Refocusing Energy to Achieve Results: Four Key Management Skills

2010 ◽  
Author(s):  
Kathleen Page ◽  
Mary Loos
Keyword(s):  
Key Management ◽  
Management Skills

Kulicke and Soffa Industries, Inc.: Designing a Supply Chain Network

2017 ◽  
pp. 1-14
Author(s):  
Gerry Yemen ◽  
Gal Raz ◽  
Martin N. Davidson
Keyword(s):  
Supply Chain ◽  
Key Management ◽  
Executive Education ◽  
Supply Chain Network Design ◽  
Supply Chain Network ◽  
Management Skills ◽  
Education Programs ◽  
Expansion Strategy ◽  
Alternative Sites ◽  
Global Company

Supply chain network design choices and the challenges in implementing and understanding how alternatives influence firm performance are key management skills that can be applied to the case of a global company, Kulicke and Soffa Industries, Inc. (K&S), and its expansion strategy. Suitable for the MBA, EMBA, GMBA, and executive education programs, the case explores the decision to expand the company's tool bonding capacity in order to manage its growth. The question becomes whether to grow current operations in Yokneam Israel or seek alternative sites. And if it was decided to seek a location outside of Israel, where exactly should the company go?

scholarly journals The Management Skills of SALL Managers

2013 ◽  
pp. 236-252
Author(s):  
David Gardner ◽  
Lindsay Miller
Keyword(s):  
Hong Kong ◽  
Key Management ◽  
Management Skills ◽  
Skill Sets

This paper looks at the management skills of SALL managers. It is based on data collected using quantitative and qualitative instruments with six SALL managers in tertiary contexts in Hong Kong. With reference to the literature in the field of management, the paper reviews the data in terms of identifiable management skills. This provides a picture of the skills possessed by these managers and also identifies gaps in their skill-sets. The paper provides a checklist of skills relevant to SALL management which individual managers may find useful, and also discusses the 4 key management areas of leadership, scope, expectations and evaluation.

scholarly journals Key Management Skills for Integral Civil Engineering Education

2021 ◽  
Vol 11 (1) ◽  
pp. 64
Author(s):  
Miguel Ángel Gómez ◽  
Rodrigo Fernando Herrera ◽  
Edison Atencio ◽  
Felipe Cristóbal Munoz-La Rivera
Keyword(s):  
Literature Review ◽  
Engineering Education ◽  
Key Management ◽  
Soft Skills ◽  
Technical Skills ◽  
International Agreements ◽  
Project Managers ◽  
Management Skills ◽  
Web Based ◽  
Aec Industry

Architecture, Engineering and Construction (AEC) industry requires many interactions between professionals of different areas. Thus, project managers in the AEC industry should have a set of management-aligned skills. International agreements and accreditation boards states the expected skills for engineering graduates, but they usually overrate technical skills. This study aims to identify the most relevant skills in management for civil engineer's education. To achieve this, a literature review was carried out and a list of 129 competencies was obtained. This list was summarized in 34 competencies, and his importance level was evaluated using a web-based survey, targeted to Chilean project managers and civil engineers. The collected skills were classified in management, technical and soft skills. According to respondents, the 34 skills described in this paper are important for the exercise of the profession. However, the most important skills in relative terms are soft skills, then management, and finally, technical skills.

An exploration of managerial expertise in the Western Australian wine industry

2008 ◽  
Vol 20 (2) ◽  
pp. 138-152 ◽  
Author(s):  
Steve Charters ◽  
Marilyn Clark‐Murphy ◽  
Nicole Davis ◽  
Alan Brown ◽  
Elizabeth Walker
Keyword(s):  
Key Management ◽  
Qualitative Methodology ◽  
Wine Industry ◽  
Management Skills ◽  
Structured Interviews ◽  
Content Type ◽  
Managerial Skills ◽  
Management Processes ◽  
Western Australian ◽  
And Training

PurposeThe purpose of this paper is to identify the key management skills for running a successful winery business, which in the Australian industry is predominately a small to medium sized business, and explores the existence of such skills within the industry.Design/methodology/approachThe information was obtained through structured interviews with a range of winery owners and managers in the four main wine regions of Western Australia.FindingsWhilst a set of universal management skills are identified by the industry participants, these are not universally held. The study examines skills and training issues highlighting the diversity of winery owners and managers.Research limitations/implicationsThe study was conducted using qualitative methodology in one state of Australia only.Practical implicationsThe findings require further quantitative testing, but strongly imply that managerial skills in the wine industry are limited, and most managers are more focused on technical expertise than financial, strategic, marketing or HR planning and management.Originality/valueThe paper has benefit for the wine industry showing the strengths and weaknesses of its managers, and also for theorists who seek to understand management processes in a specific sector predominantly comprising small and medium sized enterprises.

scholarly journals Doctor, how can we help you? Qualitative interview study to identify key interventions to target burnout in hospital doctors

BMJ Open ◽  
2019 ◽  
Vol 9 (9) ◽  
pp. e030209 ◽  
Author(s):  
Gillian Walsh ◽  
Blánaid Hayes ◽  
Yseult Freeney ◽  
Siobhain McArdle
Keyword(s):  
Work Stress ◽  
Key Management ◽  
Working Environment ◽  
Management Skills ◽  
Line Managers ◽  
Staffing Levels ◽  
Qualitative Interview Study ◽  
Semistructured Interviews ◽  
Education Interventions ◽  
Hospital Doctors

ObjectiveTo identify priority interventions for the prevention and reduction of work stress and burnout in hospital doctors through analysis of (1) doctors’ experiences of work stress and burnout and (2) their preferences with respect to interventions.DesignQualitative design using semistructured interviews analysed with deductive thematic analysis.SettingHospitals in Ireland.Participants32 hospital doctors (16 practising consultants and 16 doctors in training) from a range of specialties, career stages, hospital types and locations.ResultsPractical, system-focused interventions were found to be most needed. Challenges with basic entitlements, that is, accessing statutory leave, knowing in advance when leave can be taken and being adequately covered when on leave were identified as requiring urgent attention. Other priority interventions identified were the integration of psychological support in the everyday working environment, time and training for clinical line managers to perform key management activities such as debriefing and education interventions which highlight work stress risks and care pathways, teach self-care and train doctors in how to support one another.ConclusionsHospital doctors are feeling the effects of greater demand and fewer resources. What they most urgently need is adequate staffing levels, access to statutory leave and adequate cover when on leave. Doctors do not receive the support they need from their clinical line managers, who lack the skills and time to excel as people managers. Organisations should focus on developing clinical management skills across the system. The culture of medicine needs to change from stigmatisation and competitiveness to compassion and collaboration. Organisations, medical schools and professional bodies can steer this change through education.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

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.

Validating the Resource-Management Inventory (ReMI)

2020 ◽  
Vol 36 (5) ◽  
pp. 777-786 ◽  
Author(s):  
Julia Waldeyer ◽  
Jens Fleischer ◽  
Joachim Wirth ◽  
Detlev Leutner
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Resource Management ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Management Strategies ◽  
Group Analysis ◽  
Management Skills ◽  
First Year Students ◽  
Management Competency

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.

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