Showing papers on "Competence (human resources) published in 2003"
TL;DR: The authors argue that self-efficacy acts as an active precursor of self-concept development and suggest that selfconcept research separate out its multiple components and subprocesses and invest more effort toward making students less preoccupied with normative ability comparisons in school.
Abstract: Academic motivation researchers sometimes struggle to decipher the distinctive characteristics of what appear to be highly analogous constructs. In this article, we discuss important similarities between self-concept and self-efficacy as well as some notable differences. Both constructs share many similarities such as centrality of perceived competence in construct definition; use of mastery experience, social comparison, and reflected appraisals as major information sources; and a domain-specific and multidimensional nature. Both predict motivation, emotion, and performance to varying degrees. However, there are also important differences. These differences include integration vs. separation of cognition and affect, heavily normative vs. goal-referenced evaluation of competence, aggregated vs. context-specific judgment, hierarchical vs. loosely hierarchical structure, past vs. future orientation, and relative temporal stability vs. malleability. We argue that self-efficacy acts as an active precursor of self-concept development and suggest that self-concept research separate out its multiple components and subprocesses and invest more effort toward making students less preoccupied with normative ability comparisons in school.
1,796 citations
TL;DR: Preschoolers' patterns of emotional expressiveness, emotion regulation, and emotion knowledge were assessed and their contributions to social competence, as evidenced by sociometric likability and teacher ratings, were evaluated via latent variable modeling.
Abstract: Preschoolers' (N = 143) patterns of emotional expressiveness, emotion regulation, and emotion knowledge were assessed. Their contributions to social competence, as evidenced by sociometric likability and teacher ratings, were evaluated via latent variable modeling, both concurrently and across time. Moderation of key results by age and sex was also explored. Emotional competence assessed at 3 to 4 years of age contributed to both concurrent and kindergarten social competence. Even early in the preschool period, contributions of emotional competence to social competence have long-term implications.
1,219 citations
Book•
02 Sep 2003
TL;DR: In this article, a conceptual frame of reference for key competencies was developed based on theoretical and conceptual approaches to competence and informed by political and practical considerations, and the authors delineated this framework and offered an important contribution to the debate on priority areas for competence development and on policies aimed at enhancing key competence.
Abstract: In 1997, under the auspices of the OECD, the project entitles 'Definition and selection of competencies: theoretical and conceptual foundations' (DeSoCo) was launched with a view to identifying the key competencies crucial to leading a successful and responsible life in this increasingly complex and globalised world. Based on theoretical and conceptual approaches to competence and informed by political and practical considerations, a conceptual frame of reference for key competencies was developed. This book delineates this framework and offers an important contribution to the debate on priority areas for competence development and on policies aimed at enhancing key competencies.
919 citations
TL;DR: In this paper, a LISREL analysis revealed that network competence has a strong positive influence on the extent of interorganizational technological collaborations and on a firm's product and process innovation success.
794 citations
TL;DR: This work conducted interviews in 20 organizations to identify ways in which interpersonal trust in a knowledge-sharing context develops and summarize behaviors and practices for managers interested in promoting trust (and thereby knowledge creation and sharing) within their own organizations.
Abstract: Executive Overview In many organizations, informal networks are the primary means by which employees find information, solve complex problems, and learn how to do their work. Two forms of interpersonal trust—trust in a person's competence and in a person's benevolence—enable effective knowledge creation and sharing in these networks. Yet, though conceptually appealing, trust is an elusive concept that is often difficult for managers to influence. We conducted interviews in 20 organizations to identify ways in which interpersonal trust in a knowledge-sharing context develops. Based on this work, we summarize behaviors (e.g., discretion, consistency, collaboration) and practices (e.g., building shared vision, ensuring transparency in decision-making, holding people accountable for trust) for managers interested in promoting trust (and thereby knowledge creation and sharing) within their own organizations.
684 citations
TL;DR: The research in this field in the past decade is reviewed to explore all the available methods, establish their validity and reliability, and examine the possibility of using these methods on the basis of the available evidence.
Abstract: In the past few years, considerable developments have been made in the objective assessment of technical proficiency of surgeons. Technical skills should be assessed during training, and various methods have been developed for this purpose
Surgical competence entails a combination of knowledge, technical skills, decision making, communication skills, and leadership skills. Of these, dexterity or technical proficiency is considered to be of paramount importance among surgical trainees. The assessment of technical skills during training has been considered to be a form of quality assurance for the future.1 Typically surgical learning is based on an apprenticeship model. In this model the assessment of technical proficiency is the responsibility of the trainers. However, their assessment is largely subjective.2 Objective assessment is essential because deficiencies in training and performance are difficult to correct without objective feedback.3
The introduction of the Calman system in the United Kingdom, the implementation of the European Working Time Directive, and the financial pressures to increase productivity4 have reduced the opportunity to learn surgical skills in the operating theatre. Studies have shown that these changes have resulted in nearly halving the surgical case load that trainees are exposed to.5 Surgical proficiency must therefore be acquired in less time, with the risk that some surgeons may not be sufficiently skilled at the completion of training.6 This and increasing attention of the public and media on the performance of doctors have given rise to an interest in the development of robust methods of assessment of technical skills.7 We review the research in this field in the past decade. Our objectives are to explore all the available methods, establish their validity and reliability, and examine the possibility of using these methods on the basis of the available evidence.
We collected information for this review from …
627 citations
TL;DR: It is suggested that, although a team learning orientation can encourage adaptive behaviors that lead to improved performance, it is also possible for teams to compromise performance in the near term by overemphasizing learning, particularly when they have been performing well.
Abstract: Although research has suggested that teams can differ in the extent to which they encourage proactive learning and competence development among their members (a team learning orientation), the performance consequences of these differences are not well understood. Drawing from research on goal orientation and team learning, this article suggests that, although a team learning orientation can encourage adaptive behaviors that lead to improved performance, it is also possible for teams to compromise performance in the near term by overemphasizing learning, particularly when they have been performing well. A test of this proposition in a sample of business unit management teams provides strong support. The results confirm that an appropriate emphasis on learning can have positive consequences for team effectiveness.
530 citations
TL;DR: A holistic approach to competence seems to be compatible with the use of portfolios to assess competence in nursing students, but the concept and its implementation is still evolving.
Abstract: Background. The literature review presented here was conducted as part of an English National Board for Nursing, Midwifery and Health Visiting funded project to evaluate the use of portfolios in the assessment of learning and competence. Initial consideration of the topic revealed the need to clarify the terminology and approaches used to assess competence using portfolios, and therefore the literature review was conducted to inform the study.
Aims. To clarify definitions, theoretical bases and approaches to competence and the use of portfolios in the assessment of learning and competence in nursing education.
Methods. A comprehensive literature review was conducted using the CINAHL and MEDLINE databases and the keywords competenc*, portfolios and nursing. Articles published in the period 1989–2001 in English were obtained and their reference lists scrutinized to identify additional references. Twenty articles were found using a combination of the keywords competenc* and portfolios, and 52 using the combination portfolios and nurse education. Articles were included in the review if they focused on the use of portfolios in nursing, and those concerned with professional or transitional portfolios were excluded. This article will analyse definitions of and approaches to competence and its measurement and to portfolios and their use as discussed in the articles identified.
Results. Three approaches to competence were identified, each with its appropriate forms of assessment. With regard to portfolios, a number of definitions were again found, but there was a consensus that the theoretical basis of their use is theories of adult learning. A number of reasons for and advantages and disadvantages of their use were found, as well as varying ideas about what a portfolios should consist of and how it should be assessed.
Conclusions. A holistic approach to competence seems to be compatible with the use of portfolios to assess competence in nursing students, but the concept and its implementation is still evolving. A variety of assessment methods are needed for assessment and portfolios appear to have the potential to integrate these. Reflection is an essential component of a portfolio, as are the student–teacher relationship and explicit guidelines for constructing the portfolio. Issues of rigour in assessment of portfolios need to be addressed, but the assessor's professional judgement will inevitably enter into this assessment.
508 citations
TL;DR: It is shown that for sustained growth, entrepreneurial firms should learn to balance different levels of managerial experience in the top management team, and one way to achieve this balance is to retain valuable founder resources in the team while avoiding high levels of shared team-specific experience and industry-specific managerial experience.
Abstract: This paper develops and tests a model of multilevel experience-based top management team competence and its effects on a firm's capacity of entrepreneurial growth. The model incorporates the individual and additive effects of firm, team, and industry levels of managerial experience and the conflict effects of combining multiple levels of experience. Theoretical arguments are tested in a longitudinal sample of entrepreneurial firms from the medical and surgical instruments industry. The results indicate that founders' participation in the top management team and managers' past experience in the industry contribute to the competence of the team in seizing new growth opportunities. The results also show that, because of conflict effects, the positive effect of founders' participation in the management team on the rate of growth weakens as either the shared team-specific experience or industry-specific managerial experience in the team increases. For practitioners, the most important implication is that for sustained growth, entrepreneurial firms should learn to balance different levels of managerial experience in the top management team. One way to achieve this balance is to retain valuable founder resources in the team while avoiding high levels of shared team-specific experience and industry-specific managerial experience.
497 citations
TL;DR: A comprehensive clinical method is proposed that explicitly integrates traditional clinical method with effective communication skills and incorporates patient-centered medicine into both process and content aspects of the medical interview.
Abstract: Communication skills training is now internationally accepted as an essential component of medical education. However, learners and teachers in communication skills programs continue to experience problems integrating communication with other clinical skills, ensuring that clinical faculty support and teach communication beyond the formal communication course, extending communication training coherently into clerkship and residency, and applying communication skills in medical practice at a professional level of competence. One factor contributing to these problems is that learners confront two apparently conflicting models of the medical interview: a communication model describing the process of the interview and the "traditional medical history" describing the content of the interview. The resulting confusion exacerbates the above dilemmas and interferes with learners using communication skills training to advantage in real-life practice. The authors propose a comprehensive clinical method that explicitly integrates traditional clinical method with effective communication skills. To implement this more comprehensive approach, they have modified their own Calgary-Cambridge guides to the medical interview by developing three diagrams that visually and conceptually improve the way communication skills teaching is introduced and that place communication process skills within a comprehensive clinical method; devising a content guide for medical interviewing that is more closely aligned with the structure and process skills used in communication skills training; and incorporating patient-centered medicine into both process and content aspects of the medical interview. These enhancements help resolve ongoing difficulties associated with both teaching communication skills and applying them effectively in medical practice.
495 citations
TL;DR: In this article, the authors developed the concept of "vocational habitus" to explain a central aspect of students' experience, as they have to orient to a particular set of dispositions -both idealised and realised.
Abstract: Official accounts of learning in vocational education and training emphasise the acquisition of technical skills and knowledge to foster behavioural competence in the workplace. However, such accounts fail to acknowledge the relationship between learning and identity. Drawing on detailed case studies of three vocational courses – in childcare, healthcare and engineering – in English further education colleges, within the project Transforming Learning Cultures in Further Education, it is argued that learning is a process of becoming. Learning cultures and the vocational cultures in which they are steeped transform those who enter them. The authors develop the concept of ‘vocational habitus’ to explain a central aspect of students' experience, as they have to orient to a particular set of dispositions – both idealised and realised. Predispositions related to gender, family background and specific locations within the working class are necessary, but not sufficient for effective learning. Vocational habitus reinforces and develops these in line with demands of the workplace, although it may reproduce social inequalities at the same time. Vocational habitus involves developing not only a ‘sense’ of how to be, but also ‘sensibility’: requisite feelings and morals, and the capacity for emotional labour.
TL;DR: The authors identify foundational questions regarding role models and professional character formation; describe major social and historical reasons for inattention to character formation in new physicians; draw insights about this important area from ethics and education theory; and suggest the practical consequences of this work for faculty recruitment, affirmation, and development.
Abstract: Forming technically proficient, professional, and humanistic physicians for the 21st century is no easy task. Mountains of biomedical knowledge must be acquired, diagnostic competence achieved, effective communication skills developed, and a solid and applicable understanding of the practice and role of physicians in society today must be reached. The central experience for learners in this complex and challenging terrain is the "modeling of" and "learning how to be" a caregiver and health professional. Role modeling remains one crucial area where standards are elusive and where repeated negative learning experiences may adversely impact the development of professionalism in medical students and residents. The literature is mainly descriptive, defining the attributes of good role models from both learners and practitioners' perspectives. Because physicians are not "playing a role" as an actor might, but "embodying" different types of roles, the cognitive and behavioral processes associated with successfully internalizing roles (e.g., the good doctor/medical educator) are important. In this article, the authors identify foundational questions regarding role models and professional character formation; describe major social and historical reasons for inattention to character formation in new physicians; draw insights about this important area from ethics and education theory (philosophical inquiry, apprenticeship, situated learning, observational learning, reflective practice); and suggest the practical consequences of this work for faculty recruitment, affirmation, and development.
TL;DR: Social skills training (SST) aims to increase the ability to perform key social behaviours that are important in achieving success in social situations, and has become a widely accepted component of multi-method approaches to the treatment of many emotional, behavioural and developmental disorders.
Abstract: Deficits in social skills and social competence play a significant role in the development and maintenance of many emotional and behavioural disorders of childhood and adolescence. Social skills training (SST) aims to increase the ability to perform key social behaviours that are important in achieving success in social situations. Behavioural SST methods include instructions, modelling, behaviour rehearsal, feedback and reinforcement, frequently used in association with interpersonal problem solving and social perception skills training. Effective change in social behaviour also requires interventions that reduce inhibiting and competing behaviours, such as cognitive restructuring, self- and emotional-regulation methods and contingency management. Research suggests that SST alone is unlikely to produce significant and lasting change in psychopathology or global indicators of social competence. Rather, SST has become a widely accepted component of multi-method approaches to the treatment of many emotional, behavioural and developmental disorders.
TL;DR: Christenson et al. as mentioned in this paper discussed the importance of family involvement in education and highlighted the need to make the family-school partnership a priority by collaborating with school personnel to apply principles from systems-ecological theory to children's learning.
Abstract: . In this article, family--school partnerships are discussed as a viable and essential way to increase the opportunities and supports for all students to enhance their learning progress and meet the recent demands of schooling inherent in accountability systems and most notably of Title I No Child Left Behind legislation. School psychologists are encouraged to make the family--school partnership a priority by collaborating with school personnel to (a) apply principles from systems-ecological theory to children's learning; (b) maintain an opportunity-oriented, persistent focus when working with youth and families living in challenging situations; and (c) attend to the process of partnering with families. Example opportunities for school psychologists to make this partnership a priority for children's academic, social, and emotional learning are delineated. ********** As I reflect on the past two decades of research and practices with respect to family involvement in education, I am reminded of a Charles Dickens (1859) phrase from A Tale of Two Cities, "It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness ..." (p. 1). The "best of times" is reflected in an increased awareness of the (a) effect of family influences on and contributions by families to children's educational outcomes; (b) conceptual models for family involvement; (c) importance of establishing shared goals and monitoring child success; (d) characteristics of constructive, collaborative relationships; and (e) variety of home- and school-based activities to engage families in education (Chen, 2001; Christenson & Sheridan, 2001; Comer, Haynes, Joyner, & Ben-Avie, 1996; Epstein, 1995; Henderson & Mapp, 2002; Nord & West, 2001; Sheridan, Kratochwill, & Bergan, 1996; Swap, 1993). It is noteworthy that previous efforts to examine school psychological service delivery at invited conferences (Brown, Cardon, Coulter, & Meyers, 1982; Ysseldyke & Weinberg, 1981) and publications (Talley, Kubiszyn, Brassard, & Short, 1996) have highlighted the seminal role of parents for students' school success. At the beginning of the 21st century, our myriad efforts as a discipline--researchers, trainers, and practitioners--have resulted in the family--school partnership being recognized as salient for positive developmental and learning outcomes of children and youth. (1) The "worst of times" is evident in the disconnect of the two primary socializing agents for educational success. This disconnect is seen daily across our schools in (a) predominant use of the school-to-home transmission model (Swap, 1993); (b) the extreme social and physical distance between some educators and families; (c) diminished resources for implementing family--school programs; (d) challenges reaching all families; (e) challenges related to addressing the needs of non-English speaking families and children identified as English Language Learners (ELL); and (f) too little focus on the interaction process that yields a strong relationship as various interventions are implemented (Christenson & Sheridan, 2001; Liontos, 1992). Although shared responsibility across home and school for educational outcomes is the rhetoric, school policies and practices are not always aligned with this notion. I suspect an analysis of current assessment and intervention practices would reveal infrequent use of those that focus on home and school as contexts for children's development and learning. Our Challenge as a Discipline Educators often ask: How can schools get families to support their values and practices? Coincidentally, families often ask: How can families get schools to be responsive to their needs and aspirations for their children? Less often educators and families ask: How can we work together to promote the educational experiences and performance of students or this student? …
TL;DR: This paper explored the relationships among managerial behaviors (based upon a competence model), entrepreneurial style (based on Covin and Slevin's theory), and firm type (in terms of sales growth performance).
Abstract: Considerable effort has been devoted to identifying the general characteristics of entrepreneur; however, much of this has been conducted from a trait-based rather than from a behavioral perspective. In this study of small firms in the United Kingdom, we explored the relationships among managerial behaviors (based upon a competence model), entrepreneurial style (based on Covin and Slevin’s theory), and firm type (in terms of sales growth performance). Principal components analysis of a management competence inventory identified six broad categories of managerial behavior. Regressing a measure of entrepreneurial style on these six behaviors suggested that managing culture and managing vision are related to an entrepreneurial style, while managing performance is related to a nonentrepreneurial style. Entrepreneurial style—but not managerial behavior—was associated positively with the probability that a firm would be a high-growth type. The results are discussed from the perspective of a model of small firm management that posits separate entrepreneurial, nonentrepreneurial, and generic management behaviors derived from a global competence space.
TL;DR: The Fresno test is a reliable and valid test for detecting the effect of instruction in evidence based medicine, and its use in other settings requires further exploration.
Abstract: Objective: To describe the development and validation of a test of knowledge and skills in evidence based medicine. Design: Cross sectional study. Setting: Family practice residency programme in California; a list server for those who teach evidence based medicine; and an evidence based medicine seminar series. Participants: Family practice residents and faculty members (n=43); volunteers self identified as experts in evidence based medicine (n=53); family practice teachers (19) beginning a seminar series on evidence based medicine. Intervention: The Fresno test is a performance based measure for use in medical education that assesses a wide range of evidence based medicine skills. Open ended questions are scored with standardised grading rubrics. Calculation skills are assessed by fill in the blank questions. Main outcome measures: Inter-rater reliability, internal reliability, item analyses, and construct validity. Results: Inter-rater correlations ranged from 0.76 to 0.98 for individual items. Cronbach9s α was 0.88. Item difficulties ranged from moderate to difficult, all with positive and strong ability to discriminate between candidates. Experts scored consistently higher than novices. On the 212 point test, the novice mean was 95.6 and the expert mean was 147.5 (P Conclusion: The Fresno test is a reliable and valid test for detecting the effect of instruction in evidence based medicine. Its use in other settings requires further exploration. What is already known on this topic Instruction in evidence based medicine is provided in many medical education settings, but it effectiveness is unknown Existing measures to assess competence tend to be narrowly focused and of uncertain validity What this study adds The Fresno test measures a wide range of knowledge and skills necessary for evidence based practice The standardised grading systems produced a high degree of consistency between graders Experts scored significantly higher on the test than novices in evidence based medicine, showing that the test has construct validity
TL;DR: A shift in thinking about what youth need for successful (productive) adulthood is behind recent efforts to increase the supply of afterschool activities, such as the federal government’s funding of 21st Century Learning Centers.
TL;DR: In this paper, the authors surveyed teacher knowledge of reading-related concepts and established a modest predictive relationship between teachers' knowledge, classroom reading achievement levels, and teachers' observed teaching competence.
Abstract: In the context of a longitudinal, four-year study of reading instruction in low-performing, high-poverty urban schools, we surveyed teacher knowledge of reading-related concepts, and established a modest predictive relationship between teachers’ knowledge, classroom reading achievement levels, and teachers’ observed teaching competence. There were significant associations among these variables at the third and fourth grade levels. To obtain this result, measures of teacher content knowledge in language and reading were refined in a three-stage process. Our purpose was to explore the type and level of questions that would begin to discriminate more capable from less capable teachers, and that would have a predictive relationship with student reading achievement outcomes. After experimenting with measurement of K-2 teachers’ content knowledge (Form #1), we piloted a Teacher Knowledge Survey with 41 second and third grade teachers in one study site (Form #2). We then refined and expanded the Survey (Form #3) and administered it to 103 third and fourth grade teachers in both project sites. Teachers’ misconceptions about sounds, words, sentences, and principles of instruction were pinpointed so that professional development could address teachers’ needs for insight and information about language structure and student learning.
TL;DR: In this paper, Rokeach's categorisation of values (i.e. moral, competency, personal and social) is used to analyse how values influence the choice of research method.
Abstract: This article utilises Rokeach's categorisation of values (i.e. moral, competency, personal and social) to analyse how values influence the choice of research method. It discusses how the ontological and epistemological position adopted by the researcher is influenced by their competency and personal values. The next section is concerned with the social values (or politics) of educational research, where the debate has polarised between those advocating a value-neutral approach and those who argue that researchers should instead accept the partisan nature of research. Finally, the issue of research ethics is considered. Moral values are found to play an important role, but other values also influence the ethical decisions that are taken. The article concludes by highlighting how the complex interaction of the researcher's moral, competency, personal and social values has an important influence on the research process. The article contends that research methods cannot be value-free in their application, but researchers should adopt a reflexive approach and attempt to be honest and open about how values influence their research.
01 Jan 2003
TL;DR: Reflections from medical anthropology on the institutional culture of medicine and medical education are presented, which sees itself as a "culture of no culture” and which systematically tends to foster static and essentialist conceptions of “culture” as applied to patients.
Abstract: The author presents reflections from medical anthropology on the institutional culture of medicine and medical education, which sees itself as a "culture of no culture" and which systematically tends to foster static and essentialist conceptions of "culture" as applied to patients. Even though requirements designed to address cultural competence are increasingly incorporated into medical school curricula, medical students as a group may be forgiven for failing to take these very seriously as long as they perceive that they are quite distinct from the real competence that they need to acquire. To change this situation will require challenging the tendency to assume that "real" and "cultural" must be mutually exclusive terms. Physicians' medical knowledge is no less cultural for being real, just as patients' lived experiences and perspectives are no less real for being cultural. Whether this lesson can be effectively conveyed within existing curricular frameworks remains an open question. Cultural competence curricula will, perhaps, achieve their greatest success if and when they put themselves out of business-if and when, that is, medical competence itself is transformed to such a degree that it is no longer possible to imagine it as not also being "cultural."
TL;DR: In this paper, the authors evaluated differences between immersion and non-immersion students in willingness to communicate, communication apprehension, perceived competence, and frequency of communicating, and examined elements of integrative motivation.
Abstract: Immersion and other intensive language programs produce both linguistic and non-linguistic outcomes. A principal non-linguistic outcome would be a willingness to communicate in the second language (L2), given the opportunity. Both increasing perceived competence and lowering anxiety help to foster a willingness to communicate. These variables are related to motivation for language learning and are expected to differ between immersion and non-immersion learners. Among university-level students, this study evaluates differences between immersion and non-immersion students in willingness to communicate, communication apprehension, perceived competence, and frequency of communicating. Also examined are elements of integrative motivation. Differences between immersion and non-immersion groups are observed in the communication-related variables, but not in motivation. Correlations among these variables also differ between the groups. Results are examined in terms of Skehan's notion of talking in order to learn ...
TL;DR: Multisource feedback (MSF), or 360-degree employee evaluation, is a questionnaire-based assessment method in which rates are evaluated by peers, patients, and coworkers on key performance behaviors, and is gaining acceptance as a quality improvement method in health systems.
Abstract: Multisource feedback (MSF), or 360-degree employee evaluation, is a questionnaire-based assessment method in which rates are evaluated by peers, patients, and coworkers on key performance behaviors. Although widely used in industrial settings to assess performance, the method is gaining acceptance as a quality improvement method in health systems. This article describes MSF, identifies the key aspects of MSF program design, summarizes some of the salient empirical research in medicine, and discusses possible limitations for MSF as an assessment tool in health care. In industry and in health care, experience suggests that MSF is most likely to succeed and result in changes in performance when attention is paid to structural and psychometric aspects of program design and implementation. A carefully selected steering committee ensures that the behaviors examined are appropriate, the communication package is clear, and the threats posed to individuals are minimized. The instruments that are developed must be tested to ensure that they are reliable, achieve a generalizability coefficient of Ep2 = .70, have face and content validity, and examine variance in performance ratings to understand whether ratings are attributable to how the physician performs and not to factors beyond the physician's control (e.g., gender, age, or setting). Research shows that reliable data can be generated with a reasonable number of respondents, and physicians will use the feedback to contemplate and initiate changes in practice. Performance may be affected by familiarity between rater and ratee and sociodemographic and continuing medical education characteristics; however, little of the variance in performance is explained by factors outside the physician's control. MSF is not a replacement for audit when clinical outcomes need to be assessed. However, when interpersonal, communication, professionalism, or teamwork behaviors need to be assessed and guidance given, it is one of the better tools that may be adopted and implemented to provide feedback and guide performance.
TL;DR: In this paper, the authors analyze factors that influence firms' choice of the organizational form of strategic alliances and find that divergence in partners' technological specialization results in a higher propensity to use equity forms.
Abstract: This paper analyzes factors that influence firms' choice of the organizational form of strategic alliances. I consider arguments suggested by both the contractual and the competence perspectives. In order to distinguish empirically between them, I devote special attention to the role played by the similarity of partner firms' technological specialization. In the empirical section I consider a sample composed of 271 equity joint ventures, non-equity bilateral and unilateral agreements established between each other in the period 1983–86 by 67 North American, European, and Japanese enterprises from the world's largest firms in information technology industries. I examine the effects on the choice of alliance form of a measure of firms' technological proximity based on patents count, while controlling for other variables that are usually considered in the empirical literature. The estimates of binomial and multinomial logit models support the competence-based argument that in technological alliances divergence in partners' technological specialization results in a higher propensity to use equity forms. Overall, the findings suggest that both the contractual and competence perspectives provide valuable complementary insights into the determinants of alliance form. Copyright © 2003 John Wiley & Sons, Ltd.
TL;DR: In this article, the authors investigated the relationship between technological competence, imitability and performance in the pharmaceutical industry and found that technological competence is inversely related to market-based performance measures and positively related to accounting measures.
Book•
01 May 2003
TL;DR: It is concluded that important technical barriers stand in the way of using physician clinical performance assessment for evaluating the competency of individual physicians and that overcoming these barriers will require considerable additional research and development.
Abstract: The performance of physicians in their day-to-day clinical practices has become an area of intense public interest. Both patients and health care purchasers want more effective means of identifying excellent clinicians, and a variety of organizations are discussing and implementing plans for assessing the performance of individual clinicians. In this article, we review the current state of physician clinical performance assessment with a focus on its usefulness for competency assessment. We describe recommendations for a physician clinical performance assessment system for these purposes, and identify ways in which current methods of performance assessment fall short of these. We conclude that important technical barriers stand in the way of using physician clinical performance assessment for evaluating the competency of individual physicians. Overcoming these barriers will require considerable additional research and development. Even then, for some uses, physician clinical performance assessment at the individual physician level may be technically impossible to accomplish in a valid and fair way.
TL;DR: In this article, the authors examined the associations between children's participation in structured leisure activities and their adjustment and found that greater participation in sports was associated with higher levels of psychosocial maturity and more positive teacher ratings of social competence.
Abstract: Associations between children’s (N = 147) participation in structured leisure activities and their adjustment were examined. Caregivers provided lists of extracurricular activities (clubs, sports, and church activities) in which children participated. Children and caregivers participated in interviews and completed questionnaires designed to measure children’s adjustment in four domains (academic competence, psychosocial development, externalizing behavior, and internalizing behavior). Classroom teachers completed additional measures of children’s academic and social competence. Greater participation in club activities was linked with higher academic grades and more positive teacher ratings of academic competence. Greater participation in sports was associated with higher levels of psychosocial maturity and more positive teacher ratings of social competence. There were no associations between involvement in church activities and any indicators of adjustment. Activity involvement was unassociated with externalizing or internalizing behavior. Findings are discussed in terms of both selection into different types of extracurricular activities and the skills emphasized in the pursuit of such activities.
TL;DR: In this article, the authors present research-based techniques and practical ideas designed to facilitate increased competence with families in which English is not the first language for children with significant developmental delays who are from a diverse cultural background and/or recent immigrants to the United States.
Abstract: The purpose of this article is to assist teachers in understanding the unique needs of families of children with significant developmental delays who are from a diverse cultural background and/or are recent immigrants to the United States. This article provides the reader with an understanding of various cultural interpretations of severe disability conditions and of the role of enculturation in determining family expectations and participation within the special education system. We present research-based techniques and practical ideas designed to facilitate increased competence with families in which English is not the first language.