Interpersonal Skills (interpersonal + skill)

Distribution by Scientific Domains


Selected Abstracts


Assessments of learning-related skills and interpersonal skills constructs within early childhood environments in Singapore

INFANT AND CHILD DEVELOPMENT, Issue 4 2010
Sok Mui Lim
Abstract Social skills are necessary for developing successful relationships and promoting learning. Interpersonal skills (IPS) are needed for maintaining friendships while learning-related skills (LRS) are required for positive classroom behaviours. In this study, we investigated the construct validity of LRS and IPS within two existing assessments: the Child Behavior Rating Scales (CBRS) and the Preschool and Kindergarten Behavior Scales,2nd edition (PKBS-2). Teachers completed the CBRS and PKBS-2 for 117 Singaporean children aged 3,6 years. Rasch analysis was used to identify items that fit the unidimensional constructs of LRS and IPS within each instrument. Specific items from within the CBRS were found to measure LRS and IPS. Within the PKBS-2, items were found to measure IPS and a new construct labelled Compliance. Instead of creating new assessment tools to measure new constructs, this study innovatively demonstrated how Rasch analysis can be used to document the existence of new constructs within already existing tools. The identification of new constucts and the use of these tools in an Asian context are presented. Copyright © 2010 John Wiley & Sons, Ltd. [source]


Using extracurricular activity as an indicator of interpersonal skill: Prudent evaluation or recruiting malpractice?

HUMAN RESOURCE MANAGEMENT, Issue 4 2002
Robert S. Rubin
There is widespread agreement that success in organizations requires more than high intellect. Thus, college recruiters commonly examine job candidates' extracurricular activities in search of "well-rounded," emotionally intelligent, and interpersonally skilled students. Intuitively, extracurricular activities seem like valuable student experiences; however, research evidence is sparse, suggesting far more questions than answers. Is participation in extracurricular activity truly linked to interpersonal skill performance? Does leadership experience make a difference? Do extracurricular experiences yield higher skill development? Six hundred eighteen business students and the relationship of their extracurricular involvement to four interpersonal skills were examined. Significant relationships were found and recruitment implications are discussed. © 2002 Wiley Periodicals, Inc. [source]


Maintenance work, maintenance skills: the case of a major water company in the UK

NEW TECHNOLOGY, WORK AND EMPLOYMENT, Issue 1 2002
Fang Lee Cooke
This article explores how maintenance work and the requirements of maintenance skills may have changed in a changing technological and organisational environment. A closer examination of the skill requirements for maintenance work in the case study firm has revealed a wider range of skill components than existing literature on maintenance skills has focused on. This paper argues that organisational change may lead to the requirement of new skills for maintenance work and that interpersonal skill may be an important skill element required. [source]


An Exploratory Analysis of the Value of the Skills of IT Personnel: Their Relationship to IS Infrastructure and Competitive Advantage

DECISION SCIENCES, Issue 1 2001
Terry Anthony Byrd
Abstract Determining and assessing the requisite skills of information technology (IT) personnel have become critical as the value of IT has risen in modern organizations. In addition to technical skills traditionally expected of IT personnel, softer skills like managerial, business, and interpersonal skills have been increasingly cited in previous studies as mandatory for these employees. This paper uses a typology of IT personnel skills,technology management skills, business functional skills, interpersonal skills, and technical skills,and investigates their relationships to two information systems (IS) success variables, IS infrastructure flexibility and the competitive advantage provided by IS. The study investigates these relationships using the perceptions of chief information officers (CIOs) from mostly Fortune 2000 companies. The contributions of this study are: IT personnel skills do affect IS success, technical skills are viewed as the most important skill set in affecting IS infrastructure flexibility and competitive advantage, and modularity is viewed as more valuable to competitive advantage than integration. Several explanations are offered for the lack of positive relationships between the softer IT personnel skills and the dimensions of IS success used in this study. [source]


Bias against overweight job applicants: Further explorations of when and why

HUMAN RESOURCE MANAGEMENT, Issue 2 2007
Lisa M. Finkelstein
We investigated the impact of job candidate weight (average or overweight) on several job-related ratings following a videotaped mock interview. In ad-dition to weight, we manipulated the race of the applicant, level of job qual-ifications, and type of job (e.g., public or private contact). We also measured the effect of rater race and negative affect on multiple work-relevant ratings. Weight, applicant race, job qualifications, and job type each had a modest but significant impact on ratings of hireability, performance capacity, adapt-ability, and interpersonal skills, in varying combinations. The implications of these results for practice and future research are provided. © 2007 Wiley Pe-riodicals, Inc. [source]


Using extracurricular activity as an indicator of interpersonal skill: Prudent evaluation or recruiting malpractice?

HUMAN RESOURCE MANAGEMENT, Issue 4 2002
Robert S. Rubin
There is widespread agreement that success in organizations requires more than high intellect. Thus, college recruiters commonly examine job candidates' extracurricular activities in search of "well-rounded," emotionally intelligent, and interpersonally skilled students. Intuitively, extracurricular activities seem like valuable student experiences; however, research evidence is sparse, suggesting far more questions than answers. Is participation in extracurricular activity truly linked to interpersonal skill performance? Does leadership experience make a difference? Do extracurricular experiences yield higher skill development? Six hundred eighteen business students and the relationship of their extracurricular involvement to four interpersonal skills were examined. Significant relationships were found and recruitment implications are discussed. © 2002 Wiley Periodicals, Inc. [source]


Student characteristics and subculture trends in interpersonal skills workshops

INTERNATIONAL NURSING REVIEW, Issue 3 2002
C ert E d, J. Gilmartin P h D
Abstract The aim of this study was to explore the experiences of student nurses when learning interpersonal skills and to examine the impact of small group work. A qualitative methodology was used. The sample comprised 50 student nurses who were undertaking the preregistration diploma course. In-depth interviews were employed to collect the data. The findings indicated that many students resisted learning owing to a range of personal characteristics that influenced the learning process. A student typology was constructed which highlighted four types of student characteristics that emerged from the data. Significant characteristics relating to each type of student behaviour are emphasized. This report also combines the student typology with the emergence of three distinct subcultures that frequently both interrupt and enhance learning. In presenting the subcultures the implications for group work are considered in conjunction with study limitations. [source]


John Heron's six-category intervention analysis: towards understanding interpersonal relations and progressing the delivery of clinical supervision for mental health nursing in the United Kingdom

JOURNAL OF ADVANCED NURSING, Issue 2 2001
Graham Sloan BSc DipN RMN RGN DipCogPsychotherapy
John Heron's six-category intervention analysis: towards understanding interpersonal relations and progressing the delivery of clinical supervision for mental health nursing in the United Kingdom Aims.,This paper provides a critique of how Heron's six-category intervention analysis framework has been adopted by nursing in the United Kingdom (UK) as a theoretical framework in nursing research and model for clinical supervision. From this, its merits as an analytic framework and model for clinical supervision in nursing are discussed. Background.,Heron's six-category intervention analysis has been acknowledged as a means by which nursing could develop its therapeutic integrity. It has also been used as a theoretical framework in nursing research focusing on nurses' perceptions of their interpersonal style. More recently descriptions of this framework have been proposed as a structure for clinical supervision. However, its use as a theoretical framework to underpin research investigating the interpersonal skills of nurses and as a model of clinical supervision must firstly be scrutinized. Findings.,Returning to Heron's original description and comparing this with its current adoption in the UK, misconceptions of this framework can be identified. Its value as an analytic tool investigating interpersonal relations in nursing has still to be evaluated. Furthermore, nursing's emphasis on certain intervention categories has undermined the potential potency of this framework and its contribution as a model for clinical supervision in nursing. Conclusion.,We argue that Heron's six-category intervention analysis as a framework to investigate the interpersonal competence of nurses, particularly mental health nurses, requires investigation. This, in turn, would provide an opportunity to challenge the framework's theoretical standpoint. In addition to its value as an analytic tool, all six categories of Heron's framework have equal relevance to its contribution in nursing as a supervision model. [source]


Clinical group supervision in an intensive care unit: a space for relief, and for sharing emotions and experiences of care

JOURNAL OF CLINICAL NURSING, Issue 6 2002
Berit Lindahl MSc
Summary , ,Much has been written about models, aims and the concept of clinical group supervisional, although few studies are empirical or focus on intensive care. , ,The aim of the study was to illuminate the process and describe, using qualitative content analysis, the content of conversations carried out during the course of clinical group supervision sessions among Registered Nurses (RN) and enrolled nurses (EN) working in an intensive care unit (ICU). , ,During the supervision sessions, ENs talked about their life-world from a caring perspective, while RNs focused on their professional development. Both ENs and RNs regarded the supervision sessions as a space for relief and for sharing emotions and caring experiences, which helped to manage complex nursing care. , ,The findings are viewed in the light of Roach's theoretical framework describing the attributes of professional care as five Cs. Clinical group supervision is interpreted as supportive in developing interpersonal skills and a sensitive nursing practice. [source]


A Dynamic Food Science Internship Program: Integration of Problem-Based Learning and Student-Centered Mentoring

JOURNAL OF FOOD SCIENCE EDUCATION, Issue 3 2002
Y.M. Lo
ABSTRACT: An internship program based upon problem-based learning (PBL) and student-centered mentoring is developed. Food science majors are introduced to the program in their sophomore/junior year and follow a process that involves learning-style assessments, career counseling, and direct contact with industrial mentors to develop a resume. The problems are designed in collaboration with a faculty advisor so the students can apply their knowledge to industrial situations. Assessment of performance is conducted by having students submit weekly journal entries and a final report and participate in a closing interview. The journals and reports are graded on 6 aspects of a pedagogical reasoning model: Comprehension, transformation, implementation, evaluation, reflection, and new comprehension. This trains students to use a range of knowledge within a restrained environment, as well as assisting students to refine the critical food science and interpersonal skills needed for successful careers after graduation. [source]


Psychometric testing of the Leadership and Management Inventory: a tool to measure the skills and abilities of first-line nurse managers

JOURNAL OF NURSING MANAGEMENT, Issue 7 2008
BERNICE SKYTT MSc
Aim, To estimate the validity and reliability of the Leadership and Management Inventory, a tool to measure the skills and abilities of first-line nurse managers. Background, The decision to develop an inventory reflects the need for an instrument that can measure the various skills and abilities first-line nurse managers should possess. Method, Factor analysis was conducted and internal consistency initially estimated on data from 149 registered nurses; a second sample of 197 health care personnel was used to test these results. Results, Principal component analysis of the first sample resulted in a preferred three-factor solution that explained 65.8% of the variance; Cronbach's alpha coefficient varied between 0.90 and 0.95. Analysis of the second sample also resulted in a three-factor solution that explained 64.2% of the variance; Cronbach's alpha coefficient varied from 0.88 to 0.96. For both samples, the factors were labelled ,interpersonal skills and group management', ,achievement orientation' and ,overall organizational view and political savvy'. Conclusion, Results indicate that estimates of validity and reliability for the Leadership and Management Inventory can be considered acceptable. Implications for nursing management, The Leadership and Management Inventory can be used when first-line nurse managers' leadership and management skills and abilities are to be measured. [source]


Emotional intelligence: a vital prerequisite for recruitment in nursing

JOURNAL OF NURSING MANAGEMENT, Issue 6 2001
C. Cadman MED
This paper explores Goleman's (1996) concept of ,emotional intelligence' in relation to recruitment to preregistration nurse education programmes. Current studies consistently demonstrate that emotional intelligence is the common factor which marks out individuals as leaders, innovators and effective managers. The role of the qualified nurse is evolving continually and ,portable' skills are the key qualities demanded by a health care system under pressure to compete. These include the ability to work effectively in teams, the ability to recognize and respond appropriately to one's own and others' feelings and the ability to motivate oneself and others. They are collectively termed ,emotional intelligence'. We believe we need selection processes that will determine levels of emotional intelligence in prospective candidates, as they could be a reliable predictor of success in both clinical nursing practice and academic study. Research indicates that emotional intelligence cannot be developed quickly enough through interpersonal skills training and therefore it is essential that nurse educators create assessment strategies that will identify emotional intelligence at recruitment. [source]


High Self-Control Predicts Good Adjustment, Less Pathology, Better Grades, and Interpersonal Success

JOURNAL OF PERSONALITY, Issue 2 2004
June P. Tangney
What good is self-control? We incorporated a new measure of individual differences in self-control into two large investigations of a broad spectrum of behaviors. The new scale showed good internal consistency and retest reliability. Higher scores on self-control correlated with a higher grade point average, better adjustment (fewer reports of psychopathology, higher self-esteem), less binge eating and alcohol abuse, better relationships and interpersonal skills, secure attachment, and more optimal emotional responses. Tests for curvilinearity failed to indicate any drawbacks of so-called overcontrol, and the positive effects remained after controlling for social desirability. Low self-control is thus a significant risk factor for a broad range of personal and interpersonal problems. [source]


HOVIS , The Hertfordshire/Oxfordshire Violent Incident Study

JOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 2 2002
K. Spokes msc bsc(hons)
Violence in psychiatric inpatient units is a major and growing problem. Research interest has primarily focussed on patient characteristics. The role of staff factors and the antecedents of violent incidents has been neglected, despite the fact that staff factors and behaviour may be more readily amenable to change than patient characteristics. The HOVIS study sought to obtain the views of a sample of mental health nurses in current clinical practice about staff-related factors, which they perceive to contribute to, or protect against, the occurrence of violent incidents. A total of 108 nurses working in psychiatric acute admission, intensive care and low secure units, in two NHS Trusts were interviewed using a specially designed semistructured interview schedule. These nurses identified a variety of behaviours, clinical skills, personal characteristics and interpersonal skills that they believe impact on the occurrence of violent incidents. These findings are discussed in relation to their possible training and managerial implications. [source]


Managing Threat: Do Social-Cognitive Processes Mediate the Link Between Peer Victimization and Adjustment Problems in Early Adolescence?

JOURNAL OF RESEARCH ON ADOLESCENCE, Issue 3 2007
Wendy L. Hoglund
Peer victimization has been linked concurrently and over time with multiple adjustment problems. However, the reasons for this multi-finality in victimization are not well understood. The current study examines social-cognitive processes (hostile attributions, social perspective awareness, and interpersonal skills) as mediators of the relations between subtypes of peer victimization (relational, physical) and depression and anxiety, social withdrawal, and physical aggression in early adolescence. The overall pattern of associations among subtypes of victimization, social-cognitive processes, and adjustment converged with expectations that victimization biases adolescents' cognitions about peers in conflict situations and skills relating to peers. In turn, these cognitions and skills differentially compromised their ability to regulate diverse emotions or limit reticent behaviors in response to peer threats. Modest gender differences in these associations were found. [source]


Electronic Communication Training: Reconciling Gaps Created by the Virtual Office

PERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2001
Jackie L. Jankovich Hartman
ABSTRACT The virtual organization is one result of the rapid advances of technology. These advances, however, bring about setbacks when communicating electronically,primarily a loss of face-to-face interaction. Yet interpersonal skills are still deemed one of the most desirable communication skills in today's workplace. A gap analysis of the traditional versus the virtual office reveals that voids exist when communicating solely electronically. Electronic communication training is essential in order to eliminate these voids and lessen the chance for unclear messages, enhance "faceless" interactions, and avoid communication overload. Therefore, it is incumbent upon educators and trainers to augment development programs with electronic communication training in order for employees to be prepared for the challenges of the virtual office. [source]


Project management in instructional design: ADDIE is not enough

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 5 2010
Shahron Williams Van Rooij
In the digital age, instructional designers must possess both a sound instructional design knowledge base and solid project management skills that will enable them to complete courseware projects on time, on budget and in conformance with client expectations. Project management skills include the ability to apply repeatable processes, along with interpersonal skills such as communication and leadership skills. However, courses in project management are often absent from the higher education instructional design curriculum, creating a gap between what is learned in instructional design programmes and real-world practice. In this paper, the author draws on the education and project management fields to examine this gap. The author argues that the gap between instructional design project management models and how instructional design practitioners view project management is a consequence of the divergent perspectives of higher education subcultures and the extent to which those subcultures are likely to embrace cross-disciplinary subjects such as project management. The author proposes some research and advocacy opportunities for closing the gap between instructional design education and practice. [source]


An Assessment of the Faculty Development Needs of Junior Clinical Faculty in Emergency Medicine

ACADEMIC EMERGENCY MEDICINE, Issue 7 2008
Heather Farley MD
Abstract Objectives:, Academic physicians must be able to access the resources necessary to support their ongoing professional development and meet requirements for continued academic advancement. The authors sought to determine the self-perceived career development needs of junior clinical faculty in emergency medicine (EM) and the availability of educational resources to meet those needs. Methods:, An educational "needs assessment" survey was distributed to 954 American College of Emergency Physicians (ACEP) members listed in the ACEP database as being faculty at EM residency programs in the United States and having graduated from an EM residency within the past 7 years. Respondents were asked to rank the importance of 22 areas of faculty development to their own professional growth and then to indicate whether educational resources in each area were available to them. Respondents were also asked to note the educational formats they prefer. A search for currently available resources in each topic area was undertaken and compared to the survey results. Results:, A total of 240 responses were received. Self-perceived career development needs were identified in the following areas: bedside teaching, lecture development, business skills, managerial skills, educational research, mentorship and career counseling, interpersonal skills, leadership skills, scholarly writing skills, physician wellness, and knowledge of the faculty development process. While a review of currently available educational resources revealed lectures, conferences, and online materials pertinent to most of these topics, a relative lack of resources in the areas of mentorship and physician wellness was identified. Conclusions:, Junior clinical faculty in EM perceive a lack of educational resources in a number of areas of faculty development. The academic community of EM should strive to improve awareness of and access to currently existing resources and to develop additional resources to address the area of physician wellness. The lack of mentorship in academic EM continues to be a problem in search of a solution. [source]


The Effects of Clinical Workload on Teaching in the Emergency Department

ACADEMIC EMERGENCY MEDICINE, Issue 6 2007
Sean P. Kelly MD
Background:Academic emergency physicians have expressed concern that increased clinical workload and overcrowding adversely affect clinical teaching. Objectives:To evaluate the influence of clinical workload and attending physicians' teaching characteristics on clinical teaching in the emergency department (ED). Methods:This was a prospective observational study using learner satisfaction assessment tools to evaluate bedside teaching. On days when a research assistant was available, all ED residents and attending physicians were queried. A total of 335 resident surveys were administered over nine months (89% response). Clinical workload was measured by perception and patient volume. Teaching quality and characteristics were rated on ten-point scales. A linear mixed-effects model was used to obtain adjusted impact estimates of clinical workload and teaching attributes on teaching scores while controlling for individual attending physicians' teaching ability and residents' grading tendencies. Results:No clinical workload parameter had a significant effect on teaching scores: residents' workload perception (, estimate, 0.024; p = 0.55), attending physicians' workload perception (, estimate, ,0.05; p = 0.28), patient volume in patients per hour (, estimate, ,0.010; p = 0.36), and shift type (, estimate, ,0.19; p = 0.28). The individual attending physician effect was significant (p < 0.001) and adjusted in each case. In another model, the attending physicians' learning environment established (, estimate, 0.12; p = 0.005), clinical teaching skills (, estimate, 0.36; p < 0.001), willingness to teach (, estimate, 0.25; p < 0.001), and interpersonal skills (, estimate, 0.19; p < 0.001) affected teaching scores, but the attending physicians' availability to teach had no significant effect (, estimate, 0.007; p = 0.35). Conclusions:Clinical workload and attending physicians' availability had little effect on teaching scores. Attending physicians' clinical teaching skills, willingness to teach, interpersonal skills, and learning environment established were the important determinants of overall scores. Skilled instructors received higher scores, regardless of how busy they were. [source]