Showing papers on "Skills management published in 2000"

Building Employability Skills into the Higher Education Curriculum: A University-wide Initiative.

Abstract: Today’s challenging economic situation means that it is no longer sufficient for a new graduate to have knowledge of an academic subject; increasingly it is necessary for students to gain those skills which will enhance their prospects of employment. Employability skills include the following abilities: the retrieval and handling of information; communication and presentation; planning and problem solving; and social development and interaction. The University of Luton has established an initiative to ensure that each of its students engages with these skills and has embedded this within the academic curriculum for all disciplines. Central to the initiative has been the creation of detailed templates that describe the University’s expectations for each undergraduate level. The article describes the Luton initiative and includes some initial comments on its impact.

Development of leadership skills: Experience and timing

Abstract: To develop organizational leaders we need to understand how requisite skills are acquired over the course of people's careers. In this article, a cross-sectional design was used to assess differences in leadership skills across six grade levels of officers in the U.S. Army. Increased levels of knowledge, problem-solving skills, systems skills, and social skills were found at higher grade levels. Certain skills and experiences, however, were found to be particularly important at certain phases of leaders' careers. These findings are used to propose an organization-based model of skill development. Implications of this model for leader development programs are discussed.

Skills Development in Higher Education and Employment

Abstract: Higher education in the United Kingdom (UK) has undergone significant change during the 1990s in response to demands from both government and employers for graduates to have gained the competences, skills and attitudes to enable them to contribute to the advancement of the economy. This document reports on a study that sought to increase understanding of the acquisition and development of generic skills in both higher education and the workplace, from the perspective of the university teachers, students, employers and recent graduate employees. The study clarifies the concepts of core and generic skills and provides models of good practice in the delivery of these skills, drawn from employer and teacher initiatives. It also contributes to an understanding of the impact of contexts on skill definition and use in different workplaces. The authors discuss the role of institutional factors in successful innovation and of generic skills in traditional academic study and workplace effectiveness. The chapters are as follows: Generic skills in the learning society; A conceptualization of skills and course provision; Beliefs and conceptions of teachers in higher education; The practices of university teachers; Student perceptions of skills development; Employer initiatives in higher education; Employers' perspectives on skills and their development; The graduate experience of work; The challenges of implementing generic skills.

How important are the cognitive skills of teenagers in predicting subsequent earnings

Abstract: How important are teenagers' cognitive skills in predicting subsequent labor market success? Do cognitive skills pay off in the labor market only for students who go to college? Does college benefit only students who enter with strong basic skills? These questions are often parts of current policy debates about how to improve the earnings prospects for young Americans. This paper addresses these questions using two longitudinal data sets with earnings information from the mid-1980s and early 1990s. It shows that the same evidence can be used to support the claim that cognitive skills are important determinants of subsequent earnings, and that the effect of cognitive skills is modest. It also shows that while some evidence indicates that college pays off more for students who enter with strong cognitive skills than for students who enter with weaker skills, the bulk of the evidence does not support this conclusion. © 2000 by the Association for Public Policy Analysis and Management.

Hospitality-management Competencies Identifying Managers' Essential Skills

Abstract: This study identified the hospitality-management competencies considered essential for success in today's F&B, front-desk, and sales departments, and the degree to which those skills and talents ar...

The future of engineering education iii. developing critical skills

Abstract: currently and (we predict) in other countries in the near future. In the second paper 3 we described a variety of instructional methods that have been shown to improve student learning. In this part we consider the application of some of those methods to the development of the desired skills. Process skills are “soft” skills used in the application of knowledge. The degree to which students develop these skills determines how they solve problems, write reports, function in teams, self-assess and do performance reviews of others, go about learning new knowledge, and manage stress when they have to cope with change. Many instructors intuitively believe that process skills are important, but most are unaware of the fundamental research that provides a foundation for development of the skills. Their efforts to help their students develop the skills may consequently be less effective than they might wish. 4,5 Fostering the development of skills in students is challenging, to say the least. Process skills—which have to do with attitudes and values as much as knowledge—are particularly challenging in that they are hard to define explicitly, let alone to develop and assess. We might be able to sense that a team is not working well, for example, but how do we make that intuitive judgment quantitative? How might we provide feedback that is helpful to the team members? How can we develop our students’ confidence in their teamwork skills?

Establishment of Critical Success Factors for Construction Partnering

Abstract: Research into the use of partnering in construction has become ubiquitous; however, a framework is needed that can be used to identify critical success factors (CSFs) that contribute to the successful use of partnering in projects. Based on a review of the partnering literature within the management discipline, a partnering framework has been developed to identify the CSFs for construction parties implementing partnering arrangements. The framework highlights the influence of contextual characteristics and management skills on partnering success. The CSFs identified and discussed in the framework are effective communication, conflict resolution, adequate resources, management support, mutual trust, long-term commitment, coordination, and creativity. The degree of success of partnering can be determined by subjective measures (e.g., perceived satisfaction of partners' expectations) and objective measures (e.g., cost variation and rejection of work). A case for initiating partnering is also presented, toget...

Quality and Generic (Professional) Skills

Abstract: Feedback from employers of graduates indicates a need to include a focus on generic skills to complement disciplinary expertise. Educational research shows that such skills are most effectively taught in the disciplinary context. Therefore, in order to better meet the requirements of employers for graduates who are more 'fit for purpose', universities may need to change the curriculum and how it is taught. Such changes involve significant investment in staff development and monitoring of the change process. Measures of effectiveness of changes must be developed and used to improve graduate quality. This paper describes how a business school has identified a set of generic skills to be taught to all undergraduate students and begun implementing a project to teach and assess the skills in the context of each discipline. The measures of effectiveness that were developed are outlined and lessons learned to date in efforts to improve educational quality are discussed.

SMEs and barriers to skills development: a Scottish perspective

Abstract: Reviews and elaborates on some of the major skills development barriers for small and medium‐sized enterprises (SMEs). The analysis reveals the influence of the prevalent SME culture to be significant. Other barriers that are identified refer to awareness, finance, access and provision of training and other skills development opportunities. By highlighting the difficulties that SMEs face in deciding to advance the skills of their workforce more formally, some government strategies are also discussed. The paper does this by reference to a number of recent qualitative and quantitative studies undertaken to investigate the attitude of Scottish SMEs towards learning and skills. The paper concludes by arguing that the continuous creation of new skills strategies, new initiatives, new (and at times misleading) names and labels in recent years has added to an apparent state of confusion among small and medium‐sized companies and their employees.

World-Class Purchasing Skills: An Empirical Investigation

Abstract: SUMMARY Changes in the purchasing function and the environment in which it operates significantly affect the ideal skill set required fora world-class purchasing professional. Although much has been written in the popular press about the skills required of a purchasing/supply management professional, very little academic research has been undertaken to examine this topic. The objectives of this study were to ascertain which skills are the most important to the function and to develop a concise set of factors to describe a comprehensive set of skills required of a world-class purchasing/supply management professional One hundred thirty-six purchasing professionals rated the importance of 30 purchasing skills. The skills were subsequently analyzed via exploratory factor analysis. Strategy, process management, teaming, decisionmaking, behavioral, negotiation, and quantitative skills were identified as key skill dimensions.

The development of knowledge and skills at work

Abstract: This chapter reports on a project conducted within the Economic and Social Research Council's (ESRC's) Learning Society Programme in the United Kingdom (UK) The program examined the ways in which lifelong learning can contribute to the development of knowledge and skills for employment and in other areas of adult life The project described in this chapter studied learning at work that is not connected with any formal aspects of educational provision and achievement The researchers examined what is being learned at work, how the learning took place, and other factors influencing the amount and direction of learning in the workplace The focus was on employees at the professional/managerial and technical/supervisory levels in the three occupational areas of engineering, business and healthcare The research sought to gather and analyse evidence about the learning of knowledge and skills in employment, to develop research methods for examining learning at work and a theoretical framework for the interpretation of findings and planning of future research, and to contribute generally to an understanding of the learning society The chapter describes and discusses the main findings of the research and the practical and theoretical implications of these for policy and research

An educational intervention for front-line health professionals in the assessment and management of suicidal patients (The STORM Project).

Abstract: Background. Suicide prevention is a health priority in many countries. Improved management of suicide risk may improve suicide prevention. This study aimed to assess the feasibility of health district-wide training in the assessment and management of people at risk of suicide; and to assess the impact of training on assessment and management skills.Methods. Staff in three health care settings, namely primary care, accident and emergency departments and mental health services (N = 359), were offered suicide risk management training in a district-wide programme, using a flexible ‘facilitator’ approach. The main outcomes were the rate of attendance at training, and changes in suicide risk assessment and management skills following training.Results. It was possible to deliver training to 167 health professionals (47% of those eligible) during a 6 month training period. This included 95 primary care staff (39%), 21 accident and emergency staff (42%) and 51 mental health staff (78%). Of these, 103 (69%) attended all training. A volunteer sample of 28 staff who underwent training showed improvements in skills in the assessment and management of suicide risk. Satisfaction with training was high. The expected costs of district-wide training, if it were able to produce a 2·5% reduction in the suicide rate, would be £99747 per suicide prevented and £3391 per life year gained.Conclusions. Training in the assessment and management of suicide risk can be delivered to approximately half the targeted staff in primary care, accident and emergency departments and mental health services. The current training package can improve skills and is well accepted. If it were to produce a modest fall in the suicide rate, such training would be cost-effective. However, a future training programme should develop a broader training package to reach those who will not attend.

A simple system for monitoring biodiversity in protected areas of a developing country.

Abstract: The achievements of initiatives to strengthen biodiversity conservation in developing countries may be difficult to assess, since most countries have no system for monitoring biodiversity. This paper describes a simple and cost-effective, field-based biodiversity monitoring system developed specifically for areas where 'specialist staff' is lacking. We discuss the preliminary lessons learned from protected areas in the Philippines. Whilst the monitoring system aims to identify trends in biodiversity and its uses so as to guide management action, it also promotes the participation of local people in the management, stimulates discussions about conservation amongst stakeholders and builds the capacity of park staff and communities in management skills. In addition, it seeks to provide people with direction regarding the aims of protected areas, and reinforces the consolidation of existing livelihoods through strengthening commu- nity-based resource management systems. The field methods are: (1) standardised recording of routine observations, (2) fixed point photographing, (3) line transect survey, and (4) focus group discussion. Both bio-physical and socio-economic data are used and given equal importance. The system can be sustained using locally available resources. The approach is useful in countries embarking on shared management of park resources with local communities, where rural people depend on use of natural ecosystems, and where the economic resources for park management are limited. We hope this paper will encourage other countries to develop their own biodiversity monitoring system, letting its development become a means for capacity building whilst at the same time supporting the creation of ownership.

Physician leadership: essential skills in a changing environment.

Abstract: Precisely because they are at the center of clinical service delivery, physicians, especially surgeons, are the ideal leaders for health care in the 21st century. Although most physicians possess the traits essential for leadership, the vast majority lacks the technical skills necessary for major leadership/management roles that will both change and empower the local healthcare service delivery environment. Such skills include strategic and tactical planning, persuasive communication, negotiation, financial decision-making, team building, conflict resolution, and interviewing. Just like surgical training, these skills too require systematic training. With patients beginning to demand value-added service, it is important for healthcare executives to identify those physicians best suited to serve as leaders within the larger healthcare system and to deliberately nurture their growth in these administrative competencies.

International Hospitality Management Identifying Important Skills and Effective raining

Abstract: This study of 51 hotel-school graduates working overseas determined that most felt somewhat ill-prepared for those job assignments. When asked to rate the personal and professional attributes of gr...

International Manager Development: Cross-Cultural Training in Highly Diverse Environments.

Abstract: Examines the issues involved in providing relevant cross‐cultural training to MBA students, the epitome of the “new” international manager. In particular, it addresses the pedagogical challenges of moving students away from a reliance on “hard” skills to a facility with “soft” skills.

A comprehensive examination for senior surgical residents.

Abstract: Background: Two complimentary examinations designed to comprehensively assess competence for surgical practice have been developed. The Objective Structured Assessment of Technical Skill (OSATS) evaluates a resident’s operative skill, and the Patient Assessment and Management Examination (PAME) evaluates clinical management skills. Methods: Twenty-four postgraduate year (PGY)-4 and PGY-5 general surgery residents from four training programs were examined. Each examination had eight stations, with a total of 6 hours of testing time. Results: Interstation reliability for the OSATS was 0.64, for the PAME was 0.71, and for the total test was 0.74. Examination scores discriminated between PGY-4 and PGY-5 residents for the OSATS (t = 4.39, P Conclusions: This comprehensive examination is a reliable and valid method of assessing critical skills in senior surgical residents and may be useful for the formal assessment of readiness for practice.

Visual-spatial abilities in surgical training

Abstract: As surgery continues to advance, we will need to better understand the role visual-spatial abilities play in the acquisition of technical skills. Many universities have established surgical skills centers with specific curricula to teach residents technical skills as adjuncts to operating room learning. Yet, as educators we do not fully understand the role visual-spatial abilities plays in the acquisition of surgical skills. This paper summarizes the research to date on the relevance of visual-spatial abilities to surgical training.

A study of impending derailment and recovery of middle managers across career stages

Abstract: Why do some fast-track managers derail? Why do some recover and return to the fast track? This study investigates these questions by analyzing managerial skills and self-awareness during different career stages. The results suggest that derailers have significantly lower skill profiles than do successful managers at all career stages. The study also identifies specific skills that managers need to be successful in their careers; furthermore, it reports that derailers overestimate their skills in comparison to successful managers at all career stages. The results imply that one can avoid derailment or recover from derailment by developing both self-awareness and specific managerial skills. © 2000 John Wiley & Sons, Inc.

Learning gross anatomy in a clinical skills course.

Abstract: Recent developments in undergraduate medical education in the United Kingdom have produced changes in the content and delivery of component courses, including human anatomy. Anatomy can retain its place in the medical course in the new world of problem-based learning and clinical skills teaching by gaining recognition as an integral part of the curriculum which underpins much of the practice of clinical medicine. In these new courses, anatomical information is clinically relevant and discussed in the context of medical problems and the acquisition of clinical skills. Students are encouraged to study in a manner in which information is retained (deep learning) and where understanding replaces rote learning of facts. Students take responsibility for their own learning, with appropriate support and resources. In clinical skills courses, anatomy underpins the development and retention of clinical knowledge and skills.

Why kick the “L” out of “LEarning”? The development of students’ employability skills through part‐time working

Abstract: Research shows that, in general, graduate applicants seeking their first career jobs do not possess the personal, transferable and employability skills which employers require, and Dearing has recommended that most HE students should undertake work experience to remedy this limitation. This article describes the Working for Skills project run by Leeds Metropolitan University and several major local employers. Some 20 “skills and attributes”, identified primarily from independent research projects, are presented to students in a workfile. The workfile addresses two principal areas: experiential learning, and the use of (principally) work experience to grow the identified skills and attributes. A simple model of experiential learning is presented to help students to analyse their work experiences and build awareness of the identified skills and attributes. The article also reports on pilot trials, student feedback and discusses some of the problems associated with this type of material.

Developing project management skills: A service learning approach

Abstract: This paper describes a unique approach to project management education. MBA students enrolled in a project management course have been renovating homes for low-income senior citizens. Concurrent wi...

Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support

Abstract: Introduction 'I Never Thought I'd Become a Teacher' The Dynamics of Classroom Behaviour New Class, New Year The Establishment Phase of Behaviour Management The Language of Behaviour Management Effective Teaching Fundamental Understanding and Skills Management beyond the Classroom Behaviour Consequences Challenging Children and Emotional and Behavioural Difficulties Managing Anger in Ourselves and Others When Things Get Difficult Hard Class, Hard Times

The career paths of hotel general managers in Mauritius

Abstract: Examines the career paths of hotel managers in Mauritius. Three themes relating to career paths are explored: career mobility, career planning, and the value of certain skills towards career development. Previous research and the current debates surrounding these issue are presented, followed by an examination of the Mauritian context. The results illustrate that hotel managers have a high degree of international mobility, the food and beverage function is the dominant route to hotel general management, hotel managers actively engage in long term career planning, and managerial skills are considered the most important for a career in hotel management. In light of these findings, the implications for the hotel industry in Mauritius are discussed.

Vocational education and food and beverage experience: issues for career development

Abstract: The research presented here examines the use of vocational education and food and beverage experience in the development of a hotel manager’s career To achieve this aim, the paper begins by introducing the concept of career development This is followed by an outline of the current debate surrounding the shifting emphasis from craft to managerial skills training Next, a range of findings from a study of the career paths of hotel managers in the UK is presented These include the role of vocational education in career development, and experience in the food and beverage function as a recognised career track to general management The study indicates the prevalence of vocational education as a starting point for managers’ careers, and illustrates that, despite calls from industry for increased management training, traditional food and beverage experience is still important for a career in the hospitality industry The implications of these findings for career development are discussed

Education and earnings in Pakistan

Abstract: This paper examines the role of education, technical training, school quality and literacy and numeracy skills on the earnings of wage earners and salaried persons in Pakistan by using the recent data of PIHS (1995-96). The analysis confirms the positive role of education as each year of education brings approximately 7 percent returns for wage earners. In addition, the effect of literacy and numeracy skills is observed to be large and significant. The returns are 15 percent higher for those who have all three skills as compared to those who do not possess any of these skills. The impact of technical training and private schools is found to be positive and significant. This paper draws three main policy implications. First, a large and significant impact of literacy and numeracy skills highlights the importance of basic learning skills that leads to higher wages in the labour market. This suggests the need of enhancing literacy and numeracy skills through formal as well as informal education. Second, a positive and significant association between earnings and higher level of technical training implies the urgent need of such institutions that can train individuals on modern lines in order to cope with the rapidly changing technology. And third, a large and significant coefficient of private schools highlights the importance of quality of education. The results suggests that more emphasis should be placed on market oriented approach in education. This requires the overhauling of public school system not only in terms of curriculum but also in teaching methods.

Skills training in the long-term management of stress and occupational burnout

Abstract: The current managed healthcare environment stresses brief and effective short-term therapy. However, often this short-term treatment does not lead to long-term behavioral changes and clients return to therapy many times for help with the same dysfunctional behavioral patterns. The main problem with these traditional forms of treatment is the assumption that clients have the basic skills to change their ineffective behaviors. Yet, many people lack the basic skills to manage our highly stressful society, and may take years to master new behavioral management skills. Examining the relationship between stress and coping, this study explored both short-and long-term approaches to behavioral change relative to occupational burnout, and focused upon the teaching of skills to manage stress. Subjects who participated in a 6-week stressmanagement program reported only temporary decreases in burnout, while those subjects who received 1-hour coping “refresher” sessions at 5 months, 11 months, and 17 months showed consistent decreases in burnout throughout a 2 1/2 year period. These results suggest that psychologists can be much more effective behavioral change agents through long-term approaches that emphasize teaching new skills to manage chronic behavioral problems. Given the changes in the health insurance industry and the way therapeutic services are provided, the field may need to rethink approaches that are grounded in personality theory and abnormal psychology to approaches that emphasize principles of learning theory.