Showing papers on "Skills management published in 1977"
223 citations
TL;DR: Developing second language skills: theory and practice as mentioned in this paper, Developing second-language skills: development and practice, developing second- language skills, theory-and-practice development.
Abstract: Developing second- language skills: theory and practice , Developing second- language skills: theory and practice , کتابخانه مرکزی دانشگاه علوم پزشکی ایران
177 citations
95 citations
32 citations
Journal Article•
TL;DR: In this paper, the authors discuss the contemporary roots of psycho education and conclude that psycho education content is limited only by the imagination of the persons seeking help and by the ability of the psychological practitioner to be innovative and creative enough to design a systematic program for teaching clients the psychological self-help that will make their lives more fulfilling.
Abstract: Psychoeducation is a therapeutic approach under which the psychological practitioner's functioning is viewed not in terms of abnormality (or illness) diagnoses prescription — therapy --> cure; but rather in terms of client dissatisfaction (or ambition) --> goal-setting — skill-teaching --> satisfaction or goal achievement The contemporary roots of psychoeducation are traced from an early era serving to set the stage for psychotherapy as an educational process, to the behavior modification era, to the community mental health era Content ofpsychoeducation is discussed in terms of general skills (ie, communication skills, interpersonal skills, relationship skills, etc) and specific skills (ie, coping with frustration, sexual satisfaction, handling aggressive impulses, etc) It is concluded psychoeducation content is limited only by the imagination of the persons seekinghelp and by the ability of the psychological practitioner to be innovative and creative enough to design a systematic program for teaching clients the psychological self-help that will make their lives more fulfilling
24 citations
Book•
01 Jan 1977
TL;DR: In this article, the authors present a contract for human-relations training with the following skills: self-disclosure, listening and listening, concreteness, fairness, and difficulty in communicating with others.
Abstract: INTRODUCTION AND OVERVIEW. 1. Human-Relations Training. 2. The Contract: An Overview of the Training Process. PART I: THE SKILLS OF LETTING YOURSELF BE KNOWN. 3. Self-Disclosure: How To Talk About Yourself to Others. 4. Expressing Feelings and Emotions. 5. Concreteness: How to Avoid Being Vague in Communication. PART II: THE SKILLS OF LISTENING AND RESPONDING. 6. The Skills of Attending and Listening. 7. The Skill of Responding with Understanding. 8. Genuineness and Respect as Communication Skills. PART III: THE SKILLS OF CHALLENGING. 9. Deeper Understanding. 10. Confrontation. 11. The Skill of Immediacy: "You-Me" Talk. PART IV: THE SKILLS OF EFFECTIVE GROUP PARTICIPATION. 12. The Skills of Being an Effective Group Communicator. 13. The Open Group. PART V: PUTTING IT ALL TOGETHER. 14. Changing Your Interpersonal Behavior.
24 citations
TL;DR: In this article, the authors describe inhalant abuse among children in an American Indian elementary boarding school and discuss the initial interventions made to control this problem, such as providing a lower adult-child ratio and improving staff morale and child management skills.
Abstract: The authors describe inhalant abuse among children in an American Indian elementary boarding school. They discuss the initial interventions made to control this problem, such as providing a lower adult-child ratio and improving staff morale and child management skills and developing a volunteer program to improve the quality of the children's experience after school hours. They suggest that such preventive efforts be made early to interrupt the destructive cycle of dependence on external agents.
21 citations
TL;DR: In this paper, the first-line supervisor's job is studied to develop a better understanding of what constitutes effective foremanship by interviewing 65 owners of general contracting and subcontracting firms, project managers, superintendents and foremen.
Abstract: By interviewing 65 construction managers and field supervisors, the first-line supervisor’s job is studied to develop a better understanding of what constitutes effective foremanship. An analysis of the tabular interview data and comments from owners of general contracting and subcontracting firms, project managers, superintendents, and foremen highlighted considerable differences of opinion of what role the foreman serves on a construction site. The information on motivation to become and remain a foreman, reasons for quitting, differences between more and less productive field supervisors, and differences between foremen and journeymen are examined to assist management in the selection of future foremen and development of additional training programs to improve a foreman’s management skills. In addition, current procedures for foreman selection, evaluation, recognition and compensation are reviewed to develop alternative methods that would improve foreman motivation, job satisfaction, and productivity.
TL;DR: In this paper, the authors present a critical analysis of the skills required for test-taking, the training of testtaking skills, and the experimental evidence on the training, concluding with recommendations for a task-specific instructional unit which trains the necessary skills for test taking to assure that the score on the test is an accurate measurement of the skill being assessed.
Abstract: Children, as well as adults, can be handicapped when taking a standardized test because of an unfamiliarity with the test format or with the requirements of the testing situation. This review presents a critical analysis of the skills required for test-taking, the training of test-taking skills, and the experimental evidence on the training. Based on the recommendations of psychologists such as Thorndike, Cronbach, and McClelland, practical classroom strategies for test-taking are discussed. Cautions on the pitfalls of training test-taking skills on questionable dimensions, such as on test item content, are also discussed. The review concludes with recommendations for a task-specific instructional unit which trains the necessary skills for test-taking to assure that the score on the test is an accurate measurement of the skill being assessed.
Book•
01 Jan 1977
TL;DR: In this article, the authors identify personal and professional values that are highly important to each individual as an individual and what values are important to them in their personal relationships, and what are their expectations for work.
Abstract: Identifying Your Values Personal Values What is highly important to you as an individual? Relationship Values What values are important to you in your relationships? Values such as _______________, acceptance, and _________________ might be values you have for all your relationships Work Values What are your expectations for work? People have their own value related to ______________ Example: some want work to be exciting, a challenge and creativity
TL;DR: In this paper, the authors describe skills in the classroom using nonverbal skills in a nonverbal setting, using a set of skills from Theory into Practice (T2P) theory into practice.
Abstract: (1977). Nonverbal, skills in the, classroom. Theory Into Practice: Vol. 16, Nonverbal, pp. 162-166.
TL;DR: In this paper, it is argued that existing, open-loop methods of class and field instruction are inadequate for the development of skills in social work and need to be complemented by simulated practice using video-tape.
Abstract: It is argued that existing, open-loop, methods of class and field instruction are inadequate for the development of skills in social work and need to be complemented by simulated practice using video-tape. The literature on skilled performance and its acquisition is reviewed and a hierarchial model of social work practice skills is proposed. After describing some preliminary work on the use of video-tape feedback a basis is suggested for an instructional design incorporating simulated practice.
01 Jan 1977
TL;DR: In this article, the authors examined and found that government regulation is as valid as the marketplace in reflecting the public will toward goods and services and argued that the real costs of regulation go beyond direct expenses for compliance to the indirect managerial costs of changing the way business is conducted.
Abstract: Government regulation is examined and found to be as valid as the marketplace in reflecting the public will toward goods and services. The author also contends that the real costs of regulation go beyond direct expenses for compliance to the indirect managerial costs of changing the way business is conducted. The experience of the Occupational Safety and Health Administration (OSHA) is used to illustrate how social, legal, and technological changes affect management in addition to bureaucratic and political intrusions. The impact of four basic forces is traced: (1) rising incomes and expectations; (2) more sophistication in the social and natural sciences; (3) an awareness of common interests between government and business; and (4) the success of previous regulatory intrusions. Regulatory costs influence the cost structure of conducting business, the institutional business relationships, and the nature of managerial skills required. An understanding of these effects provides opportunities and challenges to the business world as well as some costs. (DCK)
TL;DR: The Downing Program for Parent Training in Family Relationship and management Skills was introduced to the parents of students attending an alternative education school at the secondary level as discussed by the authors, with 58 parents completing all phases of the program.
TL;DR: The concept of evaluation must be broadened to include other clinical performances which include human skills as well as technical skills, according to the author.
Abstract: Evaluation of clinical performance requires that the nurse educator observes behaviour in a specific, goal-directed manner and reports these observations clearly and unambiguously, although it is conceded that beyond basic technical skills there is little consensus as to what constitutes a good professional nurse. The author questions the purposes and process of evaluation.
The thesis of this paper is that the concept of evaluation must be broadened to include other clinical performances which include human skills as well as technical skills.
TL;DR: A promising attempt to increase the perceived relevance and credibility of a course in communication skills for dental students, using the use of video-taped communication vignettes derived from actual dental office situations to increaseThe perceived relevance of the program for the dental student.
Abstract: It is important to teach future health professionals about human interaction, a process that will underlie their technical procedures throughout their careers. In the past there have been problems with student acceptance of such teaching. This paper reports a promising attempt to increase the perceived relevance and credibility of a course in communication skills for dental students. Two important features of this course are (1) the use of video-taped communication vignettes, derived from actual dental office situations, to increase the perceived relevance of the program for the dental student and (2) the use of selected clinical dental faculty members as group facilitators to increase the credibility of the program.
01 Mar 1977
Journal Article•
TL;DR: Gilman as discussed by the authors argued that if students are to take their places as contributing members of society, they must provide them with what society needs in the way of skills, knowledge, and values.
Abstract: In the following article Gilman states the case for minimum competency testing as a requirement for high school graduation. If students are to take their places as contributing members of society, he argues, the schools must provide them with what society needs in the way of skills, knowledge, and values. In short, schools must provide students with survival skills. And the need for survival skills brings a need for proficiency testing.
TL;DR: In this paper, a taxonomy of managerial skills and qualities was developed, and a modest research study gave some evidence for the validity of the taxonomy; and presented some further empirical evidence about the sources from which the managers acquired these skills.
Abstract: In our previous paper we developed a taxonomy of managerial skills and qualities; reported a modest research study giving some evidence for the validity of the taxonomy; and presented some further empirical evidence about the sources from which the managers we have investigated acquired these skills and qualities.