Basic Soft Skills for Law Mediatorsdevelopment Couching With “You Are My Figure” Game

The importance of developing soft skills proficiency among students should be the priority of all the tertiary institutions in order to ensure their graduates are marketable. Therefore, it is essential for tertiary Institutions to distinguish the knowledge and soft skill levels of their students so that strategies and intervention could be implemented to rectify their capabilities. The main purpose of this study is to evaluate the knowledge and soft skills proficiency from the librarian’s viewpoints on the Tai Solarin University, Ijebu Ode, Ogun State students participating in the industrial training programme. A total of 120 students from different industrial backgrounds had participated in this study. A questionnaire consisting of five dimensions of soft skills which are basic knowledge, communication skills, practical skills, leadership, and attitude was utilized to collect data. The results of this study indicate that the information professionals were satisfied with the knowledge and soft skills proficiency portrayed by TASUED students in preparing themselves for the real work environment. The information professionals from the service were satisfied with students’ performance in all dimensions of soft skills measured. However, information professionals from the technical service division perceived as moderate satisfaction for all dimensions of soft skills. Additionally, the information professionals of the technical service division assessed by giving the lowest satisfaction score for “hands-on” skills, but generally they satisfied with the students’ communication skills. The information gathered can provide important insights from the perspective of faculties which is valuable in improving the overall hard and soft skills proficiency for future information professionals.

Introduction. Today, global transformations of the most important institutions of modern society, acceleration of its development and total digitalisation actualise the search for the new and previously unknown determinants of human potential realisation. In this regard, soft skills are considered as possible predictors of not only professional, but also of life self-fulfillment of an individual. Therefore, soft skills involve developed communicative qualities, high level of selfregulation, critical thinking, ability to convince, leadership, creativity, etc.The aim of the present article was to conduct the empirical research of students’ soft skills demonstration in relation to the parameters of self-realisation; the value of such parameters allows the level of positive predictions about the self-fulfillment of the individual to be determined.Methodology and research methods. At the theoretical level, the article provides a retrospective analysis of the concepts of “self-fulfillment” and “soft skills” in the Russian and foreign science. An empirical part of the research was carried out through the methodologies “The study of Stability of Human Life World” (I. O. Loginova) and “Modified Questionnaire of Self-Actualisation Diagnostic” (A. V. Lazukin, in the adaptation of N. F. Kalin). To diagnose soft skills, a set of techniques was used, including the questionnaire “Measurement of Communicative and Social Competency” (V. N. Kunitsyn), the methodologies for studying the motivation for university education (T. I. Ilyin), the diagnostic procedures of reflection level (A. B. Karpov), the methodology of the study of the individual relationship to innovations (N. M. Lebedev, A. N. Tatarko) and the methodology “Coping Behaviour in Stressful Situations”. The following tests were employed: “Readiness for Self-Development” (V. Pavlov, T. A. Ratanova, N. F. Shliakhta), “My Information Culture” (N. I. Gendina), “Ability to Predict” (L. A. Regush). Spearman’s rank correlation method was used as a mathematical statistical method.Results and scientific novelty. The article is aimed to discuss various approaches to the study and understanding of students’ soft skills. Based on the theoretical analysis, the main groups of soft skills are identified: basic communication skills, self-management skills, effective thinking skills. Soft skills increase the effectiveness of the individual in solving a wide range of professional and life tasks. The authors prove that well-being of professional and private world is conditioned by the indicators of students’ soft skills. Basic communication skills (communicative and personal potential), self-management skills (motivation to acquire knowledge, reflexive abilities) and effective thinking skills (ability to predict, innovativeness) increase the stability of the psychological system of the student’s personality, its ability to maintain stability, resistance to negative phenomena and freedom of behaviour. It is emphasised that soft skills are not only the main predictors of professional development of the individual, but also provide the formation of an active, creative position in relation to own activities and lives. The authors have come to the conclusion that the creation of the conditions for the development of soft skills in students can prepare them for an adequate perception and realisation of socio-professional innovations in the future.Practical significance. The results of the present research can be used by the representatives of the system of vocational education, i.e. tutors and teachers, who carry out psychological and pedagogical support of university students.

A study of “The Characteristics of the 21st century Learners of Walailak University Graduates in The Academic Year 2020-2021” was aimed to 1) Analyse expectations and perceptions of the characteristics of learners in the 21st century, 2) Analyse the factors that affect to the characteristics of graduates in the 21st century. We found that: graduates had high expectations of the characteristics of learners in the 21st century, both in Knowledge skills (3R), Soft skills (8C) and overall. However, they had a perception of the characteristics of 21st century learners in Knowledge skills (3R) and overall at a high level. Meanwhile, they perceive soft skills (8C) to be very high. However, they had a very high perception of 4 aspects arranged in order as follows: 1) Collaboration, Teamwork, and Leadership, 2) Compassion, 3) Cross-cultural, and 4) Career and learning self-reliance. It was found that graduates have perception of the characteristics of learners in the 21st century in 4 aspects at a high level arranged in order as follows: 1) Communication, Information, and Media Literacy, 2) Computing and ICT literacy 3) Critical thinking and Problem-solving and 4) Creativity and Innovation. The perception of factors affect to the characteristics of learners in the 21st century of graduates with different major groups affected their perception of the characteristics of learners in the 21st century in the different Knowledge skills (3R). The five predictive variables together accounted for 63.9% of the characteristics of 21st century learners, including both knowledge skills and soft skills.

In 2013, an urban college developed a mandatory soft skills course. Unique among postsecondary institutions, the course has been running since fall 2015. Research has now been conducted into the effectiveness of the course. A mixed-methods research study collected primary data and a literature review of the pertinent secondary data. Data sets include a comparison of co-op employer ratings of students in a semester before the course was mandated and a semester after the course was mandated; a survey of co-op employers to rate their co-op student’s soft skills achievement; and a pre-post/post-pre survey of current students asking them to rate the importance of soft skills, their knowledge and demonstration of soft skills, and their intention to use soft skills. All data strongly support the claim that the course has been a positive soft skills intervention. Hypotheses are shown to be valid: current students see the course as an effective way of improving their understanding of soft skills, their ability to deploy soft skills, and their intention to deploy soft skills in future; and, co-op employers see it as a positive intervention by reporting more effective demonstration of soft skills among co-op students who have taken the course than among co-op students from other institutions who have not taken the course. We conclude that offering a course that follows our pedagogy is the most effective way to increase postsecondary student soft skills capabilities and ensure employers continue to be satisfied with graduate soft skills.

The success of a software project depends on many factors. It requires project team members to be well-equipped with technical knowledge and good soft skills. Among the many soft skills, the two basic soft skills that all project team members should possess are communication and negotiation skills. Today, communication skills are found to be lacking among the university graduates. This situation has resulted in the unemployment of 3 942 information technology graduates in 2006. A study was initiated to incorporate the teaching of communication and negotiation skills in the Project Management (PM) course through team projects undertaken by members of multi-racial composition. This paper presents feedback from 67 students on the teaching of communication and negotiation skills, and project management concepts through team projects.

Talent & Technology The oil and gas industry is facing a progressively more complex work environment that is ever-shifting, less predictable, challenging, multidisciplinary, and increasingly global, with more complicated technical problems to be solved. There is also more public awareness and interest in what we do, how we do what we do, and who we are. Combined with our industry’s rapidly changing demographics, these developments stress the need for development of competencies within a spectrum ranging from emotional intelligence/soft skills to technical skills. In the new work environment, new attributes are rewarded and, although developing technical literacy is highly regarded, the necessity of acquiring soft skills is gaining recognition and is considered equally critical for success. In an article published in the August 2012 issue of JPT, the SPE Soft Skills Council discussed the critical need for technical professionals in the future to learn and refine a number of important nontechnical (soft) competencies that have a great impact on the bottom line. With the increasing role of technology and the mixture of social, environmental, political, and economic construct across our industry, the essence of the council’s message was that there is a requirement for finer attunement and shedding of parochial paradigms. This follow-up article introduces a proposed competency matrix as a tool to identify soft skills gaps at various stages of one’s career. Gaining Importance Soft skills are about broadening our views and perspectives to enable us to perceive the interdependent nature of our work within our respective organizations and, even more importantly, within a larger social, political, ecological context. By remembering our humanity, we are provided with the possibility to develop sustainable technical and business strategies that consider both the intended and unintended consequences of our solutions. Recognizing the critical importance of soft competencies, Albert Einstein said, “It has become appallingly obvious that our technology has exceeded our humanity.” A century later, the dominant paradigm about what may be the key for technical professionals’ career success is shifting from technical know-how to an equally or more important soft competencies. Obviously, technical attributes are core to our industry. However, for some years, the quality and strength of human interactions have been increasingly presented as at least equally important in sustaining business success for individuals and their organizations. J.W. Marriott, chairman and chief executive officer of Marriott International, said, “To succeed in today’s workplace, young people need more than basic reading and math skills. They need math skills. They need substantial content knowledge and information technology skills; advanced thinking skills, flexibility to adapt to change; and interpersonal skills to succeed in multicultural, cross-functional teams.”

There is a need for business students to develop soft skills in addition to technical skills, in order to successfully transition into the workforce. Hiring managers stress the importance for business students to have strong soft and hard skills in order to be competitive during the job search process. Hiring managers are finding that recent graduates lack soft skills such as presentation, listening, and teamwork, which many jobs require. The purpose of this qualitative study is to identify and determine what changes in soft skills/professional skills, specifically leadership, communication, and networking, business students may develop, after one year of involvement in a university marketing club; based on student perceptions. The results for this study show that business students who are members of an undergraduate university club for one year perceive improvement in the aforementioned soft skills. Based off the findings, business faculty should focus on incorporating soft skill development into their curriculum. Soft skill development could potentially better prepare graduates for entering the workforce. Â Â

Soft skills are a collection of people management skills. In the current economic atmosphere of the oil and gas industry, technical skills alone are insufficient for career success. Engineering professionals tend to prioritize technical skills over soft skills, however, the demands of their jobs require effective leading, speaking, listening, communication, collaboration, and conflict resolution "soft skills". The industry has had to make some very difficult decisions in the last few years. Many companies have opted to hire or retain technical professionals with excellent soft skills, who are adaptable, effective communicators, who are adept at collaboration and team management. Technical skills and Soft skills if combined, create a synergistic effect that enables the technical professional to effectively communicate their needs or strategies. Being able to effectively communicate through confident speaking, listening, feedback, conflict resolution, critical thinking, and effective interpersonal skills create a positive environment that is conducive to a successful outcome through collaboration. Increasing numbers of University Petroleum Engineering Programs are beginning to add "soft skills" to their curriculum because they recognize the human to human skill factor is crucial to overall technical career success. With the rigorous demands of the engineering curriculum, it is difficult for academia to provide adequate training in soft skills. This is one of the reasons that SPE has initiated a Soft Skills Committee, offering Webinars, Workshops, ATCE Sessions, Journal Articles, and Papers, to provide crucial soft skills training in the industry and to direct technical professionals to other avenues of training to enhance their abilities, thereby increasing their effectiveness in their chosen technical careers. With the loss of over 350,000 jobs in the recent industry downturn, this paper the results of quantitative and qualitative studies which provide insight into the importance of soft skills and how they relate to the success of technical professionals. Data will be provided through industry market trends, professional studies of soft skills for engineer’s career success, and surveys of industry management. It will be illustrated that the blending of technical knowledge with effective soft skills abilities can increase the overall success of the engineer, and the success of the company.

Nowadays, along with the knowledge and professional skills, soft skills are also considered as a compulsory requirement for students before graduating. Besides the soft skills subjects teaching, the integration of soft skills in professional teaching will help students to acquire the necessary soft skills which appropriate to the fields being trained. In this article, we introduce some soft skills training methods that are applied in teaching Information Systems Analysis and Design subject in CDIO-based training programs (Conceive - Design - Implement - Operate) for Information Technology students. The training of soft skills in professional teaching will help students quickly adapt to the requirements of future careers.

Research on work readiness indicates employers are increasingly pointing out that soft skills are as important as discipline specific knowledge and technical skills when hiring recent university graduates. However, many university students think excellent grades are the main reason they get the jobs. The disconnect between what employers expect and what students imagine is significant to the extent that many recent university graduates are unable to be employed in the jobs they want, and many employers have challenges dealing with recent university graduates who are not work ready. In 2018, a soft skills pilot study was conducted with internship supervisors who work with the Human Development and Family Studies Program at the University of Hawaii at Manoa. An online survey was sent to 65 internship supervisors, and three focus group sessions were conducted as a follow-up of the survey. In 2019, Phase 2 of this study polled 76 employers who participated in a university career fair on what soft skills they expect university graduates to have at the time of hiring. This paper reports on findings to two questions: 1) What employers think of undergraduate university students who have completed an internship with them, and 2) What soft skills employers expect of recent university graduates who are transitioning into the workplace. Findings indicate that in addition to soft skills, employers also regard personal attributes and qualities as equally important at the time of hire.

This study explores the competency skill expectations from management graduates in Bangalore, with a focus on both technical and soft skills. As the demand for job-ready graduates rises, a significant gap exists between the competencies taught in academic institutions and those required by employers. The research aims to evaluate the impact of technical skills and examine the influence of soft skills on the job readiness of graduates. A descriptive research design was used, with purposive sampling selecting 145 management graduates as respondents. Data was gathered through structured questionnaires and analyzed using tools like ANOVA, correlation analysis, and multiple regression. The results indicate that soft skills, particularly teamwork and time management, play a more crucial role in job readiness compared to technical skills. Additionally, educational qualifications and work experience were found to have a notable effect on the development of soft skills and job readiness. While technical competencies are important, they have a lesser impact on job preparedness. The study recommends that educational institutions integrate soft skill development alongside technical training through practical experiences such as internships. Enhanced collaboration between academia and industry is also suggested to better align graduate skills with employer needs. Overall, the study highlights the importance of a comprehensive approach in preparing management graduates, ensuring a balance between technical knowledge and essential soft skills for greater job readiness and career success.

Objectives . This work investigates students’ mid- to long-term takeaways from the course “Communication and Soft Skills” conducted at a European university and relates insights to soft skills interventions in higher computing education described in the literature. A major objective was to situate findings from researching a student-centered course into a broad, international context of promoting soft skills. Research questions address the students’ view on the course’s lasting effects, students’ memories of the course, and the identification of success factors for promoting soft skills in higher computing education based on the current study. Participants and Method . Research encompassed an online survey with open and closed questions that had been emailed to 1,036 course graduates reaching back up to 21 semesters and receiving 101 responses. Following a parallel mixed methods design, quantitative findings were obtained using descriptive statistics while qualitative data were analyzed via a qualitative content analysis. Findings . The study sheds light on which features of the course tend to stay on students’ minds and impact their way of being and acting in their jobs and in society. Our findings indicate that the experiential, student-centered nature of the course and the project-based didactics provided sustained whole-person learning as illustrated by versatile memories and self-reports about constructive changes in attitudes, behavior, skills, and knowledge of respondents. Based on our mixed methods study, we suggest implications for effective soft skills interventions. Conclusions . Only limited literature exists on long-term effects of promoting soft skills in computing-related higher education. This study is among the first to address this literature gap. Student-centered characteristics such as creating an equal environment, being listened to and included in decisions, working in teams on real projects, and getting immediate feedback turned out to leave lasting traces on students’ minds and behavior. The findings from our research contribute an evidence-based source of motivation for staff who are devoted to nourishing students’ soft or professional competencies aside from knowledge and technical skills.

Statistics from the Department of Statistics showed that 76200 graduates in this country still failed to get a job. One of the main reasons of this phenomenon is the graduates are still unable to meet the demand of the current job market. The current job market is not only take seriously on knowledge and technical skills but also soft skills. Therefore, the Ministry of Higher Education (MOHE) listed seven soft skills that should be possessed by the graduates. Among the seven soft skills, critical thinking and problem solving is the one of the emphasized skill. In this skills, there are three main subskills must be mastery from a total number subskills of seven. Thus, a survey was conducted to identify the level of critical thinking and problem solving skills among the engineering undergraduate students. A total of 341 final year students of Bachelor's degree in Universiti Tun Hussein Onn Malaysia were stratified randomly selected as respondents. Data was collected through an achievement test on critical thinking and problem solving skills. Mean, standard deviation, Mann Whitney U test and Kruskal Wallis Test were employed to analyze the gathered data. Results showed that the level of critical thinking and problem solving skills of students for the three main subskills (Ability to Identify and Analyse Problem in Complex or Ambiguous Situation and Develop Justification Evaluation; Ability to Improve and Develop  Thinking Skill as Explain, Analyse and Discussion Evaluated; Ability to Generate  the Ideas and Alternative Evaluation) were at a moderate level. As the conclusion, the MOHE, education institutions and students must work together in order to enhance the acquisition for critical thinking and problem solving skill of graduates through the modification of teaching strategies, strengthening academic programs and others intervention programme.

BackgroundThis paper reports on medical students' views on the ways in which their ‘soft skills’ were developed. It is the result of a study on soft skills among two groups of students before and after curriculum reform at the School of Medicine of the University of Pretoria. One of the aims of the reform was to provide more teaching and learning opportunities for the development of soft skills. Soft skills include professional interpersonal and social skills, communication skills, and professional and ethical attitudes.MethodsAs symbolic interactionism was used as the theoretical framework to guide the research, qualitative methods were used to collect the data. A purposive-theoretical sample of 42 final-year medical students from the traditional curriculum and 49 from the reformed curriculum was recruited. Data were collected by means of focus groups, individual in-depth interviews and autobiographical sketches.ResultsThe same categories of comments emerged from the data collected from the study...

This chapter presents a qualitative study, resulting from a systematic literature review using a text analysis technique through the NVivo software, version 10.0. This technique involves grouping words that reveal semantic similarity to each other and results indicate that considerations around soft and hard skills in tourism have been different over time. In short, it might be said that it is hard skills that lead people to job interviews, but it is soft skills that allow them to be recruited for employment. Hence, it is the combination of the two skill types that enables people to have a job in the tourism industry, manage a career, and contribute to the differentiation of tourism companies in the tourism global marketplace that tends to be increasingly competitive.