Management Skills1
ERIC Number: EJ1104079
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
Reference Count: 36
ISBN: N/A
ISSN: ISSN-2375-2084
An Assessment of Competency-Based Simulations on E-Learners' Management Skills Enhancements
Levy, Yair; Ramim, Michelle M.
Interdisciplinary Journal of e-Skills and Lifelong Learning, v11 p179-190 2015
There is a growing interest in the assessment of tangible skills and competence. Specifically, there is an increase in the offerings of competency-based assessments, and some academic institutions are offering college credits for individuals who can demonstrate adequate level of competency on such assessments. An increased interest has been placed on competency-based computer simulations that can assist learners to gain tangible skills. While computer simulations and competency-based projects, in general and particularly in management, have demonstrated great value, there are still limited empirical results on their benefits to e-learners. Thus, we have developed a quasi-experimental research, using a survey instrument on pre- and post-tests, to collect the set of 12 management skills from e-learners attending courses that included both competency-based computer simulations and those that didn't. Our data included a total of 253 participants. Results show that all 12 management skills measures demonstrated very high reliability. Our results also indicate that all 12 skills of the competency-based computer simulations had higher increase than those that didn't. Analyses on the mean increases indicated an overall statistically significant difference for six of the 12 management skills enhancements between the experimental and control groups. Our findings demonstrate that overall computer simulations and competency-based projects do provide added value in the context of e-learning when it comes to management skills.
Descriptors: Electronic Learning, Computer Simulation, Competency Based Education, Business Skills, Quasiexperimental Design, Pretests Posttests, Instructional Effectiveness, Undergraduate Students, Graduate Students, Business Administration Education, College Instruction, Student Projects, Statistical Analysis
Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/IJELL/Overview
Omur, Yunus Emre; Argon, Turkan
Eurasian Journal of Educational Research, n66 p243-262 2016
Problem Statement: In modern society, schools, just as other institutions, are required to be innovative organizations. For this purpose, they must not only be learning organizations, they must also be innovative. In this sense, the purpose of this study is to discover the relationship between organizational learning mechanisms at schools and innovation management skills of school administrators. Purpose of the Study: The purpose of this study is to determine high school teachers' opinions of the innovation management skills of school administrators and organizational learning mechanisms at high schools. Method: The research was conducted with the relational survey model, and 272 teachers were sampled with the random sampling method. To collect the research data, the Organizational Learning Mechanisms Scale and Scale of Innovation Management in Schools were used. The data was analyzed with frequency, percentage, standard deviation, mean, and Spearman's rho correlation analyses. Findings and Results: According to the results of the research, teachers' opinions of both the organizational learning mechanisms of their schools and their administrators' innovation management skills were medium level in total and at sub-dimensions; and there is a high-level, positive, and significant relationship between teachers' opinions of organizational learning mechanisms and the innovation management skills of school administrators.
Descriptors: Teacher Attitudes, Administrator Effectiveness, School Administration, Secondary School Teachers, Teacher Surveys, Statistical Analysis, Educational Innovation, Correlation, Faculty Development, School Organization, Measures (Individuals), Foreign Countries
ANI Publishing Company. Kizilirmak Sokak 10/A Bakanliklar, Ankara, Turkey 06440. Tel: +90-312-425-8150; Fax: +90-312-425-8111; e-mail: aniyayincilik@aniyayincilik.com.tr; Web site: http://www.ejer.com.tr
Relation between Secondary School Administrators' Transformational and Transactional Leadership Style and Skills to Diversity Management in the School
Okçu, Veysel
Educational Sciences: Theory and Practice, v14 n6 p2162-2174 2014
This study investigates the relation between secondary school administrators' transformational and transactional leadership style and skills to diversity management in the school, based on branch teachers' perceptions. The relational survey method was used in the study. The sample for the study was comprised of teachers 735 public school teachers from 34 different schools in the city of Siirt during the academic year of 2010-2011. In the research, "Multifactor Leadership Questionnaire" scale was used to determine the leadership styles of school administrators and "Questionnaire for Diversity Management" scale was used to indicate the degree of behavior related to diversity management. In the result of research it was determined that there was a positive and moderate relationship between school administrators' transformational leadership style and skills to management diversity. This study it was found that there was a positive and moderate relationship between all dimensions of transformational leadership and contingent reward sub-dimension of transactional leadership and administrative practices and policies sub-dimension of diversity management, and between intellectual stimulation and individual support sub-dimensions of transformational leadership and contingent reward sub-dimension of transactional leadership and individual attitudes and behaviors, organizational values and norms dimensions of diversity management. It was also found that there was a negative and weak relationship between management by exception (passive) and laissez-faire leadership dimensions of transactional leadership and individual attitudes and behaviors, administrative practices and policies sub-dimensions of diversity management, and between management by exception of transactional leadership (passive) and organizational values and norms sub-dimension of diversity management. Findings of study reveals that practices, such as individual attitudes and behaviors, managerial practices and politics associated with individualized consideration, dimension of transformational leaders and contingent, dimension of transactional leadership were significantly predictors of management skills diversity in schools. Furthermore practices of dimensions of transformational leadership, individualized consideration, idealized stimulation and of dimensions of transactional leadership, contingent reward significantly predictor dimensions of management diversity in schools in respect to organizational values and norms.
Descriptors: Secondary Schools, Administrators, School Administration, Leadership Styles, Transformational Leadership, Skills, Teacher Attitudes, Teacher Surveys, Public School Teachers, Secondary School Teachers, Diversity (Institutional), Foreign Countries
Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp
ความคิดเห็น
แสดงความคิดเห็น