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Journal articles on the topic 'Skills and management'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Feng, Andy, and Anna Valero. "Skill-Biased Management: Evidence from Manufacturing Firms." Economic Journal 130, no. 628 (2020): 1057–80. http://dx.doi.org/10.1093/ej/ueaa005.

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Abstract This article investigates the link between management practices and workforce skills in manufacturing firms, exploiting geographical variation in the supply of human capital. Skills measures are constructed using newly compiled data on universities and regional labour markets across 19 countries. Consistent with management practices being complementary with skills, we show that firms further away from universities employ fewer skilled workers and are worse managed, even after controlling for a rich set of observables and fixed effects. Analysis using regional skill premia suggests that variation in the price of skill drives these relationships.

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2

Bibi, Nazia, Zeeshan Anwar, and Tauseef Rana. "Expertise based skills management system to support resource allocation." PLOS ONE 16, no. 8 (2021): e0255928. http://dx.doi.org/10.1371/journal.pone.0255928.

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Skills Management is an essential concept of human resource management in which a skill inventory may be created for each employee and managers can assign tasks to workers based on worker’s abilities. This concept is not fully practiced for two reasons: i) employee’s skills are not effectively evaluated and documented, ii) tool support is deficient to manage this complex task. Ineffective skill management of an organization fizzle tasks assigned to the incompetent employees and this may lead to project failure. To fill up this gap, a survey is conducted across various software organizations to find out the best practices for the skill management and to gather requirements for skills management framework. Based on survey findings, a mathematical framework is proposed that calculates the soft and hard skills of employees automatically based on time and achievements as skill increases or decreases over time. In this framework, the Skills Calculation Engine (SCE) is developed for the managers to enhance the capacity of appropriate decisions making in assigning tasks to the rightly skilled workers. This framework is also useful for organizations as it can increase profitability as tasks are assigned to the most appropriate employees. The SCE is implemented as a Windows-based application to calculate skills, store skills in skills inventory, and assign tasks based on an employee’s skills. The skills management tool is evaluated in a facilitated workshop; furthermore, a feature-wise comparison of the tool is also made with existing tools.

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3

Knippen, J. T. "Teaching Management Skills." Journal of Management Education 13, no. 2 (1989): 39–46. http://dx.doi.org/10.1177/105256298801300205.

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4

Sander, Allan N. "Class Management Skills." Strategies 2, no. 3 (1989): 14–18. http://dx.doi.org/10.1080/08924562.1989.10591664.

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5

Childre, Frances, and Karen H. Perce. "Project Management Skills." AAOHN Journal 46, no. 8 (1998): 391–405. http://dx.doi.org/10.1177/216507999804600805.

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6

Kumar, Sanjiv, Neeta Kumar, Vaishali Deshmukh, and VivekS Adhish. "Change Management Skills." Indian Journal of Community Medicine 40, no. 2 (2015): 85. http://dx.doi.org/10.4103/0970-0218.153869.

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7

Hall, David, and Ellen Cockburn. "Developing Management Skills." Management Education and Development 21, no. 1 (1990): 41–50. http://dx.doi.org/10.1177/135050769002100105.

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8

Mitchell, Gary. "Medicine Management Skills for Nurses Medicine Management Skills for Nurses." Nursing Older People 25, no. 8 (2013): 10. http://dx.doi.org/10.7748/nop2013.10.25.8.10.s11.

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9

Baliyan, Som Pal, Tshepo Oitsile, and Comfort Motlhabane. "Evaluation of Management Skills and Training among Horticultural Farmers in Botswana." Journal of Education and Training 5, no. 2 (2018): 63. http://dx.doi.org/10.5296/jet.v5i2.13231.

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This quantitative study aimed to determine the level of management skills and training among small scale horticultural farmers in Botswana. The study adopted an exploratory and descriptive survey research design. A valid and reliable questionnaire was used to collect data through a survey of forty (n=40) purposively sampled small scale horticultural farmers in Botswana. A six-point Likerts’ scale ranging from 0=No skill to 5=very high skill was used to measure the level of eight areas of farm management skills and training namely; planning and goal setting skills, accounting and financial management skills, communication skills, productivity management skills, product procurement and marketing skills, decision making skills, risk management skills, and technical skills. Mean and standard deviations for each of the farm management skills were calculated and, tested for their significance using a Chi Square test. Findings revealed that farmers had an overall high level of farm management skills and training. Communication skill was the only skill which the farmers had at a very high level. Farmers had high skills levels in the technical skills, product procurement and marketing management skills, planning and goal setting skills and, decision-making skills. Farmers had a low skill levels in risk management skills followed by accounting and financial management skills and, production and productivity management skills. Therefore, the farmers need to be adequately trained in skill areas of risk management, production and productivity management skills and, accounting and financial management. Specific and important recommendations include formulation and implementation of effective agricultural insurance policies; inculcate the adoption of appropriate farm technologies, leadership and cooperation skills among farmers and, training of farmers in the areas of scientific production techniques, plant protection and record keeping. To prioritize the areas for effective and time bound improvement in the farm management skills among horticultural farmers, further study can be conducted to determine the influence of socio-economic characteristics of farmers on the level of their farm management skills.

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10

Maisah, Ahmad Syukri, and Sungkowo. "LIFE SKILLS PROGRAM MANAGEMENT IN IMPROVING ENTREPRENEURSHIP." International Journal of Research -GRANTHAALAYAH 8, no. 3 (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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11

Padron, Thomas C., and Matthew J. Stone. "Leadership Skills in Event Management Courses." Event Management 23, no. 6 (2019): 927–37. http://dx.doi.org/10.3727/152599518x15403853721321.

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Event management education continues to increase in popularity and importance. However, in many event management courses, learning outcomes are often expressed in learning process-oriented skills. Beyond event management skills, this research proposes that leadership skills should also be included in event management courses. Experiential learning activities are an ideal opportunity to develop, practice, and enhance leadership skills and the optimal situation is experiential learning activities. Students were surveyed after completing an event management course, which included an experiential learning activity where they developed and produced instructor-led events. Students indicated that they learned many leadership skills, including communication, commitment, strategic planning, and accountability. Communication was the most cited skill that students both learned and demonstrated, and this correlated to the students' perception that communication is also the most important leadership skill required for a career in event management. It is proposed that event management courses utilize leadership skills in the course objectives and that, by doing so, it may provide additional student benefits and academic legitimacy to these courses.

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12

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

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13

Huang, Chaomeng. "Management Competency of Senior Public Executives in Taiwan." Chinese Public Administration Review 1, no. 2 (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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14

Uzoka, Faith-Michael, Kalen Keavey, Janet Miller, Namrata Khemka, and Randy Connolly. "Critical IT Project Management Competencies." International Journal of Information Technology Project Management 9, no. 4 (2018): 1–16. http://dx.doi.org/10.4018/ijitpm.2018100101.

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Academic computing curricula generally focus on teaching the specific technological skills expected of new graduates in their disciplines. Yet when it comes to hiring these graduates, behavioral skills (also called soft skills) such as communication and personal integrity are almost always rated as being more important than the technological skills. This mixed-method research project adds to the understanding of skill expectations required for new hires by providing information from a global sample of project management professionals. Both the quantitative and qualitative results are in accord with the vast majority of the extant literature in that behavioral skills were seen as more critical than technical skills. Implications and recommendations for educators, curriculum developers, and prospective graduates are discussed.

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15

Parkin, Helen. "Developing nurse management skills." Nursing Standard 6, no. 26 (1992): 36–37. http://dx.doi.org/10.7748/ns.6.26.36.s38.

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16

Hughes, Charles A., Kathy L. Ruhl, and Susan K. Peterson. "Teaching Self-Management Skills." TEACHING Exceptional Children 20, no. 2 (1988): 70–72. http://dx.doi.org/10.1177/004005998802000216.

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17

Gaiser, Robert R. "TEACHING AIRWAY MANAGEMENT SKILLS." Critical Care Clinics 16, no. 3 (2000): 515–25. http://dx.doi.org/10.1016/s0749-0704(05)70128-7.

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18

Blaney, Doris R., and Charles J. Hobson. "Developing Financial Management Skills." JONA: The Journal of Nursing Administration 18, no. 6 (1988): 13???17. http://dx.doi.org/10.1097/00005110-198806010-00005.

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19

Homer, Mark. "Skills and competency management." Industrial and Commercial Training 33, no. 2 (2001): 59–62. http://dx.doi.org/10.1108/00197850110385624.

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20

Grissom, Jason A., Susanna Loeb, and Hajime Mitani. "Principal time management skills." Journal of Educational Administration 53, no. 6 (2015): 773–93. http://dx.doi.org/10.1108/jea-09-2014-0117.

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Purpose – Time demands faced by school principals make principals’ work increasingly difficult. Research outside education suggests that effective time management skills may help principals meet job demands, reduce job stress, and improve their performance. The purpose of this paper is to investigate these hypotheses. Design/methodology/approach – The authors administered a time management inventory to nearly 300 principals in Miami-Dade County Public Schools, the fourth-largest school district in the USA. The authors analyzed scores on the inventory descriptively and used them to predict time-use data collected via in-person observations, a survey-based measure of job stress, and measures of perceived job effectiveness obtained from assistant principals and teachers in the school. Findings – Principals with better time management skills allocate more time in classrooms and to managing instruction in their schools but spend less time on interpersonal relationship-building. Perhaps as a result of this tradeoff, the authors find that associations between principal time management skills and subjective assessments of principal performance are mixed. The authors find strong evidence, however, that time management skills are associated with lower principal job stress. Practical implications – Findings suggest that building principals’ time management capacities may be a worthwhile strategy for increasing time on high-priority tasks and reducing stress. Originality/value – This study is the first to empirically examine time management among school principals and link time management to key principal outcomes using large-scale data.

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21

Cyphert, Dale, Elena Nefedova Dodge, and Leslie K. Duclos (Wilson). "Developing Communication Management Skills." Business and Professional Communication Quarterly 79, no. 4 (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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22

Ritter, Marilyn G. "Cultivating time management skills." Journal of Wound, Ostomy and Continence Nursing 16, no. 6 (1989): 264–65. http://dx.doi.org/10.1097/00152192-198911000-00034.

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23

Frisse, M. E. "Acquiring information management skills." Academic Medicine 69, no. 10 (1994): 803–6. http://dx.doi.org/10.1097/00001888-199410000-00003.

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24

Cheema, Kam. "Developing your management skills." Practical Pre-School 2002, no. 33 (2002): 15–18. http://dx.doi.org/10.12968/prps.2002.1.33.40249.

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25

Allen, Gregory, and Bosseau W. Murray. "Teaching Airway Management Skills." Anesthesiology 85, no. 2 (1996): 437–38. http://dx.doi.org/10.1097/00000542-199608000-00038.

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26

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

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27

Andrews, Warwick. "Applied Sport Management Skills." Managing Leisure 15, no. 4 (2010): 309–11. http://dx.doi.org/10.1080/13606710903399066.

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28

Tsoi, Mona. "Teaching child management skills." Behaviour Research and Therapy 27, no. 6 (1989): 698. http://dx.doi.org/10.1016/0005-7967(89)90164-2.

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29

Mackey, Laura M., Catherine Doody, Erik L. Werner, and Brona Fullen. "Self-Management Skills in Chronic Disease Management." Medical Decision Making 36, no. 6 (2016): 741–59. http://dx.doi.org/10.1177/0272989x16638330.

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30

Stewart, Dorothy M. "Handbook of Management Skills 3rd edition983Handbook of Management Skills 3rd edition. Gower, £49.50." Work Study 47, no. 3 (1998): 104–5. http://dx.doi.org/10.1108/ws.1998.47.3.104.3.

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31

Levasseur, Robert E. "People Skills: Developing Soft Skills—A Change Management Perspective." Interfaces 43, no. 6 (2013): 566–71. http://dx.doi.org/10.1287/inte.2013.0703.

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32

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 (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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33

Romy Faisal Mustofa, Romyx, Aloysius Duran Corebima, Endangx Endang Suarsini, and Murni Saptasari. "The Correlation between Generic Skills and Metacognitive Skills of Biology Education Students in Tasikmalaya Indonesia Through Problem-Based Learning Model." Journal of Social Sciences Research, no. 54 (April 6, 2019): 951–56. http://dx.doi.org/10.32861/jssr.54.951.956.

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This research was conducted to investigate the correlation between generic skill with metacognitive skills through Problem-Based Learning model. This is a correlational research studying the correlation of the five indicators of generic skills, namely thinking skill, problem-solving skill, leadership skill, management skill with cooperative skill, and metacognitive skills through problem-based learning model. The population of this research was the biology students taking animal structure course at the teacher training and education faculty of the Siliwangi University Tasikmalaya Indonesia; the sample consisted of 30 students. Multiple linear regressions were used to reveal the correlation regression equation between students’ generic skills and metacognitive skills. There is a strong correlation (R= 0.742; R2 = 0,551) between generic skills and metacognitive skills in learning to implement problem-based learning model; so the contribution of generic skills on metacognitive skill is 55.1%. Among the five indicators of generic skills having a significant simultaneous contribution on metacognitive skills, only the thinking skill and the management skill having bigger contribution, The effective contributions (EC) of management skill and thinking skill are 33,1% and 21,3% respectively. Generic skills and metacognitive skills should be explicitly included in every learning objective, so that various skills needed by the students in the future can be trained and developed as early as possible.

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34

Faisal Mustofa, Romy, Aloysius Duran Corebima, Endang Suarsini, and Murni Saptasari. "The Correlation between Generic Skills and Metacognitive Skills of Biology Education Students in Tasikmalaya Indonesia Through Problem-Based Learning Model." Journal of Social Sciences Research, Special Issue 5 (December 15, 2018): 662–67. http://dx.doi.org/10.32861/jssr.spi5.662.667.

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This research was conducted to investigate the correlation between generic skill with metacognitive skills through Problem-Based Learning model. This is a correlational research studying the correlation of the five indicators of generic skills, namely thinking skill, problem-solving skill, leadership skill, management skill with cooperative skill, and metacognitive skills through problem-based learning model. The population of this research was the biology students taking animal structure course at the teacher training and education faculty of the Siliwangi University Tasikmalaya Indonesia; the sample consisted of 30 students. Multiple linear regressions were used to reveal the correlation regression equation between students’ generic skills and metacognitive skills. There is a strong correlation (R= 0.742; R2 = 0,551) between generic skills and metacognitive skills in learning to implement problem-based learning model; so the contribution of generic skills on metacognitive skill is 55.1%. Among the five indicators of generic skills having a significant simultaneous contribution on metacognitive skills, only the thinking skill and the management skill having bigger contribution, The effective contributions (EC) of management skill and thinking skill are 33,1% and 21,3% respectively. Generic skills and metacognitive skills should be explicitly included in every learning objective, so that various skills needed by the students in the future can be trained and developed as early as possible.

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35

Akyürek, Muhammet İbrahim. "Time Management Skills of University Students." Yuksekogretim Dergisi 11, no. 1 (2021): 139–47. http://dx.doi.org/10.2399/yod.19.644818.

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The purpose of this study is to determine university students' perceptions of their time management skills. The research sample is composed of 384 undergraduate students studying in state universities located in various Turkish cities during the 2016-2017 academic year. The Time Management Questionnaire (TMQ) was used in the collection of the data, which was developed by Britton and Tesser (1991) and adapted to Turkish by Alay and Koçak (2002). It was found that students rated their time management skills as being at the "medium-level". In addition, it was concluded that there was no significant gender-related difference in their perceptions of their skill level in time management. While their perceptions of "time-attitudes" and "time-wasters" differed by gender, no such difference was found regarding their perceptions of "time planning". The study included only state university students as the research group. Similar studies regarding time management skills can be conducted with students or educators in different types of educational settings and levels of education. Furthermore, this study analyzed student perceptions of their own time management skills only by the gender variable. However, their perception of these skills can also be analyzed by other demographic variables such as socio-economic status, age, and department of study.

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36

Albandea, Ines, and Jean-François Giret. "The effect of soft skills on French post-secondary graduates’ earnings." International Journal of Manpower 39, no. 6 (2018): 782–99. http://dx.doi.org/10.1108/ijm-01-2017-0014.

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Purpose The purpose of this paper is to construct soft-skill indicators and measure their effects on graduates’ earnings using survey data from a sample of master’s degree graduates in France. Design/methodology/approach The authors use a quantile analysis to measure the effects of soft skills on income. Findings Certain soft skills explain a proportion of the earnings of recent master’s graduates. In particular, they influence the highest salaries and are important for the most highly skilled jobs. Research limitations/implications Most of these soft skills are measured using declarative responses and may result from the feeling of having skills rather than actually possessing the skill. Moreover, this paper only looks at graduates who are employed, and a deficit in soft skills may be more penalising for job seekers. Social implications While some young people take advantage of soft skills early and benefit from them in the labour market, it is likely that it is even more important for those less endowed with these skills to further develop them before entering the labour market. Originality/value This research illustrates the heterogeneous nature of the skills that young post-secondary graduates acquire. French diplomas do not seem to homogenise all of the skills that young people develop through their academic and professional experiences.

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37

Mai Quoc, Khanh, Phuong Nguyen Nam, Kien Phan Trung, Thach Ly Van, Hang Le Thi Thuy, and Ly Dinh Huong. "To practice time management skills for freshmen in pedagogical university." Journal of Science Educational Science 66, no. 1 (2021): 23–36. http://dx.doi.org/10.18173/2354-1075.2021-0003.

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On the basis of systematizing basic theoretical issues on practicing time management skills for freshmen in pedagogical universities; surveying and evaluating the situation of practicing time management skills for freshmen in two pedagogical universities and two pedagogical colleges, the authors propose five measures to practice management skills time for first-year students in pedagogical universities, which include: Focusing on organizing refresher activities, raising their awareness about the importance of time management skills; developing time management skills practice activities for them in the University Skill Club; attracting students to participate in Youth Union and Association activities; testing and evaluating the results of practicing freshmen’s time management skills on a regular basis.

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38

Nofsinger, Mary M. "Time management skills: A checklist." College & Research Libraries News 57, no. 10 (1996): 648–51. http://dx.doi.org/10.5860/crln.57.10.648.

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39

Fidler, Brian, and L. Bell. "Management Skills in Primary Schools." British Journal of Educational Studies 38, no. 1 (1990): 93. http://dx.doi.org/10.2307/3120857.

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40

Hancock, Bill. "Skills inventory for network management." Network Security 1998, no. 10 (1998): 17–19. http://dx.doi.org/10.1016/s1353-4858(00)87604-7.

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41

Browne, M., and C. Hannigan. "Learning project management skills online." Civil Engineering 144, no. 3 (2001): 135–37. http://dx.doi.org/10.1680/cien.144.3.135.39906.

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42

Browne, M., and C. Hannigan. "Learning project management skills online." Proceedings of the Institution of Civil Engineers - Civil Engineering 144, no. 3 (2001): 135–37. http://dx.doi.org/10.1680/cien.2001.144.3.135.

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43

Rossiter, Nancy. "Essential Skills for Management Research." Library & Information Science Research 26, no. 2 (2004): 287–89. http://dx.doi.org/10.1016/j.lisr.2003.12.006.

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44

Longbottom, Anne. "New skills for HCAs: Management." British Journal of Healthcare Assistants 1, no. 5 (2007): 220–22. http://dx.doi.org/10.12968/bjha.2007.1.5.27097.

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45

Nargozian, Charles. "Teaching consultants airway management skills." Pediatric Anesthesia 14, no. 1 (2004): 24–27. http://dx.doi.org/10.1046/j.1460-9592.2003.01205.x.

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46

Whitfield, Nicholas. "Surgical Skills Beyond Scientific Management." Medical History 59, no. 3 (2015): 421–42. http://dx.doi.org/10.1017/mdh.2015.28.

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During the Great War, the French surgeon Alexis Carrel, in collaboration with the English chemist Henry Dakin, devised an antiseptic treatment for infected wounds. This paper focuses on Carrel’s attempt to standardise knowledge of infected wounds and their treatment, and looks closely at the vision of surgical skill he espoused and its difference from those associated with the doctrines of scientific management. Examining contemporary claims that the Carrel–Dakin method increased rather than diminished demands on surgical work, this paper further shows how debates about antiseptic wound treatment opened up a critical space for considering the nature of skill as a vital dynamic in surgical innovation and practice.

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47

Serrie, Hendrick. "Teaching Cross-Cultural Management Skills." Journal of Teaching in International Business 3, no. 3 (1992): 75–91. http://dx.doi.org/10.1300/j066v03n03_05.

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48

Pugliese, Paul. "CONTINUING EDUCATION: SHARPENING MANAGEMENT SKILLS." Journal of Library Administration 7, no. 1 (1986): 25–30. http://dx.doi.org/10.1300/j111v07n01_04.

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49

D'Arcangelo, Michael D., Jo Anne Edwards, and Michael W. Morris. "Developing Skills for Laboratory Management." Laboratory Medicine 26, no. 5 (1995): 312–13. http://dx.doi.org/10.1093/labmed/26.5.312.

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50

Richley, Victoria, Samantha Tumelty, and Asa Wiseman. "Attainment, CPD and management skills." SecEd 2016, no. 19 (2016): 10–11. http://dx.doi.org/10.12968/sece.2016.19.10a.

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