Showing papers on "Competence (human resources) published in 2007"

A meta-analysis of writing instruction for adolescent students.

Abstract: There is considerable concern that the majority of adolescents do not develop the competence in writing they need to be successful in school, the workplace, or their personal lives. A common explanation for why youngsters do not write well is that schools do not do a good job of teaching this complex skill. In an effort to identify effective instructional practices for teaching writing to adolescents, the authors conducted a meta-analysis of the writing intervention literature (Grades 4-12), focusing their efforts on experimental and quasi-experimental studies. They located 123 documents that yielded 154 effect sizes for quality of writing. The authors calculated an average weighted effect size (presented in parentheses) for the following 11 interventions: strategy instruction (0.82), summarization (0.82), peer assistance (0.75), setting product goals (0.70), word processing (0.55), sentence combining (0.50), inquiry (0.32), prewriting activities (0.32), process writing approach (0.32), study of models (0.25), grammar instruction (- 0.32).

Developing global managers’ competencies using the fuzzy DEMATEL method

Abstract: Modern global managers are required to possess a set of competencies or multiple intelligences in order to meet pressing business challenges. Hence, expanding global managers’ competencies is becoming an important issue. Many scholars and specialists have proposed various competency models containing a list of required competencies. But it is hard for someone to master a broad set of competencies at the same time. Here arises an imperative issue on how to enrich global managers’ competencies by way of segmenting a set of competencies into some portions in order to facilitate competency development with a stepwise mode. To solve this issue involving the vagueness of human judgments, we have proposed an effective method combining fuzzy logic and Decision Making Trial and Evaluation Laboratory (DEMATEL) to segment required competencies for better promoting the competency development of global managers. Additionally, an empirical study is presented to illustrate the application of the proposed method.

Developing key competencies for sustainable development in higher education

Abstract: – To date, little attention has been given to the circumstances in which the process of developing key competencies for sustainable development may take place. The purpose of this paper is to consider, the possibilities both of formal and informal learning and their relationship to competence development within higher education., – An explorative, qualitative study based on focus groups was designed using different groups from formal and informal learning settings., – The development of key competencies is based both on cognitive and non‐cognitive dispositions and asks for multiple contexts. Through combining formal and informal learning settings within higher education – as part of a new learning culture – a variety of contexts can be given and competence development can be enhanced., – While aspects of both formal and informal learning settings could be identified, the interdependencies between them remain elusive., – Based on the findings, some main aspects for acquiring competencies can be pointed out that may be crucial in higher education settings., – The paper analyses the implications for both formal and informal learning settings of new ways of developing key competencies within higher education. Particular attention is given to interdisciplinarity and students' self‐responsibility.

Education for strategic environmental behavior

Abstract: This article reviews four bodies of research that shed light on how to promote active care for the environment in children and youth: research on sources of proenvironmental behavior, socialization for democratic skills and values, the development of a personal sense of competence, and the development of collective competence. The article begins with an overview of studies of formative childhood experiences reported by environmental activists and educators, followed by correlational and experimental studies with young people regarding factors associated with their taking action for the environment. Because behaviors with the largest potential benefits for the environment require political engagement, the article also reviews experiences associated with young people’s interest and engagement in public issues. Action for the environment in the home or in public arena like schools and communities requires a personal sense of competence and a sense of collective competence, or confidence in one’s ability to a...

Influencing children’s self-efficacy and self-regulation of reading and writing through modeling

Abstract: According to Bandura's social cognitive theory, self-efficacy and self-regulation are key processes that affect students' learning and achievement. This article discusses students' reading and writing performances using Zimmerman's four-phase social cognitive model of the development of self-regulatory competence. Modeling is an effective means of building self-regulatory and academic skills and of raising self-efficacy. Reading and writing research is discussed in which modeling was employed to enhance self-efficacy, skills, and self-regulation across multiple phases of Zimmerman's model. The article concludes by suggesting instructional applications based on social cognitive theory and research findings.

The role of need fulfillment in relationship functioning and well-being: a self-determination theory perspective.

Abstract: Self-determination theory posits 3 basic psychological needs: autonomy (feeling uncoerced in one's actions), competence (feeling capable), and relatedness (feeling connected to others). Optimal well-being results when these needs are satisfied, though this research has traditionally focused on individual well-being outcomes (e.g., E. L. Deci & R. M. Ryan, 2000). Three studies examined the role of need fulfillment in relationship functioning and well-being. Study 1 found that fulfillment of each need individually predicted both individual and relationship well-being, with relatedness being the strongest unique predictor of relationship outcomes. Study 2 found that both partners' need fulfillment uniquely predicted one's own relationship functioning and well-being. Finally, in Study 3, the authors used a diary recording procedure and tested a model in which the association between need fulfillment and relationship quality was mediated by relationship motivation. Those who experienced greater need fulfillment enjoyed better postdisagreement relationship quality primarily because of their tendency to have more intrinsic or autonomous reasons for being in their relationship.

Different knowledge, different benefits: toward a productivity perspective on knowledge sharing in organizations

Abstract: We develop a differentiated productivity model of knowledge sharing in organizations proposing that different types of knowledge have different benefits for task units. In a study of 182 sales teams in a management consulting company, we find that sharing codified knowledge in the form of electronic documents saved time during the task, but did not improve work quality or signal competence to clients. In contrast, sharing personal advice improved work quality and signaled competence, but did not save time. Beyond the content of the knowledge, process costs in the form of document rework and lack of advisor effort negatively affected task outcomes. These findings dispute the claim that different types of knowledge are substitutes for each other, and provide a micro-foundation for understanding why and how a firm's knowledge capabilities translate into performance of knowledge work. Copyright © 2007 John Wiley & Sons, Ltd.

The Design of Everyday Life

Abstract: 1. The Design of Everyday Life 2. Having and Doing: The Case of the 'Restless Kitchen' 3. Consumption and Competence: DIY Projects 4. Reproducing Digital Photography 5. The Materials of Material Culture: Plastic 6. Theories and Practices of Product Design 7. Products, Processes and Practices Bibliography

Experience‐based learning: a model linking the processes and outcomes of medical students' workplace learning

Abstract: OBJECTIVE To develop a model linking the processes and outcomes of workplace learning. METHODS We synthesised a model from grounded theory analysis of group discussions before and after experimental strengthening of medical students' workplace learning. The research was conducted within a problem-based clinical curriculum with little early workplace experience, involving 24 junior and 12 senior medical students. RESULTS To reach their ultimate goal of helping patients, medical students must develop 2 qualities. One is practical competence; the other is a state of mind that includes confidence, motivation and a sense of professional identity. These 2 qualities reinforce one another. The core process of clinical workplace learning involves 'participation in practice', which evolves along a spectrum from passive observation to performance. Practitioners help students participate by being both supportive and challenging. The presentation of clear learning objectives and continuous periods of attachment that are as personal to the student(s) and practitioner(s) as possible promote workplace learning. CONCLUSIONS The core condition for clinical workplace learning is 'supported participation', the various outcomes of which are mutually reinforcing and also reinforce students' ability to participate in further practice. This synthesis has 2 important implications for contemporary medical education: any reduction in medical students' participation in clinical practice that results from the patient safety agenda and expanded numbers of medical students is likely to have an adverse effect on learning, and the construct of 'self-directed learning', which our respondents too often found synonymous with 'lack of support', should be applied with very great caution to medical students' learning in clinical workplaces.

When Choice Motivates and When It Does Not

Abstract: This article addresses the controversy regarding the value of offering choices as a teaching practice. Inconsistent of results regarding the effects of choice in various settings suggest that choice can be either motivating or de-motivating. Based on the self-determination theory of motivation (Deci & Ryan, 2000), we propose that choice can be motivating when the options meet the students’ need for autonomy, competence, and relatedness. For example, choice is motivating when the options are relevant to the students’ interests and goals (autonomy support), are not too numerous or complex (competence support), and are congruent with the values of the students’ culture (relatedness support). Given the many factors involved, it is not surprising that in some studies choice was not found to promote engagement. However, when choice was offered in a way that met the needs of the students, it was found to enhance motivation, learning, and well-being.

Kindergarten children's emotion competence as a predictor of their academic competence in first grade

Abstract: This study examined the relation between emotion competence and academic competence and three potential mediators of this relation. In kindergarten, 193 children from elementary schools serving urban, minority, and low income students participated in an emotion competence assessment, and 142 of these children completed a follow-up assessment in first grade. The relation between teacher ratings of emotion regulation and academic competence was primarily indirect through the effect of emotion regulation on teacher ratings of attention. Peer acceptance and teacher closeness did not mediate the relations between emotion competence and academic competence. Results highlight the potential benefits of early emotion-centered prevention programs and the need to identify children with attention problems as early as possible to prevent academic difficulties.

Social competence in children

Abstract: Social Competence in Children.- Development of Social Competence in Children.- Assessment of Social Competence in Children.- Social Competence in Children with Attention Deficit Hyperactivity Disorder.- Social Competence in Children with Learning Disabilities.- Social Competence in Children with Nonverbal Learning Disabilities.- Social Competence in Children with Autism Spectrum Disorders.- Social Competence in Mentally Handicapped Children.- Social Competence in Children Who Are Gifted and Talented.- Social Competence in Children with Externalizing Disorders.- Social Competence in Children with Internalizing Disorders.- Social Competence in Children with Acquired and Chronic Disorders.

Measures of Cultural Competence: Examining Hidden Assumptions

Abstract: Purpose The authors critically examined the quantitative measures of cultural competence most commonly used in medicine and in the health professions, to identify underlying assumptions about what constitutes competent practice across social and cultural diversity. Method A systematic review of approximately 20 years of literature listed in PubMed, the Cumulative Index of Nursing and Allied Health Literature, Social Services Abstracts, and the Educational Resources Information Center identified the most frequently used cultural competence measures, which were then thematically analyzed following a structured analytic guide. Results Fifty-four instruments were identified; the 10 most widely used were analyzed closely, identifying six prominent assumptions embedded in the measures. In general, these instruments equate culture with ethnicity and race and conceptualize culture as an attribute possessed by the ethnic or racialized Other. Cultural incompetence is presumed to arise from a lack of exposure to and knowledge of the Other, and also from individual biases, prejudices, and acts of discrimination. Many instruments assume that practitioners are white and Western and that greater confidence and comfort among practitioners signify increased cultural competence. Conclusions Existing measures embed highly problematic assumptions about what constitutes cultural competence. They ignore the power relations of social inequality and assume that individual knowledge and self-confidence are sufficient for change. Developing measures that assess cultural humility and/or assess actual practice are needed if educators in the health professions and health professionals are to move forward in efforts to understand, teach, practice, and evaluate cultural competence. Acad Med. 2007; 82:548-557.

User involvement competence for radical innovation

Abstract: One important market related capability for firms which seek to develop radical innovations is the competence to involve the 'right' users at the 'right' time in the 'right' form. While former studies have identified a rather passive role of users in the radical innovation process, this paper focuses on the involvement of such users that are in the position to play an active role as inventors and (co)-developers. A multiple case study analysis was conducted in the field of medical technology. Five radical innovation projects within four firms were selected including medical robots and computer-assisted navigation systems. The case study analysis reveals that firms who closely interact with specific users benefit significantly for their radical innovation work. These users have a high motivation toward new solutions, are open to new technologies, possess diverse competencies, and are embedded into a very supportive environment.

Portfolios in medical education: why do they meet with mixed success? A systematic review.

Abstract: CONTEXT The move towards competence-based medical education has created a need for instruments that support and assess competence development. Portfolios seem suitable but mixed reports of their success are emerging. METHODS To examine the effectiveness of portfolios, we searched PubMed and EMBASE using the keyword 'portfol*', PsychInfo and ERIC using the keywords 'portfol*' and 'medical education' and references of retrieved papers for empirical studies on portfolios in all phases of medical education. Thirty of 1939 retrieved papers met the inclusion criteria and were analysed. Data were collated against the research question, number of subjects, design, setting, findings and limitations, purpose and content, mentoring and assessment. We analysed impact using a modified version of Kirkpatrick's hierarchy. RESULTS Because differences across studies precluded statistical meta-analysis, the data were analysed by context, goals and procedure. Positive effects were strongest in undergraduate education. Important factors for success were: clearly communicated goals and procedures; integration with curriculum and assessment; flexible structure; support through mentoring, and measures to heighten feasibility and reduce required time. Moderately good inter-rater reliability was reported and global criteria and discussions among raters were beneficial. Formative and summative assessment could be combined. Without assessment, portfolios were vulnerable to competition from other summative assessment instruments. CONCLUSIONS For portfolios to be effective in supporting and assessing competence development, robust integration into the curriculum and tutor support are essential. Further studies should focus on the effectiveness and user-friendliness of portfolios, the merits of holistic assessment procedures, and the competences of an effective portfolio mentor.

Competencies for effective leadership in higher education

Abstract: Purpose – The purpose of this research is to set out to investigate the role of the Pro‐Vice‐Chancellor, Rector, or Principal of a university, and the competencies (attitudes, knowledge and behaviour) that are needed for effective leadership in higher education.Design/methodology/approach – Semi‐structured interviews were held with Pro‐Vice‐Chancellors at ten UK universities representative of the sector.Findings – Most respondents perceived that academic credibility and experience of university life were crucial for effective leadership in higher education, and continued with their research and teaching activities alongside their managerial roles. People skills, including the ability to communicate and negotiate with others, were also felt to be important. Most universities in the study had no systematic approach for either identifying or developing leadership skills.Research limitations/implications – Although this was a relatively small study, the research highlights the need for a more proactive approa...

Global sourcing: insights from the global clothing industry—the case of Zara, a fast fashion retailer

Abstract: Until recently, Zara, a major international clothing retailer and pioneer of ‘fast fashion’ principles, kept almost half of its production in Spain and Portugal, earning the reputation of being one of the exceptions to globalization. Since the 1980s, the existence of such exceptions has been fueling an expectation that the production of high-quality fashion garments and tailored suits would remain in the industrialized core. Here I revisit this expectation in the light of the current seminal change in the culture of fashion from ready-to-wear to fast fashion, and report that the increased variety and fashionability associated with fast fashion, represented by Zara, have tilted the balance of competitive advantage towards, rather than away from, firms in partially industrialized countries. As a number of supplier firms in countries such as Morocco, India and Turkey have gained the competence to manufacture intricately worked high-quality garments with the required flexibility and speed, Zara has turned to sourcing from these countries. It appears that instead of Zara changing the geography of jobs, the geography of competencies and jobs has changed Zara.

Thinking inside the Box: Why Consumers Enjoy Constrained Creative Experiences:

Abstract: From cooking kits to home improvement shows, consumers are increasingly seeking out products that are designed to help them be creative. In this research, the authors examine why consumers participate in creative activities and under what conditions these experiences are the most enjoyable. A qualitative study explores the diverse motivations for undertaking creative tasks and identifies the role of constraints in such endeavors. Then, the authors conduct two experimental studies to understand the importance of constraints (e.g., instructional guidance, target outcomes) in facilitating a balance between perceived competence and autonomy for consumers involved in a creative task. When consumers engage in creative activities with a sense of both autonomy and competence, they enjoy the experience more. The authors discuss implications for managers and provide opportunities for further research.

The Concept of Competence in the Development of Vocational Education and Training in Selected EU Member States: A Critical Analysis.

Abstract: This contribution follows the descriptive review of Weigel, Mulder and Collins regarding the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands. The purpose of this contribution is to review the critical analyses brought forward by various authors in this field. This analysis also remarks on the most important theories and critiques on the use of the competence concept in the above‐mentioned states, The systems of vocational education within the four states covered in this study are: the National Vocational Qualifications in England, the approach to learning areas in Germany, the ETED and the bilan de competences in France, and the implementation of competence‐based vocational education in the Netherlands, and these are the respective focal points for the critical assessments of the competence concept presented here. These critiques encompass such aspects as the lack of a coherent definition of the concept of competence, th...

Political business cycles at the municipal level

Abstract: The present article tests predictions of rational political business cycle models using a large and previously unexplored data set of Portuguese municipalities. This data allows for a clean test of these predictions due to the high level of detail on expenditure items, an exogenous fixed election schedule, and homogeneity of Portuguese local governments with respect to policy instruments and institutions. Estimation results clearly reveal the opportunistic behaviour of local governments. In pre-electoral periods, they increase total expenditures and change their composition favouring items that are highly visible to the electorate. This behaviour is consistent with an effort to signal competence and increase chances of re-election.

Personal Teaching Efficacy and Its Sources: Student Teachers' Perceptions.

Abstract: Teachers’ confidence in their ability to perform the actions that lead to student learning is one of the few individual characteristics that predicts teacher practice and student outcomes. Teachers and especially student teachers need strong efficacy beliefs in order to continue teaching during in‐service education. The current study explores the factors that precede student teachers’ beliefs of teaching efficacy and determine their conviction that they can influence instructional strategies, classroom management, and students’ engagement. In the study 198 fourth‐year students from two primary education departments in Greece completed a Teacher Efficacy Sources Inventory and a Teachers’ Sense of Efficacy Scale. It was found that self‐perceptions of teaching competence, personal characteristics, and motivation for teaching were contributory factors to teaching efficacy. The search for this type of information from student teachers is based on the assumption that feedback from students comprises a substanti...

When Public Participation in Administration Leads to Trust: An Empirical Assessment of Managers’ Perceptions

Abstract: This study empirically assesses the argument that public participation enhances public trust. A model was constructed to include five intermediate factors that might link participation and trust: consensus building, ethical behaviors, accountability practices, service competence, and managerial competence. As expected, participation does explain a significant amount of public trust. However, using path analysis, only two intermediate factors—ethical behaviors and service competence—were found to significantly contribute to trust. Even successful consensus-building activities are not likely to enhance trust unless administrative performance improves. These results indicate that if increasing public trust is the primary goal, then the primary focus should be on administrative integrity and performance results.

The process of technological competence leveraging

Abstract: Technologies are often amenable to uses for a range of markets, but yet are often underutilized, and consequently not all value is extracted from them. This article presents a longitudinal case study of a firm that successfully applied a fungible technology to products for its served market, but was unable to tap its considerable potential in new markets. The processes of resource allocation and resource transformation inhibited technology leveraging, shaped by the presence of a competence to serve current customers (a customer competence trap) and the lack of a competence to gain access to new customers (a marketing competence gap). Copyright © 2007 John Wiley & Sons, Ltd.

Are skilled birth attendants really skilled? A measurement method, some disturbing results and a potential way forward

Abstract: OBJECTIVE: Delivery by a skilled birth attendant (SBA) serves as an indicator of progress towards reducing maternal mortality worldwide - the fifth Millennium Development Goal. Though WHO tracks the proportion of women delivered by SBAs, we know little about their competence to manage common life-threatening obstetric complications. We assessed SBA competence in five high maternal mortality settings as a basis for initiating quality improvement. METHODS: The WHO Integrated Management of Pregnancy and Childbirth (IMPAC) guidelines served as our competency standard. Evaluation included a written knowledge test, partograph (used to record all observations of a woman in labour) case studies and assessment of procedures demonstrated on anatomical models at five skills stations. We tested a purposive sample of 166 SBAs in Benin, Ecuador, Jamaica and Rwanda (Phase I). These initial results were used to refine the instruments, which were then used to evaluate 1358 SBAs throughout Nicaragua (Phase II). FINDINGS: On average, Phase I participants were correct for 56% of the knowledge questions and 48% of the skills steps. Phase II participants were correct for 62% of the knowledge questions. Their average skills scores by area were: active management of the third stage of labour - 46%; manual removal of placenta - 52%; bimanual uterine compression - 46%; immediate newborn care - 71%; and neonatal resuscitation - 55%. CONCLUSION: There is a wide gap between current evidence-based standards and provider competence to manage selected obstetric and neonatal complications. We discuss the significance of that gap, suggest approaches to close it and describe briefly current efforts to do so in Ecuador, Nicaragua and Niger.