Showing papers on "Skills management published in 2009"

Educational Research in Developing 3‐D Spatial Skills for Engineering Students

Abstract: The ability to visualize in three dimensions is a cognitive skill that has been shown to be important for success in engineering and other technological fields. For engineering, the ability to mentally rotate 3‐D objects is especially important. Unfortunately, of all the cognitive skills, 3‐D rotation abilities exhibit robust gender differences, favoring males. The assessment of 3‐D spatial skills and associated gender differences has been a topic of educational research for nearly a century; however, a great deal of the previous work has been aimed at merely identifying differences. The author has been conducting applied research in the area of spatial skills development for more than a decade aimed at identifying practical methods for improving 3‐D spatial skills, especially for women engineering students. This paper details the significant findings obtained over the past several years through this research and identifies strategies that appear to be effective in developing 3‐D spatial skills and in con...

Measuring Skills for 21st-Century Learning:

Abstract: "21st-century skills" is one of the most ubiquitous terms in today's education debates. Proponents point to a new workforce reality that demands a next generation of college students and workers who are independent thinkers, problem solvers, and decision makers. Public schools, they argue, must focus not just on imparting the basics, but equally so on ensuring that students gain a suite of newly important thinking and reasoning skills. Widely cited by national education groups, teacher unions, higher education organizations, and workforce development groups as an imperative for today's students, these skills are also gaining steam with policy makers. The governors and chief state school officers of at least 10 states have committed to revising standards for teaching and learning and to create new assessments that reflect the need for 21st-century skills (Gewertz 2008). But critics levy strong arguments against the push for these skills. They decry so-called 21st-century skills as a meaningless term and a distraction from the more important work of teaching core content. There is nothing new about these skills, they say, and emphasizing them will water down standards and weaken teaching. All the more, they argue, these types of higher-order skills cannot be measured in reliable, cost-effective, or scalable ways. Assessment is a curious driver in the 21st-century skills debate. But it may well be one of the best opportunities to bridge the skills-content divide that has emerged from the push and push-back of the 21st-century skills movement. Emerging assessment models offer some of the most promising examples of how, at once, education can integrate skills and content. ANY-CENTURY SKILLS An emphasis on what students can do with knowledge, rather than what units of knowledge they have, is the essence of 21st-century skills. But it's no wonder that the term seems vague or confusing. There are hundreds of descriptors of the skill set, including life skills, workforce skills, interpersonal skills, applied skills, and noncognitive skills. Even more definitions exist for the individual skills that fall under the broader category of 21st-century skills. In defining "technology literacy," for instance, various education organizations and businesses list information science skills, digital media fluency, advanced computer, and Internet communications, as well as the newborn term "technacy"--a deep knowledge of technological systems. The century-specific label is also misleading. Knowing how to think critically, analytically, and creatively are not skills specific or unique to the 21st century (much of the same has been argued by philosophers and educators from ancient Socrates to 20th-century John Dewey). Such calls, however, have intensified in the past two decades as the nature of the economy and work has changed. Richard Murnane and Frank Levy, both economists and professors at Harvard and MIT, respectively, have been researching and writing about the evolution of the workforce for more than a decade. Work that requires only routine skills, they've found, is now more often done by computers (Murnane and Levy 2004). Today's workers in nearly all sectors of the economy must be able to find and analyze information, often coming from multiple sources, and use this information to make decisions and create new ideas. 21st-century skills, then, are not new, just newly important. TEACHING THE SKILLS Imparting these newly relevant skills is not an option or an add-on. Studies by national and international research organizations, including the National Research Council, OECD, and the International Society for Technology in Education, have shown that complex thinking and analytical skills are an integral part of learning at every stage of development (Bransford, Brown, and Cocking 1999; OECD 2004; Kozma 2003). The notion that skills and content are best learned together is also one of the major findings of a recent report on mathematics education, funded and released by the U. …

Do Accounting Graduates’ Skills Meet The Expectations of Employers? A Matter of Convergence or Divergence

Abstract: This study investigates the emphasis placed on technical and generic skills developed during undergraduate accounting courses from both the graduate and employer perspective. It is motivated by two issues. First, calls by the accounting profession and international education committees regarding the professional adequacy of graduates. Second, by the challenge facing educators and professional bodies to ensure accounting courses equip graduates with the necessary skills to add value to business. Data obtained from 174 graduates from an Australian university is compared with the perceived needs of a sample of employers. Major findings suggest that, while both groups acknowledged the importance of technical accounting skills, employers require a broad range of generic skills that graduates indicated were not being adequately taught in their accounting degree programme. Against this backdrop of skills convergence, the greatest areas of skills divergence from the employers’ perspective were those of team skill...

Parent-Assisted Social Skills Training to Improve Friendships in Teens with Autism Spectrum Disorders

Abstract: This study examines the efficacy of a manualized parent-assisted social skills intervention in comparison with a matched Delayed Treatment Control group to improve friendship quality and social skills among teens 13-17 years of age with autism spectrum disorders. Targeted skills included conversational skills, peer entry and exiting skills, developing friendship networks, good sportsmanship, good host behavior during get-togethers, changing bad reputations, and handling teasing, bullying, and arguments. Results revealed, in comparison with the control group, that the treatment group significantly improved their knowledge of social skills, increased frequency of hosted get-togethers, and improved overall social skills as reported by parents. Possibly due to poor return rate of questionnaires, social skills improvement reported by teachers was not significant. Future research should provide follow-up data to test the durability of treatment.

Research Note---Information Technology in Supply Chains: The Value of IT-Enabled Resources Under Competition

Abstract: In this study, we seek to better understand the value of information technology (IT) in supply chain contexts. Grounded in the resource-based theory in conjunction with transaction cost economics, we develop a conceptual model that links three IT-related resources (backend integration, managerial skills, and partner support) to firm performance improvement. The model differs from previous studies by proposing a moderating effect of competition on the resource-performance relationships. Using data of 743 manufacturing firms, our analysis indicates significant contribution of IT to supply chains, which is generated through development of the digitally enabled integration capability and manifested at the process level along the supply chain. The technological resource alone, however, does not hold the answer to IT value creation. In fact, managerial skills, which enable adaptations on supply chain processes and corporate strategy to accommodate the use of IT, are shown to play the strongest role in IT value creation. Furthermore, backend integration and managerial skills are found to be more valuable in more competitive environments. While commodity-like resources have diminishing value under competition, integrational and managerial resources become even stronger. Overall, our results shed light on the key drivers of IT-enabled supply chains, and provide insights into how competition shapes IT value.

Soft Skills at the Malaysian Institutes of Higher Learning.

Abstract: This article discusses human capital development through the seven soft skills elements which comprise communication skills, critical thinking and problem solving skills, team work, lifelong learning and information management skills, entrepreneurship skills, ethics, and professional moral and leadership skills. The Ministry of Higher Education, Malaysia recently announced that the said soft skills are to be introduced to undergraduates of Institutes of Higher Learning in Malaysia. Suggestions on how these elements are to be incorporated in the undergraduates program are also put forward.

Is there a place for e-learning in clinical skills? A survey of undergraduate medical students' experiences and attitudes

Abstract: Background: e-learning is established in many medical schools. However the effectiveness of e-learning has been difficult to quantify and there have been concerns that such educational activities may be driven more by novelty, than pedagogical evidence. Where some domains may lend themselves well to e-learning, clinical skills has been considered a challenging area for online learning.Aims: The aims of this study are to assess undergraduate medical students? perceived level of IT ability and accessibility, and attitudes towards e-learning in basic clinical skills education, compared to other teaching methods.Methods: A self-administered questionnaire was developed to capture undergraduate medical students: (i) demographic details (ii) perceived level of IT ability and accessibility (iii) experiences and attitudes towards e-learning and clinical skills training. Responses were linked to student?s performance in a clinical skills OSCE.Results: The majority of students reported good access to computers and t...

IT project managers' construction of successful project management practice: a repertory grid investigation

Abstract: Although effective project management is critical to the success of information technology (IT) projects, little empirical research has investigated skill requirements for IT project managers (PMs). This study addressed this gap by asking 19 practicing IT PMs to describe the skills that successful IT PMs exhibit. A semi-structured interview method known as the repertory grid (RepGrid) technique was used to elicit these skills. Nine skill categories emerged: client management, communication, general management, leadership, personal integrity, planning and control, problem solving, systems development and team development. Our study complements existing research by providing a richer understanding of several skills that were narrowly defined (client management, planning and control, and problem solving) and by introducing two new skill categories that had not been previously discussed (personal integrity and team development). Analysis of the individual RepGrids revealed four distinct ways in which study participants combined skill categories to form archetypes of effective IT PMs. We describe these four IT PM archetypes – General Manager, Problem Solver, Client Representative and Balanced Manager – and discuss how this knowledge can be useful for practitioners, researchers and educators. The paper concludes with suggestions for future research.

An experience of virtual leadership development for human resource managers.

Abstract: Problem Strong leadership and management skills are crucial to finding solutions to the human resource crisis in health. Health professionals and human resource (HR) managers worldwide who are in charge of addressing HR challenges in health systems often lack formal education in leadership and management.

A tool for self-assessment of communication skills and professionalism in residents

Abstract: Effective communication skills and professionalism are critical for physicians in order to provide optimum care and achieve better health outcomes The aims of this study were to evaluate residents' self-assessment of their communication skills and professionalism in dealing with patients, and to evaluate the psychometric properties of a self-assessment questionnaire A modified version of the American Board of Internal Medicine's (ABIM) Patient Assessment survey was completed by 130 residents in 23 surgical and non-surgical training programs affiliated with a single medical school Descriptive, regression and factor analyses were performed Internal consistency, inter-item gamma scores, and discriminative validity of the questionnaire were determined Factor analysis suggested two groups of items: one group relating to developing interpersonal relationships with patients and one group relating to conveying medical information to patients Cronbach's alpha (086) indicated internal consistency Males rated themselves higher than females in items related to explaining things to patients When compared to graduates of US medical schools, graduates of medical schools outside the US rated themselves higher in items related to listening to the patient, yet lower in using understandable language Surgical residents rated themselves higher than non-surgical residents in explaining options to patients This appears to be an internally consistent and reliable tool for residents' self-assessment of communication skills and professionalism Some demographic differences in self-perceived communication skills were noted

A Comparison of Student Perceptions of Their Computer Skills to Their Actual Abilities.

Abstract: In this technology intensive society, most students are required to be proficient in computer skills to compete in today’s global job market. These computer skills usually consist of basic to advanced knowledge in word processing, presentation, and spreadsheet applications. In many U.S. states, students are required to demonstrate computer proficiency early in their educational experience by means of passing an assessment test. This research was conducted in North Carolina where all students must pass a computer/technology skills assessment test prior to completing twelfth grade. This study explored U.S. college students’ perceived mastery of their computer skills, evaluated their actual scores on a computer skills assessment, and compared the results to realign and enhance an introductory business computer applications course. T wo instruments were developed to accomplish the objectives for this research: a survey to capture students’ perceptions of their computer proficiency and a computer skills assessment to measure their actual performance. The assessment tool evaluated their knowledge of three computer application skills – word processing, presentation, and spreadsheet – with three levels of proficiency – basic, moderate, and advanced. The survey and assessment instruments were administered to over 200 business students in a medium sized, public university with a required introductory computer applications course. The findings of this study indicate some differences in the students’ perception of their word processing skills and actual performance, no difference in perception and performance for their presentation skills, and a significant difference in perception and performance for their spreadsheet skills. As a result of this research, the curriculum for the introductory course was redesigned to concentrate primarily on the substantial skill deficiency in spreadsheet skills while still allowing the students to demonstrate their level of proficiency in word processing and presentation skills through a mandatory online assessment test beginning in fall semester 2008. Any student who does not perform well on the word processing and presentation assessment will be required to obtain additional training to enhance these skills. These findings have important implications for two reasons: 1) schools with a similar profile can possibly replicate the realignment and enhancement of the business computer application course and 2) any school interested in comparing their students’ perception of their computer skill proficiency and actual performance on three different levels can apply a modified version of this study.

Whose skill is it anyway?: ‘soft’ skills and polarization

Abstract: The skills that employers require are changing, with soft skills replacing technical ones. This article draws on two detailed case studies of outsourced public sector work, where these changes were particularly marked. Here, the new skills polarized the workforces. Highly skilled IT professionals were advantaged as soft skills gave them an additional dimension to their work, while benefit caseworkers with intermediate skills were disadvantaged since soft skills were presented as an alternative to technical competences. Women caseworkers suffered a double penalty, as not only were their technical skills devalued but many were confined to traditionally ‘feminine’ and unskilled work at the reception desk. Soft skills certainly aided the acknowledgement of women’s skills but they did nothing to increase their value.

Enhancing Higher Order Thinking Skills Among Inservice Science Teachers Via Embedded Assessment

Abstract: Testing students on higher order thinking skills may reinforce these skills among them. To research this assertion, we developed a graduate course for inservice science teachers in a framework of a “Journal Club”—a hybrid course which combines face-to-face classroom discussions with online activities, interrelating teaching, learning, and assessment. The course involves graduate students in critical evaluation of science education articles and cognitive debates, and tests them on these skills. Our study examined the learning processes and outcomes of 51 graduate students, from three consecutive semesters. Findings indicated that the students’ higher order thinking skills were enhanced in terms of their ability to (a) pose complex questions, (b) present solid opinions, (c) introduce consistent arguments, and (d) demonstrate critical thinking.

Influence of the capacities of top management on the internationalization of SMEs

Abstract: International diversification strategies require managerial skills capable of positioning businesses efficiently within a complex international environment. Based on resources and capabilities theory, this study examines the relationship between top management characteristics (age, education, professional experience, and language knowledge) and the international diversification of a given business. It also follows on from Herrmann and Datta's work (2005) by analysing the relationship between these managerial characteristics and SME performance. The analysis is based on a sample of 219 SMEs with international diversification strategies from the La Rioja (northern Spanish region). Regression techniques were used and the results confirmed the existence of a material relationship between a number of managerial characteristics and geographical diversification strategies for SMEs. Empirical evidence was also obtained of the relationship between Spanish SME profitability and certain managerial attributes accordi...

The implementation and assessment of a comprehensive communication skills training curriculum for oncologists

Abstract: Objective: The objective of this paper is to report the implementation and assessment of the Comskil Training Curriculum at Memorial Sloan-Kettering Cancer Center. Method: Twenty-eight attending physicians and surgeons participated in communication skills training modules as part of a train-the-trainer program. Doctors were video recorded in clinical consultations with patients two times before training and two times after training, resulting in 112 video recordings for analysis. Recordings were coded using the Comskil Coding System. Results: Communication skills related to two of the six major skill sets, Establishing the Consultation Framework and Checking, increased following training. Limited changes emerged in three skill sets, while one skill set, Shared Decision Making, did not change. Doctors who attended more training modules had higher levels of change. Female participants demonstrated three skills more frequently than males post-training. Conclusions: The intervention produced significant communication skills uptake in a group of experienced attending clinicians, mediated by the amount of training. Future research should focus on the dose of training necessary to achieve skills uptake and the effect of skills training on patient outcomes. Copyright © 2009 John Wiley & Sons, Ltd.

Skills development in higher education in Vietnam

Abstract: The purpose of this study is to explore the status quo of skills development in universities in Vietnam, and to identify the factors that have impacts on skills development. A survey of 251 department managers was carried out to explore employers' needs. Two other surveys including 717 final-year students and 1838 students in other years from four universities were conducted to analyze graduate competencies and skill delivery in every particular course. Skill delivery and graduate competencies are generally below standard, especially interpersonal skills for effective teamwork. Skills could be effectively developed through group assignments and learning approaches such as case studies, group discussions, and software practice. Understanding course objectives and course contents can also positively elaborate skill delivery. In addition to school activities, part-time experiences have been shown to enhance graduate competencies.

Accounting Undergraduates' Perceptions of Cooperative Learning as a Model for Enhancing their Interpersonal and Communication Skills to Interface Successfully with Professional Accountancy Education and Training

Abstract: To interface effectively with professional accountancy training, accounting educationalists should ensure that they turn out graduates who possess the interpersonal and communication skills required of today's accountant. Attainment of these skills is promoted by group work. However, little empirical evidence exists to help academics make an informed choice about which form of group learning enhances interpersonal and communication skills. This paper addresses this deficiency by comparing perceptions of skills enhancement between accounting students who experienced traditional or simple group learning and those who undertook cooperative learning. The findings reveal that the cooperative learning cohort perceived their learning experience to be significantly more effective at enhancing interpersonal and communication skills than that of the simple group learning cohort. This study provides evidence that cooperative learning is a more effective model for delivering interpersonal and communication skills tha...

How well prepared are medical students for their first year as doctors? The views of consultants and specialist registrars in two teaching hospitals.

Abstract: Objective: To evaluate (1) the extent to which first year doctors (foundation year 1 doctors, F1s) in two teaching hospitals in the Trent Deanery were rated by specialist registrars (SpRs) and consultants as being well prepared for practice; (2) the importance ascribed by SpRs and consultants to the various items of core knowledge, skills and attitudes outlined in the publication of the General Medical Council, Tomorrow’s Doctors. Method: SpRs and consultants were asked to rate: how well prepared F1s were in a range of items of core knowledge, skills and attitudes that a new medical graduate must possess as outlined in Tomorrow’s Doctors; the importance for a new doctor of each item of core knowledge, skills and attitudes; and how well the medical school had prepared F1s in respect of key generic issues related to their practice. Results: In most of the items of core knowledge, skills and attitudes covering 8 of the 11 topic areas of Tomorrow’s Doctors, F1s were seen as not prepared for starting work, especially in regard to clinical and practical skills and the more challenging communication skills. They were best prepared in asking for help and in basic communication skills. Conclusions: Overall, F1s in the study were not well prepared either to perform the tasks that await them or in terms of most of the specific background knowledge and skills necessary for the successful execution of those tasks. The level of preparedness raises important issues about medical training and transition from medical graduate to first year doctor. Further research is needed to determine whether this situation exists in other regions of the UK.

Assessing and Managing Environmental Risk: Connecting Local Government Management with Emergency Management

Abstract: Ensuring that a community is prepared to deal with a disaster is among the many tasks public managers are charged with addressing. Disaster preparedness and response requires adherence to standard planning practices, yet disasters are typically unpredictable. Dealing with disasters, therefore, requires a blend of traditional management skills and improvisation. Furthermore, like other aspects of administrative leadership, the top administrator must blend initiation and responsiveness in interactions with elected officials and a careful delineation of responsibility in handling actual emergencies. This article discusses how local administrators assess risk and balance preparedness needs within a universe of daily operational needs. Managing environmental risk is also explored from a political and legal context.

Learning to be a Qualitative Management Researcher

Abstract: Conducting management research underpins management learning and education—therefore how the management researcher or practitioner learns research skills is an important issue to be addressed. This paper focuses upon the skills, knowledge and practices required to conduct qualitative management research, and the learning processes that go into their development. A total of 45 in-depth interviews were conducted with key stakeholders in the field. From an analysis of the interview data, the types of skills and knowledge required for the production of good qualitative research were identified, and the learning processes and practices associated with those skills were critiqued. It is argued that the processes by which we learn to do qualitative research, and become effective qualitative researchers, involve both the learning of appropriate skills and knowledge and their use and conceptualization through three types of research practice: reflection, reflexivity and phronesis. The implications of the analysis for management learning are presented.

Research skills for social work

Abstract: Research skills are central to successfully completing the social work degree. This title will help students develop those skills and apply them to all aspects of their work. Detailed information is included on a variety of research methods, such as focus groups, literature reviews, questionnaires and interviews, which are fundamental to students' research projects. Packed with useful practical examples it provides plenty of opportunity for critical examination of research methods and their outcomes. Key features: Explains why research skills are vital for social work students; demonstrates how to undertake literature reviews; examines the pros and cons of focus groups; considers the use of questionnaires and data analysis.

An exploratory study of problems facing small contractors in the North West province of South Africa

Abstract: Purpose of this paper The main purpose of this study was to examine the problems that are facing emerging contractors in South Africa focusing on the North West Province. Different studies have highlighted that there are different critical factors that influence the success or failure of contractors. They range from experience in the construction sector, technical and management skills, mentoring and access to finance. Since 1995 various contractor development programmes have been initiated in South Africa with little success.