Developing Soft Skills in Students

Wats, Rakesh K.; Wats, Meenu

doi:10.18848/1447-9494/cgp/v15i12/46032

Cited by 115 publications

(96 citation statements)

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“…All types of organizations consider human resources as their key asset, which plays a critical role in organizational performance and success. Most employers are likely to hire, retain and promote persons who are dependable, resourceful, ethical, having effective communication, self directed, willing to work and learn, and having positive attitude [1]. Employers usually prefer to see a fine blend of competencies in their staff and, in addition to discipline-based knowledge and skills, adequate levels of soft skills are considered desirable for moving forward in the career [2].…”

Section: Introductionmentioning

confidence: 99%

Importance of Soft Skills for Education and Career Success

Majid¹,

Li-ming²,

Shen³

et al. 2012

IJCDSE

109

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Section: Introductionmentioning

confidence: 99%

Importance of Soft Skills for Education and Career Success

Majid¹,

Li-ming²,

Shen³

et al. 2012

IJCDSE

109

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“…To create the conditions for teachers to change their current practices, coaches must establish, foster, and maintain trusting relationships with teachers (Cornett and Knight, 2008;Netolicky, 2016;Patti et al, 2015;Tschannen-Moran and Tschannen-Moran, 2010). The ability to understand and manage one's own emotions and the emotions of another, referred to as emotional intelligence (EI), influences how individuals listen, communicate, and get along with others (Wats and Wats, 2009). In this study, we explored whether coaches improved their EI by participating in a coach training program designed, in part, to support the development of participants' empathy and listening skills.…”

mentioning

confidence: 99%

“…To be successful, coaches must be tactful, compassionate, and sensitive to teachers' needs. Hence, educators need to develop EI as an essential skill for coaches as well as for the teachers they coach ( Justice, 2010;Wats and Wats, 2009). Soft skills include both self-empathy, an awareness of one's own feelings and needs, as well as empathy toward others' feelings and needs (Nicolaides, 2002 been grouped together in the concept of EI (Goleman et al, 2002).…”

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confidence: 99%

Cultivating the emotional intelligence of instructional coaches

Tschannen‐Moran

Carter²

2016

IJMCE

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.*Related content and download information correct at time of download. Purpose -The purpose of this paper is to explore whether the emotional intelligence (EI) of instructional coaches could be improved with training, as well as how instructional coaches perceived the relevance of EI to their success as coaches.Design/methodology/approach -This mixed-method study was conducted in two phases. The quantitative phase examined pre-and post-test EI scores of 90 instructional coaches who completed a 20-hour coach training intervention designed to improve the coaching skills of educators working with teachers to improve their instruction. Of the nine instructional coaches interviewed for the qualitative phase, four had increased their EI scores while five had decreased. The study took place primarily in the USA, with two participants in the survey portion from countries outside the USA. Findings -Statistically significant increases for EI were found in the full sample. Among the 44 instructional coaches who enrolled on the training course voluntarily, there were significant improvements in total EI, both the interpersonal and interpersonal composites, and all five subscales (i.e. self-awareness, self-regulation, motivation, empathy, and social skills). The mean EI scored for the 46 coaches who were required to take the training did not increase. The themes that emerged from the interviews were increased awareness, improved listening, enhanced empathy, a focus on strengths, and the role of EI in success as instructional coaches.Research limitations/implications -Future research might examine the duration, intensity, and format of training that successfully increases EI scores. For example, comparing face-to-face formats with distance formats, such as the one used in this study, might yield interesting findings. This study would have been strengthened by the inclusion of a control group that received no training.Practical implications -Both quantitative and qualitative analyses provided evidence that EI can be improved through training; thus, such training could be incorporated into initial preparation and ongoing professional development for educators. The differential outcomes for those who v...

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“…Soft skills account for as much as 70% to 85% of an individual's success, whereas hard skills or technical knowledge contribute only for the remaining 15% to 30% (Klaus, 2010;Watts, M. & Watts, R. K., 2008). Hard skills and experience alone are not enough for the ingress and escalation in the job roles in business.…”

Section: The Significance Of Soft Skills In Business Education and Comentioning

confidence: 99%