Skip to content
Free planNo credit card requiredStart writing
AI for Research home
AI for Research home
Dashboard
Sign inGet started

Search 250 million research papers

Read the abstract, see who wrote it and who cites it, and get the citation in APA, MLA, Chicago or Harvard.

About 10,000 papers for “Core competency”

Customer Core Competency

Craig LeClair · IGI Global eBooks · 2005

Corporations that need technology must make a decision. They can solve the problem themselves or purchase an outside product or service. Their core capabilities influence this decision and affect the value of the supplier’s product. It is probably difficult to sell ice to Eskimos. It is always hard to sell anything to someone who already has what you have, or can make it inexpensively. Despite this, many enterprise software companies depend on being successful in this manner.

Cited by 0

Core Competency: Love

Daniel E. Shaw · 2017

Love came to be defined by the very kind of relationship analysts who provide a relationship that requires of themselves honesty and risk-taking, a deep immersion in the effective lives of the other, and a devotion to scrutinize non-defensively their own selves in an attempt to understand, feel, and grasp the internal and interpersonal world of another. In psychoanalysis, analyst and analysand inevitably and necessarily become intimately involved with each other, intellectually and emotionally. Sigmund Freud erred when he sought to inoculate psychoanalysis from the potentially dangerous effects of analytic love and the recruitment of the analysand into pathological accommodation to satisfy the analyst's need for power and control. Without having avoided taking on sex and aggression, our predominant feelings would include respect, understanding, acceptance, empathy, admiration, caring, the sincere wish for the other's happiness and fulfilment, and love. The understanding and acceptance of analytic love as a therapeutic agent is also influenced by the values of the analytic community.

Cited by 0

Customer Core Competency

Craig LeClair · IGI Global eBooks · 2011

Corporations that need technology must make a decision. They can solve the problem themselves or purchase an outside product or service. Their core capabilities influence this decision and affect the value of the supplier’s product. It is probably difficult to sell ice to Eskimos. It is always hard to sell anything to someone who already has what you have, or can make it inexpensively. Despite this, many enterprise software companies depend on being successful in this manner.Request access from your librarian to read this chapter's full text.

Cited by 0

Customer relations - core competency

Nataša Rupčić · 2009

Jedan od temeljnih postulata pokreta kvalitete odnosi se na tezu da kupac odlucuje sto kvaliteta jest. Pokretom kvalitete se ipak dominantno bave inženjeri i tehnicari ciji su napori usmjereni na unaprjeđenje znacajka proizvoda. Pa ipak, nagrada za kvalitetu Malcom Baldrige cak 25% bodova dodjeljuje kategoriji usmjerenost na zadovoljstvo kupaca. Iako su stavovi strucnjaka koji odlucuju o dodjeljivanju ove nagrade poslovna tajna, ipak je moguce saznati da upravo na ovom podrucju poduzeca iskazuju najslabije performanse. Razloge slabih rezultata može se tražiti u cinjenici da je za vecinu poduzeca funkcija odnosa s kupcima zapravo tek nužno zlo. Opcenito se smatra da troskove ove funkcije treba držati na minimumu, a u ovoj službi najcesce rade najmanje placeni i najlosije obuceni zaposlenici cije je mjesto na korporativnoj ljestvici mizerno nisko.

Cited by 0

Core Competency, Core Business and Drilling Performance

Thomas Strenger Proehl · All Days · 2002

Abstract Objective, transparent examination of actual drilling performance data and trends is curiously lacking. This paper defines two categories of drilling actors, risk-management contractors and best-efforts operators. It also defines the terms "core competency", "core business", and "drilling performance". A cardinal grading system for wells, based on grade point averages used in schools is presented. The system is objective, simple, and universally applicable. The total well grade is based on planned objectives versus actual accomplishments, planned versus actual time, and planned versus actual expenditures. Two sets of 50 wells each were graded. One set was drilled on a risk-management basis, the other on a best-efforts basis. On average, the risk-managed wells graded 2.66/4.00 and the best-efforts wells graded 1.60/4.00. The composite risk-managed well was 1.81% over planned days and 2.03% over planned dollars. The composite best-efforts well was 26.57% over planned days and 2.37% over planned dollars. The performance difference is analyzed. Personnel, technology, process issues, and economic theory are considered as root causes. It is concluded that wells drilled by organizations whose core competence is a core business grade higher than those drilled by organizations whose core competence is not a core business. The evidence also supports the conclusion that risk-management contractors plan and drill wells more efficiently than best-efforts operators. Finally, economic risk and reward principles explain most of the performance differential.

Cited by 3

Core skills, courses and competency.

W E Thomas · PubMed · 2000

Early this century, intussusception in childhood was usually fatal. John Hunter, one of the founding fathers of scientific surgery was amongst the first to accurately describe the clinico-pathological features of the condition and one of the great nineteenth century surgeons, Sir Frederick Treves, suggested a plan of management for intussusception which remains little changed up to the present day.

Cited by 26Open access

One Health Core Competency Domains

Rebekah Frankson, William D. Hueston, Kira A. Christian et al. · Greater South Information System · 2016

The emergence of complex global challenges at the convergence of human, animal, and environmental health has catalyzed a movement supporting 'One Health' approaches. Despite recognition of the importance of One Health approaches to address these complex challenges, little effort has been directed at identifying the seminal knowledge, skills and attitudes necessary for individuals to successfully contribute to One Health efforts. Between 2008 and 2011, three groups independently embarked on separate initiatives to identify core competencies for professionals involved with One Health approaches. Core competencies were considered critically important for guiding curriculum development and continuing professional education as they describe the knowledge, skills and attitudes required to be effective. A workshop was convened in 2012 to synthesize the various strands of work on One Health competencies. Despite having different mandates, participants, and approaches, all of these initiatives identified similar core competency domains: management; communication and informatics; values and ethics; leadership; teams and collaboration; roles and responsibilities; and systems thinking. These core competency domains have been used to develop new continuing professional education programs for One Health professionals and help university curricula prepare new graduates to be able to contribute more effectively to One Health approaches.

Cited by 0Open access

HSx Core Competency: Design Thinking

Calhoun: The Naval Postgraduate School Institutional Archive (Naval Postgraduate School) · 2017

Includes a list of related educational materials.

Cited by 0

Professionalism: The “Forgotten” Core Competency

Julie L. Huffmyer, Susan E. Kirk · Anesthesia & Analgesia · 2017

The anesthesiology residents in our program were recently asked to define one of the core competencies of the Accreditation Council for Graduate Medical Education (ACGME): professionalism. They mostly returned lengthy, blank stares. Finally, 1 courageous woman said, “Professionalism is honoring the Anesthesia family name.” We think she delivered fairly close to the mark. A simple, layperson’s definition of professionalism might be: “The skill, good judgment and polite behavior that is expected from a person who is trained to do a job well,”1 but we believe that professionalism for physicians extends beyond a job well done. Important components of professionalism involve noncognitive skills, including communication (language, empathy, integrity, compassion), collaboration (responsibility, respect, duty), and continuous improvement (recognition of limitations, motivation to improve).2 Defining professionalism, however, is considerably easier than teaching it, as highlighted in the article by Mitchell et al3 in this issue of Anesthesia & Analgesia. Professionalism in medicine is a critically important competency to master, yet teaching communication and professionalism to Graduate Medical Education (GME) trainees remains one of the more challenging issues facing training programs’ faculty. Not surprisingly, most educational projects and initiatives during residency tend to focus on improving medical knowledge and patient care, both of which are also ACGME-required core competencies.4 However, there is more to being a physician than the accumulation of medical knowledge or delivering technically sound patient care. In order to succeed as an anesthesiologist and a physician, one must possess both the medical knowledge and the humanistic desire to help and communicate with others. To have one without the other would lead to an incomplete professional, one who is not wholly competent. The importance of professionalism, as well as the association of medical knowledge and clinical expertise with professional behaviors, is well established.5 Medical students with professionalism lapses early in their educational process have higher likelihood to demonstrate issues with professionalism and communication in residency training and later in practice.6 Conscientious behaviors, such as attention to administrative detail and completion of evaluations, have been associated with higher professionalism scores as assessed by resident peers, senior residents, faculty, and nonphysicians (nurses), as well as higher standardized, in-training examination and clinical examination performances.5 Faculty interested in education of residents and those with experience in GME acknowledge that professionalism is important and that professionalism lapses are associated with future unprofessional behaviors and disciplinary action. As educators, perhaps it is possible to identify residents who are at risk for lapses in professionalism, but we have been reticent to take an active role in “teaching” professionalism. Historically there was an assumption by faculty that residents in training would “learn” professionalism skills, just like surgical and technical skills, by observation and apprenticeship of senior faculty. While having good role models and a culture that encourages professional behavior is critical to a good training and learning environment, professionalism skills are not instinctual; indeed, professionalism is not learned if left to the observation and apprenticeship model.7 Moreover, if role modeling is the only tool we use to teach professionalism, what happens when GME trainees are exposed to unprofessional behavior? A landmark study by Asch et al8 in 2009 demonstrated that residents in obstetrics and gynecology programs who trained at institutions with high rates of patient complications carried those traits into practice. Several decades later, practicing obstetricians and gynecologists’ complication rates reflected those of their original training programs, suggesting that a type of imprinting had taken place during their formative years. We can only speculate whether similar imprinting takes place with other competencies such as professionalism or interpersonal communication. However, it gives us pause when we consider the lasting impact that role modeling by faculty physicians might have on trainees. Some anesthesiology training programs have incorporated case-based group discussion, reflection, and evaluation of resident professionalism in the care of patients and interaction with other professionals.9 Aside from these methods, academic anesthesiology has not developed curricula to teach and train our residents in matters of professionalism and communication. We all know instances of newly minted physician faculty who possess great potential to teach trainees, perform research, and provide patient care, but whose careers become derailed as a result of unprofessional behavior or poor communication with resulting disciplinary action. Thus, as anesthesiology educators, we have an obligation to our trainees to more effectively teach and train them in the core competencies of professionalism and communication prior to graduation from residency programs. If, instead, we allow residents to graduate without fully mastering these key skills, we have failed them and their future patients. Briefly, Mitchell et al3 from 4 academic anesthesiology departments across the United States investigated the training that anesthesiology faculty receive in providing feedback regarding communication and professionalism to anesthesiology residents. The authors implemented a video-based educational intervention for faculty designed to encourage high-quality feedback regarding the way trainees interacted with patients. In general, across the 4 institutions, the authors found no significant changes in feedback quantity, quality, utility, or percentage of feedback with constructive comments related to professionalism and communication. Despite having the same video-based educational intervention, some of the individual institutions demonstrated variable, yet transient, improvement in feedback related to professionalism and communication, occurring mainly during the faculty development intervention period. Thus, Mitchell et al suggest that a more sustained approach to faculty development, along with the focus on departmental culture and trainee receptivity to feedback, may indeed lead to enduring improvements in the quality, quantity, and utility of feedback, especially with regard to professionalism and communication to residents. To frame this in the perspective of Asch and his earlier studies, are there ways to imprint these important traits in our graduates of anesthesiology residency programs? In July of this year, the ACGME will enact requirements that deliver new expectations in the area of professionalism.10 Notably, key elements of the learning and working environment must include the concept that excellence in professionalism (must be demonstrated through) faculty modeling of (1) the effacement of self-interest in a humanistic environment that supports the professional development of the physician and (2) the joy of curiosity, problem-solving, intellectual rigor, and discovery. Specifically, “programs, in partnership with their sponsoring institutions, must educate residents and faculty members concerning the professional responsibilities of physicians.” Although these expectations might be clear, and the reasoning behind them easily inferred, the mechanism of how they should be enacted is left up to the individual programs and institutions. Therefore, despite its statistical insignificance, this study in this issue of Anesthesia & Analgesia represents an important first step in the conversation of how to teach professionalism and communication as well as provide better feedback in those competencies. This is an aspect of anesthesiology training in which most of us in our role as educators have not provided sufficient focus. Teaching professionalism and good communication skills to anesthesiology residents may indeed be more important, in the long run, than the number of different methods taught for intubation or peripheral nerve blockade. Regardless of the lack of statistical effect here or in fact because of it, we need more studies and a consensus for how to better provide feedback to trainees regarding professionalism and communication. Our anesthesiology resident trainees today will become our anesthesiology faculty and colleagues tomorrow; the time has come for us to find better ways of teaching professionalism in anesthesiology. DISCLOSURES Name: Julie L. Huffmyer, MD. Contribution: This author helped review the manuscript and write the editorial. Name: Susan E. Kirk, MD. Contribution: This author helped write the editorial. This manuscript was handled by: Edward C. Nemergut, MD.

Cited by 8

Knowledge management - contemporary core competency

Nataša Rupčić, Matej Žic · 2012

Evolucijom ekonomije iz upravljane prema poduzetnickoj ekonomiji, koja se također naziva i ekonomija temeljena na znanju, jedan od temeljnih resursa na kojem se temelji poslovanje poduzeca upravo je znanje. Znanje je pokretac efikasnosti i efektivnost suvremenoga poduzeca. Ono cini temelj njegovih sržnih kompetencija. Najveca vrijednost koju menadžeri, ali i zaposlenici mogu donijeti u proces strateskoga odlucivanja nije njihovo trenutno znanje o problematici, vec sposobnost da traže podatke i rjesenja i efikasno koriste feedback. Drugim rijecima potrebno je izgraditi sustave upravljanja znanjem. S obzirom da u suvremenim uvjetima, a posebno u poduzecu koje funkcionira kao uceca organizacija svi zaposlenici u nekoj mjeri sudjeluju u odlucivanju ili barem daju prijedloge, potreba za sustavnim upravljanjem znanjem jos je veca. Jasno je stoga da je najvrjednijom imovinom poduzeca potrebno znati upravljati. Svrha procesa upravljanja znanjem je uciniti poduzece sto inteligentnijim, tražiti alternativne nacine stjecanja i koris-tenja znanja te tako osigurati dugorocnu održivost. Ako se proces upravljanja znanjem želi razvijati u pravcu paradigme s vlastitim teorijskim pretpostavkama, principima i metodoloskim rjesenjima potrebno se vise usmjeriti na drustvenu stranu stvaranja, razmjene i koristenja znanja. Stoga je potrebno prevladati mehanicisticki pristup u korist drustveno usmjerenoga pristupa, a sto je posebice moguce ako se poduzece transformira prema konceptu ucecega poduzeca.

Cited by 0

Core Competency Four: Relational Dynamic

Lewis Aron · 2017

Psychoanalysis has always recognized that past events, especially early developmental experiences, repeat themselves in the present. The analyst's current view is that working in the here and now not only offers insight to there and then, but is also an opportunity for a new relational experience. Jessica Benjamin addresses the issue "psychoanalysis" by differentiating between what she calls the one-in-the-third and the third-in-the-one. Contemporary Kleinian's view the third as an Oedipal construct, conceiving the third as an aspect of the analyst's mind rather than a shared co-created experience. The conceptualization of thirdness clearly rests upon the assumption that transference and countertransference constitute an intersubjective dyadic system continually influencing each other, and must be resolved in relation to each other. Psychoanalysis has been plagued by its preoccupation with binaries, polarized between theorists and schools that emphasize drive or culture, self or object, attachment or separation, autonomy or relations, the individual or the social, the intrapsychic or the interpersonal.

Cited by 0