Development Of Competency Framework Research Articles

Informal learning in postgraduate medical education: from cognitivism to 'culturism'

Work-based learning occupies a central role in the training and ongoing development of the medical workforce. With this arises the need to understand the processes involved, particularly those relating to informal learning. Approaches to informal learning in postgraduate medical education have tended to consider the mind as an independent processor of information. In this paper, such cognitive approaches are critiqued and an alternative socio-cultural view on informal learning described. Recent and imminent changes in postgraduate medical education are identified, namely the reduction in patient experience, the fragmentation of teaching, and the development of competency frameworks and structured curricula. It is argued that although the latter may be useful in the construction of formal learning programmes, they will do little to enhance the progression of the individual from newcomer to old-timer or the cultural assimilation of the learner into a profession. Strategies for enhancing informal learning in the workplace are recommended in which increased attention is paid to the development of the medical apprentice within a community of social practice. These include the establishment of strong goals, the use of improvised learning practices, attention to levels of individual engagement and workplace affordances, immersion in professional discourse and behaviours, support in relation to the development of a professional identity and the provision of opportunities to transform social practice.

Competency, Bureaucracy, and Public Management Reform: A Comparative Analysis

Competency can be considered a central theme in contemporary public service reforms. This article analyzes the development of competency frameworks for senior public servants at the national–government level in three countries (the U.S., the U.K., and Germany). By tracing the development of competency as an idea, it is shown that competency reforms drew selectively on management ideas, and by tracing the nature and time‐patterns of competency reform developments in the three countries, it is shown that competency came onto the reform agenda at different times and by various routes rather than by a simple pattern of international policy transfer or business‐to‐government transfer. It is argued that the adoption of competency frameworks took place at critical junctures for preexisting public service bargains or agreements in each case and that they were shaped by the particularities of institutional context. However, although competency is arguably central to public service reform, it is far from clear that the competency frameworks in these three cases contributed to the declared aims of many contemporary public service reformers.