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Competence (human resources)

About: Competence (human resources) is a research topic. Over the lifetime, 53557 publications have been published within this topic receiving 988884 citations. The topic is also known as: competence (human resources) & Competency.


Papers
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Journal ArticleDOI
TL;DR: In this paper, the authors show that increases in competence increased corporate technological diversification until the early 1970s, and then again more recently, due to the formation of internationally integrated networks within firms.
Abstract: Recent studies have suggested that firm-specific technological competence may be diversified and internationalized. We show that increases in competence increased corporate technological diversification until the early 1970s, and then again more recently. However, a new interrelationship has now emerged between the accumulation, diversification and internationalization of technological competence, due to the formation of internationally integrated networks within firms. The empirical analysis consists of a dynamic cross-section model applied to the corporate patenting in the US, of 166 of the largest European and US industrial firms from 1901 to 1995. Copyright 2000 by Oxford University Press.

247 citations

Journal ArticleDOI
TL;DR: Findings support the idea that the gender differences obtained in interaction when status was not specified were partially a function of group members' belief that the sexes differ in competence.
Abstract: Males' and females' interaction styles were observed while they worked in four-person, mixed-sex groups on a discussion task. In some groups, members were only given information about each others' names and gender. In this circumstance, men were perceived by themselves and other group members to be higher in competence than women. Further, men engaged in a greater amount of active task behavior than women (e.g., giving information, giving opinions), and women exhibited a greater amount of positive social behavior than men (e.g., agreeing, acting friendly). In other groups, members' competency-based status was manipulated by providing false feedback that they were high or low relative to their group in intellectual and moral aptitude. High status members were then perceived to be more competent than low status ones and, further, high status individuals engaged in more active task and less positive social behavior than low status ones. In this condition, no sex differences were obtained on perceived competence or on active task or positive social behavior. Overall, these findings support the idea that the gender differences obtained in interaction when status was not specified were partially a function of group members' belief that the sexes differ in competence. Direct information concerning members' intellectual and moral competence apparently blocked the perceived gender-to-competence link, and status alone affected perceived competence and interaction style.

247 citations

01 Jan 1998
TL;DR: In this paper, Nijhof et al. discuss the importance of the knowledge and skills of economic graduates and their importance on the labour market, and propose effective learning programs for the development of a broad occupational competence.
Abstract: This book contains the following chapters: "The Demarcation Issue: Introduction" (Wim J. Nijhof, Jan N. Streumer); "Qualifying for the Future" (Wim J. Nijhof); "The Many Meanings of Occupational Competence and Qualification" (Per-Erik Ellstroem); "Qualification and Labour Markets: Institutionalisation and Individualisation" (Ben Hoevels); "The German 'Berufsprinzip' as a Model for Regulating Training Content and Qualification Standards" (Jochen Reuling); "The Demarcation Line in Funding for School-Based Vocational Education and Training in the United States" (George Copa); "A Converging System? Explaining Difference in the Academic and Vocational Tracks in England" (Tim Oates); "New Structures and New Contents in Dutch Vocational Education" (Jeroen Onstenk); "General versus Vocational Education--Demarcation and Integration" (Frank Achtenhagen); "Occupational Standards and Business Ethics" (Judith Marquand); "Designing Effective Learning Programs for the Development of a Broad Occupational Competence" (Alan Brown); "Generic Skills at Work: Implications for Occupationally Oriented Education" (Cathleen Stasz); "Competence Based Assessment: Does It Shift the Demarcation Lines?" (Alison Wolf); "The Knowledge and Skills of Economic Graduates and Their Significance on the Labour Market" (Hans Heijke, Ger Ramaekers); and "Moving beyond Traditional Vocational Education and Training" (Jan N. Streumer, David C. Bjorkquist). The book contains an index and contributors list. (YLB)

246 citations

Journal ArticleDOI
TL;DR: Lack of family financial resources led to greater depression and less optimism in mothers and fathers, which in turn were linked with co-caregiving support and conflict, which negatively influenced youths' academic competence and socioemotional adjustment during early adolescence.
Abstract: We proposed a family process model that links family financial resources to academic competence and socioemotional adjustment during early adolescence. The sample included 90 9-12-year old African-American youths and their married parents who lived in the rural South. The theoretical constructs in the model were measured via a multimethod, multi-informant design. Rural African-American community members participated in the development of the self-report instruments and observational research methods. The results largely supported the hypotheses. Lack of family financial resources led to greater depression and less optimism in mothers and fathers, which in turn were linked with co-caregiving support and conflict. The associations among the co-caregiving processes and youth academic and socioemotional competence were mediated by the development of youth self-regulations. Disruptions in parental co-caregiving interfered with the development of self-regulation. This interference negatively influenced youths' academic competence and socioemotional adjustment.

246 citations

Journal ArticleDOI
TL;DR: Data suggest that medical students do not feel sufficiently prepared for clinical practice in the clerkships, and the transition from pre‐clinical to clinical training causes problems.
Abstract: Introduction There are data that suggest that medical students do not feel sufficiently prepared for clinical practice in the clerkships. The transition from pre-clinical to clinical training causes problems. Objectives To seek quantitative verification of qualitative findings from an earlier focus group study on problems medical students encounter when entering the clinical phase of undergraduate training. Methods At the start of the clinical phase, all Year 4 students at Maastricht Medical School were surveyed on the transition from pre-clinical to clinical training and its effects on workload, knowledge, skills and learning. Results The response rate was 67%. Students were uncertain as to how to behave and act, mainly because they did not know what was expected of them. They experienced a drastic increase in workload and a lack of time for studying. They considered themselves to be moderately prepared with regard to knowledge and they regarded their physical examination skills as satisfactory. Students reported having difficulty applying theoretical knowledge in clinical practice and perceived shortcomings in basic science knowledge. In addition, they felt compelled to change their learning strategies. Discussion The results of this study confirm the findings of the focus group study. The students experienced problems related to professional socialisation and workload and deficiencies in knowledge and the organisation of knowledge. A good starting point for improvement may involve exploring students' suggestions of an extensive introduction into the clerkships, a more gradual transition with regard to workload and closer integration of pre-clinical and clinical education.

246 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20242
20237,039
202215,191
20213,301
20204,067
20193,818