Showing papers on "Skills management published in 1994"

Firm formation with heterogeneous management and labor skills

Abstract: When both management skills and labor skills differ in the population, the nature of firm formation can differ radically from the equilibrium we are used to dealing with: The best potential managers could end up as wage workers. This happens when managerial skills are positively correlated with working skills, and there is some empirical evidence that this is indeed the case.

Human Resource Management Problems in Sino‐foreign Joint Ventures

Abstract: Sino‐foreign joint ventures have been the major form of foreign direct investment in China since the economic reform in late 1978. Among the many problems faced by the foreign partner of a joint venture, human resource management (HRM) is one of the most often cited. Offers a comprehensive review of the major HRM problems, namely recruitment, dismissal, remuneration, labour discipline, managerial skills, training and trade unions. In order to understand the nature of the problems better, an effort is made to trace the origin of these problems back to the former centrally planned economy and the Chinese culture. The discussion covers the entire Chinese workforce consisting of both workers and managers. Cites survey results and real life cases for illustration. In addition to analysing the problems, offers some practical solutions.

Communication skills in accounting education: perceptions of academics, employers and graduate accountants

Abstract: Communication skills are central to intellectual interaction between the providers and the recipients of information. The importance of accounting starts with the gathering and processing of information and ends with the communication of processed information. This paper examines the communication skills which employers, academics and graduate accountants consider necessary to the newly graduated accountant. It also identifies and considers the differences in perception which occur between these groups and suggests solutions to the communication gap. This study confirms findings from previous research that new graduate accountants experience communication-related problems in early employment. In addition, it provides evidence that the Australian accounting curriculum has contributed to the development of communication skills. However, the paper highlights the need for the reconsideration of an emphasis on communication skills in the accounting curriculum, a role which arises from the very nature of accoun...

Individual and contextual influences on self-assessed training needs

Abstract: Reliance on self-assessed training needs for input into decisions regarding training participation and design is increasingly common. Previous study results indicate that perceptions of training utility influence these self-assessments. In a sample of 380 managers and supervisors, this study found that training self-efficacy and managerial support positively influenced perceptions of training utility, while educational level was negatively associated with these perceptions. In addition, training utility perceptions and span of control both directly and positively influenced reported need for training in management skills. Implications for both research and practice are discussed.

Stages of small business growth revisited Insights into growth path and leadership/management skills in low- and high-growth companies

Abstract: We explored the developmental progression of organizations using Churchill and Lewis' (1983) stage typology of small business growth. In a revalidation and update of their model we found substantial support for the original model, and defined the critical leadership/management skills needed per stage. Using Reynolds' (1988) four classifications for high-growth, low-growth companies, we found that over time there were no significant differences between the two classifications for high-growth companies in either annual sales or jobs created. We did find significant differences between the self-reported skills of CEOs in high-growth companies versus low-growth companies.

Making government work : how entrepreneurial executives turn bright ideas into real results

Abstract: In this refreshing look at leadership and management in government, the authors suggest that innovative policy programs are only as good as the managerial skills of the government employees who carry them out. They detail key characteristics of successful innovations and managerial skills of successful innovators.Using success stories drawn from a broad range of innovative public programs and agencies over the last twenty years, " Making Government Work" reveals how executives create public sector innovation, and the ways in which even ordinary public managers can improve public performance.The authors show how executives can make a difference. Bright ideas and policy choices grab all the attention. But bright ideas are not enough to produce policy success. Management matters because that is often where policy and programs fail and succeed.

Initial Human and Financial Capital as Predictors of New Venture Performance

Abstract: Investigates the probability of new firm success or failure based on factors that can be observed at the time of initial startup. Four categories of human and financial capital were considered: (1) general human capital--which may reflect the extent to which the entrepreneur has had the opportunity to develop relevant skills and contacts--including the entrepreneur's race, gender, education; (2) management know-how--which reflects management skills and knowledge--including the entrepreneur's own skills or skills available through advisors or partners; (3) industry-specific know-how--which reflects specific experience in other businesses; and (4) financial capital--which can create a buffer against random shocks and allow the pursuit of more capital-intensive strategies. Data were gathered from 1,053 responses from questionnaires sent to owners of firms established within the previous 1 1/2 years. The firms, from a variety of industry sectors and geographical regions in the United States, were tracked over a three-year period, during the years 1985 to 1987. Findings show that measures of general human capital impacted both firm survival and growth. One exception to this was gender--female-owned enterprises were less likely to grow, but just as likely to survive. Amount of initial capital was also shown to influence both survival and growth. However, management know-how, number of partners, and having parents who had owned a business had a more limited impact. Significant effects were not found for management level, prior employment in non-profit organizations, not having been in the labor force, and the use of professional advisors. It should be possible to predict the future success or failure of new ventures using the four categories of human and financial capital utilized in this study (after dropping the insignificant components of personal characteristics). These measures are readily identifiable at startup, and in some cases potential problems can be identified and remedied. (SFL)

The successful use of IT in SMEs on Merseyside

Abstract: This paper describes a study of the use of IT in small and medium sized enterprises (SMEs) on Merseyside, a metropolitan area of north-west England around the city of Liverpool. Through a series of structured interviews, the IT selection procedures, plans and achievements of thirty firms were explored. The paper presents a review of the relevant literature and then goes on to discuss the study sample, the interview process and the results obtained. The findings suggest that small firms are more successful with IT than is generally believed and that successful use of IT demands innovative management skills in order that the information generated is used creatively.

Aspiring and Practising Principals’ Perceptions of Critical Skills for Beginning Leaders

Abstract: As a result of increasing attention to the problems faced by beginning school leaders around the world, this study was conducted to determine the nature of skills needed by beginning principles in the USA. Data were collected from both practising and aspiring principals. It was determined that there are major perceptual differences between these two groups with regard to essential skills for principals. Aspiring administrators believe that demonstration of technical skills is most important, while their experienced colleagues believe that it is more important for novices to show socialization and self‐awareness skills. Based on these findings, notes implications for the improvement of pre‐service, induction and in‐service programmes for school administrators.

Hierarchical Models of Intelligence and Educational Achievement

Abstract: Publisher Summary This chapter discusses the hierarchical models of intelligence and educational achievement. Two important aims of education are to disseminate knowledge and skills in particular domains, and to develop general skills of learning and thinking, even though the relative emphasis on these two categories of objectives has varied over time and different educational philosophies. Problems associated with attainment of these aims have been in focus in much educational research, but the research efforts have been hampered by the problem that it is difficult to distinguish the different types of educational outcomes in anything but taxonomic classifications. Assessment of knowledge and skills in particular domains is difficult, and identification of general, domain-free, skills of learning and thinking is even more difficult. The chapter has a strong psychometric, differential psychological, orientation. This is virtually the only approach which has tried to approach the problem of general cognitive skills and competencies. It may be noted, however, that recent cognitive science research has indicated the need to introduce concepts which refer to general skills of reasoning and higher order thinking.

Evaluation of a computer-based program for remediation of cognitive-communication skills

Abstract: This study evaluated a computer-based program (TEACHware™) for remediating cognitive-communication skills in individuals with traumatic brain injury (TIM). TEACHware™ consists of a screening module (pretest/ /posttest measure) and six interlinked remediation modules. A randomized controlled experime

Counselling in Child Disability: Skills for Working With Parents

Abstract: Importance of working with parents effects of disability on family members two parents' stories model for working with parents listening skills counselling skills assertion skills groupwork skills enabling skills.

Teaching communication skills

Abstract: Curriculum of medicine on most of medical faculties reshapes rapidly in last decades. The main afford aims to reform the classic curriculum so that students would be able to enter actively the teaching process and acquire the theoretic knowledge in course of solving practical medical problems. This trend led to complete restructuring of medical curriculum on Mcmaster university in Canada and Maastricht university in the Netherlands. Further medical faculties introduce since early eighties workshops on communication skills. Those skills create and maintain the doctor-patient relationship, gather the relevant verbal information and contribute to the solution of the problem. Workshops on communication skills use video feedback and feedback provided by the group. The role playing, simulated patients and the real patients are used. It is essential for the productivity of learning process to have an nondirective supportive teacher and to make students responsible for the progress. The First Medical Faculty of the Charles University adopted the teaching model developed on basis of experience with postgraduate education of general practitioners.

Management education and training for refurbishment work within the construction industry

Abstract: The study is concerned with the management of refurbishment work within the UK construction industry, from a contractors' perspective. It investigates the main difficulties and problems which managers face in refurbishment work, together with the management skills and knowledge which they need and bring to their work. Management education and training needs of the organisation is also considered. The methodology is a combination of both semi-structured interviews and a postal questionnaire. A total of 142 completed questionnaires from senior, middle and junior managers of 32 large refurbishment (general and specialist) organisations, formed the data base for the quantitative analysis. The quantitative data was augmented by qualitative information derived from semi-structured interviews with 32 training officers and 22 refurbishment managers. Analysis of both quantitative and qualitative data determined the relative degree of difficulty associated with managing refurbishment tasks, and the qualities and attributes associated with successful management of refurbishment projects. It also allowed for the evaluation of management education and training provisions within refurbishment, together with education and training backgrounds of managers. Course duration, location and factors affecting their selection and attendance also received consideration. The major characteristics and difficulties associated with managing refurbishment works have been established. Results of the study show that refurbishment work is complex, highly specialised and contains elements of work which are unique to the refurbishment sector. The educational background of refurbishment managers indicates that majority of refurbishment managers have a trades background, coming through the ranks mainly as joiners and bricklayers. A skills and knowledge inventory for refurbishment management has also been devised. The study also demonstrates that there is little, if any, management courses, inhouse or external, directly geared towards refurbishment. The study recommends that guidelines advocating "how best" to overcome refurbishment problems and difficulties" for different types of refurbishment projects, and refurbishment works across industrial sectors, i.e. defence, hotel and health service sectors, be produced. Similarly, research to establish the core management skills/knowledge associated with successful accomplishment of the various types of refurbishment projects, and refurbishment works across industrial sectors is needed. Further research needs to be conducted on personal qualities and attributes of refurbishment managers who are associated with successful accomplishment of various types of refurbishment projects. Research to establish the extent and degree of involvement of the client, contractor and the rest of the design team, especially refurbishment managers, in carrying out refurbishment work is recommended. Further research to establish management education and training needs of medium and small size refurbishment organisations is suggested. Following the development of a model for postgraduate and continuing professional development (CPD) management education and training programmes, research into "how best" refurbishment management education can be successfully and widely introduced into undergraduate curricular is needed.

Requisite Skills of Business School Graduates: Perceptions of Senior Corporate Executives

Abstract: The list of skills required of graduating business students is continually revised to reflect the changing needs of students, academia, and industry. Curriculum changes intended to provide these skills have typically been made by business school faculty and administration in verbal, nonautomated meetings. This article describes an innovative, more effective and efficient method of determining the skills students need and appropriate curriculum changes. Advisory boards at the University of Georgia and the University of Mississippi used group decision support systems to discuss and rank requisite skills of business students. The findings of the two boards provide insights into the changing needs of industry and implications for academic programs.

Using peer and self-assessment to develop modeling skills with students aged 11 to 16 : A socio-constructive view

Abstract: Eight Welsh secondary schools participated in an action research project which developed approaches to teaching and assessing mathematical thinking skills involved in practical modelling situations. The development of the metacognitive and strategic skills necessary for successful modelling is discussed from a socio-constructivist perspective as a process of acculturation as well as cognitive construction. Learning to model involves socialization into the consensual realities of a wider mathematical culture and the teacher plays a pivotal role in the generation of this consensus through the legitimization of linguistically expressed subjectivities. Assessment is an integral part of this process. Participation in peer and self-assessment was found to involve the student in a recursive, self-referential learning process which supports the explicit development of metacognitive skills.

Teaching Study Skills

Abstract: Examines how the study skills module can effectively assist the teacher when covering a wide range of courses. Also discusses how students, using study skills, can analyse their progress and identify strengths and weaknesses by self‐assessment. Suggests “mapping out” as a means of assessing course stages to enable students to monitor their progress.

Long-term experience with a program to improve prescription-writing skills.

Abstract: BACKGROUND Prescription-writing skills are often overlooked in resident education. The present study evaluates a method of improving prescription-writing skills over a 2-year period. METHODS This was a prospective, nonblinded, nonrandomized trial of an educational method to improve prescription-writing abilities of a class of 12 family practice residents. The intervention included evaluation and feedback of prescription writing by a clinical pharmacist using copies of prescriptions written over a 2-year period and applying previously defined criteria for determining prescription-writing errors. RESULTS The baseline prescription-writing error rate was 14.4%. Over the 2-year intervention, prescription-writing errors by all residents decreased to 6.0% (P = .0002). Error rates decreased 58% from the baseline during the last 6 months of the intervention (P = .001). CONCLUSIONS Continuous evaluation and feedback improved prescription-writing skills and improved communication with pharmacists and patients.

The Oxford Practice Skills Project: teaching ethics, law and communication skills to clinical medical students.

Abstract: We describe the teaching programme in ethics, law and communication skills for clinical medical students which is being developed as part of the Oxford Practice Skills Project. These three elements of practice are approached in an integrated teaching programme which aims to address everyday clinical practice. The role of a central value of patient-centred health care in guiding the teaching is described. Although the final aim of the teaching is to improve actual practice, we have found three 'sub-aims' helpful in the development of the programme. These sub-aims are: increasing students' awareness of ethical issues; enhancing their analytical thinking skills, and teaching specific knowledge.

Developing Reflective Performers by Integrating Mental Management Skills With the Learning Process

Abstract: A developmental approach to the acquisition of mental management skills for use by teachers and coaches who wish to meet the needs of beginning and elite performers is outlined. The natural linkage of psychological skills training with the learning and instructional process is discussed, and a case is presented for the teaching of mental skills by teachers and coaches in the practice setting. A learning and an action cycle model are used both to illustrate how mental skills are embedded in the learning process and to identify the appropriate learning phase where each of the fundamental mental skills would be most effectively introduced. A practice session oriented protocol that enables learners to develop the ability to mentally manage their own physical performance is presented. This “mental management” view recognizes that a response is more easily taught, learned, understood, and remembered if it is developed along with the other responses with which it naturally occurs.

Teaching strategies to promote critical thinking skills in nursing staff

Abstract: The promotion of critical thinking skills necessary for safe, effective, state-of-the-art nursing care is discussed in this article. Definitions of critical thinking and inductive and deductive reasoning are explored. Benner's (1986) research, based on Dreyfus and Dreyfus' (1980) model of skill acquisition, provides a basis for the various strategies mentioned to teach critical thinking. Implementation and evaluation of these strategies are addressed.

Intervention Skills: Process Consultation for Small Groups and Teams

Abstract: Finally, a functional guide that focuses on putting the concept ofgroup-process consultation into actual practice! You'll learn howand under what circumstances a process consultant should interveneto make a group's work more effective. Plus, this guide shows youhow to help groups identify, diagnose, and resolve problems as theyoccur!Be an effective process consultant?this handbook helpsyou: * Determine the appropriate type and depth of an intervention * Realize the competencies required of the group-processconsultant * View the role, future, and ethical considerations ofgroup-process consultation

Teaching Information Skills: A Review of the Research and Its Impact on Education

Abstract: Teaching information skills: a review of the research and its impacts on education , Teaching information skills: a review of the research and its impacts on education , مرکز فناوری اطلاعات و اطلاع رسانی کشاورزی

A Quantitative Analysis of Certain Interpersonal Skills Required in the Service Encounter

Abstract: Employees play an integral part in how consumers rate service quality. As such, it is very important to be able to quantify the interpersonal skills required by employees in service positions. One ...

International Skills for Managers: Integrating International and Managerial Skill Leaming

Abstract: Current US skills courses are strongly influenced by studies done in the US. Are they relevant for international managers? This study identifies and com pares skills seen as important in US and int...

Leadership: A synthesis of social skills, creativity, and histrionic ability?

Abstract: Leadership is often conceptualized as social and cognitive skills. Histrionic or dramatic skill is also recognized by some researchers as fundamental to leadership. Leadership behavior, creative ability, and dramatic skill of 54 students were rated by their teachers. Significant correlations were found between leadership and dramatic skills and between creativity and dramatics skills, but not between leadership and creativity.