Collective Competence Research Articles

Collective Intelligence and Entrepreneurial Resilience in the Context of Covid-19

Research on the covid-19 pandemic, conducted to date, has clearly shown its negative impact on entrepreneurs. However, there are few relevant studies on the resilience of these entrepreneurs. Even economic stimulus packages developed by governments ignore collective intelligence, which is seen as an appropriate posture and path that can lead to the resilience of entrepreneurs in unpredictable situations. Thanks to the theoretical anchoring of collaborative management, we have developed and tested a conceptual model through the approach of deconstructing collective intelligence into (i) the sharing of capacities (ii) mutual aid (iii) collective competence and (iv) dynamic capacity. The data production was carried out through 15 semi-structured interviews and 282 surveys of Cameroonian and Chadian entrepreneurs. The results showed that mutual support (β = 0.32) and ability to share (β = 0.29) are indirectly the best predictors of economic and strategic entrepreneurial resilience. Because they participate effectively in building the collective competence of entrepreneurs in a context of crisis. This collective competence positively generates the level of variation in economic resilience (β = 0.38) and that of strategic resilience (β = 0.36). These results are the manifestation that covid-19 is boosting social dialogue between entrepreneurs. On the other hand, dynamic capacity appears less effective for the entrepreneurial economic resilience (β = 0.04) and strategic entrepreneurial resilience (β = 0.02) of the entrepreneurs studied due to the measures to combat covid-19. These findings contrast with previous research focused on entrepreneurial resilience through collective intelligence. They lead us to stress the importance of continuing research on the subject and to draw comparisons between entrepreneurs in crisis situations and those working in a stable ecosystem. The article is useful for researchers who find proven evidence that is more relevant. Then entrepreneurs will find new factors to make their entrepreneurial project viable. Finally, governments and their partners are urged to further promote entrepreneurship education based on dynamic capacity at the expense of confrontation and selfishness. Our article is part of the theory of collaborative management and organizational theory and reveals the existence of a relational contingency in the different stages of the entrepreneurial resilience process.

Formation of digital educational ecosystem for teacher education

This paper presents an example of the formation of a digital educational ecosystem, developed at the Teacher Training Institute of North-Eastern Federal University (NEFU), as an integral socially significant multi-level system, whose participants are students and employees of the educational system of the republic. In general, the digital educational ecosystem is a socio-technical ecosystem, which includes a set of interacting independent educational and social actors, representing students, educational institutions, and a variety of potential customers of educational services. The important thing for the functioning of the digital educational ecosystem is the availability of resources: material and technical, human resources represented by teachers with formed digital competencies, software (digital educational resource), and used modern technologies (blended learning, distance learning technologies, and so on). It is expected that practical activities within the project should create collective digital competencies, will accumulate new intellectual capital, and will develop new mechanisms of collaboration in the interaction of new participants from the perspective of territorial, geographical, national, and other aspects.

Putting self-regulated learning in context: Integrating self-, co-, and socially shared regulation of learning.

Processes involved in the regulation of learning have been researched for decades, because of its impact on academic and workplace performance. In fact, self‐regulated learning is the focus of countless studies in health professions education and higher education in general. While we will always need competent individuals who are able to regulate their own learning, developments in healthcare require a shift from a focus on the individual to the collective: collaboration within and between healthcare teams is at the heart of high‐quality patient care. Concepts of collaborative learning and collective competence challenge commonly held conceptualisations of regulatory learning and call for a focus on the social embeddedness of regulatory learning and processes regulating the learning of the collective. Therefore, this article questions the alignment of current conceptualisations of regulation of learning with demands for collaboration in current healthcare. We explore different conceptualisations of regulation of learning (self‐, co‐, and socially shared regulation of learning), and elaborate on how the integration of these conceptualisations adds to our understanding of regulatory learning in healthcare settings. Building on these insights, we furthermore suggest ways forward for research and educational practice.

The relationship between Human Resource Management practices and Collective Competencies: a case study in a certified B company

The complexity of forming teamwork and the articulation with different individual knowledge towards a common goal make collective competence a relevant topic for the Human Resource area. This article aims to analyze the relationship between the practices carried out by the Human Resource Management area of Company B with the collective competencies, identifying those practices that can contribute to their development. The study is characterized as descriptive, qualitative applying the case study strategy in a company in São Paulo state with B certification. As a result, we identified the practices carried out by the Human Resource Management area with their respective mobilizing factors (communication, training and development, relationship, and incentives). Some of these factors were essential to mobilize collective work configurations. We also identified in the study collective actions evidence, which resulted in two collective competencies: relationship and collaboration, and the ability to develop joint solutions. In conclusion, we observed that Human Resource Management practices contribute to actions that foster the cooperative relationship and the employees' identification with their team and organization, stimulating collective effort and teamwork, bringing them closer to develop collective competencies.

Emergency response and the need for collective competence in epidemiological teams.

ObjectiveTo determine the challenges met by, and needs of, the epidemiology emergency response workforce, with the aim of informing the development of a larger survey, by conducting key informant interviews of public health experts.MethodsWe defined our study population as public health experts with experience of epidemiology deployment. Using purposive sampling techniques, we applied random number sampling to shortlists of potential interviewees provided by key organizations to obtain 10 study participants; we identified three additional interviewees through snowballing. The same interviewer conducted all key informant interviews during May–August 2019. We thematically analysed de-identified transcripts using a qualitative data analysis computer software package.FindingsDespite our interviewees having a wide range of organizational and field experience, common themes emerged. Interviewees reported a lack of clarity in the definition of an emergency response epidemiologist; the need for a broader range of skills; and inadequate leadership and mentoring in the field. Interviewees identified the lack of interpersonal skills (e.g. communication) and a lack of career progression options as limitations to the effectiveness of emergency response.ConclusionThe epidemiology emergency response workforce is currently not achieving collective competence. The lack of a clear definition of the role must be addressed, and leadership is required to develop teams in which complementary skills are harmonized and those less experienced can be mentored. Epidemiology bodies must consider individual professional accreditation to ensure that the required skills are being achieved, as well as enabling continual professional development.

Disenfranchisement and the Capacity/Equality Puzzle: Why Disenfranchise Children but Not Adults Living with Cognitive Disabilities

Abstract In this paper, I offer a solution to the Capacity/Equality Puzzle. The puzzle holds that an account of the franchise may adequately capture at most two of the following: (1) a political equality-based account of the franchise, (2) a capacity-based account of disenfranchising children, and (3) universal adult enfranchisement. To resolve the puzzle, I provide a complex liberal egalitarian justification of a moral requirement to disenfranchise children. I show that disenfranchising children is permitted by both the proper political liberal and the proper political egalitarian understandings of the relationship between cognitive capacity and the franchise. Further, I argue, disenfranchising children is required by a minimalistic, procedural principle of collective competence in political decision-making. At the same time, I show that political equality requires the enfranchisement of all adults, regardless of cognitive capacities, and that the collective competence principle does not ground adult disenfranchisement. This justifies the progressive legal trend that holds the capacity-based disenfranchisement of adults to be incompatible with liberal democratic principles.

It takes a team: Generating evidence to define and foster collective competence in health professions education.

It takes a team: Generating evidence to define and foster collective competence in health professions education.

Connecting experiences of community shared responsibility and collective competence to the well-being of adults in military families.

Drawing from the social organization theory of action and change, the role of community-capacity elements (shared responsibility and collective competence) for military members' and their civilian spouses' well-being is examined. With data from 266 active-duty military families, military members and their spouses are classified by theory-based community-capacity type. A path analysis examines associations between community types, elements of military context (rank and transitions), and dimensions of well-being (anxiety, depressive symptoms, self-efficacy, life satisfaction). There were few variations in community capacity across rank and transitions. For military members' and their civilian spouses, community types were differentially associated with well-being, particularly in disengaged and synergetic communities. Well-being was generally highest for those in synergistic communities (high shared responsibility and collective competence) and lowest in disengaged communities (low shared responsibility and collective competence). Findings inform intervention and prevention efforts seeking to activate communities as a mechanism for fostering well-being.

SPATIAL 5D MODEL OF PROJECT MANAGEMENT PSYCHOLOGY

The activity provides for the possibility of participants to use methods and tools from other fields of knowledge. For the implementation of soft skills and behavioral competences, managers use the methods and tools of management psychology. However, their practical application does not always produce the expected result, which is caused not so much by the ineffectiveness of such methods, but by the lack of certain competences of the participants, a misunderstanding as to how these methods should be used in practice. Soft skills and behavioral competences, as well as the possibilities of their practical application in management, are proposed to be explored by means of the scientific and practical direction of management “project management psychology”. The terminology system of management is specified, definitions of project management psychology and related categories are given and substantiated, in particular, the concepts competence and in management psychology, their essence, content, relationships, and differentiation criteria are defined. 15 modern management standards and approaches to the most important management competences have been analyzed, enabling identification and initial screening of behavioral competencies in management psychology. The method of forming a pool of behavioral competencies in project management is proposed, which is proposed to be assigned to five clusters: 1) individual personal behavioral competencies, which are realized in personal individual psychological processes and phenomena in management; 2) team interpersonal group behavioral competencies, which are realized in interpersonal group psychological processes and phenomena in the management of teams; 3) organizational interpersonal collective behavioral competencies, which are realized in collective organizational psychological processes of managing interaction with the environment and stakeholders; 4) professionally important personal qualities, attitudes and character traits of participants; 5) behavioral competencies to ensure psychological safety in management. The implementation of identified behavioral competencies in management creates objective prerequisites for developing a framework model - a competency framework for management that integrates various aspects of research and the application of behavioral competencies in management and will further enhance performance.

Health Professionals' Views on Key Enabling Factors and Barriers of National Multidisciplinary Team Meetings in Cancer Care: A Qualitative Study.

PurposeMultidisciplinary team meetings (MDTMs) are an integral component of cancer care. Increasingly, virtual MDTMs are used to grant high-quality treatment recommendations across health-care regions, which expands and develops the local MDTM team to a regional or national expert network. We investigated health professionals’ experiences from national, virtual MDTMs for rare cancer with a focus on key enabling factors and barriers.MethodsHealth professionals who participate in seven national, virtual MDTMs in Swedish health-care responded to a questionnaire exploring key enabling factors, barriers and opportunities for MDTM development. Conventional content analysis was used to identify thematic categories based on free-text responses.ResultsParticipants´ perspectives could be assigned into three categories ie, a national arena with potential for comprehensive knowledge and collaboration, prerequisites for decision-making and organization and responsibilities. These categories consisted of nine sub-categories that referred to, eg, collective competence, resources, clinical research, case discussion, meeting climate, patient-related information, MDTMs potential, referral and technical insufficiencies.ConclusionNational, virtual MDTMs represent a new multidisciplinary collaborative arena that introduces benefits as well as challenges. Consideration of key enabling factors and barriers may ease implementation and further optimize MDTMs in cancer care.

Application of Modern Information Technologies in the Formation of Collective Design Competencies on the Example of Group Management of Heterogeneous Robots

The subject of these studies is to propose an approach to the formation of collective design competencies in the new digitalization environment. The relevance of the task in various fields of activity is shown. It is noted that while the latest information technologies, which appeared in the era of universal digitalization, are not yet sufficiently applied to build the competencies of designers as part of collective activities, the training of specialists is mainly carried out as part of individual projects. The studies were conducted on the basis of the actual applied task of collective design of group control of heterogeneous robots. The unique relationship of the object (group control) and the method of its research (group parallel design) is noted. A connection is established between the features of the ongoing project of group control of robots and the formation of in-depth competencies in the training of specialists in robotics and mechatronics. New representations of functional models are formed taking into account the needs of new information technologies. Within the framework of parallel and compositional design technologies based on CDP4 ™- and System Composer ™, models have been obtained that implement functional schemes for group control of heterogeneous robots in two versions, suitable for use both for educational purposes to form team design competencies and for real projects.

Program Planning in the Context of Industrial Logistics Engineering Education

The training and further qualification of employees in terms of collaboration, digitalization, automation, sustainability, circular economy, and emerging technologies are seen as one of the most important requirements for the successful implementation of Industry 4.0 strategies. In this context, the systematic planning of educational initiatives can be used to guarantee a continuous professionalization and, therefore, a targeted individual as well as collective competence development. This paper reviews state of the art approaches for successful program planning in the context of industrial logistics engineering education. Moreover, the authors introduce a concept for the development of educational services for ILEE and preliminary validate a toolkit, respectively a scale, for the measurement of program planning success factors by conducting an exploratory factor analysis based on survey data.

Social ties between team members affect patient satisfaction: a data-driven approach to handling complex network analyses.

Research from outside the medical field suggests that social ties between team-members influence knowledge sharing, improve coordination, and facilitate task completion. However, the relative importance of social ties among team-members for patient satisfaction remains unknown. In this study, we explored the association between social ties within emergency teams performing simulated caesarean sections (CS) and patient-actor satisfaction. Two hundred seventy-two participants were allocated to 33 teams performing two emergency CSs in a simulated setting. We collected data on social ties between team-members, measured as affective, personal and professional ties. Ties were rated on 5-point Likert scales. In addition, participants' clinical experience, demographic data and their knowledge about team members' roles were surveyed. Perceived patient satisfaction was measured on a 5-point Likert scale. Data was analysed with a linear regression model using elastic net regularization. In total, 109 predictor variables were analysed including 84 related to social ties and 25 related to clinical experience, demographics and knowledge test scores. Of the 84 variables reflecting social ties, 34 (41%) had significant association with patient satisfaction, p < 0.01. By contrast, a significant association with patient satisfaction was found for only one (4%) of the 25 variables reflecting clinical experience, demographics and knowledge of team roles. Affective ties and personal ties were found to be far more important predictors in the statistical model than professional ties and predictors relating to clinical experience. Social ties between emergency team members may be important predictors of patient satisfaction. The results from this study help to enhance our conceptual understanding of social ties and their implications for team-dynamics. Our study challenges existing views of team-performance by placing emphasis on achieving collective competence through affective and personal social ties, rather than focusing on traditional measures of expertise.

A construção de competências coletivas na dinâmica das rotinas orçamentárias

Resumo A crescente difusão de configurações coletivas de trabalho no atual ambiente organizacional não tem apresentado contrapartida na produção científica sobre o tema (BOREHAM, 2011). Paradoxalmente, porém, alguns campos do debate sobre organizações destacam o papel dos coletivos de trabalho, como é o caso da literatura sobre Rotinas Organizacionais - RO - (NELSON e WINTER, 2005; PENTLAND e FELDMAN, 2005). A questão que mobiliza esta investigação explora a relação entre esses dois temas: a dinâmica das rotinas orçamentárias corporativas pode constituir um espaço adequado para a formação e o desenvolvimento de competências coletivas? O objetivo é examinar a elaboração de orçamentos corporativos, com base na abordagem de rotina organizacional, a fim de identificar evidências de coletivos de trabalho e da formação de atributos e competências coletivas. Essas respostas transitam por uma investigação qualitativa e fenomenográfica que apontou quatro categorias descritivas da configuração coletiva do trabalho: Comprometimento com a Entrega, Reconfiguração das Rotinas, Disponibilização Compartilhada e Construção de Redes de Relacionamento. De entre as contribuições da pesquisa, destaque para: o potencial da teoria das RO como referência a análise de processos corporativos; identificação de processos capazes de contribuir na gestão de coletivos de trabalho; e o emprego do método fenomenográfico como alternativa para apropriar fenômenos organizacionais de natureza pouco tangíveis.

Communicative Competence: Responding to Residents’ Health Changes in Assisted Living

Frail and disabled individuals, including assisted living (AL) residents, are embedded in care convoys composed of dynamic networks of formal and informal care partners. Yet, little is known about how care convoys operate over time, especially when health changes occur. Thus, our aim was to provide an in-depth understanding of care convoy communication during times of residents' health changes in AL. Data for this analysis come from a Grounded Theory study that involved 50 residents and their care convoy members (n = 169) from 8 diverse AL communities followed over 2 years. Researchers conducted formal and informal interviewing, participant observation, and record review. We identified "communicative competence" as an explanatory framework in reference to a resident's or care partner's ability, knowledge, and action pertaining to communication and health change. Individual and collective competencies were consequential to timely and appropriate care. Communication involved: identifying; assessing significance; informing, consulting or collaborating with others; and responding to the change. Variability in communication process and properties (e.g., pace and timing; sequencing, timing, content, and mode of communication) depended on multiple factors, including the nature of the change and resident, informal and formal caregiver, convoy, AL community, and regulatory influences. Formal and informal care partners need support to establish, enhance, and maintain communicative competence in response to health changes. Findings reinforce the need for timely communication, effective systems, and well-documented accessible health care directives and have implications that are applicable to AL and other care settings.

Can adaptive expertise, reflective practice, and activity theory help achieve systems-based practice and collective competence?

Physicians must function as integral members of the complex social systems in which they work to support the health of their patients; competency-based education frameworks describe this function of physicians in terms of systems- based practice, advocacy, and collaboration. Yet education for these social competencies continues to present challenges, perhaps because medical education has tended to focus less on social systems and more on traditional healthcare systems. In this paper, we use a clinical example from the discipline of Developmental Pediatrics, that of early identification of autism spectrum disorder (ASD), as an illustration of a socially complex zone of practice necessitating systems-based practice. We first explore this practice context through the framings of collective competence and activity theory to represent the complex practices and systems involved in identifying ASD. We then align these framings of the practice context and complexity with two bodies of education theory, adaptive expertise and reflective practice. We argue that these approaches to education will prepare learners to be more aware of and responsive to the dynamic needs of the complex and intersecting systems in which they will practice.

Family-based collaborative eco-literacy model for sustainable city

The process of adaptation and adoption of modern values by multicultural urban communities raises various problems, especially those related to the environment. In Surabaya and Sidoarjo, even though the Surabaya City Government and the Regional Government of Sidoarjo have carried out various environmental programs, the demands of a fast and practical modern lifestyle create egocentric and anthropocentric attitudes. Urban communities must take on the continuous socialization of ecocentric behavior that adopts modern values but must also maintain the value of local wisdom to support the realization of sustainable city. The family-based collaborative eco-literacy model is needed as a strategy to develop green living cultural values that can be practiced by all levels of society in various regions with different characteristics in both cities. This model directly touches the family as the main place to cultivate ecocentric mindset and behavior. Another consideration is that there is few government policies related to environment that directly target the family. This study illustrates how the family-based collaborative ecoliteracy model was applied to families in Surabaya and Sidoarjo and explains how the model has moved the attitudes and behavior of these families to those in line with ecocentric principles. By using a qualitative-descriptive approach, this model was applied to 16 families selected according to participant criteria. The subsequent changes in behavior were observed over a period of six months. The results of the application of the model show that each individual in the family collaborates and strengthens due to collective competence, which is an ecocentric value. Based on the orientation of green living values in eleven sustainable urban components, it can be concluded that almost all green city programs carried out by the government are intended to realize Surabaya and Sidoarjo as sustainable cities.

La formación de ciudadanía en México a través de las radios comunitarias. Caso: Radio Teocelo, Veracruz

Esta investigación plantea cómo las audiencias han modificado su consumo de medios, transformando tal dinámica en un proceso que requiere de ciudadanos participativos, que acceden al espacio público a través de los medios de comunicación para formar parte de la toma de decisiones colectivas para coparticipar del ejercicio del poder. En tal sentido, por medio de este trabajo se plantea que otras formas posibles de comunicar permiten reconstruir el tejido social fracturado en los modelos de comunicación comercial y público, haciendo posible el fortalecimiento de la democracia de manera auténtica, a través de medios cuyos contenidos fortalezcan la identidad, los valores y la cultura de sus regiones, al tiempo que aportan información específica de interés para sus audiencias, atendiendo a un reclamo social en zonas o regiones en donde los públicos no forman parte de la segmentación que interesa a otros modelos de medios. Así es como las radios comunitarias surgen y tienen valor para sus comunidades, en un trabajo que debe estar garantizado por el Estado, pues es a él al que le corresponde garantizar su funcionamiento en forma democrática, brindando la pluralidad y el equilibrio necesarios para facilitar el acceso de las audiencias al espacio público a fin de intervenir en la discusión y toma de decisiones de competencia colectiva, mediante el ejercicio efectivo de ciudadanía.

Hybrid Production Regimes and Labor Agency in Transnational Private Governance

Little consensus exists about the effectiveness of transnational private governance in domains such as labor, the environment, or human rights. The paper builds on recent scholarship on labor standards to emphasize the role of labor agency in transnational private governance. It argues that the relationship between transnational private regulatory initiatives and labor agency depends on three competences: first, the ability of workers’ organizations to gain access to processes of employment regulation, implementation, and monitoring; second, their ability to insist on the inclusion of employers and state agencies within such processes; and third, the ability of workers to effectively exercise leverage in pursuit of particular goals. The paper develops a framework, called hybrid production regime, for examining how workers’ capacity to act at the local level depends on how these three collective competences are addressed in the institutionalization of capital–labor relations between the transnational and national levels.

Burnout, Perceived Efficacy, and Job Satisfaction: Perception of the Educational Context in High School Teachers.

Burnout is closely related to personal and contextual variables, especially job satisfaction and commitment, and other less studied psychological variables, such as perception of teaching efficacy or educational context. Objective. The general objective of this study was to examine the relationships of burnout with perceived educational context, perceived teaching efficacy (personal and collective), and job satisfaction and commitment. Materials and Methods. A battery of instruments was administered to 500 high school teachers at different schools in several Italian provinces. Results. The cluster analysis found that one-third of high school teachers had high burnout. Evidence was also found associating elevated burnout with low scores in perceived efficacy (personal and collective), low job satisfaction, and low professional commitment. Furthermore, perception of the educational context is less positive when the teachers experience high levels of burnout. Finally, the results showed the mediating effect of perceived personal efficacy on the relationship between burnout and job satisfaction. Conclusions. The results are discussed from the perspective of developing teaching autonomy on improving personal efficacy, decreasing burnout, and increasing job satisfaction in an educational system which reinforces individual and collective competence.