Development Of Personal Skills Research Articles

APPLICATION OF PRACTICE-ORIENTED EDUCATION TECHNOLOGIES IN TRAINING STUDENTS IN ENGINEERING AND SCIENCE SPECIALTIES

Modern social, economic, technical transformations make adjustments in the organization and training of personnel in engineering and natural science specialties, in the basic elements of the structure and content of educational programs. Adjustment of educational programs taking into account modern trends allows providing graduates with competitive advantages in the labor market. At the same time, the problems related to the imbalance of theoretical and practical training, the gap between the skills and competencies formed in students and the needs of the industrial sector, non-adaptation of technologies and teaching methods to the specifics of academic disciplines and expected learning outcomes are still relevant in engineering and science education. Accordingly, the aim of the work was to analyze the peculiarities of application of practice-oriented learning technologies in engineering and science training. In this work the most important learning outcomes for students and employers were determined, the main deficiencies in the skills and competencies of graduates were identified, students' satisfaction with the quality of organization and conduct of practical classes and professional practices was assessed, practice-oriented educational technologies used in teaching professional disciplines were ranked by the degree of importance. Based on the obtained results, a significant correlation between the responses of students and employees of companies/enterprises has been established, the effectiveness of the application of practice-oriented educational technologies to increase students' motivation for learning and responsibility for learning outcomes has been shown, it has been established that employees of companies/enterprises attach greater importance to learning outcomes related to the development of students' personal, social and technical skills and competencies.

The effect of interaction the two styles of sharing and two styles of adaptive systems in e-learning environment on the development of personal knowledge management skills among postgraduate students

The effect of interaction the two styles of sharing and two styles of adaptive systems in e-learning environment on the development of personal knowledge management skills among postgraduate students

The Role of the Sunan Drajat Lamongan Islamic Boarding School Education System in Improving the Life Skills of Santri

The aims of this study were: (1) to explain the education system at the Sunan Drajat Islamic boarding school. (2) to explain the life skills possessed by students at the Sunan Drajat Islamic Boarding School. (3) to explain the role of the Islamic boarding school education system in improving the life skills of students at the Sunan Drajat Islamic boarding school. In this study, researchers used a qualitative descriptive method with a case study approach—data collection techniques using interviews, observation, and documentation. The data analysis used is data reduction, data presentation, and data verification. From the results of this study, it can be seen that the Islamic boarding school education system plays a full role in improving the life skills of students at the Sunan Drajat Islamic boarding school. Examples of life skills development at the Sunan Drajat Islamic boarding school are personal skills development in the form of worship coaching, social skills development in the form of Javanese krama inggil language habituation, academic skills development in the form of reciting activities and formal schools, vocational skills development in the form of agriculture, trade, carpentry, animal husbandry, banking and the arts. This is done so that students can develop and hone their skills in Islamic boarding schools in accordance with their interests and talents as provisions for independent living when they enter society later

Evaluate the benefits of early embedding reflective practice into student experience and personal skill development

Transferable skills are embedded within assessments throughout Higher Education such as organisation, timekeeping and working as part of a team (during groups assessments) amongst some of the skills. Despite this, there is little evidence to suggest that students are fully aware of the importance of reflective practice upon their personal development as a possible transferable skill. In this study, we aimed to assess if and what students understood by the term ‘reflective practice’, and whether they identify its practice and benefits within their studies and for their potential future careers. Quantitative data, was collected during the first teaching block of the 2021-2022 academic year using specific reflective based questions in a paper-based questionnaire, with results indicating that students who undertook our foundation route, which instilled reflective practice-based assessments were more used to reflective practice than standard degree entry students, and emphasised skill development through reflection; confidence to tackle new task (38%), time management (25%), effective communication (25%) and prioritising tasks (13%). The data also suggested that across all levels of our degrees, students preferred to reflect once feedback of an assessment was received (60%) and after personal tutor meetings (43%), meaning, we as an institution should adapt our practice to develop this further. Embedding reflective practice early in a student’s educational curriculum, could therefore enhance how students approach their course, by providing them with key reflective based skills which they can transfer to their journey within Higher Education and their career.

From we to me: A dual emphasis on social identity and task autonomy enhances personal learning in student teams

Student teams are routine in business education, yet instructors lack research-based strategies to promote personal learning in teams. Our study’s purpose therefore is to investigate how a dual emphasis on social identity and individual autonomy in teams may enhance students’ personal learning. In a study of 557 business undergrads in 215 teams, team self-selection and communication predicted social identity, and communication predicted autonomy. Team naming correlated with social identity but was not predictive in our multilevel model. Social identity mediated the relationship of team self-selection and communication to personal skill development; autonomy mediated the relationship of communication to personal learning. We discuss implications for student teams in business education.

Development of a Professional Training Model for Tutors at Learning Activity Centers in Enrekang Regency

This research aims to (1) describe the needs for developing a professional training model for tutors at Learning Activity Centers, (2) describe the prototype of the professional training model for tutors at Learning Activity Centers, (3) explain the validity and practicality of the professional training model for tutors at Learning Activity Centers, and (4) explain the effectiveness of the professional training model for tutors at Learning Activity Centers. The research design used in this study is research and development (R&D) with a 4D design model (Define, Design, Development, and Dissemination). The data were analyzed quantitatively and qualitatively.
 The results of the research show that the needs for developing a professional training model for tutors at Learning Activity Centers are: (1) personal development training, and (2) innovative work training. The data show that the most needed training is innovative work with a percentage of 77% and personal development skills training with a percentage of 62%.
 Secondly, the prototype produced in this study is a designed product of a training model developed in the form of a curriculum and teaching materials, and learning videos based on Google sites and Video Builder App. The Google sites application provides detailed materials that can be accessed freely through QR codes. The Video Builder App contains brief explanations of the material that can be accessed through the Umaruddin Umar Youtube channel.
 Thirdly, based on the validation results from two expert models, the model developed is considered valid and suitable for use in professional training for tutors at Learning Activity Centers.
 Fourthly, based on the results of the small group trials conducted on 15 participants in the Enrekang District, the professional training model for tutors at Learning Activity Centers obtained an interest score of 3.09, with a percentage of 77%, presentation score of 3.2, with a percentage of 80%, and language score of 3.17, with a percentage of 79%. Therefore, the overall aspect score obtained an average of 79%, which is considered appropriate.
 Based on the results of the large group trials conducted on training participants, the necessary criteria were met with an interest score of 3.39, with a percentage of 84%, a presentation score of 3.36, with a percentage of 83%, and a language score of 3.31, with a percentage of 83%. Hence, the overall aspect score obtained an average of 84%, which is considered very suitable.
 Based on the facilitator response, the content aspect obtained an average score of 6.75, with a percentage of 84%, the learning media aspect obtained an average score of 6.00, with a percentage of 75%, the appearance aspect obtained an average score of 7.7, with a percentage of 96%, and the language aspect obtained a percentage of 87%. Hence, the overall aspect score obtained an average of 85%, which is considered very suitable.
 Therefore, the developed model is effective for use in professional training for tutors at Learning Activity Centers.

The role of personal factors and skills development in women’s career advancement

The role of personal factors and skills development in women’s career advancement

Development of Numeracy Problems with the Context of Bee Cultivation Activity for Junior High School Students

The minimum competency assessment evaluates the numeracy skills of Indonesian students, aiming to facilitate the development of personal skills for self-improvement and contribute positively to society. The low numeracy skills among students are the lack of familiarity and infrequent practice in solving numeracy problems. This study aimed to determine the characteristics of numeracy problems with a context of biodiversity conservation using the Research and Development (RD) method by Tessmer. This model includes preliminary, self-evaluation, expert review, one-to-one, small group, and field tests. The subjects of this study were Year 7 students from one junior high school in Banda Aceh, Indonesia. This study developed were 20 problems. The validity data result of the questions is 0.88 with valid criteria, and the practicality data result of the questions is 89.7% with highly practical criteria. Furthermore, the potential effect is obtained from the average student score (75.39), indicating good criteria. It can be stated that numeracy questions with a context of bee cultivation activity met the valid and practical criteria, and have a potential effect. Therefore, teachers can use these questions as instruments to improve students' numeracy skills.

Links between environmental features and developmental outcomes of elite youth athletes: A cross-sectional study within the German talent pathway

From a holistic perspective, the talent development environment (TDE) influences not only the athletic development but also the development of personal skills as well as the wellbeing of elite youth athletes. Alongside research on the effects of broader environmental features on athlete-related talent development (TD) outcomes, the importance of the closer social climate (i.e., teammates, coaches, support staff) is also emphasized. Therefore, the purpose of this study was to examine the relationship between environmental features, the social climate and athlete-related TD outcomes (I). Additionally, an exploratory analysis was conducted to investigate the role of motivational climate and psychological safety in the relationship between environmental features and athlete-related TD outcomes (II). To this end, 345 German elite youth athletes completed an online survey assessing their perceptions of environmental features, coach-created motivational climate, and psychological safety as well as wellbeing, performance satisfaction, and life skills development. The results revealed that environmental features (especially long-term development focus, effective coach-athlete communication, and the social network), motivational climate and psychological safety were all significantly associated with the outcome variables. These findings underline the significance of environmental features for athlete-related TD outcomes of young talented athletes in German elite youth sports. However, the results indicated that motivational climate and psychological safety did not have significant indirect effects on the relationship between TDE features and athlete-related TD outcomes. Thus, it remains to be questioned if and what other processes influence this relationship.

The Criminology Internship: Its Influence Towards Knowledge and Skills Development of Criminology Interns

The role of internship in the field of criminology cannot be overstated, as they provide invaluable practical training that can shape the potential of aspiring criminologists. This study aims to assess the influence of criminology internship in enhancing the knowledge and skills development of interns. Data was collected from all the 60 criminology interns at Davao de Oro State College. The results of the study indicate that criminology internship has a significant influence in improving the knowledge and skills development of criminology interns. These findings highlight the importance of practical training in the development of criminology interns, as they provide an opportunity for students to apply theoretical knowledge to real-world situations. The criminology internship program, in conjunction with self-efficacy and experiential learning, has a significant influence on the knowledge and skills development of criminology interns, as reflected in their personal skills development, theoretical knowledge application, and professional skills development.

Development of supraprofessional and personal skills of students of pedagogical universities

Development of supraprofessional and personal skills of students of pedagogical universities

Exploring Vietnamese EFL Students' Perceptions towards Literature Courses in English Studies Program

This study aimed to identify Vietnamese EFL students' perceptions of literature courses in the English Studies Program at a university in the Mekong Delta. A total of 77 English-majored learners who were in their final year participated in the study. The researcher employed a quantitative research design and collected the data using a survey questionnaire. The questionnaire asked participants to select the importance, benefits, and challenges when they enrolled in different literature courses. The results indicated that literature provided a volume of grammatical structures and vocabulary, knowledge of culture, and fostered students' personal skills development. The participants also perceived the length of works and the complexity of different literary devices as their most significant challenges when participating in literature courses. Learners generally experienced more benefits than challenges during their literature learning process. The study suggested that stakeholders might take into consideration integrating more literature courses in the English Studies program.

AST for the Development of Professional Competencies in Software Engineering

This work shows the results of the implementation of the Work Situational Analysis, focused on the Computer Engineering Educational Programs of the University of Guadalajara, specifically on the competencies of the Software Engineering learning unit. The main objective is to identify the professional and transversal competences that, according to the industry, the graduates of these programs must comply; as well as to identify to what extent work is being done academically to achieve these competencies. It was found that it is necessary to update the Software Engineering program through collegiate work in order to establish strategies to achieve the development of personal skills and attitudes that, according to industry participants, these skills are as important as the professionals skills.

Modern approaches to public sphere specialist training

Formulation of the problem The system of specialist training, which allows providing public authorities with highly qualified and competent personnel, plays a significant role in the development of the public administration sector. The public service personnel should ensure the effectiveness of activities based on compliance with European democratic principles and standards of social development. Analysis of recent research and publications Though many scientists highlighted theoretical approaches to defining staffing peculiarities in the public sphere, the training of public sphere specialists remains topical and requires constant thorough research due to present challenges and time-stipulated requirements. Separation of previously unsettled parts of the general problem This paper aims to substantiate current approaches to training public sphere specialists. Presenting main material Given the need to increase the efficiency of public administration and develop competencies of public authorities, modern realities set new requirements for the training of public sphere specialists. The specialist training reform in the public sphere should be based on the New Public Management (NPM) concept. This concept declares the possibility of training public servants by applying approaches used in the business environment. The training of specialists, able to effectively perform the functions assigned to them in the public sphere, should ensure not only the acquirement of certain knowledge related to the specifics of future activities but also their development of personal skills. These meta-competencies can be considered more relevant for managers in the context of ensuring their professionalism. They are also regarded by scientists as the main impetus for the career promotion of public sector workers in the future. A set of educational programs for cooperation between Ukraine and the European Union within the framework of projects of European educational initiatives, which allow to effectively implement internationalization policies through student mobility, promote the development of educational initiatives by rendering grants for student mobility and infrastructure support, being based on the principles of partnership among scientific institutions, higher establishments, the public, business and the state. To harmonize education with the requirements of the modern world, educational institutions need to take the following steps: focusing on real staffing needs and requests of public authorities at various levels; annual modernization of educational programs in the field of public administration; participation of academic staff in European programs, projects, internships aimed at enhancing the quality of the educational process; close cooperation with leading experts in the field of public administration. For Ukraine, the most acceptable is the option of the optimal combination of approaches of the American and European models, according to which specialists for the public sphere should be trained with an emphasis on the development of their managerial qualities and professional knowledge of jurisprudence. At the same time, it is necessary to reveal the personal skills of future specialists, which will help to unleash their potential. Conclusions The transformations observed today in Ukrainian society require radical changes towards the formation of new approaches to staff training as well as the unification of approaches in the provision of educational services to public sector spe- cialists. At the same time, it is necessary to take into account the foreign experience of implementing new public management, which will enable future specialists not only to join the international labor market but also to effectively implement the principles of sustainable democratic development in the Ukrainian state.

“If I had had a me”: the benefits and challenges of involving children with lived experience in youth justice services

PurposeThis study aims to present the findings from an ongoing evaluation of a partnership project between a youth justice service and an independent charity that supports the involvement of children with lived experience of youth justice services in work with other young people who have offended and with policy makers and service providers.Design/methodology/approachThe research involved the secondary analysis of project records and 15 semi-structured interviews with youth justice managers and practitioners and the charity’s staff as well as representatives from external organisations with whom it has worked. The analysis focuses on the nature of activities undertaken, the “theory of change” driving these activities, the perceived benefits of the work as well as some of the challenges involved.FindingsThe findings suggest positive outcomes for children in terms of increased engagement and participation, improvements in confidence and self-esteem and the development of personal, social, health and educational skills. The project represents a compelling example of what child-first diversion looks like in practice.Originality/valueThe article adds to existing knowledge of the benefits and challenges of involving children with recent experience of the youth justice system in service delivery and in co-production work with policy makers and service providers. It also offers insights into recent changes in youth justice policy in England and Wales, in particular the commitment to treating children as children first.

The Impact of Cocurricular Engagement on Doctor of Pharmacy Students’ Personal and Professional Development

ObjectiveTo explore how third-year students in 4-year Doctor of Pharmacy programs make meaning of their participation in cocurricular activities relative to their personal and professional development, and to determine the extent to which any perceived learning outcomes identified by the students align with the personal and professional development skills required for new Doctor of Pharmacy graduates, as identified in Standard 4 of the Accreditation Council for Pharmacy Education Standard 4. MethodsSeventy third-year Doctor of Pharmacy students across 4 schools/colleges of pharmacy were interviewed and completed a preinterview survey to gather demographic data. Data were analyzed through an inductive, iterative process, which was completed multiple times until theoretical ideas were formulated through a deductive process. ResultsEight themes were identified through the interview process, each intersecting with 1 or more of the Key Elements identified in Standard 4 as desired learning outcomes (self-awareness, leadership, innovation, and professionalism), suggesting a strong connection between students’ perception of their cocurricular engagement and their personal and professional development. ConclusionThis study broadens the scope of knowledge relative to students’ perceived learning outcomes resulting from their cocurricular involvement beyond the prior scope of related literature. Results point to multiple action items for educators to better support students in their personal and professional development through cocurricular engagement.

Service-Learning, an Experience in Higher Education Framed within the Context of COVID-19

This article presents a model for implementing the service-learning methodology based on the Sustainable Development Goals. This work describes the experience carried out during the 2020-2021 academic year with first-year students from the Degree in Pedagogy at the University of Valencia (Spain), an experience framed within the COVID-19 pandemic. The results prove the suitability of using this methodology to enhance the teaching competencies related to learning skills together with personal development skills. Planning teaching actions on the premise of solving actual problems helps the University contribute and generate an impact in terms of social commitment. In addition, the students show an increased level of motivation towards learning when developing socially useful projects.

A STUDY ON CHALLENGES OF NURSING STUDENTS IN THE CLINICAL LEARNING ENVIRONMENT OF SELECTED COLLEGE OF NURSING, LUDHIANA, PUNJAB.

inical skills are essential and important component in nursing career. Clinical learning environment is a combination of physical, psychological, emotional and spiritual factors which affect the student nurses' clinical skills and growth. Aim:To explore the challenges of the nursing students in the clinical learning environment. Methodology:Aqualitative approach with phenomenological research design was used to assess the challenges of nursing students in the clinical learning environment. Data was collected from a sample of 12 students of B.Sc.(N) 4th year of DMCH College of Nursing, Malakpur, Ludhiana. Sample was collected according to principle of redundancy using non- probability convenience sampling technique. Semi-structured interview guide and audio recorder were used to collect data. The challenges faced by nursing students were assessed by in-depth interview. Analysis was done using thematic analysis and descriptive statistics. Results: The study revealed that majority (50 %) of the nursing students were of age 21 years with mean age ± SD of (20.83±0.718), (83.4%) were female, (58.4%) were Sikh, (66.6%) belonged to nuclear family,(83.4%) actual clinical attendance was up to 96-100%, (66.6%) obtained 70-79% marks in their academic performance, (50%) preferred nursing as 1st professional preference, for (41.6%) of the students, the source of motivation for choosing nursing profession was self and parents and (75%) of their family members didn't belong to nursing profession. The data was grouped under 09 main themes i.e.: barriers in clinical learning environment, ineffective planning of clinical experience, ineffective communication, inadequate readiness, psychological response, traditionalism in clinical practice, lack of professional approach, welfare defect and insufcient exposure and these themes were grouped into various subthemes. Conclusion: The results obtained in this study showed that there were undesirable experiences of nursing students in the clinical learning environment. While considering the role of clinical practice in the development of personal and professional skills of nursing students, the results of this study could be helpful in quality improvement in the clinical learning environment. The study aimed to explore the challenges of the nursing students in the clinical learning environment. A qualitative approach with phenomenological research design was used in the study. Data was collected from a sample of 12 students of B.Sc.(N) 4th year of DMCH College of Nursing, Malakpur, Ludhiana. Sample was collected according to principle of redundancy using non- probability convenience sampling technique. Semi-structured interview guide and audio recorder were used to collect data. The challenges faced by nursing students were assessed by in-depth interview. Analysis was done using thematic analysis and descriptive statistics. Results were grouped under 09 main themes i.e.: barriers in clinical learning environment, ineffective planning of clinical experience, ineffective communication, inadequate readiness, psychological response, traditionalism in clinical practice, lack of professional approach, welfare defect and insufcient exposure and these themes were grouped into various subthemes

Under the Lens: Team Perception of Trauma Video Review.

Video-based assessment and review are becoming increasingly common, and trauma video review (TVR) has been shown to be an effective educational, quality improvement, and research tool. Yet, trauma team perception of TVR remains incompletely understood. We evaluated positive and negative perceptions of TVR across multiple team member groups. We hypothesized that members of the trauma team would find TVR educational and that anxiety would be low across all groups. An anonymous electronic survey was provided to nurses, trainees, and faculty during weekly multidisciplinary trauma performance improvement conference following each TVR activity. Surveys assessed perception of performance improvement and anxiety or apprehension (Likert scale: 1 "strongly disagree" to 5 "strongly agree"). We report individual and normalized cumulative scores (average of responses for each positive [n = 6] and negative [n = 4] question stem). We analyzed 146 surveys over 8 months, with 100% completion rate. Respondents were trainees (58%), faculty (29%), and nurses (13%). Of the trainees, 73% were postgraduate year (PGY) 1-3 and 27% were PGY 4-9. Of all respondents, 84% had participated previously in a TVR conference. Respondents reported an improved perception of resuscitation education quality and personal leadership skills development. Participants found TVR to be more educational than punitive overall. Analysis of team member types showed lower scores for faculty for all positive stemmed questions. Trainees were more likely to agree with negative stemmed questions if they were a lower PGY, and nurses were least likely to agree with negative stemmed questions. TVR improves trauma resuscitation education in a conference setting, with trainees and nurses reporting the greatest benefit. Nurses were noted to be the least apprehensive about TVR.

Understanding the negotiation and performance effects of idiosyncratic deals: Test of a moderated mediation model

Despite the prevalence of idiosyncratic deals (i-deals) as an adaptive strategy for the effective management of an increasingly diverse workforce, the drivers of these customized work arrangements and why they enhance mutuality in the employment relationship are not well understood. Drawing on an integration of social cognitive theory and resource-based perspective, we address these interrelated questions by proposing and examining a moderated mediation model of antecedents and outcomes of task and career i-deals. Multi-source and multi-wave data obtained from supervisors and employees in service and manufacturing organizations were used to test our hypothesized relationships. Results of multilevel path analysis reveal that both employee approach motive and supervisor political skill relate to i-deals. Furthermore, high-commitment HR system moderates the relationship between supervisor political skill (but not employee approach motive) and i-deals such that this relationship is stronger when high-commitment HR system is high but not low. Additionally, i-deals relate to service creativity but indirectly through personal skill development suggesting a potential human capital (relative to the predominantly motivational) explanation of the performance implications of i-deals. We discuss the implications of these findings for understanding and enhancing the effectiveness of negotiating and implementing i-deals.