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Heggestad ED, Nicole Voss E, Toth AA, Ross RL, Banks GC, Canevello A. Two Meanings of “Social Skills”: Proposing an Integrative Social Skills Framework. GROUP & ORGANIZATION MANAGEMENT 2023. [DOI: 10.1177/10596011221151006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
Business leaders and HR professionals have long recognized the importance of social skills for effective organizational functioning, particularly in roles requiring high levels of interpersonal interaction. Accordingly, organizational science scholars have produced a large amount of research that can be organized under the broad heading of social skills. Yet, three key issues in the literature are hampering progress: (1) the lack of a well-accepted articulation of the social skills phenomenon, what it is and what it is not; (2) conceptual redundancy and conflation among the set of social skills-related concepts (e.g., individual differences, skills, behavior, evaluations, etc.), and (3) full consideration of the importance of social behavior in understanding social skills. We propose solutions for understanding social skills that begin to resolve these issues and help strengthen future empirical research. Specifically, we present two distinct, but related, conceptualizations of social skills: social skills enactment and social skills reputation. We then offer a theoretically grounded perspective, the Social Skills Framework, which incorporates these conceptualizations of social skills, provides a structure into which existing social skills concepts can be integrated and evaluated for conceptual clarity, and centers social behavior. After describing the framework, we offer a research agenda that focuses on refining the framework and investigating key issues related to the two conceptualizations of social skills.
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Affiliation(s)
- Eric D. Heggestad
- Department of Psychology, Organizational Science, University of North Carolina Charlotte, Charlotte, NC, USA
| | - E. Nicole Voss
- Department of Psychology, Organizational Science, University of North Carolina Charlotte, Charlotte, NC, USA
| | - Allison A. Toth
- Department of Decision Sciences & Management, Tennessee Tech University, Cookeville, TN, USA
| | - Roxanne L. Ross
- Department of Management, James Madison University, Harrisonburg, VA, USA
| | - George C. Banks
- Department of Management, Organizational Science, University of North Carolina Charlotte, Charlotte, NC, USA
| | - Amy Canevello
- Department of Psychology, Organizational Science, University of North Carolina Charlotte, Charlotte, NC, USA
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Linking Critical Thinking and Knowledge Management: A Conceptual Analysis. SUSTAINABILITY 2021. [DOI: 10.3390/su13031476] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Knowledge management and critical thinking are two broad and important phenomena for contemporary society. Their concepts are both well-discussed in the literature. However, the existing conceptual links between them have not been analyzed, and the role of critical thinking in the process of effective knowledge management has not been revealed. This article aims to fill this gap by presenting the conceptual connections between knowledge management and critical thinking. In order to reveal the inner structure of each concept and identify the conceptual connections, a critical review was conducted. The results showed the links between the concepts of knowledge management and critical thinking within three dimensions: relationships, process, and goals. In conclusion, each dimension is presented and described, with a special focus on the unexpected and deep intersections revealed between the two concepts on a personal, interpersonal, and societal level. This research may be regarded as providing the basis for further analysis of the links between these two phenomena. Increased awareness of the existence of critical thinking in knowledge management can forge new directions in organizational strategies and staff training programs.
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Griffith RL, Steelman LA, Wildman JL, LeNoble CA, Zhou ZE. Guided mindfulness: A Self-regulatory approach to experiential learning of complex skills. THEORETICAL ISSUES IN ERGONOMICS SCIENCE 2016. [DOI: 10.1080/1463922x.2016.1166404] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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