Showing papers on "Skills management published in 2017"

Do General Managerial Skills Spur Innovation

Abstract: We show that firms with chief executive officers (CEOs) who gain general managerial skills over their lifetime work experience produce more patents. We address the potential endogenous CEO-firm matching bias using firm-CEO fixed-effects and variation in the enforceability of non-compete agreements across states and over time during the CEO’s career. Our findings suggest that generalist CEOs spur innovation because they have skills that can be applied elsewhere should innovation projects fail. We conclude that an efficient labor market for executives can promote corporate innovation by providing a mechanism of tolerance for failure.

Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

Abstract: With regard to the growing interest in developing teacher education to match the twenty-first-century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the twenty-first-century learning practices in teacher education. We will first review the current status of policy frameworks for the twenty-first-century learning skills. Based on our previous work and current understanding in the field of learning sciences, we will next elaborate the processes and strategies for collaborative problem-solving skills and strategic learning skills to specify current, rather general claims presented regarding the discussion on twenty-first-century skills. We will also provide concrete case examples facilitating strategic learning skills, collaborative problem-solving skills, and the skills to use information and communication technologies in contexts of our previous studies.

Do General Managerial Skills Spur Innovation

Abstract: We show that firms with chief executive officers (CEOs) who gain general managerial skills over their lifetime of work experience produce more patents. We address the potential endogenous CEO–firm matching bias using firm–CEO fixed effects and variation in the enforceability of noncompete agreements across states and over time during the CEO’s career. Our findings suggest that generalist CEOs spur innovation because they acquire knowledge beyond the firm’s current technological domain, and they have skills that can be applied elsewhere should innovation projects fail. We conclude that an efficient labor market for executives can promote innovation by providing a mechanism of tolerance for failure. The Internet appendix is available at https://doi.org/10.1287/mnsc.2017.2828. This paper was accepted by Gustavo Manso, finance.

Definition and model of life skills transfer.

Abstract: For a sport skill to be considered a life skill, it must be successfully transferred and applied beyond sport. Life skills transfer is an essential process, but it has yet to be fully delineated within the sport psychology literature. The purpose of the current paper is to present a definition and model of life skills transfer and outline future research needs. A critical review of the literature within sport psychology and other learning-based disciplines is offered to assess our current understanding of learning transfer. A definition and model of transfer are then presented, focusing on the athlete learner’s experience of life skills transfer. Within the model, we first examine how athletes bring personal assets and autobiographical experiences to sport. Second, we explore how sport is a learning environment with distinctive demands, programme designs, and coach characteristics and strategies. Third, we explain how transfer contexts provide environmental conditions, which, depending on how they...

The effect of soft skills and training methodology on employee performance

Abstract: The purpose of this paper is to investigate the effect of soft skill acquisition and the training methodology adopted on employee work performance. In this study, the authors study the trends of research in training and work performance in organisations that focus on the acquisition of technical or “hard skills” for employee training and evaluating work performance. This study was conducted to redirect the focus of employee training and development goals to the acquisition of soft skills, which have a very high and lasting impact on improving employee performance.,This study adopted a quantitative research approach. Questionnaires were administered to selected managers and executives of a few Malaysian private companies. The questionnaire was specifically designed to examine the competencies of various Malaysian-based company managers, executives and supervisors who had undergone a soft skills training programme over a period of a few weeks or months. These soft skills training programmes were not conducted consecutively, but rather with a break or “time-space” in between each session. The target population in this study consisted of 810 employees from nine companies. The sample size was 260 trainees who were selected from the population with a 95 per cent confidence level within 0.05 risk of sampling error.,Using regression analysis, this study estimated the relationships between employees’ acquisition of soft skills, the training methodology adopted by the trainer, and work performance. The results indicate that the two predictors – soft skill acquisition and training methodology – significantly predict employee performance. The authors propose the need for employers to redesign the methodology for training employees in soft skills. Based on the findings, “time-spaced learning” is highly potent in undermining the hindrance associated with training transfer.,The findings of this study help to raise the awareness of employers, human resource managers, professional and industrial experts and the government to rethink the need to improve soft skills training methodologies. Specifically, this can be achieved by giving the trainees “space” or breaks to practice, apply and internalise what they have learnt intermittently during the training programme. This will enhance employee performance, and consequently, organisational performance. These findings also inform company managers that the time-spaced learning method enables employees to acquire soft skills more effectively, which will invariably bring about positive behaviour changes in employees towards their work and co-workers.,The originality of this research is based on the fact that the results are peculiar to Malaysia, whereas most of the literatures on training methodology especially the time-space and soft skill have focused on developed countries. Furthermore, the study emphasised that time-space learning training methodology helps employees in transferring knowledge acquired during training to their work. The research also emphasised that soft skills acquisition brings about increase in employee work performance. This research shows 14.5 per cent increased employee work performance in the selected companies because of their employees’ acquisition of soft skills and a 27.9 per cent increase in employee performance is based on time-space training methodology. This makes the investigation on the effects of soft skills acquisition and the training methodology adopted on employee performance very important for organisational survival.

Transferable skills in higher education

Abstract: This text uses a case study approach to show how life-skills can be developed in a range of higher education subject areas. It also looks at the changes which can be made to the curriculum to facilitate this sort of learning. The case studies are set against a more theoretical background.

I. spatial skills, their development, and their links to mathematics

Abstract: Understanding the development of spatial skills is important for promoting school readiness and improving overall success in STEM (science, technology, engineering, and mathematics) fields (e.g., Wai, Lubinski, Benbow, & Steiger, 2010). Children use their spatial skills to understand the world, including visualizing how objects fit together, and can practice them via spatial assembly activities (e.g., puzzles or blocks). These skills are incorporated into measures of overall intelligence and have been linked to success in subjects like mathematics (Mix & Cheng, 2012) and science (Pallrand & Seeber, 1984; Pribyl & Bodner, 1987). This monograph sought to answer four questions about early spatial skill development: 1) Can we reliably measure spatial skills in 3- and 4-year-olds?; 2) Do spatial skills measured at 3 predict spatial skills at age 5?; 3) Do preschool spatial skills predict mathematics skills at age 5?; and 4) What factors contribute to individual differences in preschool spatial skills (e.g., SES, gender, fine-motor skills, vocabulary, and executive function)? Longitudinal data generated from a new spatial skill test for 3-year-old children, called the TOSA (Test of Spatial Assembly), show that it is a reliable and valid measure of early spatial skills that provides strong prediction to spatial skills measured with established tests at age 5. New data using this measure finds links between early spatial skill and mathematics, language, and executive function skills. Analyses suggest that preschool spatial experiences may play a central role in children's mathematical skills around the time of school entry. Executive function skills provide an additional unique contribution to predicting mathematical performance. In addition, individual differences, specifically socioeconomic status, are related to spatial and mathematical skill. We conclude by exploring ways of providing rich early spatial experiences to children.

Interventions to Promote Fundamental Movement Skills in Childcare and Kindergarten: A Systematic Review and Meta-Analysis

Abstract: Background Proficiency in fundamental movement skills (FMS) lays the foundation for being physically active and developing more complex motor skills. Improving these motor skills may provide enhanced opportunities for the development of a variety of perceptual, social, and cognitive skills.

Understanding the impact of simulated patients on health care learners’ communication skills: a systematic review

Abstract: Context Effective communication skills are at the core of good health care. Simulated patients (SPs) are increasingly engaged as an interactive means of teaching, applying and practising communication skills with immediate feedback. There is a large body of research into the use of manikin-based simulation but a gap exists in the body of research on the effectiveness of SP-based education to teach communication skills that impact patient outcomes. The aim of this systematic review was to critically analyse the existing research, investigating whether SP-based communication skills training improves learner–patient communication, how communication skill improvement is measured, and who measures these improvements. Methods The databases Medline, ProQuest (Health & Medical Complete, Nursing and Allied Health Source) and CINAHL (EBSCOhost) Education Resources Information Centre (ERIC) were searched for articles that investigated the effects of SP-based education on the communication skills of medical, nursing and allied health learners. Results There were 60 studies included in the review. Only two studies reported direct patient outcomes, one reporting some negative impact, and no studies included an economic analysis. Many studies reported statistically significant third-party ratings of improved communication effectiveness following SP-based education; however, studies were unable to be pooled for meta-analysis because of the outcome collection methods. There were a small number of studies comparing SP with no training at all and there were no differences between communication skills, contradicting the results from studies reporting benefits. Of the 60 studies included for analysis, 54 (90%) met the minimum quality score of 7/11, with four articles (7%) scoring 11/11. Conclusion SP-based education is widely accepted as a valuable and effective means of teaching communication skills but there is limited evidence of how this translates to patient outcomes and no indication of economic benefit for this type of training over another method.

Exploring the importance of soft and hard skills as perceived by IT internship students and industry: A gap analysis

Abstract: The research paper proposes a skills gap methodology that utilized the respondent experiences in the internship program to measure the importance of the Information Technology (IT) skills gap as perceived by IT students and the industry. The questionnaires were formulated based on previous studies, however, was slightly modified, validated and pilot tested to fit into the needs of the research. Respondents of this study were IT students enrolled in internship while industry respondents were the supervisors of the IT students in their respective company. Internship IT students were selected since they have a strong background on the needs of the company based on their internship experience. The findings revealed that teamwork and communication skills are very important soft skills to be possessed by IT graduates as perceived by the respondents. Further, results reveal that there was no significant difference in the perception of the respondents in terms of the importance of soft skills. However, this finding contradicts the results in the case of hard skills were in there was a big range of disagreement on the importance of hard skills. IT students perceived that hard skills were very important while industry perceived hard skills were somewhat important. It is recognized that s oft skills are very important communication tool for a customer oriented industry and that it is essential to enhance the communication skills of IT students for their future employment. The study suggests that the university should target improvements of soft skills and specific personality development component in the curriculum.

Developing Digital Skills and Competences: A Quick-Scan Analysis of 13 Digital Literacy Models

Abstract: The development of digital literacy has become a key element on the agenda of scholars, practitioners and policymakers worldwide. To this end, actors in the field often make use of conceptual models on digital literacy. As these models inevitably play a role in shaping the public debate on digital literacy, it is important to gain insights into the concepts and ideas they put forward. This article aims to: (1) unravel the complexity and diversity of concepts regarding digital skills, literacies and competences; (2) identify the concepts promoted in 13 selected models on digital literacy; and subsequently (3) analyse the concepts that shape and/or dominate the scholarly and public debate on digital literacy. The results of this article are based on a literature review and quick-scan analysis of 13 digital literacy models that have been published and used by actors in the field between 2004-2014. The frameworks were mapped in a matrix and compared on the basis of 39 indicators, clustered in five categories: operational, technical and formal; information, cognition; digital communication; digital content creation; and strategic. The results of the analysis point towards an unbalanced focus on certain skills and competences, with particular emphasis on a series of operational, information-searching, and communication skills.

Guidelines: The do’s, don’ts and don’t knows of direct observation of clinical skills in medical education

Abstract: Direct observation of clinical skills is a key assessment strategy in competency-based medical education The guidelines presented in this paper synthesize the literature on direct observation of clinical skills The goal is to provide a practical list of Do’s, Don’ts and Don’t Knows about direct observation for supervisors who teach learners in the clinical setting and for educational leaders who are responsible for clinical training programs We built consensus through an iterative approach in which each author, based on their medical education and research knowledge and expertise, independently developed a list of Do’s, Don’ts, and Don’t Knows about direct observation of clinical skills Lists were compiled, discussed and revised We then sought and compiled evidence to support each guideline and determine the strength of each guideline A final set of 33 Do’s, Don’ts and Don’t Knows is presented along with a summary of evidence for each guideline Guidelines focus on two groups: individual supervisors and the educational leaders responsible for clinical training programs Guidelines address recommendations for how to focus direct observation, select an assessment tool, promote high quality assessments, conduct rater training, and create a learning culture conducive to direct observation High frequency, high quality direct observation of clinical skills can be challenging These guidelines offer important evidence-based Do’s and Don’ts that can help improve the frequency and quality of direct observation Improving direct observation requires focus not just on individual supervisors and their learners, but also on the organizations and cultures in which they work and train Additional research to address the Don’t Knows can help educators realize the full potential of direct observation in competency-based education

Cognitive skills and leadership performance: The nine critical skills.

Abstract: Over the years, a growing body of evidence indicates that certain cognitive skills are a critical determinant of leader performance. In the present effort we show that application of these skills is typically founded in case-based knowledge. Subsequently, we identify nine key skills people in leadership positions employ when working with case-based knowledge to address leadership problems: 1) problem definition, 2) cause/goal analysis, 3) constraint analysis, 4) planning, 5) forecasting, 6) creative thinking, 7) idea evaluation, 8) wisdom, and 9) sensemaking/visioning. Individual and situational contingencies shaping effective application of these thinking skills is discussed. In addition, the implications of findings bearing on leader thinking skills for leader assessment and leader development are considered.

Exploring Adaptive Teaching Competencies in Big Data Era

Abstract: In the last decade, the demand of digital tool to support educational process has been emerged among the universities around the world. In big data era, the demand to utilize it in adaptive teaching should be considered to enable the teaching performance especially in accessing the resources. This paper aims to explore the framework model as a way for teachers in adapting big data to help their teaching performance especially in accessing the resources. The literature review was conducted from peer review journals, books and conferences. The findings reveal that process and management skills should be engaged into adaptive teachings competencies. It included commitment in planning, time management, and technology skills. This study is expected to contribute in strengthening teaching performances in the application guideline in the big data era to support assessing the multi-channels of sources of knowledge to extract new insights of value in exploring the adaptive teaching competencies.

Embodied conversational agents for multimodal automated social skills training in people with autism spectrum disorders.

Abstract: Social skills training, performed by human trainers, is a well-established method for obtaining appropriate skills in social interaction. Previous work automated the process of social skills training by developing a dialogue system that teaches social communication skills through interaction with a computer avatar. Even though previous work that simulated social skills training only considered acoustic and linguistic information, human social skills trainers take into account visual and other non-verbal features. In this paper, we create and evaluate a social skills training system that closes this gap by considering the audiovisual features of the smiling ratio and the head pose (yaw and pitch). In addition, the previous system was only tested with graduate students; in this paper, we applied our system to children or young adults with autism spectrum disorders. For our experimental evaluation, we recruited 18 members from the general population and 10 people with autism spectrum disorders and gave them our proposed multimodal system to use. An experienced human social skills trainer rated the social skills of the users. We evaluated the system’s effectiveness by comparing pre- and post-training scores and identified significant improvement in their social skills using our proposed multimodal system. Computer-based social skills training is useful for people who experience social difficulties. Such a system can be used by teachers, therapists, and social skills trainers for rehabilitation and the supplemental use of human-based training anywhere and anytime.

Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies

Abstract: I exploit the random assignment of class rosters in the MET Project to estimate teacher effects on students' performance on complex open-ended tasks in math and reading, as well as their growth mindset, grit, and effort in class. I find large teacher effects across this expanded set of outcomes, but weak relationships between these effects and performance measures used in current teacher evaluation systems including value-added to state standardized tests. These findings suggest teacher effectiveness is multidimensional, and high-stakes evaluation decisions are only weakly informed by the degree to which teachers are developing students' complex cognitive skills and social-emotional competencies. [ABSTRACT FROM AUTHOR]

Communication Skills of a Teacher and Its Role in the Development of the Students' Academic Success.

Abstract: Basically the current study sought to assess the perception of students regarding the role of teacher communication skills in their academics success. Comprehensive questionnaire carrying information including social economic and demographic aspects of the study was designed by the researcher to achieve the set objectives. All those universities where sports sciences & physical education programs were offering were taken as population of the study. The empirical data regarding the role of a teacher communication skills in students’ academic success were obtained from (418, thirty percent 30 from each university) samples of 14 universities of Pakistan. . The data was collected from the respondents through personally contact and by using the developed scale. After collection of data, the data was finally classified in the form of tables and regression was employed for the analysis of data. After analysis of data the researcher arrived at conclusion that teacher communication skills have significant role in the academic achievement of the students. Keywords: Communication Skills, Students Academics, Physical Education, Pakistan

Algorithmic thinking, cooperativity, creativity, critical thinking, and problem solving: exploring the relationship between computational thinking skills and academic performance

Abstract: The continued call for twenty-first century skills renders computational thinking a topical subject of study, as it is increasingly recognized as a fundamental competency for the contemporary world. Yet its relationship to academic performance is poorly understood. In this paper, we explore the association between computational thinking and academic performance. We test a structural model—employing a partial least squares approach—to assess the relationship between computational thinking skills and academic performance. Surprisingly, we find no association between computational thinking skills and academic performance (except for a link between cooperativity and academic performance). These results are discussed respecting curricular mandated instruction in higher-order thinking skills and the importance of curricular alignment between instructional objectives and evaluation approaches for successfully teaching and learning twenty-first-century skills.

The implementation and evaluation of a communication skills training program for oncology nurses

Abstract: Many nurses express difficulty in communicating with their patients, especially in oncology settings where there are numerous challenges and high-stake decisions during the course of diagnosis and treatment. Providing specific training in communication skills is one way to enhance the communication between nurses and their patients. We developed and implemented a communication skills training program for nurses, consisting of three teaching modules: responding empathically to patients; discussing death, dying, and end-of-life goals of care; and responding to challenging interactions with families. Training included didactic and experiential small group role plays. This paper presents results on program evaluation, self-efficacy, and behavioral demonstration of learned communication skills. Three hundred forty-two inpatient oncology nurses participated in a 1-day communication skills training program and completed course evaluations, self-reports, and pre- and post-standardized patient assessments. Participants rated the training favorably, and they reported significant gains in self-efficacy in their ability to communicate with patients in various contexts. Participants also demonstrated significant improvement in several empathic skills, as well as in clarifying skill. Our work demonstrates that implementation of a nurse communication skills training program at a major cancer center is feasible and acceptable and has a significant impact on participants’ self-efficacy and uptake of communication skills.

Entrepreneurship management skills requirements in an emerging economy: A South African outlook

Abstract: Background: Entrepreneurship is seen as a driver of sustainable economic growth as entrepreneurs create new businesses and employment. Because entrepreneurship contributes to economic growth, it is important to have the skills needed to be successful in business venturing. Aim: This study’s aim was to determine skills required by South African entrepreneurs to run their businesses. Setting: Entrepreneurs who own and run businesses in South Africa. Method: A sequential exploratory mixed method research design was applied in the study. Phase I, which consisted of qualitative interviews with 15 entrepreneurs and 6 national experts, resulted in skills that were used to develop a survey instrument. A survey was conducted in Phase II on 235 entrepreneurs to confirm the skills to a larger population. Results: Confirmatory factor analysis results showed that entrepreneurs require financial management, human resource management, start-up, social and interpersonal, leadership, personality, marketing, technical and business management skills. Conclusion: The identified skills through empirical research will be instrumental in the training of entrepreneurs and as a tool to measure skills in future entrepreneurship skills research.

Beyond Interpersonal Competence: Teaching and Learning Professional Skills in Sustainability

Abstract: Successful careers in sustainability are determined by positive real-world change towards sustainability. This success depends heavily on professional skills in effective and compassionate communication, collaborative teamwork, or impactful stakeholder engagement, among others. These professional skills extend beyond content knowledge and methodical expertise. Current sustainability programs do not sufficiently facilitate students’ acquisition of such skills. This article presents a brief summary of professional skills, synthesized from the literature, and why they are relevant for sustainability professionals. Second, it presents how these skills have been taught in an undergraduate course in sustainability at Arizona State University, USA. Third, it critically discusses the effectiveness and challenges of that exemplary course. Finally, the article concludes with outlining the lessons learned that should be incorporated into future course offerings.

Relationship between non-technical skills and technical performance during cardiopulmonary resuscitation: does stress have an influence?

Abstract: Background Non-technical skills, such as task management, leadership, situational awareness, communication and decision-making refer to cognitive, behavioural and social skills that contribute to safe and efficient team performance. The importance of these skills during cardiopulmonary resuscitation (CPR) is increasingly emphasised. Nonetheless, the relationship between non-technical skills and technical performance is poorly understood. We hypothesise that non-technical skills become increasingly important under stressful conditions when individuals are distracted from their tasks, and investigated the relationship between non-technical and technical skills under control conditions and when external stressors are present. Methods In this simulator-based randomised cross-over study, 30 anaesthesiologists and anaesthesia residents from the VU University Medical Center, Amsterdam, the Netherlands, participated in two different CPR scenarios in random order. In one scenario, external stressors (radio noise and a distractive scripted family member) were added, while the other scenario without stressors served as control condition. Non-technical performance of the team leader and technical performance of the team were measured using the Anaesthetists' Non-technical Skill' score and a recently developed technical skills score. Analysis of variance and Pearson correlation coefficients were used for statistical analyses. Results Non-technical performance declined when external stressors were present (adjusted mean difference 3.9 points, 95% CI 2.4 to 5.5 points). A significant correlation between non-technical and technical performance scores was observed when external stressors were present (r=0.67, 95% CI 0.40 to 0.83, p<0.001), while no evidence for such a relationship was observed under control conditions (r=0.15, 95% CI â '0.22 to 0.49, p=0.42). This was equally true for all individual domains of the non-technical performance score (task management, team working, situation awareness, decision-making). Conclusions During CPR with external stressors, the team's technical performance is related to the non-technical skills of the team leader. This may have important implications for training of CPR teams.

Measuring Skills in Developing Countries

Abstract: Measures of cognitive, noncognitive, and technical skills are increasingly used in development economics to analyze the determinants of skill formation, the role of skills in economic decisions, or simply because they are potential confounders. Yet in most cases, these measures have only been validated in high-income countries. This paper tests the reliability and validity of some of the most commonly used skills measures in a rural developing context. A survey with a series of skills measurements was administered to more than 900 farmers in western Kenya, and the same questions were asked again after three weeks to test the reliability of the measures. To test predictive power, the study also collected information on agricultural practices and production during the four following seasons. The results show the cognitive skills measures are reliable and internally consistent, while technical skills are difficult to capture and very noisy. The evidence further suggests that measurement error in noncognitive skills is non-classical, as correlations between questions are driven in part by the answering patterns of the respondents and the phrasing of the questions. Addressing both random and systematic measurement error using common psychometric practices and repeated measures leads to improvements and clearer predictions, but does not address all concerns. The paper provides a cautionary tale for naive interpretations of skill measures. It also points to the importance of addressing measurement challenges to establish the relationship of different skills with economic outcomes. Based on these findings, the paper derives guidelines for skill measurement and interpretation in similar contexts.

Jobs and skills in industry 4.0: An exploratory research

Abstract: Industry 4.0 is at the center of the current debate among manufacturing leaders, industrial practitioners, policy makers and researchers. Despite the increasing attention paid to changes in jobs and skills generated by Industry 4.0, research in this domain is still scarce. Our study focuses on the evolution of technical skills in the context of Industry 4.0 and it provides qualitative insights gained from an on-going collaborative research project involving a variety of manufacturing stakeholders in Northern Italy (e.g., manufacturing companies, industrial associations, academic and education experts, recruiting companies, IT providers, consultants, etc.). Our findings contributes to shed light on manufacturing skill needs linked to Industry 4.0, setting the stage for future research on the topic and providing companies, policy makers and education stakeholders with first indications to detect skill gaps and initiate competence development.

Skills and Knowledge for Data-Intensive Environmental Research.

Abstract: The scale and magnitude of complex and pressing environmental issues lend urgency to the need for integrative and reproducible analysis and synthesis, facilitated by data-intensive research approaches. However, the recent pace of technological change has been such that appropriate skills to accomplish data-intensive research are lacking among environmental scientists, who more than ever need greater access to training and mentorship in computational skills. Here, we provide a roadmap for raising data competencies of current and next-generation environmental researchers by describing the concepts and skills needed for effectively engaging with the heterogeneous, distributed, and rapidly growing volumes of available data. We articulate five key skills: (1) data management and processing, (2) analysis, (3) software skills for science, (4) visualization, and (5) communication methods for collaboration and dissemination. We provide an overview of the current suite of training initiatives available to environmental scientists and models for closing the skill-transfer gap.