جستجوی مقالات مرتبط با کلیدواژه « Soft Skills » در نشریات گروه « علوم انسانی »

Soft skills are synonymous with "personal skills". This term describes those personal characteristics that indicate a high level of emotional intelligence. Soft skills include interpersonal skills that show a person's personality and interpersonal relationships with others. Having soft skills is the most valuable tool for success in the 21st century. In this regard, the aim of the current research is to investigate the role of soft skills in the process of teacher education. This research is of the type of basic theoretical research and its implementation method is in the form of library, analytical and descriptive studies. The findings show that the purpose of education is to make good people with skills and expertise. Intellectual people can be raised by teachers, so education is a necessary tool to achieve sustainability in all fields. Teachers carry the weight and responsibility of education and are the main source of knowledge and value. For teachers, the ability to use soft skills effectively can make or break a career. While such skills are obviously important in the classroom, soft skills are also important when working with parents, administrators, and other teachers. Such skills can improve the effectiveness of teachers. A teacher plays a vital role in our society as well as a role model for school students. Teacher training has a ripple effect on school education. A quality teacher education program leads to quality school education. Teacher education is not only responsible for improving school education, but also responsible for preparing competent, committed and professional teachers who can meet the emerging needs of the system and society.

The increasing complexity of organizations and the increase in global competition have turned the attention of managers and researchers to soft skills. This attention to the issue of soft skills led to a lot of research on the factors affecting soft skills in the organization. The present research was conducted with a quantitative approach and Meta-analysis method. The statistical population of the research includes all valid scientific articles published in the years 2010 to 2019 on the subject of soft skills. Finally, 36 researches were selected and analyzed with CAM software. The results of the research showed that a total of 34 variables have been investigated with soft skills in different researches. Among these variables, the three variables of lifelong learning, long-term perspective, and critical thinking have had the greatest impact on soft skills. The results of the meta-analysis showed that the effect size between lifelong learning and soft skills is high with 0.55 and the combined effect size of long-term perspective and soft skills is in the middle with 0.49. The relationship between critical thinking and soft skills in the reviewed researches is equal to 0.38 and in the average level.Lifelong learning, long-term perspective and critical thinking have a great impact on soft skills compared to other variables, which is predicted in the theories of the intra-organizational level.

The objective of this study was to qualitatively analyze the impact of soft skills training on the academic success of university students. This qualitative research was conducted using semi-structured interviews with 24 university students from Tehran. Participants were selected through purposive sampling to ensure a diverse representation. Data collection continued until theoretical saturation was achieved. The interviews were transcribed verbatim, and data were analyzed using thematic analysis to identify open, axial, and selective codes that represent the core themes related to the impact of soft skills training. The study identified several key themes that highlight the influence of soft skills on academic success. These include improved communication skills, enhanced self-awareness, better time management, and increased critical thinking abilities. The findings revealed that students who participated in soft skills training experienced higher motivation, reduced stress, and improved relationships with peers and faculty, all of which contributed to their academic success. The analysis also showed that these skills help in better problem-solving, effective decision-making, and overall academic resilience. Soft skills training plays a crucial role in enhancing students' academic performance by equipping them with essential non-technical skills that improve their ability to navigate academic challenges. The results underscore the importance of integrating soft skills development into higher education curricula to foster holistic student development and better prepare them for future professional success.

The purpose of this study is to determine the relationship between the innovative dimensions of comprehensive quality management and the reduction of banking risk according to macroeconomic indicators. The research method was descriptive-survey and of an applied type, and the research data was collected in a cross-sectional manner in the second half of 1402, through a questionnaire that was replicated among the sample members and in a certain period of time, and the validity was in the form of face validity and reliability of the data with The use of Cronbach's alpha test and its regression analysis were discussed. In this regard, the statistical population of the commercial banks of Fars province is 270 people, and the statistical sample includes 155 people from all the employees and supervisors in these banks, who were selected using Morgan's table. The results of the research indicate that there is a significant relationship between the innovative dimensions of comprehensive quality management and the reduction of banking risk according to macroeconomic indicators. Therefore, employee training, soft skills and management training hours can have an effect on reducing banking risk.

Specialized technical skills alone in the field of library and information management are not sufficient, and information specialists who demonstrate a combination of hard and soft skills are preferred by employers in the present era, as they possess a clear competitive advantage. Therefore, the aim of this research is to determine the current status of core skills among university librarians in Kermanshah province from the perspective of librarians working in these universities.

The present research is applied in nature and conducted using a survey method. The statistical population of this study consists of all university librarians in Kermanshah province (58 individuals). The research was carried out through a census, and 51 completed questionnaires were returned. The Sanders questionnaire (2019) was used to collect research data. To test the reliability of the questionnaire, Cronbach's alpha coefficient was used, and the obtained alpha value was 0.81, indicating the desirable reliability coefficient for the questionnaire items. The collected data were analyzed using Friedman test and frequency distribution.

According to the Friedman test, the selected skills have a significant difference in mean, with the highest priority being HR/personnel management. Frequency distribution was used to answer other questions. The findings showed that 23 skills are needed by all graduates according to librarians, 21 skills are often needed by librarians, 3 skills are needed by some librarians, and 9 skills are needed by managers based on their frequency.

The study showed that according to librarians in Kermanshah province's university libraries, the highest priority is human resource/personnel management, which is one of the managerial components. This means that librarians value the soft skills of their managers and consider it essential for managers to manage librarians in the best possible way and hire capable personnel. Interpersonal communication skills, customer service skills, search skills (ability to search databases, internet resources, and catalogs efficiently and effectively), evaluating and selecting information resources, teamwork, reader’s advisory, interacting with diverse communities and knowledge of professional ethics are among the other important skills considered in terms of librarians' needs. This means that all graduates must be familiar with these skills regardless of their future career path. Since according to librarians, soft skills are necessary for all graduates of the library and information science field, it seems that updating the curriculum of this field should focus on offering courses that teach these skills, and efforts should be made to teach soft skills to students through education. Also, two communication skills, interpersonal communication and customer service, which are the most important skills, are among the communication components. This also indicates the importance of communication skills for graduates. Soft skills are as important as hard skills, and students should try to learn soft skills regardless of their future career path to achieve success for themselves and their organization. Moreover, librarians should also try to improve their soft skills to be more successful in their careers.

In recent years, the importance of "soft skills" has been recognized alongside hard skills for human resources. These skills have a significant contribution for improving individual performance and organizational productivity, unfortunately - despite the substantial differences between soft and hard skills-  public organizations often fail to distinguish between soft and hard skills in terms of how to learn and develop. Therefore, learning programs and development of soft skills are not fruitful and the output does not include an increase in the costs of the organization. Based on this, the present research focuses on developing a learning model and developing soft skills of human resources in government organizations. To address this issue, a semi-structured interview was conducted with 23 experts in human resources in the field of training and development in public organizations and was also performed thematic analysis. In the following, by using the two-stage Delphi technique and descriptive statistics, the validity of the model has been investigated. Finally, the research model has been approved along with five main themes "needs assessment", "designing and planning", "implementation", "evaluation" and "organizational support" ,and with 17 sub-themes and 51 codes.

Today, soft skills are the most important skills that paying attention to improving them in organization’s human resources is highly recommended along with technical skills. Being clear about the positive reasons and consequences of developing the soft skills for human resources in public organizations, makes managers more diligent and serious to do this work. The current research was conducted to identify the reasons and necessities of soft skills learning & development for human resources in public organizations. Based on this, semi-structured interviews were conducted with 23 experts, and content analysis was performed. Then, the findings validity of the content analysis was calculated using the Delphi method and descriptive statistics, and was confirmed by reaching the maximum consensus of the panelists participating in the study. Finally, the reasons and necessities of soft skills learning & development for human resources in public organizations were calculated with two main themes, four sub-themes and ten codes. The results indicate the necessity of soft skills learning & development for human resources in public organizations due to obvious weakness signs of public organizations in the field of soft skills learning and developing and using the positive individual and organizational results obtained from the development of these skills in the organization.

With a forward-looking view of the abilities and skills required by future educational administrators, this research seeks to find answers to this question. "What components will be included in the characteristics of desirable administrators of future schools? " In other words, considering the trends of change and future developments, what components and skills will be a priority for educational administrators? The practical purpose of this research is to investigate and identify the effective components, empower, strengthen and improve the skills of educational administrators and direct efforts to achieve educational and educational goals. The present research method is a mixed type (qualitative and quantitative), and to collect data, first, documents including articles, dissertations, videos lectures and educational conferences, research projects and reports related to the subject were studied. Then, data has been collected by conducting interviews with experts. The data of the qualitative stage have been coded and categorized by the method of thematic analysis. Then, in the quantitative stage, by compiling a researcher-made questionnaire, the mentioned components have been compared with the current and desired conditions of future schools. The findings of this research in the form of main themes in four types of skills required by educational administrators include; technical-specialized, human, perceptual and soft skills, with 50 sub-themes, have been identified and categorized as effective and desirable characteristics in the performance of future educational administrators.The results of the research, in addition to the significant difference between the current and the desired conditions, indicate the significant impact of the components related to the skills of administrators on future schools.

This research aimed to analyze the content of computer science textbooks work- knowledge branch, design and development of web pages in terms of the concept of soft skills and it was done by content analysis method. Statistical population included computer science textbooks Kardansh branch,  and the sample size includes seven s books which was selected in a purposeful manner. The unit of analysis in this study was sentence. A researcher-made checklist was used to collect the data. Categorical method was used to analyze the collected data and frequency and percentage were used to analyze the data. The results showed the following six components: Commitment and Responsibility Skills, Communication and Teamwork Skills, Creativity and Problem Solving, Ability to plan and organize activities, the skills of using modern computing and technology and practical skills and specialized knowledge in its textbooks have not been considered as appropriate.

Social Security Organization (SSO) as the largest provider of social support in Iran is deemed to face challenges regarding long-term socioeconomic stability, sustainability of social support, and increase in efficiency of services. To deal with such challenges, this research aimed to design a model for change strategies based on skill diversity.

This research was developmental-applied in purpose and descriptive-exploratory in nature. Administering interviews and Delphi questionnaires, 28 change criteria were identified and confirmed. From among the statistical population of professors and experts in social security affairs, 14 people were selected, applying snow-ball sampling method. A model for change strategies based on skill diversity in the SSO was finally determined.

The model presents four strategies which, according to the percentage of their similarity to an ideal strategy are from the highest to the lowest as follow:  power-coercive strategy, facilitating strategy, educational/training strategy and persuading strategy.
Originality: By combining change strategies and diversity of skills in the SSO, this study can help the organization see how these strategies affect the performance improvement of a vast range of its managerial resources.

The authors of the article aim to identify and explain the components of soft educational skills in the professional development of faculty members of the Islamic University.

The research was qualitative and content analysis method in which the components were identified and extracted inductively. Participants in the study were faculty members of Islamic Azad Universities and Culturalists of Bushehr who were selected based on purposive sampling and theoretical saturation approach. The research tool was a semi-structured interview in which the network of topics was finally coded and plotted using the Atriad-Sterling method. The validity of the study was confirmed by the judges using the auditing technique. To calculate the reliability, the data were coded in two steps, which was obtained using the Holstay method of 94%.

After coding and data analysis, 144 basic themes, 14 organizing themes and 5 comprehensive themes were extracted, which include; "Leadership skills", "Personal development skills", "Entrepreneurship skills", "Professional ethics skills" and "Communication skills".

Identifying and applying soft skills as the skills of the 21st century in the higher education system is of great importance for scientific authority and authority.

Many human resource management practices such as hiring, selecting, and planning the workforce in different ways, regardless of skills, are far from organizational realities. Indeed, different levels of the organization need different skills, and awareness of this difference and the common denominator of these skills allows flexible and fluid planning in the organization. This study has identified the soft skills of the nursing workforce at three levels of nurse, head nurse, and supervisor for all wards of a private hospital using the lived experience of the nursing workforce. For this purpose, with the help of semi-structured interviews with organizational experts, five components of basic/general skills, social skills, problem-solving skills, system-related skills, resource management skills, and 20 sub-components of effective listening, verbal skills, self-motivation, text comprehension, maturity Organizational Thinking, Writing, Critical Thinking, Supervision, Social Perception, Service, Training, Coordination, Persuasion, Problem Solving in Crisis, Decision Making, System Understanding and Analysis, System Understanding and Evaluation, Time Management, Human Resource Management, and Asset Management The title of soft skills required by the nursing staff of this hospital was counted. Numerous studies have identified some of the soft skills required by nurses and the single-level workforce. However, this study identifies the skills of the nursing workforce in the nursing hierarchy in the hospital wards.

Competence and skill are concepts that are hidden in various management topics, including human resource management. When it comes to strategic human resource management, creating equal or superior capabilities is through employees who are irreplaceable and unimaginable, which refers to the expertise and skills of individuals. The effective delivery of health services is seriously affected by human resources, and significant issues in this area include inadequate numbers, skills, distribution methods, and staff performance. Studies have not identified the skills of the nursing workforce concerning their different levels in all wards of the hospital, which leads to a variety of soft skills of the nursing workforce.
Case study
The study organization is a private hospital in Mashhad that has ten medical wards.

This study is from the perspective of the interpretive paradigm, and the dominant approach of this research is qualitative. The skills required by the nurses were identified based on the experience (lived experience) gained by the nursing workforce of the study hospital. Given what has been mentioned, the appropriate strategy for this important phenomenon is phenomenology. In this study, semi-structured interviews were used to collect data, and in order to analyze the collected data, the modified Colaizzi's seven-step method was adopted.

From the analysis of the collected data, five themes, "Basic/general skills, social skills, problem-solving skills, system-related skills, resource management skills" and 20 sub-components of effective listening, verbal skills, self-motivation, Comprehension of texts, organizational intellectual maturity, writing, critical thinking, supervision, social understanding, service, education, coordination, persuasion, problem-solving in critical situations, decision making, system understanding and analysis, system understanding and evaluation, time management, human resource management, and asset management were counted as human skills required by the nursing workforce of the hospital.

General / basic skills, social skills and problem solving skills are common to all nurses in hospital wards. The reason can be considered in the nature of the nursing job, the patients’ type of nurses and the difficulties and hardships of this job. For example, unlike the two wards of eight and the ICU, in the social skills set, the need of NICU nurses for training skills was identified, the reason being the need for care training for the baby's parents. Persuasion skills were not mentioned in the interview process due to the type of patients in this ward (infants). Meanwhile, critical thinking and monitoring skills were not identified as the skills required by nurses in the interview process. The skills identified in the nurses of all wards of the hospital are common and in the interview process, they expressed the required skills with a supervisory and managerial perspective. The skills identified in hospital supervisors differed in basic / general skills. For example, in the post of clinical supervisor, only writing skills, critical thinking and supervision were identified, and the reason for this can be found in the nature of this post, which is in this way the head of nursing in this hospital and the deputy director of nursing services. For this reason, unlike other supervisor posts, this post must also have the skill of managing hospital assets in medical treatment. Writing and supervision skills were identified in the subspecies of basic / general skills of Post-Supervisor Infection Control, which plays a key role in establishing information communication between different departments and developing guidelines for infection control in hospitals. The training supervisor, who is in charge of conducting the training course in coordination with other departments, saw a greater need to discuss basic / general skills in this post.

Needs assessment is a first step in the process of human resources soft skills learning and development programs designing, and paying attention to it, will increase the effectiveness of them. this study addresses the need assessment for learning, and development programs of human resources soft skills in public organizations. Lack of attention to the essential differences between soft and hard skills in the needs assessment stage, will cause problems in the later stages of the personnel development process. Based on this, first the components of human resources soft skills were identified using the systematic review method; Then in order to identify other components of the needs assessment, semi-structured interviews were conducted with 23 experts in the field of human resources training and development, and content analysis was performed. Then, the findings validity of the content analysis, was calculated using the Delphi method, and descriptive statistics, and was confirmed by reaching the maximum consensus of the panelists participating in the study. Finally, soft skills were identified in two categories of individual, and social soft skills with 20 components, and needs assessment components with two main themes, four sub-themes and eight codes. Lack of proper attention to soft skills by public organizations indicates their need to designing these programs. It is also worthwhile to pay attention to the codification of soft skills in the jobs description in the needs assessment stage, and the necessary .classification between managerial and non-managerial jobs in terms of the type of their need for soft skills.

This article proposes to design a model of faculty members' lived experience of professional development (PD) of faculty members based on soft teaching skills in universities. This research has described, explained and interpreted the lived experiences of professors from the development of professions based on soft skills with a phenomenological approach. The statistical population of the study was 18 faculty members of Islamic Azad universities in Bushehr province who were selected by purposive sampling method and theoretical saturation approach. The data collection tool was a semi-structured in-depth interview that was conducted in person and by telephone. Data were analyzed by thematic coding method using Klaizi seven-step method. After coding the interviews, 120 initial codes were obtained, which after classifying 79 subcategories, 12 sub-categories and 4 general categories, including: Leadership skills, Individual and organizational development skills, Creativity and problem-solving skills, Skills Communication was obtained. Finally, according to the obtained concepts, a model for the development of professions based on soft educational skills of faculty members based on their lived experiences was presented. The results showed the widespread impact of soft educational skills as 21st century skills on the professional development of faculty members.

Having innovative behavior and critical thinking among managers are two essential and vital elements to promote the effectiveness of the organization and its productivity.

This study was conducted with the aim of finding the influence and effectiveness of soft skills on critical thinking and innovative behavior of school principals. This is an applied-developmental research and from a methodological point of view, it is descriptive-survey. The statistical population of the study includes all 260 school principals in districts 1 and 3 of Tabriz city in 2020, among which the sample size was estimated to be 84 people through Cochran's formula. The research tool includes a researcher-made questionnaire specifically designed for the DEMATEL method. Data analysis was performed using DEMATEL method. The results showed that the most influential factor is creativity and problem solving and the critical thinking variable is in the second place of influence. In terms of the intensity of impact, the components of soft skills are creativity and problem solving, lifelong learning, teamwork, professional ethics and communication, respectively, which have had the most impact. The most influential variable is innovative behavior. Also, among the influential components of soft skills, lifelong learning is the most important factor that has had a great impact on innovative behavior. Lifelong learning is like a driving force that, if properly used, can accelerate innovative behavior, professional ethics, communication and even teamwork and promote school principals in today's high-risk world.

The aim of this study was to design a competency model for Iranian sports marketers. The research method was descriptive and functional that was done fieldwork using structural equations. The Statistical Society included marketers of sports production companies in Tehran (N= 245) Using Cochran's formula (n = 150) people were selected by simple random sampling. The measuring instrument was a researcher-made competency management questionnaire with a 5-point Likert scale, which was used by 10 professors of sports management. Exploratory factor analysis was used to investigate the questions and extract the components. Finally, 6 components with 30 acceptable questions were extracted after varimax rotation. Convergence and divergence validity were used to evaluate the construct validity and reliability. The results showed that the construct validity of the questionnaire is appropriate. SPSS24 and SmartPLS2 software were used for data analysis and model design. showed that the hard and soft skills 0.62, Rhetorical 0.62, art of self-expression with 0.50, Principles of etiquette and association0.44, Familiarity with the principles of negotiation 0.37, and marketing knowledge management with 0,47 Explained the management of sports marketers' Protocols. Protocol management is an important factor in customer relations and sports marketers can achieve more success by applying and improving research components in the marketing process.

Administrator soft skills are very useful for organization effective and self-efficacy. School administrators need to complete their formal and informal skills in relation to staff and community.

The purpose of this study was to investigate the role of educational managers' scientific-technology literacy in increasing the soft skills components.

The research is applied in terms of purpose, and in terms of data collection, it is a field-library type and a correlation type (regression) method. The statistical population includes 200 schoolchildren in all cities of Ardabil. The sample size was estimated by the Krejci-Morgan formula of 80 people. Sampling was carried out using simple random sampling. The instrument used in this research is a standard questionnaire - Miller scientific-technology literacy Questionnaire (2006) and a Khalegkhah and Najafi researcher made questionnaire (2018) of soft skills. The validity of the tools was verified by confirmatory factor analysis and their reliability with Cronbach's alpha coefficient (internal consistency). Data was analyzed by using of Spss20 software.

The results of the findings showed that there is a positive and significant relationship between scientific literacy and the soft skills of educational managers (r = 0.56; p < 0.05); Also, technology literacy has a positive and significant relationship with soft skills of educational managers (r = 0.55, p < 0.05). The results of simultaneous regression showed that scientific-technology literacy can explain and predict about % 67 of soft skills changes in educational managers (Adj = 0.134; r = 0.820; R2 = 0.672) that The highest is the scientific literacy with a beta coefficient of 0.39 (β = 0.39).

Soft skills of managers are needed more than hard and formal skills in today's changing and competitive world and educational managers should pay special attention to the ways to increase it.

This article proposes a professional development (PD) model for university faculty members based on soft skills components. The present study is a qualitative research in which the components of professional development based on soft skills were identified and extracted using thematic analysis and inductive method. The statistical population of the study included all faculty members of Farhangian, Persian Gulf, and Payame Noor universities as well as Islamic Azad University of Bushehr, from among whom 30 faculty members were selected based on purposive sampling. The research instrument was a semi-structured interview which was used till saturation. Finally, the network of themes was coded, analyzed and drawn using the Atriad-Sterling method. The validity of the study was confirmed by the referee using the auditing technique. To ensure the reliability, the interviews were read line by line in two stages and the coding was done manually. After coding, the results of the two codings were compared with each other using the Holstie method. After coding and analyzing the interview data, 107 basic themes were extracted. From among these basic themes, 15 organizing themes and finally 5 comprehensive themes were formed which include; "Leadership and Management Skills", "Individual and Professional Development Skills", "Creativity and Innovation Skills", "Professional Ethics Skills" and "Communication and Partnership Skills", which formed the professional development model for Faculty members were identified and extracted based on soft skills.