Showing papers on "Skills management published in 2004"

Crossing the quality chasm: implications for health services administration education.

Abstract: Programs in Health Services Administration (HSA) should respond to the mandate to improve patient care as put forth by the Institute of Medicine (IOM) and other reports on the proliferation and consequences of medical errors. This article will identify a framework to base curriculum change, competency areas, and educational methods to impart quality improvement knowledge and skills. The first six competency areas reflect the six redesign imperatives from the IOM report, Crossing the Quality Chasm: A New Health System for the 21st Century (2001): redesign of the care process; use of information technologies; knowledge and skills management; development of effective teams; coordination of care; and use of performance and outcomes measurement. Based on a literature review, five additional areas were identified: strategic quality planning; programs for patient safety and risk management; change management; roles of stakeholders, payers and regulators; and development of a learning environment and blame-free culture. Examples of curriculum content are provided from HSA programs at Georgetown University, University of Washington, and University of California at Berkeley.

Balanced Skills and Entrepreneurship

Abstract: Entrepreneurs are generalists who put together teams of people and assemble resources and capital. To do this effectively, they must have a general set of skills. Individuals may be endowed with a general set of skills, but endowments can be augmented by investment in human capital. It is shown that formal schooling is used to supplement the skill set of those who choose to become entrepreneurs.

Faculty and the observation of trainees' clinical skills: problems and opportunities.

Abstract: The clinical skills of medical interviewing, physical examination, and counseling remain vital to the effective care of patients, yet research continues to document serious deficiencies in clinical skills among students and residents. The most important method of evaluation is the direct observation of trainees performing these clinical skills. Standardized patients and other simulation technologies are important and reliable tools for teaching clinical skills and evaluating competence and will be incorporated in the near future as part of the United States Medical Licensing Examination. Standardized patients and simulation, however, cannot and should not replace the direct observation by faculty of trainees' clinical skills with actual patients. Faculty are in the best position to document improvement over time and to certify trainees have attained sophisticated levels of skill in medical interviewing, physical examination, and counseling. Unfortunately, current evidence suggests significant deficiencies in faculty direct observation evaluation skills. The author outlines the nature of the problems in clinical skills and their evaluation by faculty and ends with recommendations to improve the current state of faculty skills in evaluation.

Fund Manager Use of Public Information: New Evidence on Managerial Skills

Abstract: We propose a simple model that relates skills of a fund manager to his reliance on public information -- the main implication being that the sensitivity of a manager's holdings to changes in public information decreases in his skill level. We estimate this sensitivity (RPI) as the R^2 of the regression of changes in a manager's portfolio holdings on changes in analysts' past recommendations using a large panel of U.S. equity funds for the period 1993 to 2002. Consistent with RPI containing information related to managerial skills, we find a strong inverse relationship between RPI and various existing measures of performance. These findings strengthen the interpretation of traditional performance measures as indeed reflecting skills in that managers who produce high values of these measures also have low RPI. Besides, we find that RPI contains information on managerial skills that may not be precisely reflected in traditional performance measures since flows from outside investors chase low-RPI funds, controlling for past fund performance. Our results are robust to different macro-economic variables, various information sets, information spillovers among stocks in the fund's portfolio, fund style, fund size, and fund turnover. In contrast to existing studies, we also document a significant role of manager-specific attributes in explaining performance.

Skills development in Sub-Saharan Africa

Abstract: The review addresses a list of questions that seem especially pertinent for skills development in Sub-Saharan Africa today, namely: What should be the role of training when there is not enough modern sector employment? Given the widespread decay in public training systems, what should be the role of the public sector in training? Are private training providers more cost-effective than public sector training providers? What is the capacity of private training providers to fill the gap left by declining public investment in training? What is the relative importance of training within enterprises and does the state need to intervene to stimulate it? In view of shortages of public financing, how can needed skills development be financed? What role can financing mechanisms play in improving the effectiveness and efficiency of training? Answers to these questions and others developed in each chapter are pursued by looking over the past decade at the structure of employment and the demand for skills; the experience of government and non-government providers of skills training, including enterprises; and the experience with financing of TVET and resource management. The findings yield a clear, strategic role for governments to play in skills development while deepening sector reforms. The actions, if taken, promise to support achievement of the Millennium Development Goals for poverty reduction and Education for All.

Experiments in digital literacy.

Abstract: Having digital literacy requires more than just the ability to use software or to operate a digital device; it includes a large variety of complex skills such as cognitive, motoric, sociological, and emotional that users need to have in order to use digital environments effectively. A conceptual model that was recently described by the authors suggests that digital literacy comprises five major digital skills: photo-visual skills ("reading" instructions from graphical displays), reproduction skills (utilizing digital reproduction to create new, meaningful materials from preexisting ones), branching skills (constructing knowledge from non-linear, hypertextual navigation), information skills (evaluating the quality and validity of information), and socio-emotional skills (understanding the "rules" that prevail in cyberspace and applying this understanding in online cyberspace communication). The present paper presents results from a performance-based pioneer study that investigated the application of the ab...

Changing patterns in IT skill sets 1988-2003: a content analysis of classified advertising

Abstract: This paper examines trends in required job skills for IT professionals Through an empirical study of classified job advertising for IT professionals over the past 17 years, we evaluate whether the observed trends support earlier predictions offered by researchers who sought to anticipate future job and skill demands (Leitheiser 1992; Trauth, Farwell, & Lee 1993) Many of the findings are consistent with previous studies and support the notion that employers are seeking an ever-increasing number and variety of skill sets from the new hires In addition, we found ongoing evidence of a recruitment gap (Todd, McKeen & Gallupe 1995) where, despite many firms' stated emphasis on well-rounded individuals with business knowledge and strong "soft skills," the job advertising aspect of the recruiting process continues to focus on "hard skills" The changing demand patterns for IT professionals necessitate life-long learning skills not only for IT practitioners but also for the academics who teach them

On-To-Knowledge Methodology (OTKM)

Abstract: In this chapter we present the On-To-Knowledge Methodology (OTKM) for introducing and maintaining ontology based knowledge management applications into enterprises with a focus on Knowledge Processes and Knowledge Meta Processes. While the former process circles around the usage of ontologies, the latter process guides their initial set up. We illustrate our methodology by an example from a case study on skills management.

Rating non-technical skills: developing a behavioural marker system for use in anaesthesia

Abstract: Studies of performance in medicine are often based on observation. Videotape provides a valuable tool for recording events from both real environments and simulators. When analysing observational data it is important that robust tools are used, particularly when investigating non-technical (cognitive and social) skills. This paper describes the method used to identify the key non-technical skills required in anaesthesia and to develop a behavioural marker system for their measurement. A prototype taxonomy was designed on the basis of a literature review; an examination of existing marker systems; cognitive task analysis interviews; an iterative development process involving workshops; and cross-checking in theatre. The resulting anaesthetists' non-technical skills (ANTS) system comprises four skill categories (task management, team working, situation awareness, and decision making) that divide into 15 elements, each with example behaviours. Preliminary evaluation using ratings of videotaped scenarios indicated that the skills were observable and could be rated with reasonable agreement.

Maximizing the human capital equation in logistics: education, experience, and skills

Abstract: Hiring and retaining the best employees - human capital - is a challenge. This recent study addressed the long-standing problem of finding sufficient numbers of quality logistics managers to fill logistics jobs. The research examined how education, experience, and job skills influence performance of these managers, and how performance in turn influences the worth of the manager to the firm. As hypothesized, job skills were found to be good predictors of both logistics manager performance and worth. However, neither experience nor education was found to significantly affect performance. Managerial implications are also provided.

The generic skills debate in research higher degrees

Abstract: Generic or transferable skills as outcomes of research higher degrees have been the subject of considerable development and debate in universities in recent times. The development of generic skills has been motivated by the belief that there are skills which all graduates should possess, and which would be applicable to a wide range of tasks and contexts beyond the university setting. This paper reviews these developments and debates drawing on a literature from the USA, the UK, with particular reference to Australia. It cites examples of generic skills programs and considers evidence of students' responses to them. Reviewing criticisms which have been levelled at the idea of generic skills in research higher degrees, the discussion identifies a number of questions which need to be addressed if this development is to succeed.

Teacher Expectations of Student Behavior Social Skills Necessary for Success in Elementary School Classrooms

Abstract: This study explored elementary school teachers' expectations of student behavior in terms of teachers' demographic characteristics as well as level (primary vs. intermediate vs. combined) and program type (general vs. special educator). Teachers identified which social skills they viewed as critical for success in their classrooms. Results showed that primary and intermediate teachers view skills in the areas of self-control and cooperation as equally important for success and perceive assertion skills as substantially less important. General and special educators placed similar value on the importance of assertion and self-control skills, but general educators viewed cooperation skills as more essential for success than did special educators. Implications for prereferral intervention and service delivery for special education students are discussed.

Leader visioning and adaptability: Bridging the gap between research and practice on developing the ability to manage change

Abstract: The construction of organizational vision and the ability to manage the change engendered by visions represent core organizational competencies that foster competitive advantage for organizations. However, while a significant body of conceptual and empirical research studies supports these as core competencies, high numbers of HR professionals are either not aware of this research or still dispute the utility of these skills. In this article, we discuss three gaps between leadership research and practice. The first refers to the value of organizational visions. The second reflects beliefs about the importance of change management skills for HR managers. The final gap concerns the utility of training and development programs that target visioning and change management skills. We discuss some reasons for these gaps between leadership research and HR practices. We also describe some components of visioning, adaptability and managing change, and provide some supportive conceptual and empirical research. We suggest the use of developmental work assignments as a leader development strategy that we believe is most appropriate for growing these core competencies. © 2004 Wiley Periodicals, Inc.

Teaching communication in clinical clerkships: models from the macy initiative in health communications.

Abstract: Medical educators have a responsibility to teach students to communicate effectively, yet ways to accomplish this are not well-defined. Sixty-five percent of medical schools teach communication skills, usually in the preclinical years; however, communication skills learned in the preclinical years may decline by graduation. To address these problems the New York University School of Medicine, Case Western Reserve University School of Medicine, and the University of Massachusetts Medical School collaborated to develop, establish, and evaluate a comprehensive communication skills curriculum. This work was funded by the Josiah P. Macy, Jr. Foundation and is therefore referred to as the Macy Initiative in Health Communication. The three schools use a variety of methods to teach third-year students in each school a set of effective clinical communication skills. In a controlled trial this cross-institutional curriculum project proved effective in improving communication skills of third-year students as measured by a comprehensive, multistation, objective structured clinical examination. In this paper the authors describe the development of this unique, collaborative initiative. Grounded in a three-school consensus on the core skills and critical components of a communication skills curriculum, this article illustrates how each school tailored the curriculum to its own needs. In addition, the authors discuss the lessons learned from conducting this collaborative project, which may provide guidance to others seeking to establish effective cross-disciplinary skills curricula.

The ongoing legacy of R.L. Katz: An updated typology of management skills

Abstract: Robert L. Katz first called attention to the problem of identifying those skills necessary for successful performance in managerial roles. This paper identifies the impact of Katz's classic 1955 work on managerial skills and notes the continuing legacy of his work. Modifications and additions appearing in the management literature, particularly introductory or principles textbooks, are noted with a suggested expansion of Katz's work that would subsume the dominant ones of those. The importance of managerial skills to the carrying out of managerial functions is also discussed.

Knowledge, Skills, and Abilities for Lodging Management:

Abstract: This study examines the effect of the following knowledge, skills, and abilities (KSAs) on managers’ lodging success: human resources management, marketing, financial management, and information te...

The Skills That Matter

Abstract: The Skills That Matter is an edited collection written by leading academics from the UK, Europe, the USA and Australia in the area of skills acquisition, formation and development. It combines academic evidence and policy debates with a critical analysis, making it an asset to students of HRM, industrial relations, sociology of work and business and management at both undergraduate and postgraduate level as well as being a useful resource to researchers and policy makers working in the field of skill formation.

An Evaluation of Two Procedures for Training Skills to Prevent Gun Play in Children

Abstract: Objective. Unintentional firearm injuries threaten the safety of children in the United States. Despite the occurrence of these injuries, few studies have evaluated the effectiveness of child-based programs designed to teach children gun-safety skills. This study compared 2 programs that were designed to reduce gun play in preschool children. Methods. A between-groups no-treatment control design was used. Children were randomly assigned to either 1 of 2 firearm-injury prevention programs or a no-treatment control condition. Participant recruitment, training, and data collection occurred in preschools and children’s homes located in a midwestern city with a population of approximately 80 000. Thirty-one 4- and 5-year-old children participated in the study. The effectiveness of the National Rifle Association’s Eddie Eagle GunSafe Program and a behavioral skills training program using instruction, modeling, rehearsal, and feedback was evaluated. Children were issued 0 to 3 ratings on the basis of their ability to say correctly the safety message and similar ratings on the basis of observations of their ability to perform correctly the skills in the classroom and when placed in a realistic simulation. Results. Both programs were effective for teaching children to reproduce verbally the gun-safety message. The behavioral skills training program but not the Eddie Eagle GunSafe Program was effective for teaching children to perform gun-safety skills during a supervised role play, but the skills were not used when the children were assessed via real-life (in situ) assessments. Conclusions. Existing programs are insufficient for teaching gun-safety skills to children. Programs that use active learning strategies (modeling, rehearsal, and feedback) are more effective for teaching gun-safety skills as assessed by supervised role plays but still failed to teach the children to use the skills outside the context of the training session. More research is needed to determine the most effective way to promote the use of the skills outside the training session.

Freedom to do What you are Told: Senior Management Team Autonomy in an NHS Acute Trust

Abstract: Arguably, the government's aim of using the reward of ‘earned autonomy’ and Foundation Trust status as an incentive to improve performance in the NHS will only be effective if Trust managers view greater autonomy as both desirable and realistic. This article examines this issue by investigating the extent to which members of an NHS Trust's senior management team perceive themselves as autonomous, the factors most likely to hinder their ability to operate autonomously, and the extent to which managers want greater autonomy. In the event, autonomy was largely restricted by extensive centrally dictated targets. Entrenched professional interests and a lack of managerial skills on the part of clinician managers suggested limitations on the extent to which autonomy can be realistically devolved. Additionally, there was little belief among managers that greater autonomy would enable healthcare services to be delivered more effectively.

Student and Staff Perceptions of the Importance of Generic Skills in Science.

Abstract: In the discussion of the inclusion of generic skills in courses, the voices of employers, universities and government have been clearly heard. However, the undergraduate student voice has been largely missing. This paper outlines the results of a survey of staff and undergraduate students. Part A of the survey asked participants to rate a set of skills in terms of their importance. Part B of the survey asked participants to add other skills that they considered important. The student results demonstrate significant year effects. For example higher‐order skills such as critical thinking are rated more important at third year than at first year. Comparisons of the staff data and student data show that student perceptions match staff perceptions more closely at third‐year level than at first year. When all the results are considered in the broader context of our courses, there appears to be a strong link between students' perception of the importance of skills and the degree to which the skills are assessed.

Secondary Teachers' Views on Social Competence Skills Essential for Success

Abstract: The purpose of this study was to examine secondary teachers' expectations of student behavior, to identify differences and similarities between middle and high school teachers, as well as between general and special education teachers. Teachers (N = 240) identified which of 30 social skills were essential for classroom success. Results indicated that while middle and high school teachers are relatively similar in their expectations regarding cooperation and self-control skills, they have different opinions about the importance of assertion skills. However, none of the assertion items was rated by the majority of respondents as critical for success by any of the subgroups (program type, secondary level). Findings also indicated that secondary level and program type were associated with the importance placed on assertion skills. These variables, as well as credential status, were also associated with teachers' ratings about cooperation skills. Implications for prereferral interventions, inclusive programmin...

Decentralization's impact on the health workforce: Perspectives of managers, workers and national leaders

Abstract: Designers and implementers of decentralization and other reform measures have focused much attention on financial and structural reform measures, but ignored their human resource implications. Concern is mounting about the impact that the reallocation of roles and responsibilities has had on the health workforce and its management, but the experiences and lessons of different countries have not been widely shared. This paper examines evidence from published literature on decentralization's impact on the demand side of the human resource equation, as well as the factors that have contributed to the impact. The elements that make such an impact analysis exceptionally complex are identified. They include the mode of decentralization that a country is implementing, the level of responsibility for the salary budget and pay determination, and the civil service status of transferred health workers. The main body of the paper is devoted to examining decentralization's impact on human resource issues from three different perspectives: that of local health managers, health workers themselves, and national health leaders. These three groups have different concerns in the human resource realm, and consequently, have been differently affected by decentralization processes. The paper concludes with recommendations regarding three key concerns that national authorities and international agencies should give prompt attention to. They are (1) defining the essential human resource policy, planning and management skills for national human resource managers who work in decentralized countries, and developing training programs to equip them with such skills; (2) supporting research that focuses on improving the knowledge base of how different modes of decentralization impact on staffing equity; and (3) identifying factors that most critically influence health worker motivation and performance under decentralization, and documenting the most cost-effective best practices to improve them. Notable experiences from South Africa, Ghana, Indonesia and Mexico are shared in an annex.

Developing competencies, critical analysis and personal transferable skills in future information professionals

Abstract: New technologies mean library and information science is currently characterised by fast‐paced change, with staff needing to be flexible in adapting and adopting new skills and levels of awareness. New developments need to be marketed and evaluated, and these are additional skills for information professionals to adopt. Findings of a research project carried out at Liverpool John Moores University into the marketing and management of e‐journals demonstrate the need for LIS professionals to develop marketing and evaluation skills and strategies for new technologies. Other emerging skills in the electronic information environment are communication, negotiation and collaboration, with information professionals being called upon to teach new skills.

Effects of Faculty Interaction and Feedback on Gains in Student Skills

Abstract: Previous research has identified several variables that affect students' course satisfaction and gains in learning outcomes. The purpose of this article is to provide the reader with insights about the relationships between faculty-student interaction and students' perceptions of selected skills and attitudes. This study specifically examined the relationships between engineering faculty teaching practices, classroom climate, and students' perceptions of their gains in communication skills, problem-solving skills, occupational awareness, and engineering competence in a curriculum emphasizing engineering design activities. Data were gathered from more than 1,500 students taking the first-year design course offered at 19 campuses of the Penn State system over a period of two years. The results suggest that faculty interacting with and providing constructive feedback to students were significantly and positively related to students' self-reported gains in several design and professional skills. These relationships remained after controlling for student demographic characteristics and campus location. Recommendations regarding specific teaching practices are provided.

Student Perceptions of Collaborative Learning in Operations Management Classes

Abstract: Given today's global work environment, business education should prepare learners not only for technical excellence but also for effective collaboration. In this article, the author describes how collaborative activities—ranging from exams to projects and role playing—enhance the understanding of operations management (OM). The author found that collaborative learning improved undergraduate business students' understanding of quantitative OM methods, developed their strategic-thinking skills, and enhanced their confidence in their critical-thinking and implementation skills. The exercises also increased students' comfort level in communicating and working with their peers and enhanced their independent learning skills.

Simulators and difficult airway management skills

Abstract: Although difficult airway management remains one of the leading factors in anaesthetic deaths, there have been tremendous advances in the field in the last few decades. The question is, are advanced airway management skills being taught and used? Of the numerous training tools available, simulators have the advantages of providing whole-task learning with the potential to change behaviour and, when applied to large groups of trainees, the possibility of achieving standardized application of the safest practices for a range of scenarios limited only by the creativity of the program designers. Partial-task trainers include computer-based software programs and simulators. Full-scale simulators include a variety of products from several manufacturers. To take full advantage of simulators as educational tools, curricula should be designed around a set of educational objectives that address the objectives of learning in all three skill domains (cognitive, psychomotor, and affective). Simulation experiences using partial-task or whole-task trainers should be coupled whenever feasible with a structured clinical experience in airway management. This can best be achieved through a dedicated airway management rotation. Monitored procedure logs may also be used. Whether using a simulator or in a clinical rotation, experiences should be graded, for example, gaining experience in an adult population before gaining experience in paediatrics and in each population mastering airway management skills for common scenarios before advancing to more complicated techniques such as fibreoptic bronchoscopy.

The Impact of IT Personnel Skills on IS Infrastructure and Competitive IS

Abstract: The knowledge and skills of information technology IT personnel have become of critical importance as the strategic value of IT in modern organizations has become apparent. In addition to technical skills traditionally expected of IT personnel, organizational, functional, and managerial skills have been increasingly cited as mandatory for these employees. This paper used a well-accepted typology of IT personnel knowledge and skills, and investigated its relationship to desirable technological traits in organizations and to technological variables that have been closely aligned to competitive advantage in organizations. This exploratory examination used the statistical technique of canonical correlation analysis to investigate the relationship between IT personnel knowledge and skills and the flexibility of information systems IS infrastructure. Additionally, the same technique was used to test the relationship between the knowledge and skills of these personnel and measures of IT contribution to competitive advantage. In both cases, the relationships were significant and positive. Implications of these findings and a call for further research into the strategic value of IT personnel knowledge and skills are discussed.