Soft Skills Assessment Research Articles

Assessing key soft skills in organizational contexts: development and validation of the multiple soft skills assessment tool

Assessing key soft skills in organizational contexts: development and validation of the multiple soft skills assessment tool

Enhancing the hiring process: A predictive system for soft skills assessment

Human Resource Management faces the ongoing challenge of identifying top-performing candidates to enhance organizational success. Traditional recruitment methods heavily rely on assessing hard skills alone, overlooking the importance of soft skills in identifying individuals who excel in their roles. To address this, our paper introduces a novel predictive model that leverages Artificial Intelligence in the hiring process. By analyzing soft skills extracted from CVs, cover letters, websites, professional social media, and psychometric tests, the model accurately predicts potential candidates suitable for specific job roles. This system effectively eliminates poor hiring decisions, reduces time and effort, minimizes recruitment costs, and mitigates turnover risks. The implementation of our proposed model employs various predictive machine learning classifiers, with key input soft skills including creativity, collaboration, empathy, curiosity, and critical thinking. Notably, the Support Vector Machine classifier emerges as the top-performing model in terms of predictive accuracy

Development and validation of a higher-order thinking skills (HOTS) scale for major students in the interior design discipline for blended learning

Assessing and cultivating students’ HOTS are crucial for interior design education in a blended learning environment. However, current research has focused primarily on the impact of blended learning instructional strategies, learning tasks, and activities on the development of HOTS, whereas few studies have specifically addressed the assessment of these skills through dedicated scales in the context of blended learning. This study aimed to develop a comprehensive scale for assessing HOTS in interior design major students within the context of blended learning. Employing a mixed methods design, the research involved in-depth interviews with 10 education stakeholders to gather qualitative data, which informed the development of a 66-item soft skills assessment scale. The scale was administered to a purposive sample of 359 undergraduate students enrolled in an interior design program at a university in China. Exploratory and confirmatory factor analyses were also conducted to evaluate the underlying factor structure of the scale. The findings revealed a robust four-factor model encompassing critical thinking skills, problem-solving skills, teamwork skills, and practical innovation skills. The scale demonstrated high internal consistency (Cronbach's alpha = 0.948–0.966) and satisfactory convergent and discriminant validity. This scale provides a valuable instrument for assessing and cultivating HOTS among interior design major students in blended learning environments. Future research can utilize a scale to examine the factors influencing the development of these skills and inform instructional practices in the field.

THE AWARENESS OF UNCONSCIOUS BIAS

This article aims to investigate the tools used to eliminate partiality and bias in selection processes for young professionals in organizations, with an emphasis on the assessment of soft skills. The research has a qualitative character, with the technique of in-depth interviews. The authors interviewed five Human Resources professionals who participate in recruitment and selection processes, with a broad view of selection processes in different companies and segments. The results confirm that the selection processes are being adapted to increase the focus on the assessment of soft skills and the quest for increasing diversity within organizations.

Development of Instrument Soft Skill Assessment in Problem-Based Learning to Improve Students' Collaboration Skills, Communication Skills, and Social Skills

The research aims to produce the instrument soft skill assessment in problem-based learning that are valid, practical, and effective in assessing students' collaboration, communication, and social skills. This research uses the 4-D development model consisting of four stages: define, design, develop, and disseminate. At the define stage, a preliminary study is carried out in the form of a needs analysis and literature study, then the formulation of objectives. At the design stage, product determination is carried out, product design is created and the instrument soft skills assessment is designed. At the development stage, initial field tests are carried out in the form of expert validation, product revisions, main field tests to obtain data on the practicality and effectiveness of the product, then the final product is obtained. At the disseminate stage, product distribution was carried out on a large scale, but this research only reached the development stage due to limited research time. The research sample consists of tenth-grade students at SMA N 1 Padang Cermin, Lampung. Data collection techniques include methods such as self assessment questionnaires and documentation. Data analysis employs qualitative analysis with descriptive percentage for expert practitioner validation, effectiveness, and quantitative analysis using SPSS for effectiveness. The results of this study indicate that the instrument soft skill assessment in problem-based learning to improve students' collaboration, communication, and social skills in high schools are developed with theoretical, practical, and effective feasibility.

Interweaving employability skills in ESL/EFL university direct entry integrated assessment tasks: A systematic review

Integrated assessments are often used to measure English language readiness for university. As language assessment contexts are impacted by variables beyond the classroom, and technologised learners are increasingly striving to achieve “differentiated learning goals” (Peng et al., 2020, p. 88), the challenge is to design assessments that are more “person-centred” (Bensen, 2019, p. 60). One response is to interweave employability soft skills in English for academic purposes (EAP) direct entry program (DEP) integrated assessment. We conducted a systematic review of integrated assessment and soft skills assessment scholarship to inform integrated assessment design for supporting soft skills development in Australian university DEPs. The findings suggest that adopting a person-centred approach to the design and research of integrated assessments may more comprehensively support students’ students’ adaptive communication capacities for 21st century ambitions.

Objectivity by design: The impact of AI-driven approach on employees' soft skills evaluation

Engineers’ team collaboration skills are among software development's most important success factors. Existing Artificial Intelligence practices for the engineers' soft skills assessment mainly rely on evaluations of subjective data gathered through surveys, interviews, or observations. As a result, the insights gained by these methods are biased because of the subjective data people report. To overcome the challenge of subjectivity, we offer a novel objectivity-by-design approach for continuous AI-driven team collaboration skills analytics. The method analyzes the data from workstreams gathered from data repositories like Jira. Based on the study results, we conclude that this approach enables a continuous assessment of employees' team collaboration skills, provides more accurate insights, eliminates subjective biases, and helps uncover trends and deficits on individual and team levels. Understanding and recognizing employees' strengths and weaknesses can foster an organizational culture of growth and development. An improved organizational climate is expected to result in work satisfaction, engagement, and motivation, thus positively impacting employees, businesses, and society.

Self-assessment questionnaire development for soft skills competency and core value evaluations

Soft skills play a vital role for providing excellent customer service in the healthcare setting. This study aims to develop and assess the instrument validity and reliability before measuring the levels of soft skills competency and core value internalization on staffs at the Sultan Ahmad Shah Medical Centre @International Islamic University Malaysia (SASMEC@IIUM). A self-assessment questionnaire was developed through three phases. The first phase involved reviewing and identifying relevant literatures and existing soft skills assessment instruments through bibliographic searches and expert consultations. A conceptual model was then established based on the selected conceptual frameworks after determining all relevant soft skill domains. The second phase involved generating relevant items, removing duplicate or irrelevant items, and appraising the content validity by three experts. The third phase was data collection, wherein the finalized instrument was distributed to 32 staff of SASMEC@IIUM via google forms. The instrument reliability was investigated through internal consistency reliability or Cronbach’s alpha, with all items, except for the construct ‘gratitude’, achieving acceptable values by exceeding the threshold value of 0.7. Subsequently, two gratitude items were removed from the questionnaire. The current instrument and theoretical framework employed in the self-assessment questionnaire development are valid and reliable for the actual application.

Key interpersonal skills of a game warden as part an employee soft skills assessment from a commitment and performance perspective

Abstract The study presents an innovative, proprietary concept of identifying soft skills predisposing individuals to occupy a forestry position, along with the definition and discussion of key factors constituting the assessment criteria. The authors provide their individual perspective on the specific personality traits and attitudes relevant to the assessment of an employee's soft skills concerning their suitability for the given position. Six fundamental categories of skills and attitudes within the realm of soft skills for foresters were identified and proposed for evaluation. These categories included the following: Collaboration and information flow management: This category assessed the ability to effectively collaborate with other company employees and the sense of responsibility for achieving the team's goals. Special attention was paid to how information was communicated, facilitating planning, making changes and executing task effectively. Initiative and engagement: This category focused on the ability and willingness to seek and implement new solutions. It identified and proposed an assessment system for actions such as the forester's submission of new ideas and solutions to emerging problems, their engagement and identification with the company, their drive to improve existing work methods, and their adaptability to new tasks and working conditions resulting from changes. Shaping a positive company image: This category involved evaluating the attitude that leads to dignified and ethical representation of the company through appropriate appearance, behaviour and attitude. It encompassed aspects such as building strong relationships with customers, business partners and the company's environment, making agreements aligned with the company's interests and taking active steps to enhance the positive image of the forestry operation. Collaboration with external entities: This category analysed constructive actions defined as the interaction of the forestry district with external entities aimed at creating a favourable business climate for forestry operations. Independence and decision-making: In this category, competencies for independently managing the Forest District were discussed, without the need for direct supervision. The proposed assessment system considered the traits predisposing the forester to make quick and accurate decisions, anticipate their consequences, take personal responsibility for task execution and accept the consequences of their own or their team's work results. Developing subordinates: The final category analysed teamwork skills, with a particular focus on actions aimed at the systematic development of subordinates, recognising potential, and identifying areas for improvement and providing subordinates with opportunities to gain experience and enhance their qualifications and professional competencies. The assessment of the forester's soft skills in each category was based on a descriptive classification of their behaviour, which was assigned to five groups: unacceptable, below expectations, good, very good and outstanding. An illustrative description of employee behaviour facilitating their classification into one of these groups was developed for each evaluation category. The research results are presented in a Table 1, which shows the identified traits, the system for their identification (specified behaviours subject to assessment) and the assessment system. A rating system based on descriptive indicators was proposed to facilitate a homogeneous and repeatable employee assessment process, which is one of the fundamental elements of human resource management. In today's world, the concept of sustainable development is being replaced by efforts to sustain the system through its regeneration at the economic, social and sociological levels. Therefore, the presented concept of identifying and evaluating soft skills was compared with the principles of management in the Volatility, Uncertainty, Complexity, Ambiguity (VUCA) environment.

The Effect of Soft Skills on Academic Outcomes

Abstract This paper uses administrative data and a soft skill index integrating seven personality traits to examine the relationship between soft skills and academic outcomes. I exploit the timing of soft skill assessment and study the interaction between soft and cognitive skills in education production. The results show that soft skills are positively associated with academic outcomes. Soft and cognitive skills are both substitutes and complements in education production. The complementarity between both skills is asymmetric. Soft skills and returns to cognitive skills exhibit a U-shaped relationship, while returns to soft skills fail to show such a relationship with cognitive skills. Time-use data suggest that soft skills may have a causal effect on academic achievements, and increased study time is a mechanism through which soft skills affect these outcomes. Soft skills can reduce inequality in academic outcomes due to differences in cognitive ability. Investment in non-cognitive skills can be quite rewarding.

Elective Educational Course “Anthropology of Corporeality”: Soft Skills as a Part of Specialists’ Education at a Technical University

In recent years, there has been a discussion in Russian higher education about the introduction of additional self-development modules focused on the formation of critical thinking, emotional intelligence, self-presentation and intercultural communication skills, as well as other components of personal growth. It should be noted that most Russian universities and employers do not have a common standard for the soft skills development and assessment. The purpose of this work is to study the aspects of training students of engineering and humanitarian specialties in the process of their education at a technical university. The important role of universal (supra-professional) skills, also known as soft skills, is emphasized. The elective course “Anthropology of corporeality” developed by the author was tested in the largest Russian university – Saint Petersburg Polytechnic University of Peter the Great. The discipline contributes to the formation of a holistic understanding of the of intercultural, gender, emotional, non-verbal, social communication specific based on the universal competencies of higher education. The main methodological concepts of the course are based on the general logic of anthropogenesis, cultural genesis and sociogenesis, therefore this scientific problem is of a fundamental and humanitarian nature.

Unlocking the Healing Potential: Exploring the Imperative of Soft Skills in Physiotherapy Practice

Physiotherapy, as a vital pillar of healthcare, has evolved significantly, necessitating a broader skill set for its practitioners. In the present-day healthcare, patient-centred care is paramount, elevating soft skills to an indispensable dexterity for physiotherapy professionals. This research paper presents an analysis of primary data, shedding light on the importance of soft skills in the context of physiotherapy practice and academics. It focuses on how soft skills enhance patient outcomes, facilitate effective communication, and nurture therapeutic relationships. Soft skills encompass a spectrum of interpersonal and communication competencies, including empathy, active listening, and proficient communication, which are pivotal in establishing trust and rapport with patients. This paper explores how these skills contribute to heightened patient compliance, engagement and satisfaction. Through an analysis of primary data, this paper assesses the status of soft skills integration in physiotherapy education and practice. It identifies existing gaps and needs in the cultivation and assessment of soft skills among physiotherapy students and practitioners. Additionally, the paper provides recommendations for curriculum refinement and professional development programs to bridge these gaps based on the insights gained from the primary data. This research paper delves into the impact of soft skills on patient outcomes, drawing on empirical evidence from primary research. It explores the role of empathetic communication in pain mitigation, patient adherence to treatment regimens, and the overall quality of care delivered by physiotherapy practitioners. The primary data analysis reinforces the practical significance of integrating soft skills into clinical practice. In conclusion, this research paper highlights the evolving role of physiotherapy practitioners as patient-centred caregivers and advocates for the integration of soft skills in physiotherapy education and practice. It emphasizes the value of cultivating a comprehensive skill set that combines clinical expertise with robust interpersonal abilities to optimize patient care and overall well-being. As healthcare dynamics evolve, primary data analysis reaffirms the necessity of nurturing soft skills among physiotherapy professionals to meet the evolving needs and expectations of patients in the 21st century.

Developing and Validating a Soft Skills Assessment Scale for Psychoeducational Assessment

There are concerns that soft skills assessment has been conceptualized within the Western context and may not reflect the indigenous African worldview. Without relevant soft skills assessment contextualized in the African cultural cosmology, there is a limitation in assessing African conceptions of abilities. The purpose of this study was to identify relevant soft skills for secondary/high school students and develop a scale relevant for assessing soft skills in Botswana. An exploratory sequential mixed methods design was used to explore the perceptions of 23 education stakeholders on relevant soft skills for secondary students through in-depth interviews. The qualitative findings were used to develop a 63-item Soft Skills Assessment Scale which was administered to a sample of 306 senior secondary school students selected from three educational regions in Botswana. Exploratory factor analysis was conducted to assess the latent factor structure of the scale. Through principal component analysis, four factors were extracted with underlying 38 items. However, a confirmatory factor analysis confirmed a four-factor model (Perseverance, Civic virtue, Teamwork, and Communication) based on a final 14-item scale with Cronbach’s alphas above .60 and Cronbach’s alpha of .82 for the entire scale. Convergent and discriminant validities of the scale were within an acceptable range. The key contribution of this study was the development of a psychometrically valid and reliable Soft Skills Assessment Scale (SSAS) in the context of Botswana.

Assessment of Soft Skill Learning Model Instruments in Interpersonal Relations of Economic Education Students

The purpose of this research and development was to produce a product of Soft Skills Model Assessment Instruments regarding interpersonal relationships of economic education students and to know the characteristics of the soft skills learning model assessment instruments related to interpersonal relationships. The feasibility of the Soft Skills Model assessment instrument is assessed based on the level of validity of the experts regarding the draft soft skills instrument of economics students. The data collection instruments used included expert validation sheets, student response questionnaires, assessment sheets and observation sheets. The research method used in the development of the Soft Skills Model Assessment Instrument regarding the interpersonal relationships of economic education students was research and development referring to the ADDIE model developed by Lee and Owen. Several stages that will be carried out in this research and development are (1) Needs Analysis, (2) Soft skill instrument development design, (3) Soft Skill instrument development, (4) Soft skill instrument evaluation model implementation, (5) and Model Evaluation Soft skill assessment instrument for economic education students. The findings of this research and development from instrument experts on the assessment instrument for the soft skills learning model of economic education students concluded the validation of the experts who stated that it was very valid with an average percentage score of 86.36%. Then it is also shown that the results of small groups and student responses of 86.52% are included in the very good category.

The Result Soft and Hard Skills Assessment on Vocational Skills of Children with Mild Intellectual Disabilities at The Liwet Instant Company 1001 Garut

In preparing graduate children with mild intelligence barriers who are ready to work, of course, it requires an initial description of the child's condition in vocational skills in the aspects of soft skills and hard skills according to the demands of the world of work that are targeted, teachers can do this through an assessment process. This research method uses the mixed method method. The purpose of this study was to determine the child's profile, including a description of the child's potential, barriers and needs. The results of this study included child profile data which were processed using quantitative data and qualitative data on 5 aspects of soft skills, 2 basic development and 7 aspects of hard skills. The results of the assessment showed that there were aspects of soft skills that still needed to be optimized in interpersonal behavior with a score of 56%, while in the hard skills aspect there were aspects of milled rice processing with a score of 55% which still needed to be optimized as well as skills, especially skills in weighing rice. The results of this assessment were used as the basis for creating a work readiness vocational program at the Garut 1001 Instant Liwet Rice Company.

Gamification and Soft Skills Assessment in the Development of a Serious Game: Design and Feasibility Pilot Study.

The advent of new technologies has had a profound impact on the labor market, transforming the way we work and interact with each other. With the rise of digital tools and platforms, gamification has emerged as a powerful technique for enhancing productivity and engagement in various fields, including human resource management. In particular, gamification has been found to be effective in developing and assessing soft skills, which play a critical role in determining the success of individuals, teams, and organizations. We present a serious game that identifies the most sought-after skills in the job market and offers feedback, and we provide a set of guidelines for the creation of serious games. We present the serious game Among the Office Criticality (AOC). The AOC game structure involves a set of sequence analysis techniques, which is known as process mining. The pilot study findings indicate that the game is both engaging and beneficial to subjects, suggesting that the results align with current theoretical perspectives. Furthermore, the study suggests that the obtained data can be extended to the broader population. This study illustrates a serious game structured according to the needs of the labor market and developed to put the user at the center, using evaluation techniques consistent with the literature, with the aim of constituting an interdisciplinary approach suitable for adequately assessing users and creating value for them.

Development and Validation of the Athletic Training Student—Soft Skills Assessment Instrument

Context Education of athletic training students should include the acquisition of soft skills. Evaluation of soft skills is important but challenging. Multisource performance reviews can provide students with feedback from different viewpoints, which can be used to promote self-awareness and encourage reflection. Objective To develop and validate a new multisource soft skills assessment tool for master’s level professional athletic training students. Design Cross-sectional study. Setting Web-based questionnaires. Patients or Other Participants Nineteen participants evaluated the instrument for face and content validity. These participants included 5 athletic training educators, 7 athletic training preceptors, and 7 students currently enrolled in a graduate-level, Commission on Accreditation of Athletic Training Education-accredited athletic training education program. Participants in the first pilot test included 22 students, 22 preceptors, and 3 instructors. Participants in the second pilot test included 28 students, 32 preceptors, and 3 instructors. Data Collection and Analysis A 3-stage process was used to develop and validate the instrument. The process included a literature review and formation of 65 survey items organized into 11 themes. Questions were reviewed by students, preceptors, and instructors. Responses were analyzed using content validity ratio to help identify items needing revision, deletion, or substitution. All open responses were considered. Based on results, 1 question was removed, and 2 questions were updated to improve clarity. The updated Athletic Training Student—Soft Skills Assessment instrument includes 64 questions. In the final stage, reliability analysis was conducted on 2 samples. Internal consistency was examined with Cronbach α and interitem correlations. Results Using a rigorous content validation approach provided evidence that the instrument was comprehensive, clear, and complete enough to establish the tool’s credibility in the preliminary stages. Conclusion(s) The outcome of this study is a multisource soft skills assessment tool that can provide students with formative feedback.

Exploring the Importance of Emotional Intelligence Training Programme on Soft Skills: A Randomised Controlled Trial

Abstract Aim: This study aimed to develop an emotional intelligence (EI) training programme and test its effectiveness on soft skills amongst nursing students. Methods: A randomised controlled trial was used in this study. The study enrolled a total of 100 nursing students from Saraswati Nursing Institute in Kurali. A total of 50 participants were chosen at random to a 5-day, 1.5-h EI training programme (EITP), while the other 50 were assigned to a control group that received no intervention. The EI scale and the Soft Skills Assessment Scale were used to examine the intervention’s impact. At the beginning (pre-test) and ending (post-test) of the research, the effectiveness of the training programme in the experimental and control groups was assessed. The CONSORT statement was used to perform this research. Results: The post-intervention mean soft skills score was higher amongst nursing students in the experimental group than in the control group, i.e. P ≤ 0.05. Conclusion: EITP is an effective tool for improving soft skills. Thus, the relevance of soft skills was underlined in this study, and applying the EITP programme may be the best approach for improving soft skills amongst nursing students.

Student Perceptions of Soft Skills Multisource Feedback in a Professional-Level Athletic Training Program

Purpose: A new multi-source soft skills assessment tool and process was used in an entry-level masters of science in athletic training education program. The goal was to provide students with individualized feedback related to soft skills that would serve to facilitate improvement and growth. The feedback process included self-reflection, goal-setting, and follow-ups. This study aims to examine athletic training student’s perceptions of a new, multisource soft-skills assessment process and the feedback they received. Methods: A convenience sample of 27 students enrolled in a graduate-level, CAATE-accredited athletic training education program participated in the study. At the beginning of a semester participants received an individualized multi-source soft skills feedback report based on data collected the previous semester using the Athletic Training Student - Soft Skills Assessment (ATS-SSA) instrument which includes 11 soft skill themes. Participants completed 1 survey designed to assess initial impressions of the feedback and 2 assignments focused on reflection and goal setting. One week before the end of the term, students completed a second survey to assess final impressions. Surveys included Likert scale and open response questions. Results: The process and feedback were viewed favorably. Feedback was considered fair, useful, and easy to understand. Participants recognized benefits from receiving multi-source feedback from credible evaluators. The majority of participants indicated a willingness to invest in efforts to improve. Conclusions: Preliminary findings suggest that the ATS-SSA Instrument and associated feedback process can provide worthwhile and beneficial feedback to athletic training students.

Developing a New Tool for International Youth Programs

Abstract: We developed and evaluated the YouthPower Action Youth Soft Skills Assessment (YAYSSA), a self-report soft skills measure. The YAYSSA targets 15- to 19-year-old youth in lower resource environments. In Study 1, we identified 16 key constructs based on a review of those associated with positive youth outcomes in sexual and reproductive health, violence prevention, and workforce success. We adapted promising items measuring those constructs from existing and openly available tools. We conducted cognitive interviews with 50 youth from six schools in Uganda, for wording and response formats, leading to a first draft tool. In Study 2 we administered that tool to N = 1,098 youth in 59 schools in Uganda. Confirmatory factor analyses did not support the hypothesized 16-factor structure, but exploratory factor analyses suggested a four-factor solution (Positive self-concept, Higher-order thinking skills, Social and Communication skills, and Negative self-concept). In Study 3, a revised tool was administered to Uganda youth ( N = 1,010, 59 sites). After cognitive testing with 45 youth in Guatemala, the tool was administered to youth ( N = 794; 59 sites) in Guatemala once, then 5 months later, with a mixture of retested and new participants ( N = 784; 67 sites). Factor analytic results supported the four-factor structure with 48 retained items and indicated that the instrument was reliable by internal consistency and test-retest correlations. The instrument correlated with demographic variables and outcomes in expected directions. We found evidence for measurement invariance across country, country and gender, country and socioeconomic status, and time. We discuss implications for scale validation and use in future research.