scholarly journals Comparison of management skills that are required for middle managers at present and in the next generation in advanced midwives

2021 ◽  
Vol 13 (3) ◽  
pp. 42-53
Author(s):  
Abe Megumi ◽  
Yasui Toshiyuki ◽  
Matsuura Yukie ◽  
Haku Mari ◽  
Uemura Hirokazu
Author(s):  
Irina Onyusheva ◽  
Nopbhol Naruenatdumrong

The next era or 4.0 age are frequent buzzwords today. Human potential and human skills are the key to invention of new things through new knowledge generation and having great impact on the whole society at the end. People are increasingly concerned with their living and working in the time of big changes that require appropriate change management skills and overall flexibility. It is not easy to adapt to all of the global upcoming changes. Exploring the issue of how people adapt to these quick changes and thus change themselves gives us an opportunity to understand and develop future HR competitive strategy. In this paper the authors discuss the specificity of the next-generation jobs and the variety of skills needed for them. Comparative analysis carried out among ASEAN countries is presented. It takes into consideration not only the proximity of these countries’ location in relation to each other but also the peculiar factors of their economic development.


2004 ◽  
Vol 171 (4S) ◽  
pp. 389-389
Author(s):  
Manoj Monga ◽  
Ramakrishna Venkatesh ◽  
Sara Best ◽  
Caroline D. Ames ◽  
Courtney Lee ◽  
...  

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.


2020 ◽  
Vol 36 (5) ◽  
pp. 777-786 ◽  
Author(s):  
Julia Waldeyer ◽  
Jens Fleischer ◽  
Joachim Wirth ◽  
Detlev Leutner

Abstract. There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that students are often not adequately prepared to use resource-management strategies effectively. It is thus crucial to screen and identify students who are at risk of poor resource management (and consequently, reduced academic achievement) to provide them with appropriate support. For this purpose, we extend the validation of a situational-judgment-based instrument called Resource-Management Inventory (ReMI), which assesses resource-management competency (including knowledge of resource-management strategies and the self-reported ability to use this knowledge in learning situations). We evaluated the ReMI regarding factor structure, measurement invariance, and its impact on academic achievement in different study domains in a sample of German first-year students ( N = 380). The results confirm the five-factor structure that has been found in a previous study and indicate strong measurement invariance. Furthermore, taking cognitive covariates into account, the results confirm that the ReMI can predict students’ grades incrementally. Finally, a multi-group analysis shows that the findings can be generalized across different study domains. Overall, we provide evidence for a valid and efficient instrument for the assessment of resource-management competency in higher education.


1996 ◽  
Vol 41 (1) ◽  
pp. 52-53
Author(s):  
Lisa C. McGuire
Keyword(s):  

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