Showing papers on "Skills management published in 2022"

Skills for Practice in Occupational Therapy

Abstract: List of contributors. Foreword. Preface. Acknowledgements. Chapter 1 - Introduction. Section 1: Thinking, judgement and decision skills for practice. Chapter 2 - Using theory in practice. Chapter 3 - Judgement and decision making in practice. Chapter 4 - Involvement and shared decision making in practice. Chapter 5 - Reflective practice: doing, being and becoming a reflective practitioner. Section 2: Professional skills for practice. Chapter 6 - Assessment skills for practice. Chapter 7 - Activity analysis. Chapter 8 - Goal setting in occupational therapy: a client-centered perspective. Chapter 9 - Therapeutic use of self: a model of the international relationship. Chapter 10 - Problem solving. Chapter 11 - Educational skills for practice. Chapter 12 - Group skills for practice in occupational therapy. Chapter 13 - Record and report writing. Section 3: Evidence-based and research skills for practice. Chapter 14 - Finding and appraising the evidence. Chapter 15 - Knowledge exchange. Chapter 16 - Clinical effectiveness skills in practice. Chapter 17 - Developing research in practice. Chapter 18 - Presentation and publication skills. Section 4: Leadership, supervision and management skills for practice. Chapter 19 - Management of self. Chapter 20 - Leadership skills. Chapter 21 - Practice education: skills for students and educators. Chapter 22 - Clinical supervision skills. Index.

Developing policy aimed at 21st-century digital skills for the creative industries: an interview study with founders and managing directors

Abstract: ABSTRACT The creative industry is a sector where digitisation inevitably changes work practices and the skill requirements are high. The rapid digitisation makes it imperative for workers to acquire digital skills beyond mere technical use. The aim of this study is twofold: (1) to offer a deeper analysis of the nature and level of 21st-century digital skills and (2) to explore the roles of both individual workers and organisations in skill development. In total, 24 interviews were conducted with founders and managing directors of creative organisations based in the Netherlands. The results show that they believe that workers’ technical skill levels are naturally high; while in fact, digital skills might require attention when content-related aspects are considered. The first priority in this case should be to raise awareness within an organisation’s management. Thereafter, intentional and structural efforts on the part of individual workers and organisations are needed to improve skill development practices in the workplace.

Project Manager Competencies for Dealing with Socio-Technical Complexity: A Grounded Theory Construction

Abstract: An ongoing question is what constitutes the characteristics of a project manager. This is the subject of many studies. The characteristics, skills, abilities and knowledge of project managers—essential factors in a project’s success—describe their level of competency. This study aims to assess the relationship between project manager competencies and project complexity in the information technology (IT) sector. In total, 21 semi-structured interviews were conducted with senior practitioners associated with complex IT projects in the private and public sectors. All transcripts were analysed through grounded theory and content analysis, with experts approving the results. Our study identified 41 competencies within project complexity, with these grouped under the following 10 dimensions: project management (PM) knowledge; management skills; interpersonal skills and attributes; professionalism; expertise; emotional skills; contextual skills; influencing skills; team working; and cognitive skills. According to this research, leadership is the core competency of a project manager, while project management knowledge is the most essential of these competency dimensions. This study’s findings can assist both academics and practitioners in simplifying the complexity of projects and helping to achieve a project’s objectives.

Managerial competencies in the training of specialists in public and corporate management in Ukraine

Abstract: The pandemic and war in Ukraine have significantly transformed management processes. This has led to increased requirements for managers’ professional and general competencies. Hence, the higher education system should be reoriented, considering new challenges and needs of the labor market. This study aims to identify the demand for current management competencies in the labor market for the positions of state and corporate management specialists and develop a theoretical and methodological basis for updating the standards of higher education in Ukraine. This paper employed statistical analysis and grouping to identify the demand for management skills in the labor market of Ukraine by processing 4,500 job advertisements at job websites. In addition, sociological and expert methods were used to confirm their demand among Ukrainian employers with an expert pool of 101 experts with more than 3 years of management experience. As a result, current management competencies are highlighted. The demand for them is confirmed by the high frequency in job advertisements (expertise in professional activities – 100%, leadership skills – 71%, digital skills – 65%, organizational and communication skills – 59% each, strategic skills – 52%) and by the expert survey. This made it possible to develop a model of management competencies, which is a theoretical and methodological basis for updating the standards. Furthermore, this comparative analysis revealed that there are no specific skills in the standards for master’s training.

Entry-level job skills needed by wildlife management professionals

Abstract: The research purpose was to identify the job skills needed by entry-level wildlife managers, which was accomplished by utilizing a Delphi panel of wildlife management experts from the academic, private and public employment sectors. The Delphi panel was selected from a committee nominated, pool of 81 innovative wildlife management experts. The panel for Rounds One, Two, and Three of this Delphi survey consisted of 31, 32, and 31 members, respectively. The Delphi process involved three survey rounds. Round One consisted of collecting and developing entry-level job skill items from the panel, which resulted in 382 items. Round Two developed initial consensus on the 382 items and developed two new items. Round Three finalized the consensus on the 384 entry-level job skill items. In Round Three, the panel came to consensus on all 384 items with a minimum consensus rating of 80.6%, a maximum consensus rating of 100%. All entry-level job skill items were then ranked by level of importance. Seventy-two were ranked "high importance," 175 were "substantial importance," 123 were "moderate importance," 14 were of "low importance," and zero was of "no importance." When skills were grouped by category, 108 were biological science skills, 54 were practical daily work skills, 49 were quantitative science skills, 42 were communication skills, 38 were policy administration skills, 35 were physical science skills, 31 were humanities skills, and 27 were basic statistics skills. Based on the composition of the expert Delphi panel and the research results, the Delphi technique was a valid method for collecting geographically spread, consensual expert opinion to provide guidance for developing contemporary and futuristic wildlife management curricula at the university level.

Enhancing the Problem-Solving Skills of Vocational Students Through Skills Competition

Abstract: Unlike general education, vocational education aims to nurture skilled people for various sectors in the society. The development of students’ problem analysis and problem-solving skills is crucial. As an important part of the vocational education system, skills competitions are considered a “booster” for improving the quality of teaching in vocational institutions. This paper examines the problem-solving skills of students in preparation for skills competition. First of all, we introduce China’s education policies and conduct a review of early scholars’ views, followed by a discussion on the specific problems faced in the design of the entry for skills competition and an exploration of the process of enhancing students’ problem-solving skills around these problems; we then propose several suggestions for vocational institutions to enhance their participation in skills competitions. Skills competitions provide a “special stage” for students in vocational institutions to show their abilities. The question of how this “stage” can be utilized to better improve students’ abilities is worth exploring in different fields.

The perspective of work readiness in vocational school students with 21st century communication and collaboration skills

Abstract: The 21st-century skills consist of life and career, study and innovation, and information technology skills. The ability to communicate and collaborate is one of the skills. Therefore, this study aims to determine the effect of communication and collaboration skills on the work readiness of vocational students. A total number of 350 students were used as respondents. Furthermore, the instruments used were Self-Perceived Communication Competence, Work Readiness scale and Teamwork Scale for Youth. The results showed that communication and collaboration skills had both partial and simultaneous influences on student work readiness. Also, these skills were directly proportional to the level of the vocational students' work readiness. In addition, the teacher was a factor that played a role in improving communication and collaboration skills in schools. Meanwhile, with intensive supervision, parents play a role in the improvement of these skills when students are outside the school. Keywords: Communication, Collaboration, Century skill, Work readiness.

Process Skills in Mathematics Learning

Abstract: The process skills possessed by students are currently still relatively low. This problem must be found to find out how the process skills possessed by students are. This study measures the skills of students in four schools. The purpose of this study was to describe students' process skills in each school and to determine the differences in the students' process skills in each school. This study uses quantitative research with survey research procedures. The number of samples is 140 samples. The instrument used in this research is a process skill observation sheet that an expert validator has validated. This study uses data analysis techniques in the form of descriptive statistical analysis tests and inferential statistical analysis tests. The research results on student skills can be categorized as good to very good. Good on all four indicators. Through research, it is also known that there are significant differences between process skills and there are significant differences between skills. The positive impact that teachers can feel is knowing how the process skills possessed by students in their schools are.

The Importance of Soft Skills to LIS Education

Abstract: Soft skills, or intra- and interpersonal skills such as writing, customer service, and flexibility, are highly sought by library and information science employers. A perceived gap in soft skills has led to suggestions that LIS programs are not adequately addressing these skills in their curricula, and to calls for them to do more. However, no study has examined the extent to which LIS faculty currently are providing direct instruction of soft skills in their courses. The researchers employed a nationwide survey to explore whether and how LIS faculty are teaching soft skills. The findings suggest that faculty are incorporating a range of soft skills into their courses but are relying heavily on passive over active learning. The results could have implications for course and curriculum design.

What Soft Skills Does the Software Industry *Really* Want? An Exploratory Study of Software Positions in New Zealand

Abstract: Background: Soft skills of software professionals (e.g., communication, interpersonal skills) significantly contribute to project and product success. Aims: We aim to understand (a) what are relevant soft skills in software engineering, (b) how soft skills relate to types of software engineering positions, and (c) how soft skills relate to characteristics of hiring organizations. We focus on organizations in New Zealand, a country with a relatively small but growing software sector characterized by a skills shortage and embedded in a bi-cultural context. Method: We used a qualitative research method and manually analyzed 530 job adverts from New Zealand’s largest job portal for technology-related positions. We identified soft skills following an inductive approach, i.e., without a pre-defined set of soft skills. Results: We found explicit references to soft skills in 82% of adverts. We identified 17 soft skills and proposed a contextualized software engineering description. Communication-related soft skills are most in demand, regardless of the type of position. Soft skills related to broader human or societal values (e.g., empathy or cultural awareness) or distributed development are not frequently requested. Soft skills do not depend on company size or core business. Conclusions: Employers explicitly ask for soft skills. Our findings support previous studies that highlight the importance of communication. Characteristics specific to New Zealand do not impact the demand for soft skills. Our findings benefit researchers in human aspects of software engineering and to those responsible for staff, curricula and professional development.

Digital Monitoring of Students’ Soft Skills Development as an Interactive Method of Foreign Language Learning

Abstract: Nowadays, the curriculum of higher education is mainly based on hard skills development, although soft skills are of critical importance for successful academic and professional performance. Consequently, the purpose of the article is to describe the possible methods of mastering the second-year students’ soft skills within the scope of a foreign language course, using interactive methods. The aim of the research was to elaborate on three types of interactive problem-based tasks and assessment criteria which allow us to monitor the progress of soft skills such as problem solving, teamwork, leadership, time management and technology skills, and analytical and creative thinking. Both tasks and criteria were uploaded onto an online educational platform. The case study method, which was considered to be the main monitoring tool, turned out to be effective in the pedagogical experiment where the students collaborated both online and offline. The experiment demonstrated a positive trend in students’ soft skills improvement alongside their foreign language communication skills. Moreover, statistical analyses showed the effectiveness of the system created to master soft skills. The proposed system for digital monitoring of soft skills development can be useful for teaching personnel who want to make the educational process more interactive and productive for advancing students’ soft skills.

A Systematic Review of Soft Skills Taxonomies: Descriptive and Conceptual Work

Abstract: When the notion of soft skills appeared in 1972, one of the main conclusions was that soft skills are essential, but insufficiently observed, known and assessed. Fifty years later, the extensive literature about soft skills still struggles to find agreement on a definition of soft skills, besides their cross-functionality and their opposition to hard skills. These divergences contrast with the consensus about their contribution to work performance. To remedy this apparent paradox and better understand what soft skills are, this article proposes a systematic review of articles and organizational reports dealing with soft skills taxonomies. It also embraces taxonomies of notions that are considered as synonymous with soft skills (generic skills, transversal skills, employability skills, etc.), to delimit the boundaries of this concept. Connecting the resulting soft skills taxonomy with the dimensions of adaptive performance allows us to establish that soft skills play a major role in adapting successfully in a professional environment. This research contributes to delimit more precisely the definition of soft skills, their taxonomy, characteristics, and added value concerning adaptation in order to propose new perspectives on this theme. In addition to determining the skills considered as soft, this review examines their implicit dimension and their multiple interconnections.

Brushing up on time-honored sales skills to excel in tomorrow’s environment

Abstract: Purpose Determining the skills required for salespersons to maximize their effectiveness was the main driver for conducting the present study. In order to identify those necessary skills, this study aims to review various research techniques drawn from multiple disciplines and applied that knowledge to salespersons. Design/methodology/approach This study used a mixed-method methodology. This study began by conducting a literature review and then interviewed experienced salespersons with varied backgrounds to develop a comprehensive list of sales skills and themes and categorize them into competency categories. This study then conducted a quantitative analysis to determine the respective importance of the skills and themes by surveying a sample of internal stakeholders of a multinational company. Finally, this study calculated the reliability and validity of the themes. Findings A total of 206 relevant skills (later reduced to 110) and 28 themes were identified and grouped into three competency categories: conceptual, human/interpersonal and technical. Survey respondents rated the skills and themes higher than the “somewhat important” score of 3 out of 5, with the overall mean importance for skills being in the “important” range (score of 4.27 out of 5). All identified skills were believed to be important to a salesperson’s success. Originality/value This study’s expanded list of sales skills will improve employability, reduce turnover among employees and build better groundwork for fostering learning through work, resulting in better performance. These skills represent a 2020 updated list that could be used for future academic research and training and research in the business world.

Conservation skills

Abstract: Abstract The term ‘conservation skills’ is a generic, and somewhat free-floating term, that is often used interchangeably with ‘manual skills’, ‘practical skills’, ‘hands-on skills’ and ‘treatment skills’. Giving weight to the term ‘treatment skills’, this article acknowledges the function of conservation treatment skills as a core conservation competency. It examines the nature of commentary that has sought to demonstrate that this competency has been reduced by a lack of focus on treatment skills in conservation education and, in turn, that this affects student skills and employability. It assesses the evidence on which this discourse has been developed, and in doing so considers the provocative and consequential nature of the discourse as it relates to conservation students and recent graduates. The article concludes that conservation, as a maturing discipline and profession, is defined by a technical, social and intellectual pluralism, and that this is more realistically the challenge for conservation education to advance in the twenty-first century.

Core procedural skills competencies and the maintenance of procedural skills for medical students: a Delphi study

Abstract: It is well recognised that medical students need to acquire certain procedural skills during their medical training, however, agreement on the level and acquisition of competency to be achieved in these skills is under debate. Further, the maintenance of competency of procedural skills across medical curricula is often not considered. The purpose of this study was to identify core procedural skills competencies for Australian medical students and to establish the importance of the maintenance of such skills.A three-round, online Delphi method was used to identify consensus on competencies of procedural skills for graduating medical students in Australia. In Round 1, an initial structured questionnaire was developed using content identified from the literature. Respondents were thirty-six experts representing medical education and multidisciplinary clinicians involved with medical students undertaking procedural skills, invited to rate their agreement on the inclusion of teaching 74 procedural skills and 11 suggested additional procedures. In Round 2, experts re-appraised the importance of 85 skills and rated the importance of maintenance of competency (i.e., Not at all important to Extremely important). In Round 3, experts rated the level of maintenance of competence (i.e., Observer, Novice, Competent, Proficient) in 46 procedures achieving consensus.Consensus, defined as > 80% agreement, was established with 46 procedural skills across ten categories: cardiovascular, diagnostic/measurement, gastrointestinal, injections/intravenous, ophthalmic/ENT, respiratory, surgical, trauma, women's health and urogenital procedures. The procedural skills that established consensus with the highest level of agreement included cardiopulmonary resuscitation, airway management, asepsis and surgical scrub, gown and gloving. The importance for medical students to demonstrate maintenance of competency in all procedural skills was assessed on the 6-point Likert scale with a mean of 5.03.The findings from the Delphi study provide critical information about procedural skills for the Clinical Practice domain of Australian medical curricula. The inclusion of experts from medical faculty and clinicians enabled opportunities to capture a range of experience independent of medical speciality. These findings demonstrate the importance of maintenance of competency of procedural skills and provides the groundwork for further investigations into monitoring medical students' skills prior to graduation.

Supporting K-12 Students to Learn Social-Emotional and Self-Management Skills for Their Sustainable Growth with the Solution-Focused Kids’Skills Method

Abstract: There is an increasing need in schools and/or at home, as well as in society at large, to find ways to help students develop social-emotional and self-management skills, particularly in cases when they exhibit emotional or behavioral problems. This study aims at exploring how Kids’Skills (KS), a method based on solution-focused psychology, can be used to help students overcome emotional or behavioral problems through learning relevant skills. We collected 23 case descriptions during a two-year period (2017 to 2019) from KS practitioners who had used the method in their workplace, at school, at a kindergarten, or at home. We used content analysis for the qualitative data analysis. The analysis results demonstrate how the KS method can be used to support students in learning social-emotional and self-management skills to overcome their difficulties. This study found four key components of the KS method that appear to be critical for producing desired changes in children. These are (1) helping students to identify specific social-emotional and/or self-management skills that they need to learn to overcome their difficulties; (2) supporting students in learning their identified skills by helping them understand what the skill entails and become aware of their strengths and resources; (3) assisting students in acquiring their identified skills; and (4) reinforcing the learned skills to ensure sustainable effects. We conclude that the KS method offers support for students in learning self-management and social-emotional skills to ensure their sustainable growth.

An observational study to assess circulating nurses' non-technical skills.

Abstract: BACKGROUND Non-technical skills are cognitive and social skills that are necessary for safe and efficient practices in operating theatre. These skills are inseparable parts of circulating nurses' duties and help them have a good performance during surgical processes. Circulating nurses' non-technical skills have not been closely measured, and much uncertainty still exists about the quality of their skills. This study aimed to assess circulating nurses' non-technical skills. METHODS A cross-sectional study was conducted on 300 circulating nurses who worked in four public hospitals in Iran, during 2020. The data of demographics of the studied population were collected using a demographic questionnaire. Kalantari et al's Circulating Practitioner's List of Non-Technical Skills was used to assess the circulating nurses' non-technical skills. RESULTS The situational awareness domain had the highest score, while leadership was the domain with the lowest mean score. There was a moderate positive relationship between the mean score of non-technical skills and the number of working years as a circulating nurse. CONCLUSION Although the circulating nurses had a moderate level of non-technical skills, they had low scores in several behaviours. However, they did well in some other behaviours. Educational interventions and policymaking solutions can help improve circulating nurses' non-technical skills.

Examining critical project management skills for successful delivery of major maintenance projects: insights from the United Kingdom energy sector

Abstract: PurposeMajor maintenance projects are often regarded as maintenance activities regardless of the projects' complexity and scale. Consequently, very scarce research attention has hitherto been paid to the critical skills required when undertaking these projects. More specifically, the body of relevant knowledge is deprived of a study focusing on maintenance projects within the energy sector. In view of this shortcoming, this research aims to examine the critical project management (PM) skills required to deliver major maintenance projects within the energy sector.Design/methodology/approachBased on a quantitative research strategy, this study addressed the knowledge gap through a cross-sectional survey of professionals involved in the delivery of major maintenance projects in the United Kingdom's (UK) energy sector. Data obtained were analyzed via descriptive (e.g. frequencies, mean and standard deviation [SD]) and inferential statistical analyses (One sample t-test and exploratory factor analysis (EFA)).FindingsOut of the 45 PM skills identified in the literature and examined by the respondents, the results obtained from the One sample t-test (based on p (1-tailed) = 0.05) showed that 37 were considered to be at least “important,” accounting for 80.4% of all the skills identified. EFA revealed a clustering of the PM skills items into seven components: “skills related to work scheduling and coordination”; “communication, risk, safety and stakeholder management skills”; “quality assurance skills”; “people management skills”; “skills related to forecasting scope and duration of outage”; “implementation of processes and time management skills” and “technical/engineering skills and experience pertaining to the outage and local site knowledge.”Originality/valueThis study has identified and contributed to the limited state-of-the-art skills project managers must possess to manage major maintenance projects in the energy sector successfully. The findings would be useful to organizations within the energy sector in ensuring that the organizations have suitable personnel in place to deliver major maintenance projects on the organizations' assets.

Critical soft skills for information and knowledge management practitioners in the fourth industrial revolution

Abstract: Background: Many technology jurisdictions have peddled the narrative that the key determinant for an innovative and sustainable fourth industrial revolution (4IR) environment is possessing hard technical skills. Hard technical skills are important to design the actual 4IR-based applications. Postmodernity demands that appropriate soft skills complement the hard skills to effectively integrate technology into various socio-economic value chains. In fact, soft skills are slowly becoming one of the critical enablers to harness the promise of the 4IR.Objectives: This research article aimed to critically understand the soft skills considered to be essential in the South African context by different information and knowledge management (IKM) practitioners. The aims and objectives of the study were to fill the gap where other disciplines have specified soft skills whilst IKM does not. This study looked to identify soft skills to allow IKM practitioners an opportunity to identify and develop these skills.Method: This research was designed based on the Delphi study principles and further used a systematic and targeted literature review to allow the researchers to make logical conclusions deductively. The authors followed a multimethod approach and analysed data using content analysis.Results: The study results have demonstrated that soft skills are considered significantly more important than hard skills in South Africa. The study identified 57 total skills. However, only 17 had consensus from experts.Conclusion: This study provides insights into the critical success skills needed to harness the socio-economics brought about by the 4IR. Further studies are required in different contextual settings to understand the global skills pertinent to the 4IR.

Effect of Organizational Learning on Improving Hard Skills, Soft Skills, and Innovation on Performance

Abstract: Introduction/Main Objectives: This study sought to quantify how hard skills, soft skills, organization learning, and innovation capability all affected performance. Background Problems: The abilities required to advance in the workplace are changing due to the expanding workplace. Every university graduate is expected to perform exceedingly well, possess high levels of competence, and be adept at their jobs. Educational institutions play a crucial role in developing competent graduates with hard skills, soft skills, and self-efficacy. Novelty: This study evaluates the similarities and differences between the previous research and the research conducted because the earlier research did not integrate the three variables in one research title. Research Methods: This study employs a qualitative literature study. Secondary data is gathered from research findings from multiple references that are pertinent to the study's subject and goals. Finding/Results: The findings demonstrated that organizational learning, hard and soft skills, and innovation capability all had a direct, positive, and significant impact on performance. Additionally, among other factors, soft skills have the most significant an impact on performance. Conclusion: Every educational institution must continue to focus on developing hard and soft skills through training to improve employee performance.

Developing Entry-Level Communication Skills: A Comparison of Student and Employer Perceptions

Abstract: Persistent concerns about college graduates’ foundational skills for workforce preparedness compels educators to continue exploring ways to address them. Although effective communication is widely regarded as essential for entry-level professionals, which skills matter most may vary. Employers’ satisfaction with communication skills also shifts over time. This study compares regional employers’ and undergraduate business majors’ satisfaction with given communication skills and their perceptions about various skills’ importance. Results showed students rank importance and satisfaction similarly, and students’ satisfaction with their skills exceeded employers’. Regressions showed student satisfaction with specific skills predict their perceived importance. Implications for curriculum development are discussed.

Employability skills for MICE management in the context of ICTs

Abstract: Information and Communication Technologies (ICTs) applications have become a vital part for MICE industry. MICE higher education is expected to provide their graduates with essential management knowledge and ICTs operational skills to meet the industry demands on the rise. This empirical study investigates the perceptions of employability skills for MICE management in the context of ICTs. Based on the questionnaire (n = 95), an initial 16 employability skills are proposed and the underlying dimensions are explored. The skills of communication, innovation, organizing and coordinating, market promotion, planning, project implementing, crisis management, proficiency in English and operation management are perceived as of great importance. Four categories of employability skills are analysed: Core Generic skills (CGS), Communicative Expression Skills (CES), Practical Hands-on Skills (PHS) and MICE Professional Skills (MPS). This study is crucial as it helps to identify the level of importance and dimension of employability skills for MICE management. For both academia and industry, the results of this study are useful to provide critical skills for multi-skilled and competitive employees for their future success.

Exploring business graduates employability skills and teaching/learning techniques

Abstract: ABSTRACT The purpose of this study is to identify a set of employability skills required for business graduates. The study also sets to determine teaching/learning techniques that are effective in acquiring these employability skills. Data were collected using a questionnaire consisting of 5-point Likert-scale questions. Respondents are from 43 industry professionals, including human resource managers, 44 faculty members working in higher educational institutions, and 450 graduates working in various organisations. Findings indicated that, although ranked differently, overall graduates and industry professionals are on the same page in terms of required employability skills. The respondents also regard organisational skills, entry-level digital skills, problem-solving skills, teamwork, subject-related skills, goal-oriented characteristics, communication capabilities, decision-making abilities and creativity as highly required employability skills. In contrast, graduates and faculty members have different views about teaching/learning techniques required to gain the targeted employability skills. The findings of this study would be useful to policy makers in understanding the required employability skills for business graduates and also, the teaching/learning techniques that are suitable in achieving these employability skills.

Classroom Management: How Important is Authentic Assessment of 21st Century Skills in Biology Education Students?

Abstract: To compete in the 21st century, educators need to equip students with various skills called 21st-century skills. The purpose of this research is to identify and describe the perceptions of biology education lecturers and students regarding the authentic assessment of 21st-century skills. The method used in this research is an internet-based survey method. The research participants consisted of 7 lecturers and 80 students majoring in biology education. The instrument used is a result questionnaire consisting of 11 questions for lecturers and ten questions for students. The survey results show that lecturers and students know about the components and urgency of 21st-century skills. In addition, the assessment of these skills is also quite often done. However, there are still some obstacles in authentically assessing 21st-century skills.

Trello as a Tool for the Development of Lifelong Learning Skills of Senior Students

Abstract: The article focuses on the problem of development of the lifelong learning skills of senior students in secondary school of general education. The model of interaction between the subjects of learning in the Trello project management system is developed. The foreign literature learning environment in the Trello system is developed. The experience of using the Trello project management system in the process of teaching foreign literature in 10th and 11th grades is described. It has been found that according to the lifelong learning approach a person has to possess skills: goal setting, self-regulation, motivation, time management, self-directed learning, collaboration skills, and self-development. It was pointed out that there are common approaches to project management and educational process management. The use of online systems for collaborative work in the educational process in the secondary school of general education is suggested. Online systems for teamwork that support Kanban methodologies for project management have been analyzed. To confirm the effectiveness of the implementation of the Trello project management system as a tool for the development of lifelong learning skills of senior students, an experiment was conducted: criteria, indicators, levels, and the state of formation of lifelong learning skills of senior students were determined; statistical analysis of the results of the experiment was carried out. The effectiveness of the implementation of the Trello project management system as a tool of the formation of the lifelong learning skills of senior students has been experimentally proven. The study can be applied in educational institutions interested in using agile methods in teaching.

The Relevance of Soft Skills for Entrepreneurs

Abstract: This study explores the relevance of different soft skills for entrepreneurs, focusing on entrepreneurs from Portugal and Serbia. The study identifies a total of 38 soft skills from the European Entrepreneurship Skills Framework (EntreComp) and employs a quantitative methodology in the analysis of data collected from a questionnaire completed by entrepreneurs from these two countries. The findings reveal that soft skills competencies play a key role in the entrepreneur's activity, highlighting emotional intelligence, resilience, and persistence as fundamental attributes that an entrepreneur should possess. Furthermore, the respondents' answers have revealed notable differences in their perception of the importance of a majority of soft skills (27 out of 38 skills), which indicates that an entrepreneur's geographic area is a relevant factor in the perception of the relative importance of soft skills.

Employers' Perception towards Need of Profession Skills in MBA Graduates: Evidence from Ordered Logistic Regression

Abstract: Background: Globally thousands of MBAs graduates annually who opt for employment opportunity in the market. It creates strong competitive job market for new MBAs. In past, the only qualifications required for jobs is technical skills, also known as hard skills; but today’s hiring process indicates only technological skills do not provide adequate opportunities fresh MBA graduates. Objectives: This study aims to analyze employers’ perception on need of professional skills in MBA in Kathmandu valley. Methods: The study adopted explanatory research design. Purposive sampling technique was used to select 280 employers from bank and financial institutions as a respondent. Structured Questionnaire was used and data collection was done with the KoBo-Toolbox. In order to analyze data, Ordered Logit Model was used to identify the perception of employers’ towards need of professional skills in MBA graduates in Kathmandu valley. Results: Findings revealed that employers seek soft and hard skills in MBA graduates. Further, Ordered Logistic Result indicates that age, education level, recommendation, adaptability skills, learning skills, conflict resolution skills and teamwork skills are the major skills statistically significant. It clearly indicates that in employers’ perception soft skills have high importance than hard skills as need of professional skills in MBA graduates. Conclusion: Following employers’ perspectives, MBA colleges should priorities to provide professional skills, more focusing soft skills, to their graduate. Such skills not only help MBA students to understanding their market, but also produce readymade manpower to the job market, that reduce training and other preparatory cost of the organizations.

Soft skills as key competences for successful employability of graduate students

Abstract: In modern world, the higher vocational education system must not only be able to promptly respond to the changing demands of different industries for specialists of the required majors, but also to facilitate their rapid employment. Graduates employability is an increasingly important issue. In addition to basic academic and vocational training, graduates are also required to possess flexible skills that are pivotal in transitioning from education to employment. So, for a successful activity, any specialist needs two categories of skills: hard and soft skills. When talking about hard skills, technical knowledge is meant. On the opposite, soft skills refer to communication, team work, creativity, problem solving and other personal skills. Experts agree that beside hard (technical) skills, soft (non-cognitive) skills are necessary. They represent psychological attributes that inform how people learn, think, and act. Measuring soft skills is important because they are variables that allow students to predict their professional future and career orientation. This paper presents the results of studies which have been conducted to identify key competences which todays graduates should have in order to get a desired job. Main methods and techniques that help to master and improve them are also discussed.