Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

As the delivery of occupational therapy (OT) services via telehealth has dramatically expanded after the COVID-19 pandemic in 2020 (AOTA, 2022), the effective utilization of Information Communication Technologies (ICTs) along with psychosocial skill proficiency is at the forefront of healthcare within a mounting mental health crisis (WHO, 2022). Despite the essential application of ICTs, occupational therapy practitioners (OTPs) apparently lack knowledge, skills and confidence utilizing telehealth effectively (Aboujaoudé et al., 2021; Campbell et al., 2019; Chike-Harris et al., 2021; Corey, 2019; Hermes et al., 2021; Hoel et al., 2020; Larsson-Lund & Nyman, 2019; McClellan et al., 2020; Miranda-Duro et al., 2021). Moreover, research suggests that OTPs further lack confidence incorporating psychosocial abilities and personal attributes, such as therapeutic use of self (Anderson & Halbakken, 2020; Birken et al., 2017; Taylor, 2020). These obstacles jeopardize the distinct value of OT in mental health, as well as the overall viability of the profession. The Technology Training Program (TTP) is a multi-module, curriculum-based ICT skills training intervention that promotes professional advancement in these areas of clinical practice. OTP proficiency in technology and psychosocial skills is a crucial investment that promotes overall competence and self-efficacy to successfully meet global challenges and healthcare demands within a rapidly evolving digital landscape.

Upon graduation from an undergraduate institution, engineering graduates are expected to have a baselevel skill in technical skills related to their discipline. Teaching technical skills comes naturally to engineering programs as the conceptual understanding of the material form the foundation of engineering ability. However, engineering graduates also are expected to have a baselevel of professional skills, which are more subjective in nature and do not have a standardized approach for teaching or assessing them at the undergraduate level. An investigation into current perceptions of professional skills by relevant parties is an initial step in providing more structure to professional skills education in engineering departments and courses. This dissertation explored the perceptions of engineering students, engineering faculty, and practicing engineers when it comes to professional skills. Eight professional skills were investigated: collaboration, communication, ethical considerations, inclusivity, leadership, professional judgment, task management, and teamwork. Surveys were administered and interviews were conducted with students. Statistical analysis on survey data indicated that how students rate their peers’ abilities aligns with the perceptions that practicing engineers have of student abilities with both groups’ means for each skill be lower than how the students rated their own ability to a significant level (p < 0.001 for six of eight skills). Student interviews yielded potential operational definitions for professional skills, which can be validated in future work. Interviews also gave insight into how various student experiences aid in professional skills development. Recommendations for methods to improve professional skills education in engineering curricula were provided for each professional skill.

Today's the public experiences the period which differs intensive aspiration to the knowledge, accompanied by various technologies, political, social and cultural changes in a society. Therefore, later more than to decade after the begun fundamental reform of education, in the field of development of our country there were many changes. Today all of more attention is given to establishments of preschool education, professional experience of their personnel, the pedagogical competence, to improvement of professional skill, its needs and development. Being guided by increase of requirements of a society to an education system, recently especially emphasized improvement of professional skill of tutors of establishments of preschool education, for work of the master has been made a choice of a theme with the purpose to reveal the attitude of tutors of establishments of preschool education to needs of improvement of professional skill and to the improvement of professional skill. The basic purpose of this work - to discuss and investigate features of activity and needs of improvement of professional skill of tutors of establishments of preschool education.To carry out this purpose has been helped theoretical revealing and the practical analysis of a problem. There was an object in view to find out the attitude of tutors of establishments of preschool education to needs of improvement of professional skill and an opportunity of their development. Having executed both... [to full text]

Este estudio investiga el modelo de las competencias profesionales del catedrático a través de sus cuatro dimensiones (aptitud, empatía, sapiencia y seguridad) adaptado al contexto peruano, específicamente a la ciudad de Lima, haciendo uso del análisis factorial confirmatorio de segundo orden, como un caso particular de un modelo de estructuras de covarianza (SEM). El modelo fue usado para probar la hipótesis de investigación de este estudio que se realizó en una universidad pública de Lima, en la Facultad de Ciencias Administrativas, con una muestra de 195 participantes seleccionados en forma aleatoria. Los resultados apoyan la idea de que las competencias profesionales del catedrático tienen una relación directa con su aptitud, empatía, sapiencia y seguridad con coeficientes de 0,86; 0,86; 0,84 y 0,78 respectivamente; con una significación del 1%. Además, el modelo propuesto en la presente investigación cumple con las propiedades psicométricas, es decir posee consistencia interna de 0,79 y cumple con la evidencia de la validez de constructo con un índice GFI de 0,93 y RMSEA de 0,054; que son los índices adecuados. Por tanto, este estudio proporciona un modelo para los catedráticos que buscan mejorar día a día en su desenvolvimiento como tales. / Revisión por pares

Aspiring professional accountants need to develop certain competencies comprising both technical knowledge and professional skills (also referred to as generic skills), during their initial professional development (IPD). However, despite interventions to develop these competencies, there is still a gap between employers' expectations and graduates' competencies. It has been argued that Emotional Intelligence (EQ) may be the missing link in the IPD of professional accountants. It has been suggested that instructors should adopt specific non-traditional pedagogical approaches to develop professional skills and EQ. The effectiveness of these approaches may, however, be compromised by the diversity in the classroom. Instructors should take cognisance of the demographic differences of the individuals within the student group and the impact of these differences on the development of professional skills and EQ, when selecting the pedagogical approaches. Instructors should also take cognisance of the interaction between demographic variables within the demographic groups. This dissertation explored demographic differences in students' perceptions of the professional skills developed at the end of their IPD. Statistically significant differences were noted between different demographic groups of students on whether they have developed professional skills. This dissertation further explored the differences in EQ between demographic groups of students. Statistically significant differences were not only noted in EQ between these demographic groups of students but also within these demographic groups. Although this dissertation considers South African students, the results may be of interest to other multicultural and multilingual environments, particularly environments that have a history of socio-economic inequity and racial injustice. / Dissertation (MCom)--University of Pretoria, 2016. / Accounting / MCom / Unrestricted

Yes / This article explores the implications of `networked¿ and `flexible¿ organisations for the work and skills of professionals. Drawing on material from four different case studies it reviews work that is out-sourced (IT professionals and housing benefit caseworkers), work done by teachers contracted to a temporary employment agency and work done through an inter-firm network (chemical production workers). In each of these cases work that was out-sourced was managed very differently to that which was undertaken in-house, with managerial monitoring replacing and reducing employees¿ discretion. New staff in these networks had fewer skills when hired and were given access to a narrower range of skills than their predecessors. By contrast, the production staff employed on permanent contracts in the inter-firm network were given (and took) significant amounts of responsibility, with positive results for both their skills and the work processes. Despite these results, out-sourcing and sub-contracting are a far more common means of securing flexibility than organisational collaboration and the implications of this for skills is considered.

No / This paper examines the issues and challenges faced by Qatar, a developing Gulf Cooperation Council (GCC) country, when localising established professional skills development strategies used in developed countries. The paper is based on the synthesis of viewpoint formed through the collective practical experiences of the authors. The paper posits that Qatar, a nation that is striving to move from an economy heavily reliant on oil and gas and the skills and competencies of foreign professionals to one that is knowledge driven and managed by its own citizens, needs to consider several micro, macro and policy level implications for implementing a meaningful professional skills development agenda. The unique demographic context as well as value and belief systems that are influenced by the social-cultural environment play a significant role in influencing the implementation of any performance assessment and management and the development of professional skills in the country.

The purpose of this study was to determine the relationships between the scores of students on the Pre-Professional Skills Test (P-PST) and the scores of students on college aptitude tests, the race of students and the number of college hours that students had completed. The subjects who participated in this study were education students who sought admittance to Texas public colleges and universities and took the P-PST in March, 1984. A total of 642 students participated in the study, 512 White or other, 48 Blacks and 82 Hispanics. P-PST scores, race, number of college hours completed, and college aptitude scores were obtained from the student's college or university as a result of the signed release forms each student completed at the March, 1984 testing date.

Cette recherche auprès de soignants d’un CHU vise à rendre compte, à partir d’une approche ergonomique, de la complexité de la transmission des savoirs professionnels en situation de travail, dans un contexte de transformations du monde productif. Elle propose un modèle de la « transmission professionnelle » en termes de « processus d’élaboration d’interactions formatives », en insistant sur leur émergence, leur déroulement et leur dynamique. Les analyses reposent sur la combinaison d’observations de situations de transmission, d’entretiens individuels et collectifs (« ateliers réflexifs ») centrés sur l’activité de transmission. Les résultats montrent que l’élaboration des interactions formatives repose sur trois composantes fortement influencées par le contexte productif : la combinaison de savoirs professionnels, la co-construction d’une relation entre protagonistes, et la conciliation entre activités de transmission et de production. Ils amènent aussi, en retour, à considérer la transmission professionnelle comme un « révélateur » des contraintes du monde productif dans lequel elle se déroule. / This research focused on the nursing staff in a university hospital. Its goal was to describe, based on an ergonomic approach, the complexity that characterizes the transfer of professional skills in work situations, in a context of transformations of the production world. It proposes to model the “transfer of professional skills” as a set of “processes of elaboration of formative interactions”, emphasizing the emergence, the sequence of events, and the dynamics of these processes. Our analyses are based on combining the observation of situations of transfer of skills, with individual and collective interviews (“reflective workshops”) focusing on the activity of transferring skills. Results show that the elaboration of formative interactions relies on three components that are strongly influenced by the context of production: combining professional skills, co-constructing a relationship between protagonists, and reconciling the activities of skills transfer and of production. Conversely, these results encourage us to consider the transferring of professional skills as revealing the constraints of the productive world in which it takes place.