STRENGTHENING SOFT SKILLS OF ILKKM STUDENTS NAIEN@CRISPINA BINTI LOJIWIN KSKB JOHOR BARU 2015 4/23/2015 1 cnlkskb
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STRENGTHENING SOFT
SKILLS OF ILKKM
STUDENTS
NAIEN@CRISPINA BINTI LOJIWIN
KSKB JOHOR BARU
2015
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NATIONAL VISION
A HIGH INCOME, INCLUSIVE AND SUSTAINABLE NATION
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GOALPUBLIC SERVICE TRANSFORMATION
A HIGH PERFORMING, TRUSWORTHY, DYNAMIC AND CITIZEN-CENTRE PUBLIC
SERVICE
SOURCE: PUBLIC SERVICE TRANSFORMATION FRAMEWORK, April 2014
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Message from the Minister of Health Malaysia, September 2014
YB Menteri Kesihatan dalam teks ucapan beliau menyatakan
bahawa kecemerlangan seseorang graduan tidak hanya diukur
berdasarkan skor CGPA semata-mata. Sebaliknya juga, diukur dan
dilihat pada sumbangan yang boleh diberikan oleh mereka sebagai
modal insan kepada negara. Kemahiran insaniah perlu dipelajari,
difahami seterusnya dihayati sebagai nilai-nilai utama kehidupan
selaras dengan Budaya Korporat Kementerian iaitu Penyayang,
Kerja Berpasukan dan Profesionalisme.
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Contents of the presentation• Soft skills; what it is and why its
matters and worth investing?
• Approaches to teaching and learning of soft skills
• Models of implementing soft skills in higher education in Malaysia
• Challenges in integrating soft skills into the teaching learning activities
• Suggestions for implementation in ILKKM
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SKILLS
- from Novice to Expert
- knowledge, education, work experiences shaped performances to the level of expertise ( skills and intuitions)
( Benner, 1982)
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SKILLS?
Two types of skills
• hard skills
- technical expertise and knowledge needed for a job, that is easy to observe, quantify and measure.
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Cont…
Soft skills
- interpersonal qualities, people skills, personal attributes that one possess
( Robles, 2012, Shakir,2009)
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Soft skills
People (Interpersonal)
skills
Personal (career) attributes
SOFT SKILLS
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PEOPLE SKILLS
COMMUNICATION SKILLS
TEAMWORK SKILLS
INTERPERSONAL RELATIONSHIPS SKILLS
LEADERSHIPS SKILLS
SKILLS IN DEALING :
- Difficult personalities
- Unexpected situation4/23/2015 11cnlkskb
PERSONAL (CAREER) ATTRIBUTES
• PERSONALITY
- Character traits that decide how well you
interact with others
• SELF MANAGEMENT SKILLS
- How you perceive yourself and others, managing emotions and respond appropriately to adverse situation
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Soft skills at workplace• Robles (2012) identified 10
soft skills attributes as perceived by executives necessary in a workplace:
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Soft skills at workplace
Communication Positive Attitude
Integrity Professionalism,
Courtesy Responsibility,
Interpersonal Skills Teamwork
Flexibility Work ethics
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Cont….
• All 57 (100%) of the executives indicated that integrity and communication were very important or extremely important.
Robles (2012)
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Cont…
• (84.2%) indicated that courtesy was an extremely important skill, and
• (71.9% and 61.4%, reported that responsibility and interpersonal skills were extremely important.
Robles (2012)
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7 traits of soft skills
• Ministry of Higher Education
Malaysia (2006) has
introduced seven traits of soft
skills to be embedded into the curriculum
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7 traits of soft skills
Communication skillsCritical and problem solving skillsTeam workLife learning and information
management skills Entrepreneurship skill Ethics and professional moral Leadership skills
(Shakir, 2009)
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SOFT SKILLS
• have more to do with who we are ?
• how well we interact and work with others?
Robles (2012)
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MOH CORPORATE
CULTURE
Caring
Professionalism
Teamwork
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Why soft skills matters and worth investing?
are transferable into any career
Complement the technical expertise for a competitive advantage
foundation of good customer service
critical to professional success
they do not become outdated
keep you on the job
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Cont…
A Study on the role of soft skills that executive frequently use at work;
the results shows that soft skills such as self management skills and interpersonal skills enhanced executive work performances and human relationships at work.
(Parakandi & Asokan,2011)
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Cont…
One study found that 75% of long term job success depends on people skills, while 25% are dependent on the technical knowledge,
(Klaus,2010 in Robles,2012)
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Cont..
• Another study reported that hard skills contributed only 15% to one success while 85% of the success is due to soft skills
( Watts & Watts, 2008 )
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Approaches to teaching and learning of soft skills
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Approaches to teaching and learning of soft skills
• The infusion and acquisition of soft skills rests entirely on effective teaching and learning activities in an activating learning environment and beyond the mere conventional environment
(Vaatstra and De Vries, 2007; Wilson, Ariffian and Abu Zarin,
2012)
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Cont…• Pachauri & Yadav (2014) suggested several
student centered teaching and learning approaches in teaching of soft skills;
- Problem based learning,
- cooperative learning,
- e-learning,
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Cont….
• Approaches need to be more student-centred where students are asked to participate enthusiastically in the process of learning through problem-based learning, case studies, team-work and presentation, while the instructor performs the role of facilitator
(Shakir, 2009)
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cont…
• Study’s findings demonstrate that PBL brings positive impact in enhancing soft skills particularly students’ motivation, communication skills, self-learning, collaboration and independent learning
• Students were able to solve the problems presented and found to have positive perceptions towards the implementation of PBL in their learning process.
(Surif, Ibrahim and Mokhtar 2013)4/23/2015 cnlkskb 29
Cont….
• Cooperative Learning Approach used as instructional classroom strategy in tertiary
education shows improvement in student’s soft skills
(Mohd Nizah, Mat Rahim & Adibah Sulaiman 2011)
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Cont…
• The contextual learning : good way of acquiring soft skills.
– long term apprenticeship, sports, voluntary works and projects, art and design projects, long-term workshops and classes, international and domestic travel
Melih Arat(2014)4/23/2015 cnlkskb 31
Cont….
• EXPERIENTIAL LEARNING OF SOFT SKILLS
– Interactive Teaching
– On The Job Training; Internships That Achieve optimal Authenticity
– Classroom Simulation
ODEP POLICY (2010)
– Service Learning
(Pinnell & Leon Chuck 2014)
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Cont…..Self-Driven Co-Curricular Activities: A Subtle Way to
enhance Students’ Soft Skills. Learning Contract was used to implement the co-curriculum activities to meet student learning outcome which are soft skills
(Selamat, et al.,2013)
• Learning contract approach was effective in developing quality soft skills among university students
(Che-Ani et al.,2014)
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Cont…
Ways to acquire soft skills
• Formal training on soft skills
• Long term practice through self training
• Socializing consciously with a purpose
• Role Modeling soft skills by teachers through the process of teaching learning
(Schulz, 2008)
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Models of implementing soft skills in
higher education in Malaysia
model 1
model2
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1. Development of soft skill based on formal teaching and learning
Stand alone subject model
- Specific courses for developing soft skills
e.g English language, Islamic civilization and Entrepreneurship
Elective courses such as public speaking ,critical thinking etc.
(Shakir, 2009; Tang 2011)
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CONT..
Embedded modelEmbedding the soft skills in teaching learning activities across the curriculum/ interweaving the soft skills with the current course content
Elements of soft skills are spell out in the learning outcome
COMBINATION OF THE TWO MODELS
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2. Development of soft skill based on support program
• Activities which are non academic in nature but indirectly support the students in developing their personalities and character
– Academic support program
– Non academic program such as Co-curricular activities and extra curricular activities
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Cont……
Cont…
3. Development of soft skill based on campus life
• Informal activities such as debates, drama competition, charity bazaar, sport carnivals which help increase social interactions, improve team work capabilities, nurtured leaderships skills and entrepreneurships.
• Residential living
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4. Development of soft skill based on formal and informal activities at faculty level
• Formal activities such as organizing seminars, workshops and conferences
• Informal activities such as social activities over the weekends such as visiting sheltered homes, community service, games between departments
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“Soft” finishing school
• Student who has been identified as lack of soft skill are required to register for a soft finishing school at the end of the semester
• Courses are conducted by profesional trainers to unlock the students capabilities and increase self confidence
Practical/industrial training
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Soft skills: must have and nice to have
Must have soft skills are skills that every individual student must acquire and without it is regarded as incompetent in that particular skill
Nice to have soft skills are additional generic skills and a bonus to the students if these skills are acquired by the students together with the must have soft skills
(Tang,2011; Pachauri and yadav 2014)
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EVALUATION• Evaluation on the activity/project is based on
the learning outcomes’ rubrics that have been specified. ( 1-3 -weak, 4-7 - satisfactory and 8-10 - good) Students can improve their achievements and performance on the learning outcomes through some other activity/project.
(Selamat, et al.,2013)
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Cont..
• Direct assessments – projects, products, papers/theses, exhibitions, performances, case studies, clinical evaluations, portfolios, interviews, and oral exams – which ask students to demonstrate what they know or can do with their knowledge.
• Indirect assessments – self-report measures such as surveys – in which respondents share their perceptions about what graduates know or can do with their knowledge.
A. T. Onabamiro 2014
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Cont…
• Evaluation on the observable behaviour
• By the lecturer
– Using a standard instrument
• Self evaluation by the students
– Continuous reflection by the students
(Ilanko, 2013)
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Present Curriculum
• Stand alone subjects
– Behavioural sciences modules ;communications, human and public relations, caring, moral and cultural values, personality, self awareness,
– Management modules; teamwork, problem solving, leaderships, decision making, work ethics
– Professional dev.modules; Professionalism Critical thinking skills, reflective practice, continuing education, accountability, motivation
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Cont…
• Embedded model
Most of the subject modules are embedded with soft skills but not spell out well
• Co-curriculum activities – 4 gerak kerja
• Club activities
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Challenges in integrating soft skills into the teaching
learning activities
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1. Non core subject, students tend to pay less attention when attending the course. Suggestion was to use embedded model as a better solution
2. Support program and non compulsory in nature,It has attracted the already active
students and the less interactive student will prefer to be an on-lookers thus only enriching the already active students
(Shakir, 2009)
Readiness of the teacher
• Effectiveness of the integration of soft skill are highly dependent of the knowledge, skills and competence of the teacher
• Study showed Teacher of malay language have the knowledge and aware of the importance of soft skills but they do not have the practice of integrating the soft skills
(Ilanko, 2013)4/23/2015 cnlkskb 51
Cont…
• Lecturers are ready and confident to develop soft skills among trainee teachers but they need the support in term of knowledge of soft skills competency and teaching learning approaches.
• Lecturers still do not understand soft skills, the method of embedding soft skills in the core courses and the efficacy indicators of soft skills
(Hassan et al., 2014)4/23/2015 cnlkskb 52
• Study …
• Soft skills formation featured prominently in the students’ educational agendas. However, while some skills were mentioned often by the respondents, others were omitted.
• This may indicate that while the students were familiar with the soft skills discourse they may had been unaware of the whole wide range of soft skills to be acquired in university.
( Nikitina and Furuoka , 2011)4/23/2015 cnlkskb 53
Cont..• Study …
• The perceived low and selective appreciation of skills by the students implies that graduates are still ill equipped with the necessary competencies,
• need to readdress the existing strategies to ensure a better integration of soft skills
(Devadason et al.,2010)
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• Soft skills are developed over time, and are closely associated with personalities and behaviours. These behavioural patterns have become incorporated into the cerebral cortex as the actions have been repeated,
• which means altering them – whether strengthening or changing them – is not an easy process.
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• ‘The path of least resistance and least trouble is a mental rut already made. It requires troublesome work to undertake the alteration of old beliefs.’
(John Dewey, How We Think (1933)
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• More generally, for all soft skills, work experience or on the job practice is one of the best ways of developing your soft skills.
• Remember, that the key to permanently changing and improving your soft skills is to ensure you practice the new behaviour consistently.
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• ‘Were all instructors to realize that the quality of the mental process, not the production of correct answers, is the measure of educative growth, something hardly less than a revolution in teaching would be worked.’
(John Dewey, Democracy and Education (1916)
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Suggestion for Implementation Of Soft Skill In ILKKM
• Revisit the curriculum
– Structure (strategies),
– contents (must have and the nice to have),
– models of implementing the soft skills ( stand alone subject model or embedded)
– approaches to teaching learning ( student centered approaches)
– Assesment (structure continuous assessment)
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Cont…
• Preparation for the lecturers
– Soft skills knowledge and practice
– Student centered learning (teaching-learning activities)
– Soft skills assessment
– Reflective practice
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Cont…
• Structured support program
- Co-curriculum activities, social club activities
- Involvement of all students
- structured evaluation
- Structured Activities or courses for student who has not developed the expected soft skills
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• ‘Education in our times must try to find whatever there is in students that might yearn for completion, and to reconstruct the learning that would enable them autonomously to seek that completion.’
Allan Bloom (1930-1992)
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