Employability Skills and Swot Analysis
Employability skills and swot analysis
The UK Commission for Employment and Skills (UKCES) define employability skills as 'the skills almost everyone needs to do almost at any job'. The employability skills term as UKCES defined in 2008 is most often related with the ‘job readiness’ through demonstration of some elements of the personal characteristics such as (time keeping, responsibility, basic social interaction etc.) but less related with creative thinking and problem solving skills. The term ‘employability skills’ is also connected with other backgrounds, especially with Higher Education. The employability skills that identify me and my future career can be categorized in nine major groups of skills. The first groups of skills are the communication skills. The communication skills are the set of skills that allow an individual to transport information so that it is received and understood (Schroeder, A, 2010). The second groups of skills are the team work skills, which can be defined as the process of interacting and working collaboratively with a group of people in order to achieve a goal (Felder, R. M., & Silverman, L. K., 1988). In addition another group of skills are the organization and planning skills. Those types of skills can be defined as the way of working in a methodical approach, prioritizing and using time management, in order to carry out tasks effectively, for either yourself or your team (Felder, R. M. and Soloman, B. A., 2003). Besides the organization and planning skills, another group of skills that characterizes me, are the problem solving skills. We can define those skills as the process by which an individual or a team works through details of a problem, utilizing their creativity, available information and resources, reasoning and past experiences, in order to reach a solution (Gardner, H., 1983). Another important group of skills are the flexibility and adaptability skills which can be defined as the
The UK Commission for Employment and Skills (UKCES) define employability skills as 'the skills almost everyone needs to do almost at any job'. The employability skills term as UKCES defined in 2008 is most often related with the ‘job readiness’ through demonstration of some elements of the personal characteristics such as (time keeping, responsibility, basic social interaction etc.) but less related with creative thinking and problem solving skills. The term ‘employability skills’ is also connected with other backgrounds, especially with Higher Education. The employability skills that identify me and my future career can be categorized in nine major groups of skills. The first groups of skills are the communication skills. The communication skills are the set of skills that allow an individual to transport information so that it is received and understood (Schroeder, A, 2010). The second groups of skills are the team work skills, which can be defined as the process of interacting and working collaboratively with a group of people in order to achieve a goal (Felder, R. M., & Silverman, L. K., 1988). In addition another group of skills are the organization and planning skills. Those types of skills can be defined as the way of working in a methodical approach, prioritizing and using time management, in order to carry out tasks effectively, for either yourself or your team (Felder, R. M. and Soloman, B. A., 2003). Besides the organization and planning skills, another group of skills that characterizes me, are the problem solving skills. We can define those skills as the process by which an individual or a team works through details of a problem, utilizing their creativity, available information and resources, reasoning and past experiences, in order to reach a solution (Gardner, H., 1983). Another important group of skills are the flexibility and adaptability skills which can be defined as the
References: Schroeder, A., (2010), The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning. Journal of Computer Assisted Learning, 26: 159–174. Felder, R. M., & Silverman, L. K. (1988). Learning and Teaching Styles in Engineering Education Felder, R. M. and Soloman, B. A. (2003). Index of Learning Styles Questionnaire Available online at http://www.engr.ncsu.edu/learningstyles/ilsweb.html Gardner, H Maidenhead: Peter Honey Kolb (1984), Experiential learning: experience as the source of learning and Perry (1968) Patterns of development in thought and values of students in a liberal arts college.