There has been a progressively heightened preoccupation with soft skills among education stakeholders such as policymakers, educational psychologists, and researchers. Soft skill curricula have been ...considered these days and developed not only for graduates and as on-the-job training programs but also for students across all levels of education. However, different people mean different things when referring to soft skills. This review presents evidence to suggest that the use of the term “soft skills” has expanded to encompass a variety of qualities, traits, values, and attributes, as well as rather distinct constructs such as emotional labor and lookism. It is argued here that these infinite categories of things can be skills because soft skills research is primarily focused on what are the needs and requirements in the world of work. This approach is problematic because it assigns characteristics to soft skills, which in turn affect the design of the soft skills curricula. For example, soft skills are often construed as decontextualized behaviors, which can be acquired and transferred unproblematically. The paper proposes that an in-depth and embedded approach to studying soft skills should be pursued to reach a consensus on what they are and how to develop them because otherwise they will always be expanded before restricted (as they have become ambiguous) in their meaning and definition.
In order to better understand the complex and dialectical relationships between digital technologies, innovation, and skills, it is necessary to improve our understanding of the coevolution between ...the trajectories of connected digital technologies, firm innovation routines, and skills formation. This is critical as organizations recombine and adapt digital technologies; they require new skills to innovate, learn, and adapt to evolving digital technologies, while digital technologies change the codification of knowledge for productive and innovative activities. The coevolution between digital technologies, innovation, and skills also requires, and is driven by, a reorganization of productive and innovation processes, both within and between firms. We observe this in all economic sectors, from agriculture to services. Based on evidence on past technologies and the innovation literature, we suggest that we might require a new set of stylized facts to better map the main future trajectories of digital technologies, their adoption, use, and recombination in organizations, to improve our understanding of their impact on productivity, employment and inequality.
Esse trabalho apresenta um experimento interdisciplinar realizado em um curso de Sistemas de Informação, com o objetivo de estimular o desenvolvimento e aplicação de competências de empreendedorismo ...e inovação previstas no currículo do curso. Buscou-se também investigar a percepção dos alunos quanto ao desenvolvimento das características do perfil, habilidades e competências enquanto avançaram pelos componentes curriculares. Identificou-se que é pequena a associação das competências previstas para o egresso do curso aos componentes curriculares cursados, padrão este que aparece de forma mais acentuada quando se trata de competências ligadas à gestão, empreendedorismo e inovação.
•A Text Mining Tool was developed to automatically extract soft skills from any sources.•As an application of the results, a Cluster Analysis was performed on ESCO.•We represent the relations among ...Job Profiles and among Soft Skills as Graphs.•The Tool and the Graphs could bring multiple benefits to Firms, Institutions and Workers.•The System is designed to be Cost-Effective and Easily Adaptable to other contexts.
In today's digital world, there is an increasing focus on soft skills. On the one hand, they facilitate innovation at companies, but on the other, they are unlikely to be automated soon. Researchers struggle with accurately approaching quantitatively the study of soft skills due to the lack of data-driven methods to retrieve them. This limits the possibility for psychologists and HR managers to understand the relation between humans and digitalisation.
This paper presents SkillNER, a novel data-driven method for automatically extracting soft skills from text. It is a named entity recognition (NER) system trained with a support vector machine (SVM) on a corpus of more than 5000 scientific papers. We developed this system by measuring the performance of our approach against different training models and validating the results together with a team of psychologists. Finally, SkillNER was tested in a real-world case study using the job descriptions of ESCO (European Skill/Competence Qualification and Occupation) as textual source.
The system enabled the detection of communities of job profiles based on their shared soft skills and communities of soft skills based on their shared job profiles. This case study demonstrates that the tool can automatically retrieve soft skills from a large corpus in an efficient way, proving useful for firms, institutions, and workers.
The tool is open and available online to foster quantitative methods for the study of soft skills.
The purpose of this study is to identify the soft skills, relevant to the future talent pool in the information technology (IT) sector. Further, the study aims to investigate soft skills gaps among ...students which are hampering the availability of talent. Soft skills traits were first identified through a literature review. Then, using a structured questionnaire, we surveyed 269 IT professionals working in five IT companies and 329 students pursuing degrees in the IT/CS from 12 technical institutes. The analysis was performed using principal component analysis and an independent t test. We examined important soft skills such as personal traits, leadership, interpersonal skills, team skills, enterprising skills, and organizational skills. The independent t test results showed a perception gap between professionals and students regarding the importance of soft skills. This study contributes to the literature by adding to the understanding of critical soft skills in IT sector. It underlines the partnership between educational institutions and the IT industry to address this gap. This partnership will benefit all stakeholders. We argue that although talent management is dealt with at the industry level, academia play an important role in making this process easier and effective by developing the desired skills in students.
Celá škola si prošla poměrně výraznou restrukturalizací, vznikaly nové pozice, postupně jsme zavedly řadu nových a možná netradičních postupů, ale zásadní je, že jsme chtěli (a stále chceme) ...vybudovat "otevřenou školu". Možná to zní trochu jako klišé, ale je to základ všeho - chceme být školou, o které bez podmínky a výjimky platí, že je učící se komunitou. Chceme vyslat signál, udělat první krok, následně ale tvořit s kolegy, zapojit je výrazně do procesu formulování vizí. Proto se pravidelně scházíme s pedagogy, abychom si aktualizovali, kam společně kráčíme, co je náš společný cíl. Jsme si vědomi toho, že nejen žáci se učí, ale učíme se i my učitelé vzájemně od sebe. Samozřejmě tento způsob sebereflexe nemusí být při zavádění populární, ale školní třída není uzavřený a privátní prostor. Navíc vyučování je proces, za který jsme zodpovědní my všichni. Není chybou dělat chyby, ale chyby nereflektovat. Když víme, že máme ve škole odborníky na určité metody nebo určité předměty, tak se toho snažíme plně využít. Samozřejmě učitelé používají různé nástroje, různé metody, ale musíme vědět, že jdeme k jednomu cíli. Jsme také v projektu Pomáháme školám k úspěchu, kde se zaměřujeme hlavně na čtenářskou gramotnost, protože víme, že práce s textem je pro děti velmi náročná, ale nezbytná a potřebná. Jakým způsobem pracujete s nově přicházejícími pedagogy? Máme vypracovaný adaptační plán pro začínající pedagogy, kde jsou jednotlivé kroky na každý měsíc. Tito kolegové mají přidělené začínající učitele a já se pak mohu věnovat také začínajícím učitelů, ale kteří jsou u nás druhým nebo třetím rokem. Já jako zástupce ředitele jsem zodpovědná za pedagogický sbor a jeho maximální podporu. Vědí co učit, ale méně pracují s cíli vyučovacího procesu. Potřebují soft skills. Pokud už jsou didakticky vybavení, tak ale pouze konkrétní metodou. Pedagogové by si měli uvědomit, že vzdělávání nekončí dostudováním pedagogické fakulty, ale je třeba se průběžně sebevzdělávat.
This article is devoted to the problem of developing soft skills in the youth of Chelyabinsk region (the Russian Federation). The young generation requires possessing moral and ethical qualities and ...values, the leading tool for the formation of which is education. The aim of this study is to analyze and generalize the soft skills of young people in the region and develop educational technologies at the university aimed at developing these skills. The structural components of soft skills include: emotional intelligence (the ability to recognize and manage the feelings and emotions, the ability to understand and influence the emotions and feelings of other people, empathy, rapport); communicative skills (interpersonal skills, teamwork skills, collaboration, organizational skills, negotiation skills and public speaking skills). The system of developing soft skills of youth implemented at the university, implies: 1) the inclusion of students into the activities of volunteer organizations and public associations; 2) implementation of social activities at the university; 3) modeling of extreme pedagogical situations in the educational process of the university.
Background: The dentistry profession requires a high level of soft skills whose training seems necessary to respond to the community and increase the quality of specialized practice.Objectives: The ...present study was conducted to examine the status of soft skills training in dentistry basic sciences courses and identify the capabilities of each basic sciences course for the process-oriented integration of soft skills in the dentistry profession.Methods: The present qualitative study was conducted in 2018-2019.Semi-structured interviews were used to collect the data. The study’s statistical population included the faculty members of the basic sciences of Isfahan and Mazandaran universities of medical sciences Iran, using purposive sampling. Moreover, the content analysis method was used to analyze the data.Results: Soft skills training in the dentistry profession was not one of the educational objectives of basic sciences courses in this field, and teaching and evaluation methods used by professors had less capability to develop these skills. Additionally, the results showed that most of the identified soft skills in five domains had the integration capability in most basic sciences courses. Only some differences were observed in the integration of soft skills in the cognitiveintellectual domain.Conclusion: It is suggested to include soft skills training in the objectives of dentistry basic sciences courses and consider the capabilities of each course and curricula to correct teaching and evaluation methods in this regard. Furthermore, it is recommended to strengthen the capabilities of basic sciences professors to integrate soft skills.
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