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Relevant bibliographies by topics / Technical skills with interpersonal abilities

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Academic literature on the topic 'Technical skills with interpersonal abilities'

Author: Grafiati

Published: 7 June 2025

Last updated: 16 July 2025

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Journal articles on the topic "Technical skills with interpersonal abilities"

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Jeremy Silalahi and Feby Aulia Safrin. "The Influence of Hard Skills, Soft Skills, and Work Experience on Employee Performance (Study at PT Langkat Nusantara Kepong)." Indonesian Journal of Advanced Research 3, no. 4 (2024): 441–54. http://dx.doi.org/10.55927/ijar.v3i4.8745.

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Employee performance in the workplace is evaluated based on achieving objectives and the level of success an individual attains, with satisfactory performance indicated by goal completion. Various factors within the organization, such as technical abilities, interpersonal skills, and professional background, can influence performance. This research aims to evaluate the individual and collective impacts of technical abilities, interpersonal skills, and professional background on employee performance. The study employed quantitative research methods, focusing on PT Langkat Nusantara Kepong in Pa

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Telaumbanua, Aprianus, and Arisman Telaumbanua. "PENGARUH SOFT SKILL DAN HARD SKILL MAHASISWA TERHADAP KESIAPAN KERJA DI ERA REVOLUSI INDUSTRI 4.0." Jurnal Suluh Pendidikan 12, no. 2 (2024): 126–36. http://dx.doi.org/10.36655/jsp.v12i2.1617.

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This study explores the influence of soft skills and hard skills of students in the Building Engineering Education Program on job readiness in the era of the Industrial Revolution 4.0. In an increasingly competitive job market, technical abilities (hard skills) and interpersonal skills (soft skills) are keys to success. Hard skills encompass technical abilities acquired through formal education, while soft skills involve interpersonal abilities, communication, and time management. This research employs a quantitative approach with multiple linear regression analysis to measure the impact of bo

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Adhikari, Naryan Prasad, and Jhupa Kumari Budhathoki. "The Administrative Skills of Head Teacher in Educational Institutions." International Research Journal of Parroha Multiple Campus 2, no. 1 (2023): 69–79. http://dx.doi.org/10.61916/prmn.2023.v02i01.007.

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The objective of this study was to determine the administrative skills of head teachers in operating educational institutions. The study used the descriptive method to identify the key skills required for effective school leadership. The key method used in this study was the descriptive method, which involved identifying and describing the necessary administrative skills of head teachers. The study focused on three main skills: technical, interpersonal, and conceptual. These skills were deemed crucial and vital for organizing, leading, controlling, and planning in educational institutions. Hea

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Adhikari, N.P, and J.K. Budhathoki. "The Administrative Skills of Head Teacher in Educational Institutions." International Research Journal of Parroha Multiple Campus (IRJPMC) 2, no. 1 (2023): 69–79. https://doi.org/10.5281/zenodo.10251005.

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The objective of this study was to determine the administrative skills of head teachers in operating educational institutions. The study used the descriptive method to identify the key skills required for effective school leadership. The key method used in this study was the descriptive method, which involved identifying and describing the necessary administrative skills of head teachers. The study focused on three main skills: technical, interpersonal, and conceptual. These skills were deemed crucial and vital for organizing, leading, controlling, and planning in educational institutions. Hea

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Lamri, Jeremy, and Todd Lubart. "Reconciling Hard Skills and Soft Skills in a Common Framework: The Generic Skills Component Approach." Journal of Intelligence 11, no. 6 (2023): 107. http://dx.doi.org/10.3390/jintelligence11060107.

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The distinction between hard and soft skills has long been a topic of debate in the field of psychology, with hard skills referring to technical or practical abilities, and soft skills relating to interpersonal capabilities. This paper explores the generic composition of any skill, proposing a unified framework that consists of five distinct components: knowledge, active cognition, conation, affection, and sensory-motor abilities. Building upon previous research and theories, such as Hilgard’s “Trilogy of Mind”, the generic skill components approach aims to provide a comprehensive understandin

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Abdullah, Nurmina, and Mohd Bekri Rahim. "Mastery Level of Interpersonal and Intrapersonal Skills Among Prospective FPTV Teachers." International Journal of Advanced Research in Future Ready Learning and Education 37, no. 1 (2024): 1–11. https://doi.org/10.37934/frle.37.1.111.

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Education transformation certainly makes the role and duties of teachers larger, more challenging and more complex. Effective interpersonal and intrapersonal communication skills are extremely important for a teacher in the delivery of education, classroom management and student interaction. This study aimed to examine the level of mastery of interpersonal and intrapersonal skills of future teachers on FPTV. The respondents to this study were 175 final year teachers and they covered all the courses offered in FPTV. The questionnaire was used as a research instrument. Data were analyzed using s

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Widarto Widarto, Septiari Nawanksari, and Putri Marganing Utami. "The Urgency of Interpersonal Skills, Leadership and Self-Discipline for Vocational High School Students Majoring in Aesthetics and Hairdressing." Jurnal Pendidikan dan Pengajaran 57, no. 3 (2024): 520–31. https://doi.org/10.23887/jpp.v57i3.77440.

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Soft skills, especially interpersonal skills, leadership and self-discipline, are very important to support 21st century skills for Vocational High School (SMK) students. The purpose of this research is to analyze the extent of the influence of interpersonal skills, leadership, and self-discipline on the critical thinking abilities of grade 11 VHS students in the Department of Aesthetics and Hairdressing (A&H). This research is correlational research conducted using a quantitative approach. A total of 141 A&H Department students from five vocational high schools in DIY were selected as

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Williams, J. David, D. Joseph Eakes, and Harry G. Ponder. "Extracurricular Activities Enhance Landscape Horticulture Programs." HortScience 32, no. 4 (1997): 591B—591. http://dx.doi.org/10.21273/hortsci.32.4.591b.

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Strong academic abilities and practical work experience are important to employers of horticulture graduates. In greatest demand are students with competent personal and leadership abilities and technical skills. Increased class size and increased university core curriculum requirements hinder our capacity to develop these added skills within our curriculum. However, through extracurricular offerings we can offer students ways to develop skills that are not fully expressed in the academic arena. Student interaction in the traditional horticulture club requires practicing interpersonal relation

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Nadya Yasmin and Febri Silvia. "Pengaruh Keterampilan Karyawan terhadap Kualitas Layanan di Salon Kecantikan Kota Padang Utara." Nian Tana Sikka : Jurnal ilmiah Mahasiswa 3, no. 3 (2025): 45–55. https://doi.org/10.59603/niantanasikka.v3i3.846.

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This study aims to explore how employee skills contribute to the quality of service at beauty salons in North Padang. A quantitative method was used, with questionnaires distributed to 60 customers. The employee skills examined include basic abilities, technical know-how, interpersonal communication, and problem-solving. Service quality was assessed through five key indicators: reliability, responsiveness, assurance, empathy, and physical appearance. The findings reveal a clear connection between employee skills and the service quality experienced by customers. In short, the more capable the s

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AHMED, LATEEF ALKHAQANI. "Importance of teamwork communication in nursing practice." Nursing Communications 6, e2022015 (2022): 1–2. https://doi.org/10.53388/IN2022015.

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In today’s healthcare system, the delivery process includes many interfaces and patient handouts between several health professionals with further education and professional training levels. As a health care science, nursing focuses on serving the needs of humans as biopsychosocial and spiritual beings. Its practice requires scientific knowledge and interpersonal, intellectual, and technical abilities and skills. This means a composition of knowledge, clinical work, and interpersonal communication. Communication is an essential element of nursing in all fields of activity, including prev

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Dissertations / Theses on the topic "Technical skills with interpersonal abilities"

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Murakami, Genki. "Patient Perceived Priorities between Technical Skills and Interpersonal Skills: Their Influence on Correlates of Patient Satisfaction." 京都大学 (Kyoto University), 2009. http://hdl.handle.net/2433/124077.

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Stamm, Raini. "Significance of the anthropometric factor in young female volleyballers' physical abilities, technical skills, psychophysiological properties and performance in the game." Phd thesis, [S.l.] : [s.n.], 2007. http://opus.kobv.de/ubp/volltexte/2007/1300.

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Miranda, Tiago, and Bimal Ghimire. "Desired Competences for Project Managers." Thesis, Umeå University, Umeå School of Business, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1513.

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<p>Project Management is multidisciplinary in nature; it involves a number of activities and requires the project manager to possess a wide variety of competences. This thesis aims to investigate which competences organizations currently require from project managers. In particular the focus of this research is to examine and contrast the “soft” (interpersonal) and “hard” (technical) competences required by the job market and to find out if organizations recognize the importance of both of them or if they pay special attention to one of them. A total of 50 online job advertisements from differ

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Stamm, Raini [Verfasser]. "Significance of the anthropometric factor in young female volleyballers' physical abilities, technical skills, psychophysiological properties and performance in the game / Raini Stamm." 2007. http://d-nb.info/984520643/34.

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Sandlin, M'Randa Ruth. "Desired Competencies of Employees on International Agricultural Development Projects as Indicated by Project Managers: A Qualitative Study." Thesis, 2010. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7794.

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International agricultural development institutions previously hired employees based on their technical expertise, and, with little to no formal training in development, were sent to live abroad with one goal: implement the project. Since the development of the Millennium Development Goals in 2000, a spotlight has been placed on the development industry as a whole, and calls for world-wide accountability. The purpose of this study was to identify the desired competencies of project employees on international agricultural development projects as determined by experienced project managers. The p

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Zisanhi, Daniel. "Challenges of using English as a medium of science instruction in a South African context : a view from FET learners and educators." Diss., 2013. http://hdl.handle.net/10500/13905.

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This study explores the challenges faced by high school science learners when they use English language as a medium of instruction in a South African context. Questionnaires were administered and focus group interviews were conducted with both science learners and science educators. Results indicated that learners are challenged in a number of ways when English is used to teach science especially if English is not their home language. Both learners and educators prefer to be taught and teach science respectively in English though ideally learners would like to be taught in their home languages

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Rodseth, Wendy Sue. "The interdependence hypothesis: exploring the effects on English writing following an expository writing course in Zulu." Diss., 2005. http://hdl.handle.net/10500/2071.

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This study explores Cummins' interdependence hypothesis in the South African context. The design is experimental, involving Zulu primary language writing instruction to explore whether skills taught in Zulu composition classes transfer into English expository writing. The intervention and control groups were drawn from two ex-Model C high schools and the focus was on measuring use of coherence and cohesion in English essays. Quantitative findings showed, although the intervention group's writing skills did not improve significantly, they did not decline. By contrast, the control group's wri

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Creighton, Graham Robert. "An assessment of student's English vocabulary levels and an exploration of the vocabulary profile of teacher's spoken discourse in an international high school." Diss., 2016. http://hdl.handle.net/10500/22590.

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In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to t

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Books on the topic "Technical skills with interpersonal abilities"

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Carr, Neil, Emma J. Stewart, and Mandi Baker, eds. Leisure activities in the outdoors: learning, developing and challenging. CABI, 2021. http://dx.doi.org/10.1079/9781789248203.0000.

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Abstract This book presents various studies on leisure activities in the outdoors. Indeed, the benefits of being outdoors in a leisure context are widely acknowledged across a range of disciplinary perspectives (including tourism, therapeutic recreation, camps, education, adventure and recreation) (Humberstone et al., 2015). These benefits include the development of health and wellbeing, social/interpersonal skills, leadership and facilitation skills, personal, emotional and reflective abilities, confidence and identity creation, and technical skills.

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Matthews, Candace. Professional interactions: Oral communication skills in science, technology, and medicine. Prentice Hall Regents, 1990.

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Vasil'eva, Marianna, and Ol'ga Losavio. German for students of transport colleges. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1843012.

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The purpose of this textbook is the formation of skills and abilities in various types of reading, as well as in writing and speaking in elementary form. The initial course (Anfangsstufe) contains 5 lessons-topics (Lektionen), the main course (Grundstufe) — 10 lessons-topics (Lektionen), Appendix 1 (Anhang 1) — 10 texts for introductory reading, Appendix 2 (Anhang 2) — 3 texts for viewing reading, German-Russian dictionary (Wörterverzeichnis) to all topics of the textbook. The texts are authentic, professionally oriented. The subject matter of the texts reflects the realities of mo

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Stern, Eva-Marie, and Shelley Wall. The Visible Curriculum. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190849900.003.0005.

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The visible curriculum is a term for engagement with the visual arts in medical education. The purposes of having medical trainees view and respond to artworks have been framed in various ways: to sharpen technical abilities, to foster cognitive and interpersonal skills, and to promote personal growth. Art-making, as an embodied practice, activates skills essential to medical care which go beyond words and beyond cognitive work. This chapter summarizes current visual teaching/learning modalities used in medical training, considers the importance of art-making in addition to art observation, su

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Rea, Ruth Emily. DESCRIPTIVE STUDY OF EMERGENCY NURSING COMPETENCIES: COGNITIVE ABILITIES, TECHNICAL SKILLS, AND PROFESSIONAL ATTITUDES. 1987.

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Whitcomb, Clifford, and Leslie E. Whitcomb. Effective Interpersonal and Team Communication Skills for Engineers. Wiley & Sons, Incorporated, John, 2012.

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Whitcomb, Clifford. Effective Interpersonal and Team Communication Skills for Engineers. Wiley & Sons, Incorporated, John, 2013.

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Whitcomb, Clifford, and Leslie E. Whitcomb. Effective Interpersonal and Team Communication Skills for Engineers. Wiley & Sons, Incorporated, John, 2012.

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Effective Interpersonal and Team Communication Skills for Engineers. IEEE Computer Society Press, 2013.

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Whitcomb, Clifford, and Leslie E. Whitcomb. Effective Interpersonal and Team Communication Skills for Engineers. Wiley & Sons, Incorporated, John, 2013.

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Book chapters on the topic "Technical skills with interpersonal abilities"

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Tyson, Will. "Interpersonal Skills." In Teaching and Learning Employability Skills in Career and Technical Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58744-4_6.

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Tyson, Will. "Flexibility and Interpersonal Skills." In Teaching and Learning Employability Skills in Career and Technical Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58744-4_4.

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Habbal, Fawwaz, Anette Kolmos, Roger G. Hadgraft, Jette Egelund Holgaard, and Kamar Reda. "Studios Reshape Engineering Curricula at UTS." In Reshaping Engineering Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-5873-3_11.

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AbstractAs identified earlier, engineering curricula must develop three categories of skills and knowledge—(i) design and problem solving in complex, sociotechnical situations, (ii) the technical knowledge to support the design process, and (iii) the interpersonal skills to support engineering team processes. Traditional curricula, based on teaching the technical knowledge and skills, under-deliver developing the design and interpersonal skill sets. Studios are a place where all three categories of skills can be developed.

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Mann, Jeff, Tonia Gray, and Son Truong. "Rediscovering the Potential of Outdoor Learning for Developing 21st Century Competencies." In High-Quality Outdoor Learning. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04108-2_12.

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AbstractIn this century characterised by rapid change and unprecedented challenges, most education systems have acknowledged the importance of developing interpersonal and intrapersonal skills alongside technical knowledge. This chapter describes how two approaches to outdoor learning develop these 21st century competencies, through the lens of experiential education. Outdoor Adventure Education is an established pedagogical vehicle for developing psycho-social skills. Learning Outside the Classroom is a rising movement of teaching subject content while simultaneously promoting interpersonal, communication, teamwork, critical thinking, and conflict resolution skills, creativity and connection with nature. The chapter concludes with a discussion of the potential of outdoor environments to foster transformative competencies, and the inherent challenges for integration into regular school experiences.

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Venneri, Francesco, Lawrence B. Brown, Francesca Cammelli, and Elliott R. Haut. "Safe Surgery Saves Lives." In Textbook of Patient Safety and Clinical Risk Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59403-9_14.

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AbstractThe World Health Organization (WHO) Safe Surgery Saves Lives campaign aimed to implement safe surgical procedures and patient safety best practices to reduce the incidence of adverse events both in the operating room and in the ward. For decades, the main objectives of safe surgery were mainly focused on the technical procedure. More recently, the implementation of non-technical skills and interpersonal communication have been found to play a significant role in preventing harm in surgical care settings.

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Al-Thani, Noora J., and Zubair Ahmad. "The Scope of Problem-Based Learning and Integrated Research Education for Primary Learners." In SpringerBriefs in Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-87544-1_2.

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Abstract This Chapter 2 examines the significant role of problem-based learning (PBL) and integrated research education in shaping cognitive development and educational outcomes for primary learners. The chapter begins by detailing how fostering curiosity through research-driven inquiry is essential for intellectual growth and cognitive skill enhancement. It highlights the dynamic relationship between curiosity and Inquiry-Based Learning (IBL), emphasizing how curiosity drives investigative behavior and knowledge acquisition. Additionally, it explores the concept of epistemic curiosity and its impact on student motivation and learning. The chapter further explores the integration of scientific inquiry with problem-solving skills, drawing on recent research to illustrate how PBL can enhance critical thinking, interpersonal abilities, and collaborative skills. It examines the balance between direct instruction and open experimentation, presenting studies that evaluate the effectiveness of various instructional methods in developing problem-solving expertise. Emphasis is placed on the role of metacognition in improving problem-solving abilities and the necessity of structured learning environments that support creative problem-solving and metacognitive strategies. Additionally, Chapter 2 investigates the transformative influence of digital technology on research and problem-based learning. It reviews recent advancements in digital tools and resources, highlighting their role in enhancing student engagement, motivation, and inquiry skills. The chapter discusses technology-enhanced approaches, such as Technology-Enhanced Problem-Based Learning Activities (TEPLA) and Technology-Based Inquiry Approaches (TBIA), and their impact on educational practices and learning outcomes. It also addresses challenges related to integrating technology in educational contexts, particularly in developing regions, and presents innovative solutions like the Stanford Mobile Inquiry-Based Learning Environment (SMILE) and digital applications designed to foster inquiry and problem-solving skills. Overall, Chapter 2 provides a comprehensive overview of how PBL and integrated research education, supported by technological advancements, contribute to the development of critical cognitive skills in primary education. It underscores the importance of creating dynamic, technology-enabled learning environments that foster curiosity, problem-solving, and scientific inquiry.

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Ariapa, Martin, Masa Pavlovic, and Esther Care. "Measuring Adolescents’ Life Skills and Values: Method and Results from East Africa." In The Enabling Power of Assessment. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51490-6_10.

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AbstractThe goals of the ALiVE initiative, to capture and disseminate estimates of adolescents’ life skills and values at a level that would provide valuable information to ministries of education, guided the development of an assessment tool. The aim was to produce a tool that had the capacity to assess the proficiencies of adolescents in East Africa through a household-based approach. This approach required that the tool could capture these cognitive, interpersonal, and intrapersonal capacities; not rely on knowledge and skills built through formal education; and would be compatible with oral administration of the assessment with participating adolescents. The process of development is described as taking place within these parameters. Results from the assessment of 45,442 adolescents across Kenya, Tanzania, and Uganda are presented following the technical information generated through the test and scale development process. The patterns of results are uniformly similar across each of the education systems, although there are some slight differences in levels of proficiencies. The outcomes provide confidence in the test and scale development processes followed, and in the use of household-based assessment for measurement of life skills and values.

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de Mello, Claudia Berlim, Thiago da Silva Gusmão Cardoso, and Marcus Vinicius C. Alves. "Social Cognition Development and Socioaffective Dysfunction in Childhood and Adolescence." In Social and Affective Neuroscience of Everyday Human Interaction. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08651-9_10.

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AbstractSocial cognition refers to a wide range of cognitive abilities that allow individuals to understand themselves and others and also communicate in social interaction contexts (Adolphs, Curr Opin Neurobiol 11(2):231–239, 2001). According to Adolphs (Annu Rev Psychol 60(1):693–716, 2009), social cognition deals with psychological processes that allow us to make inferences about what is happening inside other people—their intentions, feelings, and thoughts. Although the term can be defined in many ways, it is clear that it must be safeguarded for the mental operations underlying social interactions. The most investigated cognitive processes of social cognition are emotion recognition and theory of mind (ToM), given that a whole range of socio-affective and interpersonal skills, such as empathy, derive from them (Mitchell RL, Phillips LH, Neuropsychologia, 70:1–10, 2015). Theory of mind is an intuitive ability to attribute thoughts and feelings to other people, and this ability usually matures in children in preschool age (Wellman HM, The child’s theory of mind. Bradford Books/MIT, 1990), whereas emotional recognition refers to an individual’s ability to identify others’ emotions and affective states, usually based on their facial or vocal expressions, it is a critical skill that develops early and supports the development of other social skills (Mitchell RL, Phillips LH, Neuropsychologia, 70:1–10, 2015).

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Mark, Benedikt G., Erwin Rauch, and Dominik T. Matt. "Industrial Assistance Systems to Enhance Human–Machine Interaction and Operator’s Capabilities in Assembly." In Implementing Industry 4.0 in SMEs. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70516-9_4.

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AbstractIn the context of digitalization and Industry 4.0, the world of work is changing comprehensively. Smaller lot sizes and increasing variability of products in the modern industrial production present new challenges for operators working in manual assembly. Industrial assistance systems help the worker during these production tasks to enhance their capabilities. The development of these systems is not only characterized by questions of the potential feasibility of new technical systems but also by the possibilities of a closer cooperation between humans and machines with the aim to synergize the outstanding abilities of humans with the special features of machines to bring together the best from both worlds. This chapter presents solutions for human–machine interaction and automation and delivers insight into different possibilities to enhance the various types of operator’s skills in industrial assembly. With this knowledge, each worker can be individually equipped with suitable supporting systems in order to be best prepared for future challenges in the daily production.

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King, Jason, Eric Brymer, and Katherine Dashper. "A different way forward: an ecological perspective on leadership in outdoor adventurous activity." In Leisure activities in the outdoors: learning, developing and challenging. CABI, 2021. http://dx.doi.org/10.1079/9781789248203.0012.

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Abstract A growing amount of evidence is showing the benefits of being outdoors, with outdoor adventurous activities (OAAs) offering a key avenue for engaging with outdoor environments. One of the key factors to successful OAAs is the outdoor leader and the leadership they provide. Currently, leadership in (OAAs) does little to recognize the importance of the human environment relationship and how each participant in OAAs has a variety of different needs. In addition, these needs are not static, and a constantly changing external environment requires a resilient framework for incorporating this fluidity. The ecological perspective offers an alternative pathway for leaders which provides a framework for considering how individuals and the environment interact differently and allows the leader to draw on a range of interpersonal skills through a heightened awareness of participants. By acknowledging that every participant is unique, has their own constraints and abilities, and sees affordances in the environment differently, the outdoor leader can better perceive and provide opportunities for action within OAAs. Adopting an ecological perspective requires a change in our current understanding of how outdoor leaders are trained. By considering this, we can provide a leader with an ability to adopt alternative perspectives that will enable them to look at individuals, groups and the working environment differently, leading to the design and delivery of OAAs that are more satisfying for all participants.

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Conference papers on the topic "Technical skills with interpersonal abilities"

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Lacasta-Tintorer, David, Immaculada Serra-Morera, Celia Tajada-Vitales, Jofre Bielsa-Pascual, Eduard Moreno-Gabriel, and Pere Toran-Monserrat. "In situ Clinical Simulations in Primary Care applied to emergency training: advanced results of a mixed methods study." In Eleventh International Conference on Higher Education Advances. Editorial Universitat Politècnica de València (edUPV), 2025. https://doi.org/10.4995/head25.2025.20158.

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This study explores the effectiveness of in situ simulation (SIM) methodologies in Primary Care, focusing on knowledge retention, professional satisfaction, and confidence. It aims to assess SIM’s impact on non-clinical skills, such as communication, leadership, and teamwork, and its applicability across various professional profiles. The research utilizes the Kirkpatrick Evaluation Model to evaluate SIM’s effectiveness and feasibility within Primary Care settings, particularly in Acute Myocardial Infarction (AMI) and Stroke Code training. Results indicate significant improvements in technical

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Sharunova, Alyona, Ahmed Ead, Christopher Robson, Misha Afaq, and Pierre Mertiny. "Blended Learning by Gamification in a Second-Year Introductory Engineering Design Course." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86879.

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With the rapid development of engineering and new demands of contemporary employers, post-secondary institutions have to adapt, improve and enhance engineering curricula to ensure that recent graduates possess appropriate levels of technical and professional skills and multilateral abilities for a successful start in industry. As industrial technologies, tools, and processes evolve, so must teaching methodologies and approaches, which significantly changes the structure of engineering courses. To ensure that students not only master technical knowledge but also develop their professional, inte

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Perkins, Kimberly. "Enhancing Flight Deck Resilience and Optimizing Risk Mitigation: A Sociotechnical Approach." In 2024 AHFE International Conference on Human Factors in Design, Engineering, and Computing (AHFE 2024 Hawaii Edition). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005764.

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The flight deck operates as a sociotechnical system where the interplay between human operators and technical components is essential for safety. Socio-processing capacity encompasses the cognitive, communicative, and collaborative abilities of pilots to manage information, coordinate with crew members, and make informed decisions. Effective aviation safety models depend on seamless collaboration, where pilots can openly admit mistakes, seek help, and provide feedback. However, research indicates that pilots may shift from clear communication to silence when the flight deck environment lacks p

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CUCEREAVÎI, Elena, and Elena RUSU. "Valențe relevante ale competenței socioemoționale în procesul educaţional." In "Învățământul superior: tradiţii, valori, perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2022. https://doi.org/10.46727/c.v2.1-2-10-2022.p178-182.

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The successful completion of the educational process requires an optimal level of social and emotional development. Socio-emotional competence is the pillar of teachers' professional success, being directly involved in optimizing interpersonal relationships and supporting the educational process. The presence of socio-emotional competence in teachers determines the depth and soundness of socio-emotional integrity, including a set of resources, skills and abilities derived from emotions, feelings, emotional situations, social relationships. In the educational environment, socio-emotional compet

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Bockmon, Ryan, Stephen Cooper, William Koperski, Jonathan Gratch, Sheryl Sorby, and Mohsen Dorodchi. "A CS1 Spatial Skills Intervention and the Impact on Introductory Programming Abilities." In SIGCSE '20: The 51st ACM Technical Symposium on Computer Science Education. ACM, 2020. http://dx.doi.org/10.1145/3328778.3366829.

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Gillard, Sharlett. "Soft Skills and Technical Expertise of Effective Project Managers." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3378.

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As the field of research surrounding project management continues to grow, it is becoming more evident that success in the role of project manager cannot be attained with a technical skill set only. Project managers functioning within a matrix organizational structure and championing large-scale initiatives are in a communication paradigm unparalleled by any other management position. Excellent interpersonal, or soft skills, are necessary requisites for success. Additionally, research is revealing that leading is preferable to managing a project team, and that the leadership style of the proje

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Buicabelciu, Oana. "BLENDED LEARNING USING MULTITOUCH AND SENSORY RESPONSIVE TECHNOLOGIES IN KINDERGARTEN: THE FUNLAB PROJECT, BUCHAREST, 2014." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-106.

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E-learning has been spreading more and more in the Romanian schools in order to support the traditional teaching process. Computer-assisted instruction has many advantages, such as active learning strategies, students' involvement in learning, and development of more complex technical skills in tune with greater demands for social and societal insertion. However, there are still many controversies related to the phenomenon of human alienation, reduction of basic interpersonal relations, therefore having negative effects upon the emotional-affective dimension of personal and interpersonal relat

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Smith, David R., John P. D’Angelo, Robert A. DaSilva, and James A. Sherwood. "An Experiment in Improving Student Estimation Skills." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/dtm-5657.

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Abstract In recent years, it has been suggested that engineering students are frequently unable to perform rough estimates. In an attempt to confirm and perhaps remedy this situation, we conducted an experiment into the estimation capabilities of upper-division Mechanical Engineering students in the Fall semesters of 1996 and 1997. The experiment sought to identify weaknesses in the abilities of students to recognize plausible results when performing calculations. Additionally, the experiment attempted to improve student estimation skills through exposure to estimation problems in both individ

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Rivera-Aragón, Sofía, Rolando Díaz-Loving, Claudia Claudia, et al. "Mexicans’ Emotion Regulation Strategies and Relationship Satisfaction by Gender." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2018. http://dx.doi.org/10.4087/beuk6121.

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Vater and Schröder-Abé (2015) found that suppressing expression can potentially interrupt couple communication, therefore producing negative interpersonal behavior and diminishing satisfaction in the relationship. Considering that emotional regulation and relationship satisfaction have shown cultural variations, the object of the study was to assess the relationship of these two constructs in 166 male and 231 female Mexican young adults. Sánchez-Aragón’s (2012) Emotional Regulation Strategies Scale, adapted for couples, and Córtes, Reyes, Díaz-Loving, Rivera-Aragón, and Monjaraz’s (1994) Relat

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Weiss, Richard, MIchael E. Locasto, Jens Mache, et al. "Assessment of Security Knowledge, Skills and Abilities using Hands-On Exercises in 2016 (Abstract Only)." In SIGCSE '16: The 47th ACM Technical Symposium on Computing Science Education. ACM, 2016. http://dx.doi.org/10.1145/2839509.2850501.

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Reports on the topic "Technical skills with interpersonal abilities"

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Simmonds, Philippa, and Clare Lally. Green skills in education and employment. Parliamentary Office of Science and Technology, 2024. http://dx.doi.org/10.58248/pn711.

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Green skills can be defined as “the knowledge, abilities, values and attitudes needed to live in, develop and support a society which reduces the impact of human activity on the environment”. Several definitions exist, with some being focused on technical skills for jobs that play a major role in reaching net zero greenhouse gas emissions by 2050 (for example, heat pump installation). Other definitions are broader, and include enabling skills and attitudes, such as public engagement and systems thinking. The lack of a consistent definition can make it challenging to analyse the supply and dema

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Bernardo, Allan, Jose Ramon Albert, Jana Flor Vizmanos, and Mika Muñoz. Toward Measuring Soft Skills for Youth Development: A Scoping Study. Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/dp2023.28.

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Rapid technological advancements and shifting economic paradigms in the 21st century also continuously change the nature of work, wherein more complex and sophisticated skill sets are required. There is a growing recognition of soft skills' pivotal role in preparing the youth for this evolving environment. However, a notable gap remains in identifying what comprises these soft skills or Transversal Competencies (TVC). The study aims to contribute to policy discussions to support the government in enhancing its understanding of soft skills building and formulating strategies to cultivate a well

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Mills, Kelly, Josh Weisgrau, Quinn Burke, Keun-woo Lee, Teresa Solorzano, and Merijke Coenraad. Shifting Education with Learning Pathways: Becoming Your Portrait of a Graduate. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/205.

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There is a necessity for an educational shift to equip today’s learners for success in a dynamically evolving world shaped by emerging technologies and globalization. Emphasizing the importance of academic and technical skills, this report stresses the need for learners to possess adaptability and interpretive abilities to apply these skills in diverse contexts. The “Portrait of the Graduate” initiative is introduced as a visionary framework where readers will learn more about the skillsets districts across the country have identified for students. Furthermore, this report will introduce reade

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Experience with clinical training in postabortion care in Egypt: Improving medical and interpersonal skills. Population Council, 1997. http://dx.doi.org/10.31899/rh1997.1019.

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The Population Council’s Asia and Near East Operations Research and Technical Assistance (ANE OR/TA) Project is collaborating with AVSC International to incorporate the addition of improved postabortion care procedures into the ongoing Safe Reproductive Health Care project. An element in the next phase of the program’s evolution was a two-day seminar held in Alexandria, Egypt. This seminar provided an opportunity for staff from ten hospitals that participated in the 1996–97 expansion program to present their own experience and impressions of the postabortion case-management procedures, and to

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Comparing quality of reproductive health services before and after clinic-strengthening activities: A case study in rural Burkina Faso. Population Council, 1998. http://dx.doi.org/10.31899/rh1998.1006.

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Much literature has been written about improving the quality of reproductive health (RH) care at service delivery points (SDPs) because women deserve quality services, and as a means of increasing use of family planning (FP) and other RH services. There are six fundamental dimensions of quality of care: choice of methods, information given to clients, technical competence, interpersonal relations, mechanisms to encourage continuity, and an appropriate constellation of services. Improving these elements is thought to increase client satisfaction, resulting in an increase in contraceptive use an

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