Showing papers on "Skills management published in 2002"

Key communication skills and how to acquire them

Abstract: Good doctors communicate effectively with patients—they identify patients' problems more accurately, and patients are more satisfied with the care they receive. But what are the necessary communication skills and how can doctors acquire them? When doctors use communication skills effectively, both they and their patients benefit. Firstly, doctors identify their patients' problems more accurately.1 Secondly, their patients are more satisfied with their care and can better understand their problems, investigations, and treatment options. Thirdly, patients are more likely to adhere to treatment and to follow advice on behaviour change.2 Fourthly, patients' distress and their vulnerability to anxiety and depression are lessened. Finally, doctors' own wellbeing is improved.3–5 We present evidence that doctors do not communicate with their patients as well as they should, and we consider possible reasons for this. We also describe the skills essential for effective communication and discuss how doctors can acquire these skills. #### Summary points We used original research studies into doctor-patient communication, particularly those examining the relation between key consultation skills and how well certain tasks (such as explaining treatment options) were achieved. We used key words (“communication skills,” “consultation skills,” and “interviewing skills” whether associated with “training” or not) to search Embase, PsycINFO, and Medline over the past 10 years. We also searched the Cochrane database of abstracts of reviews of effectiveness (DARE). ### Box 1: Key tasks in communication with patients RETURN TO TEXT

Principles derived from the study of simple skills do not generalize to complex skill learning.

Abstract: We review research related to the learning of complex motor skills with respect to principles developed on the basis of simple skill learning. Although some factors seem to have opposite effects on the learning of simple and of complex skills, other factors appear to be relevant mainly for the learning of more complex skills. We interpret these apparently contradictory findings as suggesting that situations with low processing demands benefit from practice conditions that increase the load and challenge the performer, whereas practice conditions that result in extremely high load should benefit from conditions that reduce the load to more manageable levels. The findings reviewed here call into question the generalizability of results from studies using simple laboratory tasks to the learning of complex motor skills. They also demonstrate the need to use more complex skills in motor-learning research in order to gain further insights into the learning process.

Schools and Skills in Developing Countries: Education Policies and Socioeconomic Outcomes

Abstract: This paper reviews recent research on the determinants of educational outcomes, and the impact of those outcomes on other socioeconomic phenomena. It addresses three questions: 1) What sch...

Benefits of multiple roles for managerial women

Abstract: We examined the relationships between multiple life roles, psychological well-being, and managerial skills in two studies of managerial women. Qualitative results suggested that the roles women pla...

Intentional Interviewing and Counseling : Facilitating Client Development in a Multicultural Society

Abstract: Before You Start: Building Competency in Interviewing and Counseling. Section I: INTRODUCTION. 1. Toward Intentional Interviewing and Counseling. 2. Ethics, Multicultural Competence, and Wellness. 3. Attending Behavior: Basic to Communication. Section II: HEARING CLIENT STORIES: HOW TO ORGANIZE AN INTERVIEW. 4. Questions: Opening Communication. 5. Observation Skills. 6. Encouraging, Paraphrasing, and Summarizing: The Skills of Active Listening. 7. Observing and Reflecting Feelings: A Foundation of Client Experience. 8. Listening Skills: How to Conduct a Well-Formed Interview. Section III: HELPING CLIENTS GENERATE NEW STORIES THAT LEAD TO ACTION: INFLUENCING SKILLS AND STRATEGIES. 9. The Skills of Confrontation: Supporting While Challenging. 10. Focusing the Interview: Exploring the Story from Multiple Perspectives. 11. Reflection of Meaning and Interpretation/Reframing: Helping Clients Restory Their Lives. 12. Influencing Skills: Five Strategies for Change. Section IV: SKILL INTEGRATION. 13. Skill Integration: Putting it All Together. 14. Microskills and Counseling Theory: Sequencing Skills and Interview Stages 15. Determining Personal Style and Future Theoretical/Practical Integration. Appendix: Glossary of Terms for Brain Areas Discussed in Research Portions of this Book.

Relationships among Strategic Capabilities and the Performance of Women‐Owned Small Ventures

Abstract: This study of small, life-style ventures owned by women focuses on the strategic, firm-level factors related to business performance. A theoretical model drawing on the resource-based theory is developed and tested empirically. The model includes strategic capabilities, management styles, and their relation to performance. It is tested empirically on a sample of 220 Israeli female business owners. Analysis reveals that life-style venture performance is highly correlated with certain aspects of the business owner's skills as well as the ventureas resources. Paradoxically, the owner/managers in the sample rate their skills and their venture's resources as being weak in precisely those areas that correlate positively with business performance. These findings suggest that performance of life-style ventures owned by women depends more on marketing, financial, and managerial skills than on innovation.

Physician communication skills training: a review of theoretical backgrounds, objectives and skills.

Abstract: Context Significant shortcomings have been noted in the literature in communication skills training for practising doctors. Given the importance of competent communication to the doctor–patient relationship and health care in general, these shortcomings should be addressed in future research. Objective Research into physician communication skills training is examined with respect to the communication objectives and behaviours that are addressed. Methods A Medline search of literature from 1990 to the present was conducted. Results A total of 26 studies of doctor communication skills training were found. The majority of studies included insufficient information about the communication behaviours taught to participants. In several studies, there was a mismatch between stated behaviours and instruments or procedures used to assess them. Conclusion Three recommendations are suggested. Firstly, future researchers should take greater care in matching assessment instruments with stated communication skills. Secondly, researchers should provide and use a theoretical framework for selecting communication skills to address in interventions, and thirdly, the timing of communication skills within the interview context should be part of the instruction in interventions.

An innovative model for teaching and learning clinical procedures.

Abstract: Context Performing a clinical procedure requires the integration of technical clinical skills with effective communication skills. However, these skills are often taught separately. Objectives To explore the feasibility and benefits of a new conceptual model for integrated skills teaching. Design A qualitative observation and interview-based study of undergraduate medical students. Methodology Medical students performed technical and communication skills in realistic clinical scenarios (urinary catherization and wound closure), using latex models connected to simulated patients (SPs). Procedures were observed, videorecorded and assessed by tutors from an adjoining room. Students received immediate feedback from tutors and SPs, before engaging in a process of individual feedback through private review of their videotapes. Group interviews explored the response of students, SPs and tutors. Data were analysed using standard qualitative techniques. Subjects Fifty-one undergraduate students were recruited from the Faculty of Medicine, Imperial College, London. Results The scenarios provided a realistic simulation of two common clinical situations and proved feasible in terms of time, facilities and resources within this institution. Students found the opportunity to integrate communication and technical skills valuable, challenging and an appropriate learning experience. Immediate feedback was especially highly valued. Some students found difficulty integrating technical and communications skills, but benefited from conducting two procedures in the same session. Conclusion The integrated model was feasible and was perceived to be valuable. Benefits include the opportunity to integrate, within a safe environment, skills which are often taught separately. Promoting reflective practice may enable the successful transfer of these integrated skills to other procedures.

Contributions of Study Skills to Academic Competence

Abstract: Study skills are fundamental to academic competence. Effective study skills are associated with positive outcomes across multiple academic content areas and for diverse learners. The purpose of thi...

Communication skills : some problems in nursing education and practice

Abstract: This article is based on a literature review carried out as part of a study of communication skills training in pre-registration nursing education in England in 2000. A systematic literature search was conducted and 200 articles were found that were relevant to the study. Definitional problems were found, with terms such as communication skills and interpersonal skills being used interchangeably. The term communications strategies is suggested to overcome these problems, as it reflects the logical organization of a number of different communication skills within a theoretical or empirical framework. Problems in current communication skills teaching and social barriers to using communication skills in practice are discussed. It is concluded that problems continue to exist in these areas and that an emphasis on both aspects is needed if patient and staff satisfaction is to be improved.

Employers' Demands for Personal Transferable Skills in Graduates: A Content Analysis of 1000 Job Advertisements and an Associated Empirical Study.

Abstract: One thousand job advertisements in four occupational categories (marketing, general management, finance, human resource management) appearing in a number of graduate recruitment databases over a two-year period were examined in an attempt to obtain an objective assessment of the transferable personal skills demanded of graduate job applicants. It emerged that advertisements within each category were significantly more likely to ask for certain skills potentially relevant to jobs within that category than for others. Advertisements for managerial and highly paid jobs also tended to request particular sets of skills. The personnel managers or other executives concerned with graduate recruitment in 500 of the companies that had placed the advertisements were sent a questionnaire concerning their reasons for stipulating the personal skills mentioned in their firms' advertisements for graduate employees. Logical motives for including interpersonal skills requirements in job advertisements were cited b...

Skills and training for the hospitality sector: a review of issues

Abstract: The role of skills and skills development through training in the contemporary economy is a matter of considerable academic and political debate. Public policy in many countries focuses on the development, through training, of what are seen as a high skills employment and business environment (Brown et al, 2001). At the same time, most developed or high skills economies also depend to a significant extent on an alternative economy based on what are loosely and pejoratively described as ‘low skills’ jobs. Little critical analysis has been undertaken with respect to what such descriptors actually mean. This article addresses one sector of the ‘low skills’ economy, hospitality. This article considers skills issues in relation to the hospitality sector. It draws upon the work of Noon & Blyton (1995) in applying their approach to the classification and analysis of skills within hospitality. The article also draws on Ashton & Green's (1996) critique of vocational education as a basis for understanding ...

Entrepreneurship education and training in Canada: a critical assessment

Abstract: Management training is constantly seen as an effective way of providing small‐medium size enterprises with the management expertise they require in order to develop and grow. The SME sector in Canada plays a prominent and essential role in the growth and expansion of the domestic economy through its contribution to the domestic output and job creation. However, this sector suffers from a considerably high failure rate that is largely attributed to the lack of management skills and planning, which can potentially be improved by providing training and education in different business areas. This paper assesses the entrepreneurship education and training efforts in Canada and identifies the common challenges that face this process.

Emotional intelligence: a core competency for health care administrators.

Abstract: The contemporary concept of emotional intelligence (EI) as a critical set of management skills is traced through time to its current application for health care administration. EI is defined as proficiencies in intrapersonal and interpersonal skills in the areas of self-awareness, self-regulation, self-motivation, social awareness, and social skills. The contributions of EI to effective management are supported by empirical research in the field. The importance of developing these skills in health care organizations is further clarified with examples familiar to health care administrators. Training suggestions and assessment resources are provided.

Teaching and Maintaining Behavior Management Skills in the Nursing Home

Abstract: Purpose: To examine the efficacy of a comprehensive behavior management skills training program for improving certified nursing assistants’ (CNA) skill performance in the nursing home, to assess the effectiveness of a staff motivational system for maintaining newly acquired behavior management skills for a 6-month period, and to evaluate any resulting effects on resident agitation. Design and Methods: This study used a randomized clinical trial of 88 residents with behavior disturbances and 106 CNAs who cared for them in two urban nursing homes. After CNAs received 4 weeks of behavior management training, supervisory nursing staff implemented formal staff management (FSM), designed to maintain training effects over time. The supervisory staff used conventional staff management (CSM, usual supervisory routine) on control units. We completed behavioral observations and paper-and-pen assessments at baseline and repeated them during a 4-week post-intervention phase and at 3- and 6-month follow-ups. Results: During the immediate post-training phase, both the FSM and CSM groups improved five out of seven communication skills and the ability to delay physical assistance during care routines. Although CNAs showed a reduction in the use of ineffective behavior management strategies, they did not increase their use of effective behavioral strategies. Follow-up assessments suggested that the FSM system was more effective than CSM for maintaining and even improving communication skills over time. Resident agitation was reduced during care interactions and maintained at follow-up. Implications: The behavior management skills training program improved CNAs’ ability to interact with behaviorally disturbed nursing home residents and produced sustained reductions in agitation. The FSM system was more effective for maintaining communication skills 6 months after training.

Learning-to-learn strategies as a basis for effective lifelong learning

Abstract: Learning-to-learn skills are essential for effective lifelong learning to develop over the entire lifespan. These skills, which consist of cognitive and metacognitive learning strategies, largely have been neglected in analyses of issues surrounding lifelong learning and in policy development. This article draws particularly upon the work of Weinstein, Meyer, Schraw and other cognitive psychologists to outline some of the knowledge and skills required and some of the educational implications for their development from a human developmental psychology perspective. Much of the initial work in establishing these skills needs to lie with schools for reasons of access and equity. However, since mastery of cognitive and metacognitive skills is not likely to be fully achieved by the end of secondary schooling, with metacognitive skills in particular only likely to reach fuller development through work experience, there are important implications for educators at further and higher education levels.

A Learner-Centred Approach to Developing Team Skills through Web-Based Learning and Assessment.

Abstract: In traditional face-to-face classrooms, collaborative learning has been endorsed as an effective pedagogy that fosters skills of analysis, communication and higher order thinking. Increasingly, as online learning environments for tertiary learners make use of course support systems, there is greater recognition of the potential of communications technologies to foster dialogue, networking and team skills among learners. Such skills are now among the recognised core attributes that graduates are expected to develop. In face-toface classroom students learn the skills of collaboration and teamwork by engaging in tasks defined and supervised by a teacher. In online environments teacher presence is often limited to task definition, management and feedback functions. Team skills and collaboration therefore need to be supported though different pedagogies and processes such as establishing a climate of trust and openness, communication protocols, resolution of conflict and group processes that provide sanctions and support. In this paper we describe an innovative approach to building the skills of decision-making and conflict resolution, leadership and clarity in goal setting and communication. A case study of tertiary learners illustrates how the essential aspects of task definition, resources to support group learning and integrated online assessment foster team skills.

Personal skills development in the accounting curriculum

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. For over a decade, a number of employers have been sounding warnings to the higher education sector that a ‘skills gap’ was emerging at the employer/graduate interface. This paper highlights one strategy that attempts to facilitate the development of transferable and managerial skills in an undergraduate accounting degree. Using a stakeholder approach the adequacy of current in-house provision, and a comparison of this with best practice in the sector, was undertaken. Analysis of the findings resulted in the conclusion that skills development using an embedded delivery approach was insufficient. Likewise, a dedicated skills module in Year 1 was also inadequate and an appropriate course needed to be developed and incorporated as a core module in Year 2 of the ...

English and communication skills for the global engineer

Abstract: Engineering graduates require an ever-increasing range of skills to maintain relevance with the global environment of the new millennium. Communication skills are an vital component of this, recognised by academia and industry alike. English language skills are also important given its widespread status across the globe as a lingua franca. Indeed, multilingual skills are considered a salient element in the make-up of the new global engineer. English for specific purposes focuses the learner's attention on the particular terminology and communication skills required in the international professional field. Communication skills development is discussed in the paper, with examples given of different methods of teaching and assessment. The impacts on communication skills development include various elements, including gender equality. A lack of sufficient communication skills serves only to undermine the image of the engineer, but this can be tackled by engaging features of emotional intelligence (EQ) in the education of engineers. EQ offers various components that can improve communication skills and emphasise a more experiential approach to learning.

Discipline-Based Study Skills Support for First-Year Undergraduate Students

Abstract: Universities are expected to align their programmes with the new Quality Assurance Agency National Qualifications framework by the start of the academic year 2003–2004 (QAA 01). QAA have identified...

Consultant surgeons' opinion of the skills required of basic surgical trainees

Abstract: Background: Accurate and appropriate assessment of surgical trainees requires clear determination of the skills needed for surgical competence This study was designed to identify those skills, rank them in order of importance and translate them into behavioural terms Methods: A Delphi technique, using anonymous postal questionnaires, was used All consultant surgeons in South-East Scotland were asked to identify the skills they expected of surgical trainees Skills identified were then returned to all consultants for weighting Differences among specialties in the importance of each item were identified using analysis of variance Results: The qualities identified fell into five domains: technical skills, clinical skills, interaction with patients and relatives, teamwork, and application of knowledge Consultants from all specialties gave high weightings to the generic domains of clinical skills, teamwork, and interaction with patients and relatives Conclusion: This study has identified the skills considered necessary by consultant surgeons in Scotland for a successful surgical career Contrary to expectation, consultant surgeons value many generic skills more highly than technical skills, indicating that they value well rounded doctors, not just those with technical ability The characteristics identified are being used to develop an assessment tool for use on basic surgical trainees © 1999 British Journal of Surgery Society Ltd

Relationships Between Job Skills and Performance: A Study of Webmasters

Abstract: The main purpose of this study is to determine the mix of organizational and technical skills demanded of Webmasters, and the degree to which those skills influence job performance. The study is composed of two parts. First, a job-content analysis of 800 Webmaster positions is conducted in order to determine the mix of skills demanded of Webmasters by employers. Second, a survey of 232 Webmasters is conducted to test the relationships between those skills and job performance. The job-content analysis suggested that employers seek technical skills over organizational skills, and, in contrast, the survey results showed that Webmasters regard organizational skills as more important in performing their jobs. Structured equation modeling on the survey data showed that deficiency in both technical and organizational skills leads to lower job performance. Moreover, the effect of organizational skill deficiencies on job performance was found to be larger than that of technical skill deficiencies. For researchers, the establishment of an empirical link between job skills and job performance opens the field to further research in the skills of information systems personnel. For employers, the results suggest more attention should be paid to attracting organizational skills when recruiting information systems personnel, such as Webmasters.

Skills for health. Skills-based health education including life skills: an important component of a child-friendly / health-promoting school.

Abstract: Purpose: to describe the rationale and audience for the document; define key concepts; and explain how skills-based health education including life skills fits into the broader context of what schools can do to improve education and health. Ensuring that children are healthy and able to learn is an essential part of an effective education system. As many studies show education and health are inseparable. A childs nutritional status affects cognitive performance and test scores; illness from parasitic infection results in absence from school leading to school failure and dropping out. Structures and conditions of the learning environment are as important to address as individual factors. Water and sanitation conditions at school can affect girls attendance. Children cannot attend school and concentrate if they are emotionally upset or in fear of violence. On the other hand children who complete more years of schooling tend to enjoy better health and have access to more opportunities in life. Equipping young people with knowledge attitudes and skills through education is analogous to providing a vaccination against health threats. Educating for health is an important component of any education and public health programme. It protects young people against threats both behavioural and environmental and complements and supports policy services and environmental change. (excerpt)

Effects of Repeated Practice and Contextual-Writing Experiences on College Students' Writing Skills.

Abstract: The authors examined the effects of both general and task-specific writing experiences on college students' writing-skill development. On the basis of theories of expertise development and a cognitive process theory of writing-skill development, the authors predicted that repeated practice would be associated with superior writing skills and that after controlling for repeated practice, writing within a specific task domain would be associated with superior writing skills. Undergraduate students participated in a field experiment in which 279 students practiced their writing skills in a professionally relevant task domain, whereas another group of 385 students practiced their writing skills in a more general domain. The results were consistent with the predictions. The authors discuss implications for teaching writing skills and for general theories of expertise development in writing.

Literature Review in Thinking Skills, Technology and Learning

Abstract: The purpose of this report is: - to clarify what is meant by thinking skills and their relationship to technology - to identify the role of ICT in promoting thinking skills - to produce guidelines for the development of digital learning resources to support the teaching and learning of thinking skills - to evaluate the general direction of research in this area and how this should inform educational practice. The use of new technologies is often linked to the development of thinking skills or 'higher order thinking'. This review will explore some of the claims that have been made in this area and summarise the useful findings that emerge from research. There is a range of different approaches to understanding thinking skills and learning, each one of which has an impact on how the relationship between thinking skills and technology is conceptualised. The first part of the review explores the literature about teaching thinking skills and their relationship to technology. The second part focuses more on technology, exploring claims that have been made about the relationship of information and communications technologies to the development of thinking skills.

Development and Use of the Helping Skills Measure to Assess Client Perceptions of the Effects of Training and of Helping Skills in Sessions

Abstract: The Helping Skills Measure (HSM) was constructed to assess client perceptions of the helping skills used by beginning helpers in sessions. Exploratory and confirmatory factor analyses indicated 3 scales (Exploration, Insight, Action) that were internally consistent and moderately to highly intercorrelated. Scores on all 3 HSM scales increased after training in helping skills. Client perceptions of helping skills contributed significantly to the prediction of client evaluation of session quality beyond the contribution of client perceptions of the therapeutic relationship. Hence, the HSM can be used to evaluate client perceptions of helper skills and the effects of helping skills training. Although helping skills are often taught to both undergraduate and graduate students, the research on the effectiveness of these programs has focused primarily on graduate students (see Baker, Daniels, & Greeley, 1990). Furthermore, research on helping skills at all levels has dramatically decreased in recent years. Clearly, if we are to continue to teach these courses, we need more research demonstrating that students, especially undergraduate students, can learn and implement helping skills. One probable reason for the decline of research on helping skills training is the difficulty in determining what criteria to use to assess whether trainees have learned the skills. Early researchers (e.g., Anthony & Hill, 1976; Gormally, Hill, Gulanik, & McGovern, 1975; Schroeder, Hill, Gormally, & Anthony, 1973) asked trainees to write responses to scripted client vignettes and then examined changes in ratings of the quality of their responses. Reviewers of this literature (e.g., Gormally & Hill, 1974), however, criticized the use of ratings of written responses because these are easily influenced by demand characteristics (e.g., students may be able to learn to respond well in writing but that does not mean that they can perform these skills in sessions with clients).

Using reflective learning journals to improve individual and team performance

Abstract: This paper describes the successful application of reflective learning journals to promote critical self‐awareness and improve both individual and team performance among members in 11 management undergraduate teams conducting management research projects. Qualitative analyses of the journals revealed several major themes; for example, management skills development, leadership, team communications, stresses of team work, and individual versus team work. Analyses of the journaling evaluation data showed that participants found journaling a useful learning tool. Recommendations are presented for those interested in using reflective learning journals to improve individual and team performance.

A qualitative study to explore undergraduate medical students' attitudes towards communication skills learning

Abstract: This qualitative study explores medical students' attitudes towards communication skills learning. Thirty-two medical students, including representatives from each year of the medical degree, participated in five focus-group discussions. Theme analysis of each transcript by two independent analysts produced two attitude-related themes: positive attitudes towards communication skills and negative attitudes towards learning communication skills. Students held both positive and negative attitudes towards different aspects of communication skills learning. Students' negative attitudes were related to communication skills being a subjective social science, which was viewed as 'non-academic' and 'common sense'. Students with negative attitudes towards communication skills learning were thought to be good communicators. Some reported being socialized into developing the negative attitudes held by older students and qualified doctors. The timing of communication skills learning was also thought to be important in...

Effects of faculty interaction and feedback on gains in student skills

Abstract: Researchers have identified a number of variables including how the nature and frequency of instructor-student interaction affect students' gains in learning outcomes and course satisfaction. This study specifically examined the relationships between engineering faculty teaching practices and classroom climate and students' gains in communication skills, problem-solving skills, occupational awareness, and engineering competence in a curriculum emphasizing engineering design activities. The study was based on data gathered from more than 1500 students taking the first-year design course offered at 19 campuses of the Penn State University system over a period of two years. The results suggest that faculty interacting with and providing constructive feedback to students was significantly and positively related to student gains in several engineering design and professional skills. These relationships remained after control for student demographic characteristics and campus location. The focus of this paper is to provide engineering instructors with insights about the relationships between faculty-student interaction and selected student gains. Recommendations regarding specific teaching practices are provided.