Title from PDF of title page (University of Missouri--Columbia, viewed on Feb. 22, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dr. Glenn E. Good, Dissertation Supervisor. Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 87-92). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 87-92). Also available on the Internet.

Thesis (Ed. D.)--Auburn University, 2008. / Includes bibliographical references (leaves 114-124). Also available online.

Dissertation (Ed. D.)--University of Akron, Dept. of Educational Foundations and Leadership, 2005. / "August, 2005." Title from electronic dissertation title page (viewed 12/27/2005) Advisor, Sandra C. Coyner; Committee members, Isadore Newman, Nancy K. Grant, Duane M. Covrig, Catharine C. Knight; Department Chair, Susan J. Olson; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Orientador: Roseane Andrelo / Banca: Raquel Cabral / Banca: Ivone de Loudes Oliveira / Resumo: Enquadrado no âmbito da perspectiva relacional, elege-se como tema o estudo da comunicação enquanto competência essencial, que perpassa pelo entendimento do protagonismo comunicacional nas organizações. Compreende-se esse vínculo e o grau de prática desse olhar, a partir da percepção de quatro comunicólogos que atuam em multinacionais do segmento de ferramenta, alimentício, telecomunicações e bebida. Identifica-se e descreve os saberes que estruturam a comunicação enquanto competência essencial e as dimensões que permeiam o entendimento do protagonismo comunicacional nas organizações. Analisa-se comparativamente esses objetos de estudo frente às associações do saber dialogar, saber criar senso coletivo, saber reconhecer o protagonismo dos públicos, saber dinamizar discursos e saber gerar benefícios mútuos com as noções de interdependência, comunicação enquanto relação, contexto em movimento e cultura. Trata-se de um estudo qualitativo multicaso, cuja coleta de dados é feita por meio de entrevistas com roteiro de perguntas semiestruturado, tendo os dados tratados mediante análise de conteúdo. Evidencia-se que a percepção dos comunicólogos entrevistados sobre o grau da prática da comunicação enquanto competência essencial se difere em cada organização investigada. No entanto, todas as quatro contemplaram fatores que indicaram um direcionamento para praticar os saberes considerados neste trabalho. As organizações do ramo de telecomunicações e de bebida foram as que menos apresen... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Within the context of relational perspective, the study of communication as an essential competence is chosen as the theme, which permeates the understanding of communicational protagonism in organizations. The link and degree of practice of this look are understood based on the perception of four communicologists who work in multinational companies in tool, food, telecommunications and beverage segments. The knowledge that structures communication as an essential competence, as well as the dimensions that permeate the understanding of communicational protagonism in organizations, are identified and described. These objects of study are analysed comparatively to dialogue, creation of collective, recognition of audiences protagonism, dynamism of discourses and generation of mutual benefits with the ideas of interdependence, communication as a relation, context in movement and culture knowledge associations. It relates to a qualitative multicase study, whose data collection is made through interviews with semi-structured questionnaire, with the data processed through content analysis. It is evident that the perception of communicologists interviewed about the degree of communication practice as an essential competency differs in each investigated organization. However, all four considered factors that indicated a direction to practice the knowledge considered in this work. The organizations of telecommunications and beverage sectors were the ones that less presented to have a d... (Complete abstract click electronic access below) / Mestre

Orientador: Maurício César Delamaro / Coorientador: Andreia Maria Pedro Salgado / Banca: Messias Borges Silva / Banca: Henrique Martins Rocha / Resumo : A aprovação das diretrizes curriculares nacionais para os cursos de Engenharia já completou mais de dez anos. Uma de suas novidades foi propor o direcionamento dos esforços na formação dos futuros engenheiros não apenas nos conhecimentos previstos nas grades curriculares. A formação, segundo as diretrizes, deve privilegiar o desenvolvimento de habilidades, competências e atitudes, as quais são tão ou mais importantes que os conteúdos ministrados para a ulterior atuação do profissional na sociedade. O objetivo deste estudo foi verificar a percepção de alunos, de egressos e de docentes quanto à maior ou menor valorização das competências propostas nas diretrizes curriculares para formação dos engenheiros de produção. Para atingir este objetivo geral foram realizados diversos levantamentos tipo survey. O primeiro teve como respondentes alunos formandos de cursos de uma universidade pública e de uma universidade privada, que avaliaram a valorização das diversas competências no ambiente universitário e no ambiente profissional. No segundo, o público alvo foram os docentes dos mesmos dois cursos que avaliaram o quanto são valorizadas as competências propostas nas diretrizes na realidade concreta das universidades e num quadro em que os respondentes considerariam ideal de ser atingido. No terceiro levantamento, com egressos do curso da universidade pública, os respondentes fizeram avaliação de quanto cada uma das competências foi valorizada e desenvolvida em sua formação universitária e o quanto elas têm sido importantes na sua atuação profissional. Como resultado tem-se um mosaico de percepções, em grande parte bastante divergentes, que aponta que a formação acadêmica continua privilegiando os conteúdos e não o desenvolvimento mais integral de competências e habilidades / Abstract: The adoption of national curriculum guidelines for courses in Engineering has completed more than ten years. One of his innovations was to propose the targeting of efforts in training future engineers not only on the information covered in the curricula. The training, according to the guidelines, should focus on developing skills, competencies and attitudes, which are equally or more important than the content taught to further the professional practice in society. The aim of this study was to investigate the perception of students, graduates and teachers of as the greater or lesser use of skills in the proposed curriculum guidelines for training of production engineers. To achieve this overall objective type survey several surveys were conducted. The first respondent had the senior students of courses at a public university and a private university that assessed valuation of the various skills in the university environment and professional environment. In the second, the audience were teachers of the same two courses that assessed how skills are valued in the guidelines proposed in the concrete reality of universities and a framework in which respondents would consider ideal to be achieved. In the third survey, with students who graduated from public universities, respondents did review how each of the competencies was developed and valued in their university education and how they have been important in their professional practice. As a result, there is a mosaic of perceptions, mostly quite divergent, pointing that education continues focusing on the content and not the full development of skills and abilities / Mestre

How do we shape our safety destiny? It is within the limits or our own making, that is, our capability. But, how do we know it is on the right track? In other words, how do we take the pulse? These questions set the context and scope of the research in which a number of key issues related to capability building and evaluation were addressed. In recent years, the approach of capability development has been widely researched by economists, organizational psychologists and management theorists. Unfortunately, because of its complex nature, the assessment of capability in professional context has not been properly addressed in the literature. The problem is two-fold. First, is criticality, or more accurately the lack of understanding about what capabilities are critical to our future success. The second one is concerned with the evaluative aspects of capability development. Using safety management as a study platform, this research introduced a contingency model of “strategic capability development” (SCD) as a plausible alternative to some of the well-established approaches. To address the evaluation issues, an innovative method for assessing capability maturity was constructed. The key variables were based on people’s pro-activeness and their self-efficacy beliefs. Through meta-analysis, a set of critical capabilities or indicators was identified and used as the key variables for designing the survey instrument, the Safety Management Efficacy Scale (SMES). These variables included goal-setting, risk management, safety training, risk communication, and operation/administration capabilities. Hypotheses regarding the interactive effects of each of these critical capabilities were then derived and tested. The results suggest that a high degree of coherency among the key variables does exit. There is a positive and significant association between critical capabilities and goal-setting capability. The positive effects of risk management capability on safety pro-activeness are strong. In regards to how goal-setting capability influences pro-activeness, no conclusion can be drawn. Having taking the pulse, the capability maturity profile of the safety profession is examined. The proposed SCD framework and SMES instrument together provide a point of departure for conducting similar research, including but not limited to human resources development, people capability maturity assessment, training/curriculum development, and performance evaluation. / Doctor of Philosophy (PhD

Abstract Peter Drucker (1999), a management master, points out that in the organizations of the 21st century, the most valuable assets of an organization are knowledge workers and the productivity of knowledge workers. Koch (1998) points out that exerting ¡§80/20 Principle¡¨ to find out core customers, investing resource and service on those rare mass-customers who can create most profits, and cultivating the relationship of long-term strategies are the effective ways to increase profits instead of continuously looking for new customers. Telecom industry plays a very important role in the development of Taiwan economy. It is really a crucial issue for this case corporation to focus on how to keep mass-customers in the competitive environment. The cost strengths of customer loyalty come from the factors of men and the outcomes of the long-term mutual interaction between customers and employees. The input of outstanding human resource is the main indicator deciding whether an enterprise possesses competitive strengths or not. The employees serving enterprise customers are the front-line representatives of this case corporation approaching enterprise customers. Outwardly, these employees represent their company, and it goes without saying that the quality and work performance of the employees are very important to the enterprise. The subject of the research is the present knowledge workers serving in the department of enterprise customers in this case corporation. Through the theories and concepts of literature review, the research uses individual attributes and knowledge workers¡¦ management strategies as the independent variables and core competencies as the intermediary variables to explore the relationship among individual attributes, knowledge workers¡¦ management strategies, core competencies and work performance. Among the totally mailed 603 questionnaires, there are 412 effective and available, and the effective return rate of questionnaires is 68.33%. After factor analysis, credibility analysis, variance analysis, correlation analysis and multi-regression analysis, here is the result of the research: 1. There is a positive significance among the research variables of the knowledge workers¡¦ management strategies, the degree of the possession of core competencies and work performance. 2. There is a positive significance between the knowledge workers¡¦ management strategies and the degree of the possession of core competencies: for example, ¡§team encouragement¡¨ has the positive effect on ¡§interpersonal competency,¡¨ ¡§attitude competency,¡¨ and ¡§profession competency,¡¨ and ¡§company learning commitment¡¨ has the effect on ¡§profession competency.¡¨ 3. There is a positive significance between the degree of the possession of core competencies and work performance: for example, ¡§interpersonal competency¡¨ and ¡§profession competency¡¨ significantly have the positive effect on ¡§task performance,¡¨ and ¡§interpersonal competency,¡¨ ¡§attitude competency¡¨ and ¡§profession competency¡¨ all significantly have the positive effect on ¡§contextual performance.¡¨ 4. There is a positive significance between the knowledge workers¡¦ management strategies and work performance: for example, ¡§knowledge leadership¡¨ and ¡§company learning commitment¡¨ significantly have the positive effect on ¡§task performance,¡¨ and ¡§knowledge leadership¡¨ and ¡§team encouragement¡¨ significantly have the positive effect on ¡§contextual performance.¡¨ 5. The knowledge workers¡¦ management strategies have an influence on work performance through the intermediary variables, core competencies: for example, ¡§company learning commitment¡¨ indirectly influences ¡§task performance¡¨ through the intermediary variables ¡§profession competency¡¨ and ¡§team encouragement¡¨ indirectly influence ¡§contextual performance¡¨ through the intermediary variables ¡§interpersonal competency,¡¨ ¡§attitude competency¡¨ and ¡§profession competency.¡¨