外文翻译---对于胜任力感到迷惑？一份胜任力模型的进化和应用评估

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1、PDF外文：http:/  Confounded by Competencies? An Evaluation of the Evolution and Use of Competency Models Leanne H. Markus Performance Group International Ltd., Auckland Helena D. Cooper-Thomas Department of Psychology, University of Auckland Keith N. Allpress Centranum Ltd., Auckland  Over th

2、e last ten years there has been a world-wide expansion in the use of competency models as a major underpinning of Human Resources (HR) strategy. The use of the competency approach is promoted by consultants and software vendors on the basis that this will improve both individual job performance and

3、organizational effectiveness. Yet there is a substantial, and largely unquestioned, gap between the many claims and the actual benefits measurably delivered by competency initiatives. Industrial and Organizational (I/O) Psychologists are often involved in developing and implementing competency model

4、s, yet there is little research validating the approach. As scientist-practitioners, we should be concerned about this. This article will review the theoretical perspectives that have informed the competency movement, review our experience of the use of competency models in New Zealand, and critical

5、ly examine the assumptions that underpin their use. The research that exists is reviewed with particular reference to the outcome measures used to substantiate the value of competency models. Finally we identify various research areas and questions that should clearly be investigated by I/O psycholo

6、gists if they are to be involved in the promotion, development and implementation of competency models in an organizational setting.  What is a competency? Three main approaches The numerous published definitions can be grouped into three distinct approaches: educational standards, behavioral r

7、epertoires, and organizational competencies. 1. The Educational Approach (The development of skills, achievement of standards, award of credentials) The modem competency movement originated from the educational discipline. In the US 'competencies' were based on functional role analysis and d

8、escribed either role outcomes, or knowledge, skills and attitudes, or both, required for role performance, and assessed by a criterion, usually a behavioural standard. In the UK, industry bodies especially those requiring trades and technical skills, developed standards of occupational competence ba

9、sed on expected work outcomes (Fletcher, 1992). A 'competence' was defined narrowly as an action, behaviour or outcome to be demonstrated, or a minimum standard, with different levels of mastery defined by different statements (Bourke et al., 1975, Elam, 1971). 2. The Psychological Approach-

10、 (Behavioural repertoires) In 1973 David McClelland, working in the educational field in the US, wrote a paper suggesting that personal competencies, which he defined as motives and personality traits, are a better means of predicting occupational success than traditional psychometrics such as IQ an

11、d aptitude tests. McClelland's work was to be enormously influential. Of particular interest was the idea that the factors or inputs associated with individual success could be identified, and then taught to others. McClelland and Boyatzis (1980) developed a methodology for identifying competenc

12、ies, based on the skilled behavioural repertoires of recognised star performers within particular organisations. They defined competencies as "a generic body of knowledge, motives, traits, self images and social roles and skills that are causally related to superior or effective performance in

13、the job." (p.369, italics added). 3. The Business Approach (Organisational competencies for competitive advantage) The concept of competencies was taken up by business strategists in the late 1980s. Hamel and Prahalad (1989) advanced the idea of "Core Competencies" and "Capabilit

14、ies". Their definition of core competencies as the "collective learning" of the organization has been much cited, and contributes to the current interest in "competencies" (Shipmann et al., 2000). Thus Sparrow (1995) suggests that practitioners should aim at defining "h

15、igher level" future oriented organisational competencies.  What are the potential benefits of the Competency approach? Performance benefits are promised by the various definitions which include the causal or instrumental relationship of competencies and job performance (Boyatzis 1982) and

16、competencies and organisational performance. (Organ, 1988； Hamel & Prahalad, 1989). In addition, Sparrow (1995) has observed that the competency literature includes a huge range of claimed benefits specific to HR processes in organisations. In summary, these are: improved recruitment and selecti

17、on practices through a focus on required competencies； improved individual, organisational and career development programmes； improved performance management processes due to improved assessment； and lastly improved communication on strategic and HR issues through a common language.  What is a

18、competency model? Organizations adopting a competency approach must create or utilize a competency model, at minimum a simple list or catalogue, specifying desirable competencies. The structure of this model must support the use of competencies across the selected HR functions. Models designed for s

19、election and educational purposes usually describe technical competencies in terms of their antecedent skills and knowledge, at a detailed level. Those designed to promulgate behavioural repertoires and citizenship behaviours or organizational competencies typically describe competencies at a much higher level. Regardless of approach, a competency model should provide an operational definition for each competency and subcompetency, together with