Teaching and Assessing Soft Skills - MASS - Measuring and ...

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Soft Skill Verbal Communication Organisation/ planning Team-working/ Respect Helping others Conscientiousness Ability to ask for help Adaptability/ Flexibility Other words that mean the same thing Talking, Consulting, meetings, discussing Preparation, scheduling, arranging Esteem, valuing others, helping others, consideration Supporting, offering, training Careful, meticulous, thorough, hard working Admitting own limitations, confidence, courage Compliance, accepting change Examples of when this soft skill is used Using the right tone of voice and words when speaking with colleagues etc Having all required resources to hand, thinking jobs through, arriving on time, meeting deadlines etc Working well together on a task, making best use of your skills and the skills of others. Acknowledge the status of others and act accordingly Giving up some of your time to support those who are struggling or need help to meet a deadline Paying attention to detail, accurate work, making sure you do what you are paid to do Asking colleagues to show you how to do something or to help you complete a task on time etc Taking on new challenges, accepting changes to rules and conditions, staying late to finish urgent tasks etc Considering the characteristics of the target group, the soft skills are “defined” through synonyms and examples, not through formal definitions. Since SkillZone’s target group mainly consist of early school leavers, formal definitions may not been understandable and create aversion for the programme. For the same reason the soft skills are not further classified into categories. Every possible precaution has been taken to keep language and presentation as simple as possible. Structure of materials There are 17 learning bytes, one for each soft skill in Table 1, an introductory one and a general one, concerning attitudes and behaviour in general . Each learning byte contains: Resource list, which lists the contents of the learning byte. Introductory presentation, which explains what the soft skill is about and creates triggers for initial discussion. 84
1-5 lesson plans, relative to the development of the particular soft skill. Each lesson plan is designed for duration of 1 school hour. It contains the timeline of the activities and teaching recommendation. Student pack, with the activities contained in all lesson plans. Teacher pack, with indicative answers in the activities of the student pack. Apart from the Learning Bytes, there is an additional introduction to the programme, setting goals and aims and proposing an assessment methodology. It contains separate material for students and teachers. Also, included is a list of additional resources, which may be useful during the courses. The activities proposed address a wide range of educational needs, from clarification of terms used to case studies and initiatives for discussion. They come in several forms, including linguistic puzzles, multiple choice questions, case studies, free form questions etc. The main goal of all activities included, irrelevant to their form, is to serve as a basis for discussions, to give examples of good social practice and to promote self-reflection. MASS Project As we extensively refer to another paper of this volume (see “Introduction to MASS project”), the MASS project’s main intent is the transfer of SkillZone experience to a number of partners from other countries. The partners translated the learning materials and applied them in their own institutions. In this paper we will present the target groups and teaching efforts of the partners. The assessment methodology and results are presented in another paper in this volume (see p. 139). Even though we have already presented the SkillZone’s target group characteristics, in what follows, for completeness we will also include the same data with the ones from the rest of the partners. Data Collection Methodology In order to ensure some degree of uniformity and comparison among the results reported from different partners, the data collection has been done through a standardized document structure, having the form of a template, presented at Figure 1. The partners were asked to input actual data under the headings provided. They were allowed to modify the template’s structure, if it didn’t fit in their approach and framework of operation. However the modifications made were minimal. The format of the template reflects a compromise between the need for the partners to act independently and the need for a uniform report, which make comparisons feasible. As each partner has different context of soft skills training, it is expected that different teaching methodologies and assessment practices are required. Concerning the assessment frameworks, they should be compatible with each partner’s operational practices and give information of interest to them, which may be different for each partner. On the other hand, some least common denominators should exist, so as to be able to draw some conclusions. 85
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2011 Teaching and Assessing Soft Sk
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Publisher: 1 st Second Chance Schoo
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European Union ....................
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Learning Byte 14 ..................
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DUTCH .............................
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Executive Summary (EN) This book wa
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Executive Summary (SW) Denna bok ä
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Sunt surprinse în detaliu istoricu
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De bijlagen van het boek bevatten d
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Introduction to MASS project Abstra
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The Teacher Training Centre, Buchar
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There are many different definition
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developing higher skill levels and
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Drawing on this work, the term comp
Page 34 and 35: emotional experience from external
Page 36 and 37: Apart from the basic/fundamental sk
Page 38 and 39: 7. Sense of initiative and entrepre
Page 40 and 41: o Problem Solving - recognizes prob
Page 42 and 43: Listen and ask questions to underst
Page 44 and 45: Australia The Mayer Committee was a
Page 46 and 47: Learning skills - that contribute t
Page 48 and 49: The importance given in the develop
Page 50 and 51: from http://www.direct.gov.uk/en/Ed
Page 53: PART 2: SOFT SKILLS TEACHING 53
Page 56 and 57: There are several good teaching pra
Page 58 and 59: warns that it cannot be assumed tha
Page 60 and 61: Conditions for effective learning D
Page 62 and 63: skills, such as communicating on th
Page 64 and 65: communication between employees and
Page 66 and 67: to display academic motivation and
Page 68 and 69: Social Interaction Skills Active l
Page 70 and 71: findings have been offered to link
Page 72 and 73: Binkley, M., Erstad, O., Herman, J.
Page 74 and 75: Educational Change (pp. 1017-1032).
Page 76: Scardamalia, M., Bransford, J., Koz
Page 79 and 80: By covering these topics we analyse
Page 81 and 82: 1. Individualized approach to stude
Page 83: “Learning Bytes”, an “Introdu
Page 87 and 88: 3.3.2.3 Culture, education and skil
Page 89 and 90: 6 Progress Assessment: In this sect
Page 91 and 92: activities directed to the target g
Page 93 and 94: Table 5 Demographics of the student
Page 95 and 96: project, this may be a good thing.
Page 97 and 98: Country UK - 1 UK - 2 UK - 3 Table
Page 99 and 100: The MASS project, based on SkillZon
Page 101 and 102: Bradbrook, G., Alvi, I., Fisher, J.
Page 103 and 104: Kolb, D. (1984). Experiential learn
Page 105: William, D. (2001). An overview of
Page 109 and 110: Soft Skills Assessment Abstract In
Page 111 and 112: Appropriate assessment at the indiv
Page 113 and 114: Standards-referenced assessment In
Page 115 and 116: to adopt either surface learning or
Page 117 and 118: validity of the assessment, but at
Page 119 and 120: skills and attitudes. This means th
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Page 127 and 128: Workplace assessment Work experienc
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Page 133 and 134: CASEL. (n.d.). Safe and sound: An e
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Laker, D. R., & Powell, J. L. (2011
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William, D. (2001). An overview of
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Partner Institutions Characteristic
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2.5.5.5 Obligatory / no obligatory
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3.1 Comparison with the general tar
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Country NL - 1 NL - 2 Assessment Su
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LEQ-H Questionnaire LEQ-H questionn
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10. I feel confident when I do some
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Regarding the need for soft skills
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Country RO NL - 1 NL - 2 Students'
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The weak point that emerged in MASS
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Country SW RO NL - 1 NL - 2 Final A
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All partners report progress in stu
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In general they felt that the time
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Figure 5 Mean Achievement Motivatio
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Figure 9 Mean Active Initiative Fig
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strongly indicates that the student
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Average 4,00 3,50 3,00 2,50 2,00 1,
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Figure 13 Romanian students’ emot
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the MASS material?” . Teachers su
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The structure of Figure 16 and Figu
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Average Figure 17 Dutch students’
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after teaching the relevant Learnin
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culture or the cultures that are re
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Baartman, L. K. J. (2008). “Asses
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http://www.eric.ed.gov/ERICWebPorta
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NCVER. (2003). Fostering generic sk
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