Showing papers on "Skills management published in 2013"

The Effect of Problem Severity, Managerial and Organizational Capacity, and Agency Structure on Intergovernmental Collaboration: Evidence from Local Emergency Management

Abstract: Like most public managers nowadays, local emergency managers operate within complex, uncertain environments. Rapid changes in the scope and severity of the issues increase the extent of intergovernmental collaboration necessary to address such challenges. Using a large data set of county emergency management agency directors, variations in intergovernmental collaboration reflect in fluencies from problem severity, managerial capacity, and structural factors. The results demonstrate that public managers, who perceive problems as severe, possess specific managerial skills, lead high-capacity organizations, and operate in less complex agency structures collaborate more often and more effectively across governmental boundaries.

Integrating Key Skills in Higher Education : Employability, Transferable Skills and Learning for Life

Abstract: This text addresses both the issues and practicalities of key skills in higher education. It discusses the issues relating to the introduction of key skills, drawing on both the arguments and theory of why key skills should (or should not) be introduced. Case study material is included.

Fostering and Measuring Skills: Interventions that Improve Character and Cognition

Abstract: This paper reviews the recent literature on measuring and boosting cognitive and noncognitive skills. The literature establishes that achievement tests do not adequately capture character skills--personality traits, goals, motivations, and preferences--that are valued in the labor market, in school, and in many other domains. Their predictive power rivals that of cognitive skills. Reliable measures of character have been developed. All measures of character and cognition are measures of performance on some task. In order to reliably estimate skills from tasks, it is necessary to standardize for incentives, effort, and other skills when measuring any particular skill.Character is a skill, not a trait. At any age, character skills are stable across different tasks, but skills can change over the life cycle. Character is shaped by families, schools, and social environments. Skill development is a dynamic process, in which the early years lay the foundation for successful investment in later years.High-quality early childhood and elementary school programs improve character skills in a lasting and cost-effective way. Many of them beneficially affect later-life outcomes without improving cognition. There are fewer long-term evaluations of adolescent interventions, but workplace-based programs that teach character skills are promising. The common feature of successful interventions across all stages of the life cycle through adulthood is that they promote attachment and provide a secure base for exploration and learning for the child. Successful interventions emulate the mentoring environments offered by successful families.

A Measure of Selling Skill: Scale Development and Validation

Abstract: Selling skills are learned proficiency at performing tasks necessary for a sales job. They are among the most important predictors of sales performance. However, the research into selling skills has been hampered by the lack of an overall scale. To address this shortcoming the present paper identifies a model of sales skills consisting of three components of interpersonal skills, salesmanship skills, and technical skills. Using exploratory and confirmatory factor analysis, the authors report the development of a Selling Skill scale as a reliable and valid instrument. The authors suggest priorities for future research and potential uses of this instrument.

Assessing students' entrepreneurial skills development in live projects

Abstract: Purpose – The aim of this paper is to present an exploratory study that examined the development of students' entrepreneurial skills over time within live projects. Design/methodology/approach – In this study, students worked alongside real-life entrepreneurs and financiers. Students' perceptions of their skills were assessed using both quantitative and qualitative data, which were gathered during weeks 1, 6 and 12 of the programme. Findings – The results showed significant changes in students' perceptions of their skills over time. At the outset students were confident about their abilities across the 17 categories of entrepreneurial skills developed by Lichtenstein and Lyons and Lyons and Lyons. Later on in the projects, their confidence in certain skills declined significantly; what these were varied according to the time of data collection. The qualitative data provided more detailed accounts of students' perceptions of their skills and why they had changed over time. Originality/value – This study makes a contribution in providing insights into the nature and practice of an experiential learning approach. The results indicate that the development of entrepreneurial skills can be improved by providing a learning environment in which students interact with real business people in live projects. They also indicate that entrepreneurship education programmes may be improved by scheduling skills training in a more structured and timely manner than typically occurs now. Students' perceptions of their skills declined substantially over the course of the projects, with some variations, suggesting that educators need to provide different and more timely learning interventions to cater for the specific needs of students working in live projects.

Information and strategic Internet skills of secondary students: A performance test

Abstract: In this study, the information and strategic Internet skills of Dutch secondary students were measured in a performance test. Participating students were asked to complete assignments on the Internet. The findings reveal that the levels of both information and strategic Internet skills have much room for improvement. Of the variables that influenced these skills, the level of education was most important, whereas the years of Internet experience and the number of hours spent online weekly did not have any effect. Among the most important specific information and skills related to problems the secondary students experienced were defining proper search queries, evaluating the information found, maintaining focus, or taking the appropriate steps to reach the final goal. Overall, the secondary students' performance calls into question whether they possess a sufficient level of information and strategic skills for using the Internet for homework or school projects.

The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy.

Abstract: The purpose of this study was to examine communication skills, interpersonal problem solving skills, and social self-efficacy perception of adolescents and the predictive role of communication skills and interpersonal problem solving skills on social self-efficacy This study is a quantitative and relational study aimed at examining the relationships among communication skills, interpersonal problem solving skills, and social self-efficacy The study group was comprised of 494 (226 females; 268 males) randomly selected high school students studying in different high schools in Mugla, Turkey The data were collected using the Communication Skills Inventory, Interpersonal Problem Solving Inventory, and Social Self-Efficacy Expectation Scale for Adolescents Pearson Product-Moment Correlation analysis was employed to search for relationships among communication skills, interpersonal problem solving skills, and social self-efficacy; multiple hierarchical regression analysis was also used for explaining social self-efficacy The findings showed that the communication skills and interpersonal problem solving skills were found to be significantly correlated to social self-efficacy and communication skills and interpersonal problem solving skills important predictors of social self-efficacy

Students' experiences of implementing clinical skills in the real world of practice.

Abstract: Aims and objectives To examine the factors that impact on students' implementation of clinical skills in the practice setting. This was a part of a larger exploration into the role of the Clinical Skills Laboratory in preparing student nurses for clinical practice. Background It is already known that students can experience reality shock on clinical placement and that staff support is crucial for their adaptation to the environment. This process is similar to socialisation theory whereby the newcomer adapts to the workplace. Design A multiple case study design ( n = 5) was used. Methods Data were collected using semi-structured interviews ( n = 43) and non-participant observation of students implementing skills in clinical practice. Results Findings revealed the factors that could facilitate students' implementation of clinical skills were as follows: provision of learning opportunities, staff support and supervision, and students' confidence. Factors that hindered students were reality shock, 'the gap' in how skills were taught in the higher education institutions and the clinical setting, and missed learning opportunities. Support from peers in the clinical area and having previous experience of working as a health care assistant, or similar, were the factors that could either positively or negatively impact on students. Conclusions Students need to be adequately prepared for the real-life clinical environment. Understanding, through socialisation theory, how students adapt to the workplace can facilitate this process. Facilitating students' learning includes supporting them, developing their confidence and ensuring that they have prior exposure to undertaking clinical skills. Relevance to practice Staff working with students in clinical practice can help facilitate students' learning and implementing of clinical skills through an understanding of how students adapt and 'fit in' to their working environment. [ABSTRACT FROM AUTHOR]; Copyright of Journal of Clinical Nursing is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Workplace basics: the skills employees need and employers want

Abstract: From the Civil War until the 1970s, the United States was the world’s most successful mass-production economy, the very best at producing standardized goods and services at least cost and selling t...

Strategic leadership: the essential skills.

Abstract: The more uncertain your environment, the greater the opportunity--if you have the leadership skills to capitalize on it. Research at the Wharton school and at the authors' consulting firm, involving more than 20,000 executives to date, has identified six skills that, when mastered and used in concert, allow leaders to think strategically and navigate the unknown effectively. They are the abilities to anticipate, challenge, interpret, decide, align, and learn. This article describes the six skills in detail and includes a self-assessment that will enable you to identify the ones that most need your attention. The authors have found that strength in one skill cannot easily compensate for a deficit in another. An adaptive strategic leader has learned to apply all six at once.

Inculcation of science process skills in a science classroom

Abstract: Teachers play an important role for teaching science process skills in class through planning and arranging learning activities and teaching how to reach scientific information. The purpose of this study was to investigate whether the teaching aproaches used in the teaching and learning process of a science class are able to provide the opportunity to inculcate science process skills and to identify which science process skills were inculcated (if any) during the lesson without actually planning to teach science process skills. This is a qualitative case study in two Smart Schools in Malaysia. 24 students aged 14 years old and two science teachers were the sample of this study This study revealed that the process of teaching and learning science that uses various teaching approaches in one science lessons has additional advantages in terms of providing opportunities for the inculcation of science process skills. It also managed to provide the students with the opportunity to learn independently in acquiring some of the skills. The use of various teaching approaches is in juxtaposition to each other. Science teaching and learning process is a dynamic process, where the movement from one teaching approach to another occur and not necessarily always occur in an orderly sequence. Hence, the use of various teaching approaches in a single lesson can create more opportunities for inculcation and acquisition of science process skills in the classroom.

Skills and Skilled Work: An Economic and Social Analysis

Abstract: PART I : SKILL CONCEPTS AND FRAMEWORK PART II: THE PLAYERS PART III : SYSTEMS AND INTERVENTIONS

Evidence-based competencies for improving communication skills in graduate medical education: A review with suggestions for implementation

Abstract: Communicating with patients is arguably the most common and important activity in medical practice, but this activity receives relatively little emphasis in graduate medical education. We propose 12 evidence-based communication competencies that program directors can adopt as a framework for teaching and evaluating residents’ communication skills. We review supporting evidence for these competencies and argue that communication should be treated like a procedural skill that must be taught and evaluated by observing real resident–patient interactions. We make practical suggestions for implementing these competencies by addressing three critical components of a competency-based approach to communication skills: patient safety, faculty development, and direct observation of residents. This approach to teaching and assessing communication skills provides a rationale for incorporating routine direct observation into graduate medical education programs and also for designing communication skills training that e...

Topic familiarity and information skills in online credibility evaluation

Abstract: With the rise of user-generated content, evaluating the credibility of information has become increasingly important. It is already known that various user characteristics influence the way credibility evaluation is performed. Domain experts on the topic at hand primarily focus on semantic features of information e.g., factual accuracy, whereas novices focus more on surface features e.g., length of a text. In this study, we further explore two key influences on credibility evaluation: topic familiarity and information skills. Participants with varying expected levels of information skills i.e., high school students, undergraduates, and postgraduates evaluated Wikipedia articles of varying quality on familiar and unfamiliar topics while thinking aloud. When familiar with the topic, participants indeed focused primarily on semantic features of the information, whereas participants unfamiliar with the topic paid more attention to surface features. The utilization of surface features increased with information skills. Moreover, participants with better information skills calibrated their trust against the quality of the information, whereas trust of participants with poorer information skills did not. This study confirms the enabling character of domain expertise and information skills in credibility evaluation as predicted by the updated 3S-model of credibility evaluation.

Graduate Student's Guide to Necessary Skills for Nonacademic Conservation Careers

Abstract: Graduate education programs in conservation science generally focus on disciplinary training and discipline-specific research skills. However, nonacademic conservation professionals often require an additional suite of skills. This discrepancy between academic training and professional needs can make it difficult for graduate students to identify the skills and experiences that will best prepare them for the conservation job market. We analyzed job advertisements for conservation-science positions and interviewed conservation professionals with experience hiring early-career conservation scientists to determine what skills employers of conservation professionals seek; whether the relative importance of skills varies by job sector (government, nonprofit, and private); and how graduate students interested in careers in conservation science might signal competency in key skills to potential employers. In job advertisements, disciplinary, interpersonal, and project-management skills were in the top 5 skills mentioned across all job sectors. Employers' needs for additional skills, like program leadership, conflict resolution and negotiation, and technical and information technology skills, varied across sectors. Our interview results demonstrated that some skills are best signaled to employers via experiences obtained outside thesis or dissertation work. Our findings suggest that graduate students who wish to be competitive in the conservation job market can benefit by gaining skills identified as important to the job sector in which they hope to work and should not necessarily expect to be competent in these skills simply by completing their chosen degree path.

Training and organizational effectiveness: moderating role of knowledge management process

Abstract: Purpose – Training alone is not sufficient to enhance organizational effectiveness to a greater level because not all knowledge obtained from the training is properly transferred and applied to the organization. This study aims to investigate whether efforts invested by Malaysian manufacturers in employee training and knowledge transfer affect organizational effectiveness. Design/methodology/approach – This study adopted a quantitative research design. The questionnaire developed for this study captured the training related to individual/managerial skills, the knowledge management process in place to capture and apply the knowledge obtained through training, and the organizational effectiveness. A closed-ended online survey was sent to 1,000 members of the Federation of Malaysian Manufacturers (FMM) throughout Malaysia and 88 manufacturers responded. The unit of analysis was an organization. Findings – The study found the following: training employees to acquire individual/managerial skills and process sk...

Teaching play skills to young children with autism

Abstract: Background Play is critical for the development of young children and is an important part of their daily routine. However, children with autism often exhibit defi cits in play skills and engage in stereotypic behaviour. We reviewed studies to identify effective instructional strategies for teaching play skills to young children with autism. Method Empirical studies on teaching play skills to young children with autism published from 1990 to 2011 were located. These studies included single subject and group designs. Results Twenty-six studies were reviewed. The majority of studies on teaching play skills used combined interventions. Children with autism improved their play skills, with direct intervention embedding their interests during play. Improvements in play skills increased positive social interactions and decreased inappropriate behaviour as collateral effects. Conclusions Further research is needed to develop more effective play skill interventions that assess the functional use of play and are implemented in the natural environment.

The role of top managers' human and social capital in business model innovation

Abstract: Purpose – The purpose of this study is to conceptualize the business model from a value network perspective and to investigate how top managers' individual characteristics contribute to business model innovation.Design/methodology/approach – On the basis of upper echelons theory and contingency theory, this study empirically examines the micro‐macro link between top managers' human and social capital and firm business model innovation.Findings – Using survey data collected from 146 Chinese firms, the findings indicate that both top managers' managerial and entrepreneurial skills and managerial ties significantly lead to business model innovation. Furthermore, the interaction between entrepreneurial skills and managerial ties enhances, yet the interaction between managerial skills and managerial ties inhibits business model innovation.Originality/value – By proposing a value network‐based definition for the business model, this study provides additional insights into the current debate on the definition an...

An Instrument for Assessing Scientists' Written Skills in Public Communication of Science

Abstract: This article describes the development of the first tool for measuring scientists’ written skills in public communication of science. It includes the rationale for establishing learning goals in se...

An exploratory analysis of soft skill competencies needed for the hospitality industry.

Abstract: The identification of competencies needed by hospitality managers has been investigated since the 1980s. In all of the competency research related to management, essential competencies include skills that can be classified as soft skills. The purpose of this project was to have human resource professionals rate the importance of soft skill competencies found in literature and to determine the relative importance of the seven categories of soft skill competencies. The study combined new data with existing data to complete an exploratory factor analysis. This exploratory study found a five-component tool that had similarities to other models found in the literature review but also had unique differences to the prior research.