To see the other types of publications on this topic, follow the link: Competence knowledge.
Dissertations / Theses on the topic 'Competence knowledge'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Competence knowledge.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Turner-Bisset, Rosemary Anne. "Subject matter knowledge and teaching competence." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337754.
Full textAbstract:
Recent research literature on learning to teach has several important strands: the role of subject matter; the extent to which pedagogical knowledge and procedural routines are significant; concepts of learning and teaching; and the role of reflection in learning to teach. The present study adds both to the debate on the links between subject knowledge and pedagogy, and to the case law on learning to teach. A two-year longitudinal comparative case study was carried out on four postgraduate student-teachers. Data sets included: biographical data; details of course content and structure; diaries kept by the students on courses and teaching experiences; tests at entry to the course and exit on subject knowledge in maths, science, music and English; tests on iesson planning (pedagogical content knowledge); questionnaires on beliefs about teaching; lesson observation transcripts and notes on the two teaching practices; prelesson planning questionnaires; post-lesson interviews and general interviews with students and staff; and similar lesson observation and interview data for the first year of teaching. The student-teachers were selected on the basis of a number of criteria, including specialism within the course of maths, music or science; performance in subject knowledge tests; participation in the follow-up study during the first year of teaching; the quantity and quality of diary evidence foreach student; and the initial assessment of lesson quality made by the trained observers. A major part of the research involved the analysis of discourse in lessons for evidence of subject matter knowledge and teaching competences. This part of the analysis was underpinned by theoretical models of teacher knowledge and teaching competence. From these detailed analyses a fine-grained evaluation was made of a sample of each student-teacher's lessons. The case studies were written so as to present data chronologically and from a number of different viewpoints.The analysis of the various data sets and comparison of the sample students has revealed patterns about the relationship of subject knowledge and teaching performance. These have implications for teacher education, especially for the relationship between university-based training and schoolbased work.
2
Johnsson, Matilda. "Knowledge sharing in a competence intensive company." Thesis, Uppsala universitet, Avdelningen för datalogi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-256566.
Full textAbstract:
The overall purpose of this study is to investigate a competence intensive company, evaluating their knowledge sharing. By identifying barriers and in what way IT can have a positive impact on the knowledge sharing, the study investigates how knowledge can be shared more efficiently within the company. A thorough case study was conducted and furthermore analysed with respect to a model proposed by the author. The model consist of three dimensions of knowledge creation, the “how, where and what”, together with identified barriers: individual, organisational and technological. Some of the identified barriers are lack of time, insufficient captures and evaluations of past mistakes, lack of supporting organisational structure, rewards and recognition. IT is vital for the everyday work and with improved tools time can be set free. To share knowledge more efficiently the management should mediate the value of knowledge sharing as well as implement knowledge sharing initiatives. There should also be expressed rewards for sharing knowledge motivating the employees to take their time and share knowledge. Another approach, focusing on the employees’ socialisation rather than documentation, should be advocated and more time needs to be set free. Upgrading the IT tools and harvesting lessons learnt from project could accordingly enable a more effective knowledge sharing for the company.
3
Jayawickrama, Uchitha. "Knowledge management competence for ERP implementation success." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3498.
Full textAbstract:
The global business environment has changed dramatically in recent years, as competition in complex knowledge-based economies has increased. Enterprise Resource Planning (ERP) systems have been viewed as a way to manage increased business complexity, leading to the rapid adoption and implementation of such systems, as ERP can support enterprises to improve their competitiveness. Knowledge management (KM) is crucial for ERP systems implementation, however a highly demanding task. Therefore, the primary concern of this research is to examine the effectiveness of knowledge management activities that would contribute to achieve ERP implementation success. This study adopted mixed methods approach by combining semi-structured interviews and a questionnaire to collect empirical data from ERP professionals in both manufacturing and service sector organisations. In the qualitative phase, it develops the “framework of integrative knowledge” based on empirical evidence, that can improve KM competence for ERP implementation success. Data analysis has been undertaken using a combination of thematic analysis and comparative analysis with respect to 14 ERP implementations in the UK. The framework integrates multiple perspectives in terms of knowledge components to enhance KM competence, including knowledge types, knowledge layers, KM lifecycle and knowledge determinants. It discovered 19 knowledge determinants to drive knowledge management activities during ERP projects, which is another vital contribution to the existing knowledge. Furthermore, the study develops the “knowledge network model” for ERP implementations in order to facilitate the knowledge flows between various stakeholders involved in ERP implementations, which can help to understand the interactions between the knowledge components. Moreover, sub-knowledge types (knowledge elements) under each knowledge type were discovered through empirical evidence. The quantitative phase was adopted to extend the findings of the qualitative phase. The knowledge types and knowledge elements were prioritised using Analytic Hierarchy Process (AHP) method through an online AHP based questionnaire with 77 responses from ERP professionals involved in UK ERP implementations. Furthermore, knowledge prioritisation demonstrates how effectively the framework of integrative knowledge can be used during ERP implementations with the help of prioritised knowledge. In total 4 knowledge types and 21 knowledge elements were ranked based on their contribution to achieve ERP success; four variables of information quality, systems quality, individual impact and organisational impact were used to measure ERP success. This study has number of theoretical contributions including framework of integrative knowledge, knowledge network model for ERP implementations and ERP knowledge prioritisation. Moreover, the framework of integrative knowledge can provide ERP practitioners with useful guidance on what the key knowledge determinants are and how the relationships between knowledge components should be best managed to achieve ERP implementation success in business reality.
4
Larsson, Nicklas, and Emmanuel Ekedozie. "Fostering Knowledge sharing through HRM practicesin Competence Call Center." Thesis, Högskolan Dalarna, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37574.
Full textAbstract:
It is no longer news that organizations are now highly dependent on knowledge assets as a primary source of competitive advantage. It is for this reason that knowledge is considered as powerful because it one aspect that guarantees sustainable source of success of any organization. This thesis survey the postulation of knowledge codification and non-codification in the knowledge management perspective in a chosen company. The study of knowledge management perceives codification and noncodification as knowledge that can be retained, reused, shared and management. However, the existing studies pay little or no attention as to how both codificationand non-codification can be adopted at same time in an organization as a process to better improve value. In these regards, the research poses to examine, how both concepts can be used by human resource managers to foster knowledge within the organization. The research was carried out by examining several departments with special interest on the Human Resource Section of a consulting and service providing company (Competence Call Center) situated in Barcelona, Spain. It is important to note that this company has several branches and as such have a central repository where knowledge is stored for use and reuse by all workers. The study was actioned using a qualitative approach where interviews were made to the participants. Being a consulting and service providing company, the study focused on finding how codification of knowledge and human resource management practices which is linked to non-codified knowledge can be used to foster the sharing of knowledge in the organization and also, to know how the company codifies knowledge in such a way that it is not lost and can be reused by workers. The study finds that CCC being a company that check contents on social media platforms, such as Facebook, has a central repository were knowledge is stored, and a major finding is that such knowledge is stored in different languages which can be accessible to employees. Even though we examine the Barcelona branch of this company, it was discovered that all branches have similar working culture (cultural-fit) entailing that during recruitment decisions, that some sort of cultural training especially in information technology (IT) is carried out by the Human resource management department. These findings indicates that the knowledge domain of this company is of a codified nature and can be easily accessed but in addition CCC also ensures that noncodified knowledge is shared between workers through HRM practices. In the analysis, focus is on how codified and non-codified knowledge is shared inside the company. By this statement, we pose to say that the knowledge sharing is more than just codifying information or sharing non-codified knowledge, in contrast knowledge sharing is to create, to share, to retain and to reuse knowledge between individuals, individuals sometimes find difficult the process of knowledge sharing. Hence, in the adoption of codified and non-codified knowledge within the organization, the combination of working culture and other structured strategies or standardized professional roles for individual development, can pave way for the employee transparency and aid in improving individual domain knowledge.
5
Brown, Marie Rossmann. "Teachers' knowledge and perception of cultural competence : a qualitative analysis /." Saarbrücken : VDM Verl. Dr. Müller, 2008. http://catalogue.bnf.fr/ark:/12148/cb414232647.
Full text
6
Wilstrand, Karin. "STILL HERE : RECLAIMING TRADITIONAL SAMI KNOWLEDGE THROUGH A COMPETENCE CENTRE." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148423.
Full textAbstract:
A couple of years ago, I received a Sami drinking vessel called “goksie” (in umesamiska) from my dad. The fact that it was my grandmother’s who had crafted it some time around the 70’s was news to me. The goksie has been closely investigated as a part of this thesis and a way for me to reconnect with the Sami culture. The more I learned during this investigation the more I considered to follow my grandmother’s footsteps exploring and crafting my own goksie and reclaiming knowledge through the process of making. Through this journey, questions about architecture and cultural identity evolved.Due to the degrading views of Sami culture that many generations have experienced in the history, a lot of Sami cut ties with their background. The colonization of Sápmi have contributed to the loss of Sami culture in different ways. Except from appropriating the land that the Sami used, the Swedish state split the Sami people by deciding who was the “real” and “authentic” Sami and who wasn’t. The Sami was considered racially inferior predestined only for reindeer herding. It becomes clear that the colonization affected generations like my grandmother when realizing that the consequences can be traced all the way to myself not having the knowledge to create my own goksie or the cultural heritage of speaking Sami. Being Sami today can therefore, from my perspective, relate to a feeling of loss and a fragmented identity. Except reconnecting with my own Sami heritage, the making of the goksie has become a method for collaborative work creating relationships with newly discovered relatives and people from the Sami community. Interviews with Sami and non-Sami operators working on different national levels and with different issues has also been an important method to gather information. The methodologies are based on the strategy of “digging were I stand” - a way to learn more about my own history and through that knowledge reveal stories and voices of others, adapt to the needs and aspiration of the community, break free from stereotypes and simplified images about the cultural community and to always be critical are some of the guidelines that have constituted the Preface7role of the architect within this project. It is difficult to find a wider discussion about Sami typology and architecture on the Swedish side of Sápmi, concerning both traditional and contemporary structures. The colonization has left marks even within contemporary architecture designed by non-Sami were the stereotype and romantic image of the culture becomes dominant. Is it enough to symbolize the Sami culture with simple forms and expressions or are there other values that enrich not only the Sami community but also the view of architecture? In order to give something back to the Sami community this thesis explores how to create a space were knowledge can be reclaimed and passed on, proposing a building located in Malå in the county of Västerbotten. The aim is to combine traditional Sami building techniques with modern and contemporary solutions as well as to reflect on the typology of the South Sami kåta, the nomadic lifestyle and trying to understand the full complexity of Sami building traditions. In a wider context, the Sami Competence centre aims to ensure that the integrity of traditional Sami knowledge is maintained for generations to come.
7
Yu, Hao. "A knowledge based system for construction health and safety competence assessment." Thesis, University of Wolverhampton, 2009. http://hdl.handle.net/2436/88533.
Full textAbstract:
Organisational and individual Health and Safety (H&S) competence is an essential element to the successful completion of a construction project in a safe way and without hazards to the health of all workforce. Under the Construction (Design and Management) (CDM) Regulations 2007, the client should take reasonable steps to ensure that the appointed duty-holders and engaged people are H&S competent to design, build or co-ordinate the project. Although the CDM Regulations 2007 and its Approved Code of Practice (ACoP) have established ‘Core Criteria’ to guide the client to assess duty-holders’ H&S competence in the outset of a project, it is still difficult for most inexperienced clients to discharge the duty of making the key decisions in H&S competence assessment. In order to help the client implement H&S competence assessment, it is important to develop a tool that can effectively and efficiently support the client to make reasonable decisions in the selection of H&S competent duty-holders. According to the findings of the case study of existing formal H&S competence assessment schemes undertaken as part of this work, H&S competence assessment was characterised as a subjective, qualitative and non-linear regulation-compliance checking process. In addition, the case study helped identify the latent shortcomings in the ‘Core Critiera’ and the operational drawbacks in current practice of implementing H&S competence assessment. Based on a review of Information Technology (I.T.) and Artificial Intelligence (A.I.) applications in construction, Knowledge-Based System (KBS) is identified as being a suitable tool to support decision-making in H&S competence assessment, mainly due to its appropriateness to solve regulation-compliance checking problems and support subjective and qualitative decision-making process. Following a decision-making framework for H&S competence assessment, a KBS decision-support model was developed, applying three mechanisms to support the reasonable decision-making for H&S competence assessment. In order to develop an appropriate and practical KBS for H&S competence assessment, a textual knowledge base was developed, specifying the minimum satisfaction standards and a rating indicator system for ‘Core Criteria’. As a result, an online KBS was developed using Java Server Pages (JSP) technology and MySQL. The online KBS applied the textual knowledge base to support the screen, rating, ranking and reporting decision-supporting mechanisms. Simultaneously, the case inquiry and expert inquiry facilities were also included in the KBS for effective decision-making. Finally, construction experts and practitioners in H&S management evaluated the validity and usability of the KBS through a questionnaire survey. The prototype KBS was borne out to be an effective and efficient decision-support tool for H&S competence assessment and have the potential to be applied in practice.
8
Gronow, Stuart. "Explicit appraisals, valuation knowledge and professional competence : for what it's worth." Thesis, University of South Wales, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341943.
Full text
9
Mikkola, T. (Tuuli). "Creating customer knowledge competence through the development of key account management." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201305201277.
Full textAbstract:
This study takes intraorganizational perspective to key account management (KAM) and combines the matter with customer knowledge processing. The aim of the study is to create a framework that enables the creation of customer knowledge competence by developing key account management system so that it facilitates internal coordination and enhances customer knowledge processing. The framework of this study is based on an extensive theoretic review on key account management and customer knowledge management. The combination of these topics creates scientific findings of this study. The framework created in this study is reflected to practice through a case company that needs re-organization of its key account management processes.
This study utilizes subjectivist approach to the matter and uses constructivist research methods. Besides accumulating theoretical knowledge this study aims also in developing through theory the KAM processes of the case company. Thus it relates also closely to action research, where the researcher takes also a role as a consultant besides the role of a researcher. The empiric evidence is reflected to the theoretical framework. However as studies concerning this matter are limited the aim is through qualitative methods to produce new knowledge and not to test existing theory.
Empirically this study is based on an exploratory case study that has some features of descriptive study also. The empiric research confirms the theoretical framework from most parts. Results of this thesis suggest that key account management system can be utilized as a coordination mechanism in order to create customer knowledge competence. However compared to previous studies the results of this study accentuate esprit de corps i.e. organizations capacity to work toward mutual goals as an antecedent of other key account management processes and reinforces the role of formalization of the key account management approach as an prerequisite for efficient customer knowledge processing.
Based on the finding of this study, future studies could concentrate on determining the level of formalization needed for succeeding in the creation of customer knowledge competence. It also suggests that the role of esprit de corps is more important. Thus the development of this would also be valuable in the future.
10
Pettersson, Martin. "Competence management in Swedish companies : Design & Implementation." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-142639.
Full text
11
Larsson, Thomas, and Mats Lindskog. "Kunskapsnätverkande." Thesis, Linköping University, Department of Mechanical Engineering, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2850.
Full textAbstract:
<p>Competence Portals are software tools that are intended to make it easier for persons that have had no previous contact to find and contact each other. The portals can address areas ranging from finding an expert within an organisation to the marketing of the competence of a region or a research centre to other organisations. </p><p>The purpose of the thesis is to examine the necessity of Competence Portals in research-intensive organisations. Important characteristics of the information in such portals have been identified and used as a basis for recommendations regarding how Competence Portals could be designed. Furthermore, the thesis focuses on the task of finding a source of knowledge within an organisation. </p><p>The study is of a general nature and is supposed to be of interest to anyone who has an interest in knowledge management and tools to enable easy contacts within and between organisations. The study includes research organisations from Sweden, Germany and the United Kingdom and privately owned Swedish companies. The focus is on the German research organisations and Swedish companies. The empirical data was gathered using two surveys and multiple interviews with both persons featured in a Competence Portal as well as prospective users. </p><p>We have found that is uncommon to have access to tools such as Competence Portals in the studied groups. The tasks that a portal is meant to make easier is most often already solved in an efficient way or not performed frequently enough to merit a larger investment. Furthermore, the general opinion regarding Competence Systems in the studied group is very sceptical. We have therefore reached the conclusion that the demand for a software solution such as Competence Portals is low in the studied group. As a result of the little room for improvement in current work procedures and a general low demand we conclude that the necessity of Competence Portals is low in the studied group. However, Competence Portals are likely to be useful to very large or geographically scattered organisations. We have summarized our findings regarding the quality aspects of the information inCompetence Portals in a model that illustrates the important areas to consider when designing a Competence Portal. The model emphasise the importance of processes for updating and maintaining the information in the portal.</p>
12
Cai, Yuyang, and 蔡雨阳. "Modeling ESP ability in reading : a focus on interaction among grammatical knowledge, background knowledge and strategic competence." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196003.
Full text
13
Skinn, Barbara J. "Cultural Competence Among Oncology Nurses." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1163797735.
Full text
14
Green, Sashai A. "Cultural competence in long term care : a qualitative phenomenological study of nursing home administrators' knowledge and perception of cultural competence." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1265.
Full textAbstract:
This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Health and Public Affairs<br>Health Services Administration
15
Fermzén, Jimmie. "Global Learning at Ericsson : how to improve knowledge managementand competence build-up." Thesis, KTH, Skolan för teknikvetenskap (SCI), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-31848.
Full textAbstract:
Den här rapporten är uppdelad i tre olika delar. I den första delen analyseras Ericssonsmetoder för att utveckla och sprida existerande kunskap. I den andra delen analyserar vikompetensuppbyggnaden för konsulter inom en teknisk domän som ständigt förändras. Dentredje delen är en utvärdering, på en översiktlig nivå, av ett nytt organisatoriskt koncept somEricsson har startat. Konceptet är ett sätt att hantera kunskap och kompetens inom olikatekniska domäner. Konceptet kallas för Global Competence Center.Metoden vi använde var intervjuer, som ett första steg för att lära oss ämnet men också för attlära oss organisationen som vi utförde vår studie i. Intervjuer användes också för att kunnabesvara våra frågeställningar. De anställda gav sin syn på vad som gör lärande mer effektivt.Exempel är hands-on, verklighetsbaserade och problembaserade uppgifter. Arbetetkombinerades med litteraturstudier och våra egna erfarenheter av lärande.Vår studie visar att en kombination av olika metoder, för att utveckla och sprida kunskap ochbygga kompetens, verkar vara mest lämplig. Detta är baserat på de intervjuades erfarenheteroch principerna av en teori om vuxnas lärande, kallad andragogik. Från intervjuerna fick viockså förslag på förbättringar för konsulternas arbetsroller. Ett kompetensprogramutvecklades för att bygga kompetens bland konsulter. Programmet använder case-studier ochmentorskap som två av metoderna, vilka båda drar nytta av hur teorierna om andragogiktillämpas.<br>This thesis is organized in three different parts. In the first part Ericsson’s methods fordeveloping and deploying the existing knowledge are analyzed. In the second part we analyzethe competence build-up for consultants within a technical domain that is constantly evolving.The third part is an evaluation, on an overview level, of a new organizational concept thatEricsson launched. The concept is a way to globally manage knowledge and competencewithin different technical domains. The concept is called Global Competence Center.The method applied was interviews, as a first step to learn about the subject and also forourselves to get to know the organization in which we conducted our research. Interviewswere also used in order to answer our research questions. The employees gave their view onwhat makes learning more efficient. Examples are hands-on, reality based and problemoriented tasks. This was combined with studies of literature and our own experiences oflearning.Our study shows that a combination of different methods for developing and deployingknowledge and building competence seems to be most suitable. This is based on theinterviewees’ experiences and the principles of a theory about adult learning called andragogy.From the interviews, we also received suggestions about work improvements for theconsultants’ work roles. A competence program was developed for the building ofcompetence amongst consultants. The program uses case studies and mentorship as two of themethods, which both apply to the theory of andragogy.
16
Ng, King-hang, and 伍經衡. "An investigation into local senior secondary students' competence in English vocabulary knowledge." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193554.
Full textAbstract:
Various research has been done to investigate the relationship between learners’ vocabulary size and collocation knowledge (Gyllstad, 2007; Brown, 2012; Nizonkita, 2012). However, none has been done on Hong Kong senior secondary students who are taught under the new education curriculum and take the new Hong Kong Diploma of Secondary Education examination before pursuing their university studies. This study involved 90 secondary five students as participants who were divided into high-, medium- and low-ability groups. They were asked to do a test paper for the assessment of their vocabulary sizes and collocation knowledge. Also included in the test paper was a task to assess their vocabulary levels, aiming to find out the word levels they need to work on for the improvement of their academic vocabulary for university pursuit.
The results found a significant positive correlation between the vocabulary size and collocation knowledge for the 90 participants as a whole group; interestingly, when divided into three proficiency groups, such a correlation was obtained only in the medium-ability group. Findings also indicated that the academic vocabulary level (AVL) closely correlated with the 3,000 and 5,000 word levels. Most of the students in the high-ability group performed well at AVL, and this group needed only to work on the 5,000 word level for the improvement of their academic vocabulary, whereas the other two groups needed to work on both the 3,000 and 5,000 word levels for the same purpose. The study concluded with suggested ways for teachers to help their students develop a bigger vocabulary size and improve their collocation knowledge.<br>published_or_final_version<br>Applied English Studies<br>Master<br>Master of Arts in Applied Linguistics
17
Andersson, Marcus, and Jimmie Femzén. "Global Learning at Ericsson : how to improve knowledge management and competence build-up." Thesis, KTH, Skolan för teknikvetenskap (SCI), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-31846.
Full textAbstract:
This thesis is organized in three different parts. In the first part Ericsson’s methods fordeveloping and deploying the existing knowledge are analyzed. In the second part we analyzethe competence build-up for consultants within a technical domain that is constantly evolving.The third part is an evaluation, on an overview level, of a new organizational concept thatEricsson launched. The concept is a way to globally manage knowledge and competencewithin different technical domains. The concept is called Global Competence Center.The method applied was interviews, as a first step to learn about the subject and also forourselves to get to know the organization in which we conducted our research. Interviewswere also used in order to answer our research questions. The employees gave their view onwhat makes learning more efficient. Examples are hands-on, reality based and problemoriented tasks. This was combined with studies of literature and our own experiences oflearning.Our study shows that a combination of different methods for developing and deployingknowledge and building competence seems to be most suitable. This is based on theinterviewees’ experiences and the principles of a theory about adult learning called andragogy.From the interviews, we also received suggestions about work improvements for theconsultants’ work roles. A competence program was developed for the building ofcompetence amongst consultants. The program uses case studies and mentorship as two of themethods, which both apply to the theory of andragogy.<br>Den här rapporten är uppdelad i tre olika delar. I den första delen analyseras Ericssonsmetoder för att utveckla och sprida existerande kunskap. I den andra delen analyserar vikompetensuppbyggnaden för konsulter inom en teknisk domän som ständigt förändras. Dentredje delen är en utvärdering, på en översiktlig nivå, av ett nytt organisatoriskt koncept somEricsson har startat. Konceptet är ett sätt att hantera kunskap och kompetens inom olikatekniska domäner. Konceptet kallas för Global Competence Center.Metoden vi använde var intervjuer, som ett första steg för att lära oss ämnet men också för attlära oss organisationen som vi utförde vår studie i. Intervjuer användes också för att kunnabesvara våra frågeställningar. De anställda gav sin syn på vad som gör lärande mer effektivt.Exempel är hands-on, verklighetsbaserade och problembaserade uppgifter. Arbetetkombinerades med litteraturstudier och våra egna erfarenheter av lärande.Vår studie visar att en kombination av olika metoder, för att utveckla och sprida kunskap ochbygga kompetens, verkar vara mest lämplig. Detta är baserat på de intervjuades erfarenheteroch principerna av en teori om vuxnas lärande, kallad andragogik. Från intervjuerna fick viockså förslag på förbättringar för konsulternas arbetsroller. Ett kompetensprogramutvecklades för att bygga kompetens bland konsulter. Programmet använder case-studier ochmentorskap som två av metoderna, vilka båda drar nytta av hur teorierna om andragogiktillämpas.
18
Bailey, Mary. "A realistic model of writing : the interaction between writing competence and domain knowledge." Thesis, Open University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290909.
Full text
19
Anderson, Nancy Lynn. "Teaching ESL/EFL: The Role of Cultural and Intercultural Knowledge, Skills, and Competence." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/727.
Full textAbstract:
In this ever-changing world of 201 0, we are more closely interconnected than ever before. English plays a key role in this world's communication as a global or international language- making intercultural connections and bridging differences in the process. It is critically important and challenging for people to learn skills for interacting in this global society. ESL/EFL teachers, educators, and administrators become key resources for learning and transmitting the knowledge, skills, and strategies for using English in a variety of social, business, or academic interactions. Immigrants, refugees, and international students need to learn more than the linguistic structure of the English language. To communicate effectively and competently, they need to learn cultural and intercultural knowledge, skills, and attitudes for navigating those intercultural situations.
This exploratory study examined the roles of cultural and intercultural knowledge, skills, and competency of ESLIEFL teachers and educators in the teaching of language. An electronic survey was used to explore how ESL/EFL teachers and educators were defining the terms cultural and intercultural, how and to what extent were cultural and intercultural concepts being taught, where educators were receiving their information, and if, and how, were they assessing students' learning.
Results indicated that many teachers and educators were not receiving primary cultural and intercultural information from courses connected to MA TESOL programs, that confusion exists over the definitions of cultural and intercultural, and that in many cases intercultural concepts and competency were not being integrated into class curricula. It appears clear that the designers and teachers in foreign language programs would be well served by adopting a more interdisciplinary approach to foreign language teaching and by collaborating with those who could provide information, clarity, and freshness for the integration of cultural and intercultural competency into current programs.
20
Brunner, Jason M. "Relationship building in a cross-cultural setting : the importance of intercultural competence." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3750.
Full text
21
Macdonald, Morag M. "Craft knowledge in medicine : an interpretation of teaching and learning in apprenticeship." N.p, 1997. http://ethos.bl.uk/.
Full text
22
Hansen, Heiko. "Gründungserfolg wissensintensiver Dienstleister theoretische und empirische Überlegungen aus Sicht der Competence-based-Theory of the Firm." Wiesbaden Gabler, 2008. http://d-nb.info/99216253X/04.
Full text
23
Moein, Taha, and Johan Pålhed. "Dimensions of trust and distrust and their effect on knowledge sharing and knowledge leakage- An empirical study of Swedish knowledge-intensive firms." Thesis, Umeå universitet, Företagsekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105876.
Full textAbstract:
In today’s business world, strategic alliances are becoming a common method for achieving a competitive advantage towards industry rivals. This tool, however, is not a guarantee for success as the failure rate of alliances is between 30-70%. Even with this high failure rate, strategic alliances continue to grow and becoming more and more common. Through strategic alliances, the organizations can gain the possibility to access, acquire and implement new knowledge from its partners as a step to achieve competitive advantage. However, by engaging in alliances or inter-firm arrangements they also place themselves in the risk zone of giving away knowledge, both intentionally or unintentionally, which is also known as knowledge leakage. Studies have shown that trust is important in knowledge sharing, and managers must understand the role of trust and distrust in this equation, in order to be able to successfully achieve an effective and trustworthy knowledge transfer for a firm. Previous research has focused mainly on the effects of trust on knowledge sharing and a few exceptions have focused on knowledge leakage. However, these articles have been ignoring the factor of distrust. The purpose of this thesis therefore lies in investigating the effect the dimensions of both trust and distrust simultaneously have on knowledge sharing and leakage, as theory view trust and distrust as separate but co-existing concepts. The dimensions chosen for investigation are goodwill trust, competence trust, goodwill distrust and competence distrust. In order to achieve this purpose, a quantitative research method was used. A questionnaire was developed and sent out to Swedish firms operating in knowledge-intensive industries according to Eurostat. 55 companies fully completed the questionnaire. From this a factor analysis and regression analysis was conducted in order to fulfill the purpose of this thesis. This thesis found that goodwill trust has a positive effect on knowledge sharing and negative effect on knowledge leakage. Competence trust and competence distrust was found to have a positive relationship with knowledge leakage. Also, the authors developed the dimensions of goodwill and competence distrust as well as empirically proved their existence. This thesis contributes by acknowledging the importance of both concepts, trust and distrust, and also providing managers with an idea of what dimensions of trust and distrust are important when associating it to knowledge exchange.
24
Johansson, Annelie, and Kristoffer Forsgren. "Kompetens på liv och död : Studie om kompetensöverföring i inskolningsprocessen inom offentlig verksamhet." Thesis, Umeå universitet, Pedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-128540.
Full textAbstract:
Dagens arbetsmarknad kännetecknas av ständig rörlighet av arbetskraft och en generationsväxling som under de närmsta åren kommer att påverka efterfrågan på arbetskraft. Under sådana omständigheter är det viktigt att säkra att de kompetenser som organisationers medarbetare innehar stannar kvar även om enskilda medarbetare väljer att lämna organisationen. För att säkra dessa kompetenser var kompetensöverföring en central fråga att arbeta med. Svensk sjukvård är inget undantag från denna verklighet, utan är i stort behov av att attrahera nya och kompetenta medarbetare. För att säkra att nya medarbetare får den kompetens som behövs för organisationens verksamheter, är individuella och organisatoriska villkor för kompetensöverföring under inskolning varit viktiga faktorer. Vi har studerat medarbetares upplevelser av vad som villkorar kompetensöverföring under inskolningsprocessen på Norrlands universitetssjukhus. Utifrån tidigare forskning har vi definierat begreppet kompetens genom faktorerna motivation, kunskap, färdigheter, erfarenheter, nätverk och värderingar. Dessa har utgjort grunden för genomförandet av denna studie. Vidare har strukturer som HR-strategier, handledar- och mentorskap samt inskolning identifierats. Strukturerna har studerats ur perspektivet att dessa utgör villkor för hur kompetensöverföring genom inskolning kan ske. Resultaten av studien visade på att alla ovan beskrivna villkor påverkade hur kompetensöverföring sker. Samtliga deltagare upplevde även att kompetensöverföring genom inskolning är ett område som bör ges stort fokus i syfte att säkerställa god och hög kvalité så väl ur medarbetar- som medborgarperspektiv.
25
Thersthol, Jonathan, and Eskil Höglund. "Hjälp, var tog kunskapen och kompetensen vägen? : En fallstudie av Svea Hovrätt och Uppsala Kommuns arbete med att kompetenssäkra verksamheten." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-385737.
Full textAbstract:
Syftet med studien var att bidra till en djupare förståelse över hur organisationer arbetar med att kompetenssäkra verksamheten och hantera kunskapsförlust till följd av personalomsättning. Den här undersökningen utgörs av en fallstudie av Uppsala kommun och Svea Hovrätt och har en kvalitativ ansats. Det empiriska materialet har samlats in genom semistrukturerade intervjuer med sju respondenter. Studiens teoretiska ramverk vilar på Nonaka och Konnos uppdelning av kunskapsbegreppet i implicit respektive explicit kunskap. Hansen, Nohria och Tierneys begrepp kodifiering och personalisering om överföring och bevarande av kunskap samt Hansson respektive Lindelöws olika modeller över kompetensutveckling och behållande av personal. Studiens resultat visar att det effektivaste sättet att behålla kunskap och kompetens inom organisationen är genom att behålla personalen. Arbetet med att behålla personal inkluderar lönesättning, att organisationen erbjuder utvecklingsmöjligheter och andra hygienfaktorer som anställningstrygghet. Resultatet visar att kompetensutveckling fyller flera syften, både som ett sätt att se till att rätt kompetens finns inom organisationen, men också som ett sätt för att personalen ska trivas och vilja arbeta kvar. Arbetet med kompetensutveckling innehåller delar som introduktionskurser, medarbetarsamtal, seminarier och utbildningar samt uppföljning. Ytterligare ett sätt att kompetenssäkra verksamheten är att bevara den kunskap som finns inom organisation genom kodifiering och personalisering. Det framkommer i studien att det svåra är att dela och behålla implicit kunskap som bygger på erfarenhet när en medarbetare lämnar organisationen.<br>The purpose of the study was to contribute to a deeper understanding of how organizations work to secure the competence and handle knowledge loss as a result of staff turnover. This study consists of a case study of Uppsala kommun and Svea Hovrätt and has a qualitative approach. The empirical material has been collected through semi-structured interviews with seven respondents. The study's theoretical framework rests upon Nonaka and Konno's breakdown of the concept of knowledge in implicit and explicit knowledge. Hansen, Nohria and Tierneys concepts of codification and personalization on transfer and preservation of knowledge, as well as Hansson and Lindelöw's both models of competence development and retention of staff. The study's results show that the most effective way of retaining knowledge and competence within the organization is by retaining the staff. The work of retaining staff includes wage setting, that the organization offers development opportunities and other hygiene factors such as job security. The result shows that competence development fulfills several purposes, both as a way of ensuring that the right skills are within the organization, but also as a way for the staff to feel comfortable and want to work. The work on competence development includes parts such as introductory courses, staff appraisals, seminars and training courses and follow-up. Another way to secure the competence is to preserve the knowledge that exists within the organization through codification and personalization. It appears from the study that the difficult thing is to share and maintain implicit knowledge based on experience when an employee leaves the organization.
26
Cunningham, Raechel N. "High School Athletic Directors Perceptions of Athletic Trainer's Professional Knowledge and Competence Based on Attire." DigitalCommons@CalPoly, 2013. https://digitalcommons.calpoly.edu/theses/1067.
Full textAbstract:
Very little research is available to identify how attire in the athletic training field impacts perceptions of professional knowledge and competence. The purpose of this study was to identify the effect of attire on high school athletic directors’ perceptions of an athletic trainer’s professional knowledge and competence. The researcher emailed a questionnaire to ninety-four high school athletic directors from the state of California. The questionnaire measured the effect of attire on the perceptions of skills, knowledge, approachability, experience, education level, overall competence, and representation of an athletic trainer and focused on the difference between khaki attire, professional attire, and workout attire in relationship to perceived knowledge and competence. The respondents rated khaki attire highest followed by professional attire and workout attire when evaluating skills, approachability, overall competence, experience, and knowledge. Representation and education level rated khaki attire as the highest, followed by professional attire, and workout attire rated the lowest. These results indicate khaki attire as the most appropriate attire for high school athletic trainers to wear to achieve the highest perceptions of competence and knowledge from high school athletic directors.
27
Almoghrabi, Hannoud. "WATER BIRTH: MIDWIVES PERCEPTION, ATTITUDE, KNOWLEDGE, AND CLINICAL PRACTICES." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1523398858143798.
Full text
28
Kannan, Gopika. "ANTECEDENTS AND CONSEQUENCES OF HUMAN CAPITAL VALUE ADDITION AMONG KNOWLEDGE PROFESSIONALS." Thesis, Indian Institute of Science, 2001. http://hdl.handle.net/2005/128.
Full textAbstract:
The last decade has seen the growth of knowledge based industries and knowledge work. It has also witnessed the ever-increasing onslaught of competition and change.Intangibles have become increasingly important factors in determining organizational effectiveness. The changing business scenario and the role of information technology has made it imperative to take a new look at existing business systems, policies and
structures. Today we speak of networked innovation, knowledge work and knowledge
value added. Stewart (1998) and Barley (1994) reported the increasing content of knowledge in work and increasing numbers of people doing knowledge work.Davenport (1994) and Bhat (1998) spoke of the importance of managing social
interactions in the firm to create competitive advantage. The Dow Jones Index and the
Fortune list of companies increasingly showed a growth in the knowledge industry.While organizations from the old economy struggled the new fangled knowledge industry was here to stay. Intellectual Capital and Intangibles accounting became a buzzword. Organizations began to demonstrate how effective management of these
factors led to increased profits, reduced cycle time and brought about greater innovation. New accounting techniques were being designed and influx of information technology solutions for Knowledge Management found their way into the market. It became imperative to build Knowledge Management into business strategy and to concentrate on human capital. Late 1990’s saw a proliferation of studies and exercises in this direction. Yet, if people were to be recognized and if competitive advantage was dependent upon the effective management of human capital, this was not being done in the realm of understanding knowledge worker perceptions. A need was perceived to conduct a behavioral study of human capital value added. To understand which of the
organizational and knowledge management factors were perceived as being essential for Human Capital Value Addition.
29
Lee, Hsing-Fen. "Career patterns and competences of PhDs in science and engineering." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/career-patterns-and-competences-of-phds-in-science-and-engineering(0274b908-8792-46dc-8e20-4137aadc2623).html.
Full textAbstract:
Based on a retrospective survey of science and engineering (S&E) PhDs from a UK research-based university with 7-10 years job histories and the design-based non-parametric analysing methods, this thesis drew on theories on careers, organisational knowledge and learning and labour markets to explore the interrelationship between knowledge flow and careers of science and engineering PhDs. The results showed that employment outside the conventional technical occupations is the main destination for the survey respondents. This labour market segment is not only successful at retaining its members, but is also the destination of the other career types. Furthermore, S&E PhDs in the conventional technical occupations draw quite a lot of knowledge from S&E doctoral training in their jobs, even from the subject-specific dimension of it. By contrast, members in employment outside the conventional technical occupations are less likely to perceive knowledge and skills from doctoral training to be useful in their jobs, and when they do, the emphasis is more on general analytical skills and problem solving capabilities.The results also revealed the distinctive labour market features of different S&E PhD labour market segments: the sharp contrast of the core and peripheral workers in academic/public research, the highly hybrid labour market form in employment outside the conventional technical occupations and the relatively more structured labour market features in technical positions in private sector manufacturing. Regardless of the differences, nonetheless, as a whole, organisational life is still a prominent feature of the S&E PhD labour markets. Furthermore, the extent to which fluid job mobility contributes to S&E PhDs' individual knowledge flow depends on the types of knowledge under discussion. The emerging occupations associated with the knowledge economy are characterised by high inter-organisational mobility and by an emphasis of sector-specific and general knowledge. However, even for sector-specific and general knowledge, we have demonstrated that to a certain extent, these types of knowledge and skills are sticky to organisations. Hence, S&E PhD experts and knowledge workers' careers and individual knowledge flow are not really boundaryless but moderately localised within organisations.
30
Åberg, Maria. "Skill and knowledge matrix and evaluation tool for CAD-users at Atlas Copco Rock Drills AB." Thesis, Örebro University, School of Science and Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-10017.
Full text
31
Hernandez-Gutierrez, Josie Hudson Johnetta. "The effects of academic interventions on the development of reading academic competence in fourth grade students." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9094.
Full text
32
Harpster, Tomoko. "Toward intercultural competence : intercultural training for Japanese students in the United States." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/761.
Full text
33
De, Villiers J. C., Y. Botma, and I. Seale. "The fostering of competence through an authentic integrated assessment strategy for wound care in nursing." Journal for New Generation Sciences, Vol 7, Issue 2: Central University of Technology, Free State, Bloemfontein, 2009. http://hdl.handle.net/11462/531.
Full textAbstract:
Published Article<br>In 2005 the third-year facilitators of the generic degree in nursing embarked on an action research initiative within a service learning pedagogy to revitalise the nursing process related to wound care.As a result of the action research a unique wound care project unfolded. This project embraced an integrated assessment approach in order to assess the competence related to wound care and to develop health care practitioners with generic- and field-specific competencies. Action research as mode of delivery for this project created an opportunity for producing Mode 2 knowledge where all participants contributed to the production of knowledge relevant to the wound care context.
34
Graves, Kathleen. "Understanding language classrooms as social practices : competence, roles and distribution of knowledge in an adult ESL class." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420565.
Full text
35
Fallkvist, Norén Eva, and Johansson Agneta Widell. "Handledares bedömning av elever i arbetsplatsförlagt lärande." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5599.
Full textAbstract:
Det mesta som är skrivet om bedömning i utbildningen gäller hur läraren i skolan bedömer elevens kunskaper. Däremot finns det inte så mycket studier om hur handledare bedömer eleven i det arbetsplatsförlagda lärandet. Då vi är blivande yrkeslärare och de elever som vi kommer att undervisa har en del av sin utbildning på arbetsplatsen kändes detta ämne intressant, aktuellt och viktigt för oss att undersöka. Studiens syfte är att undersöka handledarens strategier och grunder för bedömning av eleven i det arbetsplatsförlagda lärandet. Vi har utgått från den socio-kulturella teorin och har som datainsamlingsmetod använt oss av kvalitativa intervjuer. Våra intervjuer var halvstrukturerade, med öppna frågor och på så vis kunde respondenterna svara med egna ord. I resultatet har vi delat in handledarnas bedömningskriterier i tre områden som vi har benämnt yrkeskunnande, faktakunskap och personlighet. Det som framkommer är att det praktiska yrkeskunnandet och faktakunskapen bedöms efter de mål som skolan har fastställt att eleven ska kunna. Denna bedömning är formativ och handledaren utgår från sin egen kunskap och erfarenhet. Då yrkeskunnande som förtrogenhetskunskap samt personligheten ingår i bedömningen bedömer handledaren utifrån sin egen roll och erfarenhet, utifrån sin ”yrkesroll”. Yrkesrollen ingår i yrkeskunnandet. I resultatdiskussionen diskuterar vi hur komplex bedömningen är. Mycket av det som bedöms är den så kallade ”tysta kunskapen”.<br>Of what’s written about assessment in professional care education, at secondary schools, it is most written about teacher’s assessment, of the students in classrooms education and not so much written about supervisor’s assessment of students in workplace located learning. It is of big interest for us, as becoming vocational teachers in care education, because our students will spend a big part of their education, in workplace located areas. The aim of this study was to investigate the strategies of the supervisors for assessment of the students in workplace located learning and even so, what they base their assessment on. It is a qualitative interview study with a social-cultural theory approach. The interview questions were semi constructed and open, for the interviewed to be outspoken. The result shows three criteria of assessments that we found: Professional knowledge, knowledge of facts and personality. In practical professional knowledge and in the knowledge of facts the students are assessed by the supervisors from the goals of the school, of what a student should know. The assessments were formative and the supervisor based it upon her/his own knowledge and experiences, their “vocational role”. In the result discussion we discussed that the assessment is complex and most of the assessment is familiarly skills knowledge.
36
Bolander, Laksov Klara. "Learning across paradigms : towards an understanding of the development of medical teaching practice /." Stockholm, 2007. http://diss.kib.ki.se/2007/978-91-7357-215-6/.
Full text
37
Lindhé, Julia, and Benjamin Selvani. ""Utvecklas man inte, så avvecklas man" : En kvalitativ fallstudie om hur ett företag inom detaljhandeln arbetar med digital kompetensutveckling hos sina medarbetare." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166822.
Full textAbstract:
Bakgrund: Marknadens ökade dynamik resulterar i att allt fler företag genomgår digitala transformationer för att kunna utnyttja de teknologiska möjligheter som uppstår. Samtidigt resulterar en digital transformation i att företaget möts av förändrade kompetenskrav där digitala kompetenser blir allt viktigare för företags långsiktiga överlevnad. Denna dynamiska marknad har visat sig speciellt tydligt hos detaljhandelsbranschen och behoven av digitala kompetenser har ökat kraftigt. Men hur utvecklar ett detaljhandelsföretag dessa digitala kompetenser? Syfte: Syftet med studien är att bidra med en ökad förståelse för hur ett detaljhandelsföretag arbetar med digital kompetensutveckling hos sina medarbetare. Genomförande: Denna studie har sin vetenskapliga utgångspunk i det hermeneutiska perspektivet med en kvalitativ forskningsmetod. Empiriinsamlingen har genomförts genom semistrukturerade intervjuer med sex respondenter från ett fallföretag. Respondenterna har både varit från chef- och medarbetarnivå. Slutsats: Trots utmaningar i att identifiera vad för digitala kompetenser som saknades utifrån ett subjektivt synsätt så var det förmågan att ha ett flexibelt och utvecklande förhållningssätt och digital kunskap som bristen på digital kompetens bestod av. Dessa utvecklades genom tre tillvägagångssätt. Cheferna anställde dels nya medarbetare som skulle hjälpa de gamla att utvecklas. De anställda som fick vara kvar i företaget utbildades, både formellt och informellt varav den informella utbildningen var mest effektiv och använd. Cheferna tog även in konsulter och partners för att sprida vidare den digitala kunskapen till medarbetarna. Utöver detta visar sig företagskulturen och medarbetarnas inställning till förändrings viktig för hur effektiv den digitala kompetensutvecklingen blev.<br>Background: Dynamic markets result in more and more companies having to digital transform their business in able to use the technological benefits that occur. At the same time a digital transformation will result in demand for new competencies where digital competencies is the most important for the companies long term survival. This rapidly changing market has been particular present in the retail industry and the demand for new digital competencies has been growing. But how does a retail company develop these digital competencies? Purpose: The purpose of this study is to create an understanding of how a retail company work with the development of digital competence with their employees. Completion: This study has a qualitative methodology with a hermeneutic perspective and an interative approach. The empirical material has been collected through semi-structured interviews with six respondents from one retail company. The respondents have been both from the management level and the employee level. Conclusion: Despite challenges in identifying what digital competence were lacking from a subjective point of view, it was the ability to have a flexible and evolving approach and digital knowledge that the lack of digital competence consisted of. These were developed through three approaches. The managers hired new employees to help the existing ones develop. The employees who were allowed to remain in the company were trained, both formally and informally, of which the informal training was most effective and most used. The managers also brought in consultants and partners to pass on the digital knowledge to the employees. In addition, the corporate culture and employees' attitude to change proved to be important for how effective the digital competence development became.
38
Mehmedovic, Edina. "The Police Organizations Education, Knowledge and Experiences of Mental Illness: A Qualitative Interview Study." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24266.
Full textAbstract:
This study illustrates the experiences and knowledge on mental illness within the police organization. The main queries are how the police education prepare the police for encounters with mentally ill individuals, what police officers experience and what is done within the department in relation to strengthen knowledge and competence on mental illness.Nine interviews were conducted with police students, police officers and a business developer and the findings are that the overall perception of the police programme is that it provides future police officers with a basic understanding about mental illness. However, experienced police officers feel that they need more knowledge about mental illness to feel more secure and comfortable in these meetings. Furthermore, the police department works with the governmental assignation by preparing study material for different groups to strengthen their knowledge and competence on mental illness. The aim is to provide the police with knowledge about legal frames, recognition of mental states/disorders, how to respond to mentally ill individuals and what agencies are available to assist in the community. The limitation of the study was the relatively small sample considering that data was collected from different parts of the organization. However, this study has demonstrated an overview of the whole organization and their work connected to mental illness. The conclusion of this study is that the police department in Sweden has realized the knowledge gap and developed an educational plan to resolve the missing puzzle pieces.
39
Ilosvay, Kimberly K. "A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/233.
Full textAbstract:
Since 1980, the number of people in the United States who speak a language other than English at home has increased by 140% (United States Census Bureau, 2010). Therefore a greater percentage of students now are multilingual. Throughout the world, multilingualism is considered the norm and monolingualism is the exception (Auer & Wei, 2008). In the United States, however, policies regarding instruction in schools are still influenced by monolingual ideology that carries expectations and assumptions of assimilation, loss of mother tongues, and defined hierarchical structures. As classroom populations become socially, ethnically, racially, and linguistically more diverse, it is increasingly important for teachers to have an understanding of how to address diversity in schools and for educators to understand how language use and the teachers' role in the classroom impacts learning. This paper explored the existing language beliefs and linguistic knowledge of preservice teachers as they prepare to enter linguistically and culturally diverse classrooms. The increasing prominence of cross-cultural interactions creates a necessity for teachers to develop intercultural competence. Employing a conceptual framework of intercultural communicative competence theory, this qualitative study investigated experiences and knowledge in linguistics that influence teacher speech acts. Research in fields of applied linguistics such as psycholinguistics, neurolinguistics, sociolinguistics, and educational linguistics revealed basic language knowledge that teachers need before they enter diverse classrooms including knowledge of language acquisition, phonology, syntax, semantics, pragmatics, culture, instruction language, and how the brain processes language. The literature from these fields was used to create an instrument that included a demographics questionnaire, beliefs survey, linguistic knowledge assessment, and interview questions. Twenty-three preservice teachers participated in the study to describe their language beliefs and knowledge. Many of the findings in this study reflected key-findings in the literature; however, this study also found several significant findings that extend existing research. The results revealed significant impacts of 1) individual experiences with culture and linguistic contact, 2) the language used in classrooms, specifically languages other than Standard English and the deep and surface structure of language, 3) linguistic knowledge, specifically phonology, 4) meta-cognitive behavior and reflection, and 5) differences between monolingual and multilingual preservice teachers. The data also indicated that the majority of preservice teachers were concerned about preparedness in teaching in diverse classrooms. Implications for teachers working in culturally and linguistically diverse classrooms and for teacher preparation programs are discussed.
40
Jones, Lynn. "What's ignorance? : the construction of knowledge, competence and risk in the areas of drugs and HIV/AIDS education." Thesis, Imperial College London, 1993. http://hdl.handle.net/10044/1/8857.
Full text
41
Solomons, Inez Denise. "A conceptual exploration of the teaching and assessment of values within the South African Outcomes-Based curriculum /." Thesis, Online access, 2009. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_3915_1277409913.pdf.
Full text
42
Ahmed, Sayidali. "Kompetensutveckling i projektledning : En kompetensutvecklingshandbok för projektingenjörer." Thesis, Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-31361.
Full textAbstract:
SAMMANFATTNING Det som projektledaren behöver tänka på vid planeringen av ett projekt är att uppnå beställarens krav på byggnaden och att skapa en bra samordning mellan de olika aktörerna som är inblandade i projektet. Dessutom måste projektledaren se till att projektet följer tidplanen och att budgeten inte överstiger de bestämda ramarna. Därför ligger ett stort fokus på att projektledaren har bra grundkunskaper och tillräcklig kompetens samt kunskap. För att uppnå det optimala resultat som behövs för att kunna planera och strukturera projektet så smidigt som möjligt. Detta arbete undersöker vilken kompetensutveckling och kunskap som behövs för att projektingenjören ska utveckla sina färdigheter i projektledning. En av de kärnfrågor som tas upp i intervjuerna är ”Vad kännetecknar en projektledare med låg respektive hög kompetens?” och ”Hur bedrivs kompetensutveckling för de anställda inom WSP?” De mål som ska uppnås i detta arbete är att belysa vikten av kompetensutveckling och erfarenhetsåterföring. Resultaten av undersökningen har sammanställts i en handbok som beskriver vad en projektingenjör behöver fokusera på för att bli allt mer kompetent och utvecklas effektivare till en projektledare. För att kunna uppnå dessa mål genomfördes en litteraturstudie för att få en bättre uppfattning av projektledarens roll. En mer detaljerad studie av projektingenjörens respektive projektledarens arbetsuppgifter gjordes. För att komplettera litteraturstudien genomfördes en datasökning via internet. Därefter utfördes en intervju med 5 projektledare och 5 projektingenjörer för att jämföra teori med praktik. Utifrån de intervjuades svar och litteraturstudiens resultat skapades en handbok som beskriver vad projektingenjören behöver utveckla för att bli en effektivare projektledare. Examensarbetes slutsats visar att kompetensutveckling i grund och botten är bunden till den enskilda individens motivation till att utvecklas. Varje enskild individ har sina egna mål och de är stimulerade av varierande motivationsfaktorer. Några individer har som mål att bli VD för ett företag, medan andra är nöjda med deras nuvarande position och det innebär att alla projektingenjörer/ projektledare inte strävar efter en ständig utveckling. Uppsatsens huvudfråga var: ”Vilken kompetensutveckling behövs för att projektingenjör ska utveckla sina färdigheter i projektledning?”. Resultaten visar att utan att lära sig av de fel och problem som tidigare gjorts samt göra egna nya misstag kan inte en projektingenjör utvecklas eller bli effektivare. Andra typer av vinster är tid som kommer att minska för att lösa vissa ständigt uppkommande problem med hjälp av kunskaper från tidigare liknande projekt. Genom att dra nytta av denna kunskap och inneha en bra erfarenhetsåterföring kan det bli enklare att hitta en effektiv lösning och på så sätt minska onödiga tidsförluster.<br>This thesis presents a study of competence and knowledge needs of project engineers to be able to manage projects successfully. The aim of the thesis is to identify how to feedback competences and experiences into the project management process. The guidebook provides guidance to what a project engineer needs to focus on to become more skilled and to become a more effective project manager. A literature study was performed to get a better understanding of the project manager's role. A detailed study was performed on the duties of project engineers and project managers. The literature study was based on books and reports as well as an information research by the Internet. An interview with five project managers and five project engineers was conducted to compare theory with practice. Based on the respondents' answers and the results from the literature study a handbook outlining what the project engineer can do to improve their project management skills. The thesis concludes that competence development depends on individual motivation. Every individual have their own goals and they are stimulated by different motivational factors. Some aims high to become CEO for a company, while other are satisfied with their positions and it doesn’t mean that all project engineer / project manager strives for continuous development. The main question of the thesis was: "What skills are needed for project engineers to develop their skills in project management?”. The results of the thesis show that without learning from their mistakes and problems that were made in previous project and by making their own mistakes the project engineer will not develop or become a more efficient project manager. By learning from experiences from previous projects the project engineer can save significant time when facing similar problems in new projects. Recording and using this knowledge may contribute to more effective solutions and thus reducing time lost unnecessarily.
43
Li, Pei-Chun, and 李珮君. "Predictors of Knowledge, Attitude and Competence." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/kg4w7j.
Full textAbstract:
碩士<br>國立陽明大學<br>臨床暨社區護理研究所<br>98<br>Background
Suicide is a public policy issue that is of worldwide concern. Nowadays, Taiwan's suicide mortality rates have been ascending, thus suicide prevention should be imperative. The knowledge promotion in suicide prevention lies in the hands of public health nurses whom are the first line of communication in a community. But the suicide prevention knowledge, attitudes and competence of the public nurses are still yet to be determined. We still have limited knowledge.
Aim
This study attempted to explore: (1) public health nurses’ suicide prevention knowledge, attitude and competence, (2) correlation between the different personalities of public health nurses with suicide prevention knowledge, attitude and competence, (3) correlation between public health nurses’ knowledge of suicide prevention attitude and competence, (4) important predict factors that may impact public health nurses on suicide prevention knowledge, attitude and competence.
Method
This study used cross-sectional research methods. Data is based on randomly surveying public health nurses from 29 public health center in Taipei County. Data was collected based on a self-prepared structured questionnaire. A total of 253 questionnaires were sent out, a return rate of 98.4%, and 235 valid questionnaires were used in the study.
Results
This study is mostly based on women between the ages of 30-39 years old, married, university education, graduated 1-10 years, public health nursing and nursing experiences are 1-10 years. Regarding the suicide prevention-related education in those who were surveyed, 89 people (37.9%) have participated in the work-related suicide prevention programs in health centers while only 40 people (17%) have participated in suicide prevention-reated courses in schools and other healthcare related workplace. The main findings are as follows:
First Public health nurses are deficit in the knowledge of suicide prevention.
In the four difference dimensions of suicide prevention; “epidemiology of suicide”, “ suicide related factors”, “high risk suicide group” and “wrong suicide cognition” public health nurses received a better score on the knowledge of “suicide related factors” and followed by “high risk suicide group”. In the dimension of “wrong suicide cognition” exists wrong minsunderstanding, which shows that public health nurses have some wrong perception on suicide related issues. Moreover, the educational build-up of suicide care, lack of on-job training and related materials all do not meet the needs of the requirement of public health nurses. All these effected the scoring for the suicide knowledge during this survey. The presence of religious belief was statistically significant related with the knowledge of suicide prevention.
Secand Public health nurses held a positive attitude toward suicide prevention. Taken suicide prevention into three dimension; “perception on suicide behavior”, “perception on suicide prevention” and “willingness on suicide prevention”, research shows that public health nurses have positive attitude on “perception on suicide behavior,” and “willingness on suicide prevention”. With regard to “provide help and resources to assist attempt suicide cases and their families”, “willingness to provide extra caring to the family member of suicide cases aside from the assistance for suicide cases,” and “most suicides can be prevented”, public health nurses shows positive attitude. However, the lowest scores in the survey are “not knowing how to assist in facing successful suicide cases’ family members”, “fruastration during visiting suicide cases or their family members,” and “suicide motivations are complex and thus individual prevention was limited”. All these shows that public health nurses have negative attitude in areas such as fruastration during handling suicide subjects’ family members and do not know how to assist, and feels that individual can do little in suicide prevention. The attitude of suicide prevention was statistically significant related with the suicide prevention competence, and these is a important predict factor to the attitude to suicide prevention. In conclusion, the more positive attitude public health nurse have, the better compentence.
Last The competence of public health nurses for suicide prevention needs to be strengthened. Based on the five dimenstions of suicide prevention capability; "suicide notification process", "evaluate suicide cases' metal status", "interviewing skills", "integration suicide prevention resources capability," and "prevent suicide recurrence capability", best scores were received on "interviewing skills" and followed by "prevent suicide recurrence capability,". However, studies show that public health nurses are less in capability on "integration suicide prevention resources capability". Based on the study result, factors that effect suicide prevention capability are "religious belief", "town style public health centers," and "received suicide prevention related courses during school days" are all correlated with the capability of suicide prevention. These are the main predict factors on suicide prevention and total variance explained is at 40%.
The difficulty of public health nurses in suicide prevention work lies in the below main reasons "shortage of nurses," "lack of nursing time," "roles and functions are not clearly defined in suicide prevention and control work", "refusal and push back from families," and "shortage of mental health or psychiatric professional advice and help."
In conculsion, public health nurses are deficit in the knowledge in suicide prevention, but in the management of suicide cases and attitude toward their families still remain positive. Most importantly, the attitude and competence in the suicide prevention needs to be strengthened. Therefore, it is recommended to cultivate future education in nursing courses to include suicide prevention, regularly conduct on-job training for suicide prevention and strengthen linkages between the various health care centers and build advisory centers. All these needs to be backed up with the implementation of the policy to implement liscensing network for mental health nursing care to increase the quality of public heath care nurses. All the above can improve the quality of community mental health nursing care.
44
Goncalves, Tanea. "For Therapeutic Recreation Professionals in Canada, What are the Skills and Knowledge Required for Competent Practice?" 2012. http://hdl.handle.net/10222/15340.
Full textAbstract:
The purpose of this study was to identify the knowledge and skills required for competent therapeutic recreation practice in Canada. Research participants were 244 members of therapeutic recreation professional associations in Canada. Results from this study indicated that significant differences in competency areas exist between certified and non-certified therapeutic recreation practitioners, between practitioners with a degree and diploma, between practitioners in varying demographic regions in Canada and between practitioners with varying years practicing in the profession of Therapeutic Recreation. Implications for therapeutic recreation practice and future research are presented for discussion.
45
CHANG, CHIA-YU, and 張家瑜. "Business Competence of Organization Specific Knowledge, Interpersonal and Management Knowledge." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/51482946951187104762.
Full textAbstract:
碩士<br>國立臺北大學<br>企業管理學系碩士在職專班<br>93<br>IT professionals must adapt to a context where collaboration is the currency of innovation and diversity its enabler. The perception exists that a successful IS professional blends technical knowledge with a sound understanding of the business while commanding effective interpersonal skills. Several researches identify that business and behavioral were considered the most important for the future of the IS profession, but emerges from these studies, what exactly these knowledge requirements should be is not clear. Our goal here is to develop a comprehensive framework to addresses this issue.
The focus of this study is on the knowledge that is beyond that of the IT professional’s own domain of expertise. Therefore, technical areas of knowledge, such as hardware and software, all of which are closely associated with IT skills, are not discussed in this study. This is not to say that such knowledge is not import. Clearly technical knowledge is part of the IT professional’s overall expertise, but this study is about the business competence of the IT professionals, and is therefore interested in what enables IT professionals to apply their technical knowledge in ways that are beneficial to the organization and to act cooperatively with their business partners.
In the study, business competence in IT professionals is defined as the set of business and interpersonal knowledge and skills possessed by IT professionals that enable them to understand the business domain, speak the language of business, and interact with their business partners. This competence reflects an understanding of the business in all its dimensions; it describes the business acumen of IT professionals which will influence their approach in delivering IT solutions. IT professionals’ business competence can enhance the relationship of their business partners.
46
Jou, Jau-jeng, and 周昭正. "The Impacts of Competence and Knowledge Transfer Climate on ERP Knowledge Transfer." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/76762922073546892153.
Full textAbstract:
博士<br>國立中山大學<br>資訊管理學系研究所<br>100<br>While prior studies on ERP implementation have largely focused on the importance of best practices, this paper examines the impact of knowledge transfer climate and the competence of the players (i.e., the implementing firm and the consultant team). The model divides factors that influence the result of knowledge transfer during ERP implementation into three categories: those implemented by the firm, those implemented by the consultant, and those related to the impact of the knowledge transfer climate. Competence factors from the first two aspects facilitate the building of a better knowledge transfer climate. Survey results from 101 respondents were subjected to multivariate analysis. The significance of player competence factors is verified, and an understanding of the role that the knowledge transfer climate plays in the knowledge transfer process and the impact on the transfer process is developed.
This paper provides a broader, richer model of knowledge transfer networks to promote insight into successful ERP implementation. In practice, the key to effective knowledge transfer is the establishment a positive knowledge transfer climate. To achieve a successful ERP implementation, practitioners should focus on possessing robust competences with ERP implementation partners. Additional research may help ERP implementation project teams more effectively promote knowledge transfer in a wider range of conditions with greater confidence and precision.
47
Lin, Ing Chi, and 林英琪. "A Study of the Relationships among Organizational Culture, Knowledge Strategy, Knowledge Management Competence and Knowledge Performance." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/03500544540560287686.
Full textAbstract:
碩士<br>國立臺灣科技大學<br>資訊管理系<br>90<br>In the age of knowledge-based economy, the business environment and the competitive advantage change radically, knowledge is the most important capital and capability to influence the organization’s sustaining competitive advantage. KM has become the most critical issues, the enterprise implement KM to enhance the firm’s ability to compete. Review KM research, most of them tended to focus on “operational perspective” and rarely studied in “strategic perspective” of KM. The KM project will link the performance of KM and feed back to KM processes. Considering issues given above, this study is interesting in combining “strategic perspective”, “operational perspective” and performance of KM in order to figure out its relationships.
This study investigates the organizational culture, knowledge strategy, knowledge management competence (including transformation, diffusion, accumulation and creation) and knowledge performance. The empirical study samples the Top 1000 firms in Taiwan and a sample of 154 returned questionnaires. To test the research model and hypotheses, the canonical, cluster, MANOVA and multi-regression analysis are applied.
The finding of this study indicates that the different types of organizational culture will perform significant difference in knowledge management competence and the different types of knowledge strategy will perform significant difference in knowledge management competence. The competence of knowledge accumulation and knowledge creation are significant and positive factors which influence the knowledge performance
48
Paige, Melinda. "Competencies in trauma counseling: A qualitative investigation of the knowledge, skills and attitiudes required of trauma-competent counselors." 2015. http://scholarworks.gsu.edu/cps_diss/109.
Full textAbstract:
Trauma is ubiquitous (Beck & Sloan, 2012: Brown et al, 2011; Solomon & Johnson, 2002). Beck and Sloan (2012) reported that the vast majority of United States residents have experienced one or more posttraumatic stress disorder-level events as defined by the Diagnostic and Statistical Manual of Mental Disorder (5th ed). Additionally, the persistent negative physical and psychological consequences of traumatic stress is a growing public health concern (Lupien, Mc Ewen, Gunnar & Heim, 2009). Nonetheless, there remains a paucity of training about posttraumatic stress in graduate counselor education programs (Courtois & Gold, 2009; Layne et al, 2014; Litz & Salters-Pedneault, 2008; Logeran et al, 2004). Since counselors working in a variety of mental health settings will likely be working with survivors of trauma, it is imperative that their training include foundational trauma knowledge and trauma-competent clinical skills (Layne et al, 2014). Standardized trauma-based curriculum to inform the education of professional counselors have yet to be integrated into graduate training despite the fact that researchers report high trauma-exposure rates among United States residents (Courtois, 2009). Further, trauma counseling competencies to inform the education of trauma counselors have yet to be identified (Layne et al, 2014; Mattar, 2010; Turkus, 2013). This study addressed these gaps in the literature using Qualitative Content Analysis (Schreier, 2012) to examine the experiences of thirty-nine trauma-competent mental health professionals. Participants with advanced counseling skill who scored in level 3 or 3i on the Supervisee Levels Questionnaire-Revised (McNeill, Stoltenberg, & Romans, 1992) were included in the data analysis. Authors developed trauma competencies, including intervention objectives and practice elements (Layne et al, 2014), based on the derived categories and subcategories emerging from the data. These trauma competencies are consistent with the Core Curriculum on Childhood Trauma training tool (Layne et al, 2014) as well as the New Haven Trauma Competencies (Cook & Newman, 2014) and include trauma-informed attitudes and beliefs, knowledge and skills essential to trauma competency.
INDEX WORDS: Stress disorders, Competencies, Professional competence, Professional training
49
Yu, Yen-Ling, and 游嬿霖. "A Study of Knowledge Worker’s Core Competence for Technology Industry." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/23698632165717274262.
Full textAbstract:
碩士<br>龍華科技大學<br>商學與管理研究所<br>97<br>The purpose of this study was to explore knowledge worker’s core competence for technology industries. Literature review and analysis, experts consultation, and questionnaire survey methods were used in this study. It was aimed to explore the definition of knowledge work’s core competence and theories concerning technology industry. After the experts consultation, seven competence dimensions of the questionnaire were established as follows: Interpersonal ability, problem-solving ability, the sensitivity of issues, customer-oriented ability, work attitude, continuous learning ability, and innovation ability. The statistics used for the questionnaire data are Cronbach’s Alpha for reliability, and the Bartlett test, the KMO test。Questionnaire data and expert’s opinions about core competence of knowledge worker’s in the technology Industries were analyzed. The exploratory factor analysis was used to construct the validity of data. Finally the five sub-scales accounted for 78.134% of total variance were constructed, respectively be the comprehensive competence、interpersonal communication competence, customer-oriented competence, problem sensing competence, competence continuing to growth. The participants were knowledge worker’s for technology industries. After collecting valid questionnaires, the result was analyzed through statistical method, respectively T-test, ANOVA and Pearson correlation coefficients. The results of this study presented the significant meanings for the training and recruiting the knowledge workers in technological industry.
50
Yu, Christina, and 王喻平. "KNOWLEDGE-BASED GLOBAL COMPETENCE AND ITS DETERMINANTS: AN INTEGRATIVE FRAMEWORK." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/52661091494499616685.
Full textAbstract:
博士<br>國立中山大學<br>人力資源管理研究所<br>93<br>As the traditional sources of competitive advantage can no longer provide a sustainable edge for business; the contemporary approach to global business strategy point to core competencies, invisible assets, and organizational capabilities as key factors influencing MNC’s long-term success in global markets. An organization’s intellectual assets are said to be a pack of knowledge under that firm’s ownership or control, through services and the embodiment in firm’s outputs to flow over time period. Knowledge especially has become the most strategically important resource and the potential to compete for advantages among MNCs to advance themselves in the information-driven societies.
Derived from theoretical origins of resource-based view and behavioral perspective, an integrative framework from a sample set of 129 further concludes six determinants that enable MNC to build layers of knowledge-based global competence to compete and sustain advantages globally using structural equation modeling (SEM).
Human interface, ISO, and parent innovation are found to have direct effect to firm’s knowledge-based global competence, while IT, transnational innovation, and substantial investment in human capital are found to link indirectly through mediating effect of learning culture.
From the resource perspective of the firm, as emerging country in its early phase of internationalization as Taiwan, local capabilities for knowledge innovation at host await to be developed over time and hence focal units rely on knowledge inflows from parent to assist their needs. Such interdependence between globally linked and locally leveraged for innovation makes externalized knowledge important for effective knowledge diffusion across network of subsidiaries aside from use of personnel flows for transferring implicit knowledge, IT for transferring explicit knowledge, and ISO for transferring codified knowledge, each requires good integration mechanisms to keep culture, language, and communication barriers to the minimum in cross-cultural settings. Investment in human capital and implementation of learning culture can benefit company enormously from movement of people either horizontally or vertically in terms of learning and sharing through socialization, and building a network of cross-functional interdependence for transferring knowledge, expertise, and sets of common goals and values for synergy.