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Dissertations / Theses on the topic 'Management skills'
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Borshchov, V. "Basic management skills." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/66275.
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Speaking about basic management skills it is very important to mention that all they are applied all over the world. In general overview they might be divided in planning, organizing, directing, coordinating and reporting. All skills to be used in professional field need respect, understanding and involvement.
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Borshchov, V. "Basic management skills." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65311.
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Speaking about basic management skills it is very important to mention that all they are applied all over the world. In general overview they might be divided in planning, organizing, directing, coordinating and reporting. All skills to be used in professional field need respect, understanding and involvement.
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Sivropoulos-Valero, Anna. "Essays on skills, management and productivity." Thesis, London School of Economics and Political Science (University of London), 2018. http://etheses.lse.ac.uk/3802/.
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This thesis investigates the role of skills and universities in explaining differences in economic performance between firms and regions. The first chapter examines the relationship between university entry and GDP growth between 1950 and 2010 based on new data that combines university entry in 1,500 regions across 78 countries. It finds that a 10% increase in a region’s universities is associated with 0.4% higher GDP per capita in that region, with evidence of spillovers to neighbouring regions. Part of the university effect appears to be mediated through increases in human capital and innovation, and we also find evidence that universities shape views on democracy. Focusing on the UK, the second chapter studies how university growth impacts on local industry composition and productivity using panel data on firms and nearby university enrolments over the period 1997-2016. This spatial analysis reveals that university growth stimulates high-tech start-ups and the effects are stronger for higher quality, research intensive universities and areas of higher initial human capital. Employment effects are more muted, though smaller establishments appear to get larger as universities grow. On average, positive productivity impacts are found only in more high-tech intensive areas. The third chapter provides evidence for a complementarity between modern management practices and higher education using data on manufacturing firms, universities and labour markets across 19 countries. It finds that firms further from universities have lower management scores, even when controlling for a rich set of observables and region fixed effects. Analysis using estimates of regional skill premia suggests that variation in the price of skills drives these effects. The fourth chapter examines differences in economic performance across the UK using a variety of data sources and measures. Ten stylised facts are presented which are relevant for policymakers and researchers engaged in the development of industrial strategy in the UK.
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Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко, and Larysa Volodymyrivna Andreyko. "Classroom management skills for teaching English." Thesis, ХНУ імені В.Н. Каразіна, 2014. http://essuir.sumdu.edu.ua/handle/123456789/59243.
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The article looks at such classroom management areas as activities, grouping and sitting, authority, critical moments, tools and techniques etc. It analyses the purposes of classroom management.Розглянуті такі питання організації роботи на занятті як види діяльності, формування груп, авторитет викладача, інструменти та прийоми ефективного викладання. Проаналізовано мету організації роботи на занятті.
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Fitzpatrick, Peter George. "Integrated skills reinforcement in pharmacy personnel management /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11229391.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.Includes tables. Typescript; issued also on microfilm. Sponsor: Carmine Paul Gibaldi. Dissertation Committee: L. Lee Knefelkamp. Includes bibliographical references (leaves 164-168).
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Xingwana, Lumkwana. "Management perceptions regarding skills shortages in gold mines." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007959.
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The skills shortages in mining and mineral sector had existed for a decade and had a widespread effect on South Africa economy. It affects the level of economic productivity and reduces the country’s capacity to develop a knowledge society. This, in turn, affects the country’s functioning in the global economy. Despite the sector’s best efforts, the shortages continue to grow and threaten the delivery of projects and growth plans. Some researchers contend with the view that the persistence of skills shortages in mining and mineral sector is largely due to entrenched attitudes among both the industry and the community. They claim that employers have the means to change the educational profile of the subsectors by appointing recruits with higher levels of schooling. However, owing to the limited number of higher educated people living in the communities surrounding the mining operations and lack of interest in mining of people with higher levels of education, to name but few, employers are perceived to have a habit of employing people with little skills. The current study was aimed at investigating the impact of skills shortage on organisational performance, propensity to leave, competitive advantage and sustainability, from the management perceptive. The main objective of this study was to incorporate and embed previous research findings and theories into a comprehensive hypothetical model. A hypothetical model showed various factors that may influence skills shortage. Four independent variables (working environment, employment conditions, resources and education and training) were identified as variables that may influence skills shortage; and mediating variable (skills shortage) was also identified as a variable that have potential to affect dependent variables (organisational performance, propensity to leave, competitive advantage and sustainability) of gold mining sector. Furthermore, eight hypotheses were developed to test the relationship between independent, mediating and dependent variables. All these variables were clearly defined and operationalized with various items obtained from measuring instruments used in other similar studies. A purposive sample of 343 respondents was drawn from the population. A seven-point Likert scale and structured questionnaire were administered in person to the respondents and of which 300 were usable and subjected further to several statistical analyses. The validity and reliability of the measuring instrument was evaluated using significant effect p< = 0.001 and Pearson’s correlation test (α = 0.05). Data gathered were fed to and analysed by STATISTICA (version 10) and factor analysis and regression analyses were the statistical procedures used to test the significance of the relationships between the various independent and dependent variables. Consequently, working environment, resources and education and training were three independent variables that were identified as having ability to predict propensity to leave, competitive advantage and sustainability. An attempt was made to establish whether various demographic variables have an influence on mediating and dependent variables through the introduction of gender and position in the organisation while conducting an Analysis of Variance and Multiple linear regressions, but they obtained negative values. The conclusion is that demographic variables do not have over mediating and depended variables. The findings of this study states that with conducive working environment, availability of resources, the high levels of education and training, the country could produce skills that would reduce propensity to leave, drive competitive advantage and sustainability, innovation and entrepreneurship, create competitive advantages and boost employment sustainability.
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Johnson, Kiana, Sarah Mapel-Lentz, Barbara McMorris, and P. Scal. "Improving Self-management Skills through Youth Centered Communication." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/7009.
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Purpose: We tested relationships between patient-centered communication (PCC), relatedness to health care providers, and autonomy around health care management among youth with and without mobility limitations (MLs) and examined whether the relationship between PCC and autonomy was mediated by how connected youth feel to their health care providers.
Methods: Stratified multiple regression models were used to examine predicted associations for youth with and without MLs.
Results: PCC was significantly associated with relatedness to health care providers and autonomy for managing health care among youth with and without MLs. After controlling for covariates, evidence of mediation was observed among youth without MLs but not for youth with MLs.
Conclusions: For youth without MLs, mediation suggests that youth's connection to their health care provider contributes to higher levels of health-related autonomy. For youth with MLs, independent of feeling connected to health care providers, more frequent PCC resulted in higher levels of health-related autonomy.
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Molone, Leonard. "Equipping church leadership in developing conflict management skills." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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Johnston, Thomas. "Leadership skills in work teams." Thesis, University of Bradford, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316631.
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Paul, Anil [Verfasser]. "Leadership : Skills, Behaviors & Traits / Anil Paul." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2017. http://d-nb.info/114209605X/34.
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Barrientos, Piñeiro Claudio, García Patricia Silva, and Marcos Serafín Antúnez. "Management skills to promote participation families in basic schools." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/116978.
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This article provides knowledge about the state of affairs on policies and dynamicssurrounding the performance skills of school principals regarding the promotionof participation. Using a qualitative approach and methodology Case Study resultsshowed traditionalist practices and promotion strategies, passive involvement offamilies, with minimum levels of participation were obtained. The managementperformance is presented restrictive weak presence of attitudes toward empathy,trust and do dialogic, thus weakening the commitment of parents to participatein schools. The importance it attaches to social skills, personal qualities and valuesthat should mobilize managers to adequately promote parent and communityparticipation is emphasized.El presente artículo aporta conocimiento acerca del estado de la cuestión sobrecompetencias directivas y dinámicas que circundan el desempeño de los directoresde escuelas en torno a la promoción de la participación. Utilizando un enfoquecualitativo y una metodología de estudio de caso se obtuvieron resultadosque evidenciaron prácticas y estrategias de promoción tradicionalistas, conimplicación pasiva de las familias, con niveles mínimos de participación. El haciala empatía, confianza y el hacer dialógico, lo que merma el compromiso de lospadres por participar en las escuelas. Se destaca la importancia que se le concedea las habilidades sociales, cualidades personales y valores que deben movilizar losdirectivos para promover adecuadamente la participación padres y la comunidad.
Este artigo fornece o conhecimento sobre o estado de coisas sobre as políticas edinâmica que envolve as habilidades de desempenho de diretores de escolas sobrea promoção da participação. Usando uma abordagem qualitativa e metodologiado Estudo de Casos resultados mostraram práticas tradicionalistas e estratégias depromoção, participação passiva de famílias, com níveis mínimos de participaçãoforam obtidos. O desempenho da gestão é apresentada restritiva fraca presença deatitudes em relação à empatia, confiança e fazer dialógica, enfraquecendo assimo compromisso de participação dos pais nas escolas. A importância que atribuiàs habilidades sociais, qualidades e valores pessoais que devem mobilizar gestorespara promover adequadamente pai e participação da comunidade é enfatizada.
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Wong, Chun-wai. "Evaluating the quality of communication skills in classroom management." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13832967.
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Wood, Daniel. "Hospitality management skills an educational and workplace comparative analysis /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003woodd.pdf.
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Hobson, Mary A. "Exploring the Financial Management Skills of Independent Rock Bands." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1969.
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In the post-Napster era of disruptive innovations, independent artists are managing more nonmusical roles and more revenue streams to remain competitive and earn a living wage from their music. The purpose of this single case study was to explore the financial management strategies that one independent rock band needed to understand music royalties. Disruptive innovation was the conceptual framework used to guide the study. The sample was comprised of 4 members of an independent rock band based in Northeast Ohio. The selected band met the criteria for the study as members who earned revenue from copyrighted works, merchandise, and CD sales. The multiple data sources included face-to-face interviews with band members; public document review of ReverbNation standard policy, Fox licensing agreement, and the IRS W-9 Form; and direct observations of band members during a rehearsal and live performance. Member checking was used to strengthen the credibility and trustworthiness of interpretations. Four themes emerged from the data analysis: organizational governance of band member responsibilities, financial management education and skills, developing multiple revenue streams from royalties, and financial strategies to manage all revenue streams. Social change from this study might include college-level financial training certificate programs designed for artists given their time constraints, mobility, and need to attract financing sources other than major labels.
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Chirwa, Maureen L. "Management skills of middle-level nurse managers in Malawi." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/952.
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Much has been written about the problems facing nurse managers in different countries including Malawi, yet the literature is sparse in relation to information about their perception of required management skills. There is enough evidence that nurse managers face many problems. These problems stem from different sources including organizational, economic, social or political changes. All changes within and outside the health care system affect nursing and its management. Nurse managers require relevant management skills to make valuable decisions and promote quality care, and enable them to motivate staff. Further, management skills will enable nurse managers to actively participate in policy making and financial management. In this way autonomy over nursing services can be maintained. This study took place in Malawi and explored tasks that Malawian middle-level nurse managers carry out, problems that they experience in carrying out their work, and their perceptions of management skills required in carrying out their work. Middle-level nurse managers in Malawi are known as matron and senior sisters. A two staged random sampling of 42 hospitals and 20 middle-level nurse managers was used. The hospitals included government and non-government hospitals known as CHAM (Christian Hospitals Association of Malawi). Data was collected using an interview schedule based on a conceptual framework adopted from King's Goal Attainment Theory. Field notes were taken alongside taped interviews, and administrative documents such as job descriptions were collected to provide complementary data. All interviews were transcribed and thematic analysis was used to analyze data. Results of the analysis demonstrated that middle level nurse managers in Malawi experience enormous problems in carrying out their work. Such problems included shortage of staff (especially registered nurses), and lack of adequate managerial knowledge of nurse managers themselves in policy making, financial management, and the setting and monitoring of nursing standards. In addition, results have indicated an increased amount of stress in the nursing profession in Malawi. Consequently, results have shown that middle-level nurse managers require management skills in resource management, setting nursing standards and financial management skills. Information obtained from this study will provide nurse managers with knowledge of the management skills they require to be more effective. The information will also be relevant for professional (management) development, as it would be used by policy makers to design management education curricula for nurses contemplating management careers or reviewing current management programs in nursing schools. In addition, the knowledge gained wi1l form a basis for future research.
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van, Luinen Edward. "Global leadership| Strategies and practices to develop intercultural skills." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139809.
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Globalization is a transformational change phenomenon that is significantly and rapidly impacting today’s organizations, leaders, and people. In turn, the role of the global business leader has become quite complex, and Fortune 500 organizations are facing a dearth of global leaders capable of addressing today’s business leadership challenges. In response to this challenge, one particular strategy for developing global leaders focuses on building intercultural skills. However, given the complexity of their roles, global leaders may face difficulties in developing these skills. By first acknowledging these obstacles global leaders can then, through their work, develop effective strategies and practices in the intercultural domain. After some time spent working in their global roles, leaders may be in the best position to measure what intercultural strategies and practices are most effective. Once global leaders possess strong intercultural acumen, they can pass on their knowledge to emerging generations of leaders by recommending a number of strategies and practices that have proven effective in navigating the global business arena.
This study took a qualitative approach through semi-structured interviews of global leaders to gain a deeper understanding of the difficulties faced in developing intercultural skills. From that vantage point, the interviewees articulated strategies they have used to nurture these critical intercultural skills. Success measures for global leaders demonstrating applicable intercultural skills may include effective communication, team cohesion, and goal achievement. Other success measures were discovered as a result of this study. Collectively, these measures inform new strategies and tools to develop and coach future generations of emerging global leaders seeking to enhance their intercultural acumen.
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com, cindy@macknsons, and Lucinda Samantha McDougall. "Enhancing the Coping Skills of Submariners: An Evaluation of the Effectiveness of Skills Based Stress Management Training." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070918.160435.
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Submariners are exposed to a unique range of stressors, such as cramped living conditions, lack of privacy, extended periods of isolation and confinement, lack of sunlight, and constant threat. These are in addition to those associated with the military environment. Due to the dangers of the work and potential for disastrous consequences, submariners need to be emotionally stable and possess good coping skills. Previous research on the Royal Australian Navy (RAN) Submarine Service indicated a need for further support to improve individual coping and organisational outcomes. Based on this research, current attitudes towards Submarine Service were examined, such as views on working hours, job demands, training and preparation, and being a submariner. Going one step further, this study investigated the effectiveness of a multimodal cognitive behavioural workplace stress management intervention with RAN submariners. A quasi-experimental design was employed and the eight-session intervention was conducted with operational submariners whilst they were working on shore. Work outcomes measured included job satisfaction, job performance, and sickbay attendance, and psychological outcomes examined were stress and strain symptoms, depression, anxiety, coping resources, health and general wellbeing. These outcomes were assessed through self-report both at sea and on shore. Stress symptoms, vocational strain, interpersonal strain, and role overload strain all decreased after the intervention, and use of social support as a coping resource and confidence in job performance both increased. Unfortunately, however, these changes were not sustained in the sea-going environment. These results are discussed in light of previous research, and recommendations for the organisation and for future research are outlined.
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Biga, Andrew. "Measuring Diversity Management Skill: Development and Validation of a Situational Judgment Test." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002262.
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Ortman, James Francis. "Strategies to Teach Customer Service Skills." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3408.
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Business managers' failure to retain dissatisfied customers leads to millions of dollars in lost revenue. The purpose of this single case study was to explore managers' training strategies to teach sales associates customer service skills. The sample included 3 training managers from the mobile phone industry in Michigan who recorded a 25 % increase in customer retention after implementing customer service training. The conceptual framework for this study was human capital theory. Data were collected from semistructured interviews and training documents. Data analysis entailed using coding techniques and cluster analysis. Member checking applied to clarify the interpretation of participants' responses and reveal missing information. The 3 themes that emerged were mentoring and recruitment, training and development, and customer satisfaction. Mentoring and recruitment surfaced from the managers' need to hire qualified sales associates. Training and development grew from the need to have a strategy to train sales associates in customer service skills. Customer satisfaction emerged from the need to retain customers for a stable business environment. The findings from this study may contribute to social change by showing the training strategies managers use to teach customer service skills to sustain business and mitigate harmful effects of job loss. The data suggested a trained sales force could work to retain customers and provide customer satisfaction. Data from this study may contribute to the prosperity of mobile phone customers from well-educated sales associates that enhance the quality of using mobile phones in the local communities. The beneficiaries of this research include business managers, sales associates, and customers.
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McDougall, Lucinda. "Enhancing the coping skills of submariners : an evaluation of the effectiveness of skills based stress management training /." Access via Murdoch University Digital Theses Project, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070918.160435.
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McDougall, Lucinda Samantha. "Enhancing the coping skills of submariners: an evaluation of the effectiveness of skills based stress management training." Thesis, McDougall, Lucinda Samantha (2007) Enhancing the coping skills of submariners: an evaluation of the effectiveness of skills based stress management training. Professional Doctorate thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/195/.
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Submariners are exposed to a unique range of stressors, such as cramped living conditions, lack of privacy, extended periods of isolation and confinement, lack of sunlight, and constant threat. These are in addition to those associated with the military environment. Due to the dangers of the work and potential for disastrous consequences, submariners need to be emotionally stable and possess good coping skills. Previous research on the Royal Australian Navy (RAN) Submarine Service indicated a need for further support to improve individual coping and organisational outcomes. Based on this research, current attitudes towards Submarine Service were examined, such as views on working hours, job demands, training and preparation, and being a submariner. Going one step further, this study investigated the effectiveness of a multimodal cognitive behavioural workplace stress management intervention with RAN submariners. A quasi-experimental design was employed and the eight-session intervention was conducted with operational submariners whilst they were working on shore. Work outcomes measured included job satisfaction, job performance, and sickbay attendance, and psychological outcomes examined were stress and strain symptoms, depression, anxiety, coping resources, health and general wellbeing. These outcomes were assessed through self-report both at sea and on shore. Stress symptoms, vocational strain, interpersonal strain, and role overload strain all decreased after the intervention, and use of social support as a coping resource and confidence in job performance both increased. Unfortunately, however, these changes were not sustained in the sea-going environment. These results are discussed in light of previous research, and recommendations for the organisation and for future research are outlined.
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Verdigets, Felix Louis Sutton Charlotte. "Insights Into leadership the role of political skill, social skill, and self-monitoring in mediating the relationship between transformational leadership and job performance /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Management/Dissertation/Verdigets_Felix_2.pdf.
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Tang, Shun-yin, and 鄧信賢. "The applicability of mediation concepts and skills to housing management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/194924.
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In Hong Kong, there are so many different types of community disputes relate to housing management. Sometimes the complaints could be as trivial as casing nuisance to the premises nearby or serious as breach of covenant or legislation. Since dispute may easily rise between owners in the multi-storey building, especially in the high density of living environment in Hong Kong, dispute resolution becomes a “day-to-day” work of housing managers. However, housing managers should not only aim to resolve the dispute effectively, but also to keep maintaining the long-term relationship between the residents and the housing managers themselves, where good and long-term relationship between the disputing parties is one of the important tasks for mediators. Thus, there is a prima facie interrelated relationship between mediation and housing management, and this relationship is relatively important.
Through empirical study, literature review and in-depth interviews, this dissertation has evaluated the applicability of mediation concepts and skills to housing management by comparing their similarities and dissimilarities. The findings suggested that the objectives of dispute resolution for housing managers and mediators are similar, however, the ultimate goals, approaches or skills are not the same.
During the study on the applicability of mediation concepts and skills to housing management, we found that some legal and practical constraints could apply most of the key mediation concepts. For example, the doctrine of confidentiality is found as inapplicable to housing management during the dispute resolution process. The mediation concepts are therefore considered not applicable to housing management. Nevertheless, the skills possessed by the mediators, especially the communication skills and negotiation skills are considered applicable to housing management in the course of dispute resolution.
To achieve the best outcome of dispute resolution, housing managers should act as conciliator as what they are doing but the improvements on communication and negotiation skills are required. Therefore, recommendations are made to the management companies, academic institutions and trade institutes for provision of relevant trainings to the practitioners in order to resolve the disputes in the estates effectively, so that the goal of improving the living conditions in order to turn house into home can be achieved and the harmony between neighbourhoods can be maintained.published_or_final_version
Housing Management
Master
Master of Housing Management
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Kreter, Diane. "Indiana high school vocational home economics teachers' time management skills." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/845950.
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The purpose of this study was to investigate the time management skills of Indiana vocational high school home economics teachers. The problem accessed in the study are: (1) Do Indiana vocational high school home economics teachers have higher means for time management skills than the established norm (mid level management students) and (2) Is there a difference in the means for time management skills of the Indiana vocational high school home economics teachers by teaching assignment?Three hundred and fifty Indiana vocational high school home economics teachers selected by systematic random sampling design were mailed the instrument with 232 usable responses. The Time Problems Inventory by A. Canfield measured the teachers' time management skills in priority setting, planning, delegation and discipline. Reliability and construct validity were measured with factor analysis. The subjects' teaching assignment was determined with a demographic question.The findings of the study indicated the following:1) Indiana vocational high school home economics teachers' time management skills in the areas of priorities and planning were lower than those of the norm.2) In the area of delegation, the norm group and the home economics teachers showed no significant difference.3) Indiana vocational high school home economics teachers tested significantly above the norm group in the time management skills of discipline.4) The home economics teachers did not differ in management skills by teaching assignment.In total time management skills, Indiana vocational high school home economics teachers are weaker in the areas of planning and priorities. These skills might be strengthened through inservice education.Department of Home Economics
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Abodohoui, Alexis. "Influence of Chinese management soft power on African skills development." Doctoral thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/36633.
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Cette thèse s’intéresse à l’influence du soft power managérial chinois sur les africains. La question fondamentale de recherche est : comment les africains ayant étudié en Chine ont-ils été influencés par le soft power chinois? Ont-ils développé des capacités managériales à l’instar des managers ou des entrepreneurs chinois? Afin de répondre à la question de recherche, le premier article offre une perspective synthétique des travaux réalisés sur la Chine-Afrique entre 2014-2015. Dans cette revue de littérature, les investissements chinois en Afrique, les acteurs, les motivations, le mode d'entrée, les impacts et les défis de gestion, ont été analysés à la lumière des théories en management international. Cette revue offre de nouvelles perspectives pour explorer les investissements chinois dans les pays africains et contribue à l'ensemble des connaissances sur les relations sino-africaines. Dans le second article, en raison de l’intégration croissante des deux régions, une comparaison des pratiques managériales entre la Chine et les pays africains a été faite. Le but de cet article est de faciliter cette compréhension par une analyse analytique de la littérature. D'après notre analyse, certaines similitudes et divergences liées principalement aux fondations de la gestion, aux styles managériaux, au réseautage et à l'entrepreneuriat ont été identifiées. En raison de la croissance des Africains en Chine, il devient de plus en plus opportun et pertinent d’étudier comment ils sont influencés par les valeurs culturelles chinoises. Ce troisième article analyse, à travers la théorie de l'acculturation, l'influence de la culture chinoise sur les pratiques managériales des Africains formés en Chine. Divers documents suggèrent que l'adaptation peut conduire à la performance et à la créativité. Nous étendons ceci pour inclure le réseau en tant que variable modératrice. À partir d’une enquête auprès de 378 managers africains, nous avons constaté que les adaptations socioculturelles, psychologiques et académiques influençaient de manière positive les compétences entrepreneuriales des Africains. En termes d’effets modérateurs, on considère que le réseau active ou renforce l’effet direct de l’adaptation sur le développement des compétences en entrepreneuriat. Quant au dernier article, il permet d’identifier les capacités managériales et entrepreneuriales développées par les africains lors de leur séjour en Chine. À partir d’une approche méthodologique interprétative basée sur la théorie du Soft Power, les thèmes qui émergent du répertoire cognitif des managers africains et qui reflètent les capacités développées sont entre autres le développement du réseau, la prise de risque, l'optimisme et le pragmatisme. Les résultats de cette étude fournissent de nouvelles perspectives pour l'exploration du soft power chinois en Afrique. Ils montrent que la Chine n'influence pas seulement à travers les aides, les investissements, le modèle économique, etc., mais qu'elle inspire aussi de nombreux pays en raison de ses idées de gestion connues sous le nom de gestion chinoise Soft Power. Mots-clés : pratiques managériales ; soft power ; management africain ; management chinois ; transfert de connaissances ; entrepreneuriat, renforcement de capacités ; adaptation culturelle ; investissements.This thesis focuses on the Influence of Chinese management soft power on African skills development. The fundamental research question is: how were Africans who studied in China influenced by Chinese soft power? Have they developed managerial skills like Chinese managers or entrepreneurs? To answer these questions, the first article offers a synthetic perspective of the works done on China-Africa between 2014-2015. Based on this literature review, Chinese investments in Africa, the actors, and motivations, mode of entry, impacts and management challenges were analyzed in the light of theories in international management. This review offers new perspectives for exploring Chinese investments in African countries and contributes to the body of knowledge on Sino-African relations. In the second article, due to the growing integration of the two regions, a comparison of managerial practices between China and African countries was made. The purpose of this article is to facilitate this understanding through a critical analysis of the literature. Based on our analysis, some similarities and divergences related mainly to management foundations, managerial styles, networking and entrepreneurship were identified. The third article analyzes, through acculturation theory, the influence of Chinese culture on the managerial practices of Africans trained in China. Based on multiple linear regression, this article analyzes not only the effect of acculturation on the development of entrepreneurial capacities but also the moderating role of networking on the different on acculturation. As for the last article, it makes it possible to identify the managerial and entrepreneurial capacities developed by Africans during their stay in China. Using an interpretive methodological approach and based on the Soft Power theory, the themes that emerge from the cognitive repertoire of African managers and that reflect the capacities developed are: network development, risk-taking, optimism and pragmatism. The results of this study provide new perspectives for the exploration of Chinese soft power in Africa. They show that China does not only influence through aids, investments, economic model, etc. but it also inspires many countries due to its management ideas known as Chinese Management Soft Power. Keywords: managerial practices; soft power; African management; Chinese management; knowledge transfer; entrepreneurship, capacity building, cultural adaptation; investments.
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Osbome, Steve. "A systematic management approach to skills development within an organisation." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/5491.
Full textAbstract:
Includes abstract.Includes bibliographical references.
The Skills Development Act has recently become law in South Africa. The act seeks to develop and enhance the skills of the workforce and proponents argue that it encourages companies to become learning organisations. Under this law, employers are obliged to pay a skills development levy. The levy is essentially a tax, a portion of which can be reclaimed depending on the type of training a company undertakes. The purpose of this project is to explore the implementation of skills development within the new paradigm created by the legislation.
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Hosch, Alex. "Epistemic Skills Deficiency in the Project Management Body of Knowledge." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2659.
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Information Technology (IT) projects continue to fail despite being managed by certified Project Management Professionals (PMP) and professionally trained non-certified Project Managers (PM). This study addressed PMPs and qualified PMs who continue to experience IT project failure at a high rate. The purpose of this qualitative multiple case study was to explore perspectives of PMs and their understanding of project management best practices in the Guide to the Project Management Body of Knowledge (PMBOK). There were 5 research questions focused on IT project failures, lessons learned, trends, deficiencies in project management framework, and adherence to standard PM practices. This study utilized a phenomenological approach and an inductive analysis based on Koskinen's theory that a lack of project management knowledge can contribute to project failure. Data were collected from open-ended interviews with 20 project managers; these data were then inductively coded and analyzed for themes and patterns. Findings yielded categories of poor scope management, cost overruns, unmanaged resources, un-realistic requirements, inadequate stakeholder management, and deficiencies in content in the PMBOK standards. The results could influence positive social change for PMs to assess the depth of project management training needed to understand early warning signs of IT project failure. These changes could promote awareness within the project management community and encourage more in-depth PM competency training.
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Grabrovaz, Meaghan. "An investigation into the forecasting of skills in nuclear decommissioning." Thesis, University of Central Lancashire, 2017. http://clok.uclan.ac.uk/23759/.
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This study explores the nature of skills forecasting in nuclear decommissioning and that which makes skills forecasting information useful. The study adopts a pragmatic approach using an interpretative, qualitative case study research design and draws on aspects of a critical realist approach to uncover, deconstruct and challenge some ‘norms’ in skills forecasting. The study makes an original contribution to knowledge through the identification of nineteen factors that influence skills forecasting in the nuclear industry. It also generates a baseline of knowledge on the theory and practice of skills forecasting and management through a review of the literature on skills, forecasting, skills forecasting and workforce planning and relevant aspects of public sector management and HRM. The study documents and compares current skills forecasting practice amongst UK site licensed companies and selected supply chain companies. Such research has not previously been conducted in the nuclear decommissioning industry. This answers research questions about why, and how, different groups in the sector perform skills forecasting and how variations in approaches affect the information produced. It also answers research questions about who uses skills forecasting information, and how. Together with a review of current problems with skills information, this contributes to an understanding of what makes skills information useful. The research evidences that while the industry has some common features with other High Reliability Organisations, there are unique dimensions which make this research significant. Some ‘norms’ operating in skills forecasting were challenged including how it is being used, eg as an agent for change by some groups, and assumptions about the potential availability of skills from the supply chain. The literature review was used to construct a practical-ideal type, an approach derived from classical pragmatism offering a version of a nearly ideal process, on the understanding that this is socially constructed and subject to continual change. Existing practice is evaluated against this practical-ideal type in a unique application of this methodology in the nuclear decommissioning context.
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Wong, Chun-wai, and 王鎮偉. "Evaluating the quality of communication skills in classroommanagement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957511.
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Augustine, Jill. "Design and Development of Objective, Structured Management Examinations (OSMES) on Management Skills Among Pharmacy Students." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612140.
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The purpose of this study was to design, develop, and administer an Objective, Structured Management Exam (OSME) on management skills for pharmacy students. Pharmacy preceptors for the University of Arizona College of Pharmacy participated in focus groups that identified business, management, and human resource skills needed by pharmacy graduates. Once the skills were identified, gaps were identified for inclusion into the OSMEs. The OSMEs evaluated pharmacy students' performance on four skills: 1) managerial communication (oral and written); 2) conflict resolution; 3) decision-making; and 4) professionalism. The OSME consisted of a role-playing and a writing document. Both were graded using a developed scoring rubric. The role-playing scoring rubric contained 17 skills and the written document scoring rubric contained 8 skills. During the OSME, students interacted with a trained actor and were graded by a judge on their performance. Upon completion of the OSME, students completed a 29-question survey on a) their perceived ability and confidence to accomplish 8 selected skills; b) their opinion about the OSME and suggestions to improve the process in the future; and c) their background characteristics. Many-facet Rasch analysis provided detailed information with which to evaluate content validity and student performance taking into account difficulty of skills, rating scale function of the scoring rubric, judge leniency and severity. Rasch analysis provided detailed information on the scale performance and student ability and confidence. A step-wise linear regression was used to determine if any student characteristics predicted a higher OSME performance score. Ninety-six student pharmacists completed the OSME and ninety-five students completed the questionnaire. No student failed the role-playing scenario and 1 student did not complete the written document. Significant gaps were calculated between the easiest two skills, empty sounds and eye contact. Additionally, the seventeen items did not align with student performance measures. Finally, there were two separate groups of graders. The writing document scoring rubric had poor fit with the model and significant gaps were calculated. Student measures did not adequately align with item difficulty measures. For students' perceived ability, there was no significant change in overall mean student ability scores from before the educational lectures to after the OSME. However, 46% of students (n=44) had a significant change in ability scores. Three significant gaps were calculated between skills a) between decision-making and communication and between communication and active listening on the pre-educational lectures; and b) between decision-making and communication on after the OSMEs. Students appeared confident with their ability on the 8 skills. The overall mean student confidence measure did not significantly change between the three time points: 1) before the practice cases; 2) after the practice cases; and 3) after the OSMEs. However, 46% of students (n=44) had a significant change in their confidence from before the practice cases to after the completion of the OSMEs. Item difficult measures did not appropriately align with student confidence measures, meaning the items were too easy for students. Significant gaps were also calculated: a) between the motivation and communication items and between the communication and active listening items in the before the practice cases responses; b) between the motivation and decision-making items and between the communication and active listening items for the after the practice cases responses; and c) between the motivation and decision-making items; between the decision-making and communication items; and between the communication and active listening items for after the OSME responses. Based on the result of the regression, three characteristics predicted a higher performance score on the role-playing portion of the OSME: 1) previous management experience; 2) previous leadership experience; and 3) the total grade on the educational lecture quizzes. Three characteristics predicted a higher writing document score: 1) age between 26 and 28 years; 2) English as the primary language; and 3) previous pharmacy experience classified as "other" (i.e., pharmacy experience that was not hospital, community, or managed care). This was one of the first studies to develop a role-playing exercise on management skills in pharmacy education. The grading rubrics provided an initial structure for assessing student performance on these management skills. Some changes to the ability questions and the rubrics are suggested in order to improve the content validity. The findings provide the outline for the use of an OSME at schools/colleges of pharmacy as part of their curriculum. As exposure to management scenarios showed higher performance, educators should include these skills in the education of student pharmacists in order to prepare them for a future career in pharmacy.
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Sevim, Burcu. "The Effects Of Stress Management Program For Mothers Of Children With Autism." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608638/index.pdf.
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The purpose of the present study was to prepare a Stress Management Program for the mothers of children with autism and to evaluate the effects of the program on depression, anxiety, and suicidal probability. It was hypothesized that the mothers of children with autism who attended the Stress Management Program would have lower depression, anxiety and suicidal probability whereas there would be no change
in the depression, anxiety, and suicidal probability of mothers of children withautism who did not get any treatment. The participants of the study were 44 mothers of children with autism from Uyum Special Education Center and Ilgi Special
Education Center. The data were gathered by administering four instrumentsBeck Depression Inventory, Back Anxiety Inventory, Suicidal Probability Scale, and Demographic Information Form. Repeated Measures Analysis of Variance Technique was used to analyze the data. The findings of the study indicated that there was a significant decrease in depression levels of mothers of children with autism after the Stress Management Program whereas anxiety and suicidal probability did not change significantly as a function of the Stress Management Program. For the mothers of children with autism who did not get any treatment, it was indicated that there were no difference in depression, anxiety and suicidal probability. The results were discussed within the context of the relevant literature.
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Campana, Joe. "The soft skills of project management : a view from diploma graduates." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/33246/1/Joe_Campana_Thesis.pdf.
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A research study was conducted in a key area of project management: stakeholder and relationship management through communication - ‘the soft skills’. It was conducted with Diploma of Project Management graduates from one Australian Registered Training Organisation (RTO), the Australian College of Project Management (ACPM). The study was designed to initially identify the qualifications and project management experience of the participants. Further, it identified the respondents’ understanding of and attitude to commonly held principles and literature within the project management field as it relates to the soft skills of projects. This is specifically connected to their project experience and knowledge, approach to project communications, and the stakeholder’s needs. Some of the literature showed that through the management and application of the project soft skills by project managers may actually be a recipe for project success. Hence, an important underpinning of this study was that the project manager can enhance project success (or reduce the impact of failure) by identifying and prioritising stakeholders, developing and implementing strategies for engaging and communicating with them. The use of a positivist approach to this research study allowed for the evaluation and understanding of respondents to the emergent theories of successful projects being delivered through the management of stakeholders, communications, and relationships. Consequently, a quantitative approach to this study was undertaken. The participants were drawn from graduates who completed (graduated) from the ACPM with the Diploma of Project Management between January 2004 and December 2007 only. A list of graduates was collated from this period indicating that a total of 656 graduates have completed and graduated with the qualification. The data collection for this study was done in one phase only. The questionnaire was emailed individually by the researcher directly to the selected potential respondents. Subsequently, a total of 44 responses were received, providing an overall response rate of 43%. Two key factors emerged from the survey questionnaire. Firstly, the need for the soft skills to be incorporated in project management curriculum and education programs, and secondly, that successful projects are delivered through the management and application of the project soft skills. It is expected that the findings of this study be provided across various forums (such as vocational education and training, and project management conferences) and via project management bodies such as the Australian Institute of Project Management (AIPM) to inform learning and provide greater insight into the soft skills of project management. It is the contention of the researcher that this quantitative study of Diploma of Project Management graduates’ views and attitudes highlights the importance of project soft skills and its importance in the delivery of successful projects as well as being part of the competencies of a successful project manager. This study also revealed the value of project experience and knowledge as it pertains to the management and application of the project soft skills.
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Banks-Hall, Regina L. "Exploration of Leadership Skills for Organizational Strategy Execution." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4035.
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Multinational corporate leaders acknowledge that a lack of business direction by senior leadership results in a 68% failure in the execution of organizational strategies. The purpose of this qualitative study was to explore what best practice solutions automotive manufacturing senior leaders created to help front-line managers execute organizational strategies. The population consisted of 20 automotive manufacturing senior leaders located in Michigan with significant years of automotive experience and at least a year of experience employed as an automotive manufacturing senior leader. Vroom's expectancy theory served as the conceptual framework for the study describing the enhancement of employee performance related to their skills, knowledge, abilities, and workplace expectations. Data were collected through semistructured interviews using open-ended questions. Methodological triangulation and a modified van Kaam data analysis approach were used with field notes and interview data to guide the coding process, theoretical saturation, and trustworthiness of interpretations. Five themes emerged that senior leaders identified important for creating best practice solutions: benchmarking, training, communication strategies, organizational change, and integrity. These findings may influence positive social change by offering management strategies, objectives, and actions that help to promote the development of employees and collaboration between individuals, government institutions, local businesses, and communities.
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Sochor, Ondřej. "Key Account Management v mezinárodní organizaci AIESEC." Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-10376.
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The thesis compounds three views on the Key Account Management (KAM). Firstly, KAM is defined from a theoretical perspective. Secondly, a practical example of KAM is described within the international organization AIESEC; including feedback from a client. Finally, there are suggestions in order to improve KAM in terms of soft skills of Account Managers.
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Riley, James Whitcomb. "The theater of innovation : developing skills to perform hybridity." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/115648.
Full textAbstract:
Thesis: S.M. in Management Research, Massachusetts Institute of Technology, Sloan School of Management, February 2018.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 29-32).
Multivocal identities have often been thought to provide social actors with more resources and opportunities over time than other "limited," singular identities. However, less is known about how organizations actually accomplish embodying multiple identities. By looking inside a hybrid organization, this paper uses ethnographic data to document how an organization successfully sustains its hybridity despite challenges associated with making multiple identity claims. The paper analyzes how the organization socializes individuals to perform its particular hybrid organizational identity. A common practice known as demonstrations served as an integrative practice-based mechanism enabling actors confronted by distinct social worlds, and norms, to enact otherwise competing roles and framings of their work so that their performances did not convey incompetence or betrayal of alternative normative expectations. The findings show that to successfully perform the organization's hybrid identity, the actors developed a transferable skill set, which enabled them to credibly deliver on their manifold roles as academic researchers, social hacktivists, and commercial product designers.
by James Whitcomb Riley.
S.M. in Management Research
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Teka, Babalwa. "The credit risk management skills shortage in Nelson Mandela Bay Metropole." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019893.
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Tito Mboweni (2011) said one of South Africa’s biggest tests is the overwhelming the skills shortage. He was echoing the views of Higher Education Minister Blade Nzimande who himself said “South Africa could not afford to have an economy "constrained by a severe lack of skills". There are numerous initiatives that having been undertaken by government in an attempt to solve the skills shortage problem. However, these initiatives are not aimed at the tertiary education system. The tertiary education system is the focus of this study as the author investigates how the NMMU Business School can play a significant role in addressing the skills shortage in the credit risk management sector. Following a literature review, surveys were completed by the NMMU Business School MBA students (ninety of them completed it) and personal interviews were conducted with three Provincial HR managers from South Africa’s “four big banks” in Nelson Mandela Bay (Nedbank, Standard Bank and ABSA). The study found that the skills shortage is indeed a problem. The study found that reasons including the legacy left by apartheid and students pursuing the wrong degrees were highlighted as some of the reason for this skills shortage. An opportunity for the NMMU Business School was identified to support the banking industry in addressing credit risk management skills shortage. The benefits include financial reward and more importantly an opportunity to differentiate the Business School and the courses offered at the school from the rest. Some of the recommendations included sourcing of the best practices from institutions like the Millpark Business School on effective partnering with the banking industry as well as a proactive approach to be adopted by the banking industry in terms of lobbying support from other potential role players for example but not limited to, student bodies, BankSeta and the smaller banks in the industry.
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Tijerina, Sandra Cáceres. "Conflict Management Skills in Women who Work Outside Home and Homemakers." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/TigerinaSC2005.pdf.
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McGraw, Robert Charles. "Testing the validity of an assessment process for airway management skills." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ54473.pdf.
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Stahnke, Rebekka. "Teachers’ Situation-Specific Skills With a Particular Focus on Classroom Management." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/23024.
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Situations-spezifische Fertigkeiten sind ein wichtiger Teil von Lehrerexpertise und insbesondere im Bereich des Klassenmanagements bedeutsam. Vor dem Hintergrund der Kompetenz- und Expertiseforschung synthetisiert die vorliegende Dissertation bisherige Befunde systematisch und untersucht, wie sich Novizen- und Expertenlehrpersonen in ihren Fertigkeiten hinsichtlich des Klassenmanagements unterscheiden. Studie 1 fasst den Forschungsstand in einem systematischen Review von 60 empirischen Studien zusammen und arbeitet Erkenntnisse zu Fertigkeiten und ihrer Förderung sowie zum konzeptuellen Rahmen der Studien heraus. Für Studie 2 und Studie 3 werden die Fertigkeiten von 20 Noviz*innen und 20 Expert*innen mit Hilfe von Videoausschnitten untersucht, die für das Klassenmanagement relevante Ereignisse zeigen. Studie 2 erforscht mit Hilfe von Eye-Tracking-Methoden insbesondere die Fertigkeit der Wahrnehmung sowie formatspezifische Expertiseeffekte. Es fand sich bei Expert*innen ein Fokus auf Schüler*innen, während Noviz*innen vor allem beim Partnerarbeitsformat weniger ausgeprägte Fertigkeiten zeigten. Studie 3 untersucht anhand von retrospektiven verbalen Analysen Expertiseeffekte hinsichtlich des Wahrnehmens, Interpretierens und Entscheidens. Expertise war erneut durch einen Fokus auf Schüler*innen gekennzeichnet. Zudem boten Expert*innen mehr Handlungsmöglichkeiten an als Noviz*innen. Zusammenfassend lässt sich feststellen, dass Expert*innen vor allem hinsichtlich des Entscheidens überlegen sind. Weiterhin deuten die Ergebnisse darauf hin, dass offenere Unterrichtsformate für Noviz*innen besonders herausfordernd sind. Die Bedeutung der Ergebnisse wird hinsichtlich der allgemeinen Expertise- und Kompetenzforschung sowie der Klassenmanagementforschung diskutiert. Die Studien zeigen theoretische Inkohärenz hinsichtlich des Konstrukts situations-spezifischer Fertigkeiten auf, sowie eine starke Fokussierung bisheriger Forschung auf Störungen in Frontalunterrichtsszenen.Situation-specific skills are an important part of teacher expertise and are particularly relevant in the area of classroom management. Against the background of general and classroom management-specific teacher competence and expertise research, this dissertation systematically synthesized previous findings and also investigated how novice and expert teachers differ in their skills with regard to classroom management. Study 1 summarized the state of research in a systematic review of 60 empirical studies, thereby identifying insights into teachers’ skills and their facilitation, as well as the conceptual frameworks of the studies. For Study 2 and Study 3, the skills of 20 novice and 20 expert teachers were examined using video clips that show events relevant to classroom management. Study 2 investigated format-specific expertise effects and, in particular, the skill of perception by using eye tracking methods. Experts were found to focus on students and their learning, while novices showed less pronounced skills, especially in the partner work format. Using teachers’ retrospective verbal analyses of classroom management events, Study 3 examined expertise effects with respect to teachers’ perception, interpretation and decision-making. Again, expertise was characterized by a focus on students. In addition, experts proposed more alternative courses of action than novices. In summary, it can be concluded that experts are superior to novices especially with regard to the skill of decision-making. Furthermore, the results indicate that more open formats of instruction are particularly challenging for novices. The relevance of the results is discussed with regard to general expertise and competence research as well as classroom management research. The studies point to theoretical ambiguities regarding the construct of situation-specific skills, as well as an overemphasis of previous research on behavioral management in whole-group instruction settings.
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Webb, Richard Bruce. "A practical guide to equipping church leadership with conflict management skills." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
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Anstead, Shannon Jones. "College Students and Stress Management: Utilizing Biofeedback and Relaxation Skills Training." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3311.pdf.
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Ku, Tsun-Yao. "Educational needs in farm management skills of Taiwan's core rice farmers /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074418.
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Rudisill, Lanie Jean. "Enhancing a Middle School Student's Self-Management Skills in the Classroom." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3044.
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Self-regulation (SR) and executive functioning (EF) are important factors for successful student outcomes. Research suggests that executive skills facilitate the process of behavioral self-regulation. Well-developed SR and EF skills make learning more likely. Proper SR has the ability to improve attention levels and EF includes the use of working memory, both of which are essential components of the information processing system that students use continuously. One type of SR, referred to as self-management, involves a cycle of observing and recording one’s own behavior, then evaluating one’s self-assessments against those of an external observer. Self-management interventions have previously been found to reduce students’ inappropriate and off-task behaviors as well as increase classroom preparedness, on-task behavior, and academic performance. This study investigated the impact of a self-management intervention on a middle school student’s classroom preparation behaviors and his EF skills. Results suggest the participant’s overall classroom preparation behaviors were enhanced through his participation in the intervention. A few significant changes were also found in the participant’s pre- and post-intervention EF scores.
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Ryan, Kathleen M. "Teaching conflict resolution skills through literacy in an elementary classroom /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1598.html.
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Thesis (M.S.)--Central Connecticut State University, 2000.Thesis advisor: Ron Cassella. " ... in partial fulfillment of the requirements for the degree of Master of Science in Teacher Education." Includes bibliographical references (leaves 96-98).
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Gray, James. "Classroom disruption and social skills." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711592.
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Sirin, Ahmet. "Application of counselling skills in professional and personal life." Thesis, University of Nottingham, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241898.
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Ngxukumeshe, Tandiswa. "The importance of managerial skills for medical doctors." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/977.
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The role played by medical doctors and the employment positions they hold in South Africa and in the world today has shifted from being clinical only to include management. They were once only responsible for patient care, now are responsible for their organization's management. Physician managers have difficult tasks for which medical school provides no preparation. Doctors in an assortment of roles take on management responsibilities to varying degrees: these may be a single-handed private practitioner or lead a small clinical team; or a clinical or medical director or a chief executive; or hold senior management positions in National or Regional Legislature. Some are also managing and supervising colleagues in public or private hospitals and are responsible for managing budgets, allocation of resources; developing policies and making other management decisions. These roles require knowledge and competence of managerial skills in order to facilitate and lead in an effective and efficient manner. This study revealed that medical doctors, as business owners, in Mercantile Hospital are running their businesses, the medical private practices, without any managerial skills’ training. There was a general consensus that there is a need for managerial skills in any business and the respondents confirmed that managerial skills are important and necessary for the successful achievement of goals in a medical private practice.
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Seethamraju, Ravi C. M., of Western Sydney Nepean University, and Faculty of Commerce. "Transition of engineers into management roles : an exploratory study in Australia." THESIS_FCOM_XXX_Seethamraju_R.xml, 1997. http://handle.uws.edu.au:8081/1959.7/679.
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A significant number of engineers move into management positions, their numbers increasing with their length of service. However, engineers are not considered to be effective managers and are generally considered inadequate in soft skills. Given the centrality of engineers and management, understanding this transition is essential in order to develop strategies for managing. This research is an exploratory field-based study of the transition of professional engineers into management roles (engineer-managers) in Australia, from the perspective of the individual engineer. The study investigates the attitudes of engineers towards such areas as engineering education, towards managerial transition, status, organizational support systems, and strategies for managing transition, and examines their influence on the process of transition. Importantly, this research examines the influence of factors such as job nature, management qualifications, age, employing organizations, and other variables on their attitudes, and studies the differences between various subgroups of engineers. This research is based on the results of a case study and a questionnaire survey. An important outcome of this research is the focus on the process of engineering education. This research concludes that different emphases in the process of teaching and learning would contribute, in the long run, to engineers developing soft skills, and so make their transition into management easier. The study found that electrical engineers are more proactive than civil or mechanical engineers and that it is necessary to develop different strategies for different groups of engineers. The study observed that the higher the status of professional engineers within an organization, the greater was the likelihood of success. Supporting the anecdotal evidence from the case study, it is noted that the more engineers there are in management positions, the better the perception of senior management about their capabilities. This study found that management education for engineers has a strong influence, both in terms of their acquiring managerial skills as well as enhancing their status within their organization. Experiential learning, though, is the most common method by which engineers acquire managerial skills. The study also found that this is the least-managed strategy in Australian organizations; learning is left entirely to the individual. For engineers to be able to take advantage of experiential learning, better management is necessaryDoctor of Philosophy (PhD)
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Nelson, Gerry Morton. "The skills leaders use and why they use them a study of Sayles's business management skills used by school principals /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8803556.
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Leitera, Michael Thomas. "Knowledge Base Revisited: Examining Evidence-Based Management Skills in Public School Administrators." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575391365203047.
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