Competency

Objective To determine whether lower levels of empathy among a sample of medical students in the United States are associated with personal and professional distress and to explore whether a high degree of personal well-being is associated with higher levels of empathy. Design Multi-institutional, cross-sectional survey. Setting All medical schools in Minnesota (a private medical school, a traditional public university, and a public university with a focus in primary care). Participants A total of 1,098 medical students. Measurements Validated instruments were used to measure empathy, distress (i.e., burnout and symptoms of depression), and well-being (high quality of life). Results Medical student empathy scores were higher than normative samples of similarly aged individuals and were similar to other medical student samples. Domains of burnout inversely correlated with empathy (depersonalization with empathy independent of gender, all P < .02, and emotional exhaustion with emotive empathy for men, P = .009). Symptoms of depression inversely correlated with empathy for women (all P ≤ .01). In contrast, students’ sense of personal accomplishment demonstrated a positive correlation with empathy independent of gender (all P < .001). Similarly, achieving a high quality of life in specific domains correlated with higher empathy scores (P < .05). On multivariate analysis evaluating measures of distress and well-being simultaneously, both burnout (negative correlation) and well-being (positive correlation) independently correlated with student empathy scores. Conclusions Both distress and well-being are related to medical student empathy. Efforts to reduce student distress should be part of broader efforts to promote student well-being, which may enhance aspects of professionalism. Additional studies of student well-being and its potential influence on professionalism are needed.

Competencies have been used as valid predictors of superior on-the-job performance in business organizations over the last 40 years. An abundant of empirical evidence has suggested that competencies play important roles in human resource management (HRM) practices for different types of organizations. However, the important roles of competency have not been fully integrated into the business world, creating a gap between theory and practice. There seems to also appear a number of misperceptions with regards to the use of the term ‘competency’ in the literature. This paper intends to trace the origins of competency and document various definitions and concepts of competency proposed by different scholars. In addition, the paper also aims to shed light on the processes, guidelines, and techniques for developing competencies pragmatically for a particular job or profession as well as the importance of competency-based assessment in organizations for today’s HRM practices.

Professional and practice-based learning is a process which manifests itself in many different forms. It differs by personal characteristics of the learners, levels of their professions, fields of practice, intentionality of their learning, and formalisation of the learning activities. Notions of competence have entered this diverse practice in many ways. The question is whether conceptions of professional competence have helped the practice of professional and practice-based learning. In this chapter it is argued that this is indeed the case. Although various attempts to implement competence-based professional learning programmes were heavily criticized, later developments in competence theory and research gave new insights which emphasized the integrative meaning of competence within professional practice. It helped in mapping professional fields from a domain-specific as well as a generic behavioural perspective. This chapter goes into the roots of the competence movement, and evaluates the contributions of these to the field of professional and practice-based learning. This is further illustrated with examples of different professions in which competence models have been and still are an effective means to map requirements for professional practice and to guide the evaluation and development of professional and practice-based learning programmes. What worked and did not work is then explained by distinguishing three approaches of conceptualizing competence which have been used in different contexts, and which have wide implications for professional and practice-based learning. The chapter concludes with the claim that current competence conceptions help mapping, focusing and assessing professional and practice-based learning.

Industry 4.0 (I4.0) is creating a paradigm shift within the current industrial context. The study presented in this paper involved identifying and proposing the managerial competencies needed for a successful I4.0 environment. I4.0 is a complex phenomenon that spans multiple technologies and requires an extensive set of capabilities that managers and organizations need to develop in their functional and business contexts. Using the published literature on I4.0, we uncovered the key themes following a qualitative coding method that identified the managerial competencies most relevant to I4.0. We thus identify a set of 14 managerial competencies as crucial to I4.0. We further contribute to the literature by making an assessment of the significance of all these competencies and proposing a competency model with behavioral descriptors for each. We expect the findings in this paper to benefit business organizations, policy makers, academics, and other stakeholders engaged in developing the capabilities required for an I4.0 ecosystem.

Objective structured clinical examinations (OSCEs) are a regular component of Bachelor of Nursing (BN) programs within Australia and internationally. OSCEs are a valuable strategy to assess &#x27;fitness to practice&#x27; at the students&#x27; expected level of clinical practice within a nursing ...

The purpose of this paper is to examine and discuss scholarly literature on leadership competencies (LCs) through a multi-dimensional framework. This research adopts qualitative research method using scholarly literature. An attempt is made to combine the outcomes of these literatures into a more integrative framework of competency studies, offering a suggestion for further research. The findings reveal that the literature on LCs can be categorised using structured framework for better understanding. The literature has been categorised in different perspectives—Leadership levels, Function specific, Job specific, Geography specific, Generic Competency Specific. This framework provides the basis for future research to test the efficacy of framework. The framework provided in this paper incorporates main findings of previous research and as such it may serve as a starting point of practitioners in planning of different extended research in each of the dimensions identified.

The dominant view in managerial practice assumes that competencies are “universal” constructs whose meaning is independent from any specific context. The “universalist” approach ensures a high degree of efficiency through standardization of competency codebooks. However, the effectiveness of this approach has often been questioned. Overgeneralization makes the description of competencies ambiguous and does not provide HR managers with adequate practical information. An alternative, “situationalist” approach defines competencies as situated, idiosyncratic constructs whose meaning is deeply influenced by organizational culture and by the unique way people make sense of their jobs. We propose a methodological approach to competency management based on a situationalist perspective. Through a field study carried out in a large Italian organization, we discuss the issues relevant to consider when developing competency-management systems though a situationalist approach. In particular, we show that the situationalist approach, by ensuring higher attention to the meaning and to the situated nature of competencies, is more capable of dealing with some of the critical management challenges outlined in the recent literature, such as the demand for more participative approaches and the increasing emphasis on emerging competencies. © 2006 Wiley Periodicals, Inc.

Öz Bu çalışmanın amacı, öğretmen adaylarının sınıf yönetimi yeterliklerini öğretmen adayı ve öğretim üyelerinin görüşlerine göre belirlemek ve düşük düzeye sahip oldukları yeterliklerin sınıf yönetimi dersi kapsamında nasıl geliştirileceğine dair öneriler geliştirmektir. Çalışma karma yöntem olarak tasarlanmıştır. Karma yöntemlerden açıklayıcı ardışık desen tercih edilmiştir. Araştırma 2 aşamalı olarak gerçekleştirilmiştir. Birinci aşamada öğretmen adaylarına "Sınıf Yönetimi Yeterlik" ölçeği uygulanarak öğretmen adaylarının sınıf yönetimine yönelik kendilerini ne düzeyde yeterli gördükleri nicel yöntemle belirlenmiştir. İkinci aşamada, düşük düzeydeki yeterliklerinin derinlemesine incelenmesi amacıyla nitel araştırma kapsamında öğretmen adaylarıyla görüşmeler yapılmıştır. Ayrıca öğretmen adaylarının sınıf yönetimi yeterliğini artırmak amacıyla sınıf yönetimi derslerinde ne tür uygulamalar yapılacağına dair sınıf yönetimi konusunda uzman olan öğretim üyeleri ile görüşmeler yapılmıştır. Araştırmanın çalışma grubunu Kilis 7 Aralık Üniversitesi eğitim fakültesinde eğitim gören öğretmen adayları ve farklı üniversitelerde görev yapan öğretim üyeleri oluşturmaktadır. Veri toplama aracı olarak Demografik Bilgi Formu, Sınıf Yönetimi Yeterlik Ölçeği, öğretmen adayları için yarı yapılandırılmış görüşme formu ve öğretim üyeleri için yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın verileri 2018-2019 eğitim-öğretim yılı güz ve bahar dönemlerinde toplanmıştır. Nicel verileri SPSS 21.0 programı kullanılarak analiz edilmiştir. Öğretmen adaylarının sınıf yönetimi genel yeterlik ve alt boyutlardaki yeterlik düzeylerini belirlemek amacıyla aritmetik ortalama puanları hesaplanmıştır. Nitel verilerin analizinde ise içerik analiz tercih edilmiştir. Araştırmada yapılan analizler sonucunda öğretmen adaylarının sınıf yönetimi yeterliklerinin orta düzeyde olduğu tespit edilmiştir. Sınıf yönetimi yeterliklerinde ise en yüksek ortalamanın sırasıyla ilişki yönetimi, fiziksel düzen yönetimi ve zaman yönetimi; en düşük ortalamanın ise davranış yönetimi ve öğretimin yönetimi yeterliklerinin olduğu sonucuna ulaşılmıştır. Öğretmen adaylarının

Purpose-This study aims to explore the challenges experienced by managers in adopting competency modeling (CM) and recommends an approach to overcome these challenges in promoting competency-based intellectual capital in organizations. Design/methodology/approach-Using in-depth interviews with organizational practitioners in India, this study identifies the challenges of competency modeling in emerging market economies. Findings-This study identified nine contextual and eight non-contextual challenges in implementing CM practices in organizations. The framework addresses the CM challenges using direction setting, negotiation and selling, and monitoring and control dimension of implementation with behavioral, operational and change alignment aspects of CM. The framework proposes a checklist for stakeholders to help them diagnose and analyze the gaps in effective CM implementation. Research limitations/implications-This article contributes in the concept of competency-based intellectual capital and adoption of CM practices. Practical implications-This framework will assist the change management practitioners, human resources leaders, organizational development consultants and practitioners as a toolkit to address the challenges in the people management intervention. Originality/value-The framework suggests a checklist for stakeholders to help diagnose and analyze the gaps in effective CM adoption.