Core Competencies for Serious Illness Conversations: An Integrative Systematic Review

Objective: The Serious Illness Care Program was developed to support goals and values discussions between seriously ill patients and their clinicians. The core competencies, that is, the essential clinical conversation skills that are described as requisite for effective serious illness conversations (SICs) in practice, have not yet been explicated. This integrative systematic review aimed to identify core competencies for SICs in the context of the Serious Illness Care Program. Methods: Articles published between January 2014 and March 2023 were identified in MEDLINE, PsycINFO, CINAHL, and PubMed databases. In total, 313 records underwent title and abstract screening, and 96 full-text articles were assessed for eligibility. The articles were critically appraised using the Joanna Briggs Institute Critical Appraisal Guidelines, and data were analyzed using thematic synthesis. Results: In total, 53 articles were included. Clinicians' core competencies for SICs were described in 3 themes: conversation resources, intrapersonal capabilities, and interpersonal capabilities. Conversation resources included using the conversation guide as a tool, together with applying appropriate communication skills to support better communication. Intrapersonal capabilities included calibrating one's own attitudes and mindset as well as confidence and self-assurance to engage in SICs. Interpersonal capabilities focused on the clinician's ability to interact with patients and family members to foster a mutually trusting relationship, including empathetic communication with attention and adherence to patient and family members views, goals, needs, and preferences. Conclusions: Clinicians need to efficiently combine conversation resources with intrapersonal and interpersonal skills to successfully conduct and interact in SICs.

When Does Group Efficacy Deteriorate Group Performance? Implications of Group Competency

While the social cognitive theory suggests that a group’s efficacy belief enhances its performance, emerging evidence indicates that this relationship is more complex than it appears to be. This study explores the boundary conditions of this relationship using the data of 389 employees from 41 work groups in a manufacturing company in South Korea. The results show that group efficacy is positively related to group performance and that this relationship is stronger when members are generally incompetent than competent. We also found that a bottleneck, which is operationalized as a group’s minimum competency, in an efficacious group is at least one condition that forms a negative relationship between group efficacy and its performance.

Vocational Training in Virtual Reality: A Case Study Using the 4C/ID Model

Virtual reality (VR) is an emerging technology with a variety of potential benefits for vocational training. Therefore, this paper presents a VR training based on the highly validated 4C/ID model to train vocational competencies in the field of vehicle painting. The following 4C/ID components were designed using the associated 10 step approach: learning tasks, supportive information, procedural information, and part-task practice. The paper describes the instructional design process including an elaborated blueprint for a VR training application for aspiring vehicle painters. We explain the model’s principles and features and their suitability for designing a VR vocational training that fosters integrated competence acquisition. Following the methodology of design-based research, several research methods (e.g., a target group analysis) and the ongoing development of prototypes enabled agile process structures. Results indicate that the 4C/ID model and the 10 step approach promote the instructional design process using VR in vocational training. Implementation and methodological issues that arose during the design process (e.g., limited time within VR) are adequately discussed in the article.

Competencies of Sustainability Professionals: An Empirical Study on Key Competencies for Sustainability

This paper presents an empirical study on key competencies for sustainable development. Over a period of two years, we collected empirical data on competencies of senior sustainability professionals by using an action research approach. Data collection took place in Belgium Flanders via an elaborate iterative action-reflection process including an interactive workshop, interviews, and an online survey. Our analysis provides strong empirical evidence for the existence of two complementary competency clusters, namely sustainability research competencies and sustainability intervention competencies. Together they enable the profound analysis and understanding of sustainability issues and ensure the ability to devise solutions and foster change towards sustainability. Furthermore, we shed a first light on the interaction of these competency clusters and their link with the practitioners’ topical knowledge and lived experience. This study bridges the divergence in literature between theoretically and empirically driven research and offers novel insights on sustainability competencies for the fields of sustainability science, human resource management, and higher education.

Human Resource Development Review’s 20th Anniversary of Publication: Main Topics and Influence

To celebrate Human Resource Development Review’s (HRDR’s) 20th anniversary of publication, I was asked by the HRDR Editor-in-Chief to conduct a topic analysis of HRDR articles over the past two decades. The purpose of this study, therefore, is to identify major topics from all HRDR articles published from 2002–2021 by reviewing keywords and citation frequency. After identifying 394 articles (excluding editorials), the main topics and the most influential articles were identified. Literature review articles followed by employee engagement were the most frequently cited over the past 20 years. In the future, there is a need to conduct more in-depth analysis to better understand the relevant topics and influence of HRDR articles using accurate categories and advanced techniques.

Family caregiver competence in managing behavioral and psychological symptoms of dementia: A concept synthesis

AIM

This study aimed to identify the attributes of "family caregiver competence in managing behavioral psychological symptoms of dementia".

METHODS

Six electronic databases were searched for studies published between January 1990 and June 2017 with the key words "dementia", "behavioral psychological symptoms of dementia", "caregiver", "coping (managing)", and "competence". From the final fully reviewed 26 articles, descriptions related to family caregiver's dealing with behavioral psychological symptoms of dementia were extracted first. Then, based on Walker and Avant's concept synthesis, the concept of "family caregiver competence in managing behavioral psychological symptoms of dementia" was explored.

RESULTS

Four attributes, namely "Judging", "Empathizing", "Adjusting", and "Reflecting", comprised of ten categories were identified as constituting the concept of family caregiver competence in managing the behavioral psychological symptoms of dementia. As a meta competence, "reflecting" may play a significant role in improving family caregiver competence by interacting with the other dimensions of competence in managing symptoms.

CONCLUSIONS

Based on the suggested conceptual model, education or training programs could be developed to improve family caregiver competence in managing behavioral psychological symptoms of dementia. To refine the attributes found in this study, field studies including observations of and interviews with family caregivers need to be conducted. Studies exploring the associations between these attributes are also of value.

The Competences from the Perception and Practice of University Students

There is a growing importance of competences as an essential curricular element in higher education since they allow for the transfer of knowledge to diverse academic and professional contexts. For the foundation, taxonomy and classification of this study, we obtained ratings from 543 students at two prestigious Spanish universities. The different competences were grouped by management and planning, higher cognitive skills, quality management and innovation, expression and communication and knowledge acquisition. We evaluated the attitudes of university students regarding competences in a pedagogical design; it was expected that students valued the importance of competencies in pedagogical contexts and the skill in these competences. Students highlighted the importance of management and planning, higher cognitive skills, quality management and innovation, expression and communication, knowledge society and teamwork. A correlation analysis between the importance of and skill in the studied competences was also included. Obtained data detail the importance that students give to competences. The participants also detailed the deficiencies in their skill on most competences. The lack of correlation between importance and skill is detailed, as well as the importance of management and planning competences in curricular design in higher education.

Graduate Employability and Competence Development in Higher Education—A Systematic Literature Review Using PRISMA

This paper aims to develop a systematic review on graduate employability and competence development, intending to present an international perspective on the matter. It analyses the role of higher education institutions in promoting the development of competences for employability. The Preferred Reporting Items for Systematic Reviews (PRISMA) statement was used as a formal systematic review guideline for data collection. Data was obtained from research studies over the period 2009–2019. The analysis included a total of 69 papers from Web of Science (WoS) and Scopus databases. Results show that Europe leads the number of publications on these topics during the past decade. One of the main issues associated with competence development and graduate employability found in the review is related to the (mis)match between university graduates’ competences and employers’ needs. Findings indicate that higher education institutions are concerned with using strategies to enhance the development of competences for graduate employability. Graduate employability and competence development around the world depend on a strong sense of innovation and collaboration practices implemented in higher education.

Nursing competencies across different levels of palliative care provision: A systematic integrative review with thematic synthesis

BACKGROUND

Palliative care exists in diverse healthcare settings. Nurses play a crucial role in its provision. Different levels of palliative care provision and education have been recognized in the literature. Therefore, nurses need a set of various competencies to provide high-quality palliative care.

AIMS

To systematically synthesize the empirical evidence of (1) nursing competencies needed in palliative care and (2) whether these competencies differ across the level of palliative care.

DESIGN

Systematic integrative review with thematic synthesis. Prospero: CRD42018114869.

DATA SOURCES

CINAHL, PubMed, Academic Search Premier, Scopus and Medic databases. Studies on nursing competencies linked to palliative care reported in English, Swedish, Finnish, Spanish, Portuguese or German were considered. Search terms: 'palliative care or hospice care or end-of-life care', 'competency or professional competence or skills' and 'nursing'. Articles were independently screened and reviewed by two researchers. Quality appraisal was conducted following Hawker's criteria.

RESULTS

A total of 7454 articles were retrieved, 21 articles were included in the analysis. Six diverse nursing competencies dimensions, namely leadership, communication, collaboration, clinical, ethico-legal and psycho-social and spiritual were identified. The reports rarely defined the level of palliative care and covered a wide array of healthcare settings.

CONCLUSION

Nurses need a wide range of competencies to provide quality palliative care. Few studies focused on which competencies are relevant to a specific level of palliative care. Further research is needed to systematize the nursing competencies and define which nursing competencies are central for different levels of palliative care to enhance palliative care development, education and practice.

Towards Identifying the Soft Skills Needed in Curricula: Finnish and Italian Students’ Self-Evaluations Indicate Differences between Groups

Background: The identification of soft skills by Higher Education (HE) students is important for curriculum design, as is to evaluate if the students’ soft skills are adapted to the needs of the socioeconomic environment. This paper presents a study conducted to determine to what extent Finnish and Italian students’ perceptions of their own soft skills differ. Methods: The cohort of the study consisted of 80 Finnish and 80 Italian HE students. Results: The results reveal that, regardless of cultural aspects, both groups share specific soft skills whilst showing significant differences in others. The observed differences in the profiles of the two countries are explained on the basis of the cultural and curricula design frameworks that are well established in Finland and Italy. Conclusions: The implications of the findings for HE teachers and researchers are presented, which may bear relevance in guiding the implementation of curriculum design in Finland, Italy and beyond.

Competences to Address SDGs in Higher Education—A Reflection on the Equilibrium between Systemic and Personal Approaches to Achieve Transformative Action

Competence-oriented teaching that leads to the sustainable transformation of both the individual and society requires a holistic learning process that addresses the cognitive, socio-emotional and behavioural domains of learning in a balanced way. This article questions whether a personal dimension of competences (addressing the individual’s values, attitudes, and lived experiences) is relevant for higher education in addition to the systemic dimension (learning objectives emphasizing cognitive processes). A theoretical concept for analysing competence frameworks from this point of view was developed in a multi-step qualitative research process: two existing competence frameworks underpinning international ESD policies were compared and, based on the findings, an analytical tool to analyse competence dimensions was drafted as a two-dimensional matrix. This tool was tested on competence frameworks reported in the literature and on examples from practice in confrontation with related academic discussion. The analysis of sustainability competences with this tool illustrates the transformative dimension on a scale from holistic thinking through future orientation to achieving transformation, and the normative dimension that indicates the complementarity of the personal and systemic character of competences. The analysed competence frameworks include competences more or less evenly distributed in both dimensions; the competences in the socio-emotional learning domain were often associated with envisioning change and achieving sustainable transformation. As anticipating the future in an active way is relevant for sustainability-oriented HE programs, not only should this dimension of competences be afforded greater consideration, but pedagogies addressing the personal level should also be further investigated and implemented in HE.

A practical framework for remediating unprofessional behavior and for developing professionalism competencies and a professional identity

The relatively new term "Professional Identity Formation" (PIF) complements behavior-based and attitude-based perspectives on professionalism. Unprofessional behavior and its remediation should also be addressed from this perspective. However, a framework is needed to guide discussion and remediation of unprofessional behavior, which can encompass behavior-based, attitude-based, and identity-based perspectives on professionalism. To this end, the authors propose a multi-level professionalism framework which describes, apart from professional behavior, more levels which influence professional performance: environment, competencies, beliefs, values, identity, and mission. The different levels can provide tools for educators to address and discuss unprofessional behavior with their students in a comprehensive way. By reflecting on all the different levels of the framework, educators guard themselves against narrowing the discussion to either professional behavior or professional identity. The multi-level professionalism framework can help educators and students to gain a better understanding of the root of unprofessional behavior, and of remediation strategies that would be appropriate. For despite the recent emphasis on PIF, unprofessional behavior and its remediation will remain important issues in medical education.

Healthcare professionals' ethical competence: A scoping review

AIM

The aim of this study was to examine the extent and nature of the available research literature on healthcare professionals' ethical competence and to summarize the research findings in this field.

DESIGN

A scoping review guided by Arksey and O'Malleys methodological framework was conducted.

METHODS

Six databases including Pubmed/Medline, CINAHL, Web of Science Core Collection, PsycInfo, Philosophers' Index, and Scopus were searched systematically. Of 1,476 nonduplicate citations, 17 matched the inclusion criteria.

RESULTS

Findings revealed that healthcare professionals' ethical competence is a limited but topical research area. The focus areas of the studies were conceptualization, measuring, and realization of the ethical competence. The studies provided varying definitions and constructions for ethical competence and a few instruments to measure ethical competence were identified. Research in this area seems to be in a transition phase from theorization to empirical measurement. Methodologically, the research was rather heterogeneous and mainly focused on nurses.

Construction manager’s technical competencies in Malaysian construction projects

Purpose

Problems of Malaysian construction industry have often been associated, in part to incompetent construction manager (CM) when managing the construction projects. Although various education and training provisions have been introduced, critics argue that the provisions have not been effective. Central in the debate on the adequacy of the CM education and training offered is the answer to the question of “what constitutes the technical competency of the CM?” The purpose of this paper is to present the study that identifies the technical competencies required by the CM to address the question.

Design/methodology/approach

Multi-layered thematic analysis of literature was first carried out to identify the technical competency elements. Then, interviews were undertaken to confirm the elements of competencies. It was followed with questionnaire surveys to test the validity of the technical competencies against different contractors’ category and grade/size.

Findings

The findings suggest that the technical competencies of CM are generic, regardless of the size of construction organisation or the types of projects they undertake. A total of 16 CM technical competencies were identified which include the ability to manage: staff, materials, labour, plant, sub-contractors, safety, money, quality, time, environment, site administration, pre-construction activities, project closeout and handover, third parties, computer literacy, and construction contract.

Originality/value

The findings suggest that generic education and training is possible to develop technically competent CM. It also provides insights to the CM technical competencies which the industry is expecting.

A Delphi study to validate competency-based criteria to assess undergraduate midwifery students' competencies in the maternity ward

BACKGROUND

workplace learning plays a crucial role in midwifery education. Twelve midwifery schools in Flanders (Belgium) aimed to implement a standardised and evidence-based method to learn and assess competencies in practice. This study focuses on the validation of competency-based criteria to guide and assess undergraduate midwifery students' postnatal care competencies in the maternity ward.

METHOD

an online Delphi study was carried out. During three consecutive sessions, experts from workplaces and schools were invited to score the assessment criteria as to their relevance and feasibility, and to comment on the content and their formulation. A descriptive quantitative analysis, and a qualitative thematic content analysis of the comments were carried out. A Mann-Whitney U-test was used to investigate differences between expert groups.

FINDINGS

eleven competencies and fifty-six assessment criteria were found appropriate to assess midwifery students' competencies in the maternity ward. Overall median scores were high and consensus was obtained for all criteria, except for one during the first round. Although all initial assessment criteria (N=89) were scored as relevant, some of them appeared not feasible in practice. Little difference was found between the expert groups. Comments mainly included remarks about concreteness and measurability.

CONCLUSION

this study resulted in validated criteria to assess postnatal care competencies in the maternity ward.

Physiotherapists' perceptions of workplace competency: a mixed-methods observational study

Objectives Workplace-based competency is increasingly considered fundamental to patient safety and quality healthcare. The aim of the present study was to identify and describe physiotherapists' perceptions of workplace competency. Methods The present study was a mixed-methods cross-sectional observational study. Thematic and descriptive analysis of qualitative and survey data were undertaken. Forty-six physiotherapists employed at a metropolitan acute public hospital participated in interviews or focus groups; a subgroup of 31 participants also completed an online survey. Results Five main themes were identified: (1) despite the availability of workplace learning opportunities and supports, less-experienced staff reported limited confidence; (2) assessment and feedback around workplace competency was limited, predominantly informal and unstructured, with less than half of the cohort (42%) agreeing feedback received was useful for improving their workplace skills; (3) practicing within individual scope is an important aspect of workplace competency as a physiotherapist; (4) most (81%) agreed it was important for them to self-determine their learning and development goals, and they relied primarily on informal discussion to achieve these goals; and, (5) physiotherapists felt motivated regarding workplace learning, with 97% interested in developing their workplace skills however, nearly half (45%) did not feel they had sufficient time to do so. Conclusions The perceptions of physiotherapists working in a metropolitan acute public hospital are reflected in five themes. These themes elucidate how workplace competency is supported, maintained and developed among physiotherapists in this setting. These themes also highlight key challenges of workplace learning faced by this cohort of physiotherapists and allude to methods that may assist with improving feedback mechanisms and knowledge acquisition. What is known about this topic? Studies investigating employee perceptions around workplace competency, knowledge, skills and learning are found across a range of industries. Workplace-based competency is increasingly considered fundamental to patient safety and quality health care. There is little known about physiotherapists' perceptions of workplace competency. What does this paper add? This study has identified and described themes around physiotherapists' perceptions of their workplace knowledge and skills. What are the implications for practitioners? The themes identified provide support for the development, implementation and evaluation of a workplace-based competency framework for physiotherapists.

Dimensions of professional competences for interventions towards sustainability

This paper investigates sustainability competences through the eyes of professional practitioners in the field of sustainability and presents empirical data that have been created using an action research approach. The design of the study consists of two workshops, in which professional practitioners in interaction with each other and the facilitators are invited to explore and reflect on the specific knowledge, skills, attitudes and behaviours necessary to conduct change processes successfully towards sustainability in a variety of business and professional contexts. The research focuses on the competences associated with these change processes to devise, propose and conduct appropriate interventions that address sustainability issues. Labelled 'intervention competence', this ability comprises an interlocking set of knowledge, skills, attitudes and behaviours that include: appreciating the importance of (trying to) reaching decisions or interventions; being able to learn from lived experience of practice and to connect such learning to one's own scientific knowledge; being able to engage in political-strategic thinking, deliberations and actions, related to different perspectives; the ability for showing goal-oriented, adequate action; adopting and communicating ethical practices during the intervention process; being able to cope with the degree of complexity, and finally being able to translate stakeholder diversity into collectively produced interventions (actions) towards sustainability. Moreover, this competence has to be practised in contexts of competing values, non-technical interests and power relations. The article concludes with recommendations for future research and practice.

Linking teacher competences to organizational citizenship behaviour

Purpose

– The purpose of this paper is to examine relationship between teacher competences and organizational citizenship behavior (OCB) with empowerment as a mediating factor.

Design/methodology/approach

– The study took a cross-sectional descriptive and analytical design. Using cluster and random sampling procedures, data were obtained from 383 usable questionnaires. Data were analyzed through SPSS and Analysis of Moment Structures.

Findings

– Results indicated that planning, continuous assessment and initiating as operant teacher competences were significantly and positively related to empowerment. Also, empowerment was significantly and positively related to OCBs. Similarly, empowerment came out as a full mediator of the relationship between the teacher competences and OCBs.

Practical implications

– The study is relevant in that heads of schools will ensure they set up and implement human resources policies and practices that are favorable to building empowerment and OCB. School heads will be able to closely adhere to planning, initiating and continuous assessment rules in order to promote teacher empowerment and OCB. Government could appraise school heads based on whether they can successfully implement operant competence related rules on the employees

Originality/value

– The findings theoretically reconceptualize competences from the objectivist to the constructivist perspective. Planning, initiating, continuous assessment and empowerment make significant variations in OCB. The study demonstrates that empowerment translates the inputs of teacher competence into OCB.

Consensus-Based Palliative Care Competencies for Undergraduate Nurses and Physicians: A Demonstrative Process with Colombian Universities

BACKGROUND

A World Health Assembly (WHA) resolution adopted in 2014 strongly encourages member states to integrate palliative care (PC) in undergraduate training for health professionals.

OBJECTIVE

The study objective was to describe a consensus-based process workshop to develop PC competences for medical and nursing schools in Colombia and to present a summary of the findings.

METHODS

The workshop included 36 participants representing 16 medical and 6 nursing schools from 18 universities in Colombia. Participants were distributed in four thematic groups. Using the International Association for Hospice and Palliative Care (IAHPC) List of Essential Practices (LEP) as guidance, they were asked to discuss and define PC competencies at the undergraduate level. Participants provided feedback and approved each recommendation, and then were asked to complete an evaluation.

RESULTS

The resulting competences were separated into six categories: (1) Definition and Principles of PC, (2) Identification and Control of Symptoms, (3) End-of-Life Care, (4) Ethical and Legal Issues, (5) Psychosocial and Spiritual Issues, and (6) Teamwork. A comparative analysis revealed that treatment of several symptoms in the IAHPC LEP (pain, dyspnea, constipation, nausea, vomit, diarrhea, delirium, and insomnia) were included in the competencies. All of the IAHPC LEP related to psychological/emotional/spiritual care was included. The evaluation rate of return was 80%. The assessment was very positive: total score of 4.7/5.0; SD = 0.426), with 89% considering the workshop to be helpful.

CONCLUSION

The workshop provided an opportunity for individuals from different disciplines to discuss competencies and achieve consensus. The resulting competencies will be helpful in the development of PC curricula for physicians and nurses throughout schools in Colombia and other countries.

Technical Competency of Construction Manager in Malaysian Construction Industry

Primarily due to contractors’ faults, construction industries in Malaysia have been facing problems such as delays, wastages, cost overruns and others. Inability of construction manager (CM) to efficiently manage construction projects is the major contribution to projects’ failure, and the lack of terms of reference on the technical competency for CM are believed to be the major setback. This paper reports the results of a preliminary study which was carried out to identify the technical competencies of CM. Exploratory mixed research methods were selected by employing qualitative and quantitative approaches. Multi-layered thematic analysis was embedded into literature analysis to maintain reliability and then validate through structured interviews. It was found that CM requires several technical competencies including managing staff, materials, labours, plants, sub-contractors, safety, money, quality, time, environment, administration, pre-construction, closeout and handover, responsibility to other parties, computer literacy, and administration of construction contract. Hence, the technical competencies for CM are believed to be exhaustive and holistic in singling out the appropriate technical knowledge and skills, and bring about numerous advantageous towards technically competent CM.

The Role of the Star Player in a Cohesive Group

Based on social learning theory, we explore when the most competent member in the group leads to high group performance. We argue that the most competent member in the group increases group performance in high cohesive groups where members interact more frequently and maintain closer relationships with one another. To examine this, we used multisource data collected in two waves from an organization in South Korea. The results indicate that the highest competency within the group is positively related to group performance being perceived by the group members and by the upper management in cohesive groups. Moreover, we found different patterns for the group performance rated by different sources.

The relationship between competencies acquired through Swiss academic sports science courses and the job requirements

In view of the changes in and growing variety of sports-related occupations, it is highly relevant for educational institutions to know how well the educational contents of their sport science courses meet the professional requirements. This study analyses the relationship between the competencies acquired through academic sports science courses and the requirements of the relevant jobs in Switzerland. The data for this empirical analysis were drawn from a sample of n = 1054 graduates of different academic sport science programmes at all eight Swiss universities. The results show that academic sport science courses primarily communicate sports-specific expertise and practical sports skills. On the other hand, most graduates consider that the acquisition of interdisciplinary competencies plays a comparatively minor role in sport science education, even though these competencies are felt to be an important requirement in a variety of work-related environments and challenges.

Veränderung subjektiver Kompetenzeinschätzungen von Lehramtsstudierenden im Praxissemester

Im Rahmen der Reform der Lehrerausbildung in Deutschland sind Praxisphasen und die Gestaltung der Lernbegleitung Studierender während dieser Phasen besonders im Blick. Dabei fehlen bislang Analysen von Zusammenhängen zwischen der Lernbegleitung und den Kompetenzeinschätzungen von Lehramtsstudierenden in Praxisphasen. Die Studie untersucht die Veränderung subjektiver Kompetenzeinschätzungen von Lehramtsstudierenden und betrachtet Zusammenhänge dieser mit der wahrgenommenen Lernbegleitung im Rahmen eines Praxissemesters. Hierzu wurden N = 221 Lehramtsstudierende vor und nach einem Praxissemester schriftlich befragt. Die Ergebnisse zeigen systematische Zusammenhänge zwischen der universitären Lernbegleitung und den Veränderungen in den Kompetenzeinschätzungen der Studierenden. Insbesondere die wahrgenommene Lernbegleitung in den universitären Begleitseminaren stellt einen Prädiktor für die Zuwächse in den Kompetenzselbsteinschätzungen während des Praxissemesters dar.

Weak knowledge for strengthening competences: A practice-based approach in assessment management

The aim of this article is to demonstrate the importance of local knowledge for the design of assessment tools intended to develop and enhance human resources in organizations. With respect to the standardization of assessment procedures brought about by the application of universal and global reference models, the article uses a case study to illustrate the potentialities and shortcomings of using a local approach. After a brief survey of the main theoretical frames of reference, the article describes how local knowledge was used at an assessment centre set up at a multinational operating in the maritime transport sector, with a view to developing the competences required by the company. The article describes and discusses the ways in which certain classic knowledge management situations were adapted at the assessment centre to local needs and conditions, and the main results obtained. Finally discussed are the practical and social implications, as well as the limitations and the transferability, of a local approach to assessment.

Portfolios for assessment and learning: AMEE Guide no. 45

In 1990, Miller wrote that no tools were available for assessment of what a learner does when functioning independently at the clinical workplace (Miller 1990 ). Since then portfolios have filled this gap and found their way into medical education, not only as tools for assessment of performance in the workplace, but also as tools to stimulate learning from experience. We give an overview of the content and structure of various types of portfolios, describe the potential of electronic portfolios, present techniques and strategies for using portfolios as tools for stimulating learning and for assessment, and discuss factors that influence the success of the introduction. We conclude that portfolios have a lot of potential but that their introduction also often leads to disappointment, because they require a new perspective on education from mentors and learners and a significant investment of time and energy.