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Journal articles on the topic 'Development of management skills'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

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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2

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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3

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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4

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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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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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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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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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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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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12

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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13

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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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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15

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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16

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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17

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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18

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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19

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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20

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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21

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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22

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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23

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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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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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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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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30

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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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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32

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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33

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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34

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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35

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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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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38

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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39

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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Lektorova, Julia Iu, Andrei Iu Prudnikov, and Polina V. Medvedeva. "Digital skills vs soft skills: New professional development competences in public service." Ars Administrandi (Искусство управления) 13, no. 1 (2021): 89–109. http://dx.doi.org/10.17072/2218-9173-2021-1-89-109.

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Introduction: interaction on virtual communication platforms between the authorities and the population brings forward the issue of civil servants professional development. Objectives: to define a conceptual approach to the content of digital professional development programs for civil servants, to detail the strategic knowledge and tactical skills required in modern public administration in the context of the socio-political sphere digitalization. Methods: an expert interview; comparative-comparative method of analyzing digital platforms for advanced training of civil servants; content analysis of the “Leaders of Russia” and “Leaders of Russia. Politics” participants’ comments. Results: the article presents the data on a comparative study of educational platforms for advanced training of civil servants in the field of digital literacy. The framework of the necessary digital knowledge in the public management system has been proposed, aimed at the structural subdivisions of authorities responsible for strategic communications with the population. The results of the expert interviews and content analysis actualize the demand for digital competencies among the civil servants. Conclusions: the system of professional retraining of personnel for the civil service should meet the new requirements, namely to ensure the efficient functioning of e-government services, crowdsourcing platforms, official departmental web resources as well as groups and pages in social networks, and to maintain there a dialogue and interaction with the population. The new functionality of a civil servant arising from digitalization of the public administration system requires the development of new approaches to the competence-based model of his training and retraining. This brings forward the importance of digital competencies and skills complemented by a constant improvement of soft skills. The existing mechanisms for mastering these competencies in Russia make it possible to solve the problems of improving the entire system of public administration, but not with maximum efficiency. It is obvious that the market of advanced training services for civil servants is not sufficiently developed and the resources spent on these purposes aren’t used in the most optimal way.
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Burke, Michael J., Melinda L. Scheuer, and Rachel J. Meredith. "A dialogical approach to skill development: The case of safety skills." Human Resource Management Review 17, no. 2 (June 2007): 235–50. http://dx.doi.org/10.1016/j.hrmr.2007.04.004.

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Chapman, Elizabeth, Edward W. Miles, and Todd Maurer. "A proposed model for effective negotiation skill development." Journal of Management Development 36, no. 7 (August 14, 2017): 940–58. http://dx.doi.org/10.1108/jmd-01-2016-0002.

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Purpose Previous research on negotiation skills has focused mostly on the negotiation itself and tactics used when bargaining, while little research has examined the process by which people become effective negotiators. The purpose of this paper is to develop an initial model from an intra-organizational perspective to outline the factors that contribute to the development of negotiation skills and behaviors by employees. Design/methodology/approach This conceptual paper relies on prior research and existing theory to focus on the types of developmental and learning experiences and processes that lead to the acquisition of three specific types of key negotiation skills and behaviors. Findings Distributive, integrative, and adaptable negotiation skills are developed most effectively via different learning and development activities, respectively. Additionally, unique individual difference and situational variables could contribute to particular negotiation behaviors, either directly or via an interaction with developmental experiences. Practical implications The paper proposes a model for future testing in which results can provide support for tailored/customized training and development of employee negotiation skills. Providing the correct people with the correct tools in the correct manner is always desirable by practitioners. Originality/value This proposed holistic model provides new insights, structure, and suggestions for more research on factors that lead to negotiation skill development and exhibition of effective negotiation behaviors. This paper goes beyond description of negotiation tactics and addresses the various negotiation contexts and the unique skills needed for each. Most importantly, the paper addresses how those skills are uniquely and most effectively developed.
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Trung, Tran Quang, and Fredric William Swierczek. "Skills development in higher education in Vietnam." Asia Pacific Business Review 15, no. 4 (October 2009): 565–86. http://dx.doi.org/10.1080/13602380802364175.

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Chan, Chien-Lung, James J. Jiang, and Gary Klein. "Team Task Skills as a Facilitator for Application and Development Skills." IEEE Transactions on Engineering Management 55, no. 3 (August 2008): 434–41. http://dx.doi.org/10.1109/tem.2008.922633.

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CROUCHER, RICHARD, and MICHAEL BROOKES. "German Employers’ Inputs to Employee Skills Development." Industrial Relations: A Journal of Economy and Society 48, no. 2 (April 2009): 231–36. http://dx.doi.org/10.1111/j.1468-232x.2009.00555.x.

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Butylina, Olena, and Iryna Yevdokymova. "Social worker self-management as a management task." Social work and social education, no. 1(6) (April 15, 2021): 5–12. http://dx.doi.org/10.31499/2618-0715.1(6).2021.234056.

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Influence on the organizations of external factors causes the need for a set of new management methods. According to the authors, self-management can be considered an effective management technique. The article considers the essence and structure of self-management. The authors analyze self-management as a complex phenomenon that contains a set of actions and processes. Self-management has been defined as a specialist’s self-realization technology in the professional and personal space. The main components of self-management are time management skills, the ability to set priorities in work, professional and personal self-development, skills to control stressful situations, motivation to learn and professional advancement, the development of emotional intelligence. The necessity of forming self-management skills in social workers has been substantiated. In the principles of self-management, staff training has been characterized as one of the main tasks of the organization manager. The authors offer a list of management tools that can ensure the development of social workers’ skills and qualities. These include training as an active method of teaching; supervision as a mechanism of learning from the experience of others; professional training, internship, exchange of experiences, professional communication; organization of effective feedback as a mechanism for involving employees in management and increasing the level of loyalty to the organization. Organizational and managerial techniques are complemented by medical and psychological. The article concludes that social workers' self-management skills will promote the specialist's development. They will have a positive impact on his/her work quality. And they will be a means of preventing stress, professional ills and risks. Perspective areas of research have been outlined.
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Graham, Steven, John F. Wedman, and Barbara Garvin-Kester. "Manager Coaching Skills: Development and Application." Performance Improvement Quarterly 6, no. 1 (October 22, 2008): 2–13. http://dx.doi.org/10.1111/j.1937-8327.1993.tb00569.x.

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Messum, Diana Glen, Lesley Marie Wilkes, Debra Jackson, and Kath Peters. "Employability Skills in Health Services Management: perceptions of recent graduates." Asia Pacific Journal of Health Management 11, no. 1 (March 16, 2016): 25–34. http://dx.doi.org/10.24083/apjhm.v11i1.235.

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Background: Employer skill requirements of graduates are monitored by Graduate Careers Australia, but health services management (HSM) specific employability skills (ES) perceived by graduates to be important on the job and their perceptions of skills they need to improve are not well reported. Academics need this feedback to improve course employment outcomes by helping current students identify and articulate appropriatecompetencies to potential employers. Also teaching of industry requirements can help improve job matching for employers. Method: Recent graduates working in HSM in New South Wales, Australia were surveyed to rate ES for importance and rate their own skill levels on the same items. The gap between these two ratings was identified for 44 ES. Results: ES important to recent graduates in rank order were: verbal communication skills, integrity and ethical conduct, time management, teamwork, priority setting, ability to work independently, organisational skills, written communication, being flexible and open minded and networking. Highest self-ratings were found for integrity and ethical conduct, ability to work independently, being flexible and open minded, tertiary qualifications, interpersonal skills, written communication skills, time management, life-long learning, priority setting and administration skills. Generally graduates rated their skills lower than their ratings of importance. Conclusions: Recent graduates can provide valuable feedback to universities about ES required for HSM positions and identify their own skill gaps for development at work or through study. Generic skills rather than job-specific skills are what they rate as most important. Closer engagement of universities and employers is recommended especially through placements. Abbreviations: ES – employability skills; GCA – Graduate Careers Australia; HEI – higher education institutions; HRM – human resource management; HSM – health services management; IPC – interpersonal and communication skills.
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Hazucha, Joy Fisher, Sarah A. Hezlett, and Robert J. Schneider. "The impact of 360-degree feedback on management skills development." Human Resource Management 32, no. 2-3 (1993): 325–51. http://dx.doi.org/10.1002/hrm.3930320210.

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Lin, Li-Min, Jen-Her Wu, Ing-Chung Huang, Kuo-Hung Tseng, and John J. Lawler. "Management Development: A Study of Nurse Managerial Activities and Skills." Journal of Healthcare Management 52, no. 3 (May 2007): 156–68. http://dx.doi.org/10.1097/00115514-200705000-00005.

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