Showing papers on "Competence (human resources) published in 1972"

Learning Strategies and Individual Competence.

Abstract: In a free-learning task, individuals are assigned to different categories of cognitive competence on the basis of the teaching strategy they adopt. Two major types are distinguished: holists or global learners and serialists or step by step learners, on the basis of analysis of the type of hypothesis that learners test in carrying out the task and a content analysis of the protocols produced when learners are asked to teach back what they have learned. For other tasks, using the same subjects, it is shown that teaching is most effective when the teaching materials are structured so as to match an individual's competence and the converse holds when there is mismatch. The results are interpreted for a theory of learning/teaching and the need for a language suitable for talking about strategies and subject matter structures is discussed.

Bringing the Concept of Marketing to Higher Education.

Abstract: Colleges and universities today are embarked on what has been called by some a management revolution. After decades of maintaining an administrative status quo, current societal needs and circumstances are such that better modes of operation and administration are mandatory. In the process of attempting to take some giant steps forward, higher education is wisely borrowing many management and operating techniques from other institutions, especially business and government. This borrowing is taking place on two fronts. In the general administrative area, universities are adopting sound planning concepts, developing more sophisticated budgeting systems, initiating institutional research programs, and tying these all together in meaningful, often computerized, management information systems. On a second front, many universities are developing higher levels of competence in specific operational areas such as finance, personnel administration, and purchasing. A major operational activity that still remains largely unappreciated by higher education, however, is marketing. The term "marketing" to most people connotes an activity peculiar to the business world alone. To many it is synonymous with selling or advertising. Even to those who accept marketing in its broader context,

Impression management by parents with disabled children.

Abstract: Rotter, J. 1966 "Generalized expectancies for internal vs. external control of reinforcement." Psychological Monographs 80 (whole No. 609). Seeman, M. 1959 "On the meaning of alienation." American Sociological Review 24 (December) :782-791. Sells, S. (ed.) 1969 The Definition and Measurement of Mental Health. PHS publication number 1873. Washington, D.C.: U.S. Government Printing Office. Soddy, K. 1967 Men in Middle Life. London: Tavistock. Strickland, B. 1965 "The prediction of social action from a dimension of I-E Control." Journal of Social Psychology 66 (August):353358. Streib, G. 1956 "Morale of the retired." Social Problems 3 (April):270-276. Suchman, E., et al. 1958 "An analysis of the validity of health questionnaires." Social Forces 36 (March) :223-232. Tausky, C. and R. Dubin. 1965 "Career anchorages: managerial mobility motivations." American Sociological Review 30 (October): 725-735. Tobin, S. and B. Neugarten. 1961 "Life satisfaction and social interaction in the aging." Journal of Gerontology, 16 (October):344-346. Wechsler, D. 1955 Manual for the Wechsler Adult Intelligence Scale. New York: The Psychological Corp. White, R. 1959 "Motivation reconsidered: the concept of competence." Psychological Review 66 (September): 297-333.

From Each according to Her Ability

Abstract: If a socially disadvantaged group is one whose members are discouraged from fully developing their potentialities for achieving status and leadership in economic, academic, and political affairs, women qualify as such a group. Femininity and being female is socially devalued by members of both sexes. Men and women alike equate intellectual achievement and self-assertive independent strivings in women with loss of femininity. Moreover, parents have higher achievement expectations for boys than for girls. It is not surprising, then, that few women enter scientific fields, and very few of these achieve eminence. While constitutional differences of an intellectual and affective nature may exist which prevent women from attaining the heights of excellence in certain fields, such possible differences in innate ability do not explain the clearly inferior position women occupy in academic, educational, and political circles today. In this paper I will examine possible sources of instrumental incompetence in women, including their views of themselves as victims rather than as active agents responsible for their own destiny. I will then review research findings in my special area of interest, namely, socialization practices and their effects upon children, and suggest two alternative patterns of childrearing which seem to be associated with competence in girls. I will discuss why women ought to value instrumental competence rather than be content with expressive competence. I

Executive competence and spontaneous social behavior in one-year-olds.

Abstract: WENAR, CHARLES. Executive Competence and Spontaneous Social Behavior in One-Year-Olds. CHILD DEVELOPMENT, 1972, 43, 256-260. Observational data were obtained on 1-year-olds when they were relatively free to choose to explore the physical environment or to initiate social interaction with the mother. To a highly significant degree, they chose the former. There was no statistically significant correlation between level of executive competence and number, intensity, and duration of spontaneous social behavior.

Spousal Adaptability: An Assessment of Marital Competence

Abstract: This paper reports data summarizing the development and testing of a spousal adaptability instrument designed to measure social psychological aspects of marital relations. Marriage is conceptualized as a unique problem-solving relationship. The adaptability instrument consists of three components: flexibility, empathy, and motivation. Ratings are made on eighteen different problematic marital situations. Results from factor analyses and intercorrelations indicate that the adaptability instrument measures skills which are not situation specific. The data also support the hypothesis that flexibility, empathy, and motivation all make independent contributions to total adaptability.

Leadership Behavior as a Function of Subordinate Competence and Task Complexity.

Abstract: A modified role projection technique is used to determine the effects of subordinate competence (low and high) and task complexity (simple and complex) on perceptions of leadership behavior. This behavior is viewed in terms of consideration (C) and initiating structure (IS). With leadership thought of as a dyadic influence process, it is hypothesized that subordinates hold expectations of the proper level of structuring their supervisor should provide. If the supervisor violates this level, his C and IS behaviors will be considered to be negatively related. Two variables-subordinate competence and task complexity-are hypothesized to directly affect the subordinate's expectation of the proper level of structuring. The results provide some support for the proposed model, but mixed support for the specific hypotheses.'

The Teaching of Personal Interaction in Statistical Consulting

Abstract: Consulting training has been discussed by panels at statistical meetings, e.g., the spring meeting (ASA, Biometric Society, and IM1S) at Blacksburg, Virginia in 1968 and papers have been appearing on the subject. The recent paper by Watts [12] describing the statistical consulting training program at the University of Wisconsin will hopefully stimulate discussion of other existing approaches. Candid reports, such as that by Daniel [7] which was very helpful to this author, are in shorter supply than impersonal descriptions of ideal consultant behavior. In 1964 the Department of Biometry at the University of M1innesota began to offer a course in statistical consulting to its own graduate students. In the years previous to 1964 the students were officed so close to the faculty that it was easy to get student help in consulting. As the Department added three faculty members from 1964 through 1966, and the graduate students lost office space to the new faculty, the student offices were moved to another building a block away. As the new faculty became available for consulting, the old method of involving the students became less "necessary" as well as less convenient, and it was felt that student consulting education was beginning to suffer. To meet the need anticipated in 1964, it was decided to offer and require one quarter (three credits) of consulting education in the form of a seminar-like course, to be offered all quarters of the academic year as well as both summer sessions. The debate about the structure of the course involved two issues: (a) should it be for beginning, intermediate, or advanced students? (b) should the problems be essentially a random sample of the faculty's consulting practice, or should "good" problems be selected? For (a) it was decided to aim the course toward students beginning their second graduate year in Biometry; for (b) we chose the "random problem" approach, subject to the practical limitations of the schedule and willingness of the client. During the years of "easy" medical research grant money about two new problems per week came into the Biometry Consulting Laboratory as potential for the course (we now get less than one per week). The students are generally quite surprised at the portion of the course content relating to personal interaction between consultant and client. (The sessions on robustness and statistical techniques particularly useful to medical research are neither as surprising to the students nor new enough to the readers of this journal to warrant mentioning here.) Students enter the course with preconceived views on consulting relationships. Some begin (and end) with the attitude that personal interaction gets in the way of science, that personal feelings are a nuisance to science and should be dealt with by being ignored as much as possible. These students feel that there is only one satisfactory way for a statistician and scientist to interact: the adult-to-adult reasoning manner of reserved, mature, gentlemen-scholars; they have clear images of unhurried, highly competent collaborators. These students seem to plan to avoid consulting relationships that are very far from this model, particularly if they feel professionally inadequate. As the class views the "clinic" of live clients, however, and they are asked by the instructor to tactfully ascertain the relationship the client is seeking, they see there is not only a broad spectrum of statistical difficulty and expense, but a wide range of client attitudes about the relationship. Some clients, of course, are very ignorant about what a statistician is and does. This is particularly true of the young resident physician who is being assigned his first research duty. For such clients the statistician is the one to offer a relationship as well as attempt to describe his (the statistician's) area of competence. Others (e.g., Sprent [11]) have described the client who worships statistics and expects our field to perform objective miracles; this type of client obviously needs some role clarification, but the student is surprised at how difficult it can be to give such a client a realistic view of our field's capabilities. The most frustrating relationship requests the students see are those that come from clients who insist on a child-to-parent or parent-to-child relationship. Berne [3] has described these kinds of relationships in general and Bellville [2] discussed them in the doctor-patient context. The client who insists on a parent-to-child relationship is one who makes it clear that he is the boss and will decide what will be done and when. Some physicians seem to demand this kind of relationship with every non-physician they contact. This can be very hard on some types of statisticians. Through class discussion the student is encouraged to look at himself and consider whether this kind of situation makes him so angry he would be rendered ineffective as a statistician by being taunted into a

Put Innovation in the Organization Structure

Abstract: A strategy is specified for creating a management innovation capability which is similar to the R and D effort for new products/processes. The proposed capability is designed to overcome the barriers to management innovation which have limited efforts to increase management competence by professional staffs. A program for continuous management progress implemented by a management innovation function strategically located in the organization structure is described in this paper.

The Influence of Educational Attainment on Self-Evaluation of Competence.

Abstract: Findings from a national sample of 420 married adults indicate that educational attainment has a strong, positive association with self-evaluations of competence. This association remains after controls are introduced for family income and occupational prestige. The effects of high educational attainment are moderated to some extent, however, by low occupational prestige and to a lesser extent by high family income. These findings are interpreted with respect to the effects of differential achievement of social rewards and of status consistency, questioning the applicability of Lenski's theory of status crystallization.

Mini-boards: a means of evaluating psychiatric residents.

Abstract: The evaluation of general psychiatric skills is a different process from the evaluation of psychotherapeutic skills. Mini-boards, similar in format to the certification procedure of the American Board of Psychiatry and Neurology, test the resident's skill in interviewing a patient as well as his competence in general clinical and other basic areas. The miniboards, or a similar test, are recommended both to evaluate a psychiatric resident's progress and to better prepare him for the certification examination.

Locus Of Control And Competence In Children.

Abstract: Several research studies conducted during 1971, designed to better understand and predict behavior variables related to a child's development of academic and social skills, are described. Nowicki Strickland IE scale, including 40 Yes-No questions readable at fifth grade level and understandable tc younger children, was used. Reliability and validity data were gathered on more than 1,000 school children in grades three through twelve. Conclusions show a belief in internal control for both males and females in most cases appears related to a number of cognitive and competence behaviors described as attempts to master surrounding environment, including utilization of information about immediate past performance, concept solution, delay of gratification, and persistence at time-consuming and difficult tasks. (NF) Cr` O 1. Cr Within the last decade, the locus of control dimension has emerged as a U. S. CE. .tIZT!triT tN HE.A17q, & WEVARE

Parents, Teachers, and Students as Data Sources for the Selection of Instructional Goals.

Abstract: The procedures used for the determination of curriculum goals historically have been based on the judgements of teachers, curriculum workers and "blue ribbon panels." The collection of data regarding student reactions to school goals has been scarce and often confounded with instructional techniques where the learner takes great initiative and responsibility for his learning. Parental responses have been sought but usually in relationship to goals stated in relatively broad language (Goodlad, 1966). An infant technology of curriculum is emerging under the title of "needs-assessment." Needs-assessment is a term derived from systems analysis approaches, (Churchman, 1968) and has been described in educational contexts by Stake (1970) and Alkin (1970). Briefly, needs-assessment requires an appraisal of the operation of a system to determine what program goals should be established. In education, a primary source of needs-assessment data is pupil performance on goals important to society. The routine and institutionalized use of standardized achievement tests has approximated this needs-assessment function during recent years. Yet, because such tests tend to measure broad areas rather than specific points of competence, little clear-cut instructional planning can be inferred on the basis of data they produce. In addition, the manner in which the tests are described prohibits easy judgments regarding the value of the attributes which the test measures. Often teachers, parents and educators must base their evaluations on the entire test, and may not practically respond to portions of it. Tests which are constructed according to

Tax Performance of States

Abstract: to the central planning agency persons who have a special competence in relating a sector to overall planning. Another reason for locating the technical planning staff in the Ministries may he a desire to keep down the staff strength of the planning agency, but this is just a way of cheating ourselves. The real question is not whether the staff of the Planning Commission is too big, but what functions they perform, and how well they are organised to perform those functions. For instance, the State Planning Boards cannot perform the functions proposed for them without more staff than assigned to them at present. Once the functions of the planning agencies are determined, the balance of advantages may well be in favour of the technical planning staff being located in these agencies themselves.

From dialogue to discourse : an open approach to competence and creativity

Abstract: In undergoing this life, many people always try to do and get the best. New knowledge, experience, lesson, and everything that can improve the life will be done. However, many people sometimes feel confused to get those things. Feeling the limited of experience and sources to be better is one of the lacks to own. However, there is a very simple thing that can be done. This is what your teacher always manoeuvres you to do this one. Yeah, reading is the answer. Reading a book as this from dialogue to discourse an open approach to competence and creativity and other references can enrich your life quality. How can it be?

Competent Professionals for Quality Child Care and Early Education: The Goal of CDA.

Abstract: The value of quality child care and early education is acknowledged by authorities throughout the world. Likewise, the competence of those who work with young children is viewed as perhaps the most important ingredient of a quality program competence here being defined in terms of actual performance with children. This increased awareness of the importance of sound early training, as well as other factors such as the growing number of women entering careers outside the home, is reflected in the demand by all levels of society for child care and early education programs. Standards governing the establishment of such programs and the credentialling of personnel have not kept pace with this dynamic situation. The Child Development Associate Project is an attempt to meet the obvious need in terms of both numbers and quality. The Child Development Associate concept germinated in the U. S. Office of Child Development under the direction of Dr. Edward Zigler. Its development thus far is divided into two major strands: First, the direct funding by the Office of Child Development of a limited number of pilot training programs, which "are intended to encourage innovative approaches to the preparation of early childhood personnel, working with children of ages three-six years." Second, the formation and funding of a consortium, the Child Development Associate Consortium, Inc., a private corporation composed of organizations which are directly involved in or have a primary interest in child care and early education. This Consortium is to develop a prototype system for assessing the competence of and for the credentialling of "qualified" child care and early education personnel. There will be close cooperation between these major strands to insure that training and assessment are part of a

Canadian Adolescents and the Challenge to Demonstrate Competence at Personal Physical Risk: I.

Abstract: Discusses the hypothesis that the challenge to demonstrate competence at personal physical risk is a common part of the life of early adolescent boys.

Models of Evaluation and Their Relation to Student Characteristics.

Abstract: The union and disjunction models for combining individual test marks to yield final grade distributions were outlined. It was expected that these models would differentially favor students according to their characteristic methods of learning and studying. The models were examined empirically in two educational psychology classes; five performance assessments were available, as well as eleven dimensions of study behavior and academic attitudes. While there was a substantial correlation between the distributions derived from the two models, they were found significantly to favor different student characteristics. The union model, relative to the disjunction model, favored students who were dependent, who interrelated different aspects of their course work, who scheduled their work and who rote-learned material. These differences were interpreted in terms of the educational assumptions underlying the two models. Some implications of the study for grading practice were suggested. When an instructor chooses to use more than one instrument to assess student achievement in a class, he is faced with a problem. How does he derive a final distribution of marks that he can use for grading purposes? The progression from initial test distributions to the final grading distribution involves three steps. First, the original distributions have to be rendered equivalent, preferably by standardization; second, a weighting system has to be decided (e.g. a final exam is "worth more" than a term paper); and third, the distributions have to be combined in some way. In this paper, we are primarily concerned with the last question. Basically two models of combination are assumed in current practice. The most common is undoubtedly a form of the linear composite model (Cronbach 1960), which we call here the union model. Here, the scores are simply added (assuming some form of standardization and weighting). The instructor using this model is saying in effect: "To be a good student you need to be good at this and this and this ...." The union model essentially follows the subject-centered tradition in education (e.g. Biggs, 1971a) in which the nature of the content defines multiple goals, and individuals have to demonstrate competence with respect to each goal. The second is the disjunction model. Here, it is assumed that prowess may be demonstrated in one of several alternative ways. It implies an interaction between methods of evaluating performance and individual differences. This model is used, for instance, where instructors offer both objective and essay evaluations and allow students to choose their mode of evaluation, or where students write both kinds of tests and the highest score is taken as representing their "real" ability with respect to the course content. The disjunction model is less common than the union model

Scientific Research Competence: Two Forms of Collegial Judgment

Abstract: There has been a great deal of effort expended in attempting to discover those methods by which relative research competence of scientists may be identified. Much of the research has had as an objective the identification of various factors which may characterize competence in scientific research (see, for example, Meltzer, 1949; Roe, 1952; Lazarsfeld and Thielens, 1958; Stoltz, 1959; Stein, 1962; Barron, 1963; Taylor et al., 1963; Glaser, 1964; Selye, 1964; Crane, 1965; Chaney, 1966, to cite a few). The question of which of the many factors is most important as a determinant of research competence is still open, although there is persuasive vidence that creative ability may well be of singular importance (see Connor, 1971b). The difficulty with focusing on any factor or set of factors (such as creativity, originality, intelligence, perseverance, and so forth) is that such an emphasis on underlying factors necessarily neglects the crucial indicator of research competence: actual manifested productivity. It can be argued that a scientist is competent not merely because he receives a relatively high score on a creativity or intelligence test, but because his work is important and

Technical Competence of Group Leaders, Managerial Role, and Productivity in Engineering Design Groups

Abstract: This study focuses on nine group leaders of matched engineering design groups. A significant negative correlation was found between the group leaders' technical competence and their managerial role...