Journal articles: 'Management skills development'

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Thompsell, A., and C. Goddard. "Development of management skills." Psychiatric Bulletin 30, no. 10 (September 29, 2006): 396. http://dx.doi.org/10.1192/pb.30.10.396.

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Garrod, S. A. R., and C. M. Maziar. "Development of classroom management skills." IEEE Transactions on Education 31, no. 2 (May 1988): 128–32. http://dx.doi.org/10.1109/13.2297.

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Freeman, Jim. "Spreadsheet gaming and management skills development." OR Insight 6, no. 1 (January 1993): 9–14. http://dx.doi.org/10.1057/ori.1993.3.

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Blanas, George N. "Knowledge Acquisition and Management Skills Development." Industry and Higher Education 16, no. 5 (October 2002): 307–14. http://dx.doi.org/10.5367/000000002101296469.

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Improvements in students' capabilities and advances in their learning maturity through the use of groupware technologies in management teaching can be Monitored via a Capability Maturity Model (CMM). During an academic semester, decisions on the type and intensity of technologies used can determine the added – or subtracted? – value in management capabilities developed by students. This paper presents the findings of a research project at the TEI of Larissa that is closely coupled with the European Commission's European Engineering Manager (EEM) and Virtual Development for Europe (VIDEEO) pilot projects. Based on case studies of student groups, the paper demonstrates the usefulness of the CMM in evaluating the effectiveness and learning outcomes of group assignment projects.

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Saulīte, Mārīte, and Rudīte Andersone. "Development of Podiatrists Career Management Skills in Studying Process." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 3 (July 24, 2015): 484. http://dx.doi.org/10.17770/sie2014vol3.720.

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In podiatrists, same as any other specialists, development career management have significant meaning. Article analyzes podiatrists career management skills, which are included in different theoretical sources and documents. In result of this analyze there are selected eight essential podiatrists career management skills. Article have researched skill development in study process in specific study courses emphasizing their meaning in further podiatrists career management

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Onkwanmoung, Kancheera. "A Development of Learning Management Skills of Student Teachers in Cooperative Schools." International Journal of Information and Education Technology 6, no. 8 (2016): 660–63. http://dx.doi.org/10.7763/ijiet.2016.v6.770.

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Burke, Veronica, and David Collins. "Optimising skills transfer via outdoor management development." Journal of Management Development 23, no. 7 (August 2004): 678–96. http://dx.doi.org/10.1108/02621710410546678.

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Burke, Veronica, and David Collins. "Optimising skills transfer via outdoor management development." Journal of Management Development 23, no. 8 (September 2004): 715–28. http://dx.doi.org/10.1108/02621710410549576.

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Mohamed, Sajid Ahmed, Dr Kinslin D., and Dr Jubi R. "Decision Making Capability of Management & Its Optimum Effectiveness with Competent Technical Skills in Business Process Management." Webology 19, no. 1 (January 20, 2022): 4055–67. http://dx.doi.org/10.14704/web/v19i1/web19267.

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Decision-making is one of the vital roles of competent technical skills that helps in the effective functioning of business management. The development in business strategy has made a way to develop the technical and non-technical skills of both managers and employees. The analysis of the technical and non-technical skills of the manager is essential in the growth of business management. This article aims to analyse the competent technical skills of the managers those aid in taking efficient decisions. The analysed competent skills of managers included technical skills, listening skills, documentation, external support in solving the issues, standard decision, lesson learned, and correct decisions. The data was collected through an online survey from 90 respondents and analysed in SPSS using frequency analysis and factor analysis. The study finds that the manager's competent and technical skill is vital in the decision-making process. The study identified the nine most influential factors that contribute to a manager’s competent and technical skills. Further, the compliance and non-compliance rate on identified factors were explored and interesting results were obtained. The effectiveness of these skills leads to a successful organization.

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Nurmatov, Azamat. "INNOVATION IN TRAINING AND DEVELOPMENT PROGRAMS OF UZBEKSITAN BANKS." INNOVATIONS IN ECONOMY 4, no. 8 (August 30, 2021): 46–53. http://dx.doi.org/10.26739/2181-9491-2021-8-7.

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Recently, the importance of training and development as a part of Human Resource Management has developed significantly. Numerous companies concur that training and development is fundamental to organizational improvement and success cycle. On the other hand, the impact of training and development is thought little of in Central-Asian countries.Many companies in Uzbekistan have been putting center on hard skills of workers amid training and development sessions and dismissing the significance of soft skills. This article finds the value of soft skills of bank supervisors and officers and endeavors to suggest the usage of soft skills such as communication skills, emotional intelligence, time management and teamwork. Keywords: Human resource management, training and development, soft skills, hard skills, as communication skills, emotional intelligence, time management, teamwork, banks

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HEGDE, GANESH S., and N. S. NARAHARI. "INHERITED SKILLS AND TECHNOLOGY: INDIAN ENTREPRENEURSHIP DEVELOPMENT." Journal of Developmental Entrepreneurship 14, no. 02 (June 2009): 195–203. http://dx.doi.org/10.1142/s1084946709001235.

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Entrepreneurial development in India relies on generational mentoring, family business skill set, and exploration of technological progress. The know-how of skills, learned and refined over generations, leads to sustained development that is then converted into technology. Inheritance is one aspect that plays a major role in skill development. The transformation of skill into a technological component paves the way for the successful entrepreneurship. The spark initiated through inherited skill sets and ignited through the addition of technology results in useful entrepreneurial value. The basic societal needs remain the same while the trends take a changed form with the advent in technology. This requires the conversion of the time-honored skills through adaptation of the technological exponent in the changing societal trends. This paper offers an optimization model with maximization of entrepreneurial value as the objective and business output as the constraint. Skill and technology are taken as the variables. The model uses the primer value theorem as the computational tool, which solves the model in the indeterminate domain to suggest different strategies. The concept is demonstrated through three case examples.

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Sedykh, Ekaterina P., Marina R. Zheltukhina, Olga I. Vaganova, Anna V. Lapshova, and Nina V. Frolova. "Development and implementation of project management skills in vocational institutions." Eduweb 15, no. 3 (November 30, 2021): 235–44. http://dx.doi.org/10.46502/issn.1856-7576/2021.15.03.20.

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The purpose of the article is to analyze the experience of developing and implementing project management skills in the process of preparing students. From the methodological field, the dynamics of students' participation in project activities and the main ways of developing the project management skill are revealed. The participants of the study were teachers and students of higher educational institutions in the age category from 19 to 24 years. The results determined that the development and implementation of the skill of managing educational projects is one of the most significant areas of the development of educational activities since this soft skill allows students to adapt to professional activities most quickly and maintain competitiveness.

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Cyphert, Dale, Elena Nefedova Dodge, and Leslie K. Duclos (Wilson). "Developing Communication Management Skills." Business and Professional Communication Quarterly 79, no. 4 (September 23, 2016): 416–41. http://dx.doi.org/10.1177/2329490616660815.

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The value of experiential learning is widely acknowledged, especially for the development of communication skills, but students are not always aware of their own learning. While we can observe students practicing targeted skills during the experiential activity, the experience can also color their explicit understanding of those skills. Transfer of applied knowledge to managerial contexts requires an explicit grasp of the skills as appropriate solutions to the problems they encounter within the experiential team. This article reports the adaptation of assessment processes to encourage the reflection steps necessary for developing the desired managerial perspective on team communication.

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Grasley-Boy, Nicolette, Nicholas A. Gage, and Ashley S. MacSuga-Gage. "Multitiered Support for Classroom Management Professional Development." Beyond Behavior 28, no. 1 (October 4, 2018): 5–12. http://dx.doi.org/10.1177/1074295618798028.

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Quality professional development (PD) can be a great benefit to teachers who need help with classroom management implementation. PD programs have better outcomes when there is follow-up after skill instruction. Providing PD within a multitiered support (MTS) framework can make PD delivery more efficient for schools. We describe an MTS-PD program and its empirical support. We also provide specific recommendations for developing an MTS-PD implementation team, data collection systems, and classroom management skills for training.

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Maisah, Ahmad Syukri, and Sungkowo. "LIFE SKILLS PROGRAM MANAGEMENT IN IMPROVING ENTREPRENEURSHIP." International Journal of Research -GRANTHAALAYAH 8, no. 3 (May 24, 2020): 10–21. http://dx.doi.org/10.29121/granthaalayah.v8.i3.2020.119.

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This Study at Al Baqiyatus Shalihat Islamic Boarding School in West Tanjung Jabung Regency, Karya Pembangunan Al-Hidayah Islamic Boarding School in Jambi City and Al-Munawaroh Boarding School in Merangin Regency Jambi Province. Life Skills Program are a group of skills program that include social skill, personal skill, academic skill and vocational skill. These skills are taught at Islamic boarding schools to equip students to live independently and have Islamic entrepreneurial behavior in the face of the development and progress of the times. The purpose of this study was to determine the management life skills program to improve the behavior of students in entrepreneurship, the excellence of managing life skills program that have been implemented by Islamic Boarding Schools and determined the behavior of students in entrepreneurship. The research approach is used to descriptive qualitative approach. Data collection techniques using observation, interview and documentation. Data analysis using Miles and Huberman models and data validity techniques using data triangulation.

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Huang, Chaomeng. "Management Competency of Senior Public Executives in Taiwan." Chinese Public Administration Review 1, no. 2 (October 17, 2016): 137. http://dx.doi.org/10.22140/cpar.v1i2.18.

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Based on the Managemen Competency Model developed by Quinn et al., a national survey of all senior executives (Rank 9 and above) in Taiwan's central government was conducted in 1998, to measure managerial skill levels. This research tested wheter educational level, rank, tenure and gender affected managerial skills. Resposes indicate that amon twenty-four management skills, public managers in Taiwan generally are best at workin productively, delegating, communicating and goal setting. The research showed that public managers would benefit most by improving skills in cross-functional management, expressign ideas, and conflict resolution. Moreover, the most significant factors that influence how public managers perceive their managerial skill levels are eudcation and gender. This study provides a number of management development strategies.

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Hargiel, Owen, and Dennis Tourish. "Communication Skills Training: Management Manipulation or Personal Development?" Human Relations 47, no. 11 (November 1994): 1377–89. http://dx.doi.org/10.1177/001872679404701104.

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Snars, J., M. J. Tobin, and A. Keller. "Strategic leadership and management skills — Development in psychiatry." Australian and New Zealand Journal of Psychiatry 34, s1 (January 2000): A63. http://dx.doi.org/10.1080/000486700770.

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Gates, G. E., C. S. Holdt, and P. Chotipantawanon. "Development of human resource management skills in dietitians." Journal of the American Dietetic Association 93, no. 9 (September 1993): A82. http://dx.doi.org/10.1016/0002-8223(93)91275-u.

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David Rees, W., and Christine Porter. "The development of diagnostic skills by management coaching." International Coaching Psychology Review 8, no. 2 (September 2013): 80–88. http://dx.doi.org/10.53841/bpsicpr.2013.8.2.80.

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In this paper the authors consider how psychological coaching can help those with managerial responsibility develop crucial managerial diagnostic skills. The paper refers to three organisational models that coaching psychologists could find helpful as they seek to help managers accurately diagnose the causes of organisational problems. These organisational models can be labelled as follows: (1) Systems approach; (2) Unitary and Pluralist Perspectives; and (3) Role Behaviours versus Personality Behaviours.The paper also explains how lack of effective diagnosis can lead those with managerial responsibilities to get involved in a range of activities better left to others. Given that organisations operate as systems (Millett, 1998) faulty diagnosis can arise because of a lack of understanding that problems which emerge in one function of an organisation may be caused by actions in other parts of an organisation. Managers need to anticipate the ‘knock-on’ effect that their decisions can have on other areas of organisational activity. Further causes of defective diagnosis explored include a failure of managers to distinguish between role and personality behaviour and the adoption by managers of a unitary as opposed to a pluralist frame of reference, leading to an inability to recognise conflicts of interest and deal with these in a constructive way. Practical advice is given on the development by coaching psychologists of managers’ diagnostic skills related to these models with reference to case studies.

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O'Hare, Liam, and Carol McGuinness. "Skills and Attributes Developed by Psychology Undergraduates: Ratings by Undergraduates, Postgraduates, Academic Psychologists and Professional Practitioners." Psychology Learning & Teaching 4, no. 1 (March 2005): 35–42. http://dx.doi.org/10.2304/plat.2004.4.1.35.

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The question of graduate skills and attributes is increasingly central in higher education. In addition, the specification of both subject-specific and generic skills for each discipline was part of Quality Assurance Agency's (QAA) benchmarking exercise. This paper reports what skills and attributes are well developed in a psychology degree, through the ratings of four pertinent groups. Fifty student skills and attributes (derived from the QAA Graduate Standards Programme) were rated on a five-point scale by undergraduates (n = 30), postgraduates (n = 42), academic psychologists (n = 20) and professional practitioners (n = 18). Each person was asked to rate how well a psychology degree promoted the development of each skill/attribute. Factor analysis yielded three higher order groupings which were labelled: (i) thinking skills (including interpreting and evaluating information, testing hypotheses, critical reasoning); (ii) self-management skills (including time management, self-discipline, organising,); and (iii) corporate management skills (including managing people and resources, negotiating, networking). Analysis of variance showed that thinking skills were rated highest across all groups, followed by self-management skills. Corporate-management skills were rated as least well developed. However, skill development in general was considered just above average (rated 3.54 on a 5 point scale). For the most part, academics and practitioners rated skill development lower than the student groups. Academics rated thinking skills and professional practitioners rated self-management skills significantly lower than the student groups. All groups agreed that ‘corporate-management skills’ were least well developed in psychology undergraduate courses. The implications of these results for curriculum development, for developing awareness of skills and attributes and for communication between the different groups are discussed.

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Hall, Richard, and Russell D. Lansbury. "Skills in Australia: Towards Workforce Development and Sustainable Skill Ecosystems." Journal of Industrial Relations 48, no. 5 (November 2006): 575–92. http://dx.doi.org/10.1177/0022185606070106.

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This article argues that there is a need to move beyond narrow ways of thinking about training to incorporate broader notions of ‘workforce development’ and ‘skill ecosystems’. A market-based approach to skills development is contrasted with a social consensus model, which takes a more integrated view of how skills are formed and sustained. However, following a review of Australia’s brief and ultimately unsuccessful attempt to develop something akin to a social consensus approach, we argue that there is much to be gained from a workforce development approach and an understanding of skill formation as occurring in the context of skill ecosystems. To be most effective this approach to skill formation requires the facilitation of networks and nurturing of partnerships among the different agents and agencies concerned with skill development. Recent initiatives in Australia that explicitly adopt a skill ecosystem and workforce development orientation demonstrate the potential of these approaches to overcome many of the problems associated with currently dominant market-based approaches and avoid the pitfalls of social consensus models.

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Saulite, Marite, and Rudīte Andersone. "DEVELOPMENT OF CAREER MANAGEMENT SKILLS OF NEW PODOLOGISTS FOR WORK IN A MULTICULTURAL ENVIRONMENT." Journal of Education Culture and Society 8, no. 1 (July 10, 2017): 225–38. http://dx.doi.org/10.15503/jecs20171.225.238.

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Because of the affections of globalization process and because of the changes in social-political situation in world, multicultural environment in Latvia is also changing. Latvia becomes more and more attractive for foreign citizens from Europe the same as for citizens from elsewhere, that choose to settle down here permanently or only for a period of time. That is considerable challenge for education and healthcare. Workers in field of medicine, and podologs as well, must guide their professional carreer development in mutable multicultural environment. That is why needs of joung specialists are changing too-with knowledge, skills and competencies necessary in proffession, specialists must develop creativity and critical thinking, insight of values and culture, humanism and citizenship, decision-making and problem- solving skills as well as entrepreneurial abilities and communication skills. In process of prepearing new podologs for work in multicultural environment more important becomes development of those personal attributes set, that are made of tact and diplomacy, as well as development of basic skill set, that includes learning skill and skill to make compromises, but career management skill set development is characterized by ability to collaborate, ability to notice changes in working environment and ability to give support. The goal of this article is to describe, theoreticaly and empyricaly, the development of necessary carreer management skills for work in multicultural environment to new podologs. Keywords: career management skills, study process, podologist, multicultural environment

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Patrusova, Alena M. "Personnel management in the context of the development of the digital economy." Research Result Business and Service Technologies 7, no. 3 (October 1, 2021): 71–83. http://dx.doi.org/10.18413/2408-9346-2021-7-3-0-6.

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The problems of adaptation of the state, citizens, organizations to the realities of the digital economy of Russia and the world reveal a number of tasks that require study and search for solutions. The results of the digital economy, depending on its subject, can be different: for the state, it is the improvement of legislation and control over its implementation; for citizens – the availability, reliability of information, as well as the availability of goods and services of appropriate quality; for businesses – strengthening competitive advantages with the use of IT; for innovators promoting the ideas of the digital economy – the implementation of IT solutions in practice, etc. Process management implemented in organizations also requires rethinking in order to digitalize business processes and “embed” enterprises into the digital economic environment of the state and the world. The digitalization of the personnel management sphere requires a revision of the functions of the personnel management system in order to develop and apply new tools in the HR industry, which will make it possible to implement the digitalization of the personnel management system. In the context of the digitalization of society, digital skills and digital competencies have become in demand, the basis of which is information literacy: the ability to work effectively in search engines, knowledge of search operators, the skill to quickly find the necessary information in authoritative sources; the skill of collecting relevant data and conducting research based on large amounts of digital data. The presentation of the skills of a modern employee in the form of such categories as Hard-skills, Soft-skills, Digital-skills, Power-skills is the basis for the implementation of the competence-based approach at the stages of human resource development in an organization that implements the functions of personnel management in the context of the development of the digital economy.

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Johnson, Pamela R., and Claudia Rawlins Daumer. "Intuitive Development: Communication in the Nineties." Public Personnel Management 22, no. 2 (June 1993): 257–68. http://dx.doi.org/10.1177/009102609302200206.

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Communication is an intuitive as well as cognitive process. In order to develop the brain skill of intuition, it is sometimes necessary to shut down cognitive (left-brain analyses and pay special attention to intuitive (right-brain) ways of knowing. The brain hemispheres work differently and yet in conjunction. This article suggests techniques for developing intuitive brain skills. Mandalas, “other” hand writing, and positive affirmations can be used to improve intuitive skills.

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Fortygina, Svetlana Nikolaevna, Yuliya Valerevna Korchemkina, Ekaterina Aleksandrovna Sterligova, Natalya Anatolevna Belousova, Nadezhda Evgenevna Permyakova, Evgeniya Vladimirovna Andreeva, and Tatyana Aleksandrovna Shulgina. "Management of Students' Self-organization in the Context of the Development of Information and Analytical Skills in the Digital Environment." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 286–93. http://dx.doi.org/10.9756/int-jecse/v14i1.221035.

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The article reveals the features of the implementation of the developed software product in order to develop the level of future teachers’ self-organization in the digital environment. The purpose of this article is to justify the need to implement the developed software product aimed at developing the level of future teachers’ self-organization and the formation of information and analytical skills in the digital environment. In order to assess the formation of information and analytical skills, we developed a methodology based on performing operations with text, where each skill was assessed on a scale from 0 to 2. As a result of diagnostics, we found that the majority of students are dominated by a low and medium level of formation of information and analytical skills. As a means of self-organization management, a description of the designed software module was presented, which contributes to an increase in the level of development of information and analytical skills. The authors suggested that the introduction of the developed software product into the digital environment will be aimed at increasing the level of development of information and analytical skills of future teachers. According to the results of the work, the conclusion was made about the effectiveness of the process of forming information and analytical skills of students by using an integrated approach to the selection and compilation of tasks and building a unified digital environment.

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Djafri, Novianty, Sukma Nurilawati Botutihe, Apriyanto A. J. Pauweni, Mardia Bin Smith, and Syamsu Qamar Badu. "Leadership management of village heads based on soft skill development of coastal communities in Indonesia." Problems and Perspectives in Management 20, no. 3 (August 31, 2022): 233–46. http://dx.doi.org/10.21511/ppm.20(3).2022.19.

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This study aims to map the soft skills of the coastal area community’s potentials through leadership management of the village heads to be innovative to develop the village growth in the coastal area of northern Indonesia. The study relied on a survey with a mixed method. It involved villagers in Bilato District, Gorontalo Regency, Indonesia, as the population and 33 villagers (village heads, village officials, prominent figures, and villagers) as the sample. It was found that village heads’ leadership management in soft skill development of community potentials based on the village innovation system in the coastal area arrives at a good category. Further, this study found that the village heads’ leadership management in managing potential soft skills and characteristics of village communities in coastal areas based on village innovation systems in Bilato District, Gorontalo Regency, Indonesia, was in the good category with a percentage of 71.4%. This percentage is obtained through several indicators, i.e., (1) leadership management with 76.3% (good category); (2) village head strategy with 75.4%; and (3) innovation system with 66.2% (good category). It is expected that it can be further improved through other indicators apart from the grand design and the analysis of village heads’ leadership management model in managing soft skills of potentials and characteristics of the village community in the coastal area based on village innovation systems. Acknowledgment We would like to express our gratitude to the Head of the Faculty, the Dean of the Faculty of Education, Village Head, and District Head, Local and Provincial Government for the implementation of this study.

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Voronova, D., and S. Marchenko. "DEVELOPMENT OF A MANAGEMENT SYSTEM FOR THE FORMATION AND DEVELOPMENT OF SOFT SKILLS OF PERSONNEL IN THE DIGITAL ECONOMY." TRANSBAIKAL STATE UNIVERSITY JOURNAL 28, no. 4 (2022): 73–85. http://dx.doi.org/10.21209/2227-9245-2022-28-4-73-85.

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The article identifies the main trends and changes taking place in the labor market under the influence of digitalization of the economy, putting forward new requirements for the importance of personnel competencies related to the ability to use digital technologies, the ability to adapt and build effective communications, decision-making in a rapidly changing and uncertain environment. The object of the study is the management system for the formation and development of soft skills of enterprise personnel in the digital economy. The subject of the research is the structure of enterprise personnel soft skills, formed taking into account the requirements of the digital economy. The purpose of the research is to substantiate the management system development for the formation of soft skills of enterprise personnel in accordance with the requirements and conditions of the digital economy, integrated into the human resource management system of the enterprise. The research objectives: to identify the main trends and requirements to the modern employee in the labor market, due to the digitalization of the economy; to review the views of scientists on the definition of soft skills; to identify the importance of these skills for the development of the national economy under conditions of digitalization; to identify the prerequisites for creating a management system for the formation and development of soft skills personnel at the level of human resources management system and to characterize its elements. The main research methods used in the work include the analysis and comprehension of the open source base on the research problem; analysis of digital transformations and the main trends in the labor market; theoretical review of scientists' views on the definition of "soft skills", analysis of its components, modeling, system approach and principles of general management theory to the formation and development of "soft skills" when implementing personnel management functions using end-to-end technologies. The key role of soft skills in the structure of employee competencies in the conditions of rapid information and technological changes and the shortening of the life cycle of professions is outlined. The review of various points of view of scientists on the definition of soft skills is carried out, on the basis of which their systematization and distribution by functions of management and personnel management for the selection of appropriate end-to-end technologies for their formation and development is carried out. The necessity is substantiated and a management system for the formation and development of soft skills of the company's personnel integrated into the personnel management system is developed. The variants of implementing the functions of managing the formation and development of soft skills of personnel using end-to-end technologies are proposed.

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Analoui, Farhad. "Management skills and senior management effectiveness." International Journal of Public Sector Management 8, no. 3 (June 1995): 52–68. http://dx.doi.org/10.1108/09513559510088551.

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Blankson-Hemans, Liz. "Information skills development at Dialog." Business Information Review 22, no. 4 (December 2005): 239–43. http://dx.doi.org/10.1177/0266382105060601.

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Kairys, Moira Rose. "The influence of gender on leadership in education management." International Journal of Educational Management 32, no. 5 (June 11, 2018): 931–41. http://dx.doi.org/10.1108/ijem-04-2017-0094.

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Purpose Leaders in education face diverse challenges in an increasingly competitive and changing environment. Although women numerically dominate the workforce, senior managers are predominately men. The purpose of this paper is to examine leadership skills required for senior management roles in vocational education training (VET); determine if the ranking of importance of skills differs by gender and if the ranking contributes to women not advancing to senior management roles. As skills are abilities that can be developed and learned focusing on leadership skills will provide further insight into leadership and influence leadership development programs in VET to re-orientate women into senior management roles. Design/methodology/approach The methodology was based on the theoretical framework of the Leadership Skills Strataplex Model (LSSM). The model categorises leadership skills into cognitive, interpersonal, business and strategic skills and determines skill requirement based on management level. A quantitative study with data collected from an online survey completed by 100 senior managers employed in Australian VET, with an even distribution of men and women, identified leadership skills and ranked the importance of the skills. Analysis of the data was conducted using correlation test and principal factor analysis. Findings Both men and women identified that cognitive, interpersonal, business and strategic skills were required for senior management roles in VET; however, they ranked the importance of these skills differently. Men ranked business and strategic skills as the most important whilst women ranked cognitive and interpersonal skills. The findings provide insight into how gender influences leadership with men focused on task-orientated leadership skills whilst and women focused on relationship development leadership skills. Research limitations/implications The major limitation of this study was that the results were derived from the employees’ perspective and not that of the employer. However, the limitation does not detract from the overall contribution, this study makes to leadership, leadership skills and VET. The findings of this study suggest that further education leadership research is warranted as most studies are predominately focused on leadership theory with limited reference to leadership skills. Practical implications The findings of this study provide practical implications to inform VET leadership professional development programs for teachers and managers to focus on leadership skills. The difference in ranking of importance of leadership skills by men and women highlights that focusing on specific leadership skill development of cognitive, interpersonal, business and strategic skills for aspiring managers may help re-orientate women into senior management roles. Originality/value The use of the LSSM, previously used in government and higher education to identify leadership skills, the online survey as the data collection tool and quantitative analysis provides originality in the methodology rarely seen in VET education. The study adds value to education management, VET, leadership, and gender research by providing insight into leadership skills.

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Koleci, Baki. "DEVELOPMENT AND CAREER MANAGEMENT." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 5 (June 5, 2019): 1339–44. http://dx.doi.org/10.35120/kij31051339k.

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We, as individuals, continually through our lives, learn and acquire the knowledge, skill, and skill we expect to help us employ or apply appropriately in order to gain a living and secure our survival. Everyone wants to build a successful career with which he can be proud of his life. However, this is not always so easy and simple, it requires a lot of sacrifices, concessions, compromises with our partners, the family, close social relationships, and finally with ourselves. In this paper, the subject of the research is the determination of career development, career stages, career factors, then expert opinions, the difference between traditional and modern career views, goals pursued by individuals in the career, and so on, Career development can be seen as an experience of individuals (an internal career) and this is not related to an organization. Although the responsibility for career management is in the hands of individuals, individuals, however, organizations can play a key role in shaping and developing careers by providing help and providing support. Career development can not be pursued individually or separately from the personality as a whole, meaning it reflects on the context of life and the development of the person as a whole, not just personality as work. The main goal in career development is to realize the current and future needs and goals of the organization and individuals, which has to do more with developing employment opportunities and improving the skills needed for employment. Career success is reflected in the eyes of the individual and can be defined as a career pleasure through achieving personal goals related to the work, while at the same time enhancing the success and efficiency of the organization.

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Lamb, Bryony, and Nick Clutton. "Crew Resource Management within interprofessional teamwork development." Journal of Practice Teaching and Learning 10, no. 2 (December 20, 2012): 4–27. http://dx.doi.org/10.1921/jpts.v10i2.247.

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This paper presents the case for a practical approach for developing the workforce, to safeguard patients and to improve the quality of the patient pathway across health, social care and beyond. Central to this is the inclusion of Crew Resource Management (CRM) (RAeS, 1999) skills learned from the aviation industry, to enhance interprofessional teamwork development and collaborative practice. To address this, we have developed a model for interprofessional teamwork development, focusing on improvement and patient safety which encompasses the entire system involved with the patient pathway. This model includes a transformative cycle of improvement and the processes and interprofessional leadership and membership skills required to achieve an open inclusive culture, providing interprofessional teams with the skills and tools to drive improvement for patient safety and increased satisfaction with services.

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Chaiyama, Nuanphan. "The Development of Blended Learning Management Model in Developing Information Literacy Skills (BL-ILS Model)." International Journal of Information and Education Technology 5, no. 7 (2015): 483–89. http://dx.doi.org/10.7763/ijiet.2015.v5.554.

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Farr, John, and Donna Brazil. "Leadership skills development for engineers." IEEE Engineering Management Review 38, no. 4 (2010): 110–18. http://dx.doi.org/10.1109/emr.2010.5645763.

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Cai, Houqing. "Management development: A principles framework and critical skills approach." Human Systems Management 33, no. 4 (2014): 207–12. http://dx.doi.org/10.3233/hsm-140822.

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Extejt, Marian M., J. Benjamin Forbes, and Jonathan E. Smith. "Evaluation of a Multimethod Undergraduate Management Skills Development Program." Journal of Education for Business 71, no. 4 (April 1996): 223–31. http://dx.doi.org/10.1080/08832323.1996.10116789.

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Sirbu, Corina Constanta, and Elena Tonea. "Teachers’ Management Roles in the Development of Communication Skills." Procedia - Social and Behavioral Sciences 174 (February 2015): 3948–52. http://dx.doi.org/10.1016/j.sbspro.2015.01.1138.

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Draghici, Anca, George Draghici, Cristian Olariu, and Alexandru Canda. "Romanian Market Acceptance for Business Process Management Skills Development." Procedia Technology 5 (2012): 537–46. http://dx.doi.org/10.1016/j.protcy.2012.09.059.

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Lucas, Amanda, and Marie Edwards. "Development of Crisis Resource Management Skills: A Literature Review." Clinical Simulation in Nursing 13, no. 8 (August 2017): 347–58. http://dx.doi.org/10.1016/j.ecns.2017.04.006.

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Cole, Molly, and J. D. Cole. "Coping skills development — A group approach to pain management." Pain 41 (January 1990): S325. http://dx.doi.org/10.1016/0304-3959(90)92765-i.

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Erdmane, Daina. "INTERRELATIONSHIP BETWEEN SELF-MANAGEMENT OF BIOPSYCHOSOCIAL DEVELOPMENT OF STUDENT’S PERSONALITY AND HEALTH HABITS. THEORETICAL ASPECT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 68–78. http://dx.doi.org/10.17770/sie2018vol1.3257.

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Until now, there has been done little research on the purposeful biopsychosocial development of student personality in Latvia. Also, in pedagogical science there has been little done on the formation of balanced development self-management skills in humans. Each person's biopsychosocial development is in harmony with its health or lifestyle habits. The quality of student life and studies depends on their health which is affected by health habits. Their formation is closely linked to the formation of biopsychosocial development self-management skills in students. The objective of this paper is to analyse the interrelationship between personality biopsychosocial development self-management skills and health habits in students. The paper discovers the nature of biopsychosocial development skill self-management in relation with the formation of health habits in students. In the analysis of the interrelationship between development self-management skills and health habits there have been found the main factors which affect both skill and habit formation.The student biopsychosocial development model has been developed based on American psychiatrist George Engel's theoretical modelling. The principles of balanced biopsychosocial development self-management are based on discoveries in papers on humanpedagogy by Professor A.Spona. The paper looks at the awareness of necessity of student self-development and purposeful self-development in action. The interrelationship between purposeful biopsychosocial development self-management and health habits forms foundation for student attitude formation against themselves, other people, as well as surrounding environment. The results of balanced biopsychosocial development in students manifest together with health habits.

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Islam, Saiful, and Tasneem Nabila Islam. "Insights into the Skill Development Issues of Management Jobs: A Study on RMG and Textile Sectors of Bangladesh." Asian Social Science 14, no. 12 (November 29, 2018): 56. http://dx.doi.org/10.5539/ass.v14n12p56.

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The purpose of this study is to provide an insight into the skill development and training related issues of the management jobs of textile and garments sector of Bangladesh which includes the skills requirements, differences in the skills of domestic managers and expatriates, local training facilities and barriers companies confront while sending their staffs abroad for training. A qualitative research approach has been adopted in this study where data has been collected through 30 in-depth interviews based on convenient and snowball sampling. The findings indicate that certain skills of domestic managers are quite poor like English proficiency, presentation skills, leadership skills, decision making skills. The RMG and textile firms send their employees to Germany, China, UK, USA, Japan and other countries for training but they encounter barriers like visa issues, breach of contract by the employees etc. in this attempt. Government, RMG and textile industries and various trade bodies, educational and training institutions should step up to organize training, develop skill-oriented curriculum to eliminate the reasons of hiring expats. The outcome of this study can be a source material through which HR managers can identify the scarce managerial skills and devise training and skill development programs accordingly not only in Bangladesh, but also in similar developing countries.

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Hadian, Dedi. "The Development of Quality Management System ISO 9001." INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE AND BUSINESS ADMINISTRATION 4, no. 4 (2018): 56–60. http://dx.doi.org/10.18775/ijmsba.1849-5664-5419.2014.44.1007.

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This research aims to develop quality management system ISO 9001. The result of an introductory study in analyzing the existing condition of the management system of Pasundan School of Economic Bandung has not been optimal because it is assumed that the ISO 9001 quality management system has not been implemented in stating vision and mission. Based on the phenomenon above, the problems are formulated as follows: How to make The Design of ISO 9001 Quality Management System; the quality guidelines; the standard operating procedure; the job description and work instruction; and make an internal evaluation to suit ISO 9001 quality system. The method used in this study is Research and Design which intends to develop new skills or new approaches and to solve the problems in implementing directly in actual fields. The study findings show that School of Economic Pasundan Bandung has a design of quality management system ISO 9001:2008.

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Khuziakhmetov, R. R., and G. F. Romashkina. "Students’ Employability Skills: Development Strategies." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 3 (March 17, 2022): 69–83. http://dx.doi.org/10.31992/0869-3617-2022-31-3-69-83.

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The fundamental transition from the concept of maintaining employment to personnel mobility and employability, as well as the transformation of the working environment make the case for addressing the development of students’ employability skills. Job seekers are intended to be effective communicators and drive own productivity. It is important to understand how students perceive the employability skills, which are formed during the university period. The article aims to reveal strategies for employability skills development, implemented by master’s and doctoral students. These students have a long learning experience and acquire a higher level of qualifications. They are better prepared for employment, but still can face obstacles.The empirical base of the study consists of 50 interviews with students of Tyumen universities (32 master’s degree students and 18 doctoral students). The data were obtained through semi-structured interviews. The authors focused on 4 employability skills: communication, teamwork, self-management, and self-control. Three strategies of employability skills development are revealed. Active strategy: students identify employability skills as a resource, give average and higher self-assessments of their development, provide detailed examples of their use, analyze mistakes, and see opportunities for future development. Intermediate strategy: students also recognize the importance of employability skills, but there is an imbalance in the development of individual and interpersonal skills. In general, they give average self-assessments of skill development and provide insufficiently detailed descriptions of their use in practice. Their plans for developing employability skills are not precise. Passive strategy: students do not identify employability skills as a resource, and are not proactive in their improvement, limiting themselves to an abstract description of intention. The conclusion is substantiated that only a small part of students of regional universities identify individual and interpersonal skills as a resource and build long-term plans for their improvement.

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Viter, K. "Development Management of Competence Centers." Scientific Research and Development. Economics 9, no. 5 (November 3, 2021): 4–9. http://dx.doi.org/10.12737/2587-9111-2021-9-5-4-9.

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The article provides a classification of centers of competence, which e subdivided into corporate, university, regional, industry, as well as excellent scientific and educational centers. The features of the work and areas of activity of each of the centers presented according to the classification are considered. In addition, the analysis of possible models of the competence center: value chain, digital integration platform and ecosystem carried out. The advantages and disadvantages of each of the models considered, their graphic interpretation presented. Based on the results of consideration of each of the models of competence centers, a justification made for the choice of one or another model of the competence center, depending on the specifics of the organization. In the course of the research, the main digital competencies (soft skills and hard skills) also considered. In accordance with these competencies, an analysis was made of the compliance of these competencies with each of the three models of interaction between participants in the creation of products (services) (value chain, digital integration platform and ecosystem). Because of the analysis, the choice of each of the considered models realized, depending on their compliance with new digital competencies.

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Sharlanova, Valentina. "European Policies and Practices for the Development of Career Management Skills." Педагогически форум 9, no. 2 (2021): 3–16. http://dx.doi.org/10.15547/pf.2021.008.

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The article analyzes the development of European and national career management skills frameworks. European practices for career development skills are discussed. Emphasis is placed on the "lessons" of applying career management skills, the challenges of developing them and ways to overcome them. The analysis of European policies and practices for the development of career management skills allows to formulate two groups of conclusions: (1) Conceptual frameworks for career development and (2) European practices for career development skills development. The first group of conclusions relates to how people develop the skills and qualities needed for career planning and management, the implementation of the Framework for supporting career learning and career skills development, their implementation and available international resources, and the second to the challenges facing EU member states, the involvement of many stakeholders in the implementation of policies, directions of action and quality criteria in the acquisition of career management skills.

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Bennett, R. J., D. M. P. Jayakody, R. H. Eikelboom, D. S. Taljaard, and M. D. Atlas. "A prospective study evaluating cochlear implant management skills: development and validation of the Cochlear Implant Management Skills survey." Clinical Otolaryngology 41, no. 1 (January 7, 2016): 51–58. http://dx.doi.org/10.1111/coa.12472.

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Levasseur, Robert E. "People Skills: Optimizing Team Development and Performance." Interfaces 41, no. 2 (April 2011): 204–8. http://dx.doi.org/10.1287/inte.1100.0519.

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Agnew, Deborah, Kathryn Jackson, Shane Pill, and Christine Edwards. "Life Skill Development and Transfer beyond Sport." Physical Culture and Sport. Studies and Research 84, no. 1 (December 1, 2019): 41–54. http://dx.doi.org/10.2478/pcssr-2019-0025.

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AbstractThe aim of this research was to investigate the current life skills education programs offered by the Australian Football League (AFL) for elite footballers in order to determine the retention of life skill knowledge and transfer beyond sport. Life skill education in sport is an increasing phenomenon. Life skills sport programs are capable of delivering positive outcomes when nurtured through a deliberately designed curriculum and purposeful teaching strategies. However, it is not known how life skills are learned and importantly what the impact of life skills education on long term behavioural changes is. It is apparent from the literature that there is a need to identify how knowledge is acquired and importantly retained through life skills education programs. This was a qualitative research project from a life history perspective. Twenty footballers who had been delisted from an elite Australian football club and had subsequently returned to a South Australian state-based football club took part in semi-structured interviews. The data was analysed through an inductive thematic analysis. Two themes emerged from the data: football related development and holistic development. It was clear that football clubs placed importance on the development of life skills that transfer beyond the sport. However, given the footballers in this research have not fully transferred into life after sport, their perception of the broader transferability of their life-skill development beyond sport is limited. This research concludes that the current format of life skill education (delivering content) that the players in this study were exposed to was not effective because the players failed to be able to make connections from the program to life outside of football. Therefore, the programs are unlikely to have any long-term benefit to player health and well-being during their post-elite football life.

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Journal articles on the topic 'Management skills development'

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