TY  - JOUR
AB  - The “competence” movement as an approach to education,
training and development is based on a belief in defining purpose and
outcome in standardized, measurable terms. It parallels other concerns
for control, such as performance indicators and standards, and returns
to many of the features of the behavioural objectives movement in the
1960s which similarly paralleled management by objectives and various
forms of scientific management. The competence movement is contentious
but the nature of the debate is not clear. Suggests that the debate can
be mapped in three dimensions: micro to macro issues, theoretical to
practical issues, and technical to political issues. Explores this by
examining the position of the main stakeholders who have an interest in
the competence movement. The competence movement tends to attempt to
impose a simplifying model of education, training, learning development
and work and organizational process, and many of its problems can be
seen to result from this simplification such as the reduction of all
learning to a single stairway of levels.
VL  - 22
IS  - 6
SN  - 0048-3486
DO  - 10.1108/EUM0000000000812
UR  - https://doi.org/10.1108/EUM0000000000812
AU  - Burgoyne John G.
PY  - 1993
Y1  - 1993/01/01
TI  - The Competence Movement: Issues, Stakeholders and Prospects
T2  - Personnel Review
PB  - MCB UP Ltd
SP  - 6
EP  - 13
Y2  - 2024/04/19
ER  -