Diss. (sammanfattning) Stockholm : Karolinska institutet, 2007. / Härtill 4 uppsatser.

Thesis (M.A.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 92-98).

Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2008. / Bibliography: p. 404-418.

Thesis (M.A.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 92-98). Also available in print.

Thesis (M.A.)--University of Hong Kong, 1987. / Also available in print.

In recent decades, the conceptualisation of translation competence and its development has attracted significant attention from translation researchers. Existing literature on translation competence is characterised by the prevalence of multi-componential models of translation competence, with inadequate attention paid to the interplay between competence components in the translation process. Therefore, this doctoral research sets out to re-conceptualise translation competence from a problem-solving perspective so as to understand translation competence and its development in the translation process. By re-defining and re-modelling translation competence with inspiration from problem-solving studies, this research proposes a conceptualisation of translation competence and its development that accommodates the translation process and the learning process. In order to validate the relevance of the proposed theoretical framework, a longitudinal study was conducted among a small group of Chinese students from an MA translation programme, using the translation task-based interview as the main research instrument. Findings from the empirical study have demonstrated the relevance and strength of the theoretical framework as well as revealing individual and shared paths of translation competence development among the learners. This research enriches the current understanding of translation competence and its development. It introduces a fresh perspective for conceptualising translation competence, proposes an effective instrument for empirical competence research, and identifies possible directions for further research. It also has practical implications for translation pedagogy, offering theoretical and empirical support for some recent approaches and trends in translator education and training.

O emprego da noção de competência seja na perspectiva do individuo ou na perspectiva organizacional, ainda é marcado por uma grande heterogeneidade no que se refere às definições, conceitos e classificações de competência, especialmente quando se trata de pensar competência na perspectiva organizacional. Uma das questões que parece estar no centro deste debate é que, apesar da aparente simplicidade do conceito de competência organizacional, sua utilização nas organizações tem sido considerada relativamente complexa, já que a aplicação deste conceito não aceitaria um tratamento homogêneo e unidimensional, condição que em geral acompanha a apropriação das práticas gerenciais mais difundidas entre as organizações. Visando contribuir com novas referências para este debate, este trabalho teve como objetivo identificar e analisar as evidências relacionadas à aplicação do conceito de competência organizacional em uma empresa industrial do setor automotivo. Para tanto, após a revisão teórica, foi estruturado um framework na tentativa de sistematizar diferentes percepções acerca do conceito de competência organizacional e sua relação com a lógica estratégia das empresas, uma vez que este conceito se desenvolve na dimensão estratégica das organizações. Utilizando este framework como direcionador da pesquisa realizou-se um estudo de caso na empresa Marcopolo S.A. Participaram da coleta de dados, através de entrevistas semi-estruturadas, dois diretores e dois gerentes, além de três fornecedores parceiros da empresa. Foram analisados, além das entrevistas, documentos da empresa disponíveis no site e outros fornecidos pela mesma, assim como informações obtidas em entidades do setor automobilístico e trabalhos acadêmicos realizados anteriormente na empresa. Como resultado encontrou-se evidencias de que o conceito de competência, na dimensão estratégica da organização, não está sendo aplicado na sua totalidade como descrito na literatura. Contudo, foram constatados vários pontos em comum entre o framework aqui proposto e a aplicação do conceito de competência na elaboração da lógica estratégica da Marcopolo S.A. / The use of the competence concept either on the individual perspective or on the organizational perspective is still characterized by great heterogeneity in regards to the definitions, concepts, and classifications of competence, especially when referring to thinking competence on the organizational perspective. One of the topics that seem to be the core of this discussion is that despite the apparent simplicity of the organizational competence concept, its use in the organizations has been considered relatively complex, since the application of this concept would not accept an homogeneous and unidimentional approach, condition that usually is associated with the appropriation of the most used management practices among organizations. Aiming at bringing new references to this discussion, this work was developed in order to identify and analyze the evidence related to the application of the organizational competence concept in one industrial company of the automotive sector. In order to do that, after the theoretical review, a framework was created to attempt to classify different views concerning the organizational competence concept and its relation to the company’s strategic logic, as this concept occurs at the strategic dimension of the organization. A case study was carried out at Marcopolo S.A company using this framework as the basis. Two directors, two managers, as well as three suppliers of the company have participated of the data collection through semi-structured interviews. The interviews, the documents provided by the company as well as documents available on their website, the information collected from the automotive sector, and some academic projects previously carried out in the company were analyzed. As a result, the evidence demonstrated that the concept of competence at the strategic dimension of the organization is not being applied in its totality as described in the literature. However, several similarities were verified between the proposed framework and the application of the concept of competence on the preparation of the Marcopolo S.A.’s strategic logic.

In a global environment, growing business corporations have recognized the role diversity plays in business development. However, the human resource development (HRD) profession charged with the responsibility for developing any organization's human resources, has not defined what cultural competence is and its role in improving the performance of HRD professionals. This study sought to define cultural competence and determine how it could be developed and assessed. The theoretical framework used was an intercultural perspective of intercultural competence, studies in HRD that focus on a training-culture context fit, and professional definitions of cultural competence. A mixed research method utilizing survey and personal interviews was employed to study Best Practice Learning and Diversity companies. Thirty-nine companies credited as American Society for Training and Development (ASTD) Best Award winners for workplace learning and performance were surveyed. The sample represented various sectors in the corporate industry such as information technology, financial services, manufacturing and retail. Due to a low response rate, eight senior global diversity officials from companies credited as Best Diversity companies by DiversityInc. were interviewed. Five of the companies studied were among the leading Top 10 global diversity companies. The other three ranked highly among the Top 50 diversity companies. The data collected was analyzed using grounded theory. Using this theory, the study identified attributes that describe cultural competence, and various approaches that are used to develop and assess it. Based on the study results, an HRD theory of cultural competence was developed. This theory includes: (a) a definition of cultural competence; (b) a cultural competence framework that provides performance indicators for HRD professionals; organizations, its leaders and employees; and (c) an assessment guide that provides a cultural competence inventory for HRD professionals. To ensure study validity, the survey instrument used in the study was pilot-tested among business scholars. In addition, the study addressed the issues of theoretical sensitivity such as the role of the literature reviewed, the researcher's biases, and the analytical process that was used for theory development. This study has implications for higher education and professional practice. The cultural competence framework developed in this study contributes to the standardization of HRD practices such as education, training and non-training HRD programs. The assessment guide provides a cultural competence inventory for HRD professionals. The results of this study would also be useful for companies that regularly benchmark their operations against best practices. In this way, the study contributes to the effort of aligning HRD practices to theory developed through HRD cross-cultural research

xvi, 283 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / The dual roles of educators and gatekeepers (Laliotis & Grayson, 1985; Vacha-Haase, Davenport, & Kerewsky, 2004) require faculty to identify and work with students who are identified as having problems of professional competence (TIPPC). Although a number of researchers (e.g., Forrest, Elman, Gizara & Vacha-Haase, 1999; Huprich & Rudd, 2004; Vacha-Haase et al.) have found that on average, at least one student per program is identified as having professional competence problems every three to five years, few have explored trainers' experiences working with colleagues and TIPPCs on trainee remediation or dismissal. Even fewer have explored trainers' processes for working at intersections of diversity with TIPPC, leading some researchers (Forrest et al., 1999) to suggest that programs' mechanisms for identifying and remediating problems of professional competence in training have not adequately addressed intersections with diversity. The omission of these variables is particularly troubling as it may pose threats to the retention of diverse cohorts. Using a Grounded Theory approach, interviews with 22 training directors (TDs) and faculty members were analyzed to explore processes for conceptualizing and addressing intersections of diversity with TIPPC. A model emerged in which participants described dilemmas, examined apparent problems, reached decisions and acted on what they had learned. Processes for conceptualizing and addressing these intersections were embedded in contexts of (a) espoused ideologies and (b) program variables that impacted conversations about intersections of diversity with TIPPC. Participants who espoused a context-attentive approach demonstrated less consistency than participants who espoused a colorblind approach, sometimes losing or discontinuing attention to context during their analyses. Possible reasons for this discrepancy, as well as training, research, and political implications are discussed. / Adviser: Linda Forrest

The aim of this thesis is to characterize key managerial competencies and choose the appropriate methods for their detection with subsequent evaluation and describing the current level in management. On the basis of this evaluation then suggest appropriate procedures selected for further development of managerial competencies. The work is divided into two parts. The theoretical part includes theoretical knowledge, which is difficult to weigh. In this part I will pay particular attention to the definition of a manager, we explain the notion of competence, competency measurement, types of competence. The literature review follows their own work. The practical part contains information about which competencies managers operate. Based on the information obtained is an overall evaluation, and then proposed the possibility of further development.