基于知识管理的企业核心竞争力研究   总被引：1，自引：1，他引：1  

庞海燕  王守宁 《图书馆学研究》2006,(10):98-100,F0003

随着知识经济的到来，知识管理对一个企业核心竞争力的培养、保持和提升具有很大的作用，主要表现在它能提高企业的创新能力、快速反应能力，形成企业持续的竞争优势。本文作者在总结前人研究结果的基础上，构建了知识管理提升企业核心竞争力的过程模型，提出了利用知识管理提升企业核心竞争力的措施。  相似文献   

基于知识吸收的企业核心竞争力建设——以上海大众汽车公司为例   总被引：1，自引：1，他引：0  

孙琳  盛小平 《图书情报工作》2007,51(7):22-24

简要说明企业知识吸收活动分类,分析影响和制约企业知识吸收的4种因素,指出知识吸收可以提高企业的知识层次与提升企业竞争力,最终形成企业的核心竞争力,企业知识吸收能力与企业核心竞争力存在正相关关系。上海大众汽车公司核心竞争力建设的成功案例,证明企业可以通过知识吸收来培育核心竞争力。  相似文献   

论学生职业核心能力的培养     

陆志伟 《湖北函授大学学报》2015,(4):16-17

目前,社会企业将职业核心能力作为聘选员工的一个重要指标。职业核心能力对学生未来的职业发展起着非常重要的作用,我国高校也要逐步加大对学生职业核心能力的培养力度。本文章对职业核心能力的特征进行了具体的阐述,探讨分析了目前我国高校职业核心能力培养的状况,并对职业核心能力培体系的改革提出了建议。  相似文献   

职业核心能力嵌入式教学探索与实践     

陈杰东  梁仁建  翁建红  潘志  李亚男 《广东轻工职业技术学院学报》2014,(1):62-64

当前高职教育重视技能培训,专业细分,而相对较少研究学生的素养培养,创新能力,管理能力等软能力的培养。职业核心能力是除专业岗位能力之外取得成功所必需的基本能力,从专业岗位出发,立足岗位对人的要求,以人为本,从人出发,提出高职院校职业核心能力嵌入式教学模式,教学过程与效果取得显著效果。  相似文献   

Knowledge and Skills of the Lamaze Certified Childbirth Educator: Results of a Job Task Analysis     

Wendy C. Budin  Leon Gross  Judith A. Lothian  Jeanne Mendelson 《The Journal of perinatal education》2014,23(2):65-78

Content validity of certification examinations is demonstrated over time with comprehensive job analyses conducted and analyzed by experts, with data gathered from stakeholders. In November 2011, the Lamaze International Certification Council conducted a job analysis update of the 2002 job analysis survey. This article presents the background, methodology, and findings of the job analysis. Changes in the test blueprint based on these findings are presented.  相似文献   

A differential item functioning study of counseling competencies scale-revised scores     

C. Missy Moore  Patrick R. Mullen  Kaitlin J. Hinchey  Glenn W. Lambie 《Counselor Education & Supervision》2023,62(1):2-20

Our study examines the differential item functioning of the Counselor Competencies Scale—Revised (CCS-R) scores due to respondents’ gender, the type of evaluation, and a combination of these two variables using a large sample (N = 1614). Implications of the findings are offered to inform counselor educators and supervisors using the CCS-R and similar supervisee assessment measures.  相似文献   

论内向者对管理工作的胜任性研究     

王奇 《科教文汇》2011,(18):171-172

本文主要是通过对管理者胜任能力素质分析,从而对内向者再进行分析为自己寻找答案,笔者努力寻找的答案是性格没有绝对的好坏之分,内向者同样可以胜任管理工作,也为广大内向者给予鼓励。  相似文献   

Evidence based library and information practice in Australia: defining skills and knowledge     

Lewis S 《Health information and libraries journal》2011,28(2):152-155

This guest feature from Suzanne Lewis, a long-time advocate of evidence based library and information practice (EBLIP) in Australia, discusses a current trend within the movement that focuses on the skills, knowledge and competencies of health librarians. In particular, the feature describes three specific Australia-based research projects, on expert searching, indigenous health and future skills requirements for the health library workforce respectively, that exemplify this trend. These projects illustrate how the evidence base can be strengthened around the skills and knowledge required to deliver services that continue to meet the changing needs of health library and information users.  相似文献   

解读多元化经营     

吉晓海  李玉贡 《平原大学学报》2003,20(1):57-58

大企业要实现可持续成长必然要实施多元化经营战略，多元化经营有着专业化不可比拟的优点。但从多元化实施的情况来看，基本上是成败参半。因此，如何实施多元化，才能充分发挥多元化的经营优势，促进企业持续发展成了我们研究的重点。  相似文献   

Objective structured professional assessments for trainee educational psychologists: an evaluation     

Sandra Dunsmuir  Cathy Atkinson  Jane Lang  Amy Warhurst  Sarah Wright 《Educational Psychology in Practice》2017,33(4):418-434

Objective Structured Professional Assessments (OSPAs) were developed and evaluated at three universities in the United Kingdom, to supplement supervisor assessments of trainee educational psychologists’ placement practice. Participating second year students on three educational psychology doctoral programmes (n = 31) and tutors (n = 12) were surveyed. Scenarios, developed with experienced practitioners, were considered authentic and relevant. Tutor feedback indicated that the marking scheme was a good basis for judgements, but required further calibration and standardisation. Strengths and limitations relating to authenticity of scenarios and practical arrangements were identified. Students considered OSPAs to be a valid assessment of communication and perspective-taking skills, although some found them to be anxiety provoking. Levels of authenticity and complexity were deemed appropriate, although there were concerns over time allowed and how the assessment criteria were interpreted. The discussion highlights how OSPAs address issues relating to assessment reliability by improving objectivity, reducing bias and providing uniformity to student assessment experiences.  相似文献