguality, concept formation, and language development; (2) foreign language for preschool children; (3) a cultural framework for teaching Spanish to children; (4) direct classroom teaching of cultural concepts; (5) teaching culture through comic strip; (6) use of the folksong; (7) Latin America studies programs for Spanish-speaking Americans; (8) Spanish dialectology; (9) a North American view of a-congress,on adult education held in Caracas, Venezuela; (10) the "yanqui" image in Asturias, "banana trilogy"; (11) Argentina as a Latin enigma; (12) ways to develop more positive attitudes toward native speakers of Spanish; (13) psychological theory of language learning; (14) three "levels" of competence for Spanish classes; and (15) testing understanding of the foreign culture. (RL) Perspectives for Teachers of Latin American Culture MICHAEL J. BAKALIS SUPT. OF PUBLIC INSTRUCTION 302 STATE OFFICE BUILDING SPRINGFIELD, ILLINOIS.62706 Division of I ns.auction Joshua Johnson, Assistant` Superintendent Illinois Title ill, NDEA Program Paul E. Woods, Director Derald Merriman, Assistant. Director for Foreip Languages

Play Behavior and Competence in Ghetto Four-Year-Olds

Abstract: 1 Research carried out at the Dr. Martin Luther King Family Center and supported by the Kenneth F. Montgomery Charitable Foundation, in collaboration with the Illinois Department of Mental Health. Additional support was provided by the National Institute of Health. General Research Support Grant 1-So 1 FR 05 666-01. ZThe authors express their appreciation and gratitude to Mr. Sammie Tuck, Jr.. Mrs. Anlonia Knock. and the parents, children, and staff of the Center. especially Dr. Marvin Brottman. Dr. James Hill, and Mrs. Juanita Gilmore. For several years the authors have been working with socially disadvantaged children attempting to better understand the emergence of personal competence under poverty conditions. Our efforts have been carried out with the conviction that insights derived from the mental health practitioner’s understanding of a child’s functioning can be directly applied to educational programs. Collaboration between clinicians and school personnel seems to be a natural phase in the development of programs to meet the individual developmental needs of large numbers of children. Educators have long recognized that pupil assessment is an indispensable accompaniment to curriculum planning. In order to effectively meet educational needs, it is important to know which children are relatively ready to learn and capable of learning from the typical curriculum, which children have particular strengths which indicate capability for accelerated development, and which children have limited or major deficits which require special intervention to facilitate learning. Over the years, psychological testing has been the preferred technique for assessing individual educational needs. Although such tests are considerably valuable in some circumstances, a major line of criticism relating to their use with disadvantaged populations has been their cultural bias. Another problem has been the almost exclusive focus on cognitive skills rather than accessibility for learning (Meier, 1969). These tests also have limited value with preschool and kindergarten children. For adequate assessment of educational needs and strengths, it is necessary to consider not only the level of the

Coarticulation and Phonetic Competence

Abstract: This paper examines possible criteria for establishing competence/performance distinctions in phonetic theory. It is emphasized that for the competence aspect, rules should take a form compatible with those of the phonological component, and question of whether the coarticulation phenomenon can be handled adequately in the phonetic competence model is also discussed. Recent electromyographic data are referred to, and the problem of the relative roles of active and passive (voluntary and involuntary) programming of the muscles associated with articulation re‐examined. It is argued that the area is by no means exhausted and that there are even yet questions to be asked.

Enseñar fraseología: consideraciones sobre la fraseodidáctica del español

Abstract: The aim of this paper is to analyze the presence of Phraseology in primary and secondary education levels and to propose a series of activities intended to develop the phraseological competence of native Spanish speakers. After demonstrating the importance of Phraseology as a fundamental part of the linguistic output of a native speaker and defending the existence of this phraseological competence also in L1, we analyze the relationships between Phraseology and other linguistic and non-linguistic competences included in the curriculum of primary and secondary education, such as the lexical competence, the sociolinguistic competence and the pragmatic competence. It is also showed the important role it can play in focusing specific subjects from a transversal perspective (Phraseology and culture). Finally, we make some remarks on how Phraseology should be taught in mother tongue and we propose different activities according to the level of education.

Belajar Statistika: Mengapa dan Bagaimana?

Abstract: Students usually tend to view statistics subject negatively. These students’ attitudes toward statistics and their implications for statistics instruction have long been a commonly shared interest among statistics educators. It causes educators modify their teaching according to suggestions from the research literature, and to use assessment to determine if their teaching is effective and if students are developing statistical under­standing and competence. Besides that, positive thinking should be built when learning process is running. Nowadays, statistics has recently applied in education, technology, politics, business, etc.

Professional Ethics and Competence in Management Consulting

Abstract: U.S. firms are increasingly bringing in management consultants and many have benefited greatly. Unfortunately, the techniques and ethics of some consultants are disturbing. This article studies the methods used by one such consultant in working with a medium-sized corporation. The consultant is well known and has published articles in leading business journals. Suggestions on how managers and professional associations might reduce such incompetent consulting practices are made.