Model For Development Of Skills Research Articles

Novel Robotic Esophagogastric Anastomosis Simulation Model for Skill Development and Training

BackgroundEsophagogastric anastomosis is a critical step of esophagectomy. We aimed to develop a novel robotic esophagectomy simulator with high rates of fidelity and educational value for trainee surgeons to advance these skills in a low-risk setting. MethodsA porcine esophagus-stomach block was secured on a platform resembling the anatomy during an esophagectomy, and a da Vinci Xi (Intuitive Surgical) robotic system was docked above it. Participants completed 5 key steps (creating the gastric conduit, transecting the esophagus, making the gastrotomy and esophagotomy, creating the anastomosis, and sewing the common enterotomy). The model was assessed through surveys under domains of fidelity (surgical field, reality of materials, anatomy, and experience) and value as a training tool on a scale of 1 to 5 (strongly disagree to strongly agree). ResultsOf 14 participants, 8 (57.1%) were women, 9 (64.3%) were integrated cardiothoracic surgery residents, 1 (7.1%) was a thoracic-track resident, and 10 (71.4%) were in postgraduate year 4 or higher. Participants thought most aspects of the model had high fidelity, including the anatomy of conduit (4.8 ± 0.4) and proximal esophagus (4.9 ± 0.4), realism of the stomach (4.9 ± 0.4) and esophagus (4.9 ± 0.4), stapling (4.7 ± 0.6), suturing (4.8 ± 0.4), and tissue handling (4.4 ± 0.6). Participants rated the model highly overall (4.7 ± 0.5) and as a training tool (4.9 ± 0.4), with strong interrater reliability (0.69). ConclusionsThe robotic esophagogastric simulation model demonstrated high fidelity and value as a training tool, suggesting its potential effectiveness for surgeons with limited experience. However, it warrants further refinement to address limitations and to optimize its value as a training tool.

Beyond Traditional Methods: Utilizing a Hybrid SIRe Model for Optimal Counselling Skill Development in Practicum Courses

This study aims to introduce a new Hybrid SIRe (simulation and reflection) Model for instructors to improve counselling skills of counselling students in the practicum course. The Hybrid SIRe Model of teaching is used by instructors, which is a combined approach involving simulation techniques (demonstration and role-play) and reflection techniques. Counselling instructors can utilise this model to establish competency and build self-confidence while conducting counselling sessions with the students.A total of seven counselling students (three males and four females) were selected from the practicum course to test the model. A mixed-method approach was used in this study. The Counselling Self-Estimate Inventory (COSE) by Larson (1992) was employed to measure a mastery level of counselling skills among counselling students. Data were gathered from the counselling instructor’s field notes and counselling students’ reflections. Then, the obtained data were analysed using thematic analysis to explore the experiences of a new teaching method by the counselling instructor. The results showed a significant difference between the initial and final assessment of the COSE by comparing means . In conclusion, the Hybrid SIRe Model of teaching has an excellent benefit for counselling instructors to ensure that the practicum students can master counselling skills, which in turn develop their competence levels, help grow their professional identity and promote a better service in the future.

Students-staff classroom co-creation as model of employability skills development in a Nigerian university

PurposeThe paper explored students-staff classroom co-creation and students' involvement in out-of-class engagements as means of fostering employability skills in higher education institutions (HEIs). The paper aimed to present an alternative but equally effective means that HEIs can leverage to foster relevant 21st Century employability skills among undergraduates using day-to-day in-class and out-of-class activities and other non-formal campus activities.Design/methodology/approachThe study adopted descriptive survey design. A total of 350 undergraduates who participate in out-of-class activities were purposively selected from seven (7) faculties. An instrument designed by the author was used to gather data for the study. The instrument was subjected to Cronbach Alpha analysis for item-by-item consistency and it yielded the reliability co-efficient of 0.88. Data collected from the respondents were analyzed using descriptive statistics of frequency count, mean and standard deviation.FindingsInteractive classrooms, where students and lecturers co-create to provide solutions to problems enhance students' self-esteem, problem solving, analytical, communication and leadership skills amongst others. It was also found that students who got involved in one or more out-of-class activity on campus acquire specific competencies such as networking, collaboration, communication, leadership, multidisciplinary thinking, etc.Research limitations/implicationsDue to a limited sample size, it might be inappropriate to generalize findings. Researchers are encouraged to test this proposition further.Practical implicationsThe paper highlights the need for HEIs to leverage student-staff co-creation and out-of-class engagement in their bid to produce employable graduates.Originality/valueThis paper clearly presents alternative but effective means of fostering employability in HEIs.

How Do Health Worker Qualities Affect Collaborative Skills? A Qualitative Study in Rural Indonesia Primary Health Services

Health problems are complicated, even more so in remote areas. Collaboration has emerged as a solution to this complex problem. Some specific health worker qualities have been identified as related to the success of the collaboration, but the transformation of these qualities into collaborative behaviour remains unclear. An epistemological model of collaborative skills development was built and it was confirmed by the experiences of health workers. A research model based on interpretivism epistemology was also developed. The model was then generated using a qualitative methodology with a coding framework using deductive and inductive approaches based on the literature review and the interviews. Ten previously assigned health workers were interviewed to list their personal qualities and functions to overcome collaboration problems. The specific personal qualities of health workers determine each type of collaboration. The personality of health workers does not affect their collaborative skills with the community but is directly related to interprofessional collaboration skills.

Family skill development for attention deficit hyperactivity disorder behavior problem alleviation model in at-risk preschool children: a mixed methods study

Introduction: Attention Deficit Hyperactivity Disorder is the most prevalent childhood mental health problem. This study examined families caring for children with ADHD and created a model to alleviate behavior problems in at-risk preschoolers. Methods: This exploratory sequential mixed-methods study comprised two phases. Phase 1 included a qualitative retrospective survey that examined family experiences in caring for ADHD children. This involved in-depth interviews with 14 family caregivers (FCGs) and utilized thematic content analysis. Phase 2 involved creating, implementing, and evaluating a family skill development model using a quasi-experimental design. Thirty FCG- ADHD at-risk preschool child dyads, utilizing services at two Child Development Clinics, were paired and equally divided into experimental and control groups. Data analysis used repeated measures ANOVA and covariances (ANCOVA). Results: The study FCGs reported that family-child interactions and positive parenting alleviated the ADHD at-risk preschool child’s behavior problems. The Family Skill Development for ADHD Behavior Problem Alleviation Model was constructed and validated. Results from within-group comparisons showed significant improvements in the experimental group, with reduced behavior problems (p<0.05, ηp2=0.28) in ADHD at-risk children, improved caregiver behaviors to alleviate the child’s behavior problems (p<0.01, ηp2=0.37), and enhanced family functions (p< 0.001, ηp2=0.42). Conclusions: The model significantly aids families in alleviating behavior problems in ADHD at-risk children, improving family functions and caregivers’ efforts to address the children’s behavioral issues. It is a promising parental intervention model for fostering healthy families and reducing behavior problems in ADHD-at-risk preschool children in northeastern Thailand and similar contexts.

Exploring value creation in a virtual community of practice: a framework analysis for knowledge and skills development among primary care professionals

BackgroundHealthcare professionals traditional education reflects constraints to face the complex needs of people with chronic diseases in primary care settings. Since more innovative and practical solutions are required, Virtual Community of Practices (vCoP) seem to better respond to learning updates, improving professional and organizational knowledge. However, little is known about the value created in vCoPs as social learning environments. The objective of this project was to explore the value creation process of a gamified vCoP (“e-mpodera vCoP”) aimed at improving the knowledge and attitudes of primary healthcare professionals (PCPs) (nurses and general practitioners) to the empowerment of people with chronic conditions.MethodsA framework analysis assessed the value creation process using a mixed methods approach. The framework provided awareness about knowledge and usefulness in a learning community through five cycles: (1) immediate value, (2) potential value, (3) applied value, (4) realized value, and (5) reframing value. Quantitative data included vCoP analytics such as logins, contributions, points, badges, and performance metrics. Qualitative data consisted of PCPs’ forum contributions from Madrid, Catalonia, and Canary Islands over 14 months.ResultsA total of 185 PCPs had access to the e-mpodera vCoPs. The vCoP showed the dynamic participation of 146 PCPs, along 63 content activities posted, including a total of 3,571 contributions (including text, images, links to webpages, and other files). Regarding the value creation process, the e-mpodera vCoP seems to encompass a broad spectrum of value cycles, with indicators mostly related to cycle 1 (immediate value – activities and interactions) and cycle 2 (potential value – knowledge capital); and to a lesser extent for cycle 3 (applied value – changes in practice) and for cycle 4 (realized value – performance improvement). The presence of indicators related to cycle 5 (reframing value), was minimal, due to few individual redefinitions of success.ConclusionTo reach a wider range of value possibilities, a combination of learning objectives, competence framework, challenged-based gamified platform, and pathway model of skill development seems crucial. However, additional research is required to gain clearer insights into organizational values, professionals’ lifelong educational needs in healthcare, and the long-term sustainability of performance improvement.Trial registrationClinicalTrials.gov, NCT02757781. Registered on 02/05/2016.

Pemanfaatan Sarana Prasarana Kerja, Self Capacity Building, dan Kinerja Tenaga Administrasi Sekolah Menengah Atas di Kota Medan

This research aims to examine the utilization of work infrastructure and self capacity building on the performance of school administrative staff. This research uses descriptive method with quantitative approach done to 109 school administration personnel. From the results of research conducted, the utilization of infrastructure facilities have a significant effect on the performance of school administrative staff on very high category. This can be explained by the high relation between the two dimensions of utilization of work infrastructure to the measured performance that is based on the principle and function of work infrastructure. Self capacity building also has a significant effect on the performance of school administrative personnel although it affects the middle category. This is identified by the low relation of five indicators of self capacity building to the performance of school administrative staff, ie workshop, seminar, courses, co- operative collegial development, and skill development model. The government should pay more attention to the availability, feasibility and convenience of work infrastructure and conduct various training aimed at the school administrative staff in an effort to increase the capacity building of school administration personnel to work.

A Model for Developing Soft Skills among Education Students towards Success as Teachers

Abstract: Kenya now has a growing number of private universities offering various degrees, including education. This suggests a large outflow of graduates into the highly competitive job market. In response, private universities have adopted the soft skills demanded by employers to give graduates an edge over other universities. Soft skills clearly increase employability in the labor market. The present study was conducted in four targeted Western private sponsored universities offering education program. Target population was education students and lectures. Concurrent mixed-methods research design was employed. Based on the findings and reviewed literature, a model of soft skills development was proposed for use. The study recommends that lecturers in Schools of education should use the model developed to develop soft skills among learners during teaching and learning process.

The automated screening of speech motor development in children based on the sequential motion rate

BackgroundMotor skills in children have traditionally been examined via challenging speech tasks such as syllable repetition, and calculating the syllabic rate using a stopwatch or by inspecting the oscillogram followed by a laborious comparison of the scores on a look-up table representing the typical performances of children of the given age and sex. As the commonly used performance tables are over-simplified to allow for manual scoring, we raise the question of whether a computational model of motor skills development could be more informative, and could allow for the automated screening of children to detect underdeveloped motor skills. MethodsWe recruited a total of 275 children aged four to 15 years. All the participants were native Czech speakers with no history of hearing or neurological impairments. We recorded each child's performance of/pa/-/ta/-/ka/syllable repetition. Various parameters of diadochokinesis (DDK; DDK rate, DDK regularity, voice onset time [VOT] ratio, syllable, vowel and VOT duration) were investigated in the acoustic signals using supervised reference labels. Female and male participants were analyzed separately by comparing younger, middle, and older age groups of children via ANOVA. Finally, we implemented a fully automated model that estimated the developmental age of a child based on the acoustic signal, and evaluated its accuracy using Pearson's correlation coefficient and normalized root-mean-squared errors (RMSEs). ResultsThe DDK rate reflected the ages of the children proportionally (p < 0.001). Other DDK parameters also showed strong sensitivity to age (p < 0.001), with the exception of VOT duration, which had a smaller effect (p = 0.091). The effect of age was found to be sex specific for the syllable length (p < 0.001) and DDK rate (p = 0.003). We observed that females spoke more slowly and had a longer VOT at preschool age (p < 0.001). The DDK rate obtained via the automated algorithm was strongly correlated with the reference (p < 0.001, Pearson's correlation coefficient of 0.97), with a low normalized RMSE of 3.77%. ConclusionsAs children develop their motor skills, they are capable of shortening the vowels to increase the rate of syllabic repetitions. The nonlinear development in childhood and adolescence, with a steady state in adulthood, follows a logistic function for the DDK rate. This study demonstrates that the development of motor skills can be examined sensitively and more appropriately by a fully automated noninvasive procedure that also accounts for the dispersion of values within age brackets.

The role of skill development in improving the performance of agricultural extension agents in Iran using structural equation modeling and grounded theory.

Performance improvement is the main concept of development policy. Belief in strengthening and improving the performance of individuals and institutions in developing countries for success in development policy has gradually formed among development agents. Performance improvement at the individual level pays attention to individual needs in order to enhance performance. Development requires developed and trained people. Therefore, the better the human resources as wealth and national capital are cultivated, the smoother the development path will be. The dimensions of improving performance at the individual level include things such as abilities, needs, attitudes, psychology, motivations, talents and skills, which also raises the need for skill development. In this regard, the current research seeks to investigate the relationship between skill development and performance improvement in extension in Iranian agriculture. The statistical population includes agricultural jihad centers in five regions of the country (the division of the country's provinces according to the Ministry of Agricultural Jihad, where each region includes 6 provinces) which is 8142 people, and accordingly, Cochran's formula was used to determine the sample size and the number of sample size 366 people were obtained. A structured questionnaire was developed to collect data. Structural equation modeling was used to examine the skill development measurement model, the performance improvement measurement model, and the skill development model. The research results show the significant relationship of all the indicators extracted from the interview in the structural equations.

Designing a model for the development of questioning skills in students based on the school environment using grounded theory and structural equation modeling

Background and Aim: One of the most important skills needed by today's society is the skill of questioning. Therefore, it is necessary to study this issue by designing a suitable model in the field of teaching questioning skills. Accordingly, the aim of the current research is to design a model for the development of communication skills in students based on the school context. Methods: The current research was a mixed (quantitative-qualitative) study that was conducted in the qualitative part of the database theory and MaxQDA software was used for data analysis. The statistical population of the qualitative part included professors and experts in the fields of education management, questioning education, and children's education. The sampling method is of a targeted type, which reached saturation by conducting a total of 10 interviews with professors and experts in the fields of education management, questioning education, and children's education. After this stage, the little stage started. Descriptive research method was used in this section. The statistical population of the research in this section were education teachers of Neishabur city. Therefore, 413 questionnaires were selected based on available sampling method and Cochran's formula. Quantitative data analysis was performed using Pearson correlation and structural equation modeling. Confirmatory factor analysis and path analysis tests were used in PLS software. Results: In the qualitative section, nine main categories were identified as effective strategies, these strategies had 49 open codes. The validity of the questionnaire was evaluated using content validity and construct validity as well as questionnaire validity. Its reliability was also confirmed with Cronbach's alpha, homogenous reliability and composite reliability. The results indicated the confirmation of the extractive model and qualitative components extracted in the previous step. Based on this, the effect of causal conditions and compulsive buying phenomenon was equal to 0.27, the effect of questioning skill phenomenon on strategies was equal to 0.324, and the effect of background components on strategies was equal to 0.258. The influence of strategies on outcomes is equal to 0.584. The influence of the interventionists on the results was equal to 0.113. The influence of interventionist control components on strategies was equal to 0.113. Also, the moderating rate of interventionist control variable in the relationship between strategies and outcomes was equal to -0.089. All relationships were significant according to their significance level. Conclusion: It can be concluded that the questioning skills development model in the present study has good validity and reliability and it is suggested to be implemented as a trial and pilot.

Implementation of professional skills into technical education programs.

There are limited contemporary Canadian studies regarding the inclusion of professional skills into technical education. Contentions include what skills are requisite and/or prioritized in various industries. This research sought to explore this gap with a range of academic and industry stakeholders. This mixed methods study encompassed questionnaires, document analysis, and interviews/focus groups and included faculty members, students, and industry member representatives. There were 595 who completed the quantitative component and 56 individuals who participated in the qualitative interviews. Questionnaires included learner exist surveys, employer satisfaction surveys, and professional skills ranking instrument. Document analysis of job advertisements supported the development of the instruments. Interviews explored stakeholder nuanced perspectives. Academics, leaders, and industry representatives recognized the importance of integrating professional skills to two-year technical programs, but identified these were not always intentionally taught. While skills were deeply valued, there were barriers to reaching consensus across stakeholder groups about the “set” of skills. Finally, it would require a concerted effort by leaders, teaching academics/instructors, industry representatives, and curriculum designers to select which skills to integrate into the program and support to teach and assess these skills to maximize graduate outcomes. A proposed model – the Model of Professional Skill Development in Technical Education Programs – was created designed to integrate both professional and technical skills within program design and implementation. This model be useful to subject matter experts, curriculum designer, leaders who are keen to ensure integration, teaching and graduate success, and students who want to optimize their success in transitioning from learner to employed graduate.

Equine-Assisted Learning - An Experiential, Facilitated Learning Model for Development of Professional Skills and Resiliency in Veterinary Students.

Stress has been identified as a major obstacle for students in DVM training programs and can be associated with a high incidence of anxiety and depression among students. Interventions for stress reduction and improved self-confidence have been introduced at many veterinary schools with the intention of increasing resiliency among students and improving skills for wellness to be used throughout a veterinary career. Equine-assisted learning (EAL) is a facilitated, reflective discussion method based on interpretation of equine behavior in a group experiential setting that has been used to improve confidence, self-assurance, verbal and non-verbal communication, focus, mindfulness, and coping strategies in populations of students, medical students, corporate groups, and career professionals. We worked with the Cummings School equine teaching herd to develop an EAL course offered as a weekly class to veterinary students in Spring and Fall semesters since 2018. Our course was modeled after one offered to medical students at the University of Arizona and Stanford University, using progressively more complex equine handling exercises over the course of the semester (Kane, 2007). Our goal was improved communication, focus, and self-awareness among students to help reduce stress and improve resiliency. Outcome surveys showed that the students found a safe space to share anxieties, concerns, or challenges and learn professionalism skills. Incidentally, they also reported improvement in their equine handling skills. We advocate the use of EAL principles and the use of veterinary teaching horses to reduce stress and improve resiliency and equine handling skills among veterinary students.

Heartache or Bellyache? Epigastric Pain, Communication Skills, and Implicit Bias: Can We Uncover an Association in the Simulation Lab?

Purpose: Implicit bias contributes to health disparities through physician communication behaviors. 1 Research in clinical encounters suggests certain nonverbal and verbal communication is associated with racial implicit bias. 2 To date, there are no published simulations that can be used for teaching or assessment purposes in implicit bias recognition and management (IBRM). We developed a high-fidelity simulation 3 and adapted existing checklists and global rating scales to include communication behaviors known to be associated with racial implicit bias. 2 Approach: This case involved a 52-year-old man presenting to the urgent care center with nausea, vomiting, and epigastric pain. Epigastric pain was chosen as the clinical presentation given the demonstrated racial disparities in acute coronary syndrome (ACS). 4 Cognitive stressors included time constraints, clinical ambiguity (epigastric pain, a normal EKG, asymptomatic on exam), and an interruption from a standardized nurse. We have complete data for N = 15 physician volunteers (PV) over 3 pilots. We pursued an exploratory approach investigating the associations between racial implicit bias as measured on race and race-compliance implicit association tests (IAT) and communication skills of internal/family medicine PVs. We explored the associations between IATs and communication skills of internal/family medicine PV as rated by a highly trained SP and monitor. For each communication domain and subdomain, the mean score was computed comparing the scores on SPs that were Black vs White. Communication checklist items were rated on a 3-point scale, while the entrustment items were rated on a 4-point scale. A mean score was then computed for reach domain and subdomain, and linear regression was conducted with race of the SP and race of the Physician (model 1) as independent variables, followed by race IAT (model 2). Correlation analysis was also conducted to determine if significant relationship existed between the domain/subdomain scores and IAT scores. Outcomes: Mean IAT scores for PVs were in the neutral range. A total of 11 Black SPs/monitors and 9 White SPs/monitors rated physician skills. A significant negative relationship was found between “Elicits all patient’s concerns” item from information gathering with race IAT (r = −0.68, P = .01) and compliance IAT (r = −0.72, r = 0.02). A significant main effect was found on PV race and overall mean global entrustment scores (P = .01), with non-Black physicians receiving a higher score (m = 2.43, SD = 0.35) than Black physicians (m = 1.82, SD = 0.48) when race IAT was not included (model 1). When race IAT was included, no significant differences were found. No other significant differences were found in the other competencies. Significance: We developed a high-fidelity simulation and accompanying checklists and global rating scales that were able to elicit variability in communication skills scores among practicing PVs. A significant difference was found between the Black and non-Black physicians in their overall global entrustment scores when race IAT was not controlled for. When we controlled for race IAT scores (implicit bias impact), differences were no longer present suggesting the impact of implicit bias can be measured through the use of this case and global entrustment measures rather than communication competencies. This study suggests the use of high-fidelity simulations over vignettes may be better in understanding the impact of implicit bias in the patient experience. Medical educators implementing curricula in IBRM infrequently provide learners opportunities for skill development and practice, or assessment of those skills. 5 Our simulation provides a model for skill development in IBRM as it relates to ACS. In addition, given the racial disparities treatment decisions in ACS, this simulation is timely and relevant both for its assessment of communication behaviors associated with IBRM and for its clinical content. Next steps include finalizing simulations with community member input, revisions as informed by data analysis, and assessing medical decision making.

Towards the Elaboration of a Non-Technical Skills Development Model for Midwives in Morocco.

This article explores the non-technical skills critical for the practice of midwives through a comparison of two maternity services in Morocco. Soft skills, or non-technical skills, present a set of metacognitive abilities, which complement hard or technical skills, in order to guarantee the safe performance of a technical activity. This exploration is based on an original methodology that triangulates observation of caring paths, qualitative interviews, and quantitative questionnaires. We identified the main soft skills mastered, those that were missing, and those to be developed, based on an observed or expressed need. The research population included 30 midwives and 70 women. The results led us to identify the most critical non-technical skills for midwifery practice at a Local Medical Centre (LMC) and a Provincial Hospital Centre (PHC) to better understand the effects of workload on the possibilities of activating non-technical skills during caring paths. Based on these results, we elaborated a model for the development and improvement of non-technical skills in midwifery.

An intentional approach to the development and implementation of meaningful assessment in advanced radiation therapy practice curricula.

Creating meaningful assessment for advanced radiation therapy practice training programs is a challenge. This is because it requires a balance of formative and summative assessments, which meet the academic and professional needs of the practitioner, as well as the requirements of local service delivery, educational and professional standards. This paper discusses educational strategies and models used to integrate assessment into theoretical and clinical curricula, allowing practitioners to demonstrate higher order cognitive knowledge, advanced level clinical performance and attitudes/values associated with advanced practice. The discussion draws upon concepts of constructive alignment and programmatic approaches to assessment, which use Bloom's taxonomy, Benner's beginner to competent model of skill development, and Miller's pyramid of clinical competence. These models are analysed with respect to an advanced practice program in adaptive radiation therapy to provide context.

Collaborative skills development: Theory and practice

There are signs that the potential of developing skills to address child or family based concerns is not being realised. In this paper, we critically analyse work with children and families to (1) identify skills development as an under-theorised component of practice, (2) define skills development as a specific aim and form of practice, (3) outline a new social-systemic model of skills development, and (4) propose a new approach for practice that we call collaborative skills development (CSD). The paper details an action research project we set up that embedded this approach as the foundation for a new service that sought to help children in, or on the edge of, state care within an established UK based organisation. We then present an evaluation of this project to analyse how this model of working helped and how and what we can learn about the theory of CSD. These findings support the theory and practice of CSD as a new way of thinking about and working with children and families.

Model Pengembangan Hard Skill Siswa Dalam Menghadapi Era Industri 4.0 (Studi Kasus MA Tri Bhakti At Taqwa Rama Puja Raman Utara Lampung Timur)

The importance of preparing human resources to meet the current era of the industrial revolution 4.0. Among the abilities that must be maximized, especially for students, are their hard skills which include academic aspects. In this study, the author wanted to see how the efforts to develop a hard skill education model at the Tri Bhakti At Taqwa Rama Puja Raman North High School were to encounter the era of the industrial revolution 4.0. The purpose of this study was to determine the hard skill development model at Tri Bhakti At Taqwa Rama Puja Raman North East Lampung and to find out the obstacles faced in developing hard skills at Tri Bhakti At Taqwa Rama Puja Raman North East Lampung. Judging from the type of data, the research approach used in this study is a qualitative descriptive approach. To obtain the necessary data the author uses several methods including observation, interviews and documentation. Based on the results of the study, it can be concluded that the development of academic hard skills education goals through PAI learning. The materials presented in PAI learning are the dangers of promiscuity, the concept of dress, the virtue of honesty, the Koran and Hadith as a way of life, and others, namely by increasing students' understanding and spirituality to face the era of the industrial revolution 4.0. The development of academic material is by presenting real events that occurred mainly due to the impact of the industrial revolution 4.0. The development of hard skill education methods in the academic aspect is the method of discussion and observation in the field because students will be more active. As for the development in the academic aspect of hard skills education media, namely the use of LCD projector facilities and internet networks. The development of evaluation of hard skill education in academic aspects is to encourage students to do muhasabah to understand the ibroh of a subject matter.&#x0D; Keywords : Hard Skill, Industry Era 4.0, Industrial Era

A proposed leadership skills development model for African FMCG business-networks: Super-Cube®

Background: Predictions suggest Africa’s combined Gross Domestic Product (GDP) will be amongst the fastest growing on earth in the next two decades. An expectation is that the majority of African homes will enter the consumer class, and educational performance will improve significantly within the next two decades. Nonetheless, organisations competing in Africa face numerous challenges. These include its size and complexity, transformational population growth, an abundance of talent but a lack of skills, a scarcity of large companies, the relatively small size of big companies, a poorly understood business environment, conflict, poverty and corruption. To successfully address these challenges, entrepreneurial energy and a strategy to develop leadership skills at scale is required. Aim: The purpose of this study was to develop and assess whether a leadership skills development model which integrates six conceptual constructs is valid as a model for developing leadership skills in African fast-moving consumer goods (FMCG) business-networks. Method: The study took a pragmatic approach and followed an explanatory sequential design typology. An initial quantitative stage was conducted. Using inductive thematic interpretation methodology, the qualitative results helped explain the initial quantitative results. Applying confirmatory factor analysis, three data-model fit tests gave empirical evidence that the leadership skills development model was a good model fit. Findings: The outcomes and practical value of this study included a theoretically relevant, empirically validated leadership skills development model, Super-Cube ® for African FMCG (Fast Moving Consumer Goods) business-networks, as well as a range of recommendations on how to develop leadership skills throughout Africa. Conclusion: Leadership skills development is complex, especially in a rapidly changing environment. This study is the first that proposes a leadership skills development model for African FMCG business-networks that directly contributes to the discipline of leadership and leadership development.

How can psychotherapists improve their practice with service users from minoritised ethnicities? An application of the Declarative-Procedural-Reflective (DPR) model of clinical skill development

Abstract Many white psychotherapists may lack the skills required to work effectively with service users from minoritised ethnicities. This article proposes that the nature of this skills deficit can be understood through applying the Declarative-Procedural-Reflective (DPR) model of therapist skill development. The DPR model has been used in a range of psychotherapeutic contexts, and it provides a systematic account of how therapists from all modalities develop and can improve their skills. Adapting this model to white therapists’ skills in working with service users from minoritised ethnicities allows the identification of specific areas of skills deficit, and therefore clear recommendations as to how to address those deficits. The application of the DPR model to this context suggests that there are clear areas of skills deficit in terms of knowledge base, the practical skills of carrying out therapy, and the ability of therapists to reflect on their work with service users from minoritised ethnicities. I conclude by making a number of suggestions as to how those deficits could be addressed, both by individual therapists and at a systemic level. Key learning aims (1) To explore why some white psychotherapists find it more difficult to work effectively with service users from minoritised ethnicities. (2) To conceptualise difficulties in working with service users from minoritised ethnicities as an issue of clinical skill, knowledge and attitude development, where therapists’ skills can be improved if specific deficits are appropriately addressed. (3) To use the structure of the DPR model to better understand how deficits in therapists’ skills, knowledge and reflective ability may have an impact on their work with service users from minoritised ethnicities. This allows the identification of specific areas of deficit, and therefore clear recommendations as to how to address those deficits. (4) This is primarily addressed at CBT therapists, but the points raised in this article apply to all schools of therapy.