A Soft Skills Training Model for Executive Education

Massaro, Maurizio; Bardy, Roland; Garlatti, Andrea

doi:10.1057/9781137555410_14

Cited by 11 publications

(12 citation statements)

References 61 publications

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“…The new university curriculum will impact the employability skills of graduating students and will improve their chances for professional development in a turbulent business environment. These results are in concordance with the findings of other researchers concerned with developing generic or soft skills in universities (Bedford et al , 2016; Bedwell et al , 2014; Chan, 2010; Faherty, 2015; Hande et al , 2015; Massaro et al , 2016).…”

Section: Discussionsupporting

confidence: 92%

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Students’ perception on developing conceptual generic skills for business

Brătianu

Vătămănescu

2017

VJIKMS

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Purpose The classical approach of teaching and learning mostly based on knowledge transfer is questionable as knowledge life cycle is shortening and new type of jobs appear every day with new knowledge request. In this vein, the purpose of this paper is to investigate how to switch the focus from learning knowledge to learning generic skills liable to help future professionals to think and learn by doing. Design/methodology/approach The research is based on a 30-item questionnaire that was addressed to over 500 students involved in management and business undergraduate and graduate programs from two well-reputed Romanian universities. Three hundred and forty questionnaires were filled in and processed using SPSS, version 19. Additionally, a factorial analysis was performed, with a view to extract the most important factors that are involved in developing generic skills in university programs. Findings Results demonstrate that most of the students from the undergraduate programs prefer the classical approach – less implication and responsibility in doing a harder conceptual work – while most students from the master programs are open to the new perspective of learning to learn, namely, to developing generic skills. Research limitations/implications In the new turbulent business landscape, universities face a significant change in teaching their students. Although the research adds to the value of the extant literature on generic skills (also known as core skills), it is mainly focused on a Romanian sample, thus reflecting a context-based perspective. Originality/value The current study provides a preliminary insight into the perception of Romanian students about developing generic skills and into their readiness to assume the role of main actors in the learning process.

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Section: Discussionsupporting

confidence: 92%

“…Moreover, developing generic skills reveals new “connections between personal learning and organizational learning” (Senge, 1999, p. 8). Although soft skills are gaining a growing interest in literature and praxis, studies by Massaro et al (2016, pp. 236-237) show that:…”

Section: Introductionmentioning

confidence: 99%

Students’ perception on developing conceptual generic skills for business

Brătianu

Vătămănescu

2017

VJIKMS

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“…Soft skills have been defined as “a cluster of personal qualities, habits, attitudes and social graces that make someone a good employee and a compatible co-worker” (Lorenz, 2009), and are synonymous with core skills, key competencies and personal skills (Gibbons and Lange, 2000). Employers are interested in these soft skills obtained by employees through work experience, rather than just degree-specific knowledge (Raybould and Sheedy, 2005), since soft skills enable employees and executives to promote change in organizations and to discover innovative approaches and solutions with increasing potential to improve the organization performance (Massaro et al , 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Determinants of behavioral intentions towards a professional certification scheme at European level

Ruiz‐Molina

Saura

Berenguer‐Contrí

et al. 2019

EJTD

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Purpose The purpose of this paper is to analyze the effect of candidates’ perceptions of the attributes of a professional certification scheme based on competences, as well as personal factors, that may influence in the behavioral intentions toward such certification program, i.e. intention to participate in the certification process and willingness to pay for the certificate. Design/methodology/approach Based on a survey of 2,630 professionals about the “Certified Professional” program in eight European countries, the influence of the perceived attributes of the certification program and the personal characteristics of the potential candidates on their behavioral intentions are analyzed. Findings Difficulty and fairness of the certification process, credibility, innovativeness, international recognition and future usefulness of the professional certificate influence positively on the candidate’s likelihood of applying for being certified and the willingness to pay. Young professionals not holding a university diploma show high probability to participate in the certification process and intention to pay for the certificate. Practical implications Promotional efforts to launch a professional certification scheme should concentrate in creating strong associations of the certificate with the notions of international prestige, credibility and usefulness to enhance employability and professional growth. Segmentation criteria to increase communication effectiveness are defined. Originality/value In recent years, there has been a proliferation of professional certification programs in competences, and literature has advocated the need to investigate the perceived value of such systems in terms of benefits and barriers perceived by potential applicants for accreditation. The present paper aims at addressing this research gap.

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“…"Soft skill acquisition among the executives stimulates the discovery of effective approaches and solutions and innovation with increasing potential to improve the organization wellbeing" (Massaro et al, 2016). In fact, some managers have misconceptions about soft skills itself ,therefore, this study will explain the main soft skills are extensively important to the leaders in higher education institutions:…”

Section: Soft Side Of Leadership In Educationmentioning

confidence: 95%

Leadership Soft Skills in Higher Education Institutions

Aldulaimi¹

2018

SSLEJ

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This study aims to explore the leadership soft skills are necessarily needed for leaders in universities from the views of the experienced leader in higher education institutions. For decades, the focus of management and leadership was on technical skills, i.e., the so-called "hard skills". Technical skills are critical to perform effectively within an organization. Nowadays, employees also need leaders with critical soft skills. These soft skills are more generic in nature and are the keys towards effective performance across job categories. The main purpose of this study is to answer the main question which is, what are the soft leadership skills required in higher educational institutions? Then, explain and interpret the implementation of the nine components of leadership soft skills, namely social power, trust, mentoring and coaching, prepare successions, supporting, intelligence, emotional intelligence, inspirational and cultural and diversity awareness. This study employed in-depth observation with long experience in higher education leadership. Then, discuss on the effectiveness of the implementation of soft skills development. Findings prove the importance and value of leadership soft skills in higher educational institutions. Additionally, provide information to assist administrators in developing high-quality interpersonal relationships with their associates and support staffs.

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A Soft Skills Training Model for Executive Education

Cited by 11 publications

References 61 publications

Students’ perception on developing conceptual generic skills for business

Students’ perception on developing conceptual generic skills for business

Determinants of behavioral intentions towards a professional certification scheme at European level

Leadership Soft Skills in Higher Education Institutions

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