Showing papers on "Competence (human resources) published in 1991"
TL;DR: The authors found that authoritative parents who are highly demanding and highly responsive were remarkably successful in protecting their adolescents from problem drug use, and in generating competence, and that authoritative upbringing, although sufficient, is not a necessary condition to produce competent children.
Abstract: An overview of the Family Socialization and Developmental Competence longitudinal program of research (FSP) is followed by a presentation of the hypotheses and findings pertaining to family patterns as determinants of adolescent competence, and of types of adolescent substance users. Data include clusters derived from comprehensive ratings of parents and their children completed independently within- and across-time periods at ages 4, 9, and 15 years. At Time 3 (T3), the sample included 139 adolescents and their parents from a predominantly affluent, well-educated, Caucasian population. Parenting types were identified that differ on the bases of commitment and balance of demandingness and responsiveness. Authoritative parents who are highly demanding and highly responsive were remarkably successful in protecting their adolescents from problem drug use, and in generating competence. Authoritative upbringing, although sufficient, is not a necessary condition to produce competent children. Casual recreationa...
3,380 citations
01 Jan 1991
1,859 citations
TL;DR: The reliability and validity of a multidimensional 13-item index of competence, called the TMIG Index of Competence, were tested with data of 6776 elderly community residents and confirmed high reliability of the index with reliability coefficients of Alpha, test-retest, and correlation between the second-order factor score and the total score.
744 citations
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TL;DR: A Library Association Workshop is described which introduced the NVQ system of transferable qualifications, and a brief synopsis of recent developments, together with their implications for the library profession.
Abstract: A Library Association Workshop is described which introduced the NVQ system of transferable qualifications. There is a brief synopsis of recent developments, together with their implications for the library profession.
706 citations
TL;DR: In this article, the authors present an integrative perspective of the human resource system based on the notion of managing competencies and behavior, and derive six basic HR strategies by juxtaposing the three fundamental elements of a system (input, process, output) with the two strategic foci of HRM (competencies and behaviour).
514 citations
TL;DR: The life course is shaped by the interaction of cultural and social structural features with physical and psychological attributes of the individual and by the commitments and purposive efforts of an individual as mentioned in this paper.
Abstract: The life course is shaped by the interaction of cultural and social structural features with physical and psychological attributes of the individual and by the commitments and purposive efforts of the individual. In modern society, rationality and functionality have replaced tradition as determinants of individual choices in the transition to adulthood. Adolescent competence should lead to thinking through career and marital choices and inhibiting tendencies to make unwise choices. Therefore, competent adolescents should have more stable careers and marriages, and, because they will more often be rewarded for their attributes than will less competent ones, they should experience less personality change over the adult years. These hypotheses are largely confirmed with data from a longitudinal cohort studied for more than 50 years.
465 citations
Book•
01 Jan 1991
TL;DR: The model and its implications: the emerging model implications for employers implications for futher education and training implications for general education implications for higher education implication for individuals the autonomous learner as discussed by the authors.
Abstract: Part 1 New approaches methods and instruments: learning and individuals national needs and problems national vocational qualifications the concept of competence statements of competence and standards the programme to develop standards and NVQs assessment the accreditation of prior learning credit accumulation and transfer the national curriculum core skills linking education and training. Part 2 The model and its implications: the emerging model implications for employers implications for futher education and training implications for general education implications for higher education implications for individuals the autonomous learner. Part 3 Outstanding issues: the problem of knowledge issues for the future. Appendices: the new training initiative - technical implictions Jessup, 1985 towards a skills revolution - summary and action points CBI, 1989 classification of competence NCVQ, 1990 review of validity and reliability in assessment Jessup, 1989.
441 citations
Journal Article•
TL;DR: In this paper, a cooperative activity of a sixth-grade class focused on inventing adequate static representations of motion was examined, and they found indications of strong meta-representational competence.
321 citations
314 citations
TL;DR: A review of the research conducted during the 1980s on race/ethnicity, gender, and social class differences in K-12 educational uses of computers is summarized in terms of access, processes, and outcomes as discussed by the authors.
Abstract: In this review, the research conducted during the 1980s on race/ethnicity, gender, and social class differences in K–12 educational uses of computers is summarized in terms of access, processes, and outcomes. First, gender, social class, and racial inequalities in access to computers are documented. Second, equity in four aspects of process is considered: type of use, teachers’ attitudes towards equity and equality, curriculum content, and interactions among students. Third, the literature on three outcome variables is considered: student attitudes, computer-related competence (literacy and programming), and traditional achievement measures using computer-aided instruction. Finally, implications from the decade of research are drawn. These include the conclusions that the use of computers maintained and exaggerated inequities, that equity issues are complex and future research should reflect this, that between-school differences in equality should be examined, and that much more research on poor and minor...
301 citations
TL;DR: The Trouble with Competence as mentioned in this paper is a classic work about the difficulty of academic achievement in education, which is also related to our work, but different in many ways. [2]
Abstract: (1991). The Trouble with Competence. Cambridge Journal of Education: Vol. 21, No. 3, pp. 331-341.
Book•
01 Jun 1991
TL;DR: This paper defined the change and its causes how people are affected by change the individual's attitude to change how people react to change predicting the extent to resistance minimizing resistance to change - concepts, methods process skills differences in perception of changes a systematic approach to making changes implications for managerial competence
Abstract: Defining the change and its causes how people are affected by change the individual's attitude to change how people react to change predicting the extent to resistance minimizing resistance to change - concepts, methods process skills differences in perception of changes a systematic approach to making changes implications for managerial competence.
TL;DR: In this paper, the authors explored the relation of child depression to competency feedback in five domains: academic, social, physical attractiveness, conduct, and sports, and found that being nominated as relatively incompetent in multiple domains correspond with higher levels of self-reported depression.
Abstract: The relation of child depression to competency feedback was explored in five domains: academic, social, physical attractiveness, conduct, and sports. Self-reports of depression and peer nominations of competency were obtained from 1,422 elementary school children. Findings supported 4 hypotheses from a competency-based model of child depression. Peer nominations of competency in various domains were negatively related to depression. Being nominated as relatively incompetent in multiple domains corresponded with higher levels of self-reported depression. Being nominated as competent in one or more domains corresponded with lower levels of depression. Individual differences in incompetency were more strongly related to depression than were those in competency, especially for girls. Early intervention in child depression is discussed. Longitudinal and experimental designs are recommended for testing further the competency-based model.
TL;DR: Assessment of competence under examination circumstances can have predictive value for performance in actual practice only when factors such as efficiency and consultation time are taken into account.
Abstract: OBJECTIVE--To study the differences and the relation between what a doctor actually does in daily practice (performance) and what he or she is capable of doing (competence) by using national standards for general practice. DESIGN--General practitioners were consulted by four standardised (simulated) patients portraying four different cases during normal surgery hours. Later the doctors participated in a controlled practice test, for which they were asked to perform to the best of their ability. In the test they saw exactly the same standardised cases but in different patients. The patients reported on the consultations. SETTING--Province of Limburg, the Netherlands. SUBJECTS--442 general practitioners invited by a letter. 137 (31%) agreed to participate, of whom 36 were selected and visited. MAIN OUTCOME MEASURES--Number of actions taken during the consultations across complaints and for each category of complaint: the competence and performance total scores. Combination of scores with duration of consultations (efficiency-time score). Correlation between scores in the competence and performance part. RESULTS--Mean (SD) total score across complaints for competence was 49% higher than in the performance test (81.8 (11) compared with 54.7 (10.1), p less than 0.0001). The Pearson correlation across complaints between the competence total score and the performance total score of the participating physicians was -0.04 (not significant). When efficiency and consultation time of the consultations were taken into account, the correlation was 0.45 (p less than 0.01). CONCLUSIONS--Assessment of competence under examination circumstances can have predictive value for performance in actual practice only when factors such as efficiency and consultation time are taken into account. Below standard performance of physicians does not necessarily reflect a lack of competence. Performance and competence should be considered as distinct constructs.
TL;DR: This article examined the impact of team, organizational, and societal status characteristics on interaction patterns in long-term work groups and found that team status is significantly affected by each of the external characteristics studied.
Abstract: We examine the impact of team, organizational, and societal status characteristics on interaction patterns in long-term work groups. Data are from 2077 respondents representing 224 research and development teams drawn from 29 large corporations. Hypotheses based on status characteristic theory are supported: Both external (organizational and societal) and internal (team) status characteristics affect team interaction. When status within a team is controlled, only one external characteristic has a significant positive effect. Team status, in turn, is significantly affected by each of the external characteristics studied. While most of these external characteristics may reflect a team member's past performance, gender, when past performance is controlled, also has an independent effect on team status with males being accorded higher status. This suggests that competence and performance are not the sole bases for team status. Status processes in enduring work teams behave very much like those observed in ad hoc groups: Beliefs associated with diffuse status characteristics affect the ordering of interaction.
Book•
01 Jan 1991
TL;DR: The current crisis in adult education: Obsession with Technique and Shortfalls in Practice Fixation on Technique Erosion of Autonomous and Community Interests The Trappings - Co-optation and Consensus Professionalization, the Cult of Efficiency and Mandatory Continuing Education Part 2 On Contemporay Practice and Research: Self-Directed Learning to Critical Theory Focus on the Learner - Self-directed Learning Research to Practice in Adult Education Part 3 Adult Education as Vocation: Role of the Adult Educator Retrieving a Sense of Mission The Issue of Competence Friends Educating
Abstract: Part 1 The Current Crisis in Adult Education: Obsession with Technique and Shortfalls in Practice Fixation on Technique Erosion of Autonomous and Community Interests The Trappings - Co-optation and Consensus Professionalization, the Cult of Efficiency and Mandatory Continuing Education Part 2 On Contemporay Practice and Research: Self-Directed Learning to Critical Theory Focus on the Learner - Self-Directed Learning Research to Practice in Adult Education Part 3 Adult Education as Vocation: Role of the Adult Educator Retrieving a Sense of Mission The Issue of Competence Friends Educating Friends Theories of Action Perspectives Making Music Together Part 4 Addressing Needs, Program Design and Evaluation: Assessing Needs Program Planning Program Evaluation Part 5 The Critical Turn - Re-viewing Professionalization: Training and the Problem of Competence Professionalization or Professionalism? Training The Problem of Competence Part 6 Adult Life-World Concerns and Protection of the Commons: Questioning the Taken-for-Granted Critical Adult Education - Outlines of a Transformative Pedagogy Constituencies of a Transformative Pedagogy The Promise and Limitations of Critical Theory Alternatives to a Non-Critical Practice
01 Jan 1991
TL;DR: This article explored gender differences in the importance of reflected appraisals, self-perceived competence, and social comparison as sources of self-esteem, and found that women are more likely to report self-confidence than men.
Abstract: We explore gender differences in the importance of reflected appraisals, self-perceived competence, and social comparisons as sources of self-esteem
TL;DR: In this article, the authors bridge the gap between theory and practice by first describing strategic competence and then presenting language exercises to facilitate its development, which is a major component of communicative competence.
Abstract: Applied linguists have for some time suggested that communicative competence includes a major component, usually termed strategic competence, the development of which largely determines the learner’s fluency and conversational skills. Practising teachers, however, are usually unaware of the significance of this competence, and hardly any activities have been developed to include strategy training in actual language teaching. The aim of this article is to bridge the gap between theory and practice by first describing strategic competence and then presenting language exercises to facilitate its development.
TL;DR: A survey of prominent researchers in strategy and adjacent fields suggests that the answer depends on how "strategy" is defined as mentioned in this paper, and that modest and incremental contributions are evident when strategy is defined as a distinct field wherein a small group of scholars labor to develop unique theory, methods, and substantive research findings.
TL;DR: An overview of the ANA architecture is presented, which describes the functionalities that has been implemented, the results that have been obtained with robotic and simulated ANA agents, and finally it discusses (current) limitations and future work.
Abstract: The goal of my work is to develop and implement an architecture for an autonomous agent, which I refer to as "ANA". An ANA agent consists of a distributed set of "competence modules". Competence modules are linked in a network. A spreading activation process operates on the network to decide what the "relevance" or relative strength of a competence module is in the current context. This process implements a competition among modules for activation energy. The higher the activation energy level of a module, the more likely it is that this module determines what the autonomous agent does or communicates to believe. Learning is a central, completely integrated feature of the architecture. The competence module network is continuously being developed and changed on the basis of experience: links are added and deleted depending on real world observations and new "macro modules" are created whenever a goal is achieved. This paper presents an overview of the architecture. It describes the functionalities that have been implemented, the results that have been obtained with robotic and simulated ANA agents, and finally it discusses (current) limitations and future work.
TL;DR: This review of the literature showed only limited support for David C. McClelland's claims that "competencies" would be better able to predict important behaviors than would more traditional tests.
Abstract: David C. McClelland's 1973 article has deeply influenced both professional and public opinion. In it, he presented five major themes: (a) Grades in school did not predict occupational success, (b) intelligence tests and aptitude tests did not predict occupational success or other important life outcomes, (c) tests and academic performance only predicted job performance because of an underlying relationship with social status, (d) such tests were unfair to minorities, and (e) "competencies" would be better able to predict important behaviors than would more traditional tests. Despite the pervasive influence of these assertions, this review of the literature showed only limited support for these claims.
TL;DR: It is shown that production competence is closely related to the formulation and implementation of manufacturing strategy and can best be understood within that context and an improved numerical measure of business performance is suggested.
Abstract: A recent article [3] proposed a definable relationship between production competence and business performance and presented empirical evidence to support the relationship. The purpose of this note is four-fold. First, it corrects the authors' numerical measure of production competence. The correction changes the nature of the relationship between competence and performance. Second, this note suggests an improved numerical measure of business performance (the dependent variable in the study). The authors of [3] defined performance in a manner which inadvertently captures elements used to measure production competence (the independent variable). The result is a deceptively close fit of the authors' model with the data. The third purpose of the note is to introduce a more appropriate theoretical framework for the production competence construct. It is shown that production competence is closely related to the formulation and implementation of manufacturing strategy and can best be understood within that context. Last, an alternative conceptual model of the relationship between business strategy, production competence, and business performance is presented. The new model includes a construct which measures the “fit” of a firm's business strategy to its external, competitive environment.
TL;DR: The results of this study demonstrated the existence of developmental patterns with respect to children’s judgments of their physical competence, with younger children showing greater preference for adult feedback and older children showing great preference for peer comparison.
Abstract: This study examined developmental differences in children’s judgments of their physical competence. Two questionnaires were administered to 134 children, ranging in age from 8 to 13 years, to measure their perceptions of competence and the criteria they use to evaluate that competence. In addition, children’s actual physical competence was assessed through teacher evaluation. Univariate and multivariate analyses of the data revealed three major findings. First, the accuracy with which children judge their competence does increase with age. Second, the criteria children use to assess their competence is also age-dependent, with younger children showing greater preference for adult feedback and older children showing greater preference for peer comparison. Third, the criteria children use in competency judgments was found to be directly related to the accuracy of such judgments. The results of this study demonstrated the existence of developmental patterns with respect to children’s judgments of their physi...
01 Mar 1991
TL;DR: In this article, the authors examined peer and teacher evaluations of children's competence in five domains as predictors of change in children's self-perceived competence and global self-worth during the 4th grade.
Abstract: Peer and teacher evaluations of children's (N=360) competence in 5 domains were examined as predictors of change in children's self-perceived competence and global self-worth during the 4th grade
TL;DR: In this paper, the authors argue that there are trends currently present in industry and management which require human resource managers to have much higher levels of competence and skills and that concepts and techniques from marketing can provide means by which HR managers can be more effective.
TL;DR: In this article, the authors present an approach and issues for competence-based teacher education, which is based on the concept of teacher education and competency-based assessment. Cambridge Journal of Education: Vol. 21, No. 3, pp 309-318.
Abstract: (1991). Competence‐based Teacher Education: approaches and issues. Cambridge Journal of Education: Vol. 21, No. 3, pp. 309-318.
TL;DR: In this paper, the relationship between managerial performance and communication competency was investigated by identifying communication skills and social cognitive abilities that are associated with managerial performance for both male and female managers.