Showing papers on "Competence (human resources) published in 1990"
TL;DR: In this article, the authors propose a method to solve the problem of homonymity of homophily in the context of homomorphic data, and no abstracts are available.
Abstract: No abstract available.
3,830 citations
TL;DR: In this article, a cognitive model of empowerment is presented, defined as increased intrinsic task motivation, and subsequent model identifies four cognitions (task assessments) as the basis for worker empowerment: sense of impact, competence, meaningfulness, and choice.
Abstract: This article presents a cognitive model of empowerment. Here, empowerment is defined as increased intrinsic task motivation, and our subsequent model identifies four cognitions (task assessments) as the basis for worker empowerment: sense of impact, competence, meaningfulness, and choice. Adopting an interpretive perspective, we have used the model also to describe cognitive processes through which workers reach these conclusions. Central to the processes we describe are workers' interpretive styles and global beliefs. Both preliminary evidence for the model and general implications for research are discussed.
3,486 citations
TL;DR: In this paper, the authors describe new instruments for the measurement of both job-related and non-job int-nta! health, which cover two axes of affective well-being, based upon dimensions of pleasure and arousal, and reported competence, aspiration and negative job carryover.
Abstract: New instruments iire described for the measurement of both job-related and non-job int-nta! health. These cover two axes of affective well-being, based upon dimensions of pleasure and arousal, and aLso reported competence, aspiration and negative job carry-over. Baseline data are presented from a sample of I6S6 job-holders, and earlier uses ot the well-being scales are summarized. The instruments appear to be psychomertilally acceptable, and are associated with demographic and occupational features in i-xpected ways For example, older employees report greater job-relaced well-being; occupational level ispositivcly correlated with job depressiiin enthusiasm burnegatively ;issociated with job anxiety-contentment; deprL-,ssion-cnthusiasm is mure predictable Irom (ow-to-medium opportunity for skill use and task variety, wiiereas anxietyI ontentment is more a funcrinn {)i wcjrkload or iinccTtainty. Many studies have examined the impact of work and careers on job-related and non-job mental health. Nevertheless, there is still a shortage of instruments whose psychometric properties have been determined through data from large samples of employees of both genders and several occupational levels. In particular, there is a need for measures which can provide information about atiective well-being, SLibjective competence and aspiration, through scores which can be compared with known means and standard deviations from appropriate demographic groups. This paper aims to address those deficiencies, by describing new instruments and summarizing values obtained from a large sample of British job-holders. The approach to affective well-being is through two principal axes ('anxiety-contentment' and 'deprcssion-enrhusiasm') which have emerged us important m non-ocrupacionaJ research, and which will be examined through parallel measures in both job-related and non-job settings. No other instruments are currently available which cover the full range of those axes in both types ol setting. The approach taken is one which emphasizes practicality as well as psychometric acceptability. Many occupational researchers are deterred by the length and cumbersome language ot some previous instruments, and are tempted to introduce their own miidihcations or creare new scales for one-off application. Such cjevelopments prevent the accumulation (jt comparative data and encourage an over-extensive range of instruments which all purport to tap the same construct. It is hoped that the straightforward nature of the stales introduced in this paper will be of value in many occupational settings.
1,300 citations
TL;DR: A framework for assessing quality from the client's perspective is offered, consisting of six parts (choice of methods, information given to clients, technical competence, interpersonal relations, follow-up and continuity mechanisms, and the appropriate constellation of services).
Abstract: This article argues for attention to a neglected dimension of family planning services--their quality. A framework for assessing quality from the client's perspective is offered, consisting of six parts (choice of methods, information given to clients, technical competence, interpersonal relations, follow-up and continuity mechanisms, and the appropriate constellation of services). The literature is reviewed regarding evidence that improvements in these various dimensions of care result in gains at the individual level; an even scarcer body of literature is reviewed for evidence of gains at the level of program efficiency and impact. A concluding section discusses how to make practical use of the framework and distinguishes three vantage points from which to view quality: the structure of the program, the service-giving process itself, and the outcome of care, particularly with respect to individual knowledge, behavior, and satisfaction with services.
883 citations
Posted Content•
TL;DR: In this paper, the authors analyze the acquisition of resources through social transactions by independent entrepreneurs and corporate entrepreneurs, with a focus primarily on the corporate entrepreneurs and identify cooptation as the mechanism by which resources can be obtained.
Abstract: Analyzes the acquisition of resources through social transactions by independent entrepreneurs and corporate entrepreneurs, with a focus primarily on the corporate entrepreneurs. These social transactions include previous working relationships, voluntary connections, and community ties for independent entrepreneurs. Corporate entrepreneurs steal personnel time, appropriate materials, and conceal development activities. The importance of these social transactions in securing key resources for little to no cost is demonstrated through two examples: a Cuban American in the United States and a Swedish venture manager in a European mini-conglomerate. Two types of venture managers are discussed – the administrative venture manager and the social transactions-oriented manager. Cooptation is identified as the mechanism by which resources can be obtained. Two types of cooptation, legitimacy and underutilized goods, are presented. It is proposed that the social transactions-oriented managers are more likely to co-opt legitimacy (primiarly through association or endorsement) than are the administrative venture managers. Begging, borrowing, scavenging, and amplifying are the four strategies used for taking advantage of underutilized activities. This cooptation process involves the exploitation of social assets. These social assets are built by sharing information, solving and receiving help with problems, giving and receiving favors, and creating opportunities for people to demonstrate their skills and competence. Reasons why it is difficult for corporate entrepreneurs to take advantage of network resources are provided. The propositions presented in this analysis can provide the basis for future research. (SRD)
781 citations
Book•
IBM1
TL;DR: Carroll as mentioned in this paper describes a quite different instructional paradigm that uses what learners do spontaneously to find meaning in the activities of learning and presents the "minimalist" approach to instructional design - its origins in the study of people's learning problems with computer systems.
Abstract: How do people acquire beginning competence at using new technology? The legendary Funnel of Nurnberg was said to make people wise very quickly when the right knowledge was poured in; it is an approach that designers continue to apply in trying to make instruction more efficient. This book describes a quite different instructional paradigm that uses what learners do spontaneously to find meaning in the activities of learning. It presents the "minimalist" approach to instructional design - its origins in the study of people's learning problems with computer systems, its foundations in the psychology of learning and problem solving, and its application in a variety of case studies.Carroll demonstrates that the minimalist approach outperforms the standard "systems approach" in every relevant way - the learner, not the system determines the model and the methods of instruction. It supports the rapid achievement of realistic projects right from the start of training, instead of relying on drill and practice techniques, and designing for error recognition and recovery as basic instructional events, instead of seeing error as failure. The book's many examples - including a brief discussion of recent commercial applications - will help researchers and practitioners apply and develop this new instructional technology.John M. Carroll has participated for a number of years as a leader in the interdisciplinary field of human-computer interactions. He is Manager of User Interface Theory and Design at IBM's Watson Research Center. The Nurnberg Funnel inaugurates the Technical Communications series, edited by Ed Barrett.
550 citations
Posted Content•
TL;DR: In this paper, the authors define core competencies as the organization's collective learning and ability to coordinate and integrate multiple production skills and technology streams; they are also about the organization of work and delivery of value in services and manufacturing.
Abstract: Development of a firm's core competencies is identified as the key for global leadership and competitiveness in the 1990s. NEC, Honda, and Canon are used as exemplars of firms that conceive of themselves in terms of core competencies. Core competencies are the organization's collective learning and ability to coordinate and integrate multiple production skills and technology streams; they are also about the organization of work and delivery of value in services and manufacturing. A firm must conceive of itself as a portfolios of competencies, instead of a portfolio of strategic business units (SBUs). The latter limit the ability of firms to exploit their technological capabilities; they are often dependent on external resources. The real source of advantage lies in management's ability to consolidate corporate-wide technologies and production skills into competencies, which will allow individual businesses to adapt to emerging opportunities. Cultivating core competencies does not mean outspending rivals on RD (2) they significantly contribute to the customer benefits of the end-product; and (3) they should be difficult for competitors to imitate. Cultivating core competencies also means benefiting from alliances and establishing competencies that are evolving in existing businesses. The tangible links between core competencies and end products are core products, which embody one or more core competencies. Companies must maximize their world manufacturing share in core products. Global leadership is won by core competence, core products, and end products; global brands are built by proliferating products out of core competencies. Firms must avoid the tyranny of the SBU, the costs of which are (1) under investment in developing core competencies and core products, (2) imprisoned resources, and (3) bounded innovation. Top management must add value to a firm by developing strategic architecture, which will avoid fragmenting core competencies, establish objectives for competence building, make resource allocation priorities transparent and consistent, ensure competencies are corporate resources, reward competence carriers (personnel who embody core competencies), and focus strategy at the corporate level. A firm must be conceived of as a hierarchy of core competences, core products, and market-focused business units. Obsession with competence building will mark the global winners of the 1990s. (TNM)
370 citations
Book•
01 Mar 1990
TL;DR: In this article, a compilation of studies on the exploration of second language communicative competence and its elaboration in terms of the framework developed by Canale and Swain is presented.
Abstract: I This book is the first compilation of studies I have seen specifically oriented to the exploration of second language communicative competence and to its elaboration in terms of the framework developed by Canale and Swain (1980) and elaborated by Canale (1983). The Canale and Swain framework includes four competencies: grammatical competence, the understanding of vocabulary, pronunciation, and syntax; sociolinguistic competence, the knowledge of speech acts and the appropriate use of language; discourse competence, the ability to produce coherent and cohesive texts; and strategic competence, the ability to enhance communication or deal with breakdowns in it. The editors have chosen not to include a section on grammatical competence, an area which, they note, has already received a great deal of attention. They add sections on communicative competence in first language acquisition and in the workplace and on developing communicative competence in the language classroom. This book is useful for ESL teachers and researchers, and for courses in L2 acquisition and research design. The questions at the end of each section are mostly useful for testing the reader's comprehension of chapter contents although some address research design. One drawback is that the chapters are of unequal quality and only Scarcella's refers to other chapters. This leads to a curious lack of discussion about the usefulness of the Canale and Swain framework or about whether the new competencies included in this book have features which distinguish them from the original ones. In addition, the decision to illustrate Canale and Swain's much quoted framework with papers not written specifically for this volume poses a problem discussed only briefly in the introductionone chapter seems to describe both discourse and strategic competencies. This raises the question of whether there are in fact two separate competencies. In the section on first language acquisition, Anderson's "Acquiring Conversation Competence: Knowledge of Register Variation" addresses the pressing question of whether this competency is developmental in nature. She finds children first using prosody, then topic and the lexicon, and finally syntactic adjustments to indicate register. Although Anderson does not connect her work to nonnative speakers, we could conjecture that since these features are clearly salient in child language acquisition, ESL teachers may
334 citations
278 citations
TL;DR: This article found that 40% of students avoid NNSTA instructed classes when they perceived high levels of foreign accentedness and judged speakers to be poor teachers, while the other 30% judged them to be good teachers.
244 citations
Book•
01 Jul 1990
TL;DR: Using as its basis extensive clinical research, this book relates methods of family treatment to assessment, and describes the approaches to families most likely to be useful.
Abstract: Using as its basis extensive clinical research, this book relates methods of family treatment to assessment, and describes the approaches to families most likely to be useful. It focuses on such basic values as responsibility, integrity, competence and respect as the foundation of therapy.
TL;DR: The relations among children's reports about their own competence, objective measures of their competence, and their views of important relationships with others as a function of sociometric status are studied.
Abstract: We studied the relations among children's reports about their own competence, objective measures of their competence, and their views of important relationships with others as a function of sociometric status. 515 third- and fourth-grade children responded to questions about aspects of their personal competence and about their relationships with mothers, fathers, teachers, and best friends. Rejected children reported the least supportive relationships overall with their fathers of any status group; this was especially true of rejected-aggressive children. Neglected children reported the lowest perceived social competence with peers. The subjective reports of rejected but not neglected children overestimated their social competence as rated by peers. Relative to teacher reports, rejected-aggressive children also overestimated their behavioral competence. While highlighting heterogeneity among low-accepted groups, these results add to knowledge about the subjective experiences of children who are unpopular with peers.
TL;DR: This paper reported an empirical research into the nature of the relationship between L2 learners' target language proficiency and their strategic competence and found strong support to their hypothesis that learners' communicative competence could probably be increased by development of their strategic competency.
Abstract: This article reports an empirical research into the nature of the relationship between L2 learners’target language proficiency and their strategic competence. The 220 communication strategies employed by 12 Chinese EFL learners of both high and low proficiency in their target language communication with native speakers were identified and analyzed.
The results indicate that the frequency, type, and effectiveness of communication strategies (CSs) employed by the learners vary according to their proficiency level. The language distance between the learners’LI and L2 is also found to affect their choice of communication strategies. These findings lend strong support to our hypothesis that learners’communicative competence could probably be increased by development of their strategic competence.
TL;DR: In this article, the authors explored the relationship between young children's social competence and the goals of early intervention programs and concluded that the social context provided by mainstreamed programs establishes essential conditions for promoting the peer-related social competence of handicapped children.
Abstract: This article explores the relationship between young children's social competence and the goals of early intervention programs. Social competence is seen as a central organizing construct in development, and competence with peers during the preschool years is examined in detail. Specifically, the peer-related social competence difficulties of handicapped children are discussed from a developmental perspective. The nature of assessment and intervention strategies and the importance of the social context are described as part of a general program to improve the peer-related social competence of handicapped children. It is concluded that the social context provided by mainstreamed programs establishes essential conditions forpromoting the peer-related social competence of handicapped children.
01 Aug 1990
TL;DR: The Project Competence studies of children were a natural outgrowth of Garmezy's earlier studies of schizophrenic adults that led him to an interest in premorbid competence and then to the study of adaptation in children at risk for schizophrenia.
Abstract: Developmental psychopathology is finally gaining recognition as a viable interdisciplinary perspective, providing an impetus for sustained studies of risk and protective factors in childhood (Cicchetti, 1984; Masten & Braswell, in press; Sroufe & Rutter, 1984). It has taken the field over a decade to catch up with Norman Garmezy and a few other pioneering psychopathologists who recognized the need for a developmental perspective and the theoretical and clinical significance of studying adaptation in children vulnerable to psychopathology (Garmezy, 1970, 1973, 1974a,b). Over the past two decades at the University of Minnesota, Garmezy has translated his interest in positive responses to high-risk conditions into a research program that has encompassed a variety of studies under the rubric of “Project Competence.” These studies of adaptation have focused on normative samples as well as high-risk samples, including children at risk for maladaptation because of such factors as mental illness in a parent (see chapter 20, this volume), physical disability (Raison, 1982; Silverstein, 1982), and lifethreatening birth defects (see chapter 6, this volume). Common to these diverse studies has been the focus on competence, correcting psychologists’ traditional neglect of successful adaptation under adverse conditions (Garmezy, 1981; Garmezy & Devine, 1984; Garmezy & Tellegen, 1984). The Project Competence studies of children were a natural outgrowth of Garmezy's earlier studies of schizophrenic adults that led him to an interest in premorbid competence (Garmezy & Rodnick, 1959; see chapter 22, this volume) and then to the study of adaptation in children at risk for schizophrenia (Garmezy, 1970, 1971). Garmezy participated in the consortium of risk researchers who undertook the first generation of high-risk studies in psychopathology, following the early lead of Fish, Mednick, and Schulsinger to study offspring of schizophrenic parents (Garmezy, 1974c,d).
TL;DR: In the context of the Thai socio-cultural system, the authors analyzes the work-related values, factors that motivate workers and managers and their patterns of behavior in government and private sectors.
Abstract: In the context of the Thai socio-cultural system, this paper analyzes the work-related values, factors that motivate workers and managers and their patterns of behavior in government and private sectors. Two nation-wide surveys identified 9 value orientations: the Ego, Grateful relationship, Smooth interpersonal relationship, Flexibility and adjustment, Religio-psychical orientation, Education and competence, Interdependence, Fun-pleasure, and Achievement-task. The findings show that for the Thai, task achievement value is usually inhibited by social relationship values. However, for the lower class of Thai society like farmers and skilled workers, work values an more oriented towards hard work as there is only a small chance that their work would be in conflict with relations. In conclusion, the author argues for the concept of cultural relativity in the formulation of management and organizational theories.
TL;DR: This article used a structural model with a large random sample of urban children to explain children's competence in math concepts and computation at the time they begin first grade, finding that there is a significant difference of about a quarter of a standard deviation favoring whites over blacks in terms of reasoning skills.
Abstract: This article uses a structural model with a large random sample of urban children to explain children's competence in math concepts and computation at the time they begin first grade. These 2 aspects of math ability respond differently to environmental resources, with math concepts (reasoning) much more responsive to family factors before formal schooling begins than is computation. In this sample, blacks and whites are equivalent in terms of computational and verbal skills as measured by the California Achievement Test at the start of grade 1. However, there is a significant difference of about a quarter of a standard deviation favoring whites over blacks in terms of math concepts (reasoning skills). Both black and white children of all socioeconomic levels respond to parents' psychological resources: net of ability or other factors, children score higher if parents expect them to do well. Socioeconomic resources in the home also help both groups. In particular, the parent being a high school graduate as opposed to a dropout is important. When parents' material and psychological resources are taken into account, family configuration (solo motherhood vs. other types) has no discernible effects on either type of math performance.
TL;DR: In this article, the development of communication competence in college students and how communication factors are related to college success were examined and found that communication competence decreased significantly during the sophomore year, but then increased the junior and senior years while communication apprehension and interaction involvement scores remained steady.
Abstract: This research examines the development of communication competence in college students and how communication factors are related to college success. College students’ communication competence was assessed yearly for four years. Results suggested that communication competence decreased significantly during the sophomore year, but then increased the junior and senior years while communication apprehension and interaction involvement scores remained steady. These results were discussed in light of “sophomore slump,”; a period of change and uncertainty many college students experience. Also, communication apprehension, communication courses, and extracurricular communication experiences were the best predictors of college success.
TL;DR: The quality of home care, intelligence, cultural activities, and self-esteem in adolescence predicted adult life satisfaction and the effects of preemployment social conditions and personality, as assessed in adolescence, on competence and life satisfaction in adulthood were studied.
Abstract: This longitudinal study investigated which job factors and personal resources contribute to self-assessed competence and life satisfaction. The effects of preemployment social conditions and personality, as assessed in adolescence, on competence and life satisfaction in adulthood were studied in 345 women and 361 men who had participated in a 1961 to 1963 psychological examination. Persons with high life satisfaction and competence had favorable work conditions and more personal resources and social support. Their coping strategies were primarily problem focused, whereas those with less sense of well-being were emotion focused. Persons of low competence who were satisfied with their lives had social support from others, cooperation, and prestige at work, but their income was low. The quality of home care, sports participation, and self-esteem in youth predicted competence in adulthood. The quality of home care, intelligence, cultural activities, and self-esteem in adolescence predicted adult life...
TL;DR: Schroder as discussed by the authors reviewed the book "Managerial Competence: The Key to Excellence" by Harold M. Schroder and found it to be a good book to read.
Abstract: The article reviews the book “Managerial Competence: The Key to Excellence,” by Harold M. Schroder.
01 Jan 1990
TL;DR: The results suggest that the severely disabled readers were inferior to both good and poor readers in syntactic awareness, and in ability to use syntactic rules, while poor readers were equal to good readers in Syntactic awareness but were relatively impaired in using syntactic knowledge productively.
Book•
01 Jan 1990
TL;DR: In this article, a profile of the students participating students' experience abroad academic effects of studying abroad effects of study abroad effects upon foreign language proficiency cultural impacts the importance of study-abroad in career terms determinants of change in students' competence attitudes and views.
Abstract: Research aims, design and methods profile of the students participating students' experience abroad academic effects of study abroad effects of study abroad upon foreign language proficiency cultural impacts the importance of study abroad in career terms determinants of change in students' competence attitudes and views.
TL;DR: Whereas the general home environment may affect competence, relationship factors implicated in maltreatment may be more important in shaping self-concept and motivation.
01 Jan 1990
TL;DR: This paper defined mastery motivation as a psychological force that stimulates an individual to attempt independently, in a focused and persistent manner, to solve a problem or master a skill or task which is at least moderately challenging for him or her.
Abstract: This paper presents a working definition of mastery motivation which has evolved from our research with infants and young children over the past two decades. We define mastery motivation as a psychological force that stimulates an individual to attempt independently, in a focused and persistent manner, to solve a problem or master a skill or task which is at least moderately challenging for him or her. After describing key features of this definition, we discuss three conceptual issues: 1) the distinction between mastery motivation and cognitive competence, 2) developmental transitions in mastery motivation, and 3) the breadth of the concept. The paper concludes with a long section on assessing mastery motivation. Persistence at tasks is the main measure of the strength of the child's mastery motivation. Our structured task procedure, for 15- to 36-month-old children, attempts to disentangle mastery motivation and competence. We have also developed a questionnaire to assess mastery motivation in general a...