scholarly journals Soft Skill Development Via Chem-E-Car Project

2012 ◽  
Vol 60 ◽  
pp. 507-511 ◽  
Author(s):  
Siti Kartom Kamaruddin ◽  
Noorhisham Tan Kofli ◽  
Manal Ismail ◽  
Abu Bakar Mohammad ◽  
Mohd Sobri Takriff
Keyword(s):  
Skill Development ◽  
Soft Skill

Innovation in the Learning Management System (LMS)

2020 ◽  
pp. 306-340 ◽  
Author(s):  
Katie Brown
Keyword(s):  
Skill Development ◽  
Academic Research ◽  
Design Principles ◽  
Front Line ◽  
Delivery Methods ◽  
Soft Skill ◽  
Current Design ◽  
E Learning ◽  
Research Findings ◽  
Retail Organizations

This qualitative study identifies design principles and delivery methods best suited for the retail industry with a focus on training front-line workers. This research identifies key design elements to aid retail organizations in choosing an effective online learning solution for their workforce. To provide clear and relevant design recommendations specific to the retail workforce, the scope of the research focused on learner characteristics, e-learning in the workplace, adult learning theory, as well as current design and delivery features available on the market. Through a meta-synthesis of qualitative research, findings indicate a need for soft skill development related to customer interactions. A list of design principles targeting soft skill development of the front-line retail worker is recommended based on both industry and academic research.

scholarly journals PEER FEEDBACK OVER TIME

2018 ◽  
Author(s):  
Julia N. Smith ◽  
Thomas A. O’Neill
Keyword(s):  
Engineering Education ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Skill Development ◽  
Peer Feedback ◽  
Critical Component ◽  
Soft Skill ◽  
Teamwork Skills ◽  
User Friendly ◽  
Over Time

Abstract –Given the ubiquity of teamwork in engineering education and industry1, developing teamwork skills in undergraduate students is a critical component of their training. This is supported by the inclusion of ‘individual and teamwork’ as a graduate attribute by the Canadian Engineering Accreditation Board2. The current work explores the development of teamwork skills through the use of multiple administrations of peer feedback, in order to explore the value of using several administrations and support past findings that have suggested increased administrations provide incremental improvements. Additionally, the paper discusses the use of an empirically validated and user-friendly tool used to deliver the peer feedback assessments. The results suggest that students find the tool easy to use and that they believed the feedback they received and gave was accurate and useful. Together, these results suggest that peer feedback, delivered using the ITPMetrics.com platform, is an effective and well-received method of fostering soft-skill development in engineering students.  

scholarly journals Soft Skill Development in Vocational Schools to Produce Competent Graduates Needed by the Business/Industry World

2021 ◽  
Vol 3 (1) ◽  
pp. 77-81
Author(s):  
Rismaja Putra
Keyword(s):  
Human Resources ◽  
School Principals ◽  
Soft Skills ◽  
Skill Development ◽  
Vocational School ◽  
Soft Skill ◽  
Business World ◽  
Important Thing ◽  
Hard Skills ◽  
Banda Aceh

Companies looking for employees, the most important thing is not hard skills, but soft skills, this is because 80 percent of people are successful because of soft skills. In this case, students from the State Vocational School (SMK) in Banda Aceh need to develop good soft skills since grade X. Special attention and synergy between school principals as leaders, teachers and school officers as teachers and mentors need to be done properly. Implementation in a consistent and integrated manner in a sustainable manner will produce graduates and human resources who are superior and skilled, and graduates who are able to meet the needs of the business world and industry.

scholarly journals SOFT SKILL DEVELOPMENT TO IMPROVE THE TEACHERS’ PROFESSIONAL COMPETENCE IN ISLAMIC EDUCATION PERSPECTIVE

2018 ◽  
Vol 5 (1) ◽  
pp. 191
Author(s):  
Qonita Fitra Yuni
Keyword(s):  
Professional Competence ◽  
Skill Development ◽  
Dynamic Change ◽  
Islamic Education ◽  
Soft Skill ◽  
Professional Teacher ◽  
Teacher Needs ◽  
E Learning ◽  
Scientific Meetings

<p>Professional teachers are required to always evolve according to the demands of dynamic change. In the perspective of Islamic education, teachers get high appreciation of the position one level below from the position of the Prophet. The Islamic appreciation of the learned men is illustrated in the hadith as quoted by Ahmad Tafsir (in Hasbullah, 1999: 193), namely: "Ulama's ink is more precious than the blood of the martyrs". The development of soft skill to improve the professional competence of teachers can be done through coaching programs such as upgrading, training/workshops, seminars or scientific meetings, e-learning, or formal activities in accordance with the needs of teachers. The development and fostering of professional competence of the teacher needs to be done continuously and comprehensively, so that will give birth to a comprehensive professional teacher as well.</p>

scholarly journals Soft Skill Development in Ophthalmology and its Importance to Aspiring Canadian Medical Students

2018 ◽  
Vol 8 (1) ◽  
pp. 17-22
Author(s):  
Carter William Lim ◽  
Cindy M.L. Hutnik
Keyword(s):  
Medical Students ◽  
Soft Skills ◽  
Skill Development ◽  
Interpersonal Interactions ◽  
Soft Skill ◽  
Social And Emotional ◽  
Future Care

Soft skills are social and emotional intelligences that facilitate harmonious interpersonal interactions. Soft skills enable physicians to understand and build rapport with patients. Soft skills are increasingly considered crucial physician qualities within surgical specialties, including ophthalmology. Although avenues exist for general soft skill development, medical students may find challenges directing their development to ophthalmic settings due to medical curricula’s limited ophthalmology exposure. This perspective commentary discusses resources to aid ophthalmic soft skill development. Lectures provide foundational knowledge. Electives and volunteering provide opportunities to practice soft skills. Electives and mentorship direct soft skills towards desired disciplines. Studying and participating in research that utilizes patient-centred outcomes improves current and future care.

scholarly journals Development Of Transversal Skills In Content And Language Integrated Learning Classes

2016 ◽  
Vol 12 (1) ◽  
pp. 129
Author(s):  
Nemira Macianskiene
Keyword(s):  
Secondary School ◽  
Soft Skills ◽  
Skill Development ◽  
Added Value ◽  
Integrated Learning ◽  
Soft Skill ◽  
Whole School ◽  
Social Fund ◽  
Service Training ◽  
Development Of Language

The issue of transversal or soft skill development is an important challenge for educational institutions preparing prospective employees for successful integration in the modern global labour market. The implementation of content and language integrated learning (CLIL) provides ample opportunities for the development of soft skills, apart from in-depth learning of the subject and development of language competences. The study presents some insights gained during the in-service training courses for secondary school teachers, while implementing the European Social Fund supported project “Synergy of Content and Foreign Language” at the Institute of Foreign Languages of Vytautas Magnus University in Lithuania, with regard to possibilities to better prepare graduates for social integration through efficient implementation of CLIL at school. Among other objectives, the project aimed at professional development of secondary school subject teachers by raising their awareness of CLIL methodology, including transversal skill development. The paper presents investigation into teacher perception of the importance of soft skills and their self-evaluation of practice of soft skill integration into their subject teaching. The issue of transversal skill development is discussed as an integral constituent of project activities, an added value and/or the synergic effect which may be achieved while implementing CLIL at school. The study concludes that CLIL implementation requires the whole school policy, new approach to subject and language teacher in-service training and presents some recommendations for educational policy developers.

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