Showing papers on "Competence (human resources) published in 2002"

Defining and Assessing Professional Competence

Abstract: ContextCurrent assessment formats for physicians and trainees reliably test core knowledge and basic skills. However, they may underemphasize some important domains of professional medical practice, including interpersonal skills, lifelong learning, professionalism, and integration of core knowledge into clinical practice.ObjectivesTo propose a definition of professional competence, to review current means for assessing it, and to suggest new approaches to assessment.Data SourcesWe searched the MEDLINE database from 1966 to 2001 and reference lists of relevant articles for English-language studies of reliability or validity of measures of competence of physicians, medical students, and residents.Study SelectionWe excluded articles of a purely descriptive nature, duplicate reports, reviews, and opinions and position statements, which yielded 195 relevant citations.Data ExtractionData were abstracted by 1 of us (R.M.E.). Quality criteria for inclusion were broad, given the heterogeneity of interventions, complexity of outcome measures, and paucity of randomized or longitudinal study designs.Data SynthesisWe generated an inclusive definition of competence: the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individual and the community being served. Aside from protecting the public and limiting access to advanced training, assessments should foster habits of learning and self-reflection and drive institutional change. Subjective, multiple-choice, and standardized patient assessments, although reliable, underemphasize important domains of professional competence: integration of knowledge and skills, context of care, information management, teamwork, health systems, and patient-physician relationships. Few assessments observe trainees in real-life situations, incorporate the perspectives of peers and patients, or use measures that predict clinical outcomes.ConclusionsIn addition to assessments of basic skills, new formats that assess clinical reasoning, expert judgment, management of ambiguity, professionalism, time management, learning strategies, and teamwork promise a multidimensional assessment while maintaining adequate reliability and validity. Institutional support, reflection, and mentoring must accompany the development of assessment programs.

Changes in Children’s Self-Competence and Values: Gender and Domain Differences across Grades One through Twelve

Abstract: This study extended previous research on changes in children's self-beliefs by documenting domain-specific growth trajectories for 761 children across grades 1 through 12 in a longitudinal study of perceptions of self-competence and task values. Hierarchical Linear Modeling was used to (1) describe changes in beliefs across childhood and adolescence within the domains of mathematics, language arts, and sports; (2) examine the impact of changes in competence beliefs on changes in values over time in the same domains; and (3) describe gender differences in mean levels and trajectories of change in competence beliefs and values. The most striking finding across all domains was that self-perceptions of competence and subjective task values declined as children got older, although the extent and rate of decline varied across domains. For example, in language arts, competence beliefs declined rapidly during the elementary school years, but then leveled off or increased to some extent; whereas the decline in self-competence beliefs in sports accelerated during the high school years. Significant gender differences in beliefs were found in most domains; however, the gender differences in developmental trajectories appeared to be domain specific rather than global. Importantly, the gender differences between boys and girls did not systematically increase with age, as predicted by some socialization perspectives. Adding competence beliefs as an explanatory variable to the model for task values revealed that changes in competence beliefs accounted for much of the age-related decline in task values. In addition, competence beliefs accounted for most of the gender differences in task values for language arts and sports.

The Process of Cultural Competence in the Delivery of Healthcare Services: A Model of Care

Abstract: Several models of service care delivery have emerged to meet the challenges of providing health care to our growing multi-ethnic world. This article will present Campinha-Bacote's model of cultural competence in health care delivery: The Process of Cultural Competence in the Delivery of Healthcare Services. This model views cultural competence as the ongoing process in which the health care provider continuously strives to achieve the ability to effectively work within the cultural context of the client (individual, family, community). This ongoing process involves the integration of cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire.

Developing Teachers : The Challenges of Lifelong Learning

Abstract: Effective schools or improving schools are fashionable terms in the rhetoric of recent education movements, yet the heart of these movements is often more to do with teaching quality than with school practice. This book takes a holistic view of teacher development, examining the contexts and conditions of teaching: school leadership and culture; teachers' lives and histories; change; teacher learning, competence and expertise; and the moral purposes of teaching. Day looks at the conditions under which teacher development may be enhanced, and brings together research and other information, from the UK and overseas.

Children's competence and value beliefs from childhood through adolescence: growth trajectories in two male-sex-typed domains.

Abstract: The purpose of this study was to document gender differences in children's competence and value beliefs (N =514) from the 1st through 12th grades and to investigate the relation of these trends to initial differences in parents' perceptions of children's ability. Six separate growth models were tested: math competence, math interest, math importance, sports competence, sports interest, and sports importance. Across all 6 models, children's self-perceptions declined from 1st grade to 12th grade. Gender differences in competence and value beliefs were found. The gap between boys' and girls' competence beliefs decreased over time. In addition, parents' initial ratings of children's ability helped to explain mean level differences and variations in the rate of change in children's beliefs over time, with the effect being strongest in the sports models.

A Structural Approach to Assessing Innovation: Construct Development of Innovation Locus, Type, and Characteristics

Abstract: We take a structural approach to assessing innovation. We develop a comprehensive set of measures to assess an innovation's locus, type, and characteristics. We find that the concepts of competence destroying and competence enhancing are composed of two distinct constructs that, although correlated, separately characterize an innovation: new competence acquisition and competence enhancement/destruction. We develop scales to measure these constructs and show that new competence acquisition and competence enhancing/destroying are different from other innovation characteristics including core/peripheral and incremental/radical, as well as architectural and generational innovation types. We show that innovations can be evaluated distinctively on these various dimensions with generally small correlations between them. We estimate the impact these different innovation characteristics and types have on time to introduction and perceived commercial success. Our results indicate the importance of taking a structural approach to describing innovations and to the differential importance of innovation locus, type, and characteristics on innovation outcomes. Our results also raise intriguing questions regarding the locus of competence acquisition (internal vs. external) and both innovation outcomes.

Shifting Paradigms: From Flexner to Competencies

Abstract: Realizing medical education is on the brink of a major paradigm shift from structure- and process-based to competency-based education and measurement of outcomes, the authors reviewed the existing medical literature to provide practical insight into how to accomplish full implementation and evaluation of this new paradigm. They searched Medline and the Educational Resource Information Clearinghouse from the 1960s until the present, reviewed the titles and abstracts of the 469 articles the search produced, and chose 68 relevant articles for full review. The authors found that in the 1970s and 1980s much attention was given to the need for and the development of professional competencies for many medical disciplines. Little attention, however, was devoted to defining the benchmarks of specific competencies, how to attain them, or the evaluation of competence. Lack of evaluation strategies was likely one of the forces responsible for the threedecade lag between initiation of the movement and widespread adoption. Lessons learned from past experiences include the importance of strategic planning and faculty and learner buy-in for defining competencies. In addition, the benchmarks for defining competency and the thresholds for attaining competence must be clearly delineated. The development of appropriate assessment tools to measure competence remains the challenge of this decade, and educators must be responsible for studying the impact of this paradigm shift to determine whether its ultimate effect is the production of more competent physicians. Acad. Med. 2002;77:361‐367.

What Factors Facilitate Teacher Skill, Teacher Morale, and Perceived Student Learning in Technology-Using Classrooms?

Abstract: Based on a comprehensive study of 94 classrooms from four states in different geographic regions of the country, this quantitative study investigated the impact of seven factors related to school technology (planning, leadership, curriculum alignment, professional development, technology use, teacher openness to change, and teacher non-school computer use) on five dependent measures in the areas of teacher skill (technology competency and technology integration), teacher morale, and perceived student learning (impact on student content acquisition and higher order thinking skills acquisition). Stepwise regression resulted in models to explain each of the five dependent measures. Teacher technology competency was predicted by teacher openness to change. Technology integration was predicted by teacher openness to change and the percentage of technology use with others. Teacher morale was predicted by professional development and constructivist use of technology. Technology impact on content acquisition was predicted by the strength of leadership, teacher openness to change, and negatively influenced by teacher non-school computer use. Technology impact on higher-order thinking skills was predicted by teacher openness to change, the constructivist use of technology, and negatively influenced by percentage of technology use where students work alone. Implications for the adoption and use of school technologies are discussed.

Children's social behaviors as predictors of academic achievement: A longitudinal analysis.

Abstract: This study was an investigation of the relationships among a diverse sample of elementary students’ social skills, problem behaviors, academic competence, and academic achievement The primary research question addressed the relationship between social behaviors and academic achievement All data were collected and examined at two timepoints within a school year, which allowed for a replication of the relationships among the variables and an investigation of the predictive relationships over time The participants in this study were 139 third- and fourth-grade students, and their teachers, from two schools in a large urban community in western Massachusetts The results of this study indicated that (a) social skills are positively predictive of concurrent levels of academic achievement and (b) problem behaviors are negatively predictive of concurrent academic achievement Only social skills, however, emerged as a significant predictor of future academic functioning The linkage between problem behaviors and future academic performance may vary as a function of ethnic or cultural membership status In schools across the United States, positive social behavior, academic competence, and high levels of achievement are objectives valued by teachers, parents, and other educational stakeholders Given these valued objectives of education, it is surprising to find that many stakeholders are concerned that interventions focusing on students’ social behavior may diminish or shortchange the development of academic outcomes This perception is most likely because of the belief that time will be taken away from academics if social behaviors are given a prominent place in instruction Researchers suggest, however, that there is a strong relationship between social behavior and academic achievement (DiPerna & Elliott, 1999; Feshbach & Feshbach, 1987; Green, Forehand, Beck, & Vosk, 1980; Gresham & Elliott, 1990; Lambert & Nicholl, 1977; Wentzel, 1991,

Women of Color in Academe: Living with Multiple Marginality.

Abstract: Introduction I recall a personal example of how multiple social identities may shape one's opportunities in higher education. As a woman of color from a "no collar" class (I come from a farm labor background), when first exploring graduate school options I was discouraged from applying to a master's level program in business by an admissions officer. The admissions officer stated that I would not fit. I was a woman, a minority, a single parent, I had a background in the public sector, and I had some but not enough math background. This would make it nearly impossible for me to succeed as others in the program fit another and opposite profile. Although all of this may be true, it did not occur to the admissions officer that this might not be an appropriate state of affairs for student enrollment in the program. It was merely accepted as the way things are and should remain. I remember being struck by the many ways I could be defined as not "fitting" and, therefore, not encouraged and, more than likely, not admitted. I was so easily "defined out" rather than "defined in." I am now a faculty member at a major research university. My current work focuses on the experiences of faculty of color in higher education. While pursuing this work, I have had many opportunities to interview, converse with, and read about the lives of other faculty women of color. Many continue to speak, although in different ways, about the experience of multiple marginality and being defined out. The following quotations from the literature give insight into the lives of faculty women of color, including my own. Lived Contradiction I am struck by my lived contradiction: To be a professor is to be an anglo; to be a latina is not to be an anglo. So how can I be both a Latina and a professor? To be a Latina professor, I conclude, means to be unlike and like me. Que locura! What madness!... As Latina professors, we are newcomers to a world defined and controlled by discourses that do not address our realities, that do not affirm our intellectual contributions, that do not seriously examine our worlds. Can I be both Latina and professor without compromise? (Ana M. Martinez Aleman in Padilla & Chavez, 1995, pp. 74-75) Ambiguous Empowerment Readers who have listened to any group of professional women talk about their work experiences will likely find these stories familiar. Like other successful women who work in male and white-dominated professions, women superintendents have much to say about the way they managed to get into such positions despite the anomaly of their gender or race, how they developed confidence in their competence and authority, and what they have accomplished by exercising their professional power. They also talk about various forms of gender and race inequality that structure the profession and how they respond to discriminatory treatment...I study these familiar stories in order to understand how professional women make sense of their-their ambiguous empowerment--in the context of contemporary American culture. (Chase, 1995, p. x) The narrative data presented here portray the lives of faculty women of color as filled with lived contradictions and ambiguous empowerment. Chase's (1995) "ambiguous empowerment" based on the lives of women school superintendents also applies to the experiences of faculty women of color. Although faculty women of color have obtained academic positions, even when tenured they often confront situations that limit their authority and, as they address these situations, drain their energy. For example, in an interview (1) a woman of color who is a full professor and chair of her department observes: I'm the department chair,... and I meet with a lot of people who don't know me--you know, prospective students and their parents. And I know that their first reaction to me is that I'm an Asian American woman, not that I'm a scientist or that I'm competent. …

Clinical competence assessment in nursing: a systematic review of the literature

Abstract: Background. The assessment of clinical competence has returned to centre stage of nurse education. However, there is little evidence to support the use of clinical competence and a wide variety of methods for its use. Research question. The present study was designed to investigate the evidence for the use of clinical competence assessment in nursing. Design. A review using systematic methods of literature pertaining to clinical competence in nursing was conducted using defined dates, databases and search terms. Results. There is still considerable confusion about the definition of clinical competence and most of the methods in use to define or measure competence have not been developed systematically and issues of reliability and validity have barely been addressed. Conclusion. The assessment of clinical competence remains almost universally accepted in the nurse education literature as a laudable pursuit yet there are aspects of it that remain at odds with the higher education of nurses.

Alliance Competence, Resources, and Alliance Success: Conceptualization, Measurement, and Initial Test:

Abstract: This research examines the effect of an alliance competence on resource-based alliance success. The fundamental thesis guiding this research is that an alliance competence contributes to alliance success, both directly and through the acquisition and creation of resources. Using survey data gathered from 145 alliances, empirical tests of the hypotheses provide support for the posited explanation of alliance success. The findings indicate that an alliance competence is not only antecedent to the resources that are necessary for alliance success but also to alliance success itself.

Enterprise Resource Planning (ERP) Competence Constructs: Two-Stage Multi-Item Scale Development and Validation*

Abstract: This paper defines and operationalizes eight ERP competence constructs. We define ERP competence as a portfolio of managerial, technical and organizational skills and expertise posited as antecedents to improved business performance occurring after an ERP system is operational and functionally stable. To improve responses to changes in markets and products, manufacturers are increasingly adopting ERP systems. However, anecdotal accounts indicate that the realization of ERP's potential benefits is rare. Because of its pervasive influence on manufacturing and business performance, the need for scientifically developed and tested multi-item scales pertaining to ERP competence is highly relevant to manufacturing strategy research. We follow a two-stage normative process of scale development. First, we identify a portfolio of eight generic constructs that are hypothesized to be associated with successful ERP adoption. Each construct is then operationalized as a multi-item measurement scale by applying a manual item sorting technique iteratively to independent panels of expert judges until tentative reliability and validity is established. Second, we further refine and validate the multi-item scales using survey data from 79 North American manufacturing users of ERP systems.

Cross-Cultural Management: A Knowledge Management Perspective

Abstract: PART 1: ANTHROPOLOGY S AWKWARD LEGACY TO THE MANAGER'S WORLD 1. Culture: the specious scapegoat 2. The anthropologist's legacy 3. Some consequences of culture's consequences 4. Navigating knowledge management 5. Towards culture as an object of knowledge management PART 2: CASE STUDIES: MAKING SENSE OF CULTURE FROM A KNOWLEDGE MANAGEMENT PERSPECTIVE 6. Case study 1: Novo Nordisk: cross-cultural management as facilitation 7. Case study 2: Matsushita Electric: A learning history 8. Case study 3: LEGO: transferring identity knowledge 9. Case study 4: Sulzer Infra: creating one winning team PART III: REDESIGNING CROSS-CULTURAL MANAGEMENT AS A KNOWLEDGE DOMAIN 11. Language: management's lost continent 12. The cross-cultural management and the translation of common knowledge 13. Cross-cultural management: synergies for participative competence Glossary

Double-Loop Learning, Teaching, and Research

Abstract: A new genre of case methodology is described that can be used to help participants diagnose and increase their competence in helping themselves and others to become more effective leaders, learners...

The relationship between competence and performance: implications for assessing practice performance.

Abstract: Objective This paper aims to describe current views of the relationship between competence and performance and to delineate some of the implications of the distinctions between the two areas for the purpose of assessing doctors in practice. Methods During a 2-day closed session, the authors, using their wide experiences in this domain, defined the problem and the context, discussed the content and set up a new model. This was developed further by e-mail correspondence over a 6-month period. Results Competency-based assessments were defined as measures of what doctors do in testing situations, while performance-based assessments were defined as measures of what doctors do in practice. The distinction between competency-based and performance-based methods leads to a three-stage model for assessing doctors in practice. The first component of the model proposed is a screening test that would identify doctors at risk. Practitioners who ‘pass’ the screen would move on to a continuous quality improvement process aimed at raising the general level of performance. Practitioners deemed to be at risk would undergo a more detailed assessment process focused on rigorous testing, with poor performers targeted for remediation or removal from practice. Conclusion We propose a new model, designated the Cambridge Model, which extends and refines Miller's pyramid. It inverts his pyramid, focuses exclusively on the top two tiers, and identifies performance as a product of competence, the influences of the individual (e.g. health, relationships), and the influences of the system (e.g. facilities, practice time). The model provides a basis for understanding and designing assessments of practice performance.

Developing competency models to promote integrated human resource practices

Abstract: Today, competencies are used in many facets of human resource management, ranging from individual selection, development, and performance management to organizational strategic planning. By incorporating competencies into job analysis methodologies, the Office of Personnel Management (OPM) has developed robust competency models that can form the foundation for each of these initiatives. OPM has placed these models into automated systems to ensure access for employees, human resources professionals, and managers. Shared access to the data creates a shared frame of reference and a common language of competencies that have provided the basis for competency applications in public sector agencies. © 2002 Wiley Periodicals, Inc.

Fostering Critical Thinking Through Effective Pedagogy: Evidence from Four Institutional Case Studies

Abstract: Although Americans today are more highly educated than ever before, they are not necessarily better educated. In this country formal education largely entails knowledge building through subject matter content coverage. Unfortunately, this often comes at the expense of skills building. Rather than devote so much effort to teaching students what to think, perhaps we need to do more to teach them how to think. Higher-order cognitive skills, such as the ability to think critically, are invaluable to students' futures; they prepare individuals to tackle a multitude of challenges that they are likely to face in their personal lives, careers, and duties as responsible citizens. Moreover, by instilling critical thinking in students we groom individuals to become independent lifelong learners--thus fulfilling one of the long-term goals of the educational enterprise. A preponderance of evidence from the research literature on critical thinking suggests that significant gains in critical thinking are both perceived (Astin, 1993; Pace, 1974; Terenzini, Theophilides, & Lorang, 1984; Tsui, 1999) and experienced by college students (Dressel & Mayhew, 1954; Keeley, 1992; Keeley, Browne, & Kreutzer, 1982; King, Wood, & Mines, 1990; Klassen, 1983; Lehmann, 1963; Mines, King, Hood, & Wood, 1990; Pascarella, 1989; Spaulding & Kleiner, 1992). Yet, many consider the level of critical thinking displayed by students to be inadequate. Norris (1985) noted that competence in critical thinking is lower than it should be at every stage of schooling. In a study by Keeley, Browne, and Kreutzer (1982), seniors outperformed freshmen in analyzing articles through an essay response format despite showing "major deficiencies" in their performance. For instance, 40-60% of the participating seniors could not provide a single example of a logical flaw, significant ambiguity, or misuse of data, when a sked to assess a written passage containing several such errors. Using the same data source, Keeley (1992) found both freshmen and seniors exhibiting "poor performance" at identifying assumptions. In a study involving 874 sociology students, Logan (1976) concluded that those at every level (from freshmen to graduate students) scored "very low" in critical thinking as measured by a test to assess students' abilities to recognize uncritical or unsound thinking. Research can and should assist faculty in their efforts to nurture students' abilities to think critically. As yet, however, little substantiated knowledge on effective pedagogy comes from research on critical thinking. Very few studies on critical thinking among college students examine the impact of instructional factors (see Tsui, 1998b). Limited efforts to investigate the effects of specific teaching techniques may stem from the difficulty of attaining direct indicators; studies that address classroom experiences tend to rely on self-reported data rather than observational data. Among the research that examines the influence of instruction on critical thinking, the focus on pedagogy varies. Moreover, studies addressing the same teaching elements have yielded some conflicting findings. Consequently, little consistency emerges from the empirical research literature as to specific instructional techniques that effectively enhance students' abilities to think critically (McMillan, 1987; Tsui, 1998b). In a 1995 study by Terenzini, Springer, Pascarella, and Nora, critical thinking, as measured by scores on the critical thinking module of the Collegiate Assessment of Academic Proficiency (CAAP), was found significantly and positively related to only a few classroom and instructional experiences. Once students' pre-college level of critical thinking was controlled for, however, only hours per week spent studying remained statistically significant. Smith (1977, 1981) found three kinds of instructor-influenced classroom interactions to be consistently and positively related to gains in critical thinking (as measured by the Watson-Glaser Critical Thinking Appraisal and the Chickering behavioral self-report index): the extent to which faculty members encouraged, praised, or used student ideas; the amount and cognitive level of student participation in class; and the amount of interaction among students in a course. …

Core competence for sustainable competitive advantage: a structured methodology for identifying core competence

Abstract: Core competencies are the crown jewels of a company and, therefore, should be carefully nurtured and developed. Companies can determine their future business directions based on the strengths of competencies. However, because generalized terms such as resource, asset, capability, and competence are not clearly explained in connection with competence theory, these posing difficulties in understanding many contemporary management concepts. In this paper, the authors provide a summary of the recent management theories by comparing their salient features. They then propose a linking mechanism between assets, resources, capabilities, competencies, and core competencies. They provide a methodology to identify core competencies by isolating unique and flexible capabilities of the firm. They use this framework to identify the core competencies of a UK manufacturing company. The results of their analyses are used to help the company to make more informed strategic management decisions regarding capability development, outsourcing, focusing, or diversification, with regards to new products, services, or markets. The framework is generic in nature and is applicable to benchmark a manufacturing, public, or service sector organization.

An innovative model for teaching and learning clinical procedures.

Abstract: Context Performing a clinical procedure requires the integration of technical clinical skills with effective communication skills. However, these skills are often taught separately. Objectives To explore the feasibility and benefits of a new conceptual model for integrated skills teaching. Design A qualitative observation and interview-based study of undergraduate medical students. Methodology Medical students performed technical and communication skills in realistic clinical scenarios (urinary catherization and wound closure), using latex models connected to simulated patients (SPs). Procedures were observed, videorecorded and assessed by tutors from an adjoining room. Students received immediate feedback from tutors and SPs, before engaging in a process of individual feedback through private review of their videotapes. Group interviews explored the response of students, SPs and tutors. Data were analysed using standard qualitative techniques. Subjects Fifty-one undergraduate students were recruited from the Faculty of Medicine, Imperial College, London. Results The scenarios provided a realistic simulation of two common clinical situations and proved feasible in terms of time, facilities and resources within this institution. Students found the opportunity to integrate communication and technical skills valuable, challenging and an appropriate learning experience. Immediate feedback was especially highly valued. Some students found difficulty integrating technical and communications skills, but benefited from conducting two procedures in the same session. Conclusion The integrated model was feasible and was perceived to be valuable. Benefits include the opportunity to integrate, within a safe environment, skills which are often taught separately. Promoting reflective practice may enable the successful transfer of these integrated skills to other procedures.

Learning the Trade: A Culture of Safety in Practice:

Abstract: This paper presents an ethnographic study of how safety is mastered by novices on a building site, in order to highlight the social and cultural character of learning Adopting a situational focus, the paper explores how knowledge is acquired and transmitted, and how a culture of practice sediments and is perpetuated in the process The paper takes the community of practices as the privileged locus of learning and transmitting practical knowledge This study is therefore an attempt to understand in what forms and by means of what mechanisms building-site novices are socialized in the community of practices and how, within this process, the competence relative to safety and danger is learned

Predictors of Satisfaction with Counseling: Racial and Ethnic Minority Clients' Attitudes toward Counseling and Ratings of Their Counselors' General and Multicultural Counseling Competence.

Abstract: One hundred twelve college students of color who sought and terminated mental health treatment at their campus counseling center were asked to indicate their (a) attitudes toward counseling, (b) ratings of their counselors' general counseling competence, (c) ratings of their counselors' multicultural competence, and (d) satisfaction with counseling. Results revealed that these students' counseling attitudes and perceptions of their counselors' general and multicultural competence each accounted for significant variance in their satisfaction with counseling. Of particular note was the finding that racial and ethnic minority clients' ratings of their counselors' multicultural counseling competence explained significant variance in satisfaction ratings beyond the variance previously accounted for by their general counseling competence ratings. Moreover, results revealed that clients' ratings of their counselors' multicultural counseling competence partially mediated the relationship between general counseling competence ratings and satisfaction with counseling.

Measuring network competence: some international evidence

Abstract: Argues that the ability of a firm to develop and manage relations with key suppliers, customers and other organizations and to deal effectively with the interactions among these relations is a core competence of a firm – one that has a direct bearing on a firm’s competitive strength and performance. This is referred to as a firm’s network competence. In the first part of the paper work in Germany that has led to the development and calibration of a scale to measure a firm’s network competencies is described. In the second part the results of preliminary studies designed to develop and test the validity of the scale in an English‐speaking context are reported. The results show that the measurement of network competence is valid and that the same relations between network competence and performance measures found in the German research hold. It is further shown that the measure of network competence is empirically and conceptually distinct to that of the market orientation scale.

The Boundary Approach of Competence: A Constructivist Aid for Understanding and Using the Concept of Competence:

Abstract: Although competence is an important concept in human resource development and education, there is no theoretical framework for competence. This article focuses on the development of such a theoreti...

Developing deep learning approaches and personal teaching efficacy within a preservice teacher education context.

Abstract: Background: University students' approaches to learning have been demonstrated to affect learning outcomes across a wide range of courses, favouring the use of a deep approach. Interventions to promote the use of deep approaches have had mixed success, with the most successful interventions involving large-scale course redesign. Aims: This paper describes a study in which contextual modifications were implemented in an existing preservice teacher education programme to increase students' use of deep approaches to learning and reduce their reliance on the use of surface approaches, without the need for major redesign. Students' perceptions of their competence in performing the tasks of teaching (personal teaching efficacy) were also expected to improve in response to improvements in quality learning. Sample: Three cohorts of students (N = 134), enrolled in a preservice teacher education degree programme at a rural university in New South Wales, Australia participated in the study. Method: A longitudinal quasi-experimental design was used, with Cohort 1 acting as a control while Cohorts 2 and 3 represented treatment groups. Repeated measures were taken on Biggs' (1987b) Study Process Questionnaire, a modified version of Gibson and Dembo's (1984) Teacher Efficacy Scale and the Academic subscale within Lefcourt's (1981) Multidimensional-Multiattributional Causality Scale. An action research paradigm was embedded to enable the development and refinement of the altered teaching approaches. Results: Results indicated that the modifications to teaching methods, task requirements and assessment processes applied to the treatment group encouraged changes in students' approaches to learning by firstly reducing their use of surface approaches and later increasing the use of deep approaches. While both treatment and contrast groups exhibited equivalent growth in teaching efficacy, differences between cohorts were noted in the sources that informed personal teaching efficacy at the conclusion of the course. Conclusions: These findings suggest that the study succeeded in its major goal of improving the quality of teaching and learning in this teacher education programme. The results conform to the findings of previous research and are consistent with learning approach theory. While the specific contextual modifications used in the current study may not necessarily be transferable to other settings, the processes employed in the generation of those modifications could find wider applicability.

Profiles of Social Competence among Low–Income African American Preschool Children

Abstract: Relations between children's personal attributes and peer play competence were investigated in a sample of 141 African American preschool children who participated in Head Start. Variable-oriented analyses confirmed that dispositions of temperament, emotion regulation, autonomy, and language were related to children's peer play competence in the classroom. Person-oriented analyses revealed distinctive profiles of personal attributes linked to adaptive preschool social functioning. A small group of resilient children whose profile was characterized by highly adaptable temperament, ability to approach new situations, and above average vocabulary development evidenced the greatest social competence with peers. Children who were disruptive with peers were equally divided between two profiles characterized by inattention and activity, but with differential performance on vocabulary tasks. A profile containing calm, reticent children was the group least likely to engage in disruptive peer play. Inspection of the six profiles revealed the within-group variability for this economically disadvantaged sample and illustrated the differential importance of temperament, regulation, and language constructs. Findings from the profile analyses and relations with peer competence inform the study of resilience in social development for urban African American children who participate in early intervention preschool programs.