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.

The Family-School Partnership: An Opportunity to Promote the Learning Competence of All Students.

Abstract: . In this article, family--school partnerships are discussed as a viable and essential way to increase the opportunities and supports for all students to enhance their learning progress and meet the recent demands of schooling inherent in accountability systems and most notably of Title I No Child Left Behind legislation. School psychologists are encouraged to make the family--school partnership a priority by collaborating with school personnel to (a) apply principles from systems-ecological theory to children's learning; (b) maintain an opportunity-oriented, persistent focus when working with youth and families living in challenging situations; and (c) attend to the process of partnering with families. Example opportunities for school psychologists to make this partnership a priority for children's academic, social, and emotional learning are delineated. ********** As I reflect on the past two decades of research and practices with respect to family involvement in education, I am reminded of a Charles Dickens (1859) phrase from A Tale of Two Cities, "It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness ..." (p. 1). The "best of times" is reflected in an increased awareness of the (a) effect of family influences on and contributions by families to children's educational outcomes; (b) conceptual models for family involvement; (c) importance of establishing shared goals and monitoring child success; (d) characteristics of constructive, collaborative relationships; and (e) variety of home- and school-based activities to engage families in education (Chen, 2001; Christenson & Sheridan, 2001; Comer, Haynes, Joyner, & Ben-Avie, 1996; Epstein, 1995; Henderson & Mapp, 2002; Nord & West, 2001; Sheridan, Kratochwill, & Bergan, 1996; Swap, 1993). It is noteworthy that previous efforts to examine school psychological service delivery at invited conferences (Brown, Cardon, Coulter, & Meyers, 1982; Ysseldyke & Weinberg, 1981) and publications (Talley, Kubiszyn, Brassard, & Short, 1996) have highlighted the seminal role of parents for students' school success. At the beginning of the 21st century, our myriad efforts as a discipline--researchers, trainers, and practitioners--have resulted in the family--school partnership being recognized as salient for positive developmental and learning outcomes of children and youth. (1) The "worst of times" is evident in the disconnect of the two primary socializing agents for educational success. This disconnect is seen daily across our schools in (a) predominant use of the school-to-home transmission model (Swap, 1993); (b) the extreme social and physical distance between some educators and families; (c) diminished resources for implementing family--school programs; (d) challenges reaching all families; (e) challenges related to addressing the needs of non-English speaking families and children identified as English Language Learners (ELL); and (f) too little focus on the interaction process that yields a strong relationship as various interventions are implemented (Christenson & Sheridan, 2001; Liontos, 1992). Although shared responsibility across home and school for educational outcomes is the rhetoric, school policies and practices are not always aligned with this notion. I suspect an analysis of current assessment and intervention practices would reveal infrequent use of those that focus on home and school as contexts for children's development and learning. Our Challenge as a Discipline Educators often ask: How can schools get families to support their values and practices? Coincidentally, families often ask: How can families get schools to be responsive to their needs and aspirations for their children? Less often educators and families ask: How can we work together to promote the educational experiences and performance of students or this student? …

Cross-Cultural Management: A Knowledge Management Perspective

Abstract: PART 1: ANTHROPOLOGY S AWKWARD LEGACY TO THE MANAGER'S WORLD 1. Culture: the specious scapegoat 2. The anthropologist's legacy 3. Some consequences of culture's consequences 4. Navigating knowledge management 5. Towards culture as an object of knowledge management PART 2: CASE STUDIES: MAKING SENSE OF CULTURE FROM A KNOWLEDGE MANAGEMENT PERSPECTIVE 6. Case study 1: Novo Nordisk: cross-cultural management as facilitation 7. Case study 2: Matsushita Electric: A learning history 8. Case study 3: LEGO: transferring identity knowledge 9. Case study 4: Sulzer Infra: creating one winning team PART III: REDESIGNING CROSS-CULTURAL MANAGEMENT AS A KNOWLEDGE DOMAIN 11. Language: management's lost continent 12. The cross-cultural management and the translation of common knowledge 13. Cross-cultural management: synergies for participative competence Glossary

Nurse competence scale: development and psychometric testing.

Abstract: Background. Self-assessment assists nurses to maintain and improve their practice by identifying their strengths and areas that may need to be further developed. Professional competence profiles encourage them to take an active part in the learning process of continuing education. Although competence recognition offers a way to motivate practising nurses to produce quality care, few measuring tools are available for this purpose. Aim. This paper describes the development and testing of the Nurse Competence Scale, an instrument with which the level of nurse competence can be assessed in different hospital work environments. Methods. The categories of the Nurse Competence Scale were derived from Benner's From Novice to Expert competency framework. A seven-step approach, including literature review and six expert groups, was used to identify and validate the indicators of nurse competence. After a pilot test, psychometric testing of the Nurse Competence Scale (content, construct and concurrent validity, and internal consistency) was undertaken with 498 nurses. The 73-item scale consists of seven categories, with responses on a visual analogy scale format. The frequency of using competencies was additionally tested with a four-point scale. Results. Self-assessed overall scores indicated a high level of competence across categories. The Nurse Competence Scale data were normally distributed. The higher the frequency of using competencies, the higher was the self-assessed level of competence. Age and length of work experience had a positive but not very strong correlation with level of competence. According to the item analysis, the categories of the Nurse Competence Scale showed good internal consistency. Conclusion. The results provide strong evidence of the reliability and validity of the Nurse Competence Scale.

Design principles for competence management systems: a synthesis of an action research study

Abstract: Even though the literature on competence in organizations recognizes the need to align organization level core competence with individual level job competence, it does not consider the role of information technology in managing competence across the macro and micro levels. To address this shortcoming, we embarked on an action research study that develops and tests design principles for competence management systems. This research develops an integrative model of competence that not only outlines the interaction between organizational and individual level competence and the role of technology in this process, but also incorporates a typology of competence (competence-in-stock, competence-in-use, and competence-in-the-making). Six Swedish organizations participated in our research project, which took 30 months and consisted of two action research cycles involving numerous data collection strategies and interventions such as prototypes. In addition to developing a set of design principles and considering their implications for both research and practice, this article includes a self-assessment of the study by evaluating it according to the criteria for canonical action research.