Thematische Bibliographien / Work skills

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Work skills“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 31. Januar 2023

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Zeitschriftenartikel zum Thema "Work skills"

1

Guy, Mary E. „Emotive Skills Are Work Skills“. Public Personnel Management 49, Nr. 3 (13.05.2020): 327–30. http://dx.doi.org/10.1177/0091026020917711.

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Sapriadi, Sapriadi, Caska Caska und Makhdalena Makhdalena. „Analysis of Field Work Practices Against Mastery of Skills and Work Readiness of Students“. Journal of Educational Sciences 3, Nr. 2 (24.05.2019): 260. http://dx.doi.org/10.31258/jes.3.2.p.260-269.

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This study aims to determine the effect of fieldwork experience on student skills mastery, the influence of field work experience on student work readiness, the effect of skill mastery on student work readiness, and the influence of field work experience on student work readiness through mastery of student skills. This study was conducted in YPLP SMK PGRI Bangkinang and used the entire population of 75 students who have carried out fieldwork practices. Data analysis techniques used path analysis methods. The results of this analysis indicate that field work has a positive effect on skill mastery, field work practices have a positive effect on work readiness, mastery of skills has a positive effect on work readiness, field work practices have a positive effect on job readiness through mastery of skills. Mastery of student skills and student work readiness can be improved if students' fieldwork practices are improved.
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Eaton, Anne. „Skills fit for work“. Nursing Standard 25, Nr. 24 (16.02.2011): 62–63. http://dx.doi.org/10.7748/ns.25.24.62.s55.

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LYSAKER, PAUL H., MORRIS D. BELL, WAYNE S. ZITO und STEPHEN M. BIOTY. „Social Skills at Work“. Journal of Nervous and Mental Disease 183, Nr. 11 (November 1995): 688–92. http://dx.doi.org/10.1097/00005053-199511000-00003.

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Ramon, Shulamit. „Skills for normalisation work“. Practice 2, Nr. 2 (Juni 1988): 139–49. http://dx.doi.org/10.1080/09503158808416989.

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Jayasinghe, Migel. „Social skills at work“. Behaviour Research and Therapy 30, Nr. 2 (März 1992): 202–3. http://dx.doi.org/10.1016/0005-7967(92)90148-a.

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Perkins, Elizabeth R. „Social skills at work“. Nurse Education Today 11, Nr. 3 (Juni 1991): 241. http://dx.doi.org/10.1016/0260-6917(91)90072-i.

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Kurbanova, Oltinoy Bekmurotovna. „CRITICAL SKILLS OF IBRAHIM GAFUROV“. Scientific Reports of Bukhara State University 5, Nr. 5 (30.12.2021): 131–43. http://dx.doi.org/10.52297/2181-1466/2021/5/5/12.

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Background. This article is one of the least studied topics in Uzbek literature and is devoted to the study of critical skills. Theoretical views on the method and the attitude of other scholars to the subject are covered. The study is based on a number of works by literary scholar Ibrahim Gafurov. Based on the analysis, theoretical views on the poetics of the literary style were put forward. Ibrahim Gafurov's style is described and his skills are praised. Particular attention is paid to a number of elements that make up the poetics of the work. Methods. The comparative-typological method was mainly used in the study of the scientist's work. Biographical analysis was used to determine his style and demonstrate his skills. The articles were also researched using analytical analysis methods. Results. It is known that the word "critic" is derived from the Arabic word "critique", which means "criticizer", "detractor". The word "criticism" has four different meanings in the "Explanatory Dictionary of the Uzbek language". “Work is action, activity, work, doctrine, and so on. discussion, analysis in order to record the achievements of the company, to identify and eliminate shortcomings and deficiencies. "Scientific analysis, research into the truth of something." “Literary activity is a special type of interpretation and analysis of works of art, science and other types, as well as life events reflected in them. The word critic is derived from this third analysis of the word criticism, but some aspects of the previous analysis can also serve to reveal the meaning of this word. "Deficiency, defect, error and sh.k. note, strike, and the fourth meaning, which is interpreted as" a lazy thought, a sentence, a word", which is also expressed for the purpose of their solution, is the meaning of which is understood mainly in the general language, this state of the critic's word is also a deficient and deficient find among the masses of the people, the reason for the realization of the meaning of the condemnation. In fact, the task of the critic is to give a truthful assessment of the work of art, to give an impartial coverage and justification of the achievements and shortcomings in it. Conclusion. Ibrahim Gafurov places such high demands on the poetry of every epoch he analyzes, on every poet. The article "Shukuh", which we have devoted a great deal of time to, and the poet Abdulla Aripov, who is the subject of the article, emphasizes that all these aspects are summarized and at a high level. While his poems are not without their flaws, they add to the list of our classic poets who have been able to create lofty and noble works, and emphasize that the glory of a poet’s poetry never fades. This means that true passions are eternal, and the glory of a kind word is immortal.
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Falk, Diane S., und Phyllis G. Ross. „Teaching Social Work Writing“. Journal of Baccalaureate Social Work 6, Nr. 2 (01.03.2001): 125–41. http://dx.doi.org/10.18084/1084-7219.6.2.125.

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This article presents an approach to teaching social work writing within the core social work curriculum. Writing is recognized as being critical to effective professional practice and as an essential social work skill. Writing is also presented as a strategy for teaching social work knowledge, values, and skills. The authors share what they have learned and developed on the basis of their own teaching experiences with baccalaureate social work students. They identify nine purposes of social work writing, linking assignments with each purpose and discussing how the assignments can be used to teach social work writing skills concurrently with other core social work skills.
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Sundar, Aparna. „Skills for Work and the Work of Skills: Community, Labour and Technological Change in India’s Artisanal Fisheries“. Journal of South Asian Development 13, Nr. 3 (14.11.2018): 272–92. http://dx.doi.org/10.1177/0973174118804449.

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Artisanal cultures of work and skills transmission provide a useful point of contrast from which to think about the renewed interest in skills development as a formal, institutionalized process of training and certification for discrete and standardized skills. This article traces the transformation of practices of skill in the context of technological change in the artisanal fisheries of Kanyakumari, Tamil Nadu, to explore a set of linked questions about skills and work: How expansively or narrowly should skills be understood? What can we learn from traditional modes of skills transmission? As technology makes redundant many of the traditional skills, are we seeing a ‘degradation’ of work? A focus on fishing, a traditionally caste-bound occupation, also opens up questions regarding the work that skills do within a political economy, both in reproducing a given social order, and in enabling change. In tracing processes of labour recruitment in the mechanized fisheries, the article offers a further reflection, about the extent to which skills matter in securing employment, given the continued importance of networks of caste, kinship and village-based community.
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Dissertationen zum Thema "Work skills"

1

Johnston, Thomas. „Leadership skills in work teams“. Thesis, University of Bradford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316631.

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范梅英 und Mui-ying Fan. „Teaching group work skills in field instruction“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976530.

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Fan, Mui-ying. „Teaching group work skills in field instruction“. [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1311542X.

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Kelleher, Michael. „Skills shortages and work reorganisation in British manufacturing“. Thesis, University of Bath, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334371.

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Geary, John Michael. „Social work skills : roles of the problem solver /“. The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487598303841346.

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Padilla, Charlette. „Online Learning and Contribution to Future Work Skills“. The University of Arizona, 2015. http://hdl.handle.net/10150/555998.

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The paper is a review of literature on online learning and how it prepares the digital learners into the future work force. Factors contributing to the growth in online education are linked to changing social and economic structures. The College Board Commission on Access, Admissions and Success issued a call for 55% of America’s youth to obtain a postsecondary education credential by 2025 (Bonk, 2015). This is to support and strengthen the position of the United States to be more competitive in a global economy (Burnette & Conley, 2011). There are current questions about student success, open education, informal learning, online plagiarism and principally whether online learning successfully prepare the online student for the future work skills. Keywords: online learning, workforce, digital learners, future jobs
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Hamilton, Suzanne. „Selling skills or selling out? : manufacturing educational need for semi-skilled and un-skilled work“. Thesis, University of Canterbury. School of Educational Studies and Human Development, 2002. http://hdl.handle.net/10092/2252.

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This thesis uses interviews, personal experience and documentary evidence to explore the day to day reality of a call centre enviromnent, and uses this to examine: surveillance issues with reference to five theories, and concluding that Braverman's control theories are alive and thriving in the call centre environment; discuss skill; and address the question of who benefits from the provision of basic qualifications. It argues that although benefits have moved in favour of industry, in the call centre sector which already provides inhouse training, it is the institutions offering call centre qualifications that are the sole benefactors.
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Bender, Cornelia Johanna Getruida. „A life skills programme for learners in the senior phase : a social work perspective“. Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-11222002-110633.

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Neath, Mark. „The development and transfer of undergraduate group work skills“. Thesis, Sheffield Hallam University, 1998. http://shura.shu.ac.uk/3114/.

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This research concentrates on the experiences of a cohort of undergraduate students as they took part in two assessed group projects. The research concentrates on the following key question: In what ways were students becoming more or less able to participate effectively in group projects because of their experience of similar projects? The literature review features an extensive overview of transfer research and experiential learning, in addition to charting the rise of skills-based initiatives in Higher Education. It also reviews the available literature on experiential learning in group situations revealing a dearth of research into the specific dynamics of students groups in Higher Education. After an initial design based on quasi-experimentation, the researcher adopted a more interpretive position. A significant feature of the methodology is a reflective account of the process of social science research as experienced by the researcher. The results section describes the key dynamics around which the students made sense of group work and in turn how they framed it in terms of a learning experience. In brief, the students' accounts of group work were characterised by several main themes: the issue of control and influence over others (which the role of 'student' was perceived to limit); the reciprocal nature of group work with its potential to influence grades; the public nature of group work through which the students presented themselves to others and the discrepancies which were revealed in group work between different ways of working. The discussion places the student firmly within the learning milieu that they create as students on a particular degree course. In doing so it provides a socia-interpretive explanation of development and transfer.
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Tsang, Hector W. H., und 曾永康. „The development of an indigenous treatment model of work-related social skills and work-related social skills training for people withschizophrenia in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31235360.

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Bücher zum Thema "Work skills"

1

Allen, Calvin. Work skills and work orientation. Stockton on Tees: Jim Conway Foundation, 1993.

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Dira, Berman, Hrsg. People skills at work. Boca Raton: CRC Press, 2012.

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Fontana, David. Social skills at work. Leicester [England]: British Psychological Society, 1990.

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Fontana, David. Social skills at work. Leicester: British Psychological Society, 1990.

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Interpersonal skills at work. New York: Prentice Hall, 1990.

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Interpersonal skills at work. 2. Aufl. London: Prentice Hall, 1995.

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Fisher, Judith E. Telephone skills at work. Burr Ridge, Ill: Business One Irwin/Mirror Press, 1994.

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1945-, Thomas David N., Hrsg. Skills in neighbourhood work. 2. Aufl. London: Allen & Unwin, 1987.

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1945-, Thomas David N., Hrsg. Skills in neighbourhood work. 3. Aufl. London: Routledge, 2002.

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Stein, Wendy. Communication skills that work. Chicago, Ill: Contemporary Books, 1991.

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Buchteile zum Thema "Work skills"

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Rérat, Patrick. „Skills“. In Cycling to Work, 65–73. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62256-5_7.

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Giles, Gordon Muir, und Jo Clark-Wilson. „Work skills“. In Brain Injury Rehabilitation, 357–74. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-7234-7_14.

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Noon, Mike, Paul Blyton und Kevin Morrell. „Work skills“. In The Realities of Work, 110–37. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29642-9_5.

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Noon, Mike, und Paul Blyton. „Work skills“. In The Realities of Work, 114–41. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1445-3_5.

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Noon, Mike, und Paul Blyton. „Work skills“. In The Realities of Work, 115–43. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20804-9_5.

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Noon, Mike, und Paul Blyton. „Work Skills“. In The Realities of Work, 77–98. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-25689-1_5.

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Freeman, Richard. „Written work“. In Mastering Study Skills, 92–113. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12293-6_6.

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Grugulis, Irena. „Skills at work“. In Skills, Training and Human Resource Development, 15–34. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20833-9_2.

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Willins, Maren, und Hillary Vervalin. „Skills“. In Criminal Defense-Based Forensic Social Work, 58–77. 1 Edition. | New York: Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315410173-4.

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Coulshed, Veronica. „Management Skills“. In Management in Social Work, 105–28. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20851-7_6.

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Konferenzberichte zum Thema "Work skills"

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Morocho Lara, Hector Daniel, Patricio Miranda-Ramos und Yennifer Michelle Bustos Gamboa. „Cognitive skills and independent work“. In 1er Congreso Universal de las Ciencias y la Investigación Medwave 2022;. Medwave Estudios Limitada, 2022. http://dx.doi.org/10.5867/medwave.2022.s2.uta155.

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Setyo Wardani, Endah, Isnandar Isnandar und Siti Sendari. „The Influence of Employability Skills and Skill Competency toward Work Readiness“. In 1st International Conference on Vocational Education And Training (ICOVET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icovet-17.2017.1.

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Stock, Gerald. „Group Work: Does It Work?“ In Applied Human Factors and Ergonomics Conference. AHFE International, 2019. http://dx.doi.org/10.54941/ahfe100251.

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Group-work plays a significant part in all undergraduate courses while working effectively as a member of a group is one of the most important generic skills that students need to develop while at university in preparation for their future working lives. Many stakeholders, however, have reservations regarding group-based assignments, in particular about whether or not individual group members are rewarded appropriately for their contribution to the overall group achievement. The success of group-work is dependent on both extrinsic factors, such as assignment design, management, assessment, etc. as well as intrinsic factors, such as the knowledge, skills, etc. of individual group members.In this paper the challenges presented by the extrinsic factors that impact on the success of group-based assignments are considered against the background of the of formal summative assessment of group-based assignments on BSc Computing undergraduate courses in the Department of Computing at Canterbury Christ Church University in the United Kingdom. In particular the effectiveness of group-work in terms of improved learning, improved development of non-cognitive skills and assessment validity/reliability are considered.
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Gilroy, Aysen. „TEACHING 21ST CENTURY SKILLS THROUGH PROJECT WORK“. In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0169.

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Bouwmans, Machiel, Thuy-Vy Nguyen und Xander Lub. „Restructured Work and Employees: A Systematic Literature Review on Digital Transformation Skills for Sustainable Employment“. In Digital Restructuring and Human (Re)action. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.4.2022.39.

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Digital transformations (DT) require investment in organizational learning climates in which sustainable employment is key. The challenge is to identify and develop essential employee skills needed to meet the organizational demands posed by DT. So far, research has focused on digital or specific professional skills, leaving the question unanswered as to which specific DT skills are essential; thus, our objective was to identify these skills and to develop a comprehensive DT skills framework. A systematic literature review was conducted to identify and synthesize DT skills. Through template analysis a DT skills framework was developed consisting of five crucial skill dimensions: (1) Digital working skills, (2) Entrepreneurial skills, (3) Collaboration Skills, (4) Communication Skills, (5) Lifelong learning skills, and (6) Evidence-based working skills. Our framework shows that essential DT skills are a combination of digital or technical skills and adaptive skills, inviting HR professionals to align their strategic talent management with digital transformation.
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„Analysis of the Relevance between Educational Ideas and Teaching Work“. In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000618.

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Vanrobayes, B., und F. Roussel. „Live work training and skills development at RTE“. In 2017 12th International Conference on Live Maintenance (ICOLIM). IEEE, 2017. http://dx.doi.org/10.1109/icolim.2017.7964118.

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Lynch, Kathy. „Collaborative Work Skills for the Beginning IS Professional“. In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2840.

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One of the greatest concerns for many employers recruiting beginning information systems (IS) professionals is not the new recruit’s inadequacies in discipline skills or knowledge, but their general lack of the skills required to work effectively within a collaborative team in a changing workplace environment. It is the responsibility of education institutions to prepare beginning IS professionals for this change in how work is done and the change in the workplace for which they are to be employed. The research reported here examined what industry purports to want and what the literature says they need. Findings from the research identified a number of skills, attitudes and knowledge required for a team member to be effective on a collaborative work effort in the IS profession.
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Williams, Rob, und Jeff Graham. „Work in progress: Entrepreneurial skills for computing graduates“. In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462210.

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Utomo, Supri Wahyudi, Moh Ubaidilla, Soetarno Joyoatmojo, Sri Yutmini und Nunuk Suryani. „Does Problem-Based Learning Work on Presentation Skills?“ In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007419202860289.

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Berichte der Organisationen zum Thema "Work skills"

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Kaplan, Seth, Jose Cortina, Gregory A. Ruark, Kara Orvis, Katie Engel und Krista Langkamer. Emotions at Work: Leader Knowledge, Skills, and Abilities to Enhance Soldier Performance. Fort Belvoir, VA: Defense Technical Information Center, März 2012. http://dx.doi.org/10.21236/ada559313.

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Bermingham, Rowena, und Eleanor Shipton. Developing Non-Academic Skills. Parliamentary Office of Science and Technology, August 2018. http://dx.doi.org/10.58248/pn583.

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Non-academic skills exist alongside academic knowledge and abilities, and can include empathy, communication, and resilience. They have also been called 'life', 'non-cognitive' or 'essential' skills. Non-academic skills are associated with a range of positive outcomes across education, work, health and wellbeing, such as higher academic attainment, improved employability, and better physical and mental health. This POSTnote reviews evidence on the outcomes associated with non-academic skills and effective educational approaches to developing these skills in and out of the school environment.
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Cao, Larry, Rebecca Fender und Ryan Munson. The Future of Work in Investment Management: The Future of Skills and Learning. CFA Institute, Juli 2022. http://dx.doi.org/10.56227/22.1.7.

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This report identifies gaps between the supply and demand for skills, outlines strategies for career development, and proposes structural changes to investment teams to better leverage diverse talent.
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Wolvin, Andrew, und JungKyu Rhys Lim. Skills for Life: Listening. Inter-American Development Bank, Juli 2022. http://dx.doi.org/10.18235/0004351.

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As we face the ravages of COVID-19, climate change, economic disparities, and social injustice, the world needs listening skills more than ever. Listening skills are one of the core life skills that are critical in life, work, and school. Listening skills enable children to access information, develop other skills, such as empathy, and critical thinking, and have better academic performances and lives. Listening skills are one of the most desired and needed in workplaces. In this brief, we explain the importance of listening skills and listening processes. Then, we review how policymakers can help develop listening skills. Lastly, we review how policymakers can measure and assess listening skills.
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Papay, John, Eric Taylor, John Tyler und Mary Laski. Learning Job Skills from Colleagues at Work: Evidence from a Field Experiment Using Teacher Performance Data. Cambridge, MA: National Bureau of Economic Research, Februar 2016. http://dx.doi.org/10.3386/w21986.

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Park, Heejin, JeungYun Choi, JongHyeok Yun und JaeEun Chae. Skills for Work: The Development and Expansion of the Higher Education Sector in the Republic of Korea. Inter-American Development Bank, August 2015. http://dx.doi.org/10.18235/0000118.

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Alexander, Dicks, Levels Mark und van der Velden Rolf. From school to where? How social class, skills, aspirations, and resilience explain unsuccessful school-to-work transitions. Maastricht University, Graduate School of Business and Economics, 2020. http://dx.doi.org/10.26481/umagsb.2020013.

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8

Alexander, Dicks, Levels Mark und van der Velden Rolf. From school to where? How social class, skills, aspirations, and resilience explain unsuccessful school-to-work transitions. Research Centre for Education and the Labour Market, 2020. http://dx.doi.org/10.26481/umaror.2020005.

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9

Anderson, Barbara. A comparison of two methods of instruction in office skills: classroom-laboratory and classroom-laboratory with cooperative work experience. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2179.

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10

Jaradat, Raed, Erin Stirgus, Simon Goerger, Randy Buchanan, Niamat Ullah Ibne Hossain, Junfeng Ma und Reuben Burch. Assessment of workforce systems preferences/skills based on employment domain. Engineer Research and Development Center (U.S.), Januar 2020. http://dx.doi.org/10.21079/11681/39399.

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Given the growing demand for a workforce with an understanding of system of systems, there is a need to assess an individual’s systems thinking skills. This research was undertaken to address this need by measuring an individual’s inclination to work on complex system problems based on their systems thinking score. This article investigates the correlation between employment domains and an individual’s systems thinking preferences/skills. Results of this research show that each employment domain is significantly different in their systems thinking preferences/skills profiles as well as significantly different in how the employment domains perceive change and their system’s worldview.
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