Showing papers on "Skills management published in 2008"

The role of cognitive skills in economic development

Abstract: The role of improved schooling, a central part of most development strategies, has become controversial because expansion of school attainment has not guaranteed improved economic conditions. This paper reviews the role of cognitive skills in promoting economic well-being, with a particular focus on the role of school quality and quantity. It concludes that there is strong evidence that the cognitive skills of the population – rather than mere school attainment – are powerfully related to individual earnings, to the distribution of income, and to economic growth. New empirical results show the importance of both minimal and high level skills, the complementarity of skills and quality of economic institutions, and robustness of the relationship between skills and growth. International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. The magnitude of change needed makes clear that closing the economic gap with developed countries will require major structural changes in schooling institutions.

Safety at the Sharp End: A Guide to Non-Technical Skills

Abstract: Many 21st century operations are characterised by teams of workers dealing with significant risks and complex technology, in competitive, commercially-driven environments. Informed managers in such sectors have realised the necessity of understanding the human dimension to their operations if they hope to improve production and safety performance. While organisational safety culture is a key determinant of workplace safety, it is also essential to focus on the non-technical skills of the system operators based at the 'sharp end' of the organisation. These skills are the cognitive and social skills required for efficient and safe operations, often termed Crew Resource Management (CRM) skills. In industries such as civil aviation, it has long been appreciated that the majority of accidents could have been prevented if better non-technical skills had been demonstrated by personnel operating and maintaining the system. As a result, the aviation industry has pioneered the development of CRM training. Many other organisations are now introducing non-technical skills training, most notably within the healthcare sector. Safety at the Sharp End is a general guide to the theory and practice of non-technical skills for safety. It covers the identification, training and evaluation of non-technical skills and has been written for use by individuals who are studying or training these skills on CRM and other safety or human factors courses. The material is also suitable for undergraduate and post-experience students studying human factors or industrial safety programmes.

Life skills development through sport: current status and future directions

Abstract: This review is designed to summarize and critique current life skills through sport research. In particular, life skills are defined, the conditions needed to examine life skills development are explored, and the possible theoretical explanations of how, when, under what conditions and why life skills develop in sport participants are discussed. A heuristic model of coaching life skills is offered. To conclude, future research directions are forwarded and include the need for: (a) quantitative and qualitative research; (b) the development of valid life skills through sport measures; (c) an examination of sport program type differences; (d) evaluation research; (e) longitudinal studies; (f) studies focusing on identifying theoretical explanations for the life skill development sport participation link; (g) the utilization of experimental designs; and (h) an examination of the transferability of life skills. The importance of conducting this type of research for both theoretical and practical reasons is emp...

What skills and attributes does an accounting graduate need? Evidence from student perceptions and employer expectations

Abstract: For some years there has been much debate between various stakeholders about the need for accounting graduates to develop a broader set of skills to be able to pursue a career in the accounting profession. This study uses mixed methods to examine perceptions and expectations of two major stakeholders: students and employers. Findings indicate that students are becoming aware of employers’ expectations in terms of communication, analytical, professional and teamwork skills. While employers are still expecting a good understanding of basic accounting skills and strong analytical skills, they are also requiring ‘business awareness’ and knowledge in terms of the ‘real world’. Both students and employers report that many of the ‘essential’ non technical and professional skills and attributes are not being developed sufficiently in university accounting programs.

The importance of soft skills: education beyond academic knowledge

Abstract: This paper makes a survey of the importance of soft skills in students’ lives both at college and after college. It discusses how soft skills complement hard skills, which are the technical requirements of a job the student is trained to do. The paper exhorts educators to take special responsibility regarding soft skills, because during students’ university time, educators have major influence on the development of their students’ soft skills. Embedding the training of soft skills into hard skills courses is a very effective and efficient method of achieving both an attractive way of teaching a particular content and an enhancement of soft skills. Soft skills fulfil an important role in shaping an individual’s personality. It is of high importance for every student to acquire adequate skills beyond academic or technical knowledge.

Formal Art Observation Training Improves Medical Students’ Visual Diagnostic Skills

Abstract: Background Despite evidence of inadequate physical examination skills among medical students, teaching these skills has declined. One method of enhancing inspection skills is teaching “visual literacy,” the ability to reason physiology and pathophysiology from careful and unbiased observation.

Robotics and science literacy: Thinking skills, science process skills and systems understanding

Abstract: This paper reports the results of a study of the relationship of robotics activity to the use of science literacy skills and the development of systems understanding in middle school students. Twenty-six 11-12-year-olds (22 males and 4 females) attending an intensive robotics course offered at a summer camp for academically advanced students participated in the research. This study analyzes how students utilized thinking skills and science process skills characteristic of scientifically literate individuals to solve a robotics challenge. In addition, a pre/post test revealed that course participants increased their systems understanding, t (21) ¼ 22.47, p < .05. It is argued that the affordances of the robotics environment coupled with a pedagogical approach emphasizing open-ended, extended inquiry prompts the utilization of science literacy-based thinking and science process skills and leads to increased systems understanding. 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 373-394, 2008

Reliability of a revised NOTECHS scale for use in surgical teams.

Abstract: Background Recent developments in the surgical literature highlight the need for assessment of nontechnical skills in surgery. We report a revision of the NOn-TECHnical Skills (NOTECHS) scale of the aviation industry for use in surgery and detailed analysis on its reliability. Methods The original NOTECHS scale assesses (1) Cooperation, (2) Leadership and Managerial Skills, (3) Situation Awareness and Vigilance, and (4) Decision Making. We added a Communication and Interaction dimension and adapted all subscales for use in surgical context. Reliability was assessed in simulation-based training for trainee clinicians. Results Satisfactory reliability (Cronbach's α) was obtained (1) across professional groups and trainers and trainees, (2) in separate analyses for trainers and trainees, (3) in successive administrations of the scale, and (4) in surgical, anaesthetic and nursing groups analyzed separately. In the operating department practitioners group, Situation Awareness and Vigilance and Cooperation and Team Skills exhibited lower reliability. Conclusions Assessment of surgical nontechnical skills is becoming a training priority. The present evidence suggests that the revised NOTECHS scale exhibits good reliability. Further empirical research should assess the validity of the scale.

Communication skills training: describing a new conceptual model.

Abstract: Current research in communication in physician–patient consultations is multidisciplinary and multimethodological. As this research has progressed, a considerable body of evidence on the best practices in physician–patient communication has been amassed. This evidence provides a foundation f

Non-technical skills of the operating theatre scrub nurse: literature review.

Abstract: Title. Non-technical skills of the operating theatre scrub nurse: literature review. Aim. This paper is a report of a review to identify the non-technical (cognitive and social) skills used by scrub nurses. Background. Recognition that failures in non-technical skills contributed to accidents in high-risk industries led to the development of research programmes to study the role of cognition and social interactions in operational safety. Recently, psychological research in operating theatres has revealed the importance of non-technical skills in safe and efficient performance. Most of the studies to date have focused on anaesthetists and surgeons. Data sources. On-line sources and university library catalogues, publications of the Association for Perioperative Practice, National Association of Theatre Nurses and Association of Peri-Operative Registered Nurses were searched in 2007. Review methods. Studies were included in the review if they presented data from scrub nurses on one or more of their non-technical skills. These findings were examined in relation to an existing medical non-technical skills framework with categories of communication, teamwork, leadership, situation awareness and decision-making. Results. Of 424 publications retrieved, 13 were reviewed in detail. Ten concerned communication and eight of those also had data on teamwork. In 11 papers teamwork was examined, and one focused on nurses’ situation awareness, teamwork and communication. None of the papers we reviewed examined leadership or decision-making by scrub nurses. Conclusion. Further work is needed to identify formally the non-technical skills which are important to the role of scrub nurse and then to design training in the identified non-technical skills during the education and development of scrub nurses.

What knowledge and skills do caregivers need

Abstract: Caregivers need certain knowledge and skills both to provide the best possible care and to protect their own well-being.

Undergraduate technical skills training guided by student tutors--analysis of tutors' attitudes, tutees' acceptance and learning progress in an innovative teaching model.

Abstract: Background Skills labs provide a sheltered learning environment. As close supervision and individual feedback were proven to be important in ensuring effective skills training, we implemented a cross-year peer tutor system in our skills lab of internal medicine that allowed intense training sessions with small learning groups (3–4 students) taught by one student tutor.

Tourism Education Futures, 2010–2030: Building the Capacity to Lead

Abstract: This paper reports on an initiative to examine the future of tourism education into the years 2010-2030. A group of 45 senior tourism educators and industry experts came together for a summit at Modul University, Vienna, Austria to discuss how tourism education needs to adapt to significant societal and industry changes. The theme of the summit was how to build the capacity for tourism students to lead the industry into the future as it faces increasing pressures for responsibility and stewardship. This paper discusses the pre-summit and summit processes and their outcomes, and explains future plans for this Tourism Education Futures Initiative (TEFI). Among other outcomes was a listing of values that could create the foundation for future tourism education programs, and also five categories of skills that participants felt would be important for students of the future to master. These are destination stewardship skills, political skills, ethical skills, enhanced human resource skills, and dynamic business skills.

Human resources development review 2008: education, employment and skills in South Africa

Abstract: Through 25 chapters authored by some of the leading researchers in the field, Human Resources Development Review 2008 provides an extensive overview of the contextual factors driving human resources development in South Africa. A key theme throughout the volume is the importance of a multi-faceted skills development strategy operating at three levels. The first entails high-skills policies aimed at expanding export-oriented manufacturing production and services provision, particularly in new globally-competitive 'niche' areas. The second level relates to the ongoing need for intermediate skills, as is evidenced by the shortage of skilled artisans and technologists. Finally, the provision of basic, entry-level skills is important in view of the urgent need for large-scale job creation schemes to ameliorate high levels of unemployment and despondency, especially amongst the youth.

Business Graduates and Management Jobs: An Employability Match Made in Heaven?.

Abstract: The rapid growth in undergraduate business education over the last three decades has coincided with the growing dominance of an economic ideology of higher education (HE); that its role is principally one of contributing to national competitiveness through the development of graduate ‘employability’. In particular, undergraduate business education has been promoted as one means by which to address long‐held concerns about managerial skills shortages in the UK and employers’ criticism over the work‐readiness of graduates. There are concerns, however, about the extent to which HE is able to adequately prepare graduates for employment. Drawing on data drawn from a questionnaire survey of 1999 graduates, four years after graduation, and a programme of follow‐up qualitative interviews, this article reports on the experiences of recent business and management graduates. In particular this article explores the relationship between skills developed on undergraduate programmes and those subsequently used in employ...

Teaching and Assessing Procedural Skills Using Simulation: Metrics and Methodology

Abstract: Simulation allows educators to develop learner-focused training and outcomes-based assessments. However, the effectiveness and validity of simulation-based training in emergency medicine (EM) requires further investigation. Teaching and testing technical skills require methods and assessment instruments that are somewhat different than those used for cognitive or team skills. Drawing from work published by other medical disciplines as well as educational, behavioral, and human factors research, the authors developed six research themes: measurement of procedural skills; development of performance standards; assessment and validation of training methods, simulator models, and assessment tools; optimization of training methods; transfer of skills learned on simulator models to patients; and prevention of skill decay over time. The article reviews relevant and established educational research methodologies and identifies gaps in our knowledge of how physicians learn procedures. The authors present questions requiring further research that, once answered, will advance understanding of simulation-based procedural training and assessment in EM.

Enhancing systems‐thinking skills with modelling

Abstract: Systems thinking is an essential cognitive skill that enables individuals to develop an integrative understanding of a given subject at the conceptual and systemic level. Yet, systems thinking is not usually an innate skill. Helping students develop systems-thinking skills warrants attention from educators. This paper describes a study examining the effects of utilising systems modelling as a cognitive tool in enhancing a group of graduate students' systems-thinking skills. A significant improvement was observed in the systems-thinking practises of the students. A theoretical rationale for enhancing systems-thinking skills with modelling and the results of the study will be discussed. [ABSTRACT FROM AUTHOR]

Generalizing Effective Teaching Skills: The Missing Link in Teacher Preparation

Abstract: A clear need to teach preservice teachers to generalize newly acquired teaching skills across time and settings has been well established in the literature. Few empirical studies exist that inform teacher educators on ways to promote generalization of teaching skills with beginning teachers, however. Programming for generalization continues to be a missing link between preservice teacher preparation and inservice application of skills. Four factors emerge as important to sustaining teaching skills in classrooms based on a review of the research. A model for promoting generalization of teaching skills using these factors is described including using immediate feedback to promote acquisition of skills, training to mastery to promote maintenance of behavior, programming for generalization, and providing performance feedback in classroom settings. Implications for teacher preparation are discussed such as requiring generalization training in teacher preparation programs and training supervisors to sequentially implement model components.

Life Skills, Mathematical Reasoning and Critical Thinking: A Curriculum for the Prevention of Problem Gambling

Abstract: Previous studies have shown that youth are two to three times more likely than adults to report gambling related problems. This paper reports on the development and pilot evaluation of a school-based problem gambling prevention curriculum. The prevention program focused on problem gambling awareness and self-monitoring skills, coping skills, and knowledge of the nature of random events. The results of a controlled experiment evaluating the students learning from the program are reported. We found significant improvement in the students' knowledge of random events, knowledge of problem gambling awareness and self-monitoring, and knowledge of coping skills. The results suggest that knowledge based material on random events, problem gambling awareness and self-monitoring skills, and coping skills can be taught. Future development of the curriculum will focus on content to expand the students' coping skill options.

Skills in Professional Geography: An Assessment of Workforce Needs and Expectations

Abstract: This study compares the skills of professional geographers and the needs of employer organizations across major sectors of the U.S. workforce. Following a series of focus groups, two surveys were developed to explore: (1) the extent to which specific skills were performed by geographers in different professional positions, and (2) the value of and anticipated demand for those skills from the perspective of employers. Overall, respondents in the focus groups and both surveys emphasized the need for general skills ranging from time management and writing ability to information management and computer literacy. Employers also cited many geographic skills as being vital for enhancing the work of professionals in all types of organizations. Competency in field methods, the ability to work across disciplinary boundaries, and spatial thinking were three skill areas that characterized the work of geographic professionals irrespective of specialty.

Integrating Soft Skills Assessment through University, College, and Programmatic Efforts at an AACSB Accredited Institution.

Abstract: 1. INTRODUCTION The study of information systems in a university environment contains a complex combination of technical, business, organization, and interpersonal skill requirements. A process for demonstrating success in building those skill sets has been pursued as educators respond to calls from professional organizations, accrediting agencies, legislators, and others to demonstrate accountability. In addition, our quest for assurance of learning and continuous improvement requires benchmarks, data collection and analysis, and feedback that can highlight demonstrated competencies, actions that should be taken, and the consequences of actions taken. Explicitly setting goals and objectives relating to soft skills in our strategic planning, curriculum development, and pedagogy is important. Some of the institutions involved in identifying competencies, establishing standards, providing guidance and developing assessment tests include the Association for Computing Machinery(ACM), Association of Information Technology Professionals(AITP), the Association for Information Systems(AIS), the American Accounting Association(AAA), the American Institute of Certified Public Accountants(AICPA), the International Federation of Accountants(IFAC), and the American Association to Advance Collegiate Schools of Business(AACSB), to name a few. Assessment plans, strategies, tools, tests and programs are being developed to generate data for assessing learning outcomes. Examinations, case studies, internship observations, projects and work portfolios are some of the many methods available for assessing student knowledge, skills, and capabilities. In this paper, the authors first review relevant literature relating to soft skills and educational assessment issues, including the assessment concerns and academic requirements of the Assurance of Learning Standards emphasized by the AACSB and guidance provided by various professional organizations and individuals in designing and implementing assessment. Subsequent sections provide a proposed model for assurance of learning and examples of university, college, and programmatic activities relating to assessment. 2. RELATED LITERATURE: SOFT SKILLS Reports from various professional organizations and individuals have examined the changing demands of accounting and information technology professionals (AECC, 1990; Albrecht & Sack, 2000; AAA, 1998; AICPA, 1998; Arthur Andersen & Co., 1989; Cheney, Hale, and Kasper, 1990; Gallivan, Truex, Kyasn, 2004; IMA, 1999; Lee, Trauth, Farewell, 1995; Misic 1996; Robert Half Intl, Inc, 2006; Segars & Hendrickson, 2000; Todd, McKeen & Gallupe, 1995; Wade & Parent, 2001/2002; Wynekoop & Walz, 2000). Increased emphasis on "soft skills" or non-technical skills was a consistent conclusion from our review of the literature. Gallivan et al.,(2004) identified the six most common non-technical skills mentioned in employment advertisements as 1) communication, 2) interpersonal, 3) leadership, 4) organization, 5) self-motivation, and 6) creativity. Of the total skills mentioned in online job advertisements, non-technical skills represented 26 percent. Future employees will need to be "flexible-to fit where they're needed, rise to new levels of expectation and transition into areas in which they can contribute and continue to learn. They will interact with individuals at all levels of an organization and, therefore, work with and motivate people who have a variety of professional strengths, skills, and areas of interest. Leadership abilities, team-player skills, and project-management expertise will be essential. . . .written and verbal communication ability, professional poise and strengths in motivating, working with and leading others will gain new importance. . . interpersonal skills and the ability to conceptualize solutions and explain them to clients and employers are extremely important"(Robert Half Intl. …

Education management and leadership : a South African perspective

Abstract: Education leadership and management have changed dramatically since 1994 with the changes in legislation governing schools. The new policies involve the learners, educators and parents to a larger extent in terms of managing schools. This text looks at these changes and the practical implications of the policies. It explores management skills such as communication, understanding systems, planning, and accountability. It gives detailed explanations of the new management systems by looking at different aspects of each piece of legislation as well as the way in which it relates to the numerous role-players involved in managing a school. This book has the advantage of taking into account all aspects of managing the whole school environment in a very practical manner.

“Do I need research skills in working life?”: University students’ motivation and difficulties in quantitative methods courses

Abstract: This study explored university students’ views of whether they will need research skills in their future work in relation to their approaches to learning, situational orientations on a learning situation of quantitative methods, and difficulties experienced in quantitative research courses. Education and psychology students in both Finland (N = 46) and the USA (N = 122), who thought that they would need research skills in their future work, differed significantly from the students who were not sure whether they would need these skills. The students, who considered research skills important for their future work, were more task-oriented, used a deeper approach to learning and experienced fewer difficulties in the learning of research skills than other students. This finding implies that experiences in learning, learning approaches and situational orientations are related to expectations about future work. For instruction, this means that if we were somehow able to change students’ experiences and orientations towards research into a more positive direction, students might be better prepared for their future work.

Using computer assisted learning for clinical skills education in nursing: integrative review.

Abstract: Title. Using computer assisted learning for clinical skills education in nursing: integrative review. Aim. This paper is a report of an integrative review of research investigating computer assisted learning for clinical skills education in nursing, the ways in which it has been studied and the general findings. Background. Clinical skills are an essential aspect of nursing practice and there is international debate about the most effective ways in which these can be taught. Computer assisted learning has been used as an alternative to conventional teaching methods, and robust research to evaluate its effectiveness is essential. Data sources. The CINAHL, Medline, BNI, PsycInfo and ERIC electronic databases were searched for the period 1997‐2006 for research-based papers published in English. Electronic citation tracking and hand searching of reference lists and relevant journals was also undertaken. Findings. Twelve studies met the inclusion criteria. An integrative review was conducted and each paper was explored in relation to: design, aims, sample, outcome measures and findings. Many of the study samples were small and there were weaknesses in designs. There is limited empirical evidence addressing the use of computer assisted learning for clinical skills education in nursing. Computer assisted learning has been used to teach a limited range of clinical skills in a variety of settings. Conclusion. The paucity of evaluative studies indicates the need for more rigorous research to investigate the effect of computer assisted learning for this purpose. Areas that need to be addressed in future studies include: sample size, range of skills, longitudinal follow-up and control of confounding variables.

Social entrepreneurship in South Africa

Abstract: Purpose – Various theoretical issues and debates were investigated in order to measure quantitatively social entrepreneurship (SE) activity (SEA), together with the different skills associated with successful SE in South Africa.Design/methodology/approach – This was primarily an exploratory study, using factor analysis and inferential statistical testing, based on a surveyed sample of 287 respondents, undertaken to measure SEA and concomitant SE skills. Empirical findings were interrogated in the context of existing research and comparisons with established SEA rates were made.Findings – The findings were modest, particularly about the number of active and future social entrepreneurs. Moreover the validity and reliability of the instrument used to measure skills was established, offering insights into SEA and the types of skills associated with SE.Research limitations/implications – The study is limited by being in the early stage of theoretical development on the SE construct. The interpretation of the e...