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Soft Skills (soft + skill)

Distribution by Scientific Domains

Chemistry	40%
Business, Economics, Finance and Accounting	40%

Selected Abstracts

Assessing Emotional Intelligence: A Competency Framework for the Development of Standards for Soft Skills by Peter Carblis

PERSONNEL PSYCHOLOGY, Issue 2 2010
Article first published online: 12 MAY 2010
First page of article [source]

Entropy-Controlled Catalytic Asymmetric 1,4-Type Friedel,Crafts Reaction of Phenols Using Conformationally Flexible Guanidine/Bisthiourea Organocatalyst,

ANGEWANDTE CHEMIE, Issue 40 2010
Dr. Yoshihiro Sohtome
Soft Skills: Organische Verbindungen mit flexibler Konformation (,weiche" Organokatalysatoren) vermitteln die Titelreaktion. Sie sind in der Lage, Prozesse durch die unterschiedlichen Aktivierungsentropien (,,S,S,R) der reaktiven Intermediate zu steuern, und ergeben hohe Stereoselektivitäten, ohne dass eine Abstimmung der Reaktionstemperaturen erforderlich wäre (siehe Schema). Ar=3,5-(CF3)2C6H3. [source]

The regulatory and business roles of a Study Director

QUALITY ASSURANCE JOURNAL, Issue 4 2005
Celeste A. Rose
Abstract The role of Study Director can be a challenging one with technical, administrative, and compliance responsibilities. The Study Director often does not have direct responsibility for personnel and other resources required for his/her studies. In this article, we have attempted to identify traits and mechanisms to help the Study Director do his/her job in a professional and compliant manner. In addition to regulatory and scientific expertise, Study Director quality attributes include possession of appropriate soft skills and character traits and are key to the success of a study. Study Directors must have an aptitude for effective communication, relationship building, training, mentoring, and delegation. While these soft skills/desirable traits often require additional effort on the part of the Study Director, they have a large impact on the rate of success, efficiency, and compliance of the study overall. The workshop presented by the authors took a 'hands-on' approach building on the creativity, and experience of Study Directors, supervisors, managers, and Quality Assurance (QA) personnel who participated. The participants deliberated problem scenarios from a Study Director's perspective. The tables and discussion in this article summarize compliant solutions, which arose from the resourcefulness that comes from experience of the participants. Copyright © 2005 John Wiley & Sons, Ltd. [source]

Herausforderungen für die Lehre am Beispiel der mechanischen Verfahrenstechnik

CHEMIE-INGENIEUR-TECHNIK (CIT), Issue 3 2003
W. Peukert Prof. Dr.-Ing.
Abstract Rasche technologische Entwicklungen haben für Chemieingenieure bzw. Verfahrenstechniker neue Beschäftigungsmöglichkeiten eröffnet, wodurch sich zusätzliche Anforderungen an die Ausbildung ergeben. Der vorliegende Beitrag beschreibt die Lösungsansätze im Fachgebiet der Partikeltechnik: Es findet eine noch stärkere Betonung der Grundlagen statt, wobei Beispiele aus klassischen und neuen Anwendungen exemplarisch vertieft werden. Kernpunkt des Curriculums sind die Produkteigenschaften. Besonderes Gewicht wird außerdem auf die Betrachtung ganzer Prozesse gelegt. Die Vorlesungen sind in drei Ebenen strukturiert: Grundlagen, Grundoperationen und Prozesse/Anwendungen. Methodisch wird ein zweifacher Ansatz verfolgt: Die Lehre der grundlegenden Fakten wird ergänzt durch eine aktive Teilnahme der Studenten, insbesondere bei der Erarbeitung von Beispielen und in Labor- bzw. Rechnerpraktika. Durch eine ganzheitliche Sicht der Universitätsausbildung sollen auch ,soft skills" gefördert werden. Mechanical Process Engineering as an Example for Educational Challenges Due to rapid technological developments new opportunities for chemical engineers evolved leading to additional demands in education. The present article describes how this challenge is faced in the subject particle technology: Fundamentals are emphasised even more, with exemplary treatment of classical as well as new applications. Key item of the curriculum is the product property approach. Furthermore, the view of complete processes is emphasised. The courses are structured in three levels: Fundamentals, Unit Operations and Processes/Applications. From the methodological point of view a twofold approach is used: Teaching the fundamentals is complemented by an active participation of the students in working on examples and application problems as well as lab and virtual experiments. By following an integrated view of university education also soft skills of students are promoted. [source]

,McJobs', ,good jobs' and skills: job-seekers' attitudes to low-skilled service work

HUMAN RESOURCE MANAGEMENT JOURNAL, Issue 2 2005
Colin Lindsay
This article focuses on unemployed job-seekers' attitudes towards entry-level jobs in three areas of the service sector , retail, hospitality and call-centre work. The article examines whether job-seekers are reluctant to pursue these opportunities, and provides an analysis of the motives of those ruling out service work. A range of potential barriers is discussed, including the extent to which job-seekers perceive the service economy as offering only so-called ,McJobs', low-skilled, low-paid jobs with few opportunities for development. However, the article also focuses on perceived skills mismatches, with some job-seekers arguably over-qualified for entry-level service jobs, while others consider themselves to lack the necessary ,soft' skills. The analysis is based on interviews with 220 unemployed people in Glasgow. The article concludes that policy action may be required to encourage job seekers to consider a broader range of vacancies and to provide tailored training in partnership with service employers. On the demand side, service employers must address the need for entry-level positions that offer realistic salaries, decent work conditions and opportunities for progression and development. [source]