Статті в журналах: "Work skills"

1

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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2

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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3

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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5

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

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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9

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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10

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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11

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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12

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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13

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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14

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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15

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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16

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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17

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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18

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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19

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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20

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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21

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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22

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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23

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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24

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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25

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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26

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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27

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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28

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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29

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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30

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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31

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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32

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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33

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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34

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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35

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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36

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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37

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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38

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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39

Agalieva, N. B., and A. S. Chuzhaeva. "Dulat Isabekov’s writing skills." Language and Literature: Theory and Practice, no. 2 (2022): 44–47. http://dx.doi.org/10.52301/2957-5567-2022-2-44-47.

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In this article, the authors focused on the poet’s work, paid great attention to the analysis of his works, the disclosure of the image of a contemporary in the works, the embodiment of images based on the details found in the works. Over time, in our literature, the description of the image of the hero has become the main theme of the writer’s work. The works of the writer, especially his works in the genre of narrative, are valuable because they managed to truthfully show the bitter reality of the society in which he lives. On this basis, a number of works are takenas an example. Because the core of literature is always a person, his inner world. It can be noticedthat the hero has emotional experiences, experiences, thinking, language skills, which embodies the idea of the writer. The image of the author-it manifests itself from the language of the work in its narrative structure. Therefore, analyzing the language, narrative, structure of the work, reveals the variety of facets of the author’s image, its formation, development.

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40

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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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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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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Bandaranaike, Suniti. "From Research Skill Development to Work Skill Development." Journal of University Teaching and Learning Practice 15, no. 4 (October 1, 2018): 108–26. http://dx.doi.org/10.53761/1.15.4.7.

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The thinking required by higher education student engagement in research processes may segue into the development of students’ work skills, enabling them to professionally transition to the workforce. However, although this transition may be facilitated before and during Work Integrated Learning [WIL] experiences, there is typically a gulf between the skills taught in higher education and skill requirements of industry. To address these challenges faced by WIL, and to connect students more effectively with contemporary and future employer needs, the first objective of this paper is to provide an overview of the use of a validated generic employability framework, the Work Skills Development [WSD] framework, and the second objective is to provide evidence about the framework’s effectiveness when used to articulate work skills and student autonomy. This overview of the WSD and its uses contributes to WIL pedagogy and has direct applicability to tertiary educators’ contribution to the development of student work mindset to bridge the gap between tertiary institutions and industry requirements.

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Macgowan, Mark J., and Stephen E. Wong. "Improving Student Confidence in Using Group Work Standards." Research on Social Work Practice 27, no. 4 (May 27, 2015): 434–40. http://dx.doi.org/10.1177/1049731515587557.

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Objective: This is a replication of a study that examined the effects of teaching foundation competencies in group work to social work students and assessed their self-confidence in applying these skills. This study improves on the first by utilizing a controlled design. Method: Twenty-six master of social work students were taught group work competencies derived from the International Association for the Advancement of Social Work with Groups’ (IASWG) Standards for Social Work Practice with Groups using didactic activities and micro-skill exercises. Students were assessed 4 times on their confidence in group work competencies using a validated 70-item inventory. Group work skills were divided into three blocks and taught successively in an abbreviated multiple-baseline design. Results: The t-tests indicated significant increases in confidence ratings after training on the respective skills but not before skills training. Conclusion: The results provide additional support for the effectiveness of the teaching approach in building student confidence in using IASWG Standards.

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Hampson, Ian, and Anne Junor. "Invisible work, invisible skills: interactive customer service as articulation work." New Technology, Work and Employment 20, no. 2 (July 2005): 166–81. http://dx.doi.org/10.1111/j.1468-005x.2005.00151.x.

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Weaver, Andrew. "Book Review: Skills and Skilled Work: An Economic and Social Analysis." ILR Review 68, no. 5 (September 18, 2015): 1225–26. http://dx.doi.org/10.1177/0019793915595410.

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Townsend, Pat, and Joan E. Gebhardt. "For service to work right, skilled leaders need skills in “followership”." Managing Service Quality: An International Journal 7, no. 3 (June 1997): 136–40. http://dx.doi.org/10.1108/09604529710166923.

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Cronshaw, Steven F., Perng Yih Ong, and Dara B. Chappell. "Workers' Adaptation Enables Work Functioning." Psychological Reports 100, no. 3_suppl (June 2007): 1043–64. http://dx.doi.org/10.2466/pr0.100.4.1043-1064.

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In this study, a proposition derived from Functional Job Analysis theory was tested: that workers' adaptive skills are necessary for enabling the operation of functional skills termed Things, Data, and People in the workplace. Restated in broader terms, the veracity of the principle that workers' adaptation enables work functioning was assessed. 29 study participants were assessed on 12 theoretically derived adaptive skills using an in-depth interview methodology. The substantive complexity of the participants' present jobs was estimated by rating them on Things, Data, and People functional skills. Predictive Analysis provided strong support for the hypothesis that workers' adaptive skills enable the operation of functional skills in the workplace. Participants scored markedly better on some adaptive skills than on others. Implications are discussed for workplace adaptation and successful work functioning.

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Rahmi, Fitria, Liliyana Sari, and Suli Sri Rejeki. "Identifikasi Kesiapan Memasuki Dunia Kerja Melalui Profil Soft Skill Siswa SMK." Bakti Sekawan : Jurnal Pengabdian Masyarakat 1, no. 2 (December 31, 2021): 51–55. http://dx.doi.org/10.35746/bakwan.v1i2.176.

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Vocational High School (SMK) is a work-oriented education where graduates are directed to be ready to work and have competitive and comparative advantages. However, the facts on the ground show that vocational students are not optimal in mastering soft skill competencies, so they are not fully ready to enter the world of work due to the lack of relevance of understanding about soft skills between the industrial world and the world of education needed by the world of work. Based on the urgency of the need for soft skills in the world of work, Kantrowitz developed a soft skill measurement instrument, namely Soft skills Performance Measurement (SSPM) using seven soft skill components, but the team modified it according to the characteristics of vocational students into six components including: (1) interpersonal skills , (2) organizational/leadership skills, (3) performance management skills, (4) cultural/political skills, (5) communication/persuasive skills, and (6) self-management skills. The method of implementing this community service activity follows the approach of Vincent II, J. W by modifying the stages of the activity starting from team formation, formulation of goals, identification of stakeholders, needs analysis, priority determination of problem solutions, preparation, implementation, mentoring, review and evaluation. The results of the activity showed that students had soft skill profiles that were at a fairly good level of achievement. The achievement of students' soft skills is a supporting factor in entering the world of work apart from their hard skills.

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Mencl, Jennifer, Andrew J. Wefald, and Kyle W. van Ittersum. "Transformational leader attributes: interpersonal skills, engagement, and well-being." Leadership & Organization Development Journal 37, no. 5 (July 4, 2016): 635–57. http://dx.doi.org/10.1108/lodj-09-2014-0178.

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Purpose – The purpose of this paper is to examine the effects of interpersonal skills (emotional and political skills) and work engagement on transformational leadership and leader well-being at work. Design/methodology/approach – Emotional control, emotional sensitivity, political skills, work engagement, transformational leadership behaviors, and job satisfaction were assessed in an empirical study of 278 employees. The relationships between emotional skills, political skills, work engagement, and transformational leadership were evaluated using participants in managerial positions (n=159). The combined influence of interpersonal skills and work engagement on job satisfaction was examined as a comparison between managers and non-managers (n=119). Findings – In addition to the positive effects of work engagement on outcome measures, results showed political skill is an important capability contributing to transformational leadership and leaders’ job satisfaction. Findings also showed the interaction of emotional skill, political skill, and work engagement contributed to job satisfaction among managers. Practical implications – Organizations must provide managers with opportunities to develop political skills or modify selection processes to identify candidates who possess political skills for management positions. Organizations will also benefit from implementing ways to engage managers in their work to facilitate transformational leader behaviors and promote their well-being. In addition, organizations can work to identify and develop managers’ emotional control and sensitivity skills specific to individual needs. Originality/value – Research investigating personal attributes that influence transformational leadership as an outcome is limited. This study contributes to the leadership literature and sheds light on the literature on the microfoundations of management competencies by examining managers’ skills and engagement on their leader behaviors and job satisfaction. Insights are discovered regarding the combination of emotional skills, political skills, and work engagement that indicate interpersonal skills and engagement have supplementary effects on transformational leader behaviors and leader well-being.

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