Showing papers on "Competence (human resources) published in 2016"

Motivation to learn: an overview of contemporary theories

Abstract: Objective To succinctly summarise five contemporary theories about motivation to learn, articulate key intersections and distinctions among these theories, and identify important considerations for future research. Results Motivation has been defined as the process whereby goal-directed activities are initiated and sustained. In expectancy-value theory, motivation is a function of the expectation of success and perceived value. Attribution theory focuses on the causal attributions learners create to explain the results of an activity, and classifies these in terms of their locus, stability and controllability. Social- cognitive theory emphasises self-efficacy as the primary driver of motivated action, and also identifies cues that influence future self-efficacy and support self-regulated learning. Goal orientation theory suggests that learners tend to engage in tasks with concerns about mastering the content (mastery goal, arising from a ‘growth’ mindset regarding intelligence and learning) or about doing better than others or avoiding failure (performance goals, arising from a ‘fixed’ mindset). Finally, self-determination theory proposes that optimal performance results from actions motivated by intrinsic interests or by extrinsic values that have become integrated and internalised. Satisfying basic psychosocial needs of autonomy, competence and relatedness promotes such motivation. Looking across all five theories, we note recurrent themes of competence, value, attributions, and interactions between individuals and the learning context. Conclusions To avoid conceptual confusion, and perhaps more importantly to maximise the theory-building potential of their work, researchers must be careful (and precise) in how they define, operationalise and measure different motivational constructs. We suggest that motivation research continue to build theory and extend it to health professions domains, identify key outcomes and outcome measures, and test practical educational applications of the principles thus derived.

Linking servant leadership to individual performance: Differentiating the mediating role of autonomy, competence and relatedness need satisfaction

Abstract: How can a servant leader focusing primarily on followers' growth and well-being influence the achievement of organizational outcomes? Despite a growing stream of academic studies exploring positive outcomes of servant leadership practice, little is known empirically about the underlying psychological processes that are activated to enhance individual performance at work. Using the autonomous motivational framework of Self-Determination Theory's (SDT) basic psychological needs (Ryan & Deci, 2000), we propose that a servant leader's attentive focus on employees' development helps fulfill employees' three basic psychological needs, namely for autonomy , competence and relatedness . In turn, satisfaction of each of these three needs fuels employees in a distinct way, either producing an increase in task performance, organizational citizenship behaviors (OCBs) or both. We collected information from 247 supervisor–employee dyads from a large Canadian technology design and manufacturing company. Structural equation modeling results indicate that servant leadership strongly predicted all three needs' satisfaction; autonomy need satisfaction mediated servant leadership's effect on task performance, OCB-Individual (OCB-I) and OCB-Organization (OCB-O); competence need satisfaction mediated servant leadership's effect on task performance only; and relatedness need satisfaction mediated servant leadership's effect on both OCB-I and OCB-O.

Digital competence --- an emergent boundary concept for policy and educational research

Abstract: Digital competence is an evolving concept related to the development of digital technology and the political aims and expectations of citizenship in a knowledge society. It is regarded as a core competence in policy papers; in educational research it is not yet a standardized concept. We suggest that it is a useful boundary concept, which can be used in various contexts. For this study, we analysed 76 educational research articles in which digital competence, described by different terms, was investigated. As a result, we found that digital competence consists of a variety of skills and competences, and its scope is wide, as is its background: from media studies and computer science to library and literacy studies. In the article review, we found a total of 34 terms that had used to describe the digital technology related skills and competences; the most often used terms were digital literacy, new literacies, multiliteracy and media literacy, each with somewhat different focus. We suggest that digital competence is defined as consisting of (1) technical competence, (2) the ability to use digital technologies in a meaningful way for working, studying and in everyday life, (3) the ability to evaluate digital technologies critically, and (4) motivation to participate and commit in the digital culture.

Amending Miller's Pyramid to Include Professional Identity Formation.

Abstract: In 1990, George Miller published an article entitled "The Assessment of Clinical Skills/Competence/Performance" that had an immediate and lasting impact on medical education In his classic article, he stated that no single method of assessment could encompass the intricacies and complexities of medical practice To provide a structured approach to the assessment of medical competence, he proposed a pyramidal structure with four levels, each of which required specific methods of assessment As is well known, the layers are "Knows," "Knows How," "Shows How," and "Does" Miller's pyramid has guided assessment since its introduction; it has also been used to assist in the assessment of professionalismThe recent emphasis on professional identity formation has raised questions about the appropriateness of "Does" as the highest level of aspiration It is believed that a more reliable indicator of professional behavior is the incorporation of the values and attitudes of the professional into the identity of the aspiring physician It is therefore proposed that a fifth level be added at the apex of the pyramid This level, reflecting the presence of a professional identity, should be "Is," and methods of assessing progress toward a professional identity and the nature of the identity in formation should be guided by currently available methods

Advancing Competency-Based Medical Education: A Charter for Clinician-Educators.

Abstract: The International Competency-Based Medical Education (ICBME) Collaborators have been working since 2009 to promote understanding of competency-based medical education (CBME) and accelerate its uptake worldwide. This article presents a charter, supported by a literature-based rationale, which is meant to provide a shared mental model of CBME that will serve as a path forward in its widespread implementation.At a 2013 summit, the ICBME Collaborators laid the groundwork for this charter. Here, the fundamental principles of CBME and professional responsibilities of medical educators in its implementation process are described. The authors outline three fundamental principles: (1) Medical education must be based on the health needs of the populations served; (2) the primary focus of education and training should be the desired outcomes for learners rather than the structure and process of the educational system; and (3) the formation of a physician should be seamless across the continuum of education, training, and practice.Building on these principles, medical educators must demonstrate commitment to teaching, assessing, and role modeling the range of identified competencies. In the clinical setting, they must provide supervision that balances patient safety with the professional development of learners, being transparent with stakeholders about level of supervision needed. They must use effective and efficient assessment strategies and tools for basing transition decisions on competence rather than time in training, empowering learners to be active participants in their learning and assessment. Finally, advancing CBME requires program evaluation and research, faculty development, and a collaborative approach to realize its full potential.

Translation into the Second Language

Abstract: Chapter 1: What is translation competence? The scope of this work The importance of translator-centred view on translation Recent studies on translation competence Possible ways of conceptualising translation competence Psychological modelling Translation quality assessment Translation pedagogy Translation competence and translation into a second language Translation competence in an interlanguage framework Some propositions about translation competence Some remarks on data in translation competence research Concluding remarks Chapter 2: Challenging the insistence on translation into the first language Aims Translation and immigration The supply-demand paradox in the Australian translation scheme What is a second language? Some problems of definition Industry need for translators into a second language Translation labour market forces in Finland The importance of modelling translation competence in translators into the second laguage Concluding remarks Chapter 3: A case study of candidates for translator education Aims The setting of the study The language tests The questionnaire data Concluding remarks Chapter 4: Translation into a second language and second language competence Aims The difference between translation into a first and a second language Second language competence as an aspect of second language translation competence Translation and written language A case study approach to describing textual competence in translators into a second language Concluding remarks Chapter 5: Translation competence and grammar Aims The grammatical task of the second language translator Biber's multi-feature/multi-dimensional approach to genre variation The target texts and their processing Comparisons with Biber's norms Concluding remarks Chapter 6: Translation competence and lexis Aims The disposition study The lexical transfers study Concluding remarks Chapter 7: Monitoring translation performance Aims Issues in monitoring translation output Quality of output: the assessment study Monitoring ability: the editing study Concluding remarks Chapter 8: Towards a model of translation competence Aims Components of the model and their implications Relationship of the model to other trends in translation research Wider applicability of the model Translation competence, pedagogy and assessment Concluding remarks References Appendix 1: Examples of target texts with varying combinations of textual competence, risk-taking and persistence Appendix 2: Real-time edited texts

Competence and Psychopathology in Development

Abstract: A core mission of developmental psychopathology is studying the interplay between normal and abnormal developmental processes. Working from this perspective, we review research on associations between competence and psychopathology as divided among three major areas: (1) functional impairment in the context of formal mental disorder classification systems as a parallel to the negative extreme of competence; (2) cascade models that test longitudinal cross-domain links between constructs with statistical controls for continuity and potential common-cause variables; and (3) preventive interventions aimed at promoting competent adaptation. Each of these areas shows compelling examples of the dynamic interplay between competence in age-salient developmental tasks and either broad dimensions of psychopathology or discrete mental disorders. We begin with a historical and theoretical discussion of the nature of competence and psychopathology and conclude with an overview of this broad domain and suggestions for future work. Throughout the chapter, we emphasize the interdependence of theory and statistical methodology. Keywords: psychopathology; competence; impairment; mediation; cascade models; prevention; structural equation modeling

Learning through health care work: premises, contributions and practices.

Abstract: Context Learning through work has long been important for the development of health care workers’ occupational competence. However, to effectively utilise this mode of learning, its particular qualities and contributions need to be understood and optimised and its limitations redressed. Concepts Optimising the experiences health care workplaces provide, augmenting their potential for learning and promoting workers’ engagement with them can, together, improve workers’ ability to respond to future occupational challenges. Importantly, such considerations can be used to understand and appraise workplaces as learning environments. Here, the concepts of practice curricula and pedagogies, and workers’ personal epistemologies (i.e. what individuals know, can do and value) are described and advanced as practical bases for optimising learning in and for health care workplaces now and for the future. Conclusion Such bases seem salient given the growing emphasis on practice-based provisions for the initial preparation and on-going professional development of health care workers’ capacities to be effective in their practice, and responsive to occupational innovations that need to be generated and enacted through practice.

Parting the Clouds: Three Professionalism Frameworks in Medical Education.

Abstract: Current controversies in medical education associated with professionalism, including disagreements about curriculum, pedagogy, and assessment, are rooted in part in the differing frameworks that are used to address professionalism. Three dominant frameworks, which have evolved in the medical education community, are described. The oldest framework is virtue based and focuses on the inner habits of the heart, the development of moral character and reasoning, plus humanistic qualities of caring and compassion: The good physician is a person of character. The second framework is behavior based, which emphasizes milestones, competencies, and measurement of observable behaviors: The good physician is a person who consistently demonstrates competence in performing patient care tasks. The third framework is identity formation, with a focus on identity development and socialization into a community of practice: The good physician integrates into his or her identity a set of values and dispositions consonant with the physician community and aspires to a professional identity reflected in the very best physicians. Although each professionalism framework is useful and valid, the field of medical education is currently engaged in several different discourses resulting in misunderstanding and differing recommendations for strategies to facilitate professionalism. In this article, the assumptions and contributions of each framework are described to provide greater insight into the nature of professionalism. By examining each discourse in detail, underlying commonalities and differences can be highlighted to assist educators in more effectively creating professionalism curricula, pedagogy, and assessment.

Optimizing Students' Motivation in the Era of Testing and Pressure: A Self-Determination Theory Perspective

Abstract: Many countries that are concerned about their standing on international achievement tests have been pressuring schools to improve, often leading teachers and students to be more controlled in their motivation. Using self-determination theory, we argue that supporting teacher and student autonomy has substantial advantages in terms of educational outcomes relative to controlling strategies, and we review research supporting that position. Research has also shown that autonomous motivation tends to flourish in situations where people experience satisfaction of their three basic psychological needs—the needs for competence, relatedness, and autonomy. We also review research on goals—both mastery and performance goals and intrinsic and extrinsic goals—examining them in relation to autonomous and controlled motives. As well, we discuss ways in which teachers can support satisfaction of their students’ basic psychological needs, especially when teachers themselves are similarly supported. Finally, we suggest that educational outcomes are often too narrowly focused on performance in specific areas, whereas we see higher-quality learning and development occurring most optimally in contexts of need support.

How Effective is Cultural Competence Training of Healthcare Providers on Improving Patient Satisfaction of Minority Groups? A Systematic Review of Literature

Abstract: Background With the rapid growth of minority populations in the United States, the need to train healthcare providers to give culturally competent care has never been greater. Extensive research on cultural competence of healthcare providers has been conducted, but no systematic review specifically focused on the effect of cultural competence training on patient satisfaction of clients from minority groups. Aims To search and critically appraise published research articles that evaluated the effectiveness of cultural competence training of healthcare providers on improving patient satisfaction of clients from minority groups. Methods Using MeSH entry terms: Competency, Cultural; Cultural Competencies; Cultural Competence; Competence, Cultural; Satisfaction, Patient; and non-MeSh text words: Cultural Awareness, Cultural Sensitivity, Cultural Competence Training, Cultural Sensitivity Training, and Cultural Awareness Training, a comprehensive literature search of peer-reviewed articles from 2002 to 2014 in CINAHL, Cochrane, PsycINFO, PubMed, and Web of Science databases was conducted. Original studies that reported cultural competence training and measured its impact on patient satisfaction were included. Quality of the reviewed studies was assessed on the basis of methodological limitations related to experimental design, sample size and sampling approaches, and ethnic spread of the participants. Results Seven studies met the inclusion criteria. Six studies revealed that cultural competence training intervention significantly increased the cultural competence level of healthcare providers. Five studies demonstrated that cultural competence training of healthcare providers was significantly associated with increased patient satisfaction. Linking Evidence to Action Cultural competence training is an effective intervention that enables healthcare providers to give culturally competent care that increases satisfaction of patients from minority groups. However, more research with better research designs, large sample sizes, and validated standardized cultural competence and patient satisfaction assessment tools is needed to unequivocally attribute cultural competence training to patient satisfaction.

Adaptive Motivation and Emotion in Education: Research and Principles for Instructional Design

Abstract: Students frequently experience various types of motivation and emotion that contribute to their engagement and learning. However, translating research on motivation and emotion into educational practice and policy has so far been limited. To facilitate greater synergy among research, practice, and policy, this overview addresses educationally relevant motivation and emotion. This summary discusses different forms of motivation or emotion, their relevant theoretical basis, evidence on how they relate to academic engagement and learning, and potential classroom supports for adaptive motivation and emotion. The article concludes with five instructional design principles that can guide educators and policymakers in promoting adaptive student motivation and emotion: (a) support students’ feelings of competence, (b) enhance autonomy, (c) use personally relevant and active tasks, (d) emphasize learning and de-emphasize social comparison, and (e) encourage feelings of belonging.

Training and competence assessment in GI endoscopy: a systematic review

Abstract: Introduction Training procedural skills in GI endoscopy once focused on threshold numbers. As threshold numbers poorly reflect individual competence, the focus gradually shifts towards a more individual approach. Tools to assess and document individual learning progress are being developed and incorporated in dedicated training curricula. However, there is a lack of consensus and training guidelines differ worldwide, which reflects uncertainties on optimal set-up of a training programme. Aims The primary aim of this systematic review was to evaluate the currently available literature for the use of training and assessment methods in GI endoscopy. Second, we aimed to identify the role of simulator-based training as well as the value of continuous competence assessment in patient-based training. Third, we aimed to propose a structured training curriculum based on the presented evidence. Methods A literature search was carried out in the available medical and educational literature databases. The results were systematically reviewed and studies were included using a predefined protocol with independent assessment by two reviewers and a final consensus round. Results The literature search yielded 5846 studies. Ninety-four relevant studies on simulators, assessment methods, learning curves and training programmes for GI endoscopy met the inclusion criteria. Twenty-seven studies on simulator validation were included. Good validity was demonstrated for four simulators. Twenty-three studies reported on simulator training and learning curves, including 17 randomised control trials. Increased performance on a virtual reality (VR) simulator was shown in all studies. Improved performance in patient-based assessment was demonstrated in 14 studies. Four studies reported on the use of simulators for assessment of competence levels. Current simulators lack the discriminative power to determine competence levels in patient-based endoscopy. Eight out of 14 studies on colonoscopy, endoscopic retrograde cholangiopancreatography and endosonography reported on learning curves in patient-based endoscopy and proved the value of this approach for measuring performance. Ten studies explored the numbers needed to gain competence, but the proposed thresholds varied widely between them. Five out of nine studies describing the development and evaluation of assessment tools for GI endoscopy provided insight into the performance of endoscopists. Five out of seven studies proved that intense training programmes result in good performance. Conclusions The use of validated VR simulators in the early training setting accelerates the learning of practical skills. Learning curves are valuable for the continuous assessment of performance and are more relevant than threshold numbers. Future research will strengthen these conclusions by evaluating simulation-based as well as patient-based training in GI endoscopy. A complete curriculum with the assessment of competence throughout training needs to be developed for all GI endoscopy procedures.

National systems of production, innovation and competence building

Abstract: "The authors have worked on innovation systems for more than a decade. This paper is an attempt to take stock. In section 2 we reflect upon the emergence and fairly rapid diffusion of the concept ‘national system of innovation’ as well as related concepts. In section 3 we describe how the Aalborg version of the concept evolved by a combination of ideas that moved from production structure towards including all elements and relationships contributing to innovation and competence building. In section 4 we discuss the challenges involved both in a theoretical deepening of a fairly narrow version of the concept and in the movement toward the broader approach and in adapting the concept for the analysis of poor countries."

Supporting students' motivation for e-learning: Teachers matter on and offline

Abstract: In e-learning environments that are characterized by minimal peer and teacher regulation, motivation is particularly critical but poorly understood. Students' prior experience with computers and smartphones, as well as the teacher support they receive during in-class instruction (in blended learning scenarios), are essential components of the e-learning experience that must be accounted for when seeking to explain students' motivation and learning outcomes in these contexts. This study therefore aimed to test the longitudinal effects of teacher support, prior subject competence, and prior experience with computers and smartphones, on student motivation for e-learning and finally e-learning completion. Employing five data points collected over one academic year, first-year Japanese university students (n = 975) studying English as a foreign language completed surveys at three time points. Cross-lagged panel structural equation modelling was undertaken with the finalized latent variables, prior subject competency (standardized test), and year-end e-learning completion rates. Perceived teacher support was found to have a broad range of direct and mediated effects on students' motivations for e-learning. Effort beliefs were consistent predictors of task value and ability beliefs after accounting for auto-lagged effects. E-learning completion was chiefly predicted by ability beliefs. The practical and theoretical implications for e-learning are discussed.

The role of perception, interpretation, and decision making in the development of beginning teachers’ competence

Abstract: This study investigates beginning US elementary teachers’ competence for teaching mathematics and its development during teacher preparation and into the first 2 years of full-time teaching Data are drawn from three longitudinal case studies and include the classroom video analysis survey, classroom observations and interviews about teachers’ instructional decisions, and whole-day shadowing A multi-case study design was used to examine the processes of perception, interpretation, and decision making in participants’ comments on video clips of teaching episodes and in reflections about their own teaching Findings support the central role of these processes in teacher competence and the generative power of reflections revolving around student thinking and tools, such as classroom discourse and visuals Teachers’ communities also played an important role in teachers’ decision making A model of teacher competence from a situated perspective is proposed and the classroom video assessment is discussed as a measure of teacher competence in context

Evaluating the Implementation of the "Pyramid Model for Promoting Social-Emotional Competence" in Early Childhood Classrooms.

Abstract: We conducted a potential efficacy trial examining the effects of classroom-wide implementation of the Pyramid Model for Promoting Young Children’s Social-Emotional Competence on teachers’ implementation of Pyramid Model practices and children’s social-emotional skills and challenging behavior. Participants were 40 preschool teachers and 494 children. Using a randomized controlled design, 20 teachers received a professional development (PD) intervention to support their implementation of the practices. The 20 teachers in the control condition received workshops after all study-related data were collected. Teachers who received PD significantly improved their implementation of Pyramid Model practices relative to control teachers. Children in intervention teachers’ classrooms were rated as having better social skills and fewer challenging behaviors relative to children in control teachers’ classrooms. Exploratory analyses showed that children at elevated risk for behavior disorders in intervention teachers’ ...

Young Children's Motivational Frameworks and Math Achievement: Relation to Teacher-Reported Instructional Practices, but Not Teacher Theory of Intelligence.

Abstract: Although students’ motivational frameworks (entity vs. incremental) have been linked to academic achievement, little is known about how early this link emerges and how motivational frameworks develop in the first place. In a year-long study (student N = 424, Teacher N = 58), we found that, as early as 1st and 2nd grade, children who endorsed an incremental framework performed better on a nationally normed standardized math test than children who held an entity framework (i.e., believe ability is stable, prefer easy tasks). Furthermore, teachers’ self-reported instructional practices (mastery- vs. performance-oriented) played an important role in the development of students’ motivational frameworks. The more a teacher reported emphasizing that children demonstrate competence in the classroom (i.e., performance-oriented instructional practices), the more students endorsed an entity framework at the end of the school year, even after controlling for students’ beginning-of-year frameworks. These findings have significant implications for theory as well as practice, as they show that even in the early elementary grades, teacher-reported instructional practices are linked to the development of students’ motivational frameworks, which in turn, are linked to students’ mathematics achievement. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

The operational definition of competency-based education

Abstract: Background As education in the United States pushes for accountability, educational programs across the country are attempting to find innovative ways to measure student learning outcomes. Competency-based education is one model favorable among many academic institutions and accreditation agencies because it links theory to practice (Clark, Competency-based education for social work: Evaluation and curriculum issues, 1976; Hall & Jones, Competency-based education: A process for the improvement of education, 1976; Johnstone & Soares, Change, 46, 2014, 12; Pace, Competency education series: Policy brief one, 2013). The research indicates that there is no standard definition of competency-based education and agreement on the criteria that encompass this model (Book, All hands on deck: Ten lessons from early adopters of competency-based education, 2014; Le, Wolfe, & Steinberg, The past and the promise: Today's competency education movement, 2014; Riesman, On competence: A critical analysis of competence-based reforms in higher education, 1979). Methods This research reviewed the literature on competency-based education and interviewed key informants from various disciplines to gain a deeper understanding of this phenomenon. Results This research constructs an operational definition of competency-based education and then applies this definition to build an assessment tool to determine the extent that competency-based education exists in an academic program.

Effect of student perceived service quality on student satisfaction, loyalty and motivation in Indian universities: Development of HiEduQual

Abstract: Purpose This paper attempts to develop and validate a service quality instrument called HiEduQual to measure the perceived service quality of students in higher education institutions. This paper aims to propose a structural model by examining the theoretical and empirical evidences on the relationships between students’ perceived service quality (SPSQ), students’ satisfaction (SSt), students’ loyalty (SL) and students’ motivation (SM). Design/methodology/approach The paper uses survey research design to gather data regarding attitudes of students about quality of service, satisfaction, motivation and loyalty from seven public universities in India and tests the relationships between these variables using structural equation modeling. Findings The paper identifies a model with six-structured dimensions containing 23 items for HiEduQual. It proved the direct positive effect of the perceived service quality of students on satisfaction, loyalty and motivation. The paper also supports the partial and complete mediation role of students’ satisfaction between perceived service quality of students, their loyalty and motivation toward services being provided by the universities. The competing Model 1 (M1) with partial mediation role of students’ satisfaction between students’ perceived service quality, loyalty and motivation was proved as the best among the alternative models. Research limitations/implications The paper developed and tested a new measurement instrument that covers all the service aspects experienced by the student as primary customer in higher education. Further studies can also measure service quality of the universities in the perspective of other key stakeholders. The authors would recommend studying other possible antecedents which would have influence on satisfaction motivation and loyalty. Practical implications The findings suggested that it would be worthwhile for university leaders to make proper allocation of resources, to provide better educational services including support services and facilities. It is believed that this paper has a significant competence for engendering more precise applications related to quality of services, especially concerning students’ satisfaction, loyalty and motivation. Social implications The changing nature and need of higher education services and increase in competitive intensity necessitates higher performance levels in the Indian higher education (universities). These can only be achieved through a better understanding of the expectations of students and the importance placed by them on aspects such as teaching, administrative services, academic facilities, campus infrastructure, support services and internationalization. The paper identified that student perceived service quality is a key antecedent to student satisfaction, motivation and loyalty, which conveys that service quality is an important construct. Originality/value Previous studies have primarily focused on the relationship between service quality, satisfaction and loyalty. Along with the above, this paper includes students’ motivation and assesses the effect of service quality and satisfaction on motivation which was not previously used in services marketing research, especially in higher education sector. Higher education service holds some unique features like customers’ (student) cognitive participation in the service process, requirements of the students to be fulfilled by different parties and long-term continuous services. All these features require student participation. The results indicate that quality of academic and non-academic services play a vital role in motivating students to perform better in their academics.

Ensuring Resident Competence: A Narrative Review of the Literature on Group Decision Making to Inform the Work of Clinical Competency Committees

Abstract: Background The expectation for graduate medical education programs to ensure that trainees are progressing toward competence for unsupervised practice prompted requirements for a committee to make decisions regarding residents' progress, termed a clinical competency committee (CCC). The literature on the composition of these committees and how they share information and render decisions can inform the work of CCCs by highlighting vulnerabilities and best practices. Objective We conducted a narrative review of the literature on group decision making that can help characterize the work of CCCs, including how they are populated and how they use information. Methods English language studies of group decision making in medical education, psychology, and organizational behavior were used. Results The results highlighted 2 major themes. Group member composition showcased the value placed on the complementarity of members' experience and lessons they had learned about performance review through their tea...

In the Company of Others: An Introduction to Communication

Abstract: PART I: FUNDAMENTALS OF COMMUNICATION CHAPTER 1: COMPETENT COMMUNICATION: EFFECTIVE AND APPROPRIATE I. Benefits of Communication Competence II. Communication Myths III. Defining Communication IV. Defining Communication Competence V. Achieving Communication Competence VI. Creating a Communication Climate VII. Summary VIII. Film School BOX 1-1: Developing Communication Competence: Hindsight Bias Test BOX 1-2: Focus on Controversy: Ethics and Hypercompetitiveness CHAPTER 2: PERCEPTION OF SELF AND OTHERS: WHO AM I? WHO ARE THEY? I. The Perceptual Process II. Perception of Self III. Perception of Others IV. Communication Competence and Perceptual Challenges V. Summary VI. Film School BOX 2-1: Focus on Controversy: Self-Esteem: More Is Not Always Better BOX 2-2: Developing Communication Competence: Where Do You Draw the Line? CHAPTER 3: CULTURE AND GENDER I. Culture and Communication II. Intercultural Miscommunication III. Intercultural Communication Competence IV. Gender and Communication V. Communication Competence and Gender VI. Summary VII. Film School BOX 3-1: Developing Communication Competence: Be Ye Individualist or Collectivist? BOX 3-2: Focus on Controversy: Competition: Cultural Influence CHAPTER 4: LANGUAGE: SHARING MEANING WITH WORDS I. The Nature of Language II. The Abstracting Process III. Competent Language Use IV. Summary V. Film School BOX 4-1: Focus on Controversy: Aping Language: The Debate over Animals' Linguistic Abilities BOX 4-2: Developing Communication Competence: Measuring Connotative Meaning BOX 4-3: Focus on Controversy: Verbal Taboos: A Question of Appropriateness CHAPTER 5: NONVERBAL COMMUNICATION: SHARING MEANING WITHOUT WORDS I. Distinctions between Verbal and Nonverbal Communication II. Interconnectedness of Verbal and Nonverbal Communication III. Types of Nonverbal Communication IV. Communicating Competently with Nonverbal Codes V. Summary VI. Film School BOX 5-1: Developing Communication Competence: Nonverbal Communication Test BOX 5-2: Focus on Controversy: Gated Communities: Fortress America? CHAPTER 6: LISTENING TO OTHERS I. The Listening Process II. Competent Informational Listening III. Competent Critical Listening IV. Competent Empathic Listening V. Summary VI. Film School BOX 6-1: Developing Communication Competence: Focused Attention BOX 6-2: Focus on Controversy: Skepticism and Open-Mindedness: Inquiring Minds, Not Empty Minds BOX 6-3: Developing Communication Competence: Distinguishing Listening Responses PART TWO: INTERPERSONAL COMMUNICATION CHAPTER 7: POWER: THE INESCAPABLE INTERPERSONAL DYNAMIC I. Definition of Power II. Communication Indicators of Power III. Power Resources IV. Problems of Power Imbalance V. Competent Communication and Balancing Power VI. Summary VII. Film School BOX 7-1: Focus on Controversy: Gender and Relationship Aggression: A White-Hot Debate BOX 7-2: Developing Communication Competence: Assertiveness Self-Assessment Questionnaire CHAPTER 8: MAKING RELATIONSHIPS WORK I. Forming Close Relationships II. Sustaining Relationships with Competent Communication III. Technology and Competent Interpersonal Relationships IV. Intercultural Relationships and Communication Competence V. Summary VI. Film School BOX 8-1: Focus on Controversy: Cyberaddiction BOX 8-2: Developing Communication Competence: Cell Phone Etiquette for the Competent Communicator BOX 8-3: Developing Communication Competence: Netiquette CHAPTER 9: INTERPERSONAL CONFLICT MANAGEMENT I. Definition of Conflict II. Relationship Dialectics III. Communication Styles of Conflict Management IV. Managing Conflict Competently V. Summary VI. Film School BOX 9-1: Focus on Controversy: Ethical Conundrum: Is Honesty Always the Best Policy? PART THREE: GROUP COMMUNICATION CHAPTER 10: THE ANATOMY OF SMALL GROUPS I. The Genius of Groups II. The Structure of Small Groups III. Leadership IV. Summary V. Film School BOX 10-1: Developing Communication Competence: Playing By the Roles: A Self-Assessment BOX 10-2: Focus on Controversy: Gender and Ethnicity: Glass Ceiling or Tricky Labyrinth? CHAPTER 11: EFFECTIVE GROUPS I. Challenges of Group Composition II. Competent Group Decision Making and Problem Solving III. Teambuilding and Teamwork IV. Virtual Groups and Teams V. Summary VI. Film School BOX 11-1: Developing Communication Competence: A Sample Agenda for Group Meetings BOX 11-2: Developing Communication Competence: How to Achieve a Consensus PART FOUR: PUBLIC SPEAKING CHAPTER 12: PREPARING SPEECHES I. Audience Analysis II. Topic Choice and Analysis III. Researching the Topic IV. Supporting Materials V. Competent Outlining and Organizing VI. Summary VII. Film School BOX 12-1: Focus on Controversy: Wikipedia: Credible Scholarship or Mob Rule? BOX 12-2: Developing Communication Competence: Spotting Fallacies BOX 12-3: Developing Communication Competence: A Student Outline: Rough Draft and Revision CHAPTER 13: PRESENTING SPEECHES I. Addressing Speech Anxiety II. Gaining and Maintaining Attention III. Competent Presentation of Introductions and Conclusions IV. Competent Presentation of Supporting Materials V. Competent Style of Presentation: A Signature Event VI. Competent Delivery of Speeches VII. Summary VIII. Film School BOX 13-1: FOCUS ON CONTROVERSY: DELETING PRESIDENTIAL VERBAL GOOFS: AN ETHICAL QUESTION CHAPTER 14: INFORMATIVE SPEAKING I. Distinguishing Informative from Persuasive Speaking II. Types of Informative Speeches III. Guidelines for Competent Informative Speaking IV. Visual Aids V. Summary VI. Film School BOX 14-1: Developing Communication Competence: Examples of Signposts and Transitions BOX 14-2: Developing Communication Competence: Outline and Text of an Informative Speech BOX 14-3: Focus on Controversy: PowerPoint: Lots of Power, Little Point? CHAPTER 15: PERSUASIVE SPEAKING I. Foundations of Persuasion II. Competent Persuasive Speaking III. Summary IV. Film School BOX 15-1: Developing Communication Competence: A Sample Outline and Persuasive Speech APPENDIX: INTERVIEWING

Origin of Predictable Behavior: Further Modeling and Applications

Abstract: Economic theory is founded on the assumption that agents act "as if" they are able to maximize according to well-behaved preferences, regardless of how complex their decision problems might be. Consequently, the theory has never investigated the consequences of a genuine gap between an agent's decision-making competence and the difficulty of a decision problem (called a C-D gap). In a recent paper (1983; hereafter called the "Origin" paper), I outlined a general theory for investigating the latter possibility. A major theme was that recurrent pattern in behavior arises because of decision-making uncertainty due to a C-D gap; so that uncertainty becomes the basic source of predictable behavior. Here I discuss certain theory topics that were only sketched in the Origin paper, and briefly suggest a few related applications. To pursue these objectives, I begin with a short restatement of the reliability condition introduced in the Origin paper.

Survey measures of first‐ and second‐order competences

Abstract: Research summary: This study tests and validates survey measures of first- and second-order competences in order to foster cumulative empirical research and theoretical refinement in the area of dynamic capabilities. Data from two informants and two time periods for a sample of publicly traded U.S. manufacturing firms are used to examine the convergent, discriminant, and nomological validity, and the reliability of scales to measure various levels and types of competences. Findings suggest that customer competence, technological competence, marketing competence, and R&D competence are related but distinct dimensions, evidencing strong validity and reliability. Qualifying this empirical support, it was found that items regarding manufacturing operations and facilities seemed to measure aspects unrelated to the focal competences, and that marketing competence had no relation to future market-resource accumulation. Managerial summary: This study enhances understanding and measurement of dynamic capabilities, in particular, marketing and R&D second-order competences. Marketing and R&D second-order competences are a firm's ability to build new competences to serve new markets or use new technologies, respectively. The ability of a firm to add new market-related resources (such as brands and distribution channels) and technological resources (such as patents and engineering skills) helps it cope with environmental change and grow in new directions. For firms in stable environments, being able to serve new markets and use new technologies provide opportunities for growth. For firms in turbulent environments, these skills are a matter of survival. Using data collected from publicly traded U.S. manufacturing firms, this study tests and validates questions that can be asked in questionnaires presented to management. It finds that even if a firm has strong skills in serving current customers and great technology, it may not be able to go after new markets or technologies. The survey questions tested here could be used not only by other researchers, but also by practitioners. Managers, management consultants, and industry association advisors could use the scales as diagnostic instruments or to perform benchmarking. Copyright © 2015 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education

Abstract: The present study investigates and compares the influence of using computers and tablets, in the development of mathematical competence in early childhood education. For the implementation of the survey, we conducted a 14 weeks intervention, which included one experimental and one control group. Children in both groups were taught Mathematics according to Greek curriculum for early childhood education in conjunction with the use either of the same educational software, which depending on the group, were running on computers or on tablets. In order to evaluate the mathematical performance of children we used the Test of Early Mathematics Ability (TEMA-3). The sample consisted of 256 children in Greece. The results showed that, teaching with tablets comparatively to teaching with computers has contributed significantly to the development of children’s mathematical ability to a greater extent. Moreover, factors such as gender and age did not seem to differentiate the development of mathematical competence of children.