Professional Skills

Aktiivisen verkkoidentiteetin luominen on tietotyön edellytys. Tämä kirja opastaa vaikuttavaan verkkoviestintään ja antaa eväitä tulokselliseen toimintaan verkossa.

Yhä useampaan työtehtävään liittyy verkostoitumista ja työnhakutilanteessa laajasta verkostosta vasta onkin etua.

Digitaalinen ja verkottunut toimintaympäristö avaa monia uusia keinoja vaikuttamiseen. Sosiaalinen media voi toimia vahvistimena sille, mitä jo olet. Sen avulla voit tuoda esiin ja saada huomiota hyville ajatuksillesi, olla avuksi ja olla mukana osana suurempaa tarkoitusta tai aatetta. Huomaa kuitenkin, ettet voi teeskennellä jotakin, mitä et oikeasti ole. Vaikuttavan verkkopersoonan on oltava vaikuttava persoona.

Teoksessa kerrotaan, miten voit olla vaikuttava työntekijänä tietotyön ja luovan työn eri sektoreilla, ja opastaa lukijaa henkilökohtaisen ammatillisen sosiaalisen median strategian tekemisessä ja sen toteuttamisessa.

Löydy käsittelee vaikuttavassa toiminnassa tarvittavia taitoja ja itsensä johtamisen keinoja ja kertoo, millainen nettipersoona voi olla vaikuttava ja mitkä ovat vaikuttavan toiminnan edellytyksiä ja piirteitä.

Kirjat tekijät FT Marylka Yoe Uusisaari työskenteli kirjan julkaisun aikaan aivotutkijana Japanissa ja YTM Tuija Aalto uusien palvelujen kehityspäällikkönä YLEn Tulevaisuus Labissa.

To explore perceptions of the impact of a multicultural infusion project, current and former university students described classroom incidents that had strengthened their understanding of multiculturalism. They discussed why these incidents increased their multicultural awareness and how their interactions with others were changed. Participants described 155 incidents. These were sorted into 18 categories of pedagogical techniques and classroom composition or

This Reflexive Scientific Study presents the implementation of a pedagogy based on autonomy within the context of three high school sophomore English classes. The study dwells on the premise that the English language is a necessary professional skill for the French students' future professional career and not a mere high school subject. Likewise, the study argues that the implementation of a pedagogy based on autonomy allows students to develop portable methodological skills they will be able to mobilize within the framework of other school subjects, as well as to achieve the constitution of their young adult self. Through the implementation of eight educational modalities, this paper explores both the successes and the limits of the exercise.

International travel is a rapidly growing activity entailing cross-cultural communication between hosts and guests from different linguistic backgrounds. There is therefore a growing worldwide need for front-line staff (as hosts) in the hospitality industry who are able to communicate effectively with guests. This paper argues that particular patterns of language are associated with host-guest interaction. This language, corresponding to the

The aim of this paper is to reconceptualise the development of employability skills in electrical engineering students from the University of Cape Town (UCT), using two courses that are run in tandem as a case study. The first course, New Venture Planning (NVP) is a semester-long fourth year course during which groups of students develop and work on a hypothetical engineering-related entrepreneurial idea. The second course is Professional Communication Studies (PCS), during which students produce texts related to their NVP project, for example a summary of a business plan, a poster to investors and a group presentation to potential funders. The study uses Gee’s (1996) notion of discourse as a tool to move beyond the traditional notion of skills development as embodied by the “transfer metaphor”, whereby skills developed in higher education are transferred wholly and neatly once students enter the workplace. This is done by assessing whether and how students employ engineering discourse during their studies, thereby developing understanding around how prepared they are for the workplace. The data for the study was collected via focus group interviews with students. The findings show that students participating in the NVP and PCS course coupling are constrained in their practice of engineering discourse by the focus on academic demands, lack of knowledge about the workplace and the heavy weighting throughout the degree programme on theory. However, their identities have transformed through the development of personal resources in response to academic challenges, the focus on group work and the status that they perceive arises from being a UCT graduate, all of which do contribute to their level of preparedness for the workplace.

Information technology (IT) professionals, such as software developers, require more than technical skills, e.g. software design and programming, to excel at their profession. Software developers work in diverse and cross-functional teams; they must, for example, elicit appropriate business requirements; design and develop suitable software artefacts, and provide training to end-users. A delicate balance between technical and non-technical (professional) skills are key to software success (or failure). IT students must thus acquire necessary professional skills, in addition to technical skills, to be wellrounded and productive employees upon entering workplaces. This study reflects on a BSc/BCom IT degree offered at a leading South African university; it aims to determine whether IT students acquired the mandatory non-technical skills that they needed. So, the researcher interviewed recent IT graduates to reflect on the professional skills they felt they lacked, and incorporation thereof into the curriculum. Actions were then taken, based on the responses of the participants, and teaching of professional skills was successfully incorporated into the curriculum.

For some years there has been much debate between various stakeholders about the need for accounting graduates to develop a broader set of skills to be able to pursue a career in the accounting profession. This study uses mixed methods to examine perceptions and expectations of ...

Existe una tendencia mundial que valora hoy, más que en el pasado, el desarrollo de habilidades profesionales en estudiantes de ingeniería. El Departamento de Ingeniería Industrial (DII) de la Universidad de Chile es parte de esta tendencia. Sin embargo, existe un déficit en metodologías de evaluación de habilidades profesionales.
El objetivo de este trabajo de título es proponer una metodología de evaluación de habilidades profesionales, para ser utilizada en la línea de cursos denominada Talleres de Ingeniería Industrial, del DII.
Para generar la metodología se realiza una investigación bibliográfica de los esfuerzos que profesores, instituciones e investigadores realizan alrededor del mundo, para medir habilidades profesionales. Al mismo tiempo, se recopilan antecedentes sobre los esfuerzos emprendidos por el DII en la materia.
Se elige al Constructivismo Doblemente Radical Existencial (CRRE), desarrollado en el DII, como la plataforma filosófica y pedagógica sobre la cual se diseña la metodología de evaluación. Esto, en coherencia con el programa de desarrollo de habilidades que inició el DII en 1986. El foco del CRRE está puesto en el incremento de conciencia de sí y de mundo, fundamental para el diseño (invención) de sí.
Para generar la propuesta, se eligieron tres habilidades que aparecen como importantes en el Perfil de Egreso del Ingeniero Civil Industrial del DII y en la bibliografía consultada. A saber, liderar, trabajar en equipo y comunicar efectivamente. A estas se le suman dos habilidades más, aprender y escuchar, como acciones básicas a ser tomadas en cuenta en un enfoque CRRE.
La metodología de evaluación considera como métodos, instrumentos que recogen la impresión de observadores cercanos. El término se refiere a las personas que acompañan y observan al estudiante mientras desarrolla las actividades solicitadas en un curso como los Talleres de Ingeniería Industrial.
Finalmente, se discuten las implicancias de adoptar un marco CRRE en la elaboración de la metodología de evaluación, que distan de ser similares a las que se obtendrían si se hubiese optado por una base positivista tradicional.

This study develops a model for students and graduates of Soft Skills, Hard Skills, and Competitiveness (SHC) and seeks user validation after the development process. The development process uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A quantitative survey using questionnaires and descriptive quantitative analysis was applied in obtaining user validation as the study objective. The development results validated the students' SHC Development model, which has 3 main phases, including Input, Process and Output. The Input phase comprises course content, SHC component, and strategy of students' center approach. The Process phase consists of blended course design, instruction and students' engagement, and evaluation. The Output phase comprises soft and hard skills achievement, as well as students' competitiveness level. Users perceived the model's phases and components as wholly acceptable, appropriate, and applicable for implementation through curriculum, teaching, and learning at the university. This study contributes to graduate preparation for employability skills in the challenging and complex working environment in revolution industry 4.0.

This study develops a model for students and graduates of Soft Skills, Hard Skills, and Competitiveness (SHC) and seeks user validation after the development process. The development process uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A quantitative survey using questionnaires and descriptive quantitative analysis was applied in obtaining user validation as the study objective. The development results validated the students' SHC Development model, which has 3 main phases, including Input, Process and Output. The Input phase comprises course content, SHC component, and strategy of students' center approach. The Process phase consists of blended course design, instruction and students' engagement, and evaluation. The Output phase comprises soft and hard skills achievement, as well as students' competitiveness level. Users perceived the model's phases and components as wholly acceptable, appropriate, and applicable for imple...

En este trabajo se analiza la aplicación del aprendizaje reflexivo en el contexto de la formación inicial de profesores de matemáticas. Este modelo de formación se fundamenta en las teorías socioculturales del aprendizaje humano y asume que la interacción y el contraste con los demás, con uno mismo y con la teoría posibilitan la coconstrucción y la reconstrucción activa de conocimientos.
En el estudio participaron 29 estudiantes matriculados en la asignatura “Investigación matemática en la clase de primaria e infantil”. El análisis cualitativo permitió identificar algunos factores que facilitan la incorporación del aprendizaje
reflexivo en la docencia universitaria, así como el grado de eficacia de este modelo para aprender a enseñar matemáticas.

Criteria 3 of ABET 2000 includes professional skills that have not traditionally been explicitly taught in undergraduate engineering programs. In addition the criterion related to “modern engineering tools necessary for engineering practice” provides for the instruction of a wide range of ...

The goal of this research is to analyze whether the profiles and professional skills in journalism demanded by companies in Spain correspond to those compiled in the Libro Blanco of the ANECA, or whether they have been modified over a decade later by the impact of the digital era and emergence of new employment needs. In the current setting of rapid and unpredictable changes, periodic analyses and research like this study are necessary. The methodology chosen was the analysis of the content of job offers directed to journalism graduates on the two most used job portals in Spain, Infojobs and LinkedIn, in September 2017. All the information in the offers was organized into two categories related to descriptive data about types of contracts and data over required skills. The results led to the conclusion that the professional skills currently demanded of journalism graduates differ qualitatively and quantitatively from the professional skills described by the ANECA in 2005. The skills most demanded by companies respond to the emergence of new professional profiles related to Web 2.0. However, it is also the case that companies do not seem to know precisely what skills a journalism graduate must have.

Skill shortage remains one of the major constraints to continued growth of the Indian economy. This employer survey seeks to address this knowledge-gap by answering three questions: (i) Which skills do employers consider important when hiring new engineering graduates? (ii) How satisfied are employers with the skills of engineering graduates? and (iii) In which important skills are the engineers falling