对于胜任力感到迷惑？一份胜任力模型的进化和应用评估外文翻译.docVIP

外文文献： Confounded by Competencies? An Evaluation of the Evolution and Use of Competency Models Leanne H. Markus Performance Group International Ltd., Auckland Helena D. Cooper-Thomas Department of Psychology, University of Auckland Keith N. Allpress Centranum Ltd., Auckland Over the last ten years there has been a world-wide expansion in the use of competency models as a major underpinning of Human Resources (HR) strategy. The use of the competency approach is promoted by consultants and software vendors on the basis that this will improve both individual job performance and organizational effectiveness. Yet there is a substantial, and largely unquestioned, gap between the many claims and the actual benefits measurably delivered by competency initiatives. Industrial and Organizational (I/O) Psychologists are often involved in developing and implementing competency models, yet there is little research validating the approach. As scientist-practitioners, we should be concerned about this. This article will review the theoretical perspectives that have informed the competency movement, review our experience of the use of competency models in New Zealand, and critically examine the assumptions that underpin their use. The research that exists is reviewed with particular reference to the outcome measures used to substantiate the value of competency models. Finally we identify various research areas and questions that should clearly be investigated by I/O psychologists if they are to be involved in the promotion, development and implementation of competency models in an organizational setting. What is a competency? Three main approaches The numerous published definitions can be grouped into three distinct approaches: educational standards, behavioral repertoires, and organizational competencies. 1. The Educational Approach (The development of skills, achievement of standards, award of credentials) The modem competency movement originated from the educational discipline. In