Soft Skills of Czech Graduates

Abstract

Finding a job is easier for people who are better equipped with soft skills, as they are more productive. Therefore, this article deals with the evaluation of soft skills of graduates from Czech public universities. The results show that the same soft skills are required from university graduates as from the population as a whole (only problem solving is more pronounced with them), but the required level of these skills is 42% higher in the case of graduates. Unfortunately, employers perceive the level of graduates’ soft skills insufficient as their level is by 16.46 to 31.15% lower than required. A more detailed analysis showed that, in terms of the development of soft skills, Czech universities provide a very homogenous service. Graduates of universities have nearly the same level of soft skills, while they can also identify similar strengths and weaknesses. These findings suggest that Czech universities should pay more attention to the systematic development of soft skills.

A Importância Dos Soft Skills Nas Descrições Das Vagas De Gerente De Projetos De Ti

“…Nesse aspecto, é possível citar Ahmed et al (2012), que definem soft skills como habilidades ligadas aos traços da personalidade e às atitudes do indivíduo e que dirigem o seu comportamento. Comunicação, cooperação, liderança, independência e criatividade são exemplos de soft skills para Balcar et al (2018).…”

Forming Of Students’ Ethical Leadership Under The Condition Of Glocalization

“…This is due to the requirements for their skills and availability of opportunities for selfexpression in the University campus. Czech researchers Balcar, Šimek and Filipová (2018) emphasize that there is a difference between required level of soft skills for University graduates and for the general population: "…required level of these skills is 42% higher than that of the general population (the percentage of individuals who should have these skills at the highest levels is nearly 3 times higher in the case of University graduates)" (p. 58).…”

FORMING SOFT SKILLS OF UNIVERSITY STUDENTS BY MEANS OF ACADEMIC ROLE-PLAYING GAMES AT FOREIGN LANGUAGE CLASSES.doc

“…In 2010 in the United Kingdom of Great Britain and Northern Ireland, Slovenia, Romania and Austria the results of some studies, which analyzed the quality of the graduates' labor market and their ability to meet the needs of employers, were published (Andrews & Higson, 2010). Similar studies were carried out by Sisson and Adams (2013); Mardis et al (2018); Gale et al (2017); Balcar et al (2018); Pang et al (2018). In the study by Cobb et al (2015) they share the experience of creating an association of graduates who, during the first year after graduation from the university, realized at their first workplace that there were no soft skills formed during their studies, despite good substantive training.…”

“…In recent years, universities have increasingly attracted employers to the educational process and work with students. This is a consequence of the fact that when studying the opinion of employers about the level of training of graduates, it is said that even young employees, who know their subject matter, are not ready to solve practical professional tasks (Robles, 2012;Andrews and Higson, 2010;Gale et al, 2017;Balcar et al, 2018;Bartel, 2018;Kaburise, 2016;Callier et al, 2014;Dorozyński et al, 2016).…”

“…Studies in the field of soft skills are still carried out. The subject of the study is the diagnosis and evaluation of soft skills (Balcar et al, 2018;Mohamed et al, 2017;Brooks et al, 2018;Devedzic et al, 2018); the use of various approaches, methods and techniques, for example, interdisciplinary design work (Vogler et al, 2018), group work (Al-Araidah et al, 2018;Chasidim et al, 2018;Brooks et al, 2018;Yehia & Gunn, 2018;Espey, 2018;Kusumoto, 2018); the development of some certain skills, for example, collaboration skills (Kaburise, 2016;Al-Araidah et al, 2018), critical thinking (Espey, 2018), etc.…”