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Young Ninja Group (ages 3-5)

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Eli Anderson
Eli Anderson

Mastering Personal And Interpersonal Skills Mas...


If you are not sure whether you need to work on your interpersonal skills, or which particular areas to target, you may find it helpful to take our Interpersonal Skills Self-Assessment to discover your strengths and weaknesses in this area. This will allow you to focus on particular areas that need further development.




Mastering Personal and Interpersonal Skills Mas...



Sometimes this is referred to as personal development, but that term is also used for a more formal process, of goal-setting, action and reflection. Whether you choose to make your learning process formal or informal, there is no question that the modern world requires all of us to continually update and revise our skills.


There are, inevitably, a wide range of skills that could be useful to employers. Each of us also has our own personal range of skills, and we therefore can each make a unique contribution to any organisation. Learning to recognise and use your skills appropriately is essential.


Overcoming the fear and insecurity of speaking in public increases self-confidence. It proves also that we can face our fears and overcome them. In addition, practising oratory involves a continuous improvement of oral communication skills. And as we are aware of this improvement, our confidence will improve just as personal satisfaction.


For the program description on LinkedIn, please use the following: Negotiation Mastery is an 8-week, 40-hour online certificate program from Harvard Business School. Negotiation Mastery prepares students to close deals that might otherwise be dead-locked, maximize value creation in agreements, and resolve differences before they escalate into costly conflicts. The program provides both an analytical toolkit and interpersonal techniques for dealing effectively with different bargaining styles and tactics. Negotiation Mastery was developed by leading Harvard Business School faculty and is delivered in an active learning environment based on the HBS signature case-based learning model.


Sharpen your skills. Upgrade your career. Find the right learning path for you, based on your role and skills. Take part in hands-on practice, study for a certification, and much more - all personalized for you.


By mastering the enduring principles that underlie financial markets, MSF students broaden their career opportunities and make names for themselves in their fields. Our program emphasizes financial analytical skills that students can bring to workplaces in corporate finance, asset management, and investment banking.


Skills, abilities, values. Most people choose careers consistent with their own ability profile. They are motivated to find the kind of work activities which they can do best. The aim of this Skills Profile is to help you assess which of your personal skills are the most important to you and to review the career implications of your skill profile. When you have completed your scores, you can see which group of occupations match your main skills.


Therefore, students in both compulsory and further education need to be trained in these skills if they are to become graduates capable of competing in the variety of situations they may come up against in the workplace (Ali et al., 2017). Following this line of research, several works have tried to identify the most relevant soft skills that the job market demands from the point of view of students and company supervisors. Durán-Aponte and Durán-García (2012) highlight the relevance of ethical commitment, personal skills, teamwork and professional responsibility. Clemente-Ricolfe and Escribá-Pérez (2013) include analysis capacity, problem solving and teamwork. Freire et al. (2011) confirm that the most valued skills in the job market are responsibility, learning capacity, motivation, concern for quality and teamwork. Accordingly, we can observe that the common denominator of this research is that teamwork is one of the key soft skills that students have to acquire for their future professional success.


Furthermore, soft skills may contribute to their success in many academic and personal situations. The evidence has demonstrated that soft skills promote a series of tangible benefits for health, welfare, relationships, education and work. Given the variety of soft skills, we have turned to the systematic reviews in this area to determine which are the most frequently cited in education and the professional sphere (Gates et al., 2016; Lippman et al., 2014). Thus, we have observed that the highest valued soft skills by employers are integrity, communication, courtesy, responsibility, social skills, positive attitude, professionalism, flexibility, teamwork, creativity and work ethic.


Rodríguez-Gómez et al. (2018) analyse ten essential competencies in Spanish university students, including teamwork. They found significant differences in six of these competencies, indicating that women obtain a higher average score than men in five of the six competencies, teamwork being one of them. They emphasise the greater degree of statistical significance in the difference of means in teamwork competence. Al-Alawneh et al. (2011) investigate whether there are statistically significant differences in teamwork skills ratings in Jordan university students. For this purpose, they analysed six competencies related to teamwork (coordination, decision-making, leadership, interpersonal development, adaptability, and communication) and reported significant differences in communication skills and interpersonal development, the latter showing a higher average score in the case of women. Other studies also highlight gender differences in specific teamwork skills, although they do not clarify if those differences favour men or women. In this sense, Ilias et al. (2012), in a Malaysian context, or Al-Alawneh and Ashour (2011) for graduates of career and technical education institutions in Jordan, study the same six teamwork skills as Al-Alawneh et al. (2011). The former revealed significant differences between genders regarding adaptability and leadership, whilst the latter found significant differences in coordination, communication and interpersonal development.


Hypothesis 1, evidenced in Table 3, which established a relationship between teamwork skills and gender, is accepted. We find that the male students score higher in leadership, whilst female students score higher in adaptability, coordination, interpersonal development and communication. There are no differences in decision-making.


Table 5 analyses the correlation between different factors and the independent variable GPA, put forward as hypothesis 3. A positive relation between skills and average academic marks can be found, except for interpersonal development.


The male students were confirmed to have only obtained higher scores in leadership skills, whereas the female students scored higher in adaptability, coordination, interpersonal development and communication. No differences were noted in decision-making skills. 041b061a72


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