Showing papers on "Skills management published in 2003"

The relationship between emotional intelligence and work attitudes, behavior and outcomes: An examination among senior managers

Abstract: The literature suggests that managerial skills in general, and emotional intelligence in particular, play a significant role in the success of senior managers in the workplace. This argument, despite its popularity, remains elusive. This can be attributed to the fact that although a few studies have provided evidence to support this argument, it has not received an appropriate empirical investigation. This study attempts to narrow this gap by empirically examining the extent to which senior managers with a high emotional intelligence employed in public sector organizations develop positive work attitudes, behavior and outcomes. The results indicate that emotional intelligence augments positive work attitudes, altruistic behavior and work outcomes, and moderates the effect of work‐family conflict on career commitment but not the effect on job satisfaction.

Handbook of Communication and Social Interaction Skills

Abstract: Contents: J.M. Wiemann, Foreword. J.O. Greene, B.R. Burleson, Preface. Part I:General Theoretical and Methodological Issues. S.R. Wilson, C.M. Sabee, Explicating Communicative Competence as a Theoretical Term. J.O. Greene, Models of Adult Communication Skill Acquisition: Practice and the Course of Performance Improvement. B.H. Spitzberg, Methods of Interpersonal Skill Assessment. C. Segrin, M. Givertz, Methods of Social Skills Training and Development. Part II:Fundamental Interaction Skills. J.K. Burgoon, A.E. Bacue, Nonverbal Communication Skills. R.E. Sanders, Applying the Skills Concept to Discourse and Conversation: The Remediation of Performance Defects in Talk-in-Interaction. C.R. Berger, Message Production Skill in Social Interaction. R.S. Wyer, Jr., R. Adaval, Message Reception Skills in Social Communication. S. Metts, E. Grohskopf, Impression Management: Goals, Strategies, and Skills. Part III:Function-Focused Communication Skills. K.E. Rowan, Informing and Explaining Skills: Theory and Research on Informative Communication. D. Hample, Arguing Skill. J.P. Dillard, L.J. Marshall, Persuasion as a Social Skill. D.J. Canary, Managing Interpersonal Conflict: A Model of Events Related to Strategic Choices. B.R. Burleson, Emotional Support Skills. J. Mandelbaum, How to "Do Things" With Narrative: A Communication Perspective on Narrative Skill. Part IV:Skills in Close Personal Relationships. W. Samter, Friendship Interaction Skills Across the Life Span. K. Dindia, L. Timmerman, Accomplishing Romantic Relationships. A.B. Kelly, F.K. Fincham, S.R.H. Beach, Communication Skills in Couples: A Review and Discussion of Emerging Perspectives. C.H. Hart, L.D. Newell, S.F. Olsen, Parenting Skills and Social-Communicative Competence in Childhood. Part V:Skills in Public and Professional Contexts. M.E. Roloff, L.L. Putnam, L. Anastasiou, Negotiation Skills. D.S. Gouran, Communication Skills for Group Decision Making. J.A. Daly, A.L. Vangelisti, Skillfully Instructing Learners: How Communicators Effectively Convey Messages. R.L. Street, Jr., Interpersonal Communication Skills in Health Care Contexts. C. Hajek, H. Giles, New Directions in Intercultural Communication Competence: The Process Model.

Objective assessment of technical skills in surgery

Abstract: In the past few years, considerable developments have been made in the objective assessment of technical proficiency of surgeons. Technical skills should be assessed during training, and various methods have been developed for this purpose Surgical competence entails a combination of knowledge, technical skills, decision making, communication skills, and leadership skills. Of these, dexterity or technical proficiency is considered to be of paramount importance among surgical trainees. The assessment of technical skills during training has been considered to be a form of quality assurance for the future.1 Typically surgical learning is based on an apprenticeship model. In this model the assessment of technical proficiency is the responsibility of the trainers. However, their assessment is largely subjective.2 Objective assessment is essential because deficiencies in training and performance are difficult to correct without objective feedback.3 The introduction of the Calman system in the United Kingdom, the implementation of the European Working Time Directive, and the financial pressures to increase productivity4 have reduced the opportunity to learn surgical skills in the operating theatre. Studies have shown that these changes have resulted in nearly halving the surgical case load that trainees are exposed to.5 Surgical proficiency must therefore be acquired in less time, with the risk that some surgeons may not be sufficiently skilled at the completion of training.6 This and increasing attention of the public and media on the performance of doctors have given rise to an interest in the development of robust methods of assessment of technical skills.7 We review the research in this field in the past decade. Our objectives are to explore all the available methods, establish their validity and reliability, and examine the possibility of using these methods on the basis of the available evidence. We collected information for this review from …

The development of argument skills.

Abstract: This work sought to obtain experimental evidence to corroborate cross-sectional patterns of development in argument skills and to evaluate the effectiveness of an intervention designed to foster development of these skills in academically at-risk 13- to 14-year-olds. Students participated in 16 sessions of a collaborative, goal-based activity providing dense exercise of argumentive thinking. One condition included peer dialogues; another did not. The former was the more effective, although both groups progressed. Participants showed increased frequency of usage of powerful argumentive discourse strategies, such as counterargument, and decreased frequency of less effective strategies. Quality of individual arguments (for or against a claim) also improved, supporting the existence of a close relation between these two kinds of argument skills.

Risk communication in practice: the contribution of decision aids

Abstract: As patients want to participate more in decision making, and as the range of medical options expands, clinicians are challenged to improve their communication of risk and supportive skills. Are practitioners' counselling skills up to the job?

Development of the NOTECHS (non-technical skills) system for assessing pilots’ CRM skills

Abstract: Crew Resource Management (CRM) courses are designed to teach pilots about non-technical (cognitive and social) skills that are essential for effective and safe flight operations. This article presents a summary of the empirical development of the European taxonomy of pilots' non-technical skills (NOTECHS) and associated rating method. It describes the system components and the experimental validation. The system has four Categories: Co-operation, Leadership and Managerial Skills, Situation Awareness, Decision Making, each subdivided into Elements and behavioural markers. The latter are examples of effective and ineffective behaviours supporting the evaluation and debriefing, as well as giving indications for retraining, if this is required. Operational principles for fair and objective use of the NOTECHS system and training guidelines for raters are outlined.

Business Services in Germany: Bridges for Innovation

Abstract: During the last 20 years, R&D and innovation activities in the service sector have clearly increased. Especially business services are believed to be one of the main drivers of technical changes and economic progress. Looking at the labour indices calculated over the period from 1982 to 1996 one notices a remarkable increase of over 70 percent for the business services. About 8 percent of total employment in West Germany is in business services. In particular, by taking advantage of information and communication technologies, knowledge-intensive business service firms increasingly play the role of "converters" of technological information within the economy. They are providers, purchasers or partners in the context of innovation. A sound innovation capacity, especially knowledge, creativity, market and management skills let them become bridges for innovation.

Accounting knowledge and skills and the challenges of a global business environment

Abstract: The rapid spread and acceptance of globalization and the enormous developments in information technology, has led to dramatic changes in the business environment. These changes have brought new challenges not only to business but also to business education. Business schools that prepare future managers in different disciplines are responsible for closing the gap between the skills acquired by its graduates and the required skills by the global markets. This paper identifies the challenges facing accounting education in providing students with the knowledge and skills that raise their competency level to meet that required by the market. These challenges warrant that the competency level of accountants should be improved. Current accounting education and the skill levels of accountants are not in line with what is required in the dynamic environments of global business. A strategic plan for closing the gap between the acquired and required skills is presented to help prepare students for facing and dealing with the challenges of the new global business environment.

Labor Productivity Drivers and Opportunities in the Construction Industry

Abstract: The study of labor productivity in the construction industry is gaining increasing attention as the industry faces multiple problems related to its workforce. This paper presents the results of a survey instrument applied to determine the relative level of relevance of construction labor productivity drivers and opportunities. Owners, general contractors, electrical contractors, mechanical contractors, consultants, and others participated in this survey. Management skills and manpower issues were identified as the two areas with the greatest potential to affect productivity according to survey respondents. Surprisingly, external factors, which are often cited as a major cause for reduced productivity in the construction industry, were considered to be one of the least relevant productivity drivers. These results suggest that respondents consider the improvement of labor productivity within their reach and control rather than determined by external conditions.

The Future of Accounting Education: A Regional Perspective

Abstract: Accounting education is under pressure to change its current teaching methods. In this study, the authors surveyed employers of their university's accounting graduates and members of a local CPA chapter to ascertain which skills are important for new graduates and which educational innovations are effective. The top-rated four professional skills were analytical/critical thinking, written communication, oral communication, and decision-making. The top three technology skills included spreadsheet software, Windows, and word-processing software. The top education innovation was internships. These results agree with a national survey completed in 1999.

The New Software Exporting Nations: Success Factors

Abstract: Many nations are attempting to craft successful software exporting industries to emulate the remarkable success of India in this area.. What are these success factors? We introduce the “Oval model” that incorporates eight factors that lead software industries to export success. The eight factors are: 1) Government vision and policies, including funding and tax benefits. 2) Human capital, including national orientation and traditions, quantity, composition, language skills, and managerial skills. 3) Wages. 4) Quality of life, since talented professionals tend to concentrate in desirable locations. 5) Linkages, which emerge between individuals, between work groups, between firms, and between nations due to geographic, cultural, linguistic, or ethnic connections. 6) Technological infrastructure. 7) Capital, which can come from domestic and foreign sources. 8) Industry characteristics, including: clustering effects, the number of firms, their size, the associations which organize the industry’s firms, the industry’s degree of common vision and branding, and the standards that the firms aspire to.

Acquisition of literacy skills by children with severe disability

Abstract: Many students with autism, intellectual impairment, and multiple impairments experience difficulties in acquiring literacy skills. An intervention programme based on the multimedia software Delta Messages and a scaffolding approach was used with severely disabled children. They showed significant gains in sentence production through a whole-word selection strategy, which was targeted in the programme, and in the ability to synthesise and spell words, tasks that were not targeted in the reading instruction. This suggests that massed practice of self-initiated and meaningful literacy activities can promote the acquisition of literacy by students with severe disabilities and limited written language skills.

Developing Top Managers: The Impact of Interpersonal Skills Training.

Abstract: Some organizations invest a great deal of time and effort in elaborate training programmes designed to improve the so‐called “soft” skills of managing. Yet assessing the effectiveness of such initiatives has been rare. Indeed, some trainers have argued that such assessments are misleading. Recent developments in the use of survey feedback have provided a technique for pre‐ and post‐training assessments. A study, at a leading business school, was designed to assess the impact of interpersonal skills training on top managers. The evaluation of the training was based on subordinate feedback of 252 executives from 48 organizations, conducted before, and six months after, the training programme took place. The results indicate significant impact on some, but not all, of the competencies and skills under study.

Disease Management in Latinos With Schizophrenia: A Family-Assisted, Skills Training Approach

Abstract: This study evaluated the effectiveness of a skills training program designed to teach disease management to Latinos with schizophrenia treated at a community mental health center. Ninety-two Latino outpatients with schizophrenia and their designated relatives were randomly assigned to 3 months of skills training (ST) versus customary outpatient care (CC) and followed for a total of 9 months. The skills training approach was culturally adapted mainly by including the active participation of key relatives to facilitate acquisition and generalization of disease management skills into the patients' natural environment. There was a significant advantage for the ST group over the CC group on several symptom measures, skill acquisition and generalization, level of functioning, and rates of rehospitalization. There were no significant differences between the groups on quality of life or caregiver burden. Skills training had a direct effect on skill acquisition and generalization, and utilization of disease management skills led to decreased rates of rehospitalization. Incorporating an intensive, culturally relevant generalization effort into skills training for Latinos with schizophrenia appeared to be effective in teaching disease management and viable in a community mental health center.

Communication Skills Education in Medical School and Beyond

Abstract: WHILE THE IDEA THAT COMMUNICATION IS AN ESSENTIAL ASpect of medicine is not new, communication skills teaching and assessment have recently become more visible in medical education. For instance, communication skills feature prominently in a new national initiative: The National Board of Medical Examiners, the Federation of State Medical Boards, and the Educational Commission for Foreign Medical Graduates are working together to implement a clinical skills examination using standardized patients, to be taken between the third and fourth years of medical school as part of the United States Medical Licensing Examination (USMLE). This examination will “require students to demonstrate they can gather information from patients, perform a physical examination, and communicate their findings to patients and colleagues.” In 1995, the 2 bodies that accredit North American programs leading to the MD degree adopted a resolution stating that “there must be specific instruction and evaluation of [communication] skills as they relate to physician responsibilities, including communication with patients, families, colleagues and other health professionals.” While past initiatives did not generate much curricular change in medical schools, this resolution is likely to have a significant effect, given its link to program accreditation. It is important to note, however, that the standard requires only the presence of instruction and evaluation; it says nothing about the specific timing, quality, or quantity of the education. There is tremendous variation among medical schools in the way, and extent to which, communication skills are taught and assessed. The most recent and comprehensive survey on communication skills education in North American medical schools was conducted by the Association of American Medical Colleges (AAMC), and published in a 1999 report. Eighty-nine of the 144 medical schools responded to questions on the AAMC survey regarding communication skills teaching. Of these, 85% reported they use a combination of discussion, observation, and practice in teaching such skills. The primary teaching methods were small-group discussions and seminars (91%), lectures and presentations (82%), student interviews with simulated patients (79%), student observation of faculty with real patients (74%), and student interviews with real patients (72%). Nearly half of the schools (45%) reported using rounds to teach communication skills. All of these forms have value, but without a model to help structure and focus attention on communication, teaching is less likely to be consistent and effective. Ninety-two schools responded to the portion of the AAMC survey on communication skills assessment. Most of these schools (92%)reported that theyassessedcommunicationskills informally, through faculty feedback to students during teaching sessions. The next most frequently cited form of assessment was formal faculty feedback and observation (78%). More objective assessment methods, such as the use of standardized patients, were less widespread (70%). Again, the reliability and effectiveness of observation and feedback, regardless of the particular method, are likely to be compromised unless they are grounded in a coherent conceptual framework. While schools use a variety of teaching and assessment methods, many of these activities lack such a structure: At the time of the AAMC survey, less than one-third (32%) of medical schools were using a structured model to organize their communication skills teaching and assessment. Of the schools using a model, most used either the SEGUE Framework for Teaching and Assessing Communication Skills or the CalgaryCambridge Observation Guide. The focus on communication skills extends into residency and clinical practice, and is now linked specifically to accreditation of residency programs and maintenance of certification for practicing physicians. In 1999, the Accreditation Council for Graduate Medical Education, which oversees US residency programs, and the American Board of Medical Specialties, the umbrella organization for specialty boards that certify physicians, stated that “interpersonal and communication skills that result in effective information exchange and teaming with patients, their families, and other health professionals” is a core area of competency. The idea of communication as bedside manner or history taking has given way to a reconceptualization of communication as a measurable clinical skill.

Developing career and employability skills: a US case study

Abstract: As a result of education and business partnerships, there is general consensus that career and employability skills should be taught in high schools, since many students leave education without the requisite skills to succeed in the adult work world. This leads to the question of whether teachers are competent to provide instruction on employability skills, and whether teacher training programs are preparing teachers to do so. As an example of how to rectify this situation, one US university has developed and implemented a new course on teaching career and employability skills for its technical teacher preparation program. The case describes how the course was developed and how it is being delivered, as well as the content and process skills students are learning. The potential impact of the new course is discussed in terms of the extent to which new teachers are using the skills, the capability of their students, and ultimately, how local organizations view the graduates.

Fit among Competitive Strategy, Administrative Mechanisms, and Performance: A Comparative Study of Small Firms in Mature and New Industries

Abstract: At least two different administrative mechanisms are available for the small business manager to develop and to pursue a competitive strategy. One refers to managerial skills needed to implement an ...

Generic Cognitive Abilities in Higher Education: An International Analysis of Skills Sought by Stakeholders.

Abstract: The paper summarises, in a table, various stakeholder surveys and factor analyses which attempt to delineate 'generic'/'core'/'key' skills. There is very substantial agreement, amongst stakeholders and across countries, that communication skills are the most frequently mentioned generic ability. However, in respect of other skills, there seems to be more variation in skills requirements of employers across Europe than within the UK or within the USA. There is some evidence of similarities to the UK for Australia, New Zealand and South Africa. Differences between countries in relative rankings of employers' skills requirements do not seem to relate consistently to organisational cultural features, and may have more to do with different uses of terminology and categorisation. The stakeholder surveys take transferability as unproblematic, but the philosophical discourses lead to no overall consensus about the transferability of skills. However, the philosophers ignore the empirical evidence.

A cross‐cultural exploratory study of the linkage between emotional intelligence and managerial effectiveness

Abstract: Multinationals increasingly require a cadre of skilled managers to effectively run their global operations. This exploratory study examines the relationship between emotional intelligence (EI) and managerial effectiveness among three cultures. EI is conceptualized and measured as self‐other agreement concerning the use of managerial skills using data gathered under a 360‐degree feedback process. Three hypotheses relating to managerial self‐awareness of both interactive and controlling skills are examined using data from 3,785 managers of a multinational firm located in the United States (US), United Kingdom (UK), and Malaysia. The two sets of managerial skills examined were found to be stable across the three national samples. The hypotheses were tested using polynomial regressions, and contour plots were developed to aid interpretation. Support was found for positive relationships between effectiveness and EI (self‐awareness). This relationship was supported for interactive skills in the US and UK samples and for controlling skills in the Malaysian and UK samples. Self‐awareness of different managerial skills varied by culture. It appears that in low power distance (PD) cultures such as the United States and United Kingdom, self‐awareness of interactive skills may be crucial relative to effectiveness whereas in high PD cultures, such as Malaysia self‐awareness of controlling skills may be crucial relative to effectiveness. These findings are discussed along with the implications for future research.

A Formal Approach to Ontology-Based Semantic Match of Skills Descriptions.

Abstract: Skills management has been recently acknowledged as one of the key fac- tors to adequately face the increasing competitiveness between knowledge intensive companies. In this paper we present a formal approach to Ontology-Based Semantic Matchmaking between Skills demand and supply, devised as a virtual marketplace of knowledge. In such a knowledge market metaphor, skills are a peculiar kind of good that has distinguishing characteristics with respect to traditional assets. Buyers are entities that need the skills of people, such as projects, departments and organizations; sellers are workers that offer their own skills. The formal framework supports the semantic match of descriptions provided by de- manders and sellers of skills. In particular our approach, based on Description Log- ics formalization and reasoning, overcomes simple subsumption matching and allows match ranking and categorization. The implementation of the approach in a prototype system, which embeds a NeoClassic reasoner, is also described.

Teaching ‘Soft’ Skills to Engineers:

Abstract: Engineering departments widely recognise an increasing need to equip students with effective study skills early in their university education and basic professional skills prior to graduation. Thes...

Critical Social Skills for Adolescents with High Incidence Disabilities: Parental Perspectives:

Abstract: This qualitative research explored parental views about critical social skills for adolescents with high-incidence disabilities. Parents in this study shared their beliefs that emotional intelligence and character play critical roles in the social and emotional development of their children. Findings indicate that although parents agree that academic performance is important, they want their children to develop skills in two major areas: (a) interpersonal and intrapersonal skills, which include skills such as communicating, listening, interpreting, and discerning; and (b) moral development, which includes areas of character, empathy, and perseverance/motivation.

Evaluating first-year medical students' attitudes to learning communication skills before and after a communication skills course.

Abstract: This longitudinal study explores 216 medical students' attitudes towards communication skills learning before (TI) and at the end (72) of their first-year communication skills course. They completed the Communication Skills Attitude Scale and a personal details questionnaire satisfactorily at Ti and T2. Univariate statistics established whether attitudes differed between TI and T2 for the whole sample and for the sample split by demographic and education-related characteristics. Students rated their communication skills slightly but significantly lower at the end of their communication skills course than before the start of the course. Positive attitudes towards communication skills learning became significantly lower by the end of the course compared with the start. Repeated measures ANOVAs indicated that significant two-way interactions existed between attitudes at TI and T2 and the demographic characteristics: gender, language and ethnicity. These findings are discussed in the paper, along with their implications for educational practice and further research.