Problematic issues of development of technologies of personnel management in domestic practice and their solutions

Kirillov, Andrey V.; Vinichenko, Mikhail V.; Melnichuk, Alexander V.; Makushkin, Sergey A.

doi:10.15216/978-5-4365-0603-6

Cited by 4 publications

(5 citation statements)

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“…We then proposed different tools. Among the tools used were the Pomodoro technique (Cirillo, 2006(Cirillo, , 2009; the setting of objectives with the SMART method (Drucker, 1954;Doran, 1981;Lawlor and Hornyak, 2012); the organization of tasks with the Eisenhower Matrix (Kirillov et al, 2015); planning tools (agendas, bullet journal, smart phone applications...); and finally, a feedback mechanism to test them and see what works for them. Each student had to define their procrastination profile including the evaluation on the abovementioned scales and had to test strategies (those proposed in class or elsewhere) and present their assessment to the other students but also in a final report evaluating the training module.…”

Section: Intervention Programmentioning

confidence: 99%

NeuroStratE: An educational neuroscience intervention to reduce procrastination behavior and improve executive planning function in higher students

2023

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This study aimed to evaluate the impact of an educational cognitive neuroscience intervention (NeuroStratE) focusing on teaching the functioning of the brain and practical tools to address the procrastination behavior of 199 students enrolled at university from 2019 to 2021. The evolution of procrastination behavior is measured by specific scales and the planning ability through the Tower of Hanoi test. We compared the change in procrastination behaviors and planning ability between the pre and post-test to those of a control group. Procrastination behavior reduction and planning ability improved more in the students who followed the intervention (N = 179) than those in the control group (N = 20). Using mixed methods, these results were qualitatively refined with student feedback on the value of the intervention program, along with individual student interviews. This study highlights that it is particularly courses of procrastination and associated practical tools which contributed to reduced procrastination behavior and improved the planning ability.

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Section: Intervention Programmentioning

confidence: 99%

NeuroStratE: An educational neuroscience intervention to reduce procrastination behavior and improve executive planning function in higher students

2023

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“…Примеры таких навыков можно рассмотреть на рисунке 4 [11]. Чем выше уровень управления, тем значительнее роль способностей, которые связанны с эмоциональным интеллектом [15]. Чтобы компания успешно функционировала, необходимо развивать soft skills у сотрудников организации.…”

Section: рисунок 3 составляющие понятия Soft Skills (по мамаевой с)unclassified

Formation of Soft Skills Competences and Principles of Academic Integrity of Higher Education Students in Teaching the Disciplines by Specialty “Civil Security”

Бородина¹,

Cheberiachko²,

Shevchuk³

2020

JDMI

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Purpose: to develop a method of combining the elements of learning in the educational process, which allow forming the soft skills competences and principles of academic integrity of higher education students in teaching the disciplines by specialty “Civil Security”. Methodology. Analysis of the educational process from the standpoint of the formation of soft skills competences and principles of academic integrity of higher education students in teaching the disciplines by specialty “Civil Security”. Systematization of elements of the educational process at the stage of developing a training curriculum for the implementation of interactive teaching methods, which provide opportunities for higher education students along with the basic scheduled learning outcomes to master the soft skills additionally, as well as to familiarize with the principles of academic integrity. Distinguishing the skills from the existing variety of soft skills, the provision of which is most favorable when teaching a particular learning material. Results. Studies have shown that the disciplines related to labor protection and civil protection are favorable educational components for the formation of soft skills competences and principles of academic integrity. It is determined that the implementation of a combination of teaching the basic material and providing the Soft skills competences along with the knowledge of the principles of academic integrity can be reached in three stages: to build up the structure of teaching the basic material; to determine the list of Soft Skills competences; to carry out experimental check of the structure of teaching the basic material developed at the first stage. These stages formed the proposed method – a combination of various elements in the educational process into a single interconnected content. It is found that for the effective implementation of the proposed method, the selection of certain Soft Skills competences and examples of academic integrity should be based on the principles of a correct and recognized formation of Soft Skills competences. The received practical experience of the offered method implementation confirmed its prospects as it allows not only the developing of soft Skills competences of students in teaching the disciplines by specialty “Civil safety” but to provide the competences and scheduled results even more informatively in an interactive form. Scientific novelty: the formation of soft skills competences and principles of academic integrity of higher education students are considered not as additional functions of the educational process but as a basic component in teaching the disciplines by specialty “Civil Security” which is the basis of the proposed method. Practical significance: the method of combining the elements of learning in the educational process, which allow forming the soft skills competences and principles of academic integrity of higher education students in teaching the disciplines by specialty “Civil Security”; allows the teachers of “Civil Security” specialty to organize the educational process in the most interactive way. In general, this method will promote the interest of higher education students in obtaining the competences in civil protection and occupational safety and health issues, as well as the implementation the principles of academic integrity in professional activities.

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“…From this perspective, task performance is seen as a function of effectively managing one's time and the efficiency through which one executes work-related tasks (Koopmans, 2014). These generic factors also apply to students and study contexts (Kirillov et al, 2015). If validated, this instrument can provide a reliable tool for evaluating task performance in academic environments.…”

Section: Introductionmentioning

confidence: 99%

“…The scale should work similarly regardless of student's ages, genders or in which nation they study. However, differences in developmental trajectories, socialisation, and roles can shape perceptions and capabilities in task performance between genders and age groups (Locke and Latham, 2013;Kirillov et al, 2015). Younger students might see task performance differently than older students who have been distanced from structured education systems for a longer period (Locke and Latham, 2013).…”

Section: Introductionmentioning

confidence: 99%

The academic task performance scale: psychometric properties, and measurement invariance across ages, genders and nations

van Zyl,

Klibert,

Shankland

et al. 2024

Front. Educ.

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Academic task performance (TP) refers to the proficiency with which students perform in academic tasks through making the right choices and completing core tasks central to their academic studies, on time and to specification. We adapted Koopmans et al.’s task performance scale (TPS) for use within tertiary education and investigated its psychometric properties, internal consistency and measurement invariance across age, gender and national groups in university students (n = 3,265). The results showed that a hierarchical ESEM model with one higher-order task performance factor consisting of time management and task efficiency fitted the data best. The TPS exhibited full measurement invariance across gender and age groups, implying that the latent mean scores can be used to determine differences. However, invariance could only partially be established for national cohorts, implying that cross-national comparisons may not be possible. These findings offer preliminary support for the TPS as a valid instrument for gauging students’ academic task performance.

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Problematic issues of development of technologies of personnel management in domestic practice and their solutions

Cited by 4 publications

References 0 publications

NeuroStratE: An educational neuroscience intervention to reduce procrastination behavior and improve executive planning function in higher students

NeuroStratE: An educational neuroscience intervention to reduce procrastination behavior and improve executive planning function in higher students

Formation of Soft Skills Competences and Principles of Academic Integrity of Higher Education Students in Teaching the Disciplines by Specialty “Civil Security”

The academic task performance scale: psychometric properties, and measurement invariance across ages, genders and nations

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