Showing papers on "Skills management published in 1986"
Book•
01 Oct 1986
TL;DR: The theory and practice behind the teaching of thinking skills to students is described in this paper. But the focus of this paper is not on the teaching skills, but on the learning process.
Abstract: This text describes the theory and practice behind the teaching of thinking skills to students.
487 citations
Book•
01 Jan 1986
TL;DR: A comprehensive volume on the subjects of social skills and communication skills, with contributions from world leaders in their particular fields, is presented in this article, with a focus on social skills.
Abstract: A comprehensive volume on the subjects of social skills and communication skills, with contributions from world leaders in their particular fields.
199 citations
TL;DR: This article outlines one approach to organising a workshop for the development of facilitation skills and covers both the theoretical and practical aspects of such a workshop and may be adapted for use in a variety of settings in both basic and continuing nurse education.
174 citations
Book•
01 Jan 1986
TL;DR: One that will refer to break the boredom in reading is choosing teaching social skills to children innovative approaches as the reading material.
Abstract: Introducing a new hobby for other people may inspire them to join with you. Reading, as one of mutual hobby, is considered as the very easy hobby to do. But, many people are not interested in this hobby. Why? Boring is the reason of why. However, this feel actually can deal with the book and time of you reading. Yeah, one that we will refer to break the boredom in reading is choosing teaching social skills to children innovative approaches as the reading material.
135 citations
TL;DR: In the information age of the 1980's, are effective communication skills important for executive success? To answer this question, a study was conducted of executives in selected Fortune 500 compan... as discussed by the authors.
Abstract: In the information age of the 1980's, are effective communication skills important for executive success? To answer this question, a study was conducted of executives in selected Fortune 500 compan...
68 citations
TL;DR: The public management curriculum has developed in a number of different ways, and four broad models can be discerned from existing practice: the core survey model, the elective model, modified MBA model, and the generic model.
Abstract: Public management means quite different things when it is understood in terms of its intellectual roots in policy analysis, in terms of what managers actually do in the public sector, and in terms of the knowledge and skills required for effective performance in higher-level jobs in the public sector. As taught in the public policy schools, public management has inherited a deep skepticism about public intervention and an active decision-forcing attitude toward the practice and teaching of management. These attributes distinguish it from public administration. The public management curriculum has developed in a number of different ways, and four broad models can be discerned from existing practice: the core survey model, the elective model, the modified MBA model, and the generic model. These models differ in several ways but share a common bias toward grounding in the technical core of management skills, a strong decision-forcing emphasis, and an active view of the manager's role.
50 citations
TL;DR: In a survey conducted by as discussed by the authors, 355 randomly selected Division 17 members who responded to a survey concerning their assessment of their own research skills, their research training, and the major influences on their research skill and interest, reported that graduate programs contribute adequately to their skills in research design, statistics and writing, but contribute less to their computer skills and practical research skills.
Abstract: Participants were 355 randomly selected Division 17 members who responded to a survey concerning their assessment of their own research skills, their research training, and the major influences on their research skill and interest. Respondents reported that graduate programs contribute adequately to their skills in research design, statistics, and writing, but contribute less to their computer skills and practical research skills. Respondents, on average, felt confident about their research skills with the exception of statistical and computer skills. These perceptions were independent of sex, number of years post doctorate, graduate training department, American Psychological Association accreditation, and primary employment setting. Programs and training activities were consistently viewed as having a positive effect on research interest. Practical implications for the training program, the professional, and the profession are discussed.
48 citations
TL;DR: In this paper, it is argued that these effects may be explained by theories that model cognitive skills as organized systems of production rules, and predicted by measures of fluid and crystallized abilities.
Abstract: Ways for predicting the sometimes negative or "mathemathanic" effects of attempts to teach thinking and learning skills are discussed. It is argued that these effects may be explained by theories that model cognitive skills as organized systems of production rules, and predicted by measures of fluid and crystallized abilities. Implications of the ATI perspective and of a production system model of cognitive skills for other controversies that have attended recent attempts to teach higher-order thinking skills are also discussed.
TL;DR: It is suggested that cognitive/procedural skills are more prone than control-oriented skills to decay over periods of disuse, and effective recurrent training methods offer the most promise in forestalling loss of proficiency.
Abstract: This article addresses the problem of flight-skill decay. The complexity of the problem is outlined with regard to identifying the nature and extent of decayed skills. It is suggested that cognitive/procedural skills are more prone than control-oriented skills to decay over periods of disuse. Effective recurrent training methods offer the most promise in forestalling loss of proficiency. Several such methods are described, and the importance of cognitive training is emphasized. Finally, criteria are noted for evaluating the utility of recurrent training media. The theories and practical measures discussed apply to many skills other than those of flying.
TL;DR: In this paper, a survey of 124 small, high-technology firms in Canada to learn more about the processes they use to develop and market innovative products was conducted. But the survey found that the firms have more technical than general management expertise, and that trained entrepreneurs have difficulty with general management skills needed to facilitate the successful introduction of new products.
TL;DR: Though trainees made significant progress in cognitive and planning skills, this was not the case with intervention skills, and results suggest a progression of skill learning, beginning with cognitive understanding, followed by case planning, and then intervention skills.
Abstract: In this study, which describes the evaluation of a structural family therapy training program, we developed an evaluation procedure that can be used with other similar training programs. Trainees were evaluated before and after training as to their improvement in cognitive, case-planning and in-therapy intervention skills. Results suggest a progression of skill learning, beginning with cognitive understanding, followed by case planning, and then intervention skills. Though trainees made significant progress in cognitive and planning skills, this was not the case with intervention skills. Trainees' self-evaluations were similar to their results on other measures.
TL;DR: The potential effectiveness of social skills training with hearing-impaired children and methods to enhance treatment maintenance were discussed and the effects of training were generally maintained at a 2-month follow-up.
Abstract: Social skills training has been used with a variety of adult and child populations. This article describes the use of social skills training with hearing-impaired children. Data related to the treatment of four hearing-impaired children were presented for illustrative purposes. For all cases, social skills training resulted in improved social behavior during role play. Treatment effects also generalized to novel role-play scenes and an analogue situation. Social validation measures (subjects' and parents' satisfaction with training) supported the effectiveness of treatment. The effects of training were generally maintained at a 2-month follow-up. The potential effectiveness of social skills training with hearing-impaired children and methods to enhance treatment maintenance were discussed.
01 Jan 1986
TL;DR: The Prevention of Social Adjustment Disorders in Children (PADID) as discussed by the authors ) is a book about the prevention of social adjustment disorders in children, with little thought about the difficulties we would encounter in determining its specific content.
Abstract: We initially accepted the invitation to write a chapter entitled “The Prevention of Social Adjustment Disorders in Children” with little thought about the difficulties we would encounter in determining its specific content. We began to sense our plight as we attempted, unsuccessfully, to define “social adjustment disorder.”
Book•
[...]
12 Jun 1986
TL;DR: Aims to help teachers in secondary schools and colleges to extend their range of skills to meet the demands of recent curriculum changes and will particularly interest teachers with counselling and tutorial responsibilities.
Abstract: Aims to help teachers in secondary schools and colleges to extend their range of skills to meet the demands of recent curriculum changes. It will particularly interest teachers with counselling and tutorial responsibilities.
TL;DR: In this paper, a study skills counsellor becomes a social change agent aiming for the enlightenment and emancipation of students and lecturers, which is a radical departure from the behavioural-technician remedying a deficit group in a special program or study laboratory.
Abstract: The ‘what’ and ‘how’ of study skills programmes are critiqued and alternatives suggested. Due to the absence of information about higher level learning, study skills courses have traditionally focused on study behaviours, rather than upon the cognitive processes involved in mastering complex material. By providing knowledge about the cognitive skills and strategies involved in the acquisition and organization of high level learning, information-processing could form the basis of future learning-skills programmes. Infusing learning skills into the curriculum from a phenomenological-critical theory perspective, means that the study skills counsellor becomes a social change agent aiming for the enlightenment and emancipation of students and lecturers. This is a radical departure from the behavioural-technician remedying a deficit group in a special programme or study laboratory.
TL;DR: The author advocates the teaching and assessment of communication skills as a continuous process throughout undergraduate and postgraduate medical education for clinical practice and suggests some educational goals and objectives for those skills of particular relevance to the consultation.
Abstract: Communication is a major aspect of medical practice in such areas as the consultation, counselling, team work, management duties, health education and teaching. Many communication skills essential to the clinical consultation are different from those used in everyday life. They require an understanding of the doctor/patient relationship and of the self as well as of others. They also require a subserving repertoire of specific behavioural skills. The present paper sets out to emphasize this pervasive importance of communication skills in medical practice and to suggest some educational goals and objectives for those skills of particular relevance to the consultation. It describes one attempt to pursue these within the author's own school despite the piecemeal nature of such teaching. In Britain great emphasis is placed on the importance of clinical skills and this is reflected in the priority given to them in the final professional examination, and yet their communication aspects are rarely well defined within the curriculum or directly assessed. The author advocates the teaching and assessment of communication skills as a continuous process throughout undergraduate and postgraduate medical education for clinical practice.
Journal Article•
Book•
01 Apr 1986
TL;DR: The workbook as mentioned in this paper presents a variety of drill and practice activities for students in a two-color format, including a review of addition, subtraction, multiplication, and division.
Abstract: Basic skills are reviewed and expanded as students work through 58 pages of activities. Each page gives an example and step-by-step solution of the problem presented. Some of the many skills covered include a review of addition, subtraction, multiplication, and division, plus challenges in decimal fractions, exponential and scientific notation, primes, probability, percents, and basic geometric principles. This workbook presents a variety of drill and practice activities for students in a two-color format. Six answer pages are provided.
Book•
01 Jan 1986
TL;DR: This book has been written to demonstrate the basis of a skills approach for both the experienced and the inexperienced nurse to build upon, for it is believed that psychiatric nurses are equipped to be in the forefront of psychiatry as a developing art and science.
Abstract: In this book we have attempted to identify skills which are needed by the psychiatric nurse, and in doing so to identify a body of knowledge unique to the professional psychiatric nurse. The book has been written to demonstrate the basis of a skills approach for both the experienced and the inexperienced nurse to build upon, for we believe that psychiatric nurses, due to both their training and their particular mixture of interests, are weil equipped to be in the forefront of psychiatry as a developing art and science. We hope that this book in some small way helps this development. Some of the more recent advances in psychiatric nursing have been rein- forced by the publication of a training syllabus for mental nurses (English and Welsh National Boards, 1982). This document highlights the need for a change from a medical model to a social model and from a task-oriented leaming experience to a skills approach. We have attempted to reflect this change in emphasis by including such aspects as personal development and self-aware- ness, human sexuality, the nursing process and counselling skills.
TL;DR: In this paper, the authors examined the effect of video supported instruction on interview effectiveness and found that videotaped feedback does not improve the way students present themselves, but may facilitate improvements in employment interview skills.
Abstract: This article reports two studies which examine the effect of video supported instruction on interview effectiveness. The first study suggests that videotaped feedback does not improve the way students present themselves, but may facilitate improvements in employment interview skills. In addition, the study suggests that videotaped interviews aid students in acquiring competence in interview management skills. Results of the second study demonstrate that students have less variability in interview behavior and acquire more skill in problem‐solving interviews after two hours of rating videotapes of interviews than after only one hour of rating such tapes.