Abstract
<p class="MsoNormal" style="margin: 0cm 42.5pt 10pt 65.2pt; line-height: normal; text-align: justify;"><em style="mso-bidi-font-style: normal;"><span style="font-size: 10pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-ansi-language: EN-US;" lang="EN-US">The traditional focus in engineering syllabi on technical abilities has been well substantiated by the types of knowledge and skills required in industrial processes. However, the emerging requirements in industrial operating environments necessitate a more personal configuration of competencies facilitating both intrapersonal and interpersonal processes at workplace. The concomitant reform of engineering education to incorporate social competence into the technical education calls for a revision of pedagogy, as the traditional instruments applied in the dissemination of substance knowledge and technical skills provide little support for leveraging students&rsquo; social skills. </span></em></p><p class="MsoNormal" style="margin: 0cm 42.5pt 10pt 65.2pt; line-height: normal; text-align: justify;"><em style="mso-bidi-font-style: normal;"><span style="font-size: 10pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-ansi-language: EN-US;" lang="EN-US">This article discusses the learnability of socio-emotional abilities and reviews their most fundamental and pertinent skills. The results from a quantitative, empirical research conducted in engineering industries to identify predictors of social competence are reported and the implications on engineering pedagogy examined. The proposed methodology for teaching social skills in the engineering classroom setup constitutes collaborative learning, self-management techniques, and teacher immediacy. </span></em></p>
Highlights
TRENDS ALTERING COMPETENCE REQUIREMENTS IN ENGINEERINGThe engineering education model has been founded on specialization, which has been merited as the driving force enabling technological advancement and fuelling economic growth
This article discusses the learnability of socio-emotional abilities and reviews their most fundamental and pertinent skills
The engineering education model has been founded on specialization, which has been merited as the driving force enabling technological advancement and fuelling economic growth
Summary
The engineering education model has been founded on specialization, which has been merited as the driving force enabling technological advancement and fuelling economic growth. [1] recent research on work success has announced the advent of social and emotional skills and the related interpersonal communication competencies as organizational success factors. [2] A relationship between certain personal competencies, often conceptualized as emotional intelligence, and organizational productivity as well as individual work and overall life success has been firmly established. [5] Membership of engineering teams, networks and communities increasingly require substancerelated, hard core technological expertise and socalled soft skills enabling engineers to integrate thinking, feeling and behaviour while pursuing their professional goals. Having established the crucial role of social competence in engineering, the article moves on to discuss the learnability of socio-emotional abilities and reviews their most fundamental and pertinent skills. This article concludes with methodology proposed for teaching social skills in the engineering classroom setup, constituting student selfmanagement techniques and teacher immediacy
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