对于胜任力感到迷惑一份胜任力模型的进化和应用评估毕业论文外文翻译.docx

对于胜任力感到迷惑一份胜任力模型的进化和应用评估毕业论文外文翻译.docx

《对于胜任力感到迷惑一份胜任力模型的进化和应用评估毕业论文外文翻译.docx》由会员分享，可在线阅读，更多相关《对于胜任力感到迷惑一份胜任力模型的进化和应用评估毕业论文外文翻译.docx（19页珍藏版）》请在冰豆网上搜索。

对于胜任力感到迷惑一份胜任力模型的进化和应用评估毕业论文外文翻译

外文文献：

ConfoundedbyCompetencies?

AnEvaluationoftheEvolutionandUseofCompetencyModels

LeanneH.Markus

PerformanceGroupInternationalLtd.,Auckland

HelenaD.Cooper-Thomas

DepartmentofPsychology,UniversityofAuckland

KeithN.Allpress

CentranumLtd.,Auckland

Overthelasttenyearstherehasbeenaworld-wideexpansionintheuseofcompetencymodelsasamajorunderpinningofHumanResources（HR）strategy.Theuseofthecompetencyapproachispromotedbyconsultantsandsoftwarevendorsonthebasisthatthiswillimprovebothindividualjobperformanceandorganizationaleffectiveness.Yetthereisasubstantial,andlargelyunquestioned,gapbetweenthemanyclaimsandtheactualbenefitsmeasurablydeliveredbycompetencyinitiatives.IndustrialandOrganizational（I/O）Psychologistsareofteninvolvedindevelopingandimplementingcompetencymodels,yetthereislittleresearchvalidatingtheapproach.Asscientist-practitioners,weshouldbeconcernedaboutthis.

Thisarticlewillreviewthetheoreticalperspectivesthathaveinformedthecompetencymovement,reviewourexperienceoftheuseofcompetencymodelsinNewZealand,andcriticallyexaminetheassumptionsthatunderpintheiruse.Theresearchthatexistsisreviewedwithparticularreferencetotheoutcomemeasuresusedtosubstantiatethevalueofcompetencymodels.FinallyweidentifyvariousresearchareasandquestionsthatshouldclearlybeinvestigatedbyI/Opsychologistsiftheyaretobeinvolvedinthepromotion,developmentandimplementationofcompetencymodelsinanorganizationalsetting.

Whatisacompetency?

Threemainapproaches

Thenumerouspublisheddefinitionscanbegroupedintothreedistinctapproaches:

educationalstandards,behavioralrepertoires,andorganizationalcompetencies.

1.TheEducationalApproach（Thedevelopmentofskills,achievementofstandards,awardofcredentials）

Themodemcompetencymovementoriginatedfromtheeducationaldiscipline.IntheUS'competencies'werebasedonfunctionalroleanalysisanddescribedeitherroleoutcomes,orknowledge,skillsandattitudes,orboth,requiredforroleperformance,andassessedbyacriterion,usuallyabehaviouralstandard.IntheUK,industrybodiesespeciallythoserequiringtradesandtechnicalskills,developedstandardsofoccupationalcompetencebasedonexpectedworkoutcomes（Fletcher,1992）.A'competence'wasdefinednarrowlyasanaction,behaviouroroutcometobedemonstrated,oraminimumstandard,withdifferentlevelsofmasterydefinedbydifferentstatements（Bourkeetal.,1975,Elam,1971）.

2.ThePsychologicalApproach-（Behaviouralrepertoires）

In1973DavidMcClelland,workingintheeducationalfieldintheUS,wroteapapersuggestingthatpersonalcompetencies,whichhedefinedasmotivesandpersonalitytraits,areabettermeansofpredictingoccupationalsuccessthantraditionalpsychometricssuchasIQandaptitudetests.

McClelland'sworkwastobeenormouslyinfluential.Ofparticularinterestwastheideathatthefactorsorinputsassociatedwithindividualsuccesscouldbeidentified,andthentaughttoothers.McClellandandBoyatzis（1980）developedamethodologyforidentifyingcompetencies,basedontheskilledbehaviouralrepertoiresofrecognisedstarperformerswithinparticularorganisations.Theydefinedcompetenciesas"agenericbodyofknowledge,motives,traits,selfimagesandsocialrolesandskillsthatarecausallyrelatedtosuperiororeffectiveperformanceinthejob."（p.369,italicsadded）.

3.TheBusinessApproach（Organisationalcompetenciesforcompetitiveadvantage）

Theconceptofcompetencieswastakenupbybusinessstrategistsinthelate1980s.HamelandPrahalad（1989）advancedtheideaof"CoreCompetencies"and"Capabilities".Theirdefinitionofcorecompetenciesasthe"collectivelearning"oftheorganizationhasbeenmuchcited,andcontributestothecurrentinterestin"competencies"（Shipmannetal.,2000）.ThusSparrow（1995）suggeststhatpractitionersshouldaimatdefining"higherlevel"futureorientedorganisationalcompetencies.

WhatarethepotentialbenefitsoftheCompetencyapproach?

Performancebenefitsarepromisedbythevariousdefinitionswhichincludethecausalorinstrumentalrelationshipofcompetenciesandjobperformance（Boyatzis1982）andcompetenciesandorganisationalperformance.（Organ,1988;Hamel&Prahalad,1989）.

Inaddition,Sparrow（1995）hasobservedthatthecompetencyliteratureincludesahugerangeofclaimedbenefitsspecifictoHRprocessesinorganisations.Insummary,theseare:

•improvedrecruitmentandselectionpracticesthroughafocusonrequiredcompetencies;

•improvedindividual,organisationalandcareerdevelopmentprogrammes;

•improvedperformancemanagementprocessesduetoimprovedassessment;andlastly

•improvedcommunicationonstrategicandHRissuesthroughacommonlanguage.

Whatisacompetencymodel?

Organizationsadoptingacompetencyapproachmustcreateorutilizeacompetencymodel,atminimumasimplelistorcatalogue,specifyingdesirablecompetencies.ThestructureofthismodelmustsupporttheuseofcompetenciesacrosstheselectedHRfunctions.

Modelsdesignedforselectionandeducationalpurposesusuallydescribetechnicalcompetenciesintermsoftheirantecedentskillsandknowledge,atadetailedlevel.Thosedesignedtopromulgatebehaviouralrepertoiresandcitizenshipbehavioursororganizationalcompetenciestypicallydescribecompetenciesatamuchhigherlevel.Regardlessofapproach,acompetencymodelshouldprovideanoperationaldefinitionforeachcompetencyandsubcompetency,togetherwithmeasurableorobservableperformanceindicatorsorstandardsagainstwhichtoevaluateindividuals.

HowdocompetencieslinktootherconstructsusedinI/OPsychology?

AspointedoutbyShippmannetal.（2000）competencymodellingisahugetrendinHR.Whilejobanalysisfocusesmainlyattheindividuallevel,examiningthespecificknowledge,skills,abilitiesandotherattributesrequiredforindividualjobperformance,muchcompetencymodellingrepresentsanattempttoidentifydimensionsofperformanceapplicabletomanydifferentrolesandsituations.RelevanttothisistheextensiveliteratureinI/Opsychologyrepresentingmanydecadesofresearchintofactorsassociatedwithbothjobperformanceandorganizationaleffectiveness.

O’ReillyandChatman（1986）suggestedthattwodistinctvariablesrelatetojobperformance;firstlythein-rolebehavioursrequiredinthejob,andsecondlyprosocialbehaviourswhicharenotspecificallyprescribedinaparticularrole.BriefandMotowidio（1986）identified13aspectsofprosocialorganisationalbehaviour（POB）definedasbehavioursaimedatpromotingthewelfareofotherindividualsorgroupswithintheorganisation.Prosocialbehaviourishypothesisedtoimprovecommunications,jobandcustomersatisfaction,andthereforeorganizationaleffectiveness.Aspectsofbothin-roleandprosocialbehavioursmaybeincludedwithincompetencymodels.OrganisationalCitizenshipBehaviour（OCB）isasimilarconstructwhichhasspawnedaconsiderableliterature.Organ（1988）definedOCBsasindividualbehaviours,beyondthatrequiredintheroleorjobdescription,which,intheaggregate,contributetoorganizationaleffectiveness.

SimilartoO’ReillyandChatman'smodel（1986）,Motowidioetal.（1997）haveidentifiedtwoelementsofoveralljobperformance;taskperformance,andcontextualperformance.Thelatterisessentiallythesocialisation,applicationandeffortrequiredtofacilitatetaskperformance,andisequivalenttoOCB（Organ,1997）.Motowidioetal.suggestthattheactivitiesinvolvedintaskperformancearemostlikelytovarybetweenroles,whilethoseinvolvedincontextualperformanceareoftensimilar.Further,theyproposethattheantecedentsorpredictorsoftaskperformancearemorelikelytoinvolvecognitiveability,whilepersonalityismorelikelytoaffectcontextualperformance.Taskperformanceincludestheapplicationoftechnicalandtaskknowledge,andtaskhabits,definedascharacteristicresponsestotasksituations（Bormanetal2001）.Contextualperformanceincludesbehavioursandtraitssuchaspersistenceandeffort,volunteering,helpingandcooperation,loyalty,policyandproceduralcompliance,endorsementandpromotionoforganisationalobjectives,initiativeandselfdevelopment（Borman&Motowidio1997）.Themanygenericcompetencymodelsandcataloguesemphasiseaspectsofcontextualratherthantaskperformance.

Personalityhasalsobeenrelatedtojobperformance.TheFiveFactorModelofPersonalityincludesamultidimensionalfactorofConscientiousness,whichdescribesaspectsofeffortandapplication（Anastasi1997）.Thisfactorhasbeenfoundtocorrelatewithcontextualperformance,particularlyintheaspectofJob-TaskConscientiousness,withoverallperformanceacrossawiderangeofjobs,（TettandBurnett2003）,andwithcareeradvancement（Viswesvaran&Ones2000）.Thisraisesthequestionofwhetherinvestmentinextensivecompetencymodels,addressingprimarilycontextualperformance,providesanyincrementalutility.

Theliteratureonorganizationalcommitmentdistinguishesbetweenthreetypesofcommitment,attitudinalcommitment;beliefintheorganisation,instrumentalcommitment,givenonthebasisofperceivedcostsandbenefits,andnormativecommitment,theresultofsocialisationprocedures.（Mathieu&Zajac,1990）.Thisisrelevanttotheuseofcompetencymodelstopromoteandrewardbehaviourswhichexemplifydesiredorganisationalvaluesandcorecompetencies.

Perceivedorganizationalsupport（POS）istheextenttowhichemployeesbelievethattheyarevaluedbytheorganisation.Itisrela