Competence approaches are among the techniques that claim to measure the behaviour, skills, knowledge and understanding crucial to effective managerial performance. It is claimed that competence approaches empower and develop managers while enabling them to meet organizational objectives. Since the bases for the techniques are avowedly scientific, they are said to provide organizations with a gender neutral form of assessment. In this paper we construct a theoretical framework in terms of which these claims can be analysed and assessed. Using this framework, we examine the competence approach as it has been implemented in six organizations in relation to the claim to objectivity.
The character and conduct of the manager has formed a central focus of attempts to govern economic life throughout the present century. And current programmes of organizational change involve radical attempts to reconstitute the nature and conduct of management. This is attempted through the identification and implementation of management competencies. Discourses of organizational reform such as human resource management, total quality management and business process re-engineering all place a critical emphasis on anti-bureaucratic, organic and flexible forms of organization, which are also seen to require the development of particular capacities and predispositions among managers. Essential to their vision of 'managerial work' is a composite of 'entrepreneurial' attributes. Management competencies appear to offer a congenial method for the reconstitution of the manager along 'entrepreneurial' lines, not simply because they are inherently founded on managers' self-management and self-presentation of identified behaviours, but also because they represent individualized forms of business functions (and are often associated with the establishment of market relations within the organization).
This paper examines the discourse surrounding a major U.K. initiative designed to increase the “quality and quantity” of women's participation in the workforce and in managerial roles. Texts are studied to explore ways in which the persistence of inequalities may, without apparent intention, be encoded in language. Our analysis suggests that cognitive schemata are framed by the dominant discourse, here of “target-setting” within organizations. We find from commentaries that even potential critics of the campaign were drawn into acceptance of a common agenda and have been thereby diverted from addressing other pressing issues affecting women's opportunities. This analysis draws upon a conceptual scheme which is concerned with ways in which cycles of cognition, action, and outcome collectively actualize social structures, a process referred to as social enactment. We explore how a conventional discourse reinforces enactment processes supporting prevailing structures while new discourse offers the potential for change.
Operational police officers often work in traumatic situations. Whilst training and support is provided to officers in these areas in the UK, and some debriefing and counselling is provided, this is not fully effective in addressing the so-called 'attitudinal' problem of the police. We believe that one of the reasons for this is that police training does not adequately address the effects of working in traumatic conditions, and certainly does not take into account new work in the area of post-traumatic stress disorder (PTSD) which shows that trauma, and its vicarious effects, is not necessarily a mental disorder (though its symptoms may manifest as such) but is caused by physiological and emotional changes in the body. Further, studies on the social nature of trauma indicate that it is often the isolated conditions of trauma victims that can increase PTSD. Drawing on secondary data from one of the authors' work on spirituality in the police force, we explore the connections between the physiological and emotional aspects of trauma and the conditions in which police in the UK work. We suggest that police officers' reports of the work they do, and the way in which they learn to live with it, keeps them in an ongoing cycle of retraumatisation. We suggest that we need to take into account the physiological, social as well as psychological (or attitudinal) aspects of working in traumatic conditions if we are to provide adequate training support for police officers, so that they are not left isolated in this cycle. This has potentially farreaching implications for the training of police officers.
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