Showing papers on "Skills management published in 1995"

Critical skills and knowledge requirements of IS professionals: a joint academic/industry investigation

Abstract: This study was initiated in response to concerns expressed by the membership of the Boston Chapter of the Society for Information Management (Boston SIM) to investigate anticipated changes in the information systems (IS) profession, to study the impact of these changes on the skills and knowledge requirements, and to relate these requirements to the academic preparation of future IS professionals. To provide as broad a perspective as possible, the study was conducted by a joint industry/academic group of investigators. A series of focus group meetings was conducted first with representatives of the profession's different stakeholder groups (i.e., IS managers, user managers, and IS consultants) for issue generation. A survey instrument was then designed for data collection on computing trends and changing knowledge and skills requirements.Overall, our study suggests that industry will demand a cadre of IS professionals with knowledge and skills in technology, business operations, management, and interpersonal skills to effectively lead organizational integration and process reengineering activities. The lower-level IS jobs are rapidly disappearing, and the requirements for IS professionals are becoming more demanding in multiple dimensions, particularly in the areas of business functional knowledge and interpersonal/management skills. Our results also found some clear patterns in IS staffing and activity trends that point to the shift in emphasis from a traditional, central IS organization toward a more decentralized, end-user-focused business orientation. Aligning IS solutions with business goals and needs, as well as building the infrastructure for technological integration are becoming the top priorities for IS activities. Our results indicate these changes will likely lead to different career tracks with differing emphasis on the multi-dimensional knowledge/skills for IS professionals.The realignment of IS activities in organizations will require corresponding re-structuring of IS curricula at universities. Our findings suggest that current IS curricula are often ill-matched with business needs. Many subjects emphasized in the typical IS curricula are assigned low priorities by practitioners, while there is pressing need to add both breadth and depth to the education of IS professionals. We argue further that the concept of a generic curriculum to meet the educational needs of all future IS professionals is obsolete, and different IS curricula must be tailored to meet the needs of different IS careers. These career-driven IS programs will require the adoption of multi-disciplinary approaches and educational innovations for adding breadth, depth, and relevance to the curriculum in accordance with the focused mission of each specific program.

Teaching students with severe disabilities

Abstract: I. INITIAL CONSIDERATIONS. 1. Students with Severe Disabilities: Definitions, Descriptions, Characteristics, and Potential. 2. Philosophy and Best Practices for Educating Students with Severe Disabilities. 3. Collaboration among Professionals and Paraprofessionals. 4. Parents, Families, and Cultural Issues. II. PREPARING TO TEACH. 5. Planning Instructional Programs for Students with Severe Disabilities. 6. Conducting Assessments to Determine Instructional Needs. III. GENERAL INSTRUCTIONAL PROCEDURES. 7. Teaching Students to Acquire New Skills. 8. Teaching Skills for Generalization and Maintenance. 9. Evaluating Student Progress. 10. Creating Inclusive Educational Environments. IV. SPECIFIC INSTRUCTIONAL AND MANAGEMENT PROCEDURES. 11. Teaching Communication Skills. 12. Providing Behavioral Supports to Improve Challenging Behavior. 13. Managing Sensory and Motor Systems. 14. Providing Support for Health and Medical Needs. 15. Teaching Personal Care Skills. 16. Teaching Leisure and Recreational Skills. 17. Teaching Appropriate Academic Skills. 18. Teaching Community and Domestic Skills. V. SPECIAL CONSIDERATIONS. 19. Using Technology to Enhance Teaching and Learning. 20. Meeting the Needs of Young Children. 21. Transition Planning and Adult Issues

Generic Skills in the Context of Higher Education.

Abstract: The Higher Education Council Report Achieving Quality (October 1992) identifies ‘generic skills, attributes and values’ as the ‘central achievements of higher education as a process’. The account which the Report offers of those generic skills and of the graduate ‘attributes and values’ which, it claims, should accompany them is flawed, however, by a pervasive vagueness and inconsistency. Personal qualities, generalized capacities, individual attitudes, value systems, professional competencies, higher order generic skills and lower order technical ones are all lumped together in a general hodge‐podge of desirable graduate attributes. In the present paper the authors offer a more systematic, though still preliminary, analysis of higher order generic skills as they manifest themselves in thinking, research and communication, and of the way in which these skills assume a variety of different forms in their different disciplinary contexts. Definitional work of this kind, the authors argue, is current...

From learning styles to learning skills: the executive skills profile

Abstract: Contends that a typology of skills based on a framework of learning styles and experiential learning theory, rather than a framework of job performance or some other personality construct, provides a language and guidance for assessment methods to describe knowledge at the performance level of adaptation. It requires development of the concept of learning skills which are: domainspecific and knowledge‐rich; descriptive of an integrated transaction between the person and the environment; and developed by practice. Reviews and reports data from numerous studies to establish the ESP′s reliability, relational validity, criterion validity and construct validity. The ESP can be used as a vehicle for providing personal and organizational feedback on skills, and expectations and intent regarding skills in jobs and development programmes.

Competencies for distance education professionals

Abstract: The purpose of this study was to identify the roles and competencies of distance education professionals within the United States and Canada. A population of 103 distance education experts was identified, and their perceptions regarding this information were sought in a modified two-round Delphi process. The results of the study include a competency model for distance education. It illustrates the final top ten competencies and eleven roles which were identified by the study. In addition, a supplemental table outlining outputs and competencies by individual role was developed. The top ten competencies portray the dual importance of both communication and technical skills in distance education. These ten competencies are: (1) Interpersonal Communication, (2) Planning Skills, (3) Collaboration/Teamwork Skills, (4) English Proficiency, (5) Writing Skills, (6) Organizational Skills, (7) Feedback Skills, (8) Knowledge of Distance Education Field, (9) Basic Technology Knowledge, and (10) Technology Access Knowledge. The resulting competency model will be useful in serving as a research foundation for development training and certification programs for distance education professionals.

Changing HIV Risk Behavior: Practical Strategies

Abstract: AIDS and HIV Infection. Behavioral Skills Acquisition Model for Risk Reduction. Intervention Settings. Risk Assessment. Risk Behavior Education and Preparing Clients for Change. Teaching Risk Behavior Self?Management Skills. Sexual Assertiveness Training. Pride, Self?Esteem, and Empowerment as Contexts of Individual and Community Changes.

A New Look at Selected Employability Skills: A Factor Analysis of the Occupational Work Ethic.

Abstract: This study was conducted to identify key themes which characterize the occupational work ethic. The constructs derived provide a research-based guide for development of instructional materials and activities to encourage employability skills related to work ethic. The factors identified also will serve as a basis for further refining the Occupational Work Ethic Inventory (OWEI) used to gather data in this study. A factor analysis was performed on data collected from 1151 respondents using the OWEI. Participants in the study consisted of workers from a broad cross-section of occupations. A four factor solution was interpreted consisting of interpersonal skills, initiative, being dependable, and a factor comprised of negative descriptors included on the instrument. Recommendations were provided for making practical use of these factors.

The effective teaching of physical education

Abstract: Part 1 Introduction: Becoming a Physical Education Teacher: Why teach PE? Images of teaching Physical Education Stages in teacher development. Part 2 The new teacher of Physical Education: Introduction Being a student teacher of Physical Education Student Teachers' early lessons Reflections on teaching practice and preparing for the first post in school Starting to teach - The First term in teaching First encounters in the new school Becoming aware of effective teaching skills Starting to teach: Taking the "rough" with the "smooth". Part 3 Understanding teaching: What is teaching? Part 4 Effective teaching skills and professional competencies: What are teaching skills and competencies? Teaching skills and competencies of effective teachers The skills and competencies of effective teachers of Physical Education - the professional view The skills and competencies of effective teachers - the general research view The skills and competencies of effective teachers of Physical Education - the research view. Part 5 Planning and preparation: The importance of planning How do teachers plan their work? Background knowledge for planning The foundations of soundplanning - Subject knowledge and "Instructional Alignment" Planning by objectives Planning schemes and units of work Planning lessons Evaluation of lessons. Part 6 Creating an effective learning environment: Introduction Planning for preventative class management Developing rules and routines First encounters Creating a-positive climate for learning. Part 7 Maintaining an effective learning environment: Introduction Class monitoring skills and minimizing off-task behaviour Categories of pupil behaviour Maintaining a positive class climate and reinforcement of appropriate behaviour Dealing with inappropriate behaviour Punishments Long-term class management and discipline strategies The effective class manager. Part 8 Teaching styles and teaching strategies: Introduction - What is a Teaching Style and what is a Teaching Strategy? Factors influencing the selection of a teaching strategy Building a repertoire of teaching strategies and teaching skills. Part 9 Direct Teaching Strategies and Teaching Skills: What is Direct Teaching? Teaching skills for effective direct teaching - Presentation skills Teaching skills for effective direct teaching - Observation skills Observation schedule - Use of different types of Feedback Guidance cycles. Part 10 Teaching strategies for greater pupil involvement in the learning process and the development of cross-curricular skills: Introduction Peer support and collaborative teaching/learning strategies Teaching pupils to think in Physical Education. (Part Contents).

Integrating Skills and Content Knowledge in the Marketing Curriculum

Abstract: Business schools are frequently criticized for focusing too much attention on theories and concepts and not enough attention on communication, decision making, and other skills that are at least as important to career success as content knowledge. This article presents a six-step approach that has been used successfully to integrate skills training into an undergraduate marketing curriculum. The process is general and appropriate for other faculty groups considering systematic integration of skills training into their curricula.

Learning surgical technical skills

Abstract: Training issues raised by the recent introduction of laparoscopic surgical techniques led to this analysis of motor-skill learning principles as they apply specifically to the learning of technical surgical skills. The most accepted theories of motor-skill learning are presented, not as opposing views, but as complementary constructs. The behaviourist school of thought's main contribution is the executive routine or knowledge of the steps of a procedure. Schmidt's schema theory and MacKay's node theory suggest that perceptual information may play an important role in the quality of the performance. The conclusions reached from neuropsychologic testing experiments on surgeons are that visuospatial perceptual skills (the ability to represent mentally the physical environment and the movement to be performed) are the major determinants of surgical technical performance. Learners should make use of learning strategies that improve mental representation of a skill and the corresponding anatomy. Specific strategies discussed include imagery, mental practice and a systematic review of performance that focuses on the perceptual feedback received by the learner.

Critical Skills for Kindergarten: Perceptions From Kindergarten Teachers

Abstract: The purpose of this study was to examine the views of kindergarten teachers regarding those skills children need to be successful in their classes. One-hundred seventy-six kindergarten teachers ranked 149 skills within 5 domains: gross motor, fine motor, general knowledge and school readiness, language, and social. A factor analysis was employed on these ratings revealing the following 5 factors: Academic Readiness, Language Competence, Social Competence, Motor Competence, and Self-Help Skills. These data suggest that items related to academic readiness were not seen as critical as skills related to independence.

Assessment of competence in technical clinical skills of general practitioners

Abstract: Technical clinical procedures constitute an important part of the work of general practitioners. Assessment of competence in the relevant skills is important from the perspective of quality assurance. In this study, the psychometric characteristics of three different methods for assessment of competence in technical clinical skills in general practice were evaluated. A performance-based test (8 stations), a written knowledge test of skills (125 items) and a self-assessment questionnaire (41 items) on technical clinical skills were administered to 49 GPs and 47 trainees in general practice. The mean scores on the performance-based test and the written knowledge test of skills showed no substantial differences between GPs and trainees, whereas the GPs scored higher on the self-assessment questionnaire. While the correlation of the score on the knowledge test of skills with the score on the performance-based test was moderately high, the score on the self-assessment questionnaire showed a rather low correlation with the performance-based test. Although performance-based testing is obviously the best method to assess proficiency in hands-on skills, a written test can serve as a reasonable alternative, particularly for screening and research purposes.

Ethics in Management: Vedantic Perspectives

Abstract: This book advocates the integration of western technological and managerial skills with a holistic cultural ethos and system of values. From an overall perspective of the vedantic ethical vision and its application to management and corporate morality, the book examines what the vedantic ethical system can teach us about individual motivation, the character of true leadership and the transformation of the work ethic.

Developing Effective School Management

Abstract: Introduction 1. The importance of whole school management 2. Effective management styles 3. A framework of management theories 4. Management teams and meetings 5. Three key management skills 6. Continuing professional development: Selection and induction 7. Continuing professional development: Appraisal and training 8. Effective time management 9. The skills of change management 10. The management of occupational stress 11. Conclusions Appendix References Index

Mental health nursing skills in an acute admission environment: perceptions of mental health nurses and other mental health professionals

Abstract: Some of the findings of a descriptive study into the perceived therapeutic skills of mental health nurses are presented. The study was set in an acute psychiatric admission unit of a district general hospital. Data were collected through semi-structured interviews with nurses, psychiatrists, psychologists, occupational therapists and social workers. The data were analysed through thematic content analysis. The findings suggest that nurses in this environment valued and possessed a range of therapeutic skills and qualities, but were unable to draw on these, leaving them to employ mainly coordinating, administrative and managerial skills. A number of influencing factors were identified, which prevented nurses from using their therapeutic potential. The author argues that the vision of mental health nursing in this setting may have to be altered.

Integrated Information Skills Instruction: Does It Make a Difference?

Abstract: Todd has conducted several studies of the effect of integrated information skills instruction on Australian high school students, and the work reported here is part of his ongoing research agenda in this area. Not surprisingly, he reports that such instruction has a positive impact on students’ mastery both of subject-matter content and of information-seeking skills; even more intriguing are his insights into the details related to these results. Todd’s studies lay the foundation for a basic argument that integrated information skills instruction should be provided for all students and that policies, strategic plans, and staffing arrangements must be developed to ensure the school library media specialist’s leading role in this effort. In the context of an emerging global information society, information literacy is increasingly presented as a key challenge to educators and to educational authorities. School library media specialists worldwide have responded energetically to this challenge. Today school library media programs are increasingly based on the assumptions that information skills instruction is a valuable and essential part of the school’s educational program; that these skills emphasize general information problem solving and research processes rather than just skills of location and access to library resources; that these skills should be taught within the context of the school’s curriculum; and that the teaching of these skills can be enhanced by the use of innovative instructional methods.(1) This report documents ongoing research in Sydney, Australia, into the impact of information literacy programs on student learning. In this research, information literacy is defined as the ability to use information purposefully and effectively. Kirk, Poston-Anderson, and Yerbury present it as a holistic, interactive ability encompassing skills in six areas: 1. defining the tasks for which information is needed; 2. locating appropriate sources of information to meet needs;

Managing Change In The Nhs

Abstract: Change in the NHS context effects of change on individuals, groups and organizations the successful and unsuccessful management of change managing a change project diagnosing the situation change goals managing the transition overcoming resistance to change after the change personal change management skills.

Teaching Critical Thinking: Focusing on Metacognitive Skills and Problem Solving:

Abstract: To become a better critical thinker, one not only must develop expert thinking skills but also become an expert at choosing the best skills for the particular situation. These two components of critical thinking can be described as maximizing the efficiency and accuracy of one's cognitive and metacognitive skills for successful actions. The development of students' cognitive and metacognitive skills was the approach taken to teach a required critical-thinking course. Students assessed different aspects of their own thinking and problem-solving skills before and after a module on problem solving and decision making. Comparisons between above-average and below-average students indicated that students learn to choose general approaches to their problems and learn more specific strategies for successfully resolving their problems. Factor analyses of the students' self-assessments and changes in factor structures indicated that students improved their critical-thinking skills and were aware of their improvements.

New Developments in Social Skills Training

Abstract: Social skills training (SST) has emerged as one of the most widely practiced methods of psychiatric rehabilitation. The purposes of this article are to review the research about its effects, propose guidelines for its practice, and discuss several related methodological and clinical issues such as promoting generalisation, predicting the degree of benefit, and integrating training with other rehabilitation services. The research suggests that SST, when conducted using appropriate curricula and teaching techniques, helps individuals with schizophrenia acquire relevant interpersonal and instrumental skills. Generalisation of these skills can be promoted by simultaneously linking training to the opportunities, prompts, and consequences needed to perform the skills in the extra-training environments. Long-term SST appears to be necessary in order to produce significant improvements in community functioning. The article concludes with suggestions for future clinical research.

Academic Knowledge and Work Jurisdiction in Management

Abstract: Relations between formal, academic knowledge, training in high-level expert ise and practical problem-solving activities vary considerably across fields of practice, as well as across societies. Four major kinds of skills development, certification and extent of jurisdictional control over tasks and jobs can be distinguished: craft professional, academic professional, contested academic and research based. Most academically credentialed managerial skills are sim ilar to contested academic skills. These variations in types of skill formation and jurisdiction result from differences in dominant institutions and char acteristics of fields of practice. Of particular importance are: the extent of professional elite power, state licensing, the prestige of modern science and of universities, the level of student demand, the nature of the employment system and labour-market organization and the contextual dependence of prob lems and issues. Academics in some managerial fields have extended their jurisdictional co...

Professional Interpersonal Skills for Nurses

Abstract: Learning professional interpersonal skills. Self-awareness. Fundamental interpersonal processes. Social routines. Development of rapport and facilitation. Counselling. Control and assertion. Social problem solving. Working with groups. Constraints on using effective interpersonal skills. Handling pressure.

Classrooms That Work: Teaching Generic Skills in Academic and Vocational Settings

Abstract: This study examined how generic skills and work-related attitudes can be taught in academic and vocational high school classrooms. An instructional model for these skills and attitudes was identified that included instructional goals, classroom design, teaching techniques, and school context.

The clinical skills unit.

Abstract: Clinical skills units offer exciting and innovative ways of learning about clinical skills. Links between theoretical knowledge and clinical practice are appropriate for both undergraduate and postgraduate training. Students and doctors can practice and acquire technical and examination skills in a standardised and protected environment without being concerned about the distress such learning may cause real patients. Models and simulators used in skills units are being developed to keep pace with demand, with a corresponding increase in standards of quality and durability. As undergraduate medical courses respond to the demands of modern clinical practice the use of such facilities will increase. This paper describes the functions of skills units and provides practical examples of educational strategies in use.

The Acquisition of General Purpose Strategic Knowledge for Argumentation

Abstract: We describe the implementation and testing of a program designed to develop critical-reading and writing skills in psychology students through the acquisition of a general knowledge structure for a...

Career demands and learning perceptions of hotel and catering graduates – ten years on

Abstract: Presents the findings of a survey of graduates who received the higher national diploma in hotel, catering and institutional management at Norwich in 1984. With the benefit of ten years′ experienced hindsight they identify the skills that they feel they gained and those that they felt were not provided on their college programme. Contrary to experience elsewhere, the majority of graduates had remained within the hospitality industry. In general the respondents felt that they had been given a good basic grounding in both knowledge and skills. However, computer skills were (predictably) identified as an important deficiency, as well as some marketing and management skills.

Assessment and Instruction of Social Skills

Abstract: Provides a framework for defining, measuring, and teaching social skills to infants through adolescents, illustrating both cognitive problem-solving and specific skill-based approaches and making a case for their combined application. In addition to chapters on assessment, children's social develop