Zeitschriftenartikel: „Work skills“

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Guy, Mary E. "Emotive Skills Are Work Skills." Public Personnel Management 49, no. 3 (May 13, 2020): 327–30. http://dx.doi.org/10.1177/0091026020917711.

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Sapriadi, Sapriadi, Caska Caska, and Makhdalena Makhdalena. "Analysis of Field Work Practices Against Mastery of Skills and Work Readiness of Students." Journal of Educational Sciences 3, no. 2 (May 24, 2019): 260. http://dx.doi.org/10.31258/jes.3.2.p.260-269.

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This study aims to determine the effect of fieldwork experience on student skills mastery, the influence of field work experience on student work readiness, the effect of skill mastery on student work readiness, and the influence of field work experience on student work readiness through mastery of student skills. This study was conducted in YPLP SMK PGRI Bangkinang and used the entire population of 75 students who have carried out fieldwork practices. Data analysis techniques used path analysis methods. The results of this analysis indicate that field work has a positive effect on skill mastery, field work practices have a positive effect on work readiness, mastery of skills has a positive effect on work readiness, field work practices have a positive effect on job readiness through mastery of skills. Mastery of student skills and student work readiness can be improved if students' fieldwork practices are improved.

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Eaton, Anne. "Skills fit for work." Nursing Standard 25, no. 24 (February 16, 2011): 62–63. http://dx.doi.org/10.7748/ns.25.24.62.s55.

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4

LYSAKER, PAUL H., MORRIS D. BELL, WAYNE S. ZITO, and STEPHEN M. BIOTY. "Social Skills at Work." Journal of Nervous and Mental Disease 183, no. 11 (November 1995): 688–92. http://dx.doi.org/10.1097/00005053-199511000-00003.

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Ramon, Shulamit. "Skills for normalisation work." Practice 2, no. 2 (June 1988): 139–49. http://dx.doi.org/10.1080/09503158808416989.

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6

Jayasinghe, Migel. "Social skills at work." Behaviour Research and Therapy 30, no. 2 (March 1992): 202–3. http://dx.doi.org/10.1016/0005-7967(92)90148-a.

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7

Perkins, Elizabeth R. "Social skills at work." Nurse Education Today 11, no. 3 (June 1991): 241. http://dx.doi.org/10.1016/0260-6917(91)90072-i.

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8

Mila Sartika, Sih Darmi Astuti, Amalia Nur Chasanah, and Fery Riyanto. "Digital Skills To Improve Work Performance." International Journal Of Accounting, Management, And Economics Research 1, no. 2 (December 31, 2023): 33–40. http://dx.doi.org/10.56696/ijamer.v1i2.14.

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Workers in the manufacturing sector face the need to acquire digital skills to improve work efficiency and productivity. However, the rapid and intense spread of technology has also caused technostress and the phenomenon where the stress associated with the use of technology can disrupt the work performance This study uses questionnaires in data collection. The number of samples is 102. The variables used in this study are Digital Skill and Technostress as independent variables and Employee Performance variables as dependent variables. Data processing techniques using Smart PLS. Digital skills and technostress have a significant positive effect on employee performance. This research underscores the importance of digital skills and the potential impact of technostress on employee performance. Organizations should prioritize digital skill development initiatives and consider strategies to mitigate technostress among employees.

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Gowri Kusuma, P., and K. S. R. Sarma. "Skill …Skill… Which Skill do I Acquire? ---Skills Requirement for the BANI Environment---." Shanlax International Journal of Management 11, no. 2 (October 1, 2023): 53–58. http://dx.doi.org/10.34293/management.v11i2.6685.

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We are moving from the information era to innovation era. Knowledge, Skills and Abilities (KSA) are the core for every employee to accomplish the organizational goals during this era. This paper is an exploratory study aimed at identifying the ‘SKILLS’ requirement to meet new-age challenges, and to assess the role of Higher Educational Institutions in imparting those SKILLS. Secondary data is collected through various reports and research works to list out the skills required by the millennials. According to World Skill Council, problem solving, self-management, working with people, technology use and development are some of the Skills among the top Skills of 2025. The emphasis is on the emerging Skills requirement, as the very basic nature of work and meaning of workplace is in transition stage. The rules of the game have changed. The below three questions will provide an insight on the changing workplace scenario. (i) Who does the work? Work could be done by full time or part time employees, gig workers or crowd sourcing. (ii) How the work is done? – Work can be accomplished by using AI, robotics and automation. (iii) When and where work is done? – Work places are no longer traditional brick and mortar settings. They could be fluid work schedules, remote workers or collocated workspace. To embrace this change in the workplace, it is vital for the workforce to equip themselves with a new set of skills. Therefore, this study will explore the skills requirement for the future workplace to thrive in BANI environment. And also make an effort to direct the Higher Educational Institutions in imparting those Skills.

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McMahon, Maddie. "Is Doula Work Skilled Work?" Practising Midwife 27, no. 5 (September 1, 2024): 32–34. http://dx.doi.org/10.55975/dhni6798.

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While it is true that doulas do not need clinical skills, as providing medical care is firmly outside our boundaries, it does not mean the doula role is unskilled.1 So what exactly do we learn on a doula course and what skills do we employ when supporting our clients?2 This article will explore the skills and talents doulas aim to develop and how we place an emphasis on fostering the ‘soft skills’ that put our clients right at the centre of our care.

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Falk, Diane S., and Phyllis G. Ross. "Teaching Social Work Writing." Journal of Baccalaureate Social Work 6, no. 2 (March 1, 2001): 125–41. http://dx.doi.org/10.18084/1084-7219.6.2.125.

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This article presents an approach to teaching social work writing within the core social work curriculum. Writing is recognized as being critical to effective professional practice and as an essential social work skill. Writing is also presented as a strategy for teaching social work knowledge, values, and skills. The authors share what they have learned and developed on the basis of their own teaching experiences with baccalaureate social work students. They identify nine purposes of social work writing, linking assignments with each purpose and discussing how the assignments can be used to teach social work writing skills concurrently with other core social work skills.

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Sundar, Aparna. "Skills for Work and the Work of Skills: Community, Labour and Technological Change in India’s Artisanal Fisheries." Journal of South Asian Development 13, no. 3 (November 14, 2018): 272–92. http://dx.doi.org/10.1177/0973174118804449.

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Artisanal cultures of work and skills transmission provide a useful point of contrast from which to think about the renewed interest in skills development as a formal, institutionalized process of training and certification for discrete and standardized skills. This article traces the transformation of practices of skill in the context of technological change in the artisanal fisheries of Kanyakumari, Tamil Nadu, to explore a set of linked questions about skills and work: How expansively or narrowly should skills be understood? What can we learn from traditional modes of skills transmission? As technology makes redundant many of the traditional skills, are we seeing a ‘degradation’ of work? A focus on fishing, a traditionally caste-bound occupation, also opens up questions regarding the work that skills do within a political economy, both in reproducing a given social order, and in enabling change. In tracing processes of labour recruitment in the mechanized fisheries, the article offers a further reflection, about the extent to which skills matter in securing employment, given the continued importance of networks of caste, kinship and village-based community.

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Oerder, Katharina, Gerhard Blickle, and James K. Summers. "How work context and age shape political skill." Journal of Managerial Psychology 29, no. 5 (July 8, 2014): 582–99. http://dx.doi.org/10.1108/jmp-01-2013-0004.

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Purpose – The purpose of this paper is to seek to predict increases in political skill, and more specifically networking ability, based on hierarchical position, time involvement, and the moderating effects of job incumbents’ age. Design/methodology/approach – These hypotheses were tested in a panel design with hierarchical regression analyses over two years with 150 works councillors from Germany. Self-reported political skill, time involvement, and position were measured at time 1, and political skill was measured again two years later. Findings – Works council members increase their political skill when they hold a higher position and have more time involvement. Further, councillors’ age was found to moderate these relationships. That is, older councillors develop political skill (specifically networking ability) at a higher rate than middle aged employees. Research limitations/implications – Future research should test the hypotheses in different populations and also include other ratings of political skill. Practical implications – It might not always be necessary to have available relevant social skills for a new job already, as these skills can develop over time. Social implications – Political skill is a resource at the workplace with the potential to promote fairness, health, and well-being. Originality/value – The present findings add a new perspective to interpersonal skill development: certain job demands moderated by age can change a job incumbent's social skills, particularly networking ability, over time and make her or him more capable of doing well. Thus, it is not always necessary to have available relevant social skills for a new job, as these relevant skills can developed within the context of the new job.

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S., Vasanthakumari. "Soft skills and its application in work place." World Journal of Advanced Research and Reviews 3, no. 2 (September 30, 2019): 066–72. https://doi.org/10.5281/zenodo.4309912.

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Soft skills refer to a cluster of personal qualities, habits, attitudes and social graces that make someone a good employee and compatible to work with. There are two types of skills viz hard and soft skill. Soft skills are important for professional development, maintaining IPR and effective Communication. Soft skills include Inter personal and Personal attributes that enhance an individual’s interactions, job performance and career prospects. There are many key soft skills that need to be applied in work place .Hence Soft skills training should begin for a person when they are students, to perform efficiently in their academic environment as well as in their future workplace.

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Сильченкова, Л., L. Sil'chenkova, Е. Егорова, and E. Egorova. "Comprehensive Work on the Word at Literary Reading Lessons." Primary Education 5, no. 5 (November 1, 2017): 13–19. http://dx.doi.org/10.12737/article_59f1b30c34d098.66900065.

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The article considers the problem of the formation of lexical skills as a meta-subject information at the lessons of literary reading. According to the authors, even when working with the text of a fictional work, the vocabulary skills of schoolchildren should be formed from the positions of a competence approach, which include both reading skills and the speech culture of younger schoolchildren.

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Corbella, Teresa, Amado Alarcón, and Joanna Andraszak. "Language gender gap at work across OECD countries." Language Problems and Language Planning 45, no. 3 (December 31, 2021): 284–308. http://dx.doi.org/10.1075/lplp.21007.ala.

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Abstract Language gender differences at work have been widely described though hardly measured. The object of this study is whether there are gender differences in the use of language skills at work and what those differences are. A gender gap measure of linguistic skills used at work is presented and computed for 21 countries using data from the first round of the Survey of Adult Skills (n = 109 695). On the basis of the 21st-century literacy needs at work approach, we compound five one-skill indicators: use of oral skills, use of reading skills, use of writing skills, use of numeracy skills, and use of ICT skills. Gender differences are quantified in relative terms controlling for occupations’ gross categories. We provide a piece of evidence for a language gender gap at work in favor of men for all language skills analyzed; there are, however, differences by country and occupational categories.

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Davis, Barbara D., and Clive Muir. "Learning Soft Skills at Work." Business Communication Quarterly 67, no. 1 (March 2004): 95–101. http://dx.doi.org/10.1177/1080569903261973.

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18

Margerison, Charles J. "IMPROVING INTERPERSONAL SKILLS AT WORK." Management Research News 11, no. 3 (March 1988): 1–5. http://dx.doi.org/10.1108/eb027974.

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19

Schinke, Steven Paul, Richard P. Barth, and Betty J. Blythe. "Advocacy Skills for Social Work." Journal of Social Work Education 21, no. 2 (April 1985): 27–33. http://dx.doi.org/10.1080/10437797.1985.10671701.

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Steedman, Hilary. "Do Work-force Skills Matter?" British Journal of Industrial Relations 31, no. 2 (June 1993): 285–92. http://dx.doi.org/10.1111/j.1467-8543.1993.tb00394.x.

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Mayasari, Luvy Dian, and Hermien Tridayanti. "The Effect Of Work Skills, Work Attitude, Work Knowledge On Work Competence And Employee Performance In Galaxy Mall Shuang Surabaya." Journal of World Conference (JWC) 1, no. 1 (February 7, 2019): 77–82. http://dx.doi.org/10.29138/prd.v1i1.14.

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This study aims to analyze the influence of work skills, work attitudes, work knowledge on work competencies and analyze work skills, work attitudes, work knowledge on the performance of employees at the Shuang Galaxy Mall Surabaya.This study uses quantitative methods. By examining the effect of independent variables (work skills, work attitudes, work knowledge) on the dependent variable work competence and employee performance, the number of samples obtained was 41 people and analyzed using PLS (Partial Least Square) throughsoftware SmartPLS 3.0. The results of this study indicate that work skills, work attitudes, work knowledge have a significant effect on work competencies, work skills, work attitudes, work knowledge have a significant effect on employee performance and work competence has a significant effect on employee performance.

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Ryskul, Mussakhan, Borankulova Dina, Bülent Aksoy, Issakov Yerlan, Aliaskarov Duman, and Nurbol Ussenov. "Developing Students' Research Skills Through Field Work." Qubahan Academic Journal 5, no. 1 (March 14, 2025): 611–27. https://doi.org/10.48161/qaj.v5n1a1531.

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Fieldwork plays a crucial role in developing students' research skills by bridging theoretical knowledge with practical application. Despite its importance, challenges remain in effectively integrating fieldwork into geography education to maximize student learning outcomes. This study aims to address this gap by identifying effective strategies for enhancing research skills through field-based activities. A mixed-methods approach was employed, utilizing both quantitative and qualitative research techniques to analyze survey responses from 94 students. Research skill development activities were conducted both in and out of the classroom, and students' performance was assessed using survey-based evaluation tasks. The findings indicate a significant difference in research skill development between the control and experimental groups (U=385.00; p<.05), demonstrating the positive impact of structured fieldwork. Additionally, male students exhibited a faster and more accurate progression in research-related activities compared to female students. Standard deviation values of development indicators further supported these findings, highlighting key differences in skill acquisition. These results provide a foundation for refining fieldwork-based instructional methods, contributing to both theoretical advancements in geography education and practical improvements in teaching approaches.

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Jackson, Denise, Ruth Sibson, and Linda Riebe. "Delivering work-ready business graduates - keeping our promises and evaluating our performance." Journal of Teaching and Learning for Graduate Employability 4, no. 1 (June 12, 2013): 2–22. http://dx.doi.org/10.21153/jtlge2013vol4no1art558.

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Business schools globally are responding to calls for graduate work-readiness primarily through the development of employability skills, encompassing career management skills, and work integrated-learning (WIL). There has been considerable attention to clarifying precisely which skills should be developed, and how, but far less on evaluating employability skill provision and its impact on graduate work-readiness. This is increasingly important as industry worldwide continues to lament graduate inadequacies in certain employability skills and the extent to which they are job-ready. This paper outlines a systematic approach for evaluating employability skill outcomes and the effectiveness of learning programs in developing these skills. The approach was developed in a learning program dedicated to developing employability skills in business undergraduates in an Australian university. It may assist other universities in communicating, assessing, mapping and reporting their employability skills outcomes; an integral component of all business undergraduate programs, and now a requirement of all Australian higher education providers (TEQSA, 2011). The approach provides a means of evaluating program effectiveness in skill provision, enabling a more informed review of curricula content, assessment and pedagogical techniques to achieve better alignment with industry requirements.

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Westerberg, Kristina, and Esther Hauer. "Learning climate and work group skills in care work." Journal of Workplace Learning 21, no. 8 (October 23, 2009): 581–94. http://dx.doi.org/10.1108/13665620910996151.

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Ruzikulova, Nigora Shuxratovna. "FORMATION OF STUDENTS 'SKILLS TO WORK WITH LEARNING MATERIALS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (September 30, 2021): 106–9. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-24.

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The article explores the pedagogical possibilities of developing students' skills in working with learning tasks on the basis of analytical-synthetic processing of educational information in the form of text, images, numbers, creating imitations, interpreting educational materials.

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Ruzikulova, Nigora Shuxratovna. "FORMATION OF STUDENTS 'SKILLS TO WORK WITH LEARNING MATERIALS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 09 (September 30, 2021): 106–9. http://dx.doi.org/10.37547/pedagogics-crjp-02-09-24.

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The article explores the pedagogical possibilities of developing students' skills in working with learning tasks on the basis of analytical-synthetic processing of educational information in the form of text, images, numbers, creating imitations, interpreting educational materials.

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Sari, Yohana Ika Harnita, Erlin Estiana Yuanti, and Endang Soelistiyowati. "Soft Skills and Work Ethics of Language Program Graduates." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 9, no. 2 (October 30, 2020): 38–42. http://dx.doi.org/10.30630/polingua.v9i2.143.

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Graduates of vocational schools and polytechnics are expected to become skilled workers who are ready to work in various fields of work. Especially for graduates from language study programs, having the language skills and competence certificate is not enough to face the competition in the world of work. They also need to always perform soft skills and work ethics, to be able to get ready for working, to be able to understand colleagues better, and thus to adapt fast in any environment. Thus, there have been issues toward to what extent formal education specifically embeds soft skills and work ethics, what aspects of soft skills and work ethics that employees must possess, and what efforts have been given to develop them. This study aims at describing the efforts done by Language Study Programs, Sekolah Vokasi, Universitas Gadjah Mada (UGM)to adopt soft skills and work ethics and describing the performance of Language Study Programs, Sekolah Vokasi, UGM graduates in the aspects of soft skills (intrapersonal skill, interpersonal skill, and communication) and work ethics (commitment, integrity, professionalism, and hard work). The data were obtained by conducting observation and interview to the head of Language Study Programs and also administering a self-evaluation questionnaire, containing 47 items of soft skills and 44 work ethics items with five performance indicators (1: never – 5: always), that was distributed to 160 graduates from English, Korean, Japanese, and Chinese Language Study Programs of Sekolah Vokasi UGM. The finding of study suggests that efforts done are soft skills training session (in student orientation), etiquette lesson, support in organization participation, and internship program. The mean score of each indicator in the questionnaire is between 3.62 – 4.65 (out of 5). This score shows that the Language Study Programs graduates often and usually perform soft skills and work ethics that benefit them in the labor market.

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Vautero, Jaisso R. "Proposal for an assessment model of the congruence between people and work skills." GiLE Journal of Skills Development 2, no. 1 (May 13, 2022): 44–60. http://dx.doi.org/10.52398/gjsd.2022.v2.i1.pp44-60.

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Rapid changes in the skill set needed in a profession make it easier to differentiate jobs and employment opportunities by the skills required. From this point of view, people's point of contact with organisations is their skills, not professions. Therefore, what matters is people's skills, competencies needed to get the job done, and people's potential in terms of skills development. In this sense, the present proposal aims to establish a framework to identify congruences between the skills mastered by people and the necessary skills in the work context and how to bridge the gap between them. For this purpose, a set of propositions are made: i) competences are the people’s point of contact with the organisation; ii) skills do not shape people, people shape their skills, iii) professions can be defined through associated skills, iv) people more easily acquire skills that are closer to those they already possess. Based on these premises, a skills model is postulated, which can be named Person-delivery Environment-work Context (PEC). This model is interested in the fluidity of a person's skills and the autonomy over the development of these skills. To put it into practice, this model needs the following five steps: i) identify the most common skills in the labour market, ii) classify the skills identified to make exploration possible, iii) identify the representation and frequency of a given skill in each profession and the labour market, iv) create a methodology for identifying and measuring personal skills, v) create a way to calculate proximity between the person's competences (P) and the work context (C). In the proposed model, there are two observable data: the existence of competence in the universe of the work context and the presence of competence in a person. It is expected that this model will make possible the identification of congruences between people and organisations and the skill development possibilities for a person. Some limitations can be listed, but the main one is that people and work are reduced to skills in this model. However, its applications can only be thought of as part of a broader career development process that considers people and their potential and the means of developing them, obtaining satisfaction, and having decent living and working conditions.

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Whitley, Richard. "Academic Knowledge and Work Jurisdiction in Management." Organization Studies 16, no. 1 (January 1995): 81–105. http://dx.doi.org/10.1177/017084069501600105.

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Relations between formal, academic knowledge, training in high-level expert ise and practical problem-solving activities vary considerably across fields of practice, as well as across societies. Four major kinds of skills development, certification and extent of jurisdictional control over tasks and jobs can be distinguished: craft professional, academic professional, contested academic and research based. Most academically credentialed managerial skills are sim ilar to contested academic skills. These variations in types of skill formation and jurisdiction result from differences in dominant institutions and char acteristics of fields of practice. Of particular importance are: the extent of professional élite power, state licensing, the prestige of modern science and of universities, the level of student demand, the nature of the employment system and labour-market organization and the contextual dependence of prob lems and issues. Academics in some managerial fields have extended their jurisdictional control in some countries by developing technical skills for dealing with complex, yet well-bounded and general, kinds of problems invol ving quantitative information.

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Westlake, David. "Using counselling skills in social work." Journal of Interprofessional Care 27, no. 2 (February 25, 2013): 200–201. http://dx.doi.org/10.3109/13561820.2012.747377.

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Mumm, Ann Marie. "Teaching Social Work Students Practice Skills." Journal of Teaching in Social Work 26, no. 3-4 (November 7, 2006): 71–89. http://dx.doi.org/10.1300/j067v26n03_05.

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Stasz, C. "Assessing skills for work: two perspectives." Oxford Economic Papers 53, no. 3 (July 1, 2001): 385–405. http://dx.doi.org/10.1093/oep/53.3.385.

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Williams, H. Mark. "Social Work Skills in Assisted Living." Journal of Social Work in Long-Term Care 1, no. 3 (June 2002): 5–8. http://dx.doi.org/10.1300/j181v01n03_03.

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Dijkstra, K. "Future work skills for older workers." Gerontechnology 23, s (July 31, 2024): 1. http://dx.doi.org/10.4017/gt.2024.23.s.962.opp.

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Foster, L. "Qualitative Research Skills for Social Work." British Journal of Social Work 43, no. 1 (January 17, 2013): 191–92. http://dx.doi.org/10.1093/bjsw/bcs199.

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Liang, Jianqiang. "Developing skills for social work practice." China Journal of Social Work 12, no. 1 (January 2, 2019): 90–92. http://dx.doi.org/10.1080/17525098.2019.1562513.

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Peterson, Maryclaire. "Putting transferable Ph.D. skills to work." IEEE Potentials 28, no. 6 (November 2009): 8–9. http://dx.doi.org/10.1109/mpot.2009.934889.

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Peach, Chris, and Laura Hancock. "Surgical skills work shop in Jamaica." Bulletin of the Royal College of Surgeons of England 88, no. 10 (November 1, 2006): 350–52. http://dx.doi.org/10.1308/147363506x156526.

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The Royal College of Surgeons of England has always had strong links with the Caribbean and in 2001 the formal College visit to Barbados stimulated the formation of the Caribbean College of Surgeons. Since that time, there has been a continued close association between the two colleges resulting in an invitation to attend the (2006) fourth annual conference of the Caribbean College of Surgeons in Jamaica, to participate in the scientific meeting and then to stage a surgical skills course and an advanced laparoscopic skills workshop in the capital, Kingston.

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Korczynski, Marek. "Skills in service work: an overview." Human Resource Management Journal 15, no. 2 (April 2005): 3–14. http://dx.doi.org/10.1111/j.1748-8583.2005.tb00143.x.

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Sudbery, John. "Social Work Skills: A Practice Handbook." Journal of Social Work Practice 17, no. 2 (November 2003): 193–94. http://dx.doi.org/10.1080/026505302000145717.

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Henderson, Kathleen. "Developing Skills for Social Work Practice." Practice 31, no. 1 (June 7, 2017): 75–76. http://dx.doi.org/10.1080/09503153.2017.1333979.

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Friedman, Stewart D. "SKILLS FOR INTEGRATING WORK AND LIFE." Leader to Leader 2015, no. 77 (June 2015): 48–54. http://dx.doi.org/10.1002/ltl.20191.

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Soto Peralta, Ondina Elizabeth, Ricardo Arturo Mogollón Soto, Ermis Dani Caruajulca Salazar, Luis Concepcion Atoche Alcas, and Carol Estefanny Mestanza Sandoval. "Soft skills and work environment program." Universidad Ciencia y Tecnología 28, Special (February 1, 2024): 18–26. http://dx.doi.org/10.47460/uct.v28ispecial.768.

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In the present study, a soft skills program was applied to improve the work environment of 23 teachers. The main objective was to generate appropriate motivation in the teaching staff, highlighting the importance of soft skills and their influence on professional and work life. The main results showed that enhancing communication, motivation, participation, and leadership is necessary to achieve a more suitable work environment that promotes a healthy environment and enriches academic performance for students and parents who visit the institution. Likewise, it was possible to affirm that a program focused on soft skills is an important alternative to improve labor relations and institutional performance.

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Bostanci, Aynur B. "The Relationship between Teachers’ Political Skills and Work Engagement." International Journal of Education and Literacy Studies 8, no. 4 (October 30, 2020): 53. http://dx.doi.org/10.7575/aiac.ijels.v.8n.4p.53.

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The purpose of the present study is to ascertain the relationship between teachers’ political skills and work engagement. Correlational design is employed to complete the process of this research. The population of this study is composed of 4494 teachers working in Usak Province of Turkey. Convenience sampling was used in this study. The sample size of the study was made up 297 teachers. The data were collected through ‘Political Skill Inventory’ and ‘Work Engagement Scale.’ The data analysis was conducted via arithmetic mean, standard deviation, Pearson Moment Correlation Analysis and path analysis. According to the results, the levels of teachers’ political skills and work engagement were high. Another finding of the study revealed that there was a moderate, positive and significant relationship between the dimensions of social astuteness, interpersonal influence skill, networking ability and sincerity and the level of work engagement. The research has also showed that the fact that teachers’ political skills had the dimensions of interpersonal influence skill and sincerity had a positive, high level and significant effect on their work engagement. In addition, it was concluded that teachers’ level of social astuteness and networking ability did not predict their levels of work engagement. In light of those results, it is recommended that certain activities to improve teachers’ political skills must be organized in schools.

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Jefferies, Gerard. "Utilising H5P Simulations to Enhance Social Work Education." Social Sciences 13, no. 11 (November 4, 2024): 598. http://dx.doi.org/10.3390/socsci13110598.

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Higher education is tasked with the challenge of producing graduate-ready professionals. Thus, alternative learning and assessment activities are needed to provide students with real-life complex experiences, particularly in fields like social work. This quasi-experimental design study explored the effectiveness of H5P virtual simulation to teach assessment and direct practice skills to social work students (n = 80). Mixed-methods data based on the pre/post outcomes of skill development were analysed using descriptive and bi-variate analysis as well as thematic analysis for qualitative data. A Wilcoxon signed-rank test reveals significant outcomes in assessment and practice skills between pre- and post-measures. The qualitative findings include three key themes: (1) realism, (2) engagement, and (3) practice skills. This study provides evidence and highlights the importance of using virtual simulation to help students develop skills to manage complex real-world problems.

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Autor, David H. "Work of the Past, Work of the Future." AEA Papers and Proceedings 109 (May 1, 2019): 1–32. http://dx.doi.org/10.1257/pandp.20191110.

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US cities today are vastly more educated and skill-intensive than they were five decades ago. Yet, urban non-college workers perform substantially less skilled jobs than decades earlier. This deskilling reflects the joint effects of automation and, secondarily, rising international trade, which have eliminated the bulk of non-college production, administrative support, and clerical jobs, yielding a disproportionate polarization of urban labor markets. The unwinding of the urban non-college occupational skill gradient has, I argue, abetted a secular fall in real non-college wages by: (1) shunting non-college workers out of specialized middle-skill occupations into low-wage occupations that require only generic skills; (2) diminishing the set of non-college workers that hold middle-skill jobs in high-wage cities; and (3) attenuating, to a startling degree, the steep urban wage premium for non-college workers that prevailed in earlier decades. Changes in the nature of work--many of which are technological in origin--have been more disruptive and less beneficial for non-college than college workers.

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Kurbanova, Oltinoy Bekmurotovna. "CRITICAL SKILLS OF IBRAHIM GAFUROV." Scientific Reports of Bukhara State University 5, no. 5 (December 30, 2021): 131–43. http://dx.doi.org/10.52297/2181-1466/2021/5/5/12.

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Background. This article is one of the least studied topics in Uzbek literature and is devoted to the study of critical skills. Theoretical views on the method and the attitude of other scholars to the subject are covered. The study is based on a number of works by literary scholar Ibrahim Gafurov. Based on the analysis, theoretical views on the poetics of the literary style were put forward. Ibrahim Gafurov's style is described and his skills are praised. Particular attention is paid to a number of elements that make up the poetics of the work. Methods. The comparative-typological method was mainly used in the study of the scientist's work. Biographical analysis was used to determine his style and demonstrate his skills. The articles were also researched using analytical analysis methods. Results. It is known that the word "critic" is derived from the Arabic word "critique", which means "criticizer", "detractor". The word "criticism" has four different meanings in the "Explanatory Dictionary of the Uzbek language". “Work is action, activity, work, doctrine, and so on. discussion, analysis in order to record the achievements of the company, to identify and eliminate shortcomings and deficiencies. "Scientific analysis, research into the truth of something." “Literary activity is a special type of interpretation and analysis of works of art, science and other types, as well as life events reflected in them. The word critic is derived from this third analysis of the word criticism, but some aspects of the previous analysis can also serve to reveal the meaning of this word. "Deficiency, defect, error and sh.k. note, strike, and the fourth meaning, which is interpreted as" a lazy thought, a sentence, a word", which is also expressed for the purpose of their solution, is the meaning of which is understood mainly in the general language, this state of the critic's word is also a deficient and deficient find among the masses of the people, the reason for the realization of the meaning of the condemnation. In fact, the task of the critic is to give a truthful assessment of the work of art, to give an impartial coverage and justification of the achievements and shortcomings in it. Conclusion. Ibrahim Gafurov places such high demands on the poetry of every epoch he analyzes, on every poet. The article "Shukuh", which we have devoted a great deal of time to, and the poet Abdulla Aripov, who is the subject of the article, emphasizes that all these aspects are summarized and at a high level. While his poems are not without their flaws, they add to the list of our classic poets who have been able to create lofty and noble works, and emphasize that the glory of a poet’s poetry never fades. This means that true passions are eternal, and the glory of a kind word is immortal.

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Shaffie, Fuziah, Ruzlan Md-Ali, and Fahainis Mohd Yusof. "Towards Soft Skills Framework for Social Work Educators." Journal of Social Sciences Research, SPI6 (January 30, 2019): 1091–96. http://dx.doi.org/10.32861/jssr.spi6.1091.1096.

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Social workers must be competence with their helping skills and need to be guided to acquire relevant soft skills. Hence, Social Work students need to have significant role models that they can look up to in order to become professionally and socially competent. Within the formal Social Work Education at the higher institutions, they can actually learn much from their lecturers or educators as their role models. This paper discusses conceptualizations of the soft skills which educators, currently as well as in the years to come, would need in order to sustain their competence as educators. In an exploratory study recently carried out, a Social Work expert was asked to describe the experiences of and viewpoints on, soft skills as part of the professional socialization of Social Work educators to become professionally and socially competent. It is important to raise awareness of soft skills competencies among Malaysian Social Work educators to help them in assessing themselves, and identify where and how they could actively improve themselves as educators within the context of their workplace. Embedding the soft skills competencies into their career as social workers is assumed as one of the effective and efficient method of achieving both professional and social competence. The propose soft skills, perhaps, provide early ideas and initiatives towards the construction of a ‘soft skill-framework for Social Work educators’, which can serve as guideline when facilitating and guiding future qualified social workers in Malaysia.

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Ferguson, Hannah, Michelle Ho, and Tanya Lawlis. "The Contribution of Work-Integrated Learning to Nutrition Undergraduate Employability Skill Development." Journal of Teaching and Learning for Graduate Employability 15, no. 1 (July 24, 2024): 146–67. http://dx.doi.org/10.21153/jtlge2024vol15no1art1812.

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The field of nutrition has seen a growing interest and demand in recent years, with more students choosing to study within the field. This demand has highlighted the importance of producing work-ready graduates with skills that enhance their employability and ability to contribute effectively to the workforce. This study investigated the role of work-integrated learning (WIL) on improving employability skills in nutrition undergraduates (n=41) at an Australian university. Perceived skill development was determined using the Employability Skills Cluster Matrix-Self Assessment Tool (ESCM-SAT). Significant improvements were observed across all 24 employability skills post-internship, with the greatest increase in the communication cluster and ‘developing and managing my career’ (p<0.01). Skill development was attributed to self-awareness, exposure to a professional environment, and mentorship. Undergraduate nutrition degrees should consider strategies to develop transferable skills and include WIL for the unique application of academic knowledge to diverse workplace settings within the industry.

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Niaconachie, Glenda. "From Bureaucrat to Professional: Skill and Work in the Commonwealth Employment Service." Journal of Industrial Relations 35, no. 2 (June 1993): 221–41. http://dx.doi.org/10.1177/002218569303500202.

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Most research on skill and the labour process (most notably the deskilling debates) has concentrated on private sector organizations. Very few empirical studies have considered skill and the organization of work in relation to public servants. Employ ment officers, the primary operational level in the Commonwealth Employment Service, are the focus of this paper. Between the early 1970s and 1990 their roles and skills were transformed as a consequence of the combination of policy, organizational and technological changes. The changing roles of the Commonwealth Employment Service were reflected in the skill shifts of its employment officers. Clusters of appropriate skills were required at specific points. Individual elements within these clusters were deskilled, reskilled or upgraded, sometimes simultaneously. The most significant aspect is the shift from traditional bureaucrat to professional service deliverer, with a subsequent recognition of 'personality skills'. These personality skills have become incorporated as requirements of the job, and are no longer individual capabilities.

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