There is a growing interest in the assessment of tangible skills and competence. Specifically, there is an increase in the offerings of competency-based assessments, and some academic institutions are offering college credits for individuals who can demonstrate adequate level of competency on such assessments. An increased interest has been placed on competency-based computer simulations that can assist learners to gain tangible skills. While computer simulations and competency-based projects, in general and particularly in management, have demonstrated great value, there are still limited empirical results on their benefits to e-learners. Thus, we have developed a quasi-experimental research, using a survey instrument on pre- and post-tests, to collect the set of 12 management skills from e-learners attending courses that included both competency-based computer simulations and those that didn’t. Our data included a total of 253 participants. Results show that all 12 management skills measures demonstrated very high reliability. Our results also indicate that all 12 skills of the competency-based computer simulations had higher increase than those that didn’t. Analyses on the mean increases indicated an overall statistically significant difference for six of the 12 management skills enhancements between the experimental and control groups. Our findings demonstrate that overall computer simulations and competency-based projects do provide added value in the context of e-learning when it comes to management skills.

In today’s job market, computer skills are part of the prerequisites for many jobs. In this paper, we report on a study of readiness to work with computers (the dependent variable) among unemployed women (N=54) after participating in a unique, web-supported training focused on computer skills and empowerment. Overall, the level of participants’ readiness to work with computers was much higher at the end of the course than it was at its begin-ning. During the analysis, we explored associations between this variable and variables from four categories: log-based (describing the online activity); computer literacy and experience; job-seeking motivation and practice; and training satisfaction. Only two variables were associated with the dependent variable: knowledge post-test duration and satisfaction with content. After building a prediction model for the dependent variable, another log-based variable was highlighted: total number of actions in the course website along the course. Overall, our analyses shed light on the predominance of log-based variables over variables from other categories. These findings might hint at the need of developing new assessment tools for learners and trainees that take into consideration human-computer interaction when measuring self-efficacy variables.

Soft skills are becoming increasingly important and will be critical for success in the Information Systems profession. Employers complain about a lack in soft skills among graduates from tertiary education institutions. No agreement exists about what these skills actually are, which are of importance, and how acquiring these soft skills should be approached in higher education. The aim of this paper is to research the perceptions of lecturers, industry, and students on soft skills development of students and to identify important soft skills that need to be developed. The paper starts with a problem statement emphasizing the importance of soft skills and the possible lack thereof. This is followed by a literature review, a description of the methodology followed for this research, the results, conclusion, and the references. The research was done at a university in South Africa. Questionnaires consisting of open questions were distributed to lecturers, industry, and students respectively, and qualitative analysis was done on the results. Results show that stakeholders feel that soft skills of students are not developed adequately, that there is some uncertainty about who should be responsible for developing soft skills, and that the development of soft skills is seen as a difficult task. A list is compiled of the most important soft skills according to literature, lecturers, industry, and students. This list can be used in further research on the soft skills of IT-students. Recommendations are made for the teaching and learning of soft skills.

Aim/Purpose: Students face many challenges improving their soft skills such as critical thinking. This paper offers one possible solution to this problem. Background: This paper considers one method of enhancing critical thinking through a problem-solving game called the Coffee Shop. Problem-solving is a key component to critical thinking, and game-playing is one method of enhancing this through an interactive teaching method. Methodology: Three classes of Vietnamese high school students engaged in the Coffee Shop game. The method seeks outcome measurements through the use of analysis of multiple surveys to assess and interpret if critical thinking may have been improved. Contribution: The study may help to understand the importance of problem-solving in the context of an entrepreneurial setting and add to the variation of methods used to deliver the lesson to students in the classroom. Findings: The findings show that practicing problem-solving scenarios with a focus on critical thinking in a time limited setting results in a measured improvement of this skill. Recommendations for Practitioners: The findings suggest that educators could use games more as tools for problem-solving to contribute to their students’ learning outcomes around developing critical thinking. Recommendation for Researchers: More research could be devoted to developing problem-solving and critical thinking skills through game-play models. Impact on Society: Improved critical thinking skills in individuals could make a greater contribution to society. Future Research A comparative study between different high school grades and genders as well as between different countries or cultures.

Aim/Purpose: The research investigates the impact of Information and Communication Technologies (ICT) on Iranian refugees’ settlement in Australia. Background: The study identifies the issues of settlement, such as language, cultural and social differences. Methodology: The Multi-Sited Ethnography (MSE), which is a qualitative methodology, has been used with a thematic analysis drawing on a series of semi-structured interviews with two groups of participants (51 Iranian refugees and 55 people with a role in assisting refugees). Contribution: The research findings may enable the creation of a model for use by the Aus-tralian Government with Iranian refugees. Findings: The findings show the vital role ICT play in refugees’ ongoing day-to-day life towards settlement. Recommendations for Practitioners: The results from this paper could be generalised to other groups of refugees in Australia and also could be used for Iranian refugees in other countries. Recommendation for Researchers: Researchers may use a similar study for refugees of different backgrounds in Australia and around the world. Impact on Society: ICT may assist refugees to become less isolated, less marginalized and part of mainstream society. Future Research: Future research could look into the digital divide between refugees in Australia and main stream Australians.

Aim/Purpose: This research inquires how students perceive the role of Technology Education and Cultural diversity (TEC) instructors in improving their 21st century skills. In addition, this study examines the students’ preferred learning style: face to face, synchronous and asynchronous. Background: 21st century skills include, among others, collaboration, Information and Communication Technology (ICT) skills, higher order thinking, and multicultural communication. These skills are core elements for modern life and are the focus of this study as teacher critical career and life skills. This article presents the uniqueness of the TEC model, which provides a strategy to develop gradually various 21st century skills for teacher training in a multicultural technologically rich environment. Methodology: This study examined (a) the level of ICT skills students acquire from the courses; (b) students’ perceptions of the instructor role in developing 21st century skills; and (c) students’ preferred learning style. A questionnaire was delivered to 99 students, who participated in courses based on the TEC model. Students from eight different Teacher Education Colleges and different cultural backgrounds – Arabs, Jews, religious, and secular – participated in this study. Contribution: This study could shed light on the instructor’s role as a facilitator in developing students’ 21st century skills in a multicultural society. This study may provide a model and ideas for policy makers in teacher training programs to employ 21st century skills along with continuous development and adaptation to suit the rapid changing reality. A larger study needed to examine additional aspects of the 21st century skills in the teacher training programs in general and in multicultural societies in particular. Findings: The findings show that students complete the course with a high level of ICT skills, and that their preferred learning communication style was face-to-face (F2F) (45.45%) and blended method (43.43%), over the fully online (11.11%). Regarding online learning, students mostly preferred the mixed method of synchronous and asynchronous (59%), followed by asynchronous (29%), and synchronous (12%). As to student preference of the instructor role of enhancement, the results were prioritized as follow: Higher order thinking (M=3.99), online group collaboration (M=3.87), multicultural communication awareness (M=3.82), pedagogical use of digital tools (M=3.73). Recommendations for Practitioners: Teacher education lecturers ought to: (1) design the online courses in a way that integrates F2F meetings and both synchronous and asynchronous methods; and (2) employ the wide range of skills in TEC courses that comply with 21st century principles; hence, the importance of widening such courses in teacher education colleges. Recommendation for Researchers: It is recommended to perform a similar study using a pre-post method, as well as taking into consideration cultural uniqueness (such as language differences) and group comparison, where we can identify the effective components of the course design that would lead to a higher level of 21st century skills competencies among teachers. Impact on Society: 21st century skills are life skills, hence developing these skills in an appropriate educational setting reflects better utilization among all the members of society. Future Research: More research should be done to widen the knowledge and address the importance of the instructor role as a course designer and facilitator in order to turn 21st century learning into a more meaningful and relevant one.

Aim/Purpose: The purpose of this study was to gain an understanding of faculty and student perceptions of the importance of resource, interpersonal, information, systems, and technology management competencies in the hospitality industry Background: The increasing complexity and technological dependency of the diverse hospitality and tourism sector raises the skill requirements needed, and expected, of new hires making education and competency development a strategic priority. Identifying the skills needed for hospitality graduates to succeed in a sector that is continuously being impacted by digitalization and globalization must be a continual process predicated on the desire to meet ever-changing industry needs. This study seeks to update and further explore an investigation started a decade ago that examined the skills and competencies valued by hiring managers in the hospitality industry. Methodology: The Secretary’s Commission on Achieving Necessary Skills (SCANS), comprised of representatives from business, labor, education, and government, developed the framework, of workplace competencies and foundation skills used in this study. This research used a survey methodology for data collection and descriptive and inferential statistical methods during the analyses. The data for this study were collected from faculty, staff, hospitality industry stakeholders, and students of a Department of Hospitality & Tourism Management located at a small eastern Historically Black University (HBU). An electronic survey was sent to169 respondents and a total of 100 completed surveys were received for an overall return rate of 59%. Contribution: This study provides research on a population (first-generation minority college students) that is expanding in numbers in higher education and that the literature, reports as being under-prepared for academic success. This paper is timely and relevant and can be used to inform hospitality educators so that they can best meet the needs of their students and the companies looking to hire skilled graduates. Findings: The findings of this study indicate there is inconsistent agreement among academicians and students regarding the importance of SCANS-specific competencies in hospitality graduates. At the same time, there is no argument that industry skills will be critical in the future of hospitality graduates. Overwhelmingly, participating students and faculty found all of the SCANS competencies important with the highest ranked competencies being interpersonal skills, which, given the importance of teamwork, customer service skills, leadership, and working with cultural diversity in the hospitality industry, was expected. Additionally, participating students indicated their strong agreement that internships are effective at building professional skills. Finally, the hospitality students included in this study who were enrolled in a skill-based curriculum were confident that their program is preparing them with the necessary skills and competencies that they will need for their future careers. Recommendations for Practitioners: Higher education hospitality programs should be exploring the skills valued by industry, teaching faculty, and the students to see if they are being satisfied. Recommendation for Researchers: This research should be expanded to additional institutions across the United States as well as abroad. This particular research protocol is easily replicated and can be duplicated at both minority and majority serving institutions enabling greater comparisons across groups. Impact on Society: Several reports identify gaps in the 21st century skills required for the workplace and the effectiveness of higher education in preparing graduates for the workforce. This study helps to propel this discussion forward with relevant findings and a research methodology that is easily replicable. Future Research: A follow-up study of employers is currently being conducted.

Aim/Purpose: The purpose of the current study is to introduce a digital thinking skills (DTS) theoretical model (DTSM) that could support and enhance digital instruction best practices in schools. Methodology: We have taken a mixed-methods approach. Our respondents represent diverse cultural, linguistic, pedagogical, and social heritages. Contribution: The study provides a theoretical model developed by Eshet-Alkalai and Aviram that could impact subsequent digital teaching in schools. The highly accessible model may help teachers understand the cognitive learning outcomes that derive from frequently used digital tools. Findings: We found that teachers do not have a pedagogical concept of digital thinking skills, though many believe such skills might have a positive effect on their learners’ achievements. School culture plays a key role in effective DI delivery. Teachers want better in-service IT instruction. Recommendations for Practitioners: When distance learning has become the order of the day, we recommend practitioners connect pedagogical methodology and disciplinary content with new technology to boost learning outcomes. Recent world events have shown that in many cases practitioners have not been exposed to multiple digital options, especially those that not only present and review learning content but also boost the creation and dissemination of new knowledge. Recommendation for Researchers: We recommend researchers review different types of available resources and their effective implementation in the school curricula in order to foster creativity and more profound thinking among teachers and learners. Impact on Society: Better informed and greatly improved DI in schools is clearly crucial for twenty-first-century systems. As we go to press, in the middle of the coronavirus world-wide lockdown, these words resonate more than ever before. Our research both highlights this obvious need and provides a heuristic bridge between basic research and classrooms. Future Research: Future studies should focus on a pedagogical digital model that can enhance DI best practices in schools.

Aim/Purpose: This paper examines the transformative impact of Artificial Intelligence (AI) on professional skills in organizations and explores strategies to address the resulting challenges. Background: The rapid integration of AI across various sectors is automating tasks and reducing cognitive workload, leading to increased productivity but also raising concerns about job displacement. Successfully adapting to this transformation requires organizations to implement new working models and develop strategies for upskilling and reskilling their workforce. Methodology: This review analyzes recent research and practice on AI's impact on human skills in organizations. We identify key trends in how AI is reshaping professional competencies and highlight the crucial role of transversal skills in this evolving landscape. The paper also discusses effective strategies to support organizations and guide workers through upskilling and reskilling processes. Contribution: The paper contributes to the existing body of knowledge by examining recent trends in AI's impact on professional skills and workplaces. It emphasizes the importance of transversal skills and identifies strategies to support organizations and workers in meeting upskilling and reskilling challenges. Our findings suggest that investing in workforce development is crucial for ensuring that the benefits of AI are equitably distributed among all stakeholders. Findings: Our findings indicate that organizations must employ a proactive approach to navigate the AI-driven transformation of the workplace. This approach involves mapping the transversal skills needed to address current skill gaps, helping workers identify and develop skills required for effective AI adoption, and implementing processes to support workers through targeted training and development opportunities. These strategies are essential for ensuring that workers' attitudes and mental models towards AI are adaptable and prepared for the changing labor market. Recommendation for Researchers: We emphasize the need for researchers to adopt a transdisciplinary approach when studying AI's impact on the workplace. Given AI's complexity and its far-reaching implications across various fields including computer science, mathematics, engineering, and behavioral and social sciences, integrating diverse perspectives is crucial for a holistic understanding of AI's applications and consequences. Future Research: Looking ahead, further research is needed to deepen our understanding of AI's impact on human skills, particularly the role of soft skills in AI adoption within organizations. Future studies should also address the challenges posed by Industry 5.0, which is expected to bring about even more extensive integration of new technologies and automation.

Drawing on human capital theory, strategy scholars have emphasized firm-specific human capital as a source of sustained competitive advantage. In this study, we begin to unpack the micro-foundations of firm-specific human capital by theoretically and empirically exploring when employees perceive their skills to be firm-specific. We first develop theoretical arguments and hypotheses based on the extant strategy literature, which implicitly assumes information efficiency and unbiased perceptions of firm-specificity. We then relax these assumptions and develop alternative hypotheses rooted in the cognitive psychology literature, which highlights biases in human judgment. We test our hypotheses using two data sources from Korea and the United States. Surprisingly, our results support the hypotheses based on cognitive bias - a stark contrast to the expectations embedded within the strategy literature. Specifically, we find organizational commitment and, to some extent, tenure are negatively related to employee perceptions of the firm-specificity. We also find that employer provided on-the-job training was unrelated to perceived firm-specificity. These findings suggest that firm-specific human capital, as perceived by employees, may drive behavior in ways not anticipated by existing theory - for example, with respect to investments in skills or turnover decisions. This, in turn, may challenge the assumed relationship between firm-specific human capital and sustained competitive advantage. More broadly, our findings may suggest a need to reconsider other theories, such as transaction cost economics, that draw heavily on the notion of firm-specificity and implicitly assume widely shared and unbiased perceptions.

No matter how they’re defined, soft skills are vital to a safety professional’s career growth and development. “Technical knowledge will only get you so far,” one expert says.

Looking to boost your career in the security industry, make connections and have fun at ISC West? Join the Security Industry Association (SIA) and ISC West at the Career Zone on the ISC West show floor! This offering, presented by SIA and ISC with support from the Foundation for Advancing Security Talent (FAST), SIA’s Human Resources Working Group, the SIA RISE community for young security professionals and the SIA Women in Security Forum, was created to help you grow your skills and get expert insights to propel your career. 

SafetySkills Empower can help you create an intuitive, functional and effective safety training program.

The post Social Work England | Knowledge, skills and behaviours Our plan to bring new curriculum guidance into regulation for qualifying social work courses was curated by information for practice.

[Science] :
South Korea has finished runner-up at a global vocational skills competition held in France.  The employment and labor ministry said on Monday that South Korea won ten gold, 13 silver, nine bronze and eleven Medallions for Excellence at the WorldSkills Competition in Lyon, which closed on ...

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Widespread reforms are needed to ensure that all children are equipped with the skills and instruction they need to learn to read, according to a new report from a committee of the National Research Council.

Educational and business leaders want todays students both to master school subjects and to excel in areas such as problem solving, critical thinking, and communication

These five formidable bits of kit that can assist cyber-defenders in spotting chinks in corporate armors and help hobbyist hackers deepen their understanding of cybersecurity

“Hire willing people and provide them the skills — as opposed to hiring spoiled, experienced people with skills and behavior problems.” 

I spotted a story in the newspaper last year that made me smile with a memory that was bittersweet. 

Telcos are more than six years behind hyperscalers like Microsoft, Google or Meta when it comes to building strategic capabilities in the workforce for success in the future, according to the latest research by technology analyst firm STL Partners.

Former professor offers individual assistance on a personal basis.

"Minglebot AI," introduced at the online meet-up, provides interactive games, experience activities, cartoons, and songs so that teenagers can develop problem-solving skills using mobile apps, PC programs and physical kits.

Leading Texas online driving school expands its course offerings, ensuring specialized training for those seeking passenger and school bus endorsements.

Salon Owner and Educator Lenda Christian will offer four-hour specialized training sessions on barbering skills and fade haircutting techniques October 20 and November 3, 2024.

Photo credit: AJ Caneria  Editor’s Note: Social Skills is a bi-monthly feature in RISMedia’s Daily News focused on social media and digital marketing tips, trends and solutions for agents and brokers. As a real estate professional, attending industry events like RISMedia’s 2024 CEO & Leadership Exchange offers unlimited opportunities to expand your network and elevate…

The post Social Skills: Harnessing the Marketing Power of Industry Events appeared first on RISMedia.

Editor’s Note: Social Skills is a bi-monthly feature in RISMedia’s Daily News focused on social media and digital marketing tips, trends and solutions for agents and brokers. REALTORS® are no strangers to marketing—it being an essential part of growing your business. Seasonal marketing, however, is not always everyone’s cup of tea. While it might be…

The post Social Skills: Fall Into Seasonal Marketing appeared first on RISMedia.

Editor’s Note: Social Skills is a bi-monthly feature in RISMedia’s Daily News focused on social media and digital marketing tips, trends and solutions for agents and brokers. Halloween presents a fantastic opportunity to inject fun and creativity in your real estate marketing efforts. Whether through spooky virtual tours, in-person Halloween-themed open houses or trick-or-treat events…

The post Social Skills: Adding a Spooky Twist to Your Property Showings appeared first on RISMedia.

In The New World of Work video series, host and HBR Editor in Chief Adi Ignatius explores how top-tier executives see the future and how their companies are trying to set themselves up for success. Each week, he interviews a top leader live on LinkedIn, and in this special IdeaCast episode, he speaks with LinkedIn CEO Ryan Roslansky on how his company adapted during the pandemic (and after) and how he approaches growth, talent management, and more. You can browse previous episodes of The New World of Work on the HBR YouTube channel and follow HBR on LinkedIn to stay up-to-date on future live interviews. Ignatius also shares an inside look at these conversations —and solicits questions for future discussions — in a newsletter just for HBR subscribers. If you’re a subscriber, you can sign up here.

If you had the chance to talk to hundreds of business leaders at the top of their game, what habits and patterns would you learn? Adam Bryant has done just that. He's the senior managing director of the ExCo Group and founded the “Corner Office” interview series at The New York Times. Along the way, he has identified the mindset and attributes that the world's best leaders have acquired to truly influence and change their organizations. He shares what they are and how to develop them in your own career. Bryant wrote the HBR article “The Leap to Leader” as well as the book The Leap to Leader: How Ambitious Managers Make the Jump to Leadership.

Generative artificial intelligence is here to stay, and that means employees and managers need to think even more carefully about how to make the most effective use of it. Accenture's H. James Wilson, global managing director of technology research and thought leadership, and Paul R. Daugherty, chief technology and innovation officer, argue that we all need to build what they call "fusion skills." They include intelligent interrogation (using research-backed prompting techniques to deliver better results), judgment integration (ensuring there is a human in the loop when necessary), and reciprocal apprenticing (training ChatGPT, Claude, Co-pilot or proprietary tools to improve while we get better at working with them). They offer advice on how to hone all three. Together, they wrote the HBR book Human + Machine: Reimagining Work in the Age of AI, now available in a New and Expanded Edition as well as the HBR article “Embracing Gen AI At Work.”

Advanced Litigation: Pre-Trial, Discovery and MSC - Part (1/2)…

Advanced Litigation Skills: MSC, Trial and Appellate Process - Part (2/2)…

The California non-attorney Hearing Representative and Lien Representative is required to know how to prepare for and litigate a workers’ compensation case or lien claim before a WCAB Judge. This…

Please join Brad Wixen, expert in cross-examination, and Mark Levine PhD, QME/AME psychologist and neuropsychologist, for this special opportunity. This training is Part 2 to the recent April 15 seminar…

As a designer, there are endless opportunities between your creation potential and your usual clients. With the growing demand for visual expertise, the possibility of earning more and increasing income is growing. By specializing in graphic design, web development, or UX/UI, you open doors to new ways of developing your revenues. Selling design templates, coaching, […]

The post 5 Ways to Make More Money with Your Design Skills appeared first on Designer Daily: graphic and web design blog.

As we navigate the ever-evolving landscape of web design, it’s crucial to stay ahead of the curve and continuously expand our skill set. As a seasoned web designer with years of experience, I’ve witnessed firsthand the rapid changes in our industry. Today, I’ll share my insights on the must-have skills for professional web designers in […]

Details are now available of the Netskills course on 'Database Design and SQL' to be held on Tuesday 13th June 2006 at the University of Bath are now available. This course is an ideal warm up for the Institutional Web Management Workshop. [2006-04-27]

TORONTO, ON — A study led by University of Toronto psychology researchers has found that people who play action video games such as Call of Duty or Assassin’s Creed seem to learn a new sensorimotor skill more quickly than non-gamers do. A new sensorimotor skill, such as learning to ride a bike or typing, often […]

A huge digital transformation is gaining speed, and to succeed firms must focus on their digital core.

By Andres Moreno, Founder, Chairman and CEO of Open Education In today's global market for top talent, businesses that fail to invest in attracting, retaining and developing bilingual talent are leaving money on the table. For employers, language gaps cost opportunities, erode profitability and hinder growth. It's no secret that actively recruiting bilingual candidates leads to improved business and bottom line outcomes. In fact, a ...

When you think of the value a side hustle can bring to your life, what comes to mind? If one of your first thoughts is "making extra money," you're not wrong. Starting a side gig is a great way to bring in extra income during your time away from your primary job. But you might also want to consider how the right side hustle can make you better and more ...

Clear Seas Research conducted a study on behalf of Quality in order to look at trends in compensation, work hours, and job constraints; overall job satisfaction; and quality improvements, as well as provide a demographic profile of industry professionals. How does your work compare?

Neal Ford chats with Kim Carter about the required skills of a Software Architect, creating and maintain them, transition roles. The importance of history, developing soft skills, and dealing with losing technical skills.

Feeling a bit bored? Well don't worry we've got you covered, test your knowledge with our huge quizzes to try out during the holidays.