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.

A conceptual model for the successful deployment of Lean Six Sigma

Abstract: Purpose – The purpose of this paper is to examine the relationship between the successful deployment of Lean Six Sigma and a number of key explanatory variables that essentially comprise the competence of the organization, the competence of the deployment facilitator and the competence of the project leaders.Design/methodology/approach – The preliminary fieldwork involved interviews with two senior Master Black Belts; then, combined with the results of a literature review, the authors develop a conceptual model. A number of hypotheses are developed and the procedures involved in empirically testing these hypotheses are briefly explained.Findings – Technical and interpersonal attributes of Black Belts and Master Black Belts are identified as well as the factors for success in deploying Lean Six Sigma. These factors relate to: leadership, communication, behavior and awareness of Six Sigma; policies, culture and organizational support and strategy; education, training and competency of the Six Sigma experts;...

The Myth of Cross-Cultural Competence:

Abstract: Cross-cultural competence has become a byword in social work. In a postmodern world in which culture is seen as individually and socially constructed, evolving, emergent, and occurring in language (Laird, 1998), becoming “culturally competent” is a challenging prospect. How do we become competent at something that is continually changing and how do we develop a focus that includes ourselves as having differences, beliefs, and biases that are inevitably active. After considering this and several other contemporary perspectives on cultural competence, the author questions the notion that one can become competent at the culture of another. The author proposes instead a model based on acceptance of one's lack of competence in cross-cultural matters.

Remediation of the Deficiencies of Physicians Across the Continuum From Medical School to Practice: A Thematic Review of the Literature

Abstract: Despite widespread endorsement of competency-based assessment of medical trainees and practicing physicians, methods for identifying those who are not competent and strategies for remediation of their deficits are not standardized. This literature review describes the published studies of deficit remediation at the undergraduate, graduate, and continuing medical education levels. Thirteen studies primarily describe small, single-institution efforts to remediate deficient knowledge or clinical skills of trainees or belowstandard-practice performance of practicing physicians. Working from these studies and research from the learning sciences, the authors propose a model that includes multiple assessment tools for identifying deficiencies, individualized instruction, deliberate practice followed by feedback and reflection, and reassessment. The findings of the study reveal a paucity of evidence to guide best practices of remediation in medical education at all levels. There is an urgent need for multiinstitutional, outcomes-based research on strategies for remediation of less than fully competent trainees and physicians with the use of long-term follow-up to determine the impact on future performance. Acad Med. 2009; 84:1822–1832. Medical educators and accrediting organizations have shifted their emphasis from what is taught in the curriculum to what a medical student, resident, or practicing physician can perform. Whereas most trainees and practicing physicians can demonstrate competence in clinical and communication skills, a minority fail to meet the expected standard and require remediation. Despite widespread endorsement of the expectation that physicians-in-training and practicing physicians be assessed for their competence, it remains challenging to identify accurately and reliably those trainees and physicians who are incompetent or less than fully competent and to remediate their deficiencies effectively. Less than fully competent physicians or trainees fail to maintain acceptable standards in one or more areas of professional physician practice, whereas incompetent physicians lack the abilities (cognitive, noncognitive, and communicative) and qualities needed to

A review of informal learning literature, theory and implications for practice in developing global professional competence

Abstract: Informal learning's roots emerged from educational philosophers John Dewey, Kurt Lewin and Mary Parker Follett to theorists Malcolm Knowles and other successive researchers. This paper explores the background and definitions of informal learning and applications to the global workplace. Informal learning's challenges are applied to developing global professional competence, including theory, practice and policy implications. The paper argues that informal learning plays a considerable role in developing professional expertise in the workplace and private life, yet believes no current theoretical model exists to balance conflicts between the role of individual and organizational benefits in a global context.