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.

Measuring Competence? Exploring Firm Effects in Pharmaceutical Research

Abstract: Renewed interest in the resource-based theory of the firm has focused attention on the role of heterogeneous organizational ‘competence’ in competition. This paper attempts to measure the importance of these effects in the context of pharmaceutical research. We distinguish between ‘component’ and ‘architectural’ competence, and using internal firm data at the program level from 10 major pharmaceutical companies show that together the two forms of competence appear to explain a significant fraction of the variance in research productivity across firms. Our results raise some intriguing questions about the nature of competencies and the ways in which they diffuse over time.

Knowing in practice: Enacting a collective capability in distributed organizing

Abstract: Knoving in practice: Enacting a collettive capability in distributed organizing - In this paper, I outline a perspective on knowing in practice which highlights the essential role of human action In knowing how to get things done in complex organizational work. The perspective suggests that knowing is not a static embedded capability or stable disposition o\ actors, but rather an ongoing social accomplishment, constituted and reconstituted as actors engage the world in practice. In interpreting the findings of an empirical study conducted in a geographically dispersed hightech organization. I suggest that the competence to do global product development is both collective and distributed, grounded in the everyday practices of organizational members. I conclude by discussing some of the research implications of a perspective on organizational knowing in practice.

Education and Identity

Abstract: A Current Theoretical Context for Student Development. THE SEVEN VECTORS: AN OVERVIEW. Developing Competence. Managing Emotions. Through Autonomy Toward InterdepAndence. Developing Mature Interpersonal Relationships. Establishing Identity. Developing Purpose. Developing Integrity. KEY INFLUENCES ON STUDENT DEVELOPMENT. Clear and Consistent Institutional Objectives. Institutional Size. Student-Faculty Relationships. Curriculum. Teaching. Friendships and Students Communities. Student Development Programs and Services. Creating Educationally Powerful Environments.

Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis.

Abstract: nMost contemporary achievement goal conceptualizations consist of a performance goal versus mastery goal dichotomy. The present research offers an alternative framework by partitioning the performance goal orientation into independent approach and avoidance motivational orientations. Two experiments investigated the predictive utility of the proposed approach-avoidance achievement goal conceptualization in the intrinsic motivation domain. Results from both experiments supported the proposed framework; only performance goals grounded in the avoidance of failure undermined intrinsic motivation. Task involvement was validated as a mediator of the observed effects on intrinsic motivation. Ramifications for the achievement goal approach to achievement motivation and future research avenues are discussed. Achievement motivation theorists focus their research attention on a particular class of behaviors, those involving competence. Individuals may aspire to attain competence or may strive to avoid incompetence, and this approach-avoidance distinction was explicitly incorporated into the earliest achievement motivation conceptualizations. Two independent motivational orientations, the desire for success and the desire to avoid failure, were identified by Lewin and colleagues as critical determinants of aspiration behavior (Hoppe, cited in Lewin, Dembo, Festinger, & Sears, 1944). In his nascent achievement motivation theory, McClelland ( 1951 ) proposed that "there are at least two kinds of achievement motivation, one of which appears to be oriented around avoiding failure and the other around the more positive goal of attaining success" (p. 202).

Cultural Humility Versus Cultural Competence: A Critical Distinction in Defining Physician Training Outcomes in Multicultural Education

Abstract: Researchers and program developers in medical education presently face the challenge of implementing and evaluating curricula that teach medical students and house staff how to effectively and respect- fully deliver health care to the increasingly diverse populations of the United States. Inherent in this challenge is clearly defining educational and training outcomes consistent with this imperative. The traditional notion of competence in clinical training as a detached mastery of a theoretically finite body of knowledge may not be appropriate for this area of physician education. Cultural humility is proposed as a more suitable goal in multicultural medical education. Cultural humility incorporates a lifelong commitment to self-evaluation and self-critique, to redressing the power imbalances in the patient-physician dynamic, and to developing mutually beneficial and nonpaternalistic clinical and advocacy partner- ships with communities on behalf of individuals and defined populations.