Personality traits and other psychological variables have been found to influence the use of technology as well as group functioning and effectiveness. In this study it is hypothesized that the Big Five Inventory (BFI) personality traits and psychological variables are related to teachers' willingness to incorporate ICT into their teaching practices, as well as to within group interactions and outcome. The study employs a pre-and post-intervention research design, consisted of a training program in ICT in Education offered to a sample of 109 undergraduate trainee teachers which was divided into experimental (homogenous & heterogeneous) and control groups based on their personality traits and psychological characteristics, in order to examine the significance of these traits' configuration in work groups, their intention to incorporate ICT into their future teaching practice and the quality of within group cooperation. Preliminary results revealed individual differences concerning gender and anxiety as well as group differences in favour of heterogeneous groups.
Migration flows are steadily increasing worldwide. Especially in Europe, the percentage of immigrants from third countries generally ranges from 9% to 17%. As one of the main factors that plays an important role in the overall integration of migrant groups in host countries is their ability to work, there is an emerging need for effective policies and mechanisms to identify and certify skills and qualifications of migrants, asylum seekers and refugees in order to enable them to integrate effectively into the labor market.Many existing skills frameworks at European and international level emphasize the importance of cognitive skills as well as non-cognitive skills, attitudes and also the crucial role of personality traits that determine the success and employability of the workforce. A framework for universal skills is proposed based on a thorough literature review of the existing international frameworks and of the skills and competencies required to integrate into the labor market. In addition, a field survey with a structured questionnaire was conducted with both employers and migrant groups, to capture the views of both on the selected skills included in the framework and to confirm the extent to which those skills are considered important towards the labor market integration of migrant groups in the host countries.The results of the research highlighted on one hand the importance of hard skills required to perform a task and on the other hand the soft skills that are of particular importance regardless of the profession. Moreover, a high majority of both groups stated that skills profiling and online assessment tools that matches skills with labour market needs would be valuable in recruiting procedures.
As the number of migrants arriving in Europe increases, host societies face the challenge of supporting their smooth integration, respecting their needs and recognizing their competencies. A key element for their new life is their integration in the labour market. This paper presents a platform which offers a set of tools that has been developed to support migrants to find their way into the labour market in EU countries. This set includes tools for skill assessment, artificial intelligence tools providing recommendations for jobs that match their personal skills and needs, tools for suggesting training paths and options to empower their candidacy, and easy-to-use tools for creating their CV/portfolio. We focus on the evaluation of this platform in real life settings in two countries (Greece and Spain), which is part of our co-creation approach. The results are very promising and show the satisfaction of the migrants. Additionally, they provide valuable insights for both those that develop such tools and those that can use them in their work/activities with the migrants (such as the non-governmental organisations and host authorities).
In the new context of transitional, mobilised and globalised labour markets, an urgent need has emerged for meaningful assessment tools, methods and techniques to measure and recognize the workers’ skills. This paper aims to present a novel approach in skill assessment developed under NADINE H2020 project, the indirect skill assessment, as an alternative or supplement to the traditional selection methods. AI technology is utilised to facilitate the indirect skill assessment via two agnostic content serious games (Tetris and 2048), based on the evaluation of an individual’s performance in playing a game outside a situational judgement test (SJT) context. Novel datasets have been developed, comprised of game sessions and the corresponding skill assessments of the players through validated psychometric questionnaires, which were the basis for the algorithm training that would provide the estimation of a player’s skillset. The trained neural models for both games proved to have strong skill assessment capabilities, indicating that there is indeed a correlation between a person’s action sequence and his/her different skills.
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