PC industry is a highly competitive industry. In this fast changing environment, no company can simply rely on basic core competencies to stay-up with the market & competitions. The growth of global demand for PCs has reached a plateau in recent years, and as products are becoming commoditized the differentiation between products are hardly distinguishable. And price war is inevitable. This study investigated how does a global computer company build and manage its dynamic capabilities to stay competitive and make appropriate adjustment to leverage its dynamic capabilities in the new business. The study finds that in order to sustain competitiveness in the market, corporation needs to look inward and institute a process to manage product and service development and business risks. Having good products and customer relationship are just the starting point for a successful business. A continuous learning system can help company to constantly strive for better improvement and in a long run this becomes a strong driving factor to improve operation excellence. It takes persistent and relentless drive for improvement to make a good company to great. When a company is going to start a new business and break an existing model, one of the effective approaches is to form a special task team that is given the full ownership in making sure the project is successful. In addition, senior management team needs to work closely with the project team via regular meetings and to offer help in clearing roadblocks within the organization and allowing team to think out-of-box and propose necessary changes. Without management support and foster, the chance of success for the special task team is minimal. / PC industry is a highly competitive industry. In this fast changing environment, no company can simply rely on basic core competencies to stay-up with the market & competitions. The growth of global demand for PCs has reached a plateau in recent years, and as products are becoming commoditized the differentiation between products are hardly distinguishable. And price war is inevitable. This study investigated how does a global computer company build and manage its dynamic capabilities to stay competitive and make appropriate adjustment to leverage its dynamic capabilities in the new business. The study finds that in order to sustain competitiveness in the market, corporation needs to look inward and institute a process to manage product and service development and business risks. Having good products and customer relationship are just the starting point for a successful business. A continuous learning system can help company to constantly strive for better improvement and in a long run this becomes a strong driving factor to improve operation excellence. It takes persistent and relentless drive for improvement to make a good company to great. When a company is going to start a new business and break an existing model, one of the effective approaches is to form a special task team that is given the full ownership in making sure the project is successful. In addition, senior management team needs to work closely with the project team via regular meetings and to offer help in clearing roadblocks within the organization and allowing team to think out-of-box and propose necessary changes. Without management support and foster, the chance of success for the special task team is minimal.

本研究以個案公司基層及中階幹部為研究對象，藉由自行發展之符合個案公司文化價值之「領導與管理行為量表」為研究工具，進一步驗證個案公司管理幹部「領導才能」與「工作績效」之關係。 本研究採用立意抽樣法回收有效問卷180份，其中包含：中階：48人（27%）、基層：132人（73%），回收樣本比例符合母體組成比例：中階：219人（26%）、基層：612人（74%）。經量表信、效度分析，結果顯示各分量表內部一致性係數（信度）介於0.74-0.82之間，總量表內部一致性係數（信度）則高達0.96，而效標關聯效度則介於0.32-0.42之間。 最後經由迴歸分析結果顯示：個案公司領導才能對工作績效有顯著正向影響。本研究將有助於個案公司藉由領導力養成，持續強化其組織競爭力。 / The purpose of this study is to develop a behavior scale of leadership and management which fits with the core values of the case company as a tool then try to investigate the relationship of managerial competency and job performance in the managers of entry and middle level of the case company. Based on the method of purposive sampling, the total numbers of valid samples are 180 which include 48 (27%) of middle managers and 132 (73%) of entry level managers. The sample fits with the population which is consisted by 219 (26%) of middle managers and 612 (74%) of entry level managers. After the scale reliability and validity analysis, we found that the Cronbach’s alpha of the subscales are 0.74 – 0.82, of the whole scale is 0.96 and the criterion-related validity is between 0.32 – 0.42 among the subscales. In the final, the regression analysis shows that managerial competency has a significant positive effect on managerial performance. This study would provide the case company with significant insights in strengthen the competitiveness by the leadership development.

本研究旨在探討台北關稅局人員核心能力與人力資源發展之研究，運用問卷調查及深入訪談方式兩種方式，研究發現如下： 一、量化問卷方面 透過問卷調查的方式針對台北關稅局人員進行問卷調查，共發出500份問卷，回收419份，扣除廢卷及填答不完整者17份，有效問卷為402份。並運用次數分配、t 檢定、單因子變異數分析、Pearson相關分析及迴歸分析等方法進行統計分析。 1.不同官等、服務年資在核心能力、基層、中階、高階上達顯著差異。不同年齡在核心能力在中階、高階上達顯著差異。不同教育程度在核心能力、基層、中階、高階上達顯著差異。 2. 不同官等在人力資源發展、教育與發展上達顯著差異。不同服務年資在人力資源發展上達顯著差異。不同年齡在人力資源發展及訓練上達顯著差異、不同教育程度在教育與發展上達顯著差異。 3. 人力資源發展各面向與核心能力各面向間有關聯性。 4. 教育與發展與基層、中階、高階之間有顯著的預測力。 二、深入訪談方面： 1. 關員最需具備核心能力以「業務知能」、「溝通協調能力」、「法規知能」居前三位，可見這三種能力對關員而是最需要具備的核心能力。 2. 關員對訓練方式強化的看法：對於安排訓練課程及時間言，關員有 著多元化的認知端視訓練者針對工作業務性質的不同及受訓者的需 求作靈活運用。 3.關務人員在人力資源發展對教育進修看法：多數受訪者對於教育進修持正面的看法。 4. 關務人員在人力資源發展中個人生涯發展之看法：大多數受訪者認為透過工作輪調來歷練關員，幫助關員生涯發展。 5.新進人員培訓課程的加強及建議：對於新進人員培訓方面，應加強何種訓練課程以提昇核心能力，主張加強「專業知能」居多數。 最後根據研究發現，分別就機關政策面、機關人力資源發展、海關核心能力強化上三方面提出建議，提供其他機關參考。 / This thesis examines the Core Competency and Human Resources Development of Taipei Customs Officers by using questionnaires and interviews. The research findings are summarized as follows: Ⅰ.Quantitative Questionnaires Results Out of 500 questionnaires handed out, 419 were returned, of which 17 were invalid or partially answered, resulting in a total of 402 effective surveys. We used frequency distribution, t tests, one-way ANOVA, Pearson correlation analysis, and regressive analysis to conduct statistical analysis. 1.Customs Officers of different job levels and seniorities displayed significant differences in Core Competency at basic level, middle level and high level. The factor of age also demonstrated significant differences in Core Competency at middle level and high level. The education levels also displayed significant differences in Core Competency at basic level, middle level and high level. 2.Customs Officers of different job levels displayed significant differences in Human Resources Development and Education aspects. Different seniorities show significant differences in Human Resources Development. Different age groups demonstrate significant differences in Human Resources Development and Training. Different education levels reveal significant differences in Education and Development. 3.All aspects of Human Resources Development have direct correlation with the aspects of Core Competency. 4.There is a significant predictability between education & development and career levels (basic, middle, and high). II. Interviews 1.Through the interviews, we concluded that the top three qualities of Core competency are business competency, communication competency, and regulation competency. These are apparently the most valuable elements of Core competency in a custom officer. 2.On intensive training: regarding the training schedule and content areas, most officers have understandings and flexibilities of diversification according to the needs of the trainees and their areas of expertise. 3.On Human Resources Development and Education: Most custom officers hold positive attitude towards continuing education of officers as means of human resource development. 4.On career development: most officers agree that regular job rotations are beneficial to the career development of custom officers. 5.On new officer orientation enhancement and recommendation: regarding the training of new officers, the majorities agree that the most important training is to improve business expertise Core competency. Based on the above findings, the author concluded by making recommendations for Taipei Customs based on administrative policies, human resources development, and the improvement of Core competency and thus provides references for other government agencies.

Cultural competency is theorized as the sensitivity of practitioners from the dominant culture towards the diverse cultural backgrounds of their patients. Less attention is placed on how communication between providers and patients can enable patients to share their health care beliefs. An evidence review of the literature around the conceptualization of cultural competency in health care was performed, and interviews were conducted aiming to understand what immigrant patients perceive as culturally competent care and its effect on the relationship between them and their providers. Definitions of cultural competence varied, and no conclusive studies linking cultural competence to improved health outcomes were found. Findings from the participant interviews helped to address gaps in the literature by confirming a preference for a patient-centred approach to culturally competent care, in addition to identifying pre-existing expectations for the health care encounter and patient-dependent factors as additional elements influencing the physician-patient relationship.

Globalisation yields numerous challenges and continuous changes in the economic environment, rapid technological advancements, and an increased emphasis on organisational competitiveness. The existing practice in the Telecommunications company relied on conventional recruitment-on-vacancy and training. In 1997, a customer contact research programme was launched to review the specific competencies underlying the full range of customer contact roles, in order to understand the constructs which would underlie effective assessment of people for the role of sales and marketing. The aim of this research was to evaluate the effectiveness of an assessment battery in a telecommunications company. The assessment battery measures the participants' essential skills, behaviour and performance to bring about critical development action. The Work Profiling System (WPS) and Subject Matter Experts in the Sales Division identified the fifteen competencies. The assessment battery consisted of Ability Tests: Verbal Evaluation (VCC3) and Numerical Evaluation (NCC4), and a personality questionnaire: Customer Contact Styles Questionnaire (CCSQ7.2). The Customer Contact Competency Inventory (CCCI) was electronically administered to the sales representatives' respective managers in 2006, to give objective 360" feedback. The study population (n=97) consisted of sales representatives working in a Telecommunication company. The objectives for this research were to validate the chosen selection battery for the sales representatives, and determine its relation to manager-rated performance. Descriptive and inferential statistics were used to analyse the data. Stepwise multiple regression analyses were carried out to determine whether the independent variables (CCSQ7.2 and Ability Tests) hold any predictive value regarding the dependent variable (CCCI). The results of the regression analyses showed that Verbal Evaluation (VCC3) was a significant predictor of: Convincing, Communicating Orally, Results Driven. Problem Solving and Organisation. Modest (R4) was a significant predictor of Convincing. Participative (R5) was a significant predictor of Problem Solving and Organisation. Overall, it can be stated that there is a significant relationship between the test battery and job performance. The results in this study reflect that correlations between personality, ability and performance were small to moderate. This is lower than expected and what is found in similar international research. This is probably due to the flawed criterion. The results should be used with caution to prevent making a Type I1 error. Recommendations for future research are made. vii / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2007.

This research explores the leadership constructs of global leaders and Chinese managers in multi-national corporations (MNCs) in order to understand whether their constructs are misaligned, and if so, in what ways. To address these questions, data was gathered via repertory grid test interviews with 31 global leaders and 59 Chinese managers in six MNCs’ China organizations. Analysis subsequently revealed that global leaders rely upon twelve key constructs to define global leadership capability and potential. These are: creative, drive to improve, communication skill, collaborative style, charisma, professional knowledge and experience, visionary, cross culture, flexibility, confidence, team development and emotional intelligence. Crucially however, half of the global leaders’ key constructs were not identified as important to Chinese managers; furthermore, most of the missing constructs resonate with charismatic and transformational leadership characteristics, indicating a gap between the two groups’ leadership concepts. Subsequently, both groups of leaders’ leadership constructs were compared with their respective companies’ Leadership Competency Frameworks. The results again revealed gaps, suggesting reliance upon headquarter-developed leadership frameworks to communicate leadership expectations and develop local leaders is either deficient, or inappropriate. The global leaders and Chinese managers’ perspectives on Chinese managers’ career barriers were also explored, with the evidence indicating that perceptions of both groups are influenced by their own cultural assumptions. As the global leaders’ perspectives aligned with their own leadership constructs but Chinese managers were not aware of the importance of those constructs, it seems to support the contention that a bias may exist when global leaders evaluate Chinese managers’ leadership capability and potential.

This study investigates the correlation between students' learning styles, computer competency and student satisfaction in Web-based distance learning. Three hundred and one graduate students participated in the current study during the Summer and Fall semesters of 2002 at the University of North Texas. Participants took the courses 100% online and came to the campus only once for software training. Computer competency and student satisfaction were measured using the Computer Skill and Use Assessment and the Student Satisfaction Survey questionnaires. Kolb's Learning Style Inventory measured students' learning styles. The study concludes that there is a significant difference among the different learning styles with respect to student satisfaction level when the subjects differ with regard to computer competency. For accommodating amd diverging styles, a higher level of computer competency results in a higher level of student satisfaction. But for converging and assimilating styles, a higher level of computer competency suggests a lower level of student satisfaction. A significant correlation was found between computer competency and student satisfaction level within Web-based courses for accommodating styles and no significant results were found in the other learning styles.

Competency-based education is intended to benefit working non-traditional students who have knowledge and skills from prior work experiences, but it also enables self-motivated students to accelerate their time to degree, thereby increasing affordability and efficiency. Competency-based education clarifies what a credentialed student will be able to do and makes assessment more transparent and relevant to those outside of higher education. Competency-based education has arisen in response to the problem defined by the national reform discourses of accountability and affordability. In the first manuscript, History & Objections Repeated: Re-Innovating Competency-Based Education, I review the history of social efficiency reform efforts in American education in order to re-contextualize the “innovation” of competency-based education as a repackage of older ideas to fit the public’s current view of what needs to be fixed in higher education. I discuss the concept of “efficiency” and how it has been interpreted in the past and today with regard to competency-based education and its rejection of an earlier attempt at increasing efficiency in education: the Carnegie credit hour. For the second manuscript, Framing Competency-Based Education in the Discourse of Reform, I analyzed four years of news articles and white papers on competency-based education to reveal the national discourses around competency-based education. I used thematic discourse analysis to identify diagnostic and prognostic narrative frames (Snow & Benford, 1988) that argue for and against competency-based education. These frames were put in the context of the politicized conversation around the current main issues in higher education: access, attainment, accountability, and affordability. Each of these issues provided a foundation of coding the discourse which was then shaped by the context of competency-based education, particularly its positioning as a solution to the Iron Triangle dilemma of decreasing cost while increasing access and quality. The third manuscript, Idea and Implementation: A Case Study of KCTCS’s CBE Learn on Demand, involves an institutional case study of a competency-based education program, Learn on Demand (LOD), within the Kentucky Community and Technical College System (KCTCS). Eleven semi-structured interviews were conducted with student success coaches, faculty, and staff who are directly involved with the program across seven different colleges, and documents such as marketing materials, presentations, and administrator-written articles were also analyzed as a representation of the official discourse of the program. As institutions start to explore and develop competency-based education programs, the faculty and administrators at those institutions are likely influenced by the intersection of pre-existing organizational and subgroup culture, societal beliefs about the definition and purpose of education, and how innovations may shape the experiences of individuals. Through interviewing individuals, I was able to parse out the impacts of both institutional politics and innovation-related concerns on the success of implementation.

Dissertation submitted in partial compliance with the requirements for the Masters Degree in Technology: Education (Management), Technikon Natal, 1999. / In 1992 the National Education Co-ordinating Committee published a National Education Policy Investigation (NEPI) report in which emerging curriculum alternatives for South Africa were discussed. In 1994 the National Department of Education sponsored discussions which led to the introduction of Curriculum 2005, a curriculum based on outcomes (OBE). OBE represents a paradigm shift from a system emphasising syllabus and content to one where prescribed outcomes are of critical importance. Workshops were conducted by the National and Provincial Departments of Education and NGOs to introduce and train Grade 1 teachers in OBE. Some principals reported that they were invited to one-day workshops on OBE. This study is an investigation into the management skills required by Junior Primary school (Foundation Phase) principals in the Amanzimtoti District in the implementation of Curriculum 2005. This is an exploratory study of the role of the principal in the implementation of / M

D.Litt. et Phil.