Skills management

About: Skills management is a research topic. Over the lifetime, 14999 publications have been published within this topic receiving 282532 citations. The topic is also known as: competence management.

Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis

Abstract: The aim of this review is to identify features of study skills interventions that are likely to lead to success. Via a meta-analysis we examine 51 studies in which interventions aimed to enhance student learning by improving student use of either one or a combination of learning or study skills. Such interventions typically focused on task-related skills, self-management of learning, or affective components such as motivation and self-concept. Using the SOLO model (Biggs & Collis, 1982), we categorized the interventions (a) into four hierarchical levels of structural complexity and (b) as either near or far in terms of transfer. The results support the notion of situated cognition, whereby it is recommended that training other than for simple mnemonic performance should be in context, use tasks within the same domain as the target content, and promote a high degree of learner activity and metacognitive awareness.

Balanced Skills and Entrepreneurship

Abstract: Entrepreneurs are generalists who put together teams of people and assemble resources and capital. To do this effectively, they must have a general set of skills. Individuals may be endowed with a general set of skills, but endowments can be augmented by investment in human capital. It is shown that formal schooling is used to supplement the skill set of those who choose to become entrepreneurs.

Critical skills and knowledge requirements of IS professionals: a joint academic/industry investigation

Abstract: This study was initiated in response to concerns expressed by the membership of the Boston Chapter of the Society for Information Management (Boston SIM) to investigate anticipated changes in the information systems (IS) profession, to study the impact of these changes on the skills and knowledge requirements, and to relate these requirements to the academic preparation of future IS professionals. To provide as broad a perspective as possible, the study was conducted by a joint industry/academic group of investigators. A series of focus group meetings was conducted first with representatives of the profession's different stakeholder groups (i.e., IS managers, user managers, and IS consultants) for issue generation. A survey instrument was then designed for data collection on computing trends and changing knowledge and skills requirements.Overall, our study suggests that industry will demand a cadre of IS professionals with knowledge and skills in technology, business operations, management, and interpersonal skills to effectively lead organizational integration and process reengineering activities. The lower-level IS jobs are rapidly disappearing, and the requirements for IS professionals are becoming more demanding in multiple dimensions, particularly in the areas of business functional knowledge and interpersonal/management skills. Our results also found some clear patterns in IS staffing and activity trends that point to the shift in emphasis from a traditional, central IS organization toward a more decentralized, end-user-focused business orientation. Aligning IS solutions with business goals and needs, as well as building the infrastructure for technological integration are becoming the top priorities for IS activities. Our results indicate these changes will likely lead to different career tracks with differing emphasis on the multi-dimensional knowledge/skills for IS professionals.The realignment of IS activities in organizations will require corresponding re-structuring of IS curricula at universities. Our findings suggest that current IS curricula are often ill-matched with business needs. Many subjects emphasized in the typical IS curricula are assigned low priorities by practitioners, while there is pressing need to add both breadth and depth to the education of IS professionals. We argue further that the concept of a generic curriculum to meet the educational needs of all future IS professionals is obsolete, and different IS curricula must be tailored to meet the needs of different IS careers. These career-driven IS programs will require the adoption of multi-disciplinary approaches and educational innovations for adding breadth, depth, and relevance to the curriculum in accordance with the focused mission of each specific program.

Executive Perceptions of the Top 10 Soft Skills Needed in Today’s Workplace

Abstract: Hard skills are the technical expertise and knowledge needed for a job. Soft skills are interpersonal qualities, also known as people skills, and personal attributes that one possesses. Business executives consider soft skills a very important attribute in job applicants. Employers want new employees to have strong soft skills, as well as hard skills. This study identified the top 10 soft skills as perceived the most important by business executives: integrity, communication, courtesy, responsibility, social skills, positive attitude, professionalism, flexibility, teamwork, and work ethic.

Developing management skills

Abstract: PART I: PERSONAL SKILLS 1. Developing Self-Awareness 2. Managing Personal Stress 3. Solving Problems Analytically and Creatively PART II: INTERPERSONAL SKILLS 4. Building Relationships by Communicating Supportively 5. Gaining Power and Influence 6. Motivating Others 7. Managing Conflict PART III: GROUP SKILLS 8. Empowering and Delegating 9. Building Effective Teams and Teamwork 10. Leading Positive Change PART IV: SPECIFIC COMMUNICATION SKILLS Supplement A. Making Oral and Written Presentations Supplement B. Conducting Interviews Supplement C. Conducting Meetings