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32 Figure 1. Dimensions of skills Know Technical dimension Knowledge Know-how Metodological dimension Abilities and Aptitudes Skills Conduct Relational dimension Attitudes Know how to be Personal dimension Values Source: Author Thus, we see that the term competence or skill is all-inclusive with regard to other concepts that are normally associated with professional efficiency: knowledge, attitudes, abilities, aptitudes and values. Skill is not limited to specific knowledge or a particular competence but manifests itself in the creative behaviours derived from the application of knowledge, attitudes and values to a real situation. As a result, ever since the Lisbon Summit (2000) the EU institutions have insisted that skills should be developed in the course of compulsory education, in order to ensure a solid foundation for the continuous education required in a professional career. Having now defined the concept of professional skill, we shall now proceed to explain the classification adopted in the following discussion. It should be remembered, however, that the categorisations put forward in various studies do not always agree. Before proposing the classification and terminology adopted in the present chapter, we will therefore briefly review some of these classifications. On the classification of skills, we find a degree of consensus with those proposed in the Tuning Report (2005), which differentiates between: - Instrumental Skills, which include cognitive, methodological, technological and linguistic abilities; - Interpersonal Skills, which include individual abilities, such as interaction and social cooperation; - Systemic Skills, which include the skills needed to work in a globalised world, such as interculturality, the ability to adapt to constant changes, creativity, etc. The Reflex Report (2007), however, breaks with this classification and proposes the following: - Skills related to knowledge, including knowledge of the discipline itself, multidisciplinary knowledge and the ability to acquire new knowledge.
33 - Skills related to analysis and innovation, including the willingness to question ideas, to come up with new ideas and solutions, to recognise new opportunities. - Skills related to time management, including the ability to work under pressure and to use time effectively. - Organisational skills, including the ability to negotiate, to work in a team and to assert one’s authority. - Communicative skills, including the ability to communicate, to write reports and documents, to speak foreign languages. A simpler but more operational classification presented in Cifre et al. (2006) and Vivas et al. (2008) divides skills into Soft Skills and Hard Skills: - Soft Skills are those skills common to all degrees. They are also referred to as employability skills since to a greater or lesser degree they can be applied to any job. - Hard Skills are those directly related to carrying out a profession and are therefore specific to each qualification. They refer to the theoretical and technical knowledge particular to each occupation. This is the classification that will be used in this chapter. Being a skilled professional means having both hard skills (technical and methodological knowledge) and soft skills (abilities in the relational and personal sphere). In the rest of this chapter, however, we shall focus exclusively on the soft skills, given that, as will be frequently stressed, these are the decisive factor in a selection process when two candidates have the same and or very similar hard skills. The Relevance of Developing Soft Skills Soft skills are cross-cutting skills whose acquisition is not related to a specific path of studies or knowledge. A few decades ago, in mattes of employment the selection processes centred on theoretical knowledge and the command of technologies. A good predictor of employability was the possession of both a university degree and computer skills. In recent years, however, economic uncertainty and market globalisation have changed the dynamics of the selection processes. Currently, employability is not linked to a good academic record, or even to the command of languages or information and communications technologies (ICT). Knowledge acquired during studies, along with the knowledge of other languages and new technologies are essential but not enough. Whilst they can make the difference between those CVs that go on to the next stage and those that are rejected, it is the soft skills that tip the balance. In addition to knowledge, the profile of soft skills determines whether a person is employed. A review of the bibliography (Rainsbury et al., 2002; Duncan and Dunifon, 1998) highlights that currently the best way to guarantee the employability of graduates is to train them in soft skills, since these skills are useful not only for gaining employment but also for successfully developing a professional career within an organisation. Figure 2. shows the results of an investigation carried out by Deepa and Manisha (2013) of 160 medium-sized and large enterprises in India that demonstrates the prime importance of soft skills to employers.
Page 2 and 3: Omega: Opening More Employment Gate
Page 4 and 5: Contents The Omega Project Introduc
Page 6 and 7: The Omega Project The context for t
Page 8 and 9: 2 distinctions between the two term
Page 10 and 11: 4 for example, is a statement from
Page 12 and 13: 6 Considering Future Directions A s
Page 14 and 15: 8 Collecting Your Personal Informat
Page 16 and 17: 10 not enough. For example, let’s
Page 18 and 19: 12 The Flexible Archive "Necessity
Page 20 and 21: 14 relevance is going to dictate th
Page 22 and 23: 16 To achieve this you must study t
Page 24 and 25: 18 your suitability for the job off
Page 26 and 27: 20 4. Greeting. Dear + given title
Page 28 and 29: 22 employer or collaborator can hav
Page 30 and 31: 24 2. Etiquette Be punctual. Punctu
Page 32 and 33: 26 BIBLIOGRAPHY 1) The Business Dic
Page 34 and 35: 28 under a general heading (“soft
Page 36 and 37: 30 The new interest in soft skills
Page 40 and 41: 34 Figure 2. Do soft skills matter?
Page 42 and 43: 36 HEIs generally leads to changes
Page 44 and 45: 38 These expectations - of insecuri
Page 46 and 47: 40 how do teamwork skills translate
Page 48 and 49: 42 - Leadership is rotated; no one
Page 50 and 51: 44 The two sides of teams - the thi
Page 52 and 53: 46 Leadership Skills: Soft Skills f
Page 54 and 55: action helps the director, manager
Page 56 and 57: 50 Styles of Leadership The aforeme
Page 58 and 59: 52 in relation to arts graduates, w
Page 60 and 61: 54 Figure. 4. Problem-solving proce
Page 62 and 63: 56 Mindfulness involves doing these
Page 64 and 65: 58 essentially cover the hard and s
Page 66 and 67: 22) Güreşen, H. (2013), Erasmus m
Page 68 and 69: 62 CHAPTER III. Marketing Arts Orga
Page 70 and 71: 64 Boorsma (2002) is of the opinion
Page 72 and 73: 66 imagination of marketers on how
Page 74 and 75: 68 have a proper marketing plan. A
Page 76 and 77: 70 audiences or customers (Dickman,
Page 78 and 79: 72 Once the strategic market planni
Page 80 and 81: 74 organization’s product, while
Page 82 and 83: 76 The Marketing Mix The terms ‘m
Page 84 and 85: 78 1999). The promotion plan should
Page 86 and 87: 80 Although some organizations are
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82 it cannot do directly is to crea
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84 Marketing platforms Facebook, Tw
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86 Record labels and independent ar
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88 uncertainty on the part of the v
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ut also your own manager. You must
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16) Hill, L., O’Sullivan, C. and
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94 To change your present life and
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96 Handling your finance You need t
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98 Executive Summary The executive
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100 too far too fast can lead to de
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102 evolution of the market. They a
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104 A description of the legal str
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106 description. Any images, photos
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108 Financial information produced
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110 Balance Sheet The balance sheet
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112 Carmen Parra Rodríguez Design
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114 Founders, family and friends Th
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116 BIBLIOGRAPHY Textbooks: 1) Barr
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118 CHAPTER V. Project Management &
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120 The project should come out
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122 Steps of Objective Analysis Ste
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124 Information contained in the Lo
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126 Most projects fail, not because
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128 Activity schedule helps us to p
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130 2. Design of the project* 2.1.
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132 Other funds are managed directl
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134 BIBLIOGRAPHY 1) Bakay, E., Kale
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136 F Floatation 115 Formal Leaders
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138 V Values statement 97 Venture C
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