Showing papers on "Skills management published in 2015"

Can Serious Games Contribute to Developing and Sustaining 21st Century Skills

Abstract: Serious games (SG) are innovative tools that are widely recognized as having considerable potential to foster and support active learning. This article addresses the question of whether and how SG ...

21st Century Standards and Curriculum: Current Research and Practice.

Abstract: The integration of Common Core State Standards (CCSS) and 21st century skills in the curriculum is not only beneficial to students and teachers, but also necessary to prepare our youth for their future careers. In an age of education where standardized tests determine the success of our schools, it is important to allow students the creativity and use the power of technology to support necessary skills and learn in unique ways. By allowing creative thinking and gauging understanding of content standards through a portfolio based system, students can display their concept retention while producing tangible and valuable outcomes. The future of our students depends on flexibility and resourcefulness not teaching to the test. Education needs to make an instructional shift in order to ensure our students succeed as the innovators of the future. This article explores 21st century skills, as they are defined and describes methods that allow students to enhance these skills. It also highlights how educators can link students’ current knowledge with authentic experiences that motivate, as well as allow them to create and collaborate using the latest technologies. The article concludes with a discussion around benefits of integrating multimedia in the classroom, including giving students the opportunity to enhance academic and social skills as they communicate and share information, organize their ideas, and express opinions while preparing a project or conducting research through online experience. Keywords: CCSS, 21st century skills, Integrating 21st century skills to the Curriculum, Methods of instruction 21st Century

Principal time management skills: Explaining patterns in principals’ time use, job stress, and perceived effectiveness

Abstract: Purpose – Time demands faced by school principals make principals’ work increasingly difficult. Research outside education suggests that effective time management skills may help principals meet job demands, reduce job stress, and improve their performance. The purpose of this paper is to investigate these hypotheses. Design/methodology/approach – The authors administered a time management inventory to nearly 300 principals in Miami-Dade County Public Schools, the fourth-largest school district in the USA. The authors analyzed scores on the inventory descriptively and used them to predict time-use data collected via in-person observations, a survey-based measure of job stress, and measures of perceived job effectiveness obtained from assistant principals and teachers in the school. Findings – Principals with better time management skills allocate more time in classrooms and to managing instruction in their schools but spend less time on interpersonal relationship-building. Perhaps as a result of this trad...

Internet skill levels increase, but gaps widen: a longitudinal cross-sectional analysis (2010–2013) among the Dutch population

Abstract: In the current contribution, we investigated how (1) the levels of operational, formal, information, and strategic internet skills changed between 2010 and 2013, and how (2) the observed skill patterns differ across gender, age, and education. All internet skills are measured among representative samples of the Dutch population in 2010, 2011, 2012, and 2013. Cross-sectional data are repeated to consider patterns of change at the aggregate level. The levels of operational and formal internet skills increased most. Information internet skill remained more or less consistent, and strategic internet skills only revealed a very small increase. Policies related to internet skills are largely aimed at improving basic skills among specific target groups. Future policies should shift towards improving information and strategic skills, which will be a more difficult challenge. Gender, age, and educational background are all important variables related to skill inequalities. As age increases, internet skill levels decrease. Information internet skills only increased for people aged over 65 years between 2010 and 2013. It seems that the gain in operational and formal internet skills among older people results in a better performance on information internet skills. The higher educated, the higher the levels of all four internet skills. The skills gap between the higher educated, on the one hand, and lower and middle educated, on the other hand, increased, while the gap between low and middle educated decreased. We expect that a particular share of inequality concerning information and strategic internet skills will remain and that these inequalities are long lasting

Student learning through service learning: Effects on academic development, civic responsibility, interpersonal skills and practical skills

Abstract: Although anecdotal evidence and research alike espouse the benefits of service learning, some researchers have suggested that more rigorous testing is required in order to determine its true effect...

The role of non-technical skills in surgery.

Abstract: Non-technical skills are of increasing importance in surgery and surgical training. A traditional focus on technical skills acquisition and competence is no longer enough for the delivery of a modern, safe surgical practice. This review discusses the importance of non-technical skills and the values that underpin successful modern surgical practice. This narrative review used a number of sources including written and online, there was no specific search strategy of defined databases. Modern surgical practice requires; technical and non-technical skills, evidence-based practice, an emphasis on lifelong learning, monitoring of outcomes and a supportive institutional and health service framework. Finally these requirements need to be combined with a number of personal and professional values including integrity, professionalism and compassionate, patient-centred care.

Employability skills: perspectives from a knowledge-intensive industry

Abstract: Purpose – While the global education debate remains focused on graduate skills and employability, the absence of a shared language between student, academic and industry stakeholder groups means that defining industry skills requirements is both essential and difficult. The purpose of this paper is to assess graduate skills requirements in a knowledge-intensive industry from a demand perspective as distinct from a curriculum (supply) viewpoint. Design/methodology/approach – Skills items were derived from a breadth of disciplines across academic, policy and industry literature. CEOs and senior managers in the innovation and commercialisation industry were surveyed regarding perceptions of skills in graduates and skills in demand by the firm. Two rounds of exploratory factor analyses were undertaken to examine employers’ perceptions of the skills gap. Findings – First-order analysis resolved ten broad constructs that represent cognitive, interpersonal and intrapersonal skills domains as applied in this indu...

Higher Order Thinking Skills among Secondary School Students in Science Learning.

Abstract: A central goal of science education is to help students to develop their higher order thinking skills to enable them to face the challenges of daily life Enhancing students’ higher order thinking skills is the main goal of the Kurdish Science Curriculum in the Iraqi-Kurdistan region This study aimed at assessing 7th grade students’ higher order thinking skills level The higher order thinking level test (HOTLT) was developed based on the Bloom Taxonomy of cognitive domain and consisted of 20 multiple-choice questions The test was distributed to a randomly chosen sample comprising 418 7th grade students in the Iraqi-Kurdistan region The overall findings revealed that the majority of the 7th grade students were at lower level of thinking skills (LOTL) n = 278 (797%) More male students were at lower level than female students However, there was no significant difference between students’ level of higher order thinking skills and their gender (p > 005) Based on the results of students’ level of higher order thinking skills, the study provided evidence that almost all students needs to improve their higher order thinking skills especially the synthesis and evaluation skills required for improving students’ creativity in science

Teaching communications skills to medical students: Introducing the fine art of medical practice

Abstract: Introduction Like many other people based professions, communications skills are essential to medical practice also. Traditional medical teaching in India does not address communication skills which are most essential in dealing with patients. Communication skills can be taught to medical students to increase clinical competence. Objective To teach basic communication and counseling skills to fourth-year undergraduate students to increase their clinical competence. Methodology A total of 48, fourth-year MBBS students participated in the study. They were given training in basic communication and counseling skills and taught the patient interview technique according to Calgary-Cambridge guide format. Improvement in communication was assessed by change in pre- and post-training multiple choice questions, clinical patient examination, and Standardized Patient Satisfaction Questionnaire (SPSQ) scores. Results and analysis About 88% of the students in the sample were convinced of the importance of learning communication skills for effective practice. Almost 90% students were communicating better after training, as tested by improved SPSQ. As judged by Communication Skill Attitude Scale, student's positive attitude toward learning communication skill indicated that there is a necessity of communication skill training during undergraduate years. Conclusion The ability to communicate effectively is a core competency for medical practitioners. Inculcating habits of good communications skill during formative years will help the medical students and future practitioners. Regular courses on effective communication should be included in the medical school curriculum.

Identifying the trends and impact of graduate attributes on employability: a literature review

Abstract: Graduate employability has become an issue since there are broad mismatches between the acquired graduate skills from university and the required skills by employers. While previous researches have outlined the salient skills that need to be embedded in graduate education, to date no studies have attempted to methodically identify and synthesize the literature on graduate attributes. In this paper a total of 39 relevant studies on graduate skills and attributes in the subject areas of business and management, accounting, and computer science were extracted from Scopus® (database). This revealed a total of 53 graduate attributes, with some being highly used, such as communication, teamwork, problem solving, technological skills, creativity, interpersonal skills, leadership skills, self-management and flexibility/adaptability. The majority of studies used a quantitative survey method to collect and rank graduate attributes, and Australia emerged as the most active country in researching the domain.

Edutainment for Sustainable Development

Abstract: Background. The ever-increasing demand for natural resources has led to the continuing depletion of resources. Reversing this trend will require knowledge of effective environmental management strategies and adoption of sustainable development practices by society at large. Thus, it is critical that citizens increase their awareness of sustainability and acquire managerial skills required to effect change. Use of decision games for teaching sustainable development is a step in this direction. Games present great opportunities as tools of edutainment educational entertainment for teaching and training, with positive effects on learning outcomes. Aim and Method. In this article, we undertake a methodological review of games on sustainable development, analyzing their underlying characteristics, including the stated focus of the games, game availability, number of players and their roles, their target age, game validation and evaluation, stakeholder involvement in game development, learning outcomes, and so on. A total of 49 games are included in this survey. Conclusion. Our findings suggest that the games used for teaching sustainable development have generally increased players' understanding of issues around sustainability and have enhanced their knowledge of sustainable development strategies. Our classification of the games' characteristics assists educational instructors and potential learners in identifying games that are best suited for their teaching and learning needs.

Evidence-Based Social Skills Interventions for Students at Risk for EBD

Abstract: Children and youth with or at risk for emotional and behavioral disorders (EBDs) present substantial challenges for schools, teachers, parents, and peers. Social skills interventions have been shown to be effective for this population. Meta-analytic reviews of this literature show that about 65% of students with EBD will improve when given social skills interventions. Social skills function as academic enablers and contribute to higher academic achievement. Problem behaviors function as academic disablers and are associated with lowered academic achievement. Next steps in this literature are to establish an evidence-based approach to classifying acquisition and performance deficits and to develop Tier 3 social skills intervention strategies.

Generic skills for graduate accountants: the bigger picture, a social and economic imperative in the new knowledge economy

Abstract: The case for integrating generic skills in university accounting programmes is well documented in the literature, but the implementation of strategies designed to teach generic skills in the context of accounting courses has posed ongoing challenges for academics and course administrators. The imperative for generic skills in accounting programmes derives from an economic view of the role of universities, reflecting the views of government and employers who perceive graduates as economic assets to business and the economy. It is argued that the role of universities extends beyond the economic imperative to encompass a greater social and cultural role. This paper traces the historical evolution of the generic skills discourse with an emphasis on accounting and places it in the broader context of the social and economic roles of universities in an era of transformation in the sector. The generic skills discourse, however, transcends disciplinary boundaries and international borders. The new knowledge econom...

The impact of motivations, personal values and management skills on the performance of SMEs in South Africa

Abstract: Purpose – The purpose of this paper is to empirically investigate the impact of motivation, personal values and managerial skills of managers on the performance of small and medium enterprises (SMEs) in South Africa. Design/methodology/approach – Data were collected through the use of self-administered questionnaire in a survey. Data analysis included factor analysis, descriptive statistics, Pearson correlation and regression analysis. Findings – The findings revealed significant positive relationships between motivations, personal values and managerial skills of SME owners on performance. Research limitations/implications – Access to external finance (debt or equity) is one of the factors that can impact on the performance of growing SMEs. The non-accessibility of debt finance from commercial banks and trade creditors is seen as one of the major contributing factors to the failure of SMEs in South Africa. This study did not link access to finance to performance. Practical implications – The failure rate ...

A review of teaching skills development programmes for medical students.

Abstract: Context The CanMEDS role of Scholar requires that medical trainees develop their skills as medical educators. The development of teaching skills in undergraduate medical students is therefore desirable, especially in view of the teaching obligations in residency programmes. Objectives The goal of this review was to identify the characteristics and outcomes of programmes designed to develop the teaching skills of undergraduate medical students. Methods The authors searched medical literature databases using combinations of the search terms ‘medical student’, ‘teacher’, ‘teaching skills’, ‘peer teaching’, ‘near-peer teaching’ and ‘student as teacher’. Twenty papers fit the predetermined search criteria, which included original characterisations of specific programmes involving undergraduate medical students. Results Three types of initiative were identified in the reviewed articles: peer teaching programmes; teaching workshops, and community outreach programmes. The majority of study participants were students in Years 3 and 4. Subjective self-evaluation by participants using Likert scale-based surveys was by far the most commonly used method of measuring project outcomes. Objective, quantitative teaching-related outcomes were rarely noted in the reports reviewed. Self-perceived improvements in teaching skills were noted by participants in most of the reports. Other perceived benefits included increases in organisational skills, knowledge and confidence in giving feedback. Conclusions Although several types of programmes have been shown to subjectively improve the teaching skills of undergraduate medical students, characterisation of the objective outcomes of these initiatives is lacking and requires further study.

Teaching communication skills: beyond wishful thinking.

Abstract: Communication skills tend to decline with time unless they are regularly recalled and practiced. However, most medical schools still deliver clinical communication training only during pre-clinical years although the clinical environment is considered to be ideal for acquiring and teaching clinical communication. The aim of this article is to review the barriers that prevent communication skills teaching and training from occurring in clinical practice and describe strategies that may help enhance such activities. Barriers occur at several levels: students, junior doctors and clinical supervisors sometimes have negative attitudes towards communication training; structured training in communication skills is often insufficient; clinical supervisors behave as poor role models and lack effective communication and teaching skills; finally, there are organisational constraints such as lack of time, competing priorities, weak hierarchy support and lack of positive incentives for using, training or teaching good communication skills in clinical practice. Given the difficulty of assessing transfer of communication skills in practice, only few studies describe successful educational interventions. In order to optimise communication skills learning in practice, there is need to: (1.) modify the climate and structure of the working environment so that that use, training and teaching of good communication skills in clinical practice becomes valued, supported and rewarded; (2.) extend communication skills training to any field of medicine; (3.) provide regular structured trainings and tailor them to trainees' needs. Practical implications of such findings are discussed at the end of this review.

How Do Students Value the Importance of Twenty-first Century Skills?

Abstract: Frameworks of twenty-first century skills have attained a central role in school development and curriculum changes all over the world. There is a common understanding of the need for meta-skills such as problem solving, reasoning, collaboration, and self-regulation. This article presents results from a Finnish study, in which 718 school pupils aged 11 to 15 years were asked to anticipate the skills they would need in the future. Accordingly, they were asked to value and rank the twenty-first century skills listed in existing frameworks and pick out those they regarded as the most important they had learned. Social skills and collaboration were ranked highest, both in the listed frameworks and in the students' free responses. As might have been expected, the boys appreciated technical skills more, while the girls ranked social skills more highly.

Mental skills training with basic combat training soldiers: A group-randomized trial

Abstract: Cognitive skills training has been linked to greater skills, self-efficacy, and performance. Although research in a variety of organizational settings has demonstrated training efficacy, few studies have assessed cognitive skills training using rigorous, longitudinal, randomized trials with active controls. The present study examined cognitive skills training in a high-risk occupation by randomizing 48 platoons (N = 2,432 soldiers) in basic combat training to either (a) mental skills training or (b) an active comparison condition (military history). Surveys were conducted at baseline and 3 times across the 10-week course. Multilevel mixed-effects models revealed that soldiers in the mental skills training condition reported greater use of a range of cognitive skills and increased confidence relative to those in the control condition. Soldiers in the mental skills training condition also performed better on obstacle course events, rappelling, physical fitness, and initial weapons qualification scores, although effects were generally moderated by gender and previous experience. Overall, effects were small; however, given the rigor of the design, the findings clearly contribute to the broader literature by providing supporting evidence that cognitive training skills can enhance performance in occupational and sports settings. Future research should address gender and experience to determine the need for targeting such training appropriately.

Academic Logic and Corporate Entrepreneurial Intentions: A Study of the Interaction between Cognitive and Institutional Factors in New Firms

Abstract: By focusing on the context in which new firms are established, this article studies the extent to which corporate entrepreneurial intentions are enacted differently by academic and nonacademic entrepreneurs. Using constructs from cognitive research and exploiting the theory of institutional logics, we observe that academic entrepreneurs, notwithstanding their engagement in entrepreneurship, still implement their corporate entrepreneurial intentions acting in accordance with the academic institutional environment they belong to. Using a matched-pairs research design, our results show that academic entrepreneurs (compared to non-academic ones) leverage their awareness of technical competencies significantly more, and their entrepreneurial self-efficacy and awareness of managerial skills considerably less. We discuss the theoretical and managerial implications related to how cognitive and institutional factors interact to foster entrepreneurial value in newly established firms.

Feedback on Professional Skills as Enculturation into Communities of Practice

Abstract: 1 Background Professional skills are critical in engineering practice. Differing definitions and lack of empirical evidence make it difficult to help students develop these skills. 2 Purpose This research seeks to understand what it means to have professional skills in an industrially situated capstone project and, by extension, in engineering. We also aim to demonstrate the influence on those skills of the feedback provided to students. 3 Design/Method Our ethnographic study employs discourse analysis to focus on professional skills. Using the construct of communities of practice, we describe and analyze conversations between a coach and four student teams as the coach provided feedback, and conversations among students as they worked in teams. 4 Results Approximately half the discussion addressed the following professional skills: communication, documentation, teamwork, the economic impact of engineering solutions, and project management. Development of professional skills promotes students' enculturation into both a disciplinary community (chemical engineering) and an industrial community (semiconductor industry). Feedback on professional skills generally was given in the context of technical aspects, and we found an interplay between the teams' participation in professional skills activities and participation in more technical activities. 5 Conclusions Participation in engineering design projects provides students opportunities to practice both professional and technical skills. Feedback on professional skills helps students recognize how to simultaneously represent themselves as legitimate members of multiple communities of practice.