Search

A higher institutional offers a place to acquire knowledge and skills. Once they graduate, industries prefer to hire and pay higher wages. Industries that want to hire graduate students because of their knowledge and skills matter. Thus, the student has to study hard while attending the class and make revisions to get better results. To understand the topic, it is very important to focus on and participate in the learning and teaching process. Presentation skills are a very important soft skills component to apply throughout the learning process to ensure that the student is able to understand the topic. The presentation skills involve reading and discussing the topic together with the revision process. Apart from this presentation also like to indicate for the lecturer to identify either the student understand or otherwise. Problem-solving capabilities need to be improved as well. This technique enabled the student to solve the problem all along a better answer. It is very important to understand the topic before the answer is written, as this could affect a better result

Since 2010, several authors claim that one of the weak points of Engineering and technical training is the lack of enough preparation in soft skills and business practice. This conclusion is also evidenced in the 2017-2020 strategic training plan promoted by the Automotive Cluster of Aragon (Caar) in Spain. The 75 associated companies value the high technical quality of the training received by the engineers and technicians in Aragon but indicate as an improvement opportunity an increment in practical content and soft skills training. Collaboration between companies and technical schools and universities gives an opportunity for that improvement. Caar established in 2017 plan the objective to introduce practical modules in soft skills, in Engineering and Vocational Education and Training (VET). Another objective was to make it under learning factory model, evaluated as the more effective methodology to achieve positive results. After evaluating the different models of company participation in training plans design, an important rigidity was detected. The key factor was the development of different collaboration agreements with public administrations and schools. Co-funding with private companies and a joint use of public and private resources were combined to program and execute the actions. Learning Factory initiatives have been implemented in the public Aragon Center for VET Innovation (CIFPA). There have also been developed programs with the School of Engineering and Architecture at the University of Zaragoza (EINA), the VET department of Regional Government, in the executive program for senior engineers in Industrial Operations Management (DOI) from Caar, and basic industrial training for young people in social exclusion risk. In total, four initiatives have been developed. 170 hours have been given to 110 students. This communication presents quantitative and qualitative results of the experience. The relevant conclusion is that as important as the pedagogical objectives and didactic methodologies used, is flexible and effective use of educational management models and resources to achieve results.

“Why don’t snakes bite lawyers? Professional courtesy.” This is one of the many “jokes” that integrate the general public’s perception of lawyers as crooks, cheats, and money-hungry badgers, yet practicing lawyers and law students alike are plagued by stress, anxiety, dissatisfaction, and substance abuse. While many articles and law journals have grappled with the idea on how to improve lawyer satisfaction, there has yet to be a dramatic improvement in lawyer well-being. By incorporating personality testing in legal education, law schools can fight back against lawyer dissatisfaction by encouraging mental wellness and growth at a lawyer’s infancy. This article illustrates how personality testing in law schools can be used to improve lawyer well-being. In the first section, I list many variations of personality testing. However, objective personality tests may be the best type indicator for law schools to use. Popular test descriptions and which of these tests are the most effective, reliable, and valid are discussed in length. Then, a discussion of personality test limitations is presented, which includes the problem with tests’ reliability and validity, test takers “faking good,” and tests leading to stereotypes. The paper continues with a discussion on current lawyer and law student well-being statistics. An analysis of legal profession statistics regarding anxiety, stress, depression, and substance abuse are listed, including ways personality testing could help law students avoid such lawyer dissatisfaction. The conversation then opens into the utility of personality testing and the benefits one receives by gaining insight and understanding of themselves. The main argument centers around how personality testing can be used in law schools. There are multiple areas personality testing can be implemented to improve law school curriculum, such as the need for a new curriculum that emphasizes soft skills and interpersonal communications and improves pedagogy with the use of personality tests. Personality testing will help professors understand different learning styles, personality types’ reactions to Socratic questioning, and new methods of teaching different types. Additionally, personality testing can improve career services by providing law students direction toward potential career paths. Testing may also improve student services’ student wellness strategies, mentoring relationships, and team/group pairings. The final piece of the argument discusses how personality testing could be utilized on the front end of a student’s law school experience through either interviews, admitted students’ welcome packages, or orientation. Ultimately, the legal profession needs to stop providing lip service that there are “ways” to improve lawyer well-being and begin aiding law students at the beginning of their legal careers. This article lists a range of ways to include personality testing in law schools from legal curriculum to group exercises to extracurricular activities. Thus, law schools may implement personality testing in a myriad of ways that will benefit students educational (and ultimately legal) experience. The only way systemic lawyer dissatisfaction will continue, however, is if the legal profession continues to do nothing. It is time to make it personal.

[enteThis research was impressed by Vanhove's study about the impact of socio-cultural factors on speaking in the Beja context in Sudan, 2006. The study aims at benefiting from this factor in developing learning and enhancing speaking in English classes in the Bedawiet speaking learners' region. A mixed approach is implemented to analyze the collected data using two instruments. The results of the study conclude that learners are highly motivated in the teamwork and the acquisition of linguistic and communicating soft skills have developed speaking English significantly. Therefore, the study recommends implementing collaborative learning in classes where English is taught in any similar environment to Bedawiet speaking learners worldwide; and to train the teachers for this purpose with effective application of this approach. r Abstract Body]

Despite targeting technical skills, vocational school graduates earn less than college graduates. This paper presents evidence that conformity selection and perceived skill gaps explain differences in hireability. Microdata from the United States reveal a perceived soft skill deficit for alternatively credentialed noncollege graduate (ACNG) labor. Conformity is also important, but the direction of effect is heterogenous by employer type. Conformity and perceived skill gaps explain about one-third of the hireability variance. Perceived soft skill gaps explain more hireability variance than widely recognized factors like the industry of occupation. Opposite conventional explanation, results suggest that conformity reduces hireability on average. Respondents tend to perceive ACNG candidates as an even mix of high and low performers. Evidence favors employer risk aversion toward labor productivity as a preferred explanation of low ACNG demand. The conclusion incorporates discussion of public misperception on vocational school costs and suggests activities to reduce unconscious bias

The discourse of librarians in the modern-day saw as one of the hearts of literacy transformation. A librarian should be able to improve technical services and soft skills. The reason is librarian not only determined how to manage literary work but comprehends knowledge transformation. Besides that, built critical thinking to customer behaviour, information-technology advancement, literacy improvement in one institution of education as well as non-education should support by all stakeholders or institution community for instance library management development; interactive exercises; and another simultaneous cooperation in the field that related to the library need to be improved. This article addressed pin-point of librarian issue in research article publication, that already published around 2005, Research Strategies Journal, on ScienceDirect house of publication, and I believed decade by a decade present advancement of information and technology which is developed as ‘a must’, to all field of science and professionalism.

The purpose of this article is to explain the role of customer experience engineering as a crucial strategic lever companies should adopt amidst the COVID-19 pandemic in order to stay afloat During global revolutions such as COVID-19, the usual soft skills when dealing with customers are inadequate because companies are nowadays faced with “difficult customers” due to direct or indirect lock down or COVID-19 related effects These include but are not limited to anger arising from reduction in pay, loss of job, loss of loved ones, immobility, limited association and resources, extended stay of children and relatives at home with ambiguity on when school will resume Certainly the usual basics of customer service such as smile, be polite, listen actively to the customer, send them their bills on time seem inadequate and are less likely to elicit the previous satisfactory response from the clients How can a customer who has not received salary for the last three months be expected to pay for a product or service? Does a company close “its ears” to this plight dubbed the “new normal” or empathize, adapt, re-invent and be flexible when dealing with the customer? As a business, do you “swim” (maneuver through making the best of opportunities) or drown (close shop)? The need for Customer Experience Engineering has never been more amplified Companies that would like to not only stay afloat but increase their customer base and profitability amidst ambiguity and increasing complex customer behavior need to prioritize their customer experience and strengthen its engineering

Policymakers fear artificial intelligence (AI) will disrupt labor markets, especially for high-skilled workers. We investigate this concern using novel, task-specific data for security analysts. Exploiting variation in AI's power across stocks, we show analysts with portfolios that are more exposed to AI are more likely to reallocate efforts to soft skills, shift coverage towards low AI stocks, and even leave the profession. Analyst departures disproportionately occur among highly accurate analysts, leaving for non-research jobs. Reallocating efforts toward tasks that rely on social skills improve consensus forecasts. However, increased exposure to AI reduces the novelty in analysts' research which reduces compensation.

Regular active listening is necessary for the deaf and hard hearing people (DHH) in their hearing recovery, but the associated hearing activities are typically not adequate for them for reasons of some sort. Although some new desktop computer-assisted tools have been developed to facilitate active listening, the rate of usage is not high. Game applications are better tools for activity base training. Especially, for the DHH, however, limited software is available on the market, particularly to involve them in active listening and speaking. Therefore, this platform base software is the impetus for growing their active listening daily. The feature motivates and excites them as part of the workout, using their voice to play games. A vocal training program relies on the feedback of the special help provided by the schools and the challenges they encounter when teaching how to develop their skills manually.

The purpose of the study is to identify the preparedness of the Tourism and Hospitality Vocational Training Institutions of Dubai to incorporate industry 4.0 skills in the syllabus to prepare student capabilities for the future. In the early days, vocational training was not designed to prepare students for academics but rather designed to teach student-specific skills for a specific career. Today Vocational Training Centers has the responsibility to help students to understand the world of work in the 20th century and the jobs of the future. Training facilities have to teach the right skills that can empower students to take charge of their future. It is the responsibility of these training centers to take a good look at the future of education as well as potential jobs they are preparing students to do so that they can be better prepared for the challenges that lie ahead in the job market. According to OECD (Organization for Economic Cooperation and Development), in the past, we learned to do the work, and today learning has become the work. Vocational Training must be willing and prepared to change with technology and should provide students with adequate training with the latest skills. Requirements of Industry 4.0 that will become necessary to operate in the job of the future will be advanced digitalization skills including Internet of Things, Big Data, Blockchain, Robotics and Augmented and Virtual Reality, soft skills for example Emotional Intelligence, Work Ethics, Proactive, and Complex Problem Solving, and Persuasion Skills. Gone are the days where educators can teach in the way they were taught to teach. Today part of training must include an increase in support apprenticeship models with diverse types of employers.

Business Analysis is an art of its own kind . Unlike any other role a business analyst role is an amalgamation of soft skills, domain experience, functional and technical knowledge, ability to zoom in-out, multitask, manage priorities, produce fool proof signed off output at every stage and ensure every project milestone is met. The process of Business Analysis is broken down into what activities will be performed, how they will be performed and when they will be performed . Which requirements gathering tools, techniques, notations, deliverables will be used. Timing, frequency of stakeholder interaction, analysis technique, are some of the questions answered in the Business Analysis Plan. This article offers an overview of different business analysis methodologies and what are the various planning deliverables, best practices from different methodologies and explains how they fit into the project requirement.

The demands of modern legal practice are such that the young law graduate is expected to be as practice-prepared as possible right off the bat: able to analyse, research, draft, write, advise, and even advocate on complex issues that do not always present clear demarcations in doctrines, jurisdictions, and cultures – and this is without mentioning other important soft skills required to thrive in practice. International moot competitions used to be the main means to bridge the school-versus-practice and theory-versus-application divides, but that landscape has transformed radically in the past decade. Considering too the competitiveness of the legal market today and Singapore’s aspiration to be a leading dispute resolution hub, how can law firms and universities work even closer together in ensuring that the craft of advocacy is effectively transmitted across generations from an early stage?

This study aims to determine whether The Influence of Experience of Industrial Work Practices, Motivation for Entering the World of Work, and the Ability of Soft Skills to Work Readiness. This research was conducted for three months from March to June 2020. The research method used was a survey method with a causality approach. The population in this study was the S1 University Students of Jakarta State University 2017 Force which numbered 200 respondents. Data analysis techniques used SPSS 20 and Amos 24 software. The results showed that the Soft Skills Ability variable had a significant influence on work readiness. Whereas the variable work experience of industrial practice and motivation to enter the workforce does not have a significant influence on work readiness.

A value chain analysis of the garment sector identifies gaps in the knowledge and skills of youth workers in sewing workshops, examines constraints which affect negatively the decision of youth workers to constantly change their workplaces as well as pinpoints potential opportunities of garment production in rural areas of Kyrgyzstan. The study's methodology includes desk research and in-depth interviews with representatives from Kyrgyz government, a review of publications from the media and international organizations, and qualitative interviews with sewing workshops actors in rural and urban areas of Kyrgyzstan. The study refreshes the thinking about the current state of garment production in Kyrgyzstan, its structure and main stakeholders. The study also gives an overview of the garment value chain stages and discusses issues relating to issues of migration, unemployment, gender and core literacy skills relevant to the current state of the garment sector. Lastly, the study offers policy recommendations to international and governmental organizations and garment sector stakeholders' including donor organizations.

The past decade has seen a powerful trend in Russian tertiary education towards soft skills development among university students, favouring them over hard skills. The traditional Russian higher education model is characterised by focusing primarily, if not exclusively, on hard skills. However, with the pressing need to internationalise Russian universities so that they fit into the global education and research landscape, there emerged a need for a shift. An immediate response to the challenge consisted in ‘‘importing’’ British and American curricula to introduce classes of Academic Writing and, later, Academic Public Speaking in Russian universities. However, the attempts to blindly transplant a foreign rhetorical tradition have proved to be misguided. Although both the Anglo-Saxon and Russian academic rhetorics are rooted in the Greek culture, their evolution over the centuries resulted in two separate and non-identical rhetorical traditions. The differences are particularly striking when a student, an instructor or a researcher who was raised in a Russian academic environment is taught or forced to adopt Anglo-Saxon conventions. The resulting tension can be most efficiently addressed by an adjustment of the existing ‘‘domestic’’ conventions and creation of a customised rather than one-size-fits-all curriculum. To be able to take into account the ‘‘domestic’’ conventions, there has to be an inventory of them. The present paper reflects research conducted within the framework of contrastive rhetoric, as proposed by R. Kaplan in his seminal ‘‘doodle paper’’ (Kaplan 1966) which threw into spotlight a need to identify national patterns and build on them when teaching academic writing in English to international students. We start on the premise that before tackling the language issues, the course should address rhetorical strategies and argumentation patterns, as errors in these areas often prove to be a bigger barrier to understanding than purely linguistic mistakes. We analyse a sampling of English-language argumentative essays written by an advanced English class of Russian L1 speakers before they received any instruction in academic writing. We then identify the emergent rhetorical patterns and argumentation chosen by the students. We hypothesise that students will transfer the accepted Russian argumentation patterns and rhetorical strategies into their English language essay.

The promotion of learner autonomy has become a major goal for many educators and policymakers around the world. According to Benson (2009), learner autonomy has become part of the current orthodoxy of language learning and teaching research and practice. As such, alongside with other soft skills such as critical thinking and problem solving, autonomy has become a top agenda item of many conferences and PD sessions. In addition, several Institutions have incorporated autonomy and independence into their vision and mission statements. However, the paradox here is that most of the current practices seem to be just doing the opposite! Research shows that rigid teaching is still a commonplace in many institutions. The aim of this interactive talk is to highlight the paradox in what we preach and what we actually practice, while at the same time stressing the fact that the promotion of learner autonomy requires teachers accepting and taking a ‘different’ role in the learning process, a role which allows students taking a bigger role in and greater responsibility for their own learning. The talk will also discuss some of the major challenges that teachers might face when adopting Autonomy-Based Learning (ABL) in their classrooms and suggest practical ways for overcoming such challenges and creating suitable conditions for a successful promotion of autonomy in their learners.

From 2020 Personal, Social, Health and Economic Education will be compulsory in UK schools for adolescents, however less is known about how it can be taught in a an effective manner. We examine, through a randomised trial, the impact of an evidenced based health related quality of life (HRQoL) curriculum called Healthy Minds that ran in 34 high schools in England over a four-year period. We find robust evidence that Healthy Minds positively augments many physical health domains of treated adolescents. We also find some evidence that Healthy Minds positively affects behaviour, but has no impact on emotional wellbeing. We find notable gender effects, strongly favouring boys. We also present evidence that Healthy Minds changes career aspirations, with those exposed to treatment being less likely to choose competitive work and more likely to choose work that involves "people-skills". Overall our work illustrates the potential for later childhood interventions to promote HRQoL and develop the career aspirations of adolescents.

Research this aiming to: 1) knowing influence environment family to character education student; (2) knowing influence environment work character education student; (3) knowing influence softskills to education character students; and (4) influence environment family, environment work and softskills to education character student. Population in research this is all over college student Jakarta State University already do Practice Work Field. For the answer hypothesis in research, this uses regression multiple with F-test and T-test. Could concluded that: (1) there is influence environment family to education character student; (2) there is influence environment work to education character student; (3) no there is influence softskills to education character student; and (4) there are influence environment family, environment work and softskills to education character student.

The current age changes in business and industry are at a pace which is unimaginable and unprecedented. The changes are fast. The changes in business environment happening in a year now were not even seen in a century. Technology invasion, globalization, economic upliftment and social expectations are drivers of those changes. The skills required for a job now and tomorrow are unpredictable. To remain employable; one has to master one’s ability to visualize, dynamic, adaptive and self-learning. It is not only the technical and hard skills, but soft skills will provide you the edge in employability. The dimensions of soft skills are expansive. Ability to recognize and acquire skills that optimally fits in managerial role is the key to succeed. This article critically analyse role of HR in employability skills of 21st century.

Managers now emphasize the importance of soft interpersonal skills for success in business. We provide an active learning approach to collaboratively teach students basic soft skills that are needed in most careers. There are initial startup costs for the instructor, but this effort soon reaps extraordinary rewards for students. In our approach, the need for soft skills arises from a real-world issue that results from the application of technical skills in an exercise. A decision must be made, which requires students to learn soft skills. Finally, students apply their soft skills in the real world. We provide extensive support for instructors.

Matched employee-employer data from the UK are used to analyze the wage premium to working in an innovative firm. We find that firms that are more R&D intensive pay higher wages on average, and this is particularly true for workers in some low-skilled occupations. We propose a model in which a firm's innovativeness is reflected in the degree of complementarity between workers in low-skill and high-skilled occupations, and in which non-verifiable soft skills are an important determinant of the wages of workers in low-skilled occupations. The model yields additional predictions on training, tenure and outsourcing which we also find support for in data.

Emotional Intelligence are personal skills and the social skills an individual requires to manage emotions and enhance effectiveness at workplace. Soft Skills are the non-technical skills and works on the skills required for employability. Employability skills are skills which are deemed as essential for gaining employment. Soft skills have a huge gamut of skills necessary for every individual and skills required for enhancing emotional intelligence forms a subset of these soft skills .These skills enhance employability. Objectives are to study the relationship between emotional intelligence and soft skills and to study the important soft skills for developing emotional intelligence for employability and lastly To establish the relationship between soft skills and employability. The study undertakes a view by using primary and secondary research on various essential soft skills required for emotional intelligence .The extensive literature review extends an insight into various soft skills, emotional intelligence and employability and the study develops a relationship between soft skills, emotional intelligence and employability. The primary study is conducted on 250 students of business schools and a descriptive analysis has been done he study has analyzed skills in the domain of soft skills and highlighted the employability skills for emotional intelligence. The study conducted establishes the importance of soft skills recognized by business schools in Delhi/NCR and the pedagogy adopted for imparting training on soft skills for emotional intelligence. The study establishes the relationship between emotional intelligence and soft skills through secondary research and soft skills and employability through primary research. Implications of the study are that the study can benefit the educational institutions and corporates to adopt the soft skills for enhancing emotional intelligence and emotional Intelligence can be embedded as a curriculum in business schools for employability of students in future.

This research aims to determine if there is an influence between industrial work practice, work motivation, and Soft skills to work readiness of SMK grade XII students in Depok. This study was conducted for two months, from May to June 2019. The method of study used is a survey method with causality approach. The population in this study is job readiness. Data collection techniques using questionnaires. Data processing in this study uses SPSS (Statistical Package for Social Science) version 22 by using validity test data analysis techniques, reliability test, normality test, classical assumption test, multiple regression equations, test Hypothesis and coefficient of determination. The results showed that industrial works and motivation work practices have an influence on the readiness of students ' work, while Soft Skill skills have no influence on the readiness of students ' work. And there is a significant and shared influence between industrial work practices, work motivation, and soft skills ability to work readiness of SMK students.

Highlights: 1. Comprehension and sub-categorization of ABET outcomes into outcome indicators to facilitate assessment and evaluation 2. Mapping of Program educational objectives with graduation project course objectives and ABET student outcomes 3. Detailed discussion of measurement and assessment technique of student outcomes

This report provides findings from an in-depth survey conducted at 72 local businesses clustered around commercial markets located across Ganta, Gbarnga and Monrovia Cities of Liberia. The aim of the study is to provide a better understanding of wage rate business proprietors pay employees, which are classified in the study as entry level apprentices without soft skills, entry level apprentices with soft skills, entry level employees, and experienced employees. Our study shows that business owners place a very high wage premium on apprentices with soft skill training than with new apprentices without soft skill training with later earning significantly lower wages. The study found entry level employees with the PROSPECTS soft skills training earning significantly higher (Ganta $58, Montserrado $52, Gbarnga $50) than entry level apprentices without PROSPECTS soft skills training (Ganta $37 monthly, Gbarnga $25 monthly, Montserrado $14 monthly). A challenge mentioned by majority of business owners is the prevalence of unskilled and untrained workers within our sampled respondents. The study shows very experienced employees at Montserrado earn a lot higher at $166 when compared to entry level employee wages of $52. Experienced employees at Gbarnga also earn considerably higher at $63 than entry level employee wages of $50.4 Findings from the sampled businesses across the three counties show a few businesses commit funds in addition to PROSPECTS subsidy of $70 towards stipend for apprentices participating in the three months placement. We found a few apprentices on placement supported by businesses with 15$ at Montserrado, Gbarnga apprentices $24, and Ganta apprentices $17 monthly. PROSPECTS apprentices not only receive soft skills treatment but also get work experience after the three months placement, and this prepares the youths towards better employment opportunities. Our study shows that businesses are proliferating at a faster pace since phase 11 PROSPECTS intervention ended mid-2017, with 28.75% of surveyed businesses newly established in the last three years. This has meant an increase in businesses employing workers between 3 and 6 in number in the localities surveyed. Findings also show a poor percentage of businesses at 50% can pay workers on time which likely impacts on work motivation and attitude to work of employees. For over half of business owners, there are difficulties with training employed staff with identified skills gaps, despite business owners commonly stating employees need marketing training to enable higher turnover of goods on sale. Only 5.56% of business employers financially support employees with needed training and skills, with 89% of employers suggesting staff have low business and work-readiness skills. General perception of business owners is that ventures are profitable with 77.78% of the sample with this view and difficulties noted with 63% of businesses not owning business premises where transactions take place. The report concludes by making certain recommendations, some of which are straightforward to implement.

This document presents the results of the qualitative analysis on the understanding of well-being and the changes in life satisfaction, aspirations and expectations in the participants of the Produciendo por mi Futuro program in Colombia, a poverty-reduction intervention implemented by Prosperidad Social, that is based on the graduation programs developed initially by the BRAC Development Institute of Bangladesh. The qualitative analysis was carried out using the biographical method called Life Stories. The results indicate that the conception of the wellbeing of the participants involves not only socio-economic dimensions but also others such as keeping the family together or feeling calm, at peace or happy. The frequency with which some elements associated with the notion of well-being are mentioned varies over time and this variation may be related to seasonal changes such as rain or drought, or school seasons, vacations or holidays, or with various shocks faced by the participants during the implementation of the program. Life satisfaction increased for the participants, although the increase was greater and more sustained in participants who started the program with lower life satisfaction compared with their peers. The aspirations and expectations improved for most of the participants; however, it was found that expectations increased more for those who started with lower wellbeing perceptions and expectations, who, in turn, were those who exhibited, relative to their peers, a poverty dynamic with greater limitations and worse socioeconomic conditions. at the beginning of the intervention.

The commercial, political and social world of the 21st century is interconnected at so many levels that any activity has significant levels of complexity. This creates high levels of uncertainty and ambiguity in any significant enterprise. Its greatest impact is at the human level. The modern economy is built on the creative tension between risk-taking and innovation. This puts pressure on relationships which adds an extra level of unpredictability to any complex project. Therefore cultivating human skills, also known as ‘soft skills’, is crucial in navigating this tension. The changing nature of knowledge has elevated soft skills into primary importance for business. No single organisation can hold a monopoly over a technical domain and in a world of increasing complexity and innovation it is the skills of building partnerships and collaboration that are important. The survival of any organisation or enterprise depends on these soft skills. The challenge is to integrate soft skills within the management and process architecture of organisations and their alliances and leverage them to achieve better than business as usual outcomes. Embracing this human element and establishing a culture of trust is essential for maintaining the increasingly short time at the top in the 21st century economy. Project Alliancing is a relationship based project delivery system that is designed to leverage these soft skills. It seeks to modulate this human complexity rather than trying to constrain. It is built on maintaining creative and robust human connections. Successful Project Alliances have resulted in project savings exceeding 20% of the estimated gross budget. It is a project delivery system that is compatible with and reflective of the emerging commercial, political and social dynamics of the 21st Century.

Nowadays, business is very challenging and competitive, so it requires employers to hire multitasking employees. Therefore, students should be learning soft skills linked with industrial requirements. Accounting students should have added value, such as good soft skills, which may lead to higher employability. Higher education institutions need to play a role to provide a curriculum that emphasizes soft skills such as communication skills, time management, and problem solving. This study discusses these skills for accounting graduates during their studies at higher education institutions. Without better soft skills, it is very tough for future accountants to be hired. Higher employability linked with better soft skills may enhance the public’s perception of the accounting field.

We use novel data on a representative sample of the U.S. population to examine how immigrants and second-generation immigrants compare to natives on non-cognitive character skills as measured by a common taxonomy of personality. Our findings reveal that immigrants and second-generation immigrants tend to have higher levels of openness to experience and agency than natives. Additionally, second-generation immigrants have higher levels of conscientiousness than natives. The findings are especially salient since character skills have been shown to influence labor market outcomes. Next, we examine the role of character skills differences on earnings by immigrant generation. Our earnings estimates reveal that non-cognitive skills have approximately as much explanatory power as schooling, yet non-cognitive skills have a modest impact on the earnings differences of immigrants and second-generation immigrants vis-a-vis natives.

This study investigates the impact of non-formal training on job tasks of workers. The analysis is based on panel data from Germany covering detailed information on tasks performed at work at the level of individual workers. The results indicate that after training workers are more engaged in non-routine interactive tasks than they were before training. Analyses by topic of training reveal considerable heterogeneity in the impact of training on job tasks. In particular, it is “communication and soft skills” training which is associated with more non-routine interactive tasks.

The baseline studies the perception and behaviors of young people engaged in the Employment & Entrepreneurship program of PROSPECTS. The intervention focuses on two thematic areas of youth livelihoods and financial Inclusion. The findings indicate lack of access to full-time employment opportunities, low self-confidence about earning enough to cater for needs, a high dependence on others for financial support, and few have access to formal financial services.

Sri Lanka is identified as one of the most favorable destinations in the world for Business Process Outsourcing/Business Process Management (BPO/BPM) industry. In order to secure an employment in this sector, Sri Lankans should have at least a bachelors degree whereas only 3% of Sri Lankans have one and even less on IT field. Youth unemployment is high in Sri Lanka even though most of the Sri Lankans are competent, literate and famous around the world for their soft skills. Given that more Sri Lankans are connected via Internet and are exploring employment opportunities online, this research estimate the value of web based digital labour platform economy in Sri Lanka, the Sri Lankans working on these platforms and challengers faced by them and provide policy recommendations to overcome these challengers and provide opportunities for more Sri Lankans online.

The paper presents a study on the need for business support from social entrepreneurs, the ways of exploitation of business support, its supply and influencing factors, as well as ways of developing demand. It predisposes to the conclusions on the requirements to business advisors providing services to social entrepreneurs and ways for effective support to social enterprises. The focus is on the need to establish a system of support – regulated, organized and coordinated, in which networking and capacity building are of special importance. The study presented provides important implications on the needed activities and the approaches in sector encouragement. Specialized trainings in social entrepreneurship and advisory tools provided for business advisors are considered to be oriented towards acquisition of knowledge, skills and competences in the field of management and communication with a specific focus on social entrepreneurship, social innovation and soft skills. This is possible through purposeful planning activities of trainings and preparation of training materials which to assure the learning outcomes and quality provision considering training needs determined and the modern methods and approaches in training provision as part of the concept of lifelong learning.

Background: Stereotypies of older workers and their productive value are believed to contrast with their actual potential. Still, these stereotypes among employers persist. Objective: This article examines whether managers have changed their views on older workers and if so what the driving forces are of these changes. Methods: Using panel data we examine the changes in attitudes among Dutch managers about the productive skills of older workers (50 years and older) between 2010 and 2013. Results: Managers have adjusted their view of older workers in a significant manner, especially about their so-called soft skills, like reliability and loyalty. Hard skills or qualities - like physical stamina, new tech skills and willingness to train - have not changed. Important drivers behind these changes are the age of the manager – the older the manager the more positive he or she is about older workers – and the experience with older workers in the past two years. Increase in the occurrence of problems with older workers tends to depress their assessment of soft and hard skills. Firm characteristics add little explanatory power. Conclusions: Attitudes are not easily susceptible to change but this study shows that the biggest effects are to be expected from the process of aging itself: older managers tend to have a more positive assessment of the hard and soft skills of older workers. Contributions: The main contribution to the scientific literature of this paper is to see in changes in attitudes of individual managers towards older workers over time and the underlying drivers of change.

The Information Technology - Business Process Management (IT-BPM) sector is one of the Philippines' strongest drivers of economic growth and employment and a potential driver of shared prosperity for the country. One potential enabler for IT-BPM is technical-vocational education and training (TVET) program, domestically administered by TESDA and other Technical Vocational Institutions (TVIs). TVET can improve workers' productivity and prepare them for the IT-BPM sector by teaching them relevant skills and retooling them where needed. However, the authors argue that there are challenges that limit the role of TVET in preparing workers for potential employment in the IT-BPM sector. Training content is not as responsive to industry demand as it could be because of delays in introducing or revising training regulations. There is also limited data on the quality or effectiveness of training, and on where graduates end up, making it difficult to assess the quality and effectiveness of training. Finally, there are still gaps in English proficiency, problem-solving, and higher-level skills – competencies that are not meant to be addressed by TVET training. These competency gaps limit access to opportunities available in the IT-BPM sector for many Filipinos. The lack of skills threatens lower-skill positions that could be wiped out because of automation. The government, IT-BPM firms and TVIs can address these challenges by focusing on better coordination and communication, as well as improved monitoring and quality assurance, and making TVET programs more flexible to technological change. In the long term, it is imperative that the government prioritize teaching English and problem-solving effectively. With better coordination and a long-term commitment to teaching soft skills and competencies, TVET can become a more effective tool for achieving shared prosperity.

The paper explores the composition of researchers' skillsets in an innovation-driven environment from the perspective of employers. The authors analyze the relation between skills requirements described in job advertisements for researchers and the presumed innovation culture of companies. The study is based on job advertisements content analysis and in-depth interviews with chiefs of research and development companies. It uses biotechnology industry as an example as it is one of the fastest-growing and innovation-driven sectors globally. Authors used data from Russian, as well as Canadian, UK and USA job search engines to consider international context. Empirical findings demonstrated that skills composition stress on hard skills more frequently and detailed, while soft skills are often a "must have without saying". The same is for digital skills that are assumed to be essential in high-tech companies globally and therefore not fully specified in job ads. There is a certain mismatch between skills presented in the ads and articulated in the interviews as employers tend to demonstrate innovation-friendly company culture for possible applicants. The present paper enriches literature on skills assessment, giving comprehensive lists of biotech skills in-demand divided into soft and hard categories. In addition, it provides the new insight into employee skills articulated by the companies as a strong element of organizational innovation climate.

English language classrooms in India should facilitate learners to become skilled in English language communication. English is the international communication tool among non-native English users around the world, and with native speakers. It is seen as the language of development at personal and societal levels. Skills, therefore, acquired in EL classrooms should enable learners to use them in their majors and thereafter at workplaces in life. English is also viewed as the language of promotion. The need of the hour is not acquisition of knowledge about English, but of skills of English language communication for academic study, careers, and promotion. The National Skill Development Corporation of India aims at promoting skills development. One of the basic soft skills is English language skills. Indian economy is one of the fastest growing economies in the world with the projected GDP growth rate of 7%. India’s demographic dividend is expected to increase to 1.14 billion in 2026 and 83% of the increase is expected to be in the age group of 15-59. If this dividend is harnessed by 2025, India will have 25% of the world’s total workforce and India’s per capita income will be around $4000 and it is currently less than $1000. It is expected to go up to $9802 in 2040 and $20,836 by 2050. The United Nations Development Programme advocates for change and connects countries to knowledge, experience, and resources to help people build better life. It is in the hands of thousands of English language teachers in India to help learners of English realize their life goals by enhancing their communication power in English. This qualitative research paper argues for integrating four language skills through a shift from pedagogy to heutagogy to turn students into productive and industry-ready prospective employees and entrepreneurs.

The purpose of this report is to provide resources to financial educators working with consumers surrounding intergenerational influences in the development of financial attitudes and behaviors. Financial decisions are influenced by our attitudes, which are highly influenced by cultural issues, including family, ethnicity, gender, and socioeconomic status. Understanding these influences is important as financial educators implement effective intervention techniques. This paper was completed under contract with the Consumer Financial Protection Bureau's Office of Financial Education, in support of its mission to improve the effectiveness of financial education. Consumers would benefit from financial educators of all kinds implementing effective soft skills in financial education practice. This report outlines strategies financial planners and educators can incorporate into their practice to assist clients in identifying the intergenerational patterns of money attitudes and behaviors.

In Sri Lanka there is a great demand for higher education that the government is finding difficult to fulfill. In addition, graduated students are lacking soft skills and industry needs even though they are very thorough with the theoretical knowledge. Higher education in various countries adopted various technologies to overcome such barriers. Blended learning is one such technology which is vastly used in developed countries in Higher Education. This article reports on a literature review of blended learning models, frameworks, and theories. The study undertook a critical evaluation of blended learning and focused mainly of the design aspect of such models. Following a discussion of findings related to various blended learning models such as Blended Learning Assessment model, Hexagonal e-learning assessment model, time based blended learning model, 3-C model, hybrid online model, it has then outlined highly related theories to these models. Further as findings of this paper, most widely used subsystems of a blended learning programmes are given (example: learner, instructor, content, technology, learner support and institution). In addition, this paper further gives areas to be researched further, based on the dearth of research in some aspect of blended learning such as frameworks supported by education theories. Higher education systems are under permeant development. Although there are successful stories of higher education sector in Sri Lanka, perspectives of global solutions are still missing. Hence, this research intended to provide the researchers the foundation to carry out to find a suitable to blended learning approach to Sri Lanka. Also this study contributes to better understanding of blended learning, by summarizing different models, subsystems, and the research gaps in those models.

In this paper we consider the reasons for and the costs of limited collaboration between academic researchers and private sector firms. We focus, in particular, on one type of knowledge transfer between the two realms, namely, academic consulting to the private sector. We argue that academics do not understand the value their expertise, methodological approach and soft skills can have for industry. We also argue that industry actors are not fully aware that rigorous, evidence-based advice can be obtained from academics and that, in some cases, advice from academics will either exceed or compare favorably with services obtained from leading consulting companies. The paper is organized as follows: part I surveys the different forms that collaboration between academia and industry can take. Part II examines the empirical data on how much collaboration is actually happening. Part III explores the reasons for the broad disconnect between industry and academia. Parts IV and V argue that the lack of such collaboration results in missed opportunities for both academics and industry and thus constitutes a market failure. Part VI raises suggestions for increasing collaboration.

Management in organic production, as a method applying holistic approaches and answering the dimensions of sustainable development through an overall process management, requires a number of competences that should be considered in developing curricula in different types of training and educational institutions. The investigation takes into account strategic priorities for sustainable development, knowledge-based economy and smart specialization accenting the significance of provision of knowledge and skills, entrepreneurship encouragement and innovations’ transfer. The paper aims at exploring modern challenges to organic management and summarizing basic training needs. On that basis it tries to draw general conclusions about organic management competences and proposals of building competences in organic management. The study analyses the needs of training in organic sector, and particularly management of small and medium-size farms, in connection to the application of business continuity management. A portfolio of organic management competences is presented showing the need of providing broad and specialized knowledge in organic management curricula and especially assuring acquisition of soft skills. The paper proposes a framework and three model training programs in organic management – for colleges and universities, for vocational schools / centers and for life-long learning training programs. It concludes that competence-based learning should be applied through student-oriented and integrated approaches. The investigation considers the need of binding training to the innovation processes and transfer of innovations establishing a close connection to the scientific research – in needs’ analyses, development, evaluation, transfer of innovations into practice and permanent feedback. That way, the research lays down the bases of a common standard that could be developed and used to guarantee the quality of training in organic management as a process of planning, organization, implementation and evaluation answering trainees’ needs and establishing close links to practice. A future standardization will give competitive advantages to applying institutions and will provide trust in trainees.

A tremendous change has occurred in the professional world of learning. In order to develop a knowledge-based economy, a growing awareness about the importance of proper higher education has transpired in Bangladesh. Evidence from contemporary literature suggests that Soft Skill Attributes contribute to the sustainable employment of the business graduates significantly. This paper is based on descriptive and inferential research. The study has tried to identify the top ten Soft Skill attributes frequently asked by the employers among the potential candidates to attain and sustain the employments for business graduates in Bangladesh. It is found in this paper, that most of the employers search for the soft skill attributes like Communication Skill (Both Verbal & Writing), Interpersonal Skill, Ability to work under pressure, Team Player, Analytical Ability, Self-Motivated, Deadline-Oriented/Target Oriented, Leadership Skill, Problem Solving Ability, Proactive, etc. The study also opens avenue for further research in this field implementing training program for attaining most desired soft skills among the higher education institutions.

This paper investigates the role of the supervisor from a performance management and control perspective. This investigation has two parts: (1) who to select as supervisor and (2) does the supervisor actually have an impact on subordinate performance. As many organizations have a structured supervision program in place that aims at developing employees, it is important to understand the determinants of the eligibility to act as supervisor. Therefore, I examine which competencies influence the likelihood of receiving the responsibilities and tasks that come with the supervisory role. I hypothesize that soft skills increase the employee’s likelihood of becoming a supervisor as these are necessary to effectively communicate and transfer knowledge to subordinates. Next, I investigate if and to what extent the expected benefits from supervision are actually realized by the subordinates. The effectiveness of such supervision programs are especially important as knowledge and skills have to be passed on to the next generation of employees. Hence, I predict that the supervisors’ ability and effort is a crucial factor that positively influences the performance of their subordinates. In addition, I identify a measure specifically capturing supervisor counselling ability, which enhance the transfer of the supervisor’s general knowledge and skills. Using proprietary data from an international professional service provider, I find evidence confirming my predictions.

There is a low financial credit take among youth in Uganda because potential beneficiaries perceive the associated risk as high. This study assesses the determinants of entrepreneurial risk tolerance among Ugandan youth using experimental data from a randomised control trial and a real-life investment risk experiment. The intervention consists of credit-counselling and sector-specific business training for young men and women aged 18-35 years who own a business to inform them about the obligations and commitments associated with financial credit. The intervention has a significant impact on the demand for credit and related intermediate outcomes such as the ownership of a bank account and the investment in assets. The study finds that the youth actually exhibit lower demand for credit after the business training. This is attributed to an increased awareness of the actual risk associated with taking out credit. The findings of this research reinforce national strategies to promote soft skills for business entrepreneurship, extending beyond the standard business training.

Workforce readiness in college students occurs when graduates have core basic knowledge and the ability to apply their skills in the workplace. Business executives place a high value on the applied skills — sometimes referred to as soft skills — of professionalism, communication, leadership, critical thinking, and self-confidence. Workforce readiness and job success depend on a combination of social, personal, and applied cognitive skills. The literature identifies ways in which augmenting these skills can be accomplished, and mentoring could be an effective mechanism. Theoretically grounded empirical research is needed to both expand our understanding of workforce readiness and to inform effective mentoring. The context of our investigation is a mentoring program at a college of business. We examine the workforce readiness of students who participated in a mentoring program, drawing on mentoring theory. We gathered survey data over two years from a college of business and analyzed the resulting dataset through Partial Least Squares. The results reveal that mentoring makes a difference in increasing the workforce readiness of students. This study provides directions for researchers and implications for how business executives should mentor students for greater workplace effectiveness. The study has theoretical implications in showing that a theory of mentoring can very possibly be extended to students in a college of business.

This paper sheds light on the questions how important competences are and which competences can best be learned at school and which competences can be acquired better in the workplace. Exploiting data from a survey among professional tertiary education and training business administration students and their employers in Switzerland, we find that competences related to strategic management, human resource management, organizational design and project management processes are most suitable to be taught in school. However, the results further suggest that soft skills can be acquired more effectively in the workplace than at school. The only exceptions are analytical thinking, joy of learning and organizational competences, for which school and workplace are similarly suitable. Thereby, the paper provides empirical evidence regarding the optimal choice of the learning place for both human resource managers as well as educational decision makers who aim to combine education and training, e.g. in an apprenticeship.

Rendering Work Placements for Students while at campus has become the most pivotal requisite for any modern day educational institutions these days. Competition has completely invaded this sector and need of the hour for any professional educational institution is to incorporate several unique selling propositions (USP) or value additions in its services to differentiate itself from fellow competitors. Hence, campus placement assistance provided by today's educational institutions has emerged as the single most important unique selling proposition (USP) in education industry. The idea here is to ensure survival through ideal student admissions in any fresh academic year and placement record is a important marketing tool to attract admissions. As a part of this value added assistance and also for securing sure success of this proposition towards ensuring successful admissions in a given academic year many colleges are trying to implement several unique training methodologies for its students to develop their employment specific skills for work placements. For example, college placement officer arranges a paid external agency corporate and soft skills training to its students or say a paid two day guest lecture from a professional life and smart skills trainer. However, due to deep constraints in time, cost and budget here plus university's mandatory academic activities for semesters, provision of such trainings to students at regular frequencies conflicts with their routine academic tasks. The Paper also studies the fact that during campus job drives arranged by college, students fail to apply or match their job skills learnings arranged by college to those of actual company's selection rounds for filling the open job positions. So therefore, in order to maintain a fair balance between academics and Job skills Training impartation for placements and also to bridge the widening gap between students and job markets, several ideal innovative training models are discussed in this paper which focuses on time saving, cost reduction and effort benefit for the colleges. Finally, an imperative analysis is made on the effectiveness of all these methods that should if it be put to use in real practice, can colleges realize the success of their most prominent USP of today which is definitely successful employment skills training and work placements.

Emotional Intelligence is a set of qualities and competencies that captures a broad collection of individual skills and dispositions, usually referred to as soft skills or inter and intra-personal skills, that are outside the traditional areas of specific knowledge, general intelligence, and technical or professional skills. Emotions are an intrinsic part of our biological makeup, and every morning they march into the office with us and influence our behaviour. Work-Life Balance is a challenging issue for IT leaders, managers and has also attracted the attention of researchers. Work/life balance, in its broadest sense, is defined as a satisfactory level of involvement or ‘fit’ between the multiple roles in a person’s life. In this climate managing the boundary between home and work is becoming more challenging. Organizations need to ensure they not just encourage but mandate a practical and workable work/life balance policy, benefiting and meeting the needs of both the organization and its employees. Organizations not providing real opportunity for employees work/life balance are opening themselves up to increasing numbers of dissatisfied and unproductive employees and hence increased attrition rates. Merely creating a work/life policy framework is not enough; fostering an organizational culture that supports the use of available policies is also of great importance. Further there is a need for employers and employees alike to find flexible and innovative solutions that maximize productivity without damaging employees well-being, their family relationships and other aspects of life. This term paper is through light on impact of emotional intelligence on performance of employees and the next objective is to know how to become an EI organization. Emotional Intelligence (EI) refers to the ability to perceive, control, and evaluate emotions. Some researchers suggest that emotional intelligence can be learned and strengthened, while other claim it is an inborn characteristic. To do the research thoroughly, review of literature is being taken with twenty articles. Through this study, it is concluded that emotional intelligence has greater impact on performance of employees. Secondly an emotionally intelligent organization is based on an organisational strategy to improve business performance.

What role did skilled-biased technological change play in narrowing the wage inequality, particularly between men and women? To answer that question this paper constructs a task-based Roy model in which workers possess a bundle of basic skills and occupations are characterized as a bundle of basic tasks. The model is estimated using the task data from the Dictionary of Occupational Titles and the PSID. The main empirical finding is that men have more motor skills than women, but the returns to motor skills have dropped significantly, accounting for a major part of the narrowed gender wage gap from 1980 to 2000. During the period of 2000-2010, the returns to motor skills were stable, but the estimates suggest that the faster growth of women's cognitive and general skills compared to men's reduced the gender wage gap.

This paper summarizes recent evidence on what achievement tests measure; how achievement tests relate to other measures of “cognitive ability” like IQ and grades; the important skills that achievement tests miss or mismeasure, and how much these skills matter in life. Achievement tests miss, or perhaps more accurately, do not adequately capture, soft skills—personality traits, goals, motivations, and preferences that are valued in the labor market, in school, and in many other domains. The larger message of this paper is that soft skills predict success in life, that they causally produce that success, and that programs that enhance soft skills have an important place in an effective portfolio of public policies.