Showing papers on "Skills management published in 1992"

Shattering the Glass Ceiling: The Woman Manager

Abstract: The 1990s - Women in Management and Business An Overview Occupational Stress and the Female Executive Acquiring "Appropriate" Managerial Skills Personality and Behaviour Resisting "Hurry Sickness" The Roles that Women Play Relationships at Work Blocked Promotion and Career Development Jumping Through Hoops Walking the Tightrope Between Work and Home Positive Approaches to Helping Women into Management

Management: Skills and Application

Abstract: PART ONE: Foundations1 Introduction to Management2 The Management Movement3 Developing Communication Skills4 Decision-Making SkillsPART TWO: Contemporary Issues5 International Business6 Legal, Ethical, and Social Responsibilities of ManagementPART THREE: Planning Skills7 The Basics of Planning and Strategic Management8 Operations Management and PlanningPART FOUR: Organizing and Staffing Skills9 Organizing Work10 Organizing Structure11 Understanding Work Teams12 Staffing13 Developing Employees and ManagersPART FIVE: Directing Skills14 Motivating Employees15 Developing Leadership Skills16 Managing Conflict and Stress17 Managing Change and CulturePART SIX: Controlling Skills18 Controlling19 Appraising and Rewarding Performance20 Operations ControlGLOSSARYINDEX

Managerial Resourcefulness: A Reconceptualization of Management Skills

Abstract: The diverse nature of the prevailing conceptualizations of skills required for successful managerial performance hinders our understanding of the phenomenon. This paper examines the limitations to our understanding of the nature of managerial skills based on the analysis of managerial jobs that are often non-routine, unprogrammed, and ill-structured. A framework that distinguishes between managerial "skills" and "competencies" along several dimensions such as specific-generic, task driven-person driven, and transferable non-transferable is suggested as a possible alternative mode of conceptualization. Competencies representing fundamental generic cognitive characteristics are viewed as managerial resourcefulness. Integrating research from the fields of cognitive, clinical, personality, and social psychology, the paper identifies and explicates various components of resourcefulness which have implications for selection and training of managers. Developing appropriate operationalization, assessment, and tra...

Learning by Hypermedia Design: issues of Assessment and Implementation

Abstract: Educational research emphasizing constructivist perspectives and the role of integrated technologies is converging on the value of students actively designing knowledge, particularly in the context of designing media presentations for real audiences. To date, little documented progress has been made in this area because of the significant assessment problems involved in evaluating complex high-level skills across large groups of students engaged in a wide range of activities over a long period of time. We have used cognitive techniques to develop a model of design skills that has been embedded into the curriculum in two qualitatively different hypermedia learning environments. The model is also used as the basis for a wide range of assessments aimed at documenting the amount of exposure to design skills students actually get, the conceptual understanding of design skills they develop, and the extent to which they can actually use their design skills in novel contexts. Common results from both sites suppor...

Toward defining and measuring social skills in employment settings.

Abstract: Although it is clear that appropriate social skills are related to job success, little agreement has been reached on how to define and measure social skills. In this article a definition of social skills was proposed that will begin to identify the components that need to be considered when teaching social skills to individuals with mental retardation in employment settings. In addition, three measurement approaches were discussed that further operationalize these components. Current social skills training research in employment settings was reviewed and discussed with respect to the measurement approaches proposed in this article.

An Innovative Beginning Teacher Induction Program: A Two-Year Analysis of Classroom Interactions:

Abstract: Classroom observational data from an innovative 2-year, university-based teacher induction program indicate that the inductees made significant gains in the level of their teaching skills. First-year gains in instruction typically resulted from improvements in the classroom organizational and management skills of the inductees. Second-year gains tended to be related to changes in more intellectually complex areas of teaching.

Competency based human resource management: value-driven strategies for recruitment development and reward

Abstract: The need for organizations to identify and develop the skills of their workforces has never been greater. Throughout Europe new practices and approaches are being employed to ensure that the real talents and competencies of employees are fully optimized. This book brings together ideas from various European HRM consultants which illucidate and develop new concepts and approaches to identifying, measuring and achieving appropriate levels of competency. The differing specialisms and cultures of the authors offer a rich and varied approach to the subject. The types of practice focused upon include: performance management and management development; identifying the right skills and qualities for success in today's environment; selecting the best performers and people with the greatest potential; planning to meet individual and organizational needs; appraising performance and skills acquisition; paying for skills - reward and cost-benefit analysis; building the best working environment and collective performance; managing motivation for improved performance; and career and succession planning.

Communication Skills in Hearing-Impaired Children

Abstract: Reviews work in the area of communication and communication skills as they relate to the hearing-impaired child. Topics covered include: the aims of human communication; cognitive mechanisms; and speech intelligibility.

The Effects of Teaching a Summary Skills Strategy to Students Identified as Learning Disabled on Their Comprehension of Science Text

Abstract: The effects of a summary skills learning strategy on the comprehension of science text were examined with 5 elementary-age urban minority special education students in a summer remedial program. The program's effect on the overall completeness of the students' written summaries and the maintenance of the strategy also were examined. Following baseline, the summary skills strategy was introduced in both group and individual reading settings according to a multiple baseline across settings design. Student performance was assessed in both setting, and maintenance was probed at 4 weeks in the individual reading setting. The strategy produced clear improvement in the comprehension of science text, which was associated with similar improvements in the completeness of the written summaries. The students reported that the summary skills strategy was effective for helping them understand science text. Furthermore, a group of 15 general education elementary school teachers thought that the strategy was effective and that it would be easy to implement.

Hybrid managers — what do we know about them?

Abstract: . There is increasing interest in ‘hybrid managers’, a breed of managers who blend information management skills with general management skills. Such people are perceived as important in enabling organizations to exploit information systems effectively in today's competitive business environment. Based on a literature survey this paper summarizes what we know about hybrid managers, as expressed by both ‘expert opinion’ and formal research studies. We conclude that little substantive research has been conducted into hybrid managers. Much has still to be learnt about their possible role, characteristics and competences; and how organizations should recruit and develop them. Because of the paucity of published material about ‘hybrids’ in the information systems context, we have drawn inferences from appropriate analogues in other functions — namely personnel, finance and R&D. Relevant studies in related areas of information systems, general management, careers and management development are also put into the ‘hybrid’ context.

The Importance of Skills of M.B.A. Students Seeking Marketing Positions: An Employers' Perspective

Abstract: The presence of various academic skills affects the employment prospects of recent M.B.A. graduates. Employer preferences toward M.B.A. job applicants are influenced by both the presence and the perceived level of development of these skills. For this article, adaptive conjoint analysis was used to derive the importance of skills used by recruiters in the selection decision. The utilities for various levels of these skills are estimated for employers from different areas of marketing specialization.

Workplace Skills in Context

Abstract: Concerns about people who are ill-prepared to perform in workplaces of the future have resulted in various policy reports identifying "basic skills," and postulating appropriate educational responses. Much of the supporting data are thin, and yield descriptions that characterize work through a limited and biased sample of possible observations. Work is made to appear unambiguous, instrumental, rational, and subject to universal categorization. Fieldwork in a manufacturing plant presents a richer picture of work that counters these distortions by demonstrating the importance of alternative styles of work. strategies for managing ambiguity, and the importance of local knowledge. The conventional focus on skills in isolation is replaced by one in which both skills and our ability to describe them is constrained by the technological and organizational contexts of workplaces. Incentives, opportunities, the expressive function of skilled performance, and feedback about results all influence skills. Finally, the...

Effective Communication Skills for Health Professionals

Abstract: Part 1 Educational skills: teaching skills presentation skills computing skills. Part 2 Therapeutic skills: listening skills counselling skills group facilitation skills. Part 3 Organizational skills: management skills meeting skills interview skills. Part 4 Personal skills: writing skills assertiveness skills self-awareness skills. Appendix: Personal communication questionaire.

Higher Order Skills, Job Design, and Incentives: An Analysis and Proposal

Abstract: There is a growing consensus that the curriculum as taught in schools is “out of balance.” Emphasis on basic skills outweighs to a far greater extent than appropriate the emphasis on problem solving and higher order skills. Drawing on ideas about the effects of specialization from behavioral decision theory and on recent work in the economics of organization, this article proposes structural changes in the teaching job to address this problem. The possible limitations as well as advantages of the proposal are discussed.

Development of hand skills in the child

Abstract: D euelopment ofHand Skills in the Child is a refl-eshingly concise, yet complete, soft-bound reference for the peel iatric occupational therapy rractitionel-. It has no peer for current occurational thel-apy theory and practice areas, such as in-hanel manipulation, the neurodevelormental treatment approach to hand function, eve-hand coordination, and urper-extremitv casting. Each chapter covers one topic, including theOty, patient assessment, functional u-eatment, equipment I'esources. and I-eferences. The editors have succeeded in producing a comprehensive yet succinct developmental hand text in eight chapters ranging from 10 to 17 pages in length Pehoski begins the book with the chapter emitled "Central Nervous Svstem Comrol of Precision Movements of the Hane!." Detailed flow charts clarify I-esearch findings and relate them to clinical praerice. Her style inspires the reader to participate in research and raiscs the comfort level between themv and treatment. The most innovative charters are those on handwriting and in-hand manipulation, areas that have lacked research and effective treatment refel-ences in the past In Chapter :3, Exner prescms her definition of in-hand manirulation, "the process of adjusting objeers within the hanel after grasr" (p, 39) and beginning use of her Test of In-Hand "1anirulation (TIME). Her knowledge base incorporates maximizing the development of intrinsic muscles in children. Detailed descriptions of translation, shift, and rotation are rrovided with new findings of hand devel0rment in children between 2 and 3 years of age. Readers will also glean data r.::gal-ding optimal size of objects for use in treatment

Managerial skills acquisition: a case for using business policy simulations

Abstract: The purpose of this study is to assess the educational value of simulation gaming in business policy courses. It examines and compares student and practitioner perceptions of simulation effectivene...

Self-Assessment and Rater-Assessment as a Dimension of Management Development.

Abstract: In light of mixed findings in the literature regarding the congruence between self-assessment and those provided by others, this study investigated differences between the self-ratings of managers and others (supervisors, subordinates, peers) using an instrument assessing twenty specific management skills areas derived from job analysis procedures Data on 335 managers working in several large organizations (health care, aerospace, utility) who recently received feedback were used to compare self-other ratings along each management practice skill area The results indicated that the amount of agreement between managers and the others describing them was moderately low, with correlation coefficients ranging from 122 to 295 (p < 05) Paired t-tests revealed that managers consistently reported practicing specific skills more frequently than others who rated them across the majority of skill areas Implications for practice and future research are discussed

Training Evaluation: A Procedure for Validating an Organization′s Investment in Training

Abstract: At a time when industrial expense is under great pressure, particularly training budgets, it is of great importance that training is carefully focused, to ensure that organizations obtain the maximum benefit. The widely accepted procedures for evaluation described by Donald Kirkpatrick almost without exception have been applied only at level 1 (Student Reaction forms). Many researchers have questioned the value of this part‐application of an evaluation strategy. This new system of training effectiveness evaluation not only forms the basis of individual analysis, but also allows group deficiencies to be explored over time. The method based on self‐perceived skill gap measurement allows the monitoring of skills management at individual departmental and organizational levels and gives management, for the first time, a control measure to which skill management budgets (of which training is a part) can be compared.

Assessing management skills : guide to competencies and evalutation techniques

Abstract: This resource offers practical advice on how to evaluate managerial performance and includes real-life examples and case studies to help managers adopt the leadership techniques best suited to their needs.

Taking Action on the SCANS Report.

Abstract: T his year, thousands of high school students are sitting in traditional chemistry classes listening to their teacher lecture about molecules and compounds. Behind the teacher is a large chart of the peri odic table of elements. Students are taking notes and. before their next big exam, they will try to guess what Mr. Jones will ask on the test. They will then try to memorize the properties of the key molecular structures from a replica of the chart in their textbook. Many students in the school, espe cially the females, already have decided not to take Mr. Jones's chem istry course. College-bound young sters have chosen some less rigorous (although no more interesting) course to meet their science requirements. Students not planning on college have decided not to take any science course. Some of those who are in Mr. Jones's class are wondering why they let their parents or academic advisor talk them into taking chemistry, knowing in their hearts that they never will see a peri odic chart again if, by some stroke of fortune, they can ever get past Mr. Jones's dreaded final. Chemistry class is a different story this year at Southwest High School in Fort Worth. Texas. The class was asked to find the most effective, economical, and environmentally safe grass fertilizer for use on the grounds of the 104 Fort Worth schools. Working together, the students prepared a plan, including a proposed timetable and budget, for doing the work. They wrote to the school district's Grounds and Maintenance Department to find out about current fertilizing practices and to local nurs eries and fertilizer companies for information about fertilizers. They will interview plant specialists to learn about various types of grasses and their fertilizer requirements. They will study the chemical laws that describe the way that fertilizers work. Once they have determined the best fertilizer, the students will write the Grounds and Maintenance Department to share their conclusions. They will either congratulate them on their choice of fertilizer or urge a change in the G&M Department's practice. The Fort Worth students working together, interviewing professionals in the outside world, and engaging in an interesting and meaningful project are just as likely to leam the principles of chemistry as those in Mr. Jones's class. They are more likely to remember what they learned, under stand how chemistry is used in the real world, and become interested in science as a possible career. The Fort Worth students will also acquire other skills that will be useful whether they choose careers in science or other fields. They will learn how to: budget and schedule or, more broadly, allocate resources'. • work with classmates, experts, and groundskeepers or develop interpersonal skills; organize and evaluate data or handle information; • evaluate alternative technological solutions to the problem of grassgrowing or, more broadly, learn about technology. Finally, the students will also get to understand the system that really

Integrated natural resource management

Abstract: This paper provides a general review of experience with Integrated Rural Development Programs (IRDPs). The purpose of the review is to extract lessons which can be applied to Integrated Natural Resource Management Programs (INRMPs), Integrated Conservation Programs, and current and future IRDPs without repeating past mistakes. These lessons will help planners and implementors of future INRM programs to improve their planning and management skills. Practical aspects of program design and implementation are emphasized, as well as the full involvement of all participants at all stages of program development and implementation.

Communicate: Strategies for International Teaching Assistants

Abstract: Unit 1. Introducing Yourself Teaching Skills Focus: Objectives of the Course Functional Language: Ending a Presentation Assignment Presentation: Introducing Yourself Language Skills and Cultural Awareness Pronunciation: Diagnosis of Problems Grammar: Diagnosis of Problems Needs Assessment: Characteristics of a Good Teacher in Your Culture Unit 2. Introducing a Syllabus Teaching Skills Focus 1: Nonverbal Communication Focus 2: Teacher Presence Functional Language: Classroom Expressions and Terms Assignment Preparation: Introducing a Syllabus Assignment Presentation: Introducing a Syllabus Language Skills and Cultural Awareness Pronunciation: Compensation Strategies Grammar: Compensation Strategies Needs Assessment: Problem-Solving Strategies in the U.S. Classroom Unit 3. Explaining a Visual Teaching Skills Focus 1: Blackboard and Visuals Focus 2: Organization Functional Language: Describing Visuals Assignment Preparation: Explaining a Visual Assignment Presentation: Explaining a Visual Language Skills and Cultural Awareness Pronunciation: Word Stress Grammar: Levels of Directness Needs Assessment: Characteristics of a Good Teacher in the United States Unit 4. Defining a Term Teaching Skills Focus 1: Relevance of Content Focus 2: Manner of Speaking Functional Language: Organizational Cues Assignment Preparation: Defining a Term Assignment Presentation: Defining a Term Language Skills and Cultural Awareness Pronunciation: Stress and Intonation in Thought Groups Grammar: Relative Clauses in Definitions Needs Assessment: The "International TA Problem" in U.S. Universities Unit 5. Teaching a Process Teaching Skills Focus 1: Aural Comprehension Focus 2: Interaction Functional Language: Responding to Student Answers Assignment Preparation: Teaching a Process Assignment Presentation: Teaching a Process Language Skills and Cultural Awareness Pronunciation: Reduction, Linking, and Rhythm Grammar: Indicative and Imperative Verbs Needs Assessment: Student Roles, Issues, Learning Styles Unit 6. Fielding Questions Teaching Skills Focus 1: Method of Handling Questions Focus 2: Clarity of Response to Questions Functional Language: Purposes of Restating Questions Assignment Preparation: Fielding Questions Assignment Presentation: Fielding Questions Language Skills and Cultural Awareness Pronunciation: Intonation for Questions Grammar: Responding to Negative Questions Needs Assessment: The Use of Questions in the Classroom Unit 7. Presenting a Topic of General Interest Teaching Skills Focus 1: Audience Awareness Focus 2: Clarity of Presentation Functional Language: Explaining Technical Terms Assignment Preparation: Presenting a Topic of General Interest Assignment Presentation: Presenting a Topic of General Interest Language Skills and Cultural Awareness Pronunciation: Emphasis Grammar: Logical Connectors Needs Assessment: TA Observation Unit 8. Beginning a Two-Part Presentation Teaching Skills Focus: Review of Presentation Skills Functional Language: Previewing Information Assignment Preparation: Beginning a Two-Part Presentation Assignment Presentation: Beginning a Two-Part Presentation Language Skills and Cultural Awareness Pronunciation: Enunciation Grammar: Verb Form Needs Assessment: Departmental Duties for TAs Unit 9. Continuing a Two-Part Presentation Teaching Skills Focus: Review of Interactive Skills Functional Language: Reviewing Information Assignment Preparation: Continuing a Two-Part Presentation Assignment Presentation: Continuing a Two-Part Presentation Language Skills and Cultural Awareness Pronunciation: -s and -ed Endings Grammar: Verb Tense in Science and Technology Needs Assessment: Hypothesis Testing Unit 10. Leading a Discussion Teaching Skills Focus 1: Fluency Focus 2: Comprehensibility Assignment: Leading a Discussion Cultural Awareness Needs Assessment: What Happens After the International TA Program? Where Can You Go From Here? Appendices Appendix I: Feedback Forms Appendix II: The ITA Test Appendix III: Field-Specific Materials Biology Business Administration Chemistry Civil Engineering Computer Science Economics Electrical Engineering Industrial Engineering Mathematics Mechanical Engineering Physics

A national survey of safety concerns for students with special needs

Abstract: As children are prepared to function as independently as possible in least restrictive environments, it is important to ensure that they will have the skills necessary to avoid danger and to react appropriately when dangerous situations occur. This article presents the results of a national survey that asked special education teachers their opinions of which safety skills are most critical for instruction at various ages. The lists generated may serve as a base from which to develop individualized safety skills curricula, to increase the awareness of instruction in safety skills, and to promote further research.

The Development of Young Children's Social-Cognitive Skills

Abstract: Social-Cognitive Development. Individualistic Social-Cognitive Development. Interactionist Social-Cognitive Development. Conversational Contexts: The Site for Emerging Social-Cognitive Skills. A Framework for Investigating Social-Cognitive Skills. Illustrating the Framework: Overhearing and the Development of Social-Cognitive Skills. Overhearing as "Attention Focusing." Overhearing as Conversation Monitoring. Investigating and Understanding Children's Social-Cognitive Skills: A Synopsis.

Conflict Resolution in Parent-Adolescent Dyads The Influence of Social Skills Training

Abstract: A pretest and posttest experimental and control group study was completed, assessing the effectiveness of a commercially available social skills training program (Adolescent Social Skills Effectiveness Training; ASSET) for improving social skills and reducing family conflict in parent-adolescent dyads. The final sample included 18 experimental and 7 control parent-adolescent dyads with perceived conflict. All subjects were assessed on self-perceived and behavioral social skills indicators. Parents and adolescents in the training group manifested improved social skills. Parents attributed this improvement to the increased ability to accept and give negative feedback Adolescents perceived this improvement to be due to increased ability to accept and give negative feedback improved problem solving, and enhanced negotiation skills. Only parents perceived changes in warmth and hostility in the parent-adolescent relationship. The results partially confirm the effectiveness of ASSET to enhance social skills. Fin...

The Employability Skills Portfolio.

Abstract: S tudents in school today may change careers as many as seven times during their lifetime. Each of the authors has changed jobs and career settings in the last decade. We use resumes, published papers, and personal letters of reference to docu ment what we can do. Clearly, the workplace is demanding more from us than it did 10 years ago and asking for more evidence that we can get the job done. Michigan is trying to prepare students for this type of work place. During the 1990-91 school year, Michigan schools piloted an innova tive portfolio approach to enable students to discover, document, and develop their employability skills.