Showing papers on "Skills management published in 1985"

Inside Corporate Innovation: Strategy, Structure and Managerial Skills

Abstract: Free Press. Paperback. Condition: New. 240 pages. Dimensions: 8.9in. x 5.8in. x 0.6in.The new wave of organizational innovations involves new types of arrangements between individuals and corporations. It is likely to continue to produce new organizational forms, spanning the entire range of combinations of markets and hierarchies and involving complex, sometimes protracted negotiation processes between individuals and corporate entities. Such negotiation processes, we believe, will be an increasingly pervasive aspect of corporate life and an important mechanism for facilitating the...

Social skills training for chronic mental patients.

Abstract: Social skills training has proved to be effective in increasing the social competence of chronic mental patients. The authors describe three models of social skills training, all of which involve role playing by the patient and modeling, prompting, feedback, and reinforcement by the therapist. Many patients can benefit from the basic training model. For patients functioning at a higher level, the problem-solving model provides general strategies for dealing with a variety of social situations. The attention-focusing model, designed for highly distractible and withdrawn patients, teaches skills through constant repetition of tasks and minimizes demands on cognitive abilities. The authors emphasize the importance of taking steps to ensure that the skills learned during training are generalized to other situations and settings.

Skills for Successful School Leaders

Abstract: This textbook provides a curriculum for administrator preparation courses based on guidelines established in 1979 by the American Association of School Administrators (AASA) Advisory Committee on Higher Education Relationships. Each chapter provides ideas for successful practices and suggested activities to provide actual experience in each area of study, followed by a checklist of essential skills and a list of resources. After a brief introduction, remaining chapters are devoted to the following skills: (1) designing, implementing, and evaluating school climate; (2) building support for schools; (3) developing school curriculum; (4) instructional management; (5) staff evaluation; (6) staff development; (7) allocating resources; and (8) educational research, evaluation, and planning. The final chapter summarizes considerations in building and using these skills. An appendix entitled "Megachallenges" discusses current societal trends with compelling significance for school leaders.(TE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** US. OFSARTNIENT OF SOUCA11011 NATIONAL INSTITUTE OF EDUCATION EOUCATIONAL RESOURCES INFORMATION CENTER (ERICI t(This document has been reproduced as received from the person or organization

Handbook of social skills training and research

Abstract: HISTORICAL TRENDS AND METHODOLOGICAL ISSUES: Social Skills New Directions in the Assessment of Social Competence and Social Skills Conceptual and Methodological Issues in Behavioral Assessment of Heterosocial Skills PROGRAMS FOR SPECIAL PROBLEMS: Life-Skills Training Social Skills Training and Complementary Strategies in Anger Control and the Treatment of Aggressive Behavior Heterosocial Skills Training The Enhancement of Sexual Skills and Competence - Promoting Lifelong Sexual Unfolding Social Skills Training for Divorced Individuals PROGRAMS FOR SPECIAL POPULATIONS: Social Skills Training and Children's Peer Relations Parents as Mediators in the Social Skills Training of Children Parent Education as Skills Training Structured Learning - Research and Practice in Psychological Skill Training Social Skills Problems Experienced by Women Social Skills Training with the Elderly PROGRAMS FOR THE SEVERLY IMPAIRED: A Behavioral Approach to Social Skills Training with Psychiatric Patients A Program of Modular Psychoeducational Skills Training for Chronic Mental Patients Social Skills Training for the Mentally Retarded PROGRAMS FOR COUPLES AND FAMILIES: The Couples Communication Program Structured Approaches to Couples' Adjustment The Relationship Enhancement of Family Therapies CURRENT STATUS AND FUTURE DIRECTIONS: Skills Training for Professional Helpers Toward Effective Supervision in Business and Industry Social Skills Training - A European Perspective Enrichment, Structured Enrichment, Social Skills Training and Psychotherapy - Comparisons and Contrasts Implications of Social Skills Training for Social and Interpersonal Competence Author Index Subject Index.

Children’s Social Skills Training: A Meta-Analysis

Abstract: Social skills training (SST) programs for children have been inspired by convincing evidence that childhood social competence is related to psychological adjustment in later years. It has not been clearly established, however, that interventions aimed at increasing childhood competence can improve the outcome for the children involved. Nevertheless, the number and variety of social skills training programs emerging in both the professional literature and commercial market attest to the appeal of this form of therapy. As is the case for most other forms of therapy, little data are available with regard to the relative effectiveness of the various training approaches or the child characteristics that may be associated with successful intervention. Several review articles on social skills training have focused on a given intervention modality (e.g., Combs & Slaby, 1977; Urbain & Kendall, 1980) or target population (e.g., Conger & Keane, 1981; Gresham, 1981). All have concluded that despite conflicting results and methodological problems, there is empirical evidence that provides some support for the positive impact of social skills training.

Effective management in nursing

Abstract: The combination of theoretical knowledge and practical experience from management professionals in business as well as nurse educators and nursing service administrators provides a rich blend of content. This fourth edition has been been thoroughly revised, integrating management skills and concepts appropriate for today's nurse manager to use in daily practice.

Training Teachers in Classroom Management: An Experimental Study in Secondary School Classrooms

Abstract: The purpose of this study was threefold: (a) to validate principles of classroom organization and management shown in correlational research to be related to management effectiveness in secondary classrooms; (b) to determine if school district personnel could deliver teacher workshops and collect data on implementation of the principles; and (c) to assess whether training in classroom management techniques would provide additional skills to teachers who had already been trained in a statewide instructional skills program. Results indicated that training and observations could be done by district personnel, and the trained group exceeded the control group on both management skills and student task engagement.

Assessing the Implementation of Federal Coastal Policy

Abstract: Implementation of plans and programs has been the subject of increasing scholarly inquiry in recent years. Some scholars have suggested that particular statutory, administrative, and socioenvironmental conditions are necessary for effective implementation. Applying one framework (that of Mazmanian and Sabatier) of such conditions to the federal Coastal Zone Management Act and its implementation reveals that in the 1970s the prospects for effective implementation of the act were problematic at best. Yet the implementation of the act by the Office of Coastal Zone Management has been at least a partial success, judged in terms of the goals of the act, largely because of the incentives for state participation in the program, the general political support for coastal resource management, and the substantial political and managerial skills of OCZM officials. The history of CZMA also suggests that implementation theory needs to address ways to create the conditions that foster the learning processes nec...

Essential Skills for Financial Management: Are MPA Students Acquiring the Necessary Competencies?.

Abstract: Recent surveys indicate that professional managers rank financial skills high among critical management skills. For example, some 2,000 local government managers judged budgeting/finance skills to be the most important management skill by a 2-to-1 margin.' Again, a survey of 588 graduates of 12 MPA programs also found that graduates judged budgeting and finance course work to be the most relevant in their curriculum. 2 As McCaffery concluded in a previous analysis of public budgeting courses, "it would seem that a fiscal crisis of some magnitude has existed long enough that all future public managers ought to be introduced to budgeting."I The purpose of this paper is to report on the extent to which MPA programs currently teach essential financial management skills in the course work required of all MPA candidates. It does not examine the curriculum of that minority of MPA students who elect to specialize in financial management. We first consider the total amount of course work that MPA candidates generally complete and then compare the content of this course work to those skills that practitioners believe are essential. Given the importance of financial management skills and the requirement by the National Association of Schools of Public Affairs and Administration that these skills be included in the MPA curriculum, how much course work does the typical MPA student get? A recent survey of MPA programs4 indicates that, while 98 percent offer at least one course in financial management, 19 percent do so on an elective instead of a required basis. Of the remaining 79 percent which require students to take such course work to obtain the degree, 61 percent require one course, 14 percent require two, and 4 percent require three or more courses. The typical MPA candidate, then, completes a single course in financial management.5

Transferable Intellectual and Personal Skills

Abstract: Although many employers recruit graduates, often on an any discipline basis, there is an apparent mismatch between employer needs and educational response. Possession of a degree indicates ability to think at a certain level, but is insufficient. Selection criteria, advertisements and training courses run to make graduates fully effective show that employers need skills in communication, co‐operation and teamwork, and positive personal qualities such as the will to set and meet objectives and to be innovative also. American experience indicates that although there is no complete and generally accepted classification of generic intellectual and personal skills, at least some are identifiable and are developed in the process of higher education. The College Outcomes Measures Project identified three ‘process areas’ (communicating, solving problems and clarifying values). The American Programme Evaluation Project identified communication, quantification, analytic and synthesising skills and values clarificat...

The life skills training program as a health promotion strategy: theoretical issues and emprical findings

Abstract: Life skills training can be considered an essential kind of school health promotion effort. In this article, the theoretical foundations of the Life Skills Training Program are described. Then, the components of the intervention program are presented, including: (1) cognitive component; (2) decision making component; (3) techniques for coping with anxiety; (4) social skills training component; and (5) self-improvement component. Selected evaluation studies of the Life Skills Training Program are summarized to show effects on student health risk factors. Finally, general implications of school health promotion are discussed.

Managerial roles for social development management

Abstract: The configuration of roles needed for effective management of social development is discussed and compared with that needed for conventional development project management. It is argued that while the managerial skills associated with more conventional projects are useful to social development managers, social development management places greater emphasis on entrepreneurial behaviour and attention to both analysing and influencing the environment external to the organization. Facilitating the creation of local-level capacity also requires strong interpersonal skills. The extent to which social development management skills can be trained for is discussed, with an illustration from Sri Lanka. A combined skills training plus job rotation approach to preparing social development managers is suggested. The need to modify organizational structures and incentive patterns in order to effectively support new management skills is highlighted.

The Pragmatic Skills of Learning Disabled Children A Review

Abstract: There is an abundance of evidence indicating that, as a group, learning disabled (LD) children are more likely to be devalued by teachers, peers, and parents than non-learning disabled children (Bryan and Sonnefield, 1981; Gresham, 1982; Pearl and Cosden, 1982; Serafico and Harway, 1979; Wong and Wong, 1980). The relatively low social status of learning disabled children has been investigated by many researchers and deficits of behavior, social perceptiveness, academic and athletic ability, non-verbal communication, and language skill have all been implicated as possible sources of this rejection (Dudley-Marling, 1984). Researchers have been particularly interested in the pragmatic competence of LD children, that is, how well LD children adapt the use of their language to the demands of the language context or situation. Language use includes more than knowing appropriate vocabulary and the word ordering rules of language. It is also knowing \"how, when, and with whom to talk and for what purpose\" (Green & Harker, 1982). For example, speakers routinely consider such factors as the background knowledge, age, familiarity, and status of listeners in deciding what to say and how to say it. What language users choose to talk about, how they say it, and how listeners interpret what is said will be affected by the context in which language is used. Both speakers and listeners must adapt their language behavior to the physical and social context within which talk occurs if communication is \\o be effective. Learning disabled children's use of language in context has been of particular interest to many researchers since pragmatics, the social use of language, would be expected to significantly affect LD students' social acceptability. Some researchers, especially Tanis Bryan and her colleagues, have concluded that pragmatic deficits are common among LD students (Donahue & Bryan, 1982) and there have been several attempts to improve LD students' pragmatic skills through direct intervention (Donahue & Bryan, 1982; LaGreca & Mesibov, 1981; Olsen, Wong, & Marx, 1983). Donahue and Bryan (1982) state: \"The pervasive nature of these pragmatic difficulties suggests that conversational skills should be a high priority for language intervention with LD children\" (p. 4). This conclusion may be premature, however. Although nearly 20 studies have investigated a number of different aspects of the pragmatic competence of LD children, here have been few attempts at replication and these have been generally unsuccessful. Additionally, many of the studies examining the pragmatic competence of LD children are plagued by methodological and conceptual problems. The purpose of this paper is to review the experimental literature which has examined the pragmatic competence of learning disabled students and to determine whether the conclusion that pragmatic deficits among LD students are pervasive is justified or whether this conclusion is premature. Nineteen studies were identified which examined the pragmatic competence of learning disabled students. For purposes of discussion, these studies have been placed into four categories: 1) studies examining LD students' spontaneous use of language in natural and contrived settings; 2) studies examining LD students' ability to adapt their language to listener characteristics; 3) studies investigating the effectiveness of LD students' communications; and 4) studies examining LD students' ability to fulfill listener responsibilities. Table 1 presents the characteristics of studies included in this review.

The Implications of a Skills Approach to Leadership

Abstract: A review of the relevant literature and case study analysis draws the conclusion that a skills approach to leadership makes it possible to describe and provide training in the core skills required in a wide variety of managerial situations. Such skills are most effectively acquired through practice, with feedback and guidance provided by skilled interpersonal skilled tutors. The latter skills are also best learned via feedback and guidance; unless there is a growth in effective interpersonal skills training there will ultimately be a shortage of tutors to pass on the skills learned.