Self-reported conflict management competence among nursing students on the point of graduating and registered nurses with professional experience

Objective: It has been shown that specific competence is necessary for preventing and managing conflicts in healthcare settings. The aim of this descriptive and correlation study was to investigate and compare the self-reported conflict management competence (CMC) of nursing students who were on the point of graduating (NSPGs), and the CMC of registered nurses (RNs) with professional experience. Methods: The data collection, which consisted of soliciting answers to items measuring CMC in the Nurse Professional Competence (NPC) Scale, was performed as a purposive selection of 11 higher education institutions (HEIs) in Sweden. Three CMC items from the NPC Scale were answered by a total of 569 nursing students who were on the point of graduating and 227 RN registered nurses with professional experience. Results: No significant differences between NSPGs and RNs were found, and both groups showed a similar score pattern, with the lowest score for the item: “How do you perceive your ability to develop the group and strengthen competence in conflict management and problem-solving, based on knowledge of group dynamics?”. RNs with long professional experience (>24 months) rated their overall CMC as significantly better than RNs with short (<24 months) professional experience did (p = .05). NSPGs who had experience of international studies during their nursing education reported higher CMC, compared with those who did not have this experience (p = .03). RNs who reported a high degree of utilisation of CMC during the previous month scored higher regarding self-reported overall CMC (p < .0001). Conclusions: Experience of international studies during nursing education, or long professional experience, resulted in higher self-reported CMC. Hence, the CMC items in the NPC Scale can be suitable for identifying self-reported conflict management competence among NSPGs and RNs

Project management competence analysis in rural communities through territorial representation: application to Aymara women communities in Puno (Peru)

The acquisition of technical, contextual and behavioral competences is a prerequisite for sustainable development and strengthening of rural communities. Territorial display of the status of these skills helps to design the necessary learning, so its inclusion in planning processes is useful for decision making. The article discusses the application of visual representation of competences in a rural development project with Aymara women communities in Peru. The results show an improvement of transparency and dialogue, resulting in a more successful project management and strengthening of social organization.

Competence needs of global middle management

Tutkielman tavoitteena oli tarkastella henkilöstöjohdon ja linjajohdon näkemyksiä kansainvälisissä tehtävissä toimivan keskijohdon osaamistarpeista suurissa suomalaisissa vientiyrityksissä. Teemahaastatteluja tehtiin 12:ssa Suomen tärkeimpien vientialojen suurimmista yrityksistä. Kansainvälisissä tehtävissä toimivan keskijohdon osaamistarpeiden, kategorioihin jaoteltuna, nähtiin olevan: - - Tieto ja ymmärtäminen: asiakkaan liiketoiminta ja tarpeet, oma tuote ja prosessit, globaali toimintaympäristö, alaisten osaamistarpeet- - Asioiden ja ihmisten johtaminen: muutoksen johtaminen, asiakkuuksien hallinta, ajan hallinta, motivointi, monikulttuurisen tiimin johtaminen- - Vuorovaikutus: kielitaito, suhteiden luominen, viestin kohdentaminen- - Henkilökohtaiset ominaisuudet ja motivaatio: joustavuus, kulttuurinen herkkyys, epävarmuuden sietokyky, oppimishalu, erilaisuuden kunnioitus- - Tehtäväkohtainen osaaminen: kansainvälinen markkinointi, talous, myyntitaidot, tekninen asiantuntemus.

Competence foresight: linking the identification of HR competences and competence management alignment with business strategy

The objective of this study was to increase understanding of the link between the identification of required HR competences and competence management alignment with business strategy in a Finnish, global company employing over 8,000 people and about 100 HR professionals. This aim was approached by analyzing the data collected in focus group interviews using a grounded theory method and in parallel reviewing the literature of strategic human resource management, competence-based strategic management, strategy and foresight. The literature on competence management in different contexts dismisses in-depth discussions on the foresight process and individuals are often forgotten in strategic frameworks. However, corporate foresight helps in the detection of emerging opportunities for innovations and in the implementation of strategy. The empirical findings indicate a lack of strategic leadership and an alignment with HR and business. Accordingly, the most important HR competence areas identified were the need for increasing business understanding and enabling change. As a result, the study provided a holistic model for competence foresight, which introduces HR professionals as strategic change agents in the role of organizational futurists at the heart of the company: facilitating competence foresight and competence development on individual as well as organizational levels, resulting in an agile organization with increased business understanding, sensitive sensors and adaptive actions to enable change.

Account Management @ Sonera –toimintamallin tarkastelu ja kehittäminen, tietojohtamisen näkökulma

Yritysten menestymismahdollisuudet riippuvat niiden kyvyistä erottautua muista toimialan yrityksistä menestyksekkäästi. On luotava osaamispotentiaaleja ja kyettävä muuttumaan muuttuvissa liiketoimintaympäristöissä. Kilpailukykyä voidaan parantaa resurssien oikealla kohdentamisella, uudistumalla sekä kyvykkyyksien oikealla hyödyntämisellä. Asiakkaan ymmärtäminen ja näkökulmien huomioiminen yrityksessä on erityisen tärkeää yrityksen kriittisten menestystekijöiden huomioimiseksi. Tässä tutkimuksessa tavoitteena oli selvittää yrityksen myynnin johtamisen toimintamallia tietojohtamisen nykytilan näkökulmasta ja etsiä mahdollisia parantamiskohteita. Tutkimus toteutettiin kvalitatiivisena case-tutkimuksena. Sen teoreettisessa osassa esitetään oppimiseen, johtamiseen ja aineettoman pääomaan, osaamisen johtamiseen ja verkostoitumiseen liittyvät keskeiset asiakohdat. Tutkimuksen kohteena oli yrityksen johto. Tutkimusmetodologiana toimi laadullinen tapaustutkimus ja tutkimusaineistona yrityksen haastatteluilla johdolta hankittu tieto. Tutkimuksen perusteella kyettiin luomaan kuvaus Account Management @ Sonera -mallin toimivuudesta kohdeyrityksessä. Tutkimus paljasti, että yrityksessä on toimiva malli myynnin johtamiselle, mutta sitä pitää kehittää jatkuvasti toimintaympäristöjen jopa nopeasti muuttuvissa tilanteissa. Yksityiskohtaisia tuloksia on vaikea nimetä, koska tutkimus haluaa valottaa monipuolisesti tutkittavaa aihetta. Kehittämiseen pitää varata riittävästi kyvykkäitä kehitysresursseja ja erilaiset arvokkaat näkemykset pitää tuoda riittävän monipuolisesti esille. Tutkimustulosten perusteella voidaan yrityksessä parantaa tuloksellisuutta esille tulleiden havaintojen ja haastattelujen muutosten suunnittelemisella sekä käyttöönottamisella mallia kehitettäessä.

Informatics competencies in nursing management

This study aimed to identify in scientific literature the informatics competencies required from the nurses to make decision in management process. Through a scoping review, literature databases were searched to find articles published in Portuguese, English, or Spanish, until July 2013. 188 articles were found, and seven were included in this study, published between 1994 and 2011. The studies were written in English (5; 71%), in USA (5; 71%), using experience reports or literature review designs (5; 71%). The informatics competences were categorized according the Technology Informatics Guiding Education Reform (TIGER). The findings highlight gaps in informatics competence to make decisions in the management process--essentially in information management competence.

Is production the core competence for the internationalization of emerging country firms?

The rise of new multinationals in countries like Brazil provides an opportunity to revisit and carefully construct theories of how firms internationalize, a topic on which extant theory is weak. Brazilian firms are "infant multinationals", unlike developed country firms that are "mature multinationals". They are also internationalizing in a very different global context, and can do so on the basis of different competitive advantages than multinationals that came before. Therefore, this study aims at creating subsidies for theory building about early-stage internationalization. Emerging country firms have Production competences as main competitive asset to internationalize, what reflects their competitive positioning in home markets and their entry strategy in international markets. In the case of early-entrants - Western multinationals in the 1950s and Japanese in the 1980s - the Production competence played a key role for successful internationalization. Thus, the focus of the study is the role that the Production competence plays in the internationalization of late-entrants, the emerging country multinationals. The research design considers not only the position of the headquarters but also the initiatives of the subsidiaries and the dynamic interplay between both. The paper allows a better understanding of internationalization processes and the role of Production, when firms start building their own international networks. It brings relevant insights about the paths that are being followed by emerging country multinationals, the difficulties they find, the solutions they develop. These are important inputs not only for new theory building but also for managerial practice. (C) 2012 Elsevier B.V. All rights reserved.

Cross-analysis of Transversal Competences in Project Management

This paper presents a framework for project management competence assessment based on participant’s performance and contribution in a simulated environment. The proposed framework considers competence assessment through evidences and the participation of different roles. The system enforces the assessment of individual competences by means of a set of performance indicators. A specific case study is presented and the relationship between exhibited transversal competences and project quality is analysed.

Competence requirements for managing supply in interorganizational networks

The authors address the growing call for research into the management of supply networks serving the public sector. Building on prior action research, this empirical paper focuses on the management of supply in interorganizational, health sector networks identifying the competence requirements (skills, knowledge, traits, and behavioural indicators) associated with effective team performance. Drawing on empirical data, the authors present a competence framework that aims to capture a team’s tacit understanding of strategic supply management. Competence indicators are organized into six themes: network understanding; developing network position; relationship management; learning, knowledge and knowledge management; strategy formulation; strategy implementation. Finally, the relevance of the framework to boundary spanning personnel outside the purchasing function and to other organizations is considered.

Les cadres scolaires souhaitent plus d'autonomie qu'ils pensent en avoir : une analyse de la situation en Suisse romande

De manière générale, l'autonomie des établissements de formation influence positivement la performance scolaire. Une enquête réalisée en Suisse romande auprès de 219 cadres scolaires permet, dans la présente contribution, de mesurer l'écart existant entre le degré d'autonomie souhaitée par les cadres scolaires d'une part et le degré d'autonomie dont ils disent disposer d'autre part. Le traitement descriptif des données de l'enquête démontre que, dans tous les domaines de gestion, les cadres scolaires souhaitent disposer de plus d'autonomie qu'ils n'en perçoivent. Ce constat est valable dans tous les cantons, tous les degrés du système éducatif et toutes les fonctions. Le degré d'autonomie souhaitée ne varie que peu selon les cantons, les degrés ou les fonctions. Sur cette base, il n'est pas possible de conclure à la nécessité ou à la pertinence d'un degré d'autonomie différenciée selon les cantons, les degrés ou les fonctions. Le traitement analytique des données de l'enquête identifie les facteurs expliquant l'écart entre les degrés d'autonomie souhaitée et perçue. Cet écart est plus élevé que la moyenne dans les cantons de Fribourg et de Genève, dans le degré primaire et dans la fonction de directeur. En d'autres termes, l'adéquation entre les degrés d'autonomie souhaitée et perçue est moins bonne dans ces cantons, ce degré et cette fonction. Un rattrapage en matière de délégation d'autonomie est dès lors possible. La reconnaissance, à l'intérieur de l'établissement, d'une faculté de conduite et de pilotage à la direction exerce un effet positif sur le degré d'autonomie souhaitée et un effet positif plus important encore sur le degré perçu. Par conséquent, il apparaît qu'une direction dont la faculté de conduite est avérée souhaite non seulement disposer de plus d'autonomie mais parvienne à obtenir (ou à « gagner ») plus d'autonomie. Abstract School autonomy has a positive influence on pupils' performance. This article presents the results of a survey conducted in the French-speaking part of Switzerland on 219 school leaders. The objective of the survey is to measure and to explain the gap between the level of autonomy desired by school leaders, and the level of autonomy that they perceive. Descriptive statistics show that, in every single management area, school leaders wish to have more autonomy than they actually have. This result is valid in all cantons, all levels of the education system and all types of job. The desired level of autonomy varies only slightly depending on the cantons, the levels of the education system and the types of job. On this basis, it is not possible to conclude that it is necessary and relevant to differentiate the level of autonomy depending on the cantons, the levels of the education system and the types of job. Analytical statistics identify the explanatory variables of the gap between the desired level of autonomy and the perceived level of autonomy. This gap is higher than average in the cantons of Fribourg and Geneva, in the primary level of education and in the position of head-teacher. In other words, the adequacy between the desired and the perceived levels of autonomy is worse in these cantons, this level and this position. As a result, a catch-up on the delegation of school autonomy is possible. Results also show that school leaders, whose management competence is recognized by its staff, not only want more autonomy but succeed in securing (or "gaining") more autonomy.

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De manière générale, l'autonomie des établissements de formation influence positivement la performance scolaire. Une enquête réalisée en Suisse romande auprès de 219 cadres scolaires permet, dans la présente contribution, de mesurer l'écart existant entre le degré d'autonomie souhaitée par les cadres scolaires d'une part et le degré d'autonomie dont ils disent disposer d'autre part. Le traitement descriptif des données de l'enquête démontre que, dans tous les domaines de gestion, les cadres scolaires souhaitent disposer de plus d'autonomie qu'ils n'en perçoivent. Ce constat est valable dans tous les cantons, tous les degrés du système éducatif et toutes les fonctions. Le degré d'autonomie souhaitée ne varie que peu selon les cantons, les degrés ou les fonctions. Sur cette base, il n'est pas possible de conclure à la nécessité ou à la pertinence d'un degré d'autonomie différenciée selon les cantons, les degrés ou les fonctions. Le traitement analytique des données de l'enquête identifie les facteurs expliquant l'écart entre les degrés d'autonomie souhaitée et perçue. Cet écart est plus élevé que la moyenne dans les cantons de Fribourg et de Genève, dans le degré primaire et dans la fonction de directeur. En d'autres termes, l'adéquation entre les degrés d'autonomie souhaitée et perçue est moins bonne dans ces cantons, ce degré et cette fonction. Un rattrapage en matière de délégation d'autonomie est dès lors possible. La reconnaissance, à l'intérieur de l'établissement, d'une faculté de conduite et de pilotage à la direction exerce un effet positif sur le degré d'autonomie souhaitée et un effet positif plus important encore sur le degré perçu. Par conséquent, il apparaît qu'une direction dont la faculté de conduite est avérée souhaite non seulement disposer de plus d'autonomie mais parvienne à obtenir (ou à « gagner ») plus d'autonomie. School autonomy has a positive influence on pupils' performance. This article presents the results of a survey conducted in the French-speaking part of Switzerland on 219 school leaders. The objective of the survey is to measure and to explain the gap between the level of autonomy desired by school leaders, and the level of autonomy that they perceive. Descriptive statistics show that, in every single management area, school leaders wish to have more autonomy than they actually have. This result is valid in all cantons, all levels of the education system and all types of job. The desired level of autonomy varies only slightly depending on the cantons, the levels of the education system and the types of job. On this basis, it is not possible to conclude that it is necessary and relevant to differentiate the level of autonomy depending on the cantons, the levels of the education system and the types of job. Analytical statistics identify the explanatory variables of the gap between the desired level of autonomy and the perceived level of autonomy. This gap is higher than average in the cantons of Fribourg and Geneva, in the primary level of education and in the position of head-teacher. In other words, the adequacy between the desired and the perceived levels of autonomy is worse in these cantons, this level and this position. As a result, a catch-up on the delegation of school autonomy is possible. Results also show that school leaders, whose management competence is recognized by its staff, not only want more autonomy but succeed in securing (or "gaining") more autonomy.

Osaamisen johtamisen mahdollisuudet tietohallinnon palvelutuotannossa

Tässä diplomityössä tutkitaan osaamisen johtamisen mahdollisuuksia tietopalveluja tuottavan organisaation toiminnassa. Tarkoituksena on selvittää vaatimukset osaamisen johtamiselle kohdeorganisaation toiminnassa. Tutkimuksen lähtökohtana oli tietohallinnon palveluympäristön ja toimintatavan muutoksessa. Tarkastelunkohteina olivat osaamisen kehittäminen kohdeorganisaatiossa ja teoreettiset perusteet oppivasta organisaatiosta ja osaamisen johtamisesta. Empiirisen aineistonkerääminen toteutettiin kvalitatiivisilla haastatteluilla. Empiirisen aineistonosia liitettiin tutkimusraporttiin. Tutkimuksen perusteella saatiin selkeä kuva osaamisen johtamisesta kohdeorganisaatiossa ja vaatimukset osaamisen johtamisen toteuttamiselle. Osaamisen johtaminen oli kohdeorganisaatiossa kohtuullisen uusi asia, jonka vuoksi se ei ollut vakiintunutta käytäntöään. Teoreettisesta näkökulmasta kohde organisaation osaamisen johtaminen painottui yksilöosaamisen johtamiseen. Tutkimuksessa löydettiin myös käytännöllisiä kehittämisen kohteita, joiden perusteella osaamisen johtamisen kehittämiseksi esimiesten tulisi lisätä vuorovaikutusta organisaatiossaan, parantaa alaistensa tietämystä ydinosaamisista ja rakentaa oppimista tukevaa ilmapiiriä.