Which Are Harder? Soft Skills or Hard Skills?

Pieterse, Vreda; Eekelen, M.C.J.D. van

doi:10.1007/978-3-319-47680-3_15

Cited by 9 publications

(5 citation statements)

References 13 publications

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“…An article on this topic is called “Which are more difficult? Soft skills or hard skills?” prepared by Pieterse and Van Eekelen [ 75 ], who detail a number of technical skills and professions fundamental to students' success in their software development career; the authors conduct studies aimed at understanding students' concerns about strengthening these skills. They show their techniques to highlight skills gaps and thus intervene and propose review processes.…”

Section: Resultsmentioning

confidence: 99%

Soft skills in personnel training: Report of publications in scopus, topics explored and future research agenda

Espina-Romero¹,

Franco²,

Conde³

et al. 2023

Heliyon

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Section: Resultsmentioning

confidence: 99%

Soft skills in personnel training: Report of publications in scopus, topics explored and future research agenda

Espina-Romero¹,

Franco²,

Conde³

et al. 2023

Heliyon

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“…This high failure rate of software projects has led to intensive research on mitigating the failure of software projects [3]. Building successful software development projects does not only entail technical aspects but also the people that are involved in developing the particular software [4]. The performance of people are affected by external factors such as stress and internal factors such as cognitive ability [5], but the literature about connection between personality and performance is overlooked.…”

Section: Literature Reviewmentioning

confidence: 99%

How personality diversity influences team performance in student software engineering teams

Pieterse

Leeu

Eekelen

2018

2018 Conference on Information Communications Technology and Society (ICTAS)

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This publication is distributed under the terms of Article 25fa of the Dutch Copyright Act (Auteurswet) with explicit consent by the author. Dutch law entitles the maker of a short scientific work funded either wholly or partially by Dutch public funds to make that work publicly available for no consideration following a reasonable period of time after the work was first published, provided that clear reference is made to the source of the first publication of the work. This publication is distributed under The Association of Universities in the Netherlands (VSNU) 'Article 25fa implementation' pilot project. In this pilot research outputs of researchers employed by Dutch Universities that comply with the legal requirements of Article 25fa of the Dutch Copyright Act are distributed online and free of cost or other barriers in institutional repositories. Research outputs are distributed six months after their first online publication in the original published version and with proper attribution to the source of the original publication.You are permitted to download and use the publication for personal purposes. Please note that you are not allowed to share this article on other platforms, but can link to it. All rights remain with the author(s) and/or copyrights owner(s) of this work. Any use of the publication or parts of it other than authorised under this licence or copyright law is prohibited. Neither Radboud University nor the authors of this publication are liable for any damage resulting from your (re)use of this publication.If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the ma terial

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“…Researchers have identified that any workplace skill requires a combination of hard and soft skills ( van der Vleuten et al 2019 ; Lyu and Liu 2021 ). They have also elucidated that there are shared components between hard and soft skills which could be seen as the bridge between them ( Pieterse and Van Eekelen 2016 ; Kuzminov et al 2019 ). This presents an interesting opportunity for educators and trainers to develop individuals in an integrated manner, allowing for an understanding of both technical and non-technical components of skills.…”

Section: Introductionmentioning

confidence: 99%

Reconciling Hard Skills and Soft Skills in a Common Framework: The Generic Skills Component Approach

Lamri

Lubart

2023

J. Intell.

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The distinction between hard and soft skills has long been a topic of debate in the field of psychology, with hard skills referring to technical or practical abilities, and soft skills relating to interpersonal capabilities. This paper explores the generic composition of any skill, proposing a unified framework that consists of five distinct components: knowledge, active cognition, conation, affection, and sensory-motor abilities. Building upon previous research and theories, such as Hilgard’s “Trilogy of Mind”, the generic skill components approach aims to provide a comprehensive understanding of the structure and composition of any skill, whether hard or soft. By examining these components and their interactions, we can gain a more in-depth understanding of the nature of skills and their development. This approach has several potential applications and implications for various fields, including education, training, and workplace productivity. Further research is needed to refine and expand upon the generic skill components theory, exploring the interactions between the different components, as well as the impact of contextual factors on skill development and use.

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Which Are Harder? Soft Skills or Hard Skills?

Cited by 9 publications

References 13 publications

Soft skills in personnel training: Report of publications in scopus, topics explored and future research agenda

Soft skills in personnel training: Report of publications in scopus, topics explored and future research agenda

How personality diversity influences team performance in student software engineering teams

Reconciling Hard Skills and Soft Skills in a Common Framework: The Generic Skills Component Approach

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