IntegratingSoftSkillTraininginProfessionalCoursesfor SustainableEmployment:AnOverview
PrasantaKumarPadhi
1DepartmentofHumanities,VeerSurendraSaiUniversityofTechnology,Odisha,India
2IIyr EnglishHonours,RamaDeviWomen’sUniversity,Bhubaneswar,Odisha,India
∗ Correspondingauthor:zyitu100@gmail.com
Abstract. Therehasbeenasignificantshiftintheeducationalandemploymentscenarioinrecentyears.Employers usedtoprioritizeindividualswithastrongacademicrecordandrelevantworkexperience,buttoday,persons withsuperiorsoftskillshavesurpassedthem.Itistypicaltodiscoverthatgraduatingstudentslackthenecessary abilitiestoworkeffectivelyinacorporateenvironment.Recruitersbelievethatnewhireslacksoftskillssuchas thecapacitytoeffectivelycommunicate,thinkcreatively,solveproblemsindependently,workwellwithothers,and actprofessionally.Thisisoneofthemainreasonswhymanystudents,eventhosewithrelevantdegrees,findit difficulttofindwork.Thiscanleadtostudentsquestioningthepracticalworthofthemanyprofessionaldegrees thatareofferedincontemporarytimes.Toclosethisgap,thefieldoftraininganddevelopmenthasdevelopeda rapidlyexpandingandspecializedsectorknownas“softskilltraining.”Bothtechnicalandsoftskilldevelopment areviewedasessentialforanemployee’sefficacyandsuccessatwork.Researchersclaimthatlearningsoftskills ismoreimportantandcriticalforprofessionaldevelopmentthanlearningtechnicalabilities,andasaresult,itis consideredoneofthemostin-demandcoretalentsfororganizationgrowthanddevelopment.Thepurposeofthis articleistohighlightsomeofthepracticalimplicationsofsoftskilltraininginbridgingthegapbetweenindustry needsandcurriculargaps.Italsotriestolookintotheinfluenceofsoftskilltrainingintermsofitsimportance, utility,andsubsequentcompetencedevelopment.
Keywords: Employability,grooming,performance,communication,training.
INTRODUCTION
Thecharacterqualitiesandinterpersonalabilitiesthat affecthowwellapersoncanworkorinteractaresometimesreferredtoassoftskills.Theword“softskills”refers toabroadvarietyofabilitiesincludingteamwork,time management,empathy,anddelegation.Thescientificfoundationfortheseabilitiesisfrequentlyderivedfromsocial andappliedpsychologytopicssuchaspersonality,attitude,perception,emotions,motivation,groupbehavior, leadership,andmanyothers.Softskilltrainingprograms grewinpopularityinIndiaastheITindustrygrew, particularlyintheBPOindustry,andexcellentcommunicationskillsbecameafundamentalbusinessrequirement. Employersnowseethevalueofsoftskilldevelopment programsinhelpingpeoplebecomeprofessionalsfrom severalangles.Younggraduatesaretaughtinterpersonal,
behavioral,andcommunicationskillsthatwillimprove theireffectivenessatwork,suchasthecapacitytospeak clearly,thecapacitytoreadbodylanguageandcommunicateeffectively,thecapacitytoleadothers,thecapacityto beawareofoneselfbyunderstandingoneselfandothers, thecapacitytosolveproblems,thecapacitytohandleconflicts,andthecapacitytointeractwithothers.Becauseeach oftheaforementionedabilitiesissospecialized,specific trainingareashaveemergedunderthegeneralheading ofsoftskilltraining.Collaborationandcoordinationare essentialabilitiesforthemajorityofmodernjobs,thus gettingsoftskilltrainingisessentialifyouwanttoincrease youremployabilityandlandyouridealjob.Thesetrainingsarecertaintoboostone’scareerproductivity,foster professionalconnections,andhelponesucceedatwork. Tosucceedinthiscompetitiveclimate,professionalsneed tohaveexcellentsoftskillcompetencyinadditiontotheir
professionalqualificationsandsubjectexpertise.Inarecent study,itisfoundthatintheprofessionalworld,only 15%ofsuccessisdeterminedbyhardskills,whereasthe remaining85%isdeterminedbysoftskills[16].Itistime toincorporatesoftskilltrainingintoeducationalprograms forrecentgraduatestoincreasetheiremploymentpotential.ThemajorityofprofessionalschoolsinIndiahave startedanumberofinitiativesandprogramstoassist studentsinenhancingtheirsoftskillsinpreparationforthe futureworkforce.Theydothisbecausetheyrecognizethe valueofsoftskillsintoday’scompetitiveworldbypreparingcompetentandrelevantworkersfortheeconomicand socialgrowthofournation.Theseinstitutionsemploya varietyofstrategiesandtechniquestonurturethemuch sought-afterskillsetstoproducetherightkindofmanpowerforthedemandsofthenation’srisingknowledge economy.
TheyouthofIndia,whichisconsideredtobeour strength,couldendupbeingaprobleminthecoming future.Accordingtoa2010pollbytheFederationof IndianChambersofCommerceandIndustry(FICCI)for 303firmsnationwide,itisrevealedthatthemajorityof graduateslacktherequired“softskills”foremployment inthejobsector[9].AlthoughgraduatingstudentsinIndia areawareofthevalueofsoftskills,theyhavenotbeenable toeffectivelypreparethemselveswiththeseskills.Both thestudentsandthecollegesfromwhichtheygraduate mayberesponsibleforsuchdeficiencies.Themajorityof studentsenteringtheITprofessionareengineeringgraduates.Ifwetakeacloserlookatengineeringeducation, wewillseethattherehavebeensignificantproblemsfor engineeringcollegesduetothecurrentincreaseddemand forengineeringeducation.ChairmanofNIITTechnologies, RajendraPawar,commentedthat“everyyear,around2 millionstudentsand300,000engineeringgraduatesfrom collegesacrossIndiagraduate.However,just10to15 percentofgraduatesarequalifiedforjobsinthecorporate sectors.”TobehiredintheITindustry,overtwo-thirds ofthe300,000engineeringgraduatesneedtobereskilled. Unfortunately,ITorganizationshavefacedsignificantdifficultieshiringyoungpeoplewho,despitebeingtechnically qualified,lackEnglishlanguageskills,despitethefactthat employersseeEnglishcommunicationasaprerequisite foremployment.Tosortoutthisissue,teachingatour educationalinstitutionshastobeprioritizedbecausethe standardofinstructioninmanyofthemseemstohave declinedovertime.Itishightimethatweshouldshift ourfocusfromproducingquantitytoqualityeducation, asmostinstitutionsdonotappeartobeawareofthe mostrecentmarketdemands.Asaresult,thereappears tobeabiggapbetweentheskillsenhancedthrough thecurriculumandthoseneededforworkplaceeffectiveness,andthisindustry–academiagapneedstobe bridged.
DISCUSSION
Theeducationalandjobmarketenvironmentsarerapidly changinginrecenttimes.Thosewithastrongacademic backgroundandrelevantprofessionalexperiencewere highlysoughtafterbymostbusinessentitiesadecade ago.Hardskillsandexperience,however,arenolonger adequateforentryandadvancementinthecorporate world.Employerswanttohireandpromotepeoplewho areresourceful,ethical,andself-directed,aswellashave excellentcommunicationandsoftskills.Corporaterecruitinghasbeenlimitedduetoascarcityofsoftskillsamong candidates.Asaresult,softskilltrainingisnowwidely recognizedasavitalperformancemonitoringintervention thatenablesthepresentationofproperbehaviorthatis criticalinachievingoptimumperformancefromeachof itsmembers.Softskillsteachingshould,withoutadoubt, beginatayoungage,attheprimarylevelofeducation. Evenbeforeachildisadmittedtoaschool,thedevelopmentofsoftskillsbeginsathome.Thejobmarketinthe twenty-firstcenturyisuncertain.Asaresult,itiscritical toeducate,enlighten,andadvisetheyoungergeneration ontherelevanceoftheseabilitiesduringjobhunting, interviewing,andintheworkplacetoo.Softskillslearning wouldbeextremelybeneficialandsupportiveinleading atranquilandjoyfulexistence.Asaresult,educational institutionsandtrainingcentersshouldbeginfocusingon variousmethodologiesandtechniquesinordertoimprove thesoftskillsofstudents.
Arisingnumberofbusinessesaroundthecountry areemphasizingstudenteducationinsoftskillsaspart oftheiroverallbusinessstrategy.Manyrecruitersnow adayspaygreaterattentiontosoftskilltrainingthan technicaltraining,asjusthardskillsarenotsufficient enoughtosurviveinthecorporateworld.Thisargument iswell-founded,asthereareseveralexamplesofcorporateexecutiveswho,althoughhavingdomainknowledge, areunabletoadvancetheircareersduetotheirfailure todisplayinterpersonalskillsandappropriateworkplace behavior,sometimesreferredtoassoftskills.According toresearch,personnelofanIndianblue-chipcompany spent63percentoftheircommunicationtimelistening tooneanother,whereasjust4percentread,11percent wrote,and22percentspoke[11].Therearedifferingviews onthesignificance,applicability,andimpactofsoftskill traininginchangingcertainbehavioralandperformancerelatedimpacts,aswellastheprospectthattrainersmight becomethemostinfluentialpeopleintheorganization.The numerousmanagerialframeworkscreatedinrecentyears bynotablescholarsonthissubjecthavegreatlycontributed toourunderstandingofthevalueofsoftskillsforjob competenceaswellasthebestmethodsforteachingsoft skillsandtransferringsoftskilltraining.Numerousmotivationalgurushavearguedforthesignificanceofbehavior
andattitudeinsuccessfulorganizations,includingDale CarnegieandZigZiglar.
Thedevelopmentofsoftskillsincludeslearninglanguageasacomponentofcommunicationskills,aswellas morerefinedaspectsoflifestylelearningandpracticallife skillssuchasbusinessetiquetteandcorporategrooming. Thegoalofsoftskilldevelopmentistocreateafinal productintheformofapersonwhohasthegreatest percentageofthedesirabletraitsidentifiedbyorganizationalbehaviorresearch.Itaspirestoexteriorrefinement, polish,perfection,andsophistication,aswellaslongtermandconsistentchangesinanindividual’scognitive, emotional,andbehavioralqualities.Softskilltrainingand learningisseenasalaboratoryactivityorworkoutsinceit necessitatesregularpracticeanddrilling.Softskillslabsare typicallyusedtorefertosoftskilltrainingcourses.Experientialmethodssuchasrole-playing,toaidprofessionalsin developingtheseskills,simulations,outwardandinbound trainingprograms,teamgames,andotheractivitiesare used.Teachersateducationalinstitutionspreparetheir pupilstothriveinhardskillssuchasthetechnicalabilitiesneededtocarryoutcertainjobs,writing,reporting, andotherjob-specificabilities.Theseskillsarethought tohaveanimmediateinfluenceatwork,butmastering softskillsiscomparativelydifficultastheyaremostly personality-based.Gainingproficiencyintheseskillswill enablestudentsoremployeestoadvanceatafasterrate andbecomemoreself-sufficient.AsEnglishiswidelyutilizedaroundtheworldinbusiness,technology,education, andotherfields,Englishclassroomshaveevolvedintosoftskillingtrainingfacilities.Here,theroleofEnglishteachers toshouldertheextraresponsibilityofsoftskilltrainers isquitepertinent.Withtheirexceptionalcommandofthe Englishlanguageandsocialskills,theycaninteractwith pupilsandinstructstudentsincommunicationtechniques inanefficientmanner.
Companiesaresendinganincreasingnumberofexecutivesforoverseasassignmentsandprojectsowingto theincreaseinglobalcompetitiveness,opportunitiesfor globalmarketing,newmarketaccesspossibilities,aswell asanumberofinternationalmergersandacquisitions. Developingcompetenciestointeractwellwithco-workers fromotherculturesisnecessaryforprofessionalswho travelorareassignedjobresponsibilitiesoverseas.For companiestryingtoremaincompetitiveglobally,therise incross-culturalinteractionsandoverseaspostingshas producedanewissue.Internationalandglobalmanagers mustovercomeseveralobstacles,includingthoserelated tocross-culturalleadership,personalityissues,lifestyle concerns,languagehurdles,anddifficultieswithwritten, verbal,andnonverbalcommunication.Theseobstaclescan makeexpatriatesfail.Overthepast10years,cross-cultural trainingprogramshavebecomewildlypopularinIndia andothernationsduetothesignificanceoftheseissuesfor bothinternationalcompetitivenessandcorporatesuccess.
Thegoalofcross-culturaltrainingmodulesistoteachnonnativessoftskillsthatenablethemtobetterunderstand thesubtletiesofvariouscultures.Tothisend,theyinform non-nativesaboutimportantculturaldifferences,aswellas aboutthehealth,safety,andenvironmentalconcernsspecifictoothercultures.Additionally,theyteachnon-natives copingskillsandteachthemaboutcommonreactionsand emotions.
Manybelievethatkidsmaydeveloptheirattitudes, behaviors,andpersonalitiesfromanearlyageandthat educatingtheirsoftskillswillacceleratetheirdevelopment asexecutives.Numerousorganizationsandindependent trainingprofessionalsalsoprovidesofttrainingprograms forkidsandteenagerstohelppeopleimprovetheirsocial skills.Thereisalsoariseintheextentofsoftskilltraining forworkingexecutivesinoutboundlocationsinorderto enhanceteam-workingabilitiesandresolveinterpersonal conflictinordertoexecutethejobeffectively.Outbound trainingprograms,whicharefrequentlyreferredtoas adventuresportssuchastreasurehunting,trekking,camping,andraftracingareusedtoteachteamshowtosurvive andescapefromdangeroussituations.Suchtrainingsaid inthemendingofdivisionsaswellastheidentificationof leadershipabilitiesinthemostunexpectedpeople.
Themarketforsoftskilltrainingprogramshasgrown significantlyasaresultofthehighemphasisputon employingthepropersoftskillsforperformancebybusinessandacademia.Theutilityandimpactofthetraining programsarealsohottopicsofdebate.Softtalentsmay belearnedinschoolviaparentalupbringing,cultural environment,oreventhroughDNA,accordingtocertain theories.Thesignificanceofthiseducation,however,cannotbeoverstated,andbusinessesmustdotheirpartto assiststaffmemberswhohavenothadtheopportunityto learntheseskills.Programsforsoftskilltrainingmayneed tobecustomizedtoaddressthespecialtalentsofpeople inparticularandimportantjobs.Themostsignificantsoft skillqualitiesthatmaybedevelopedthroughsoftskill trainingprogramsarethefollowing.
TheEnglishlanguagecannotbesimplyignoredordisregardedwhendiscussingcommunication.Accordingto PanditJawaharlalNehru,EnglishservesasIndia’swindowtothecontemporaryworldandisusedinnearly everyaspectofhumaneffort.Theonlylanguagethat allowsustoseetheadvancementsbeingmadeinthe fieldofeconomics,science,andtechnologyisEnglish. LearningEnglishmaybequitedifficultforstudentswhose mothertongueisnotEnglishandwhohavereceivedtheir educationfromaregionallanguage-mediumschool.To succeedintheacademicandprofessionalsectors,students mustacquiresufficientEnglishlanguageskills.Thestudies carriedoutontheimportanceoforalcommunicationskills showindustryprofessionalsgiveutmostimportanceto communicationskills.Outofthefourfundamentalskills tobeacquiredduringlanguagelearning,communication
skillsarerankedasthemostimportant.Speakingand presentationskillsareactuallythoughttobesomeofthe finestcareerenhancersfordeterminingwhetherastudent’scareerwouldadvanceorcollapse(Patil,2013).A successfulprofessionalcareerrequireseffectiveinterpersonalskills.Employersacrossalltechnicalfieldssearch foravarietyofintangibleskills,regardlessoftherolein whichanemployeeisworking.Stronginterpersonalskills arerequiredbecauseanengineer’sjobinvolvesmorethan simplytechnicalwork;theyroutinelycommunicatewith clientsandcollaboratewithotherprofessionals.
Theabilitytoeffectivelycommunicateverballyfosters leadershipandself-confidence.Studentswillflourishintellectuallyandsociallywhentheyhaveself-confidencein theirskills.Itiscrucialthattheyshoulddeveloporiginal ideasbyconsultingsourcesoutsideofthecommunity[8]. Oneneedstodevelopstrongoralcommunicationskillsin ordertosucceedacademicallyandprofessionally.Apoorly executedinterview,salespresentation,orlegalargument mayhaveeffectsthatgofarbeyondthespeaker.One whohasstrongcommunicationskillswillbeabletoact withconfidenceinavarietyofpersonal,professional,and academicsettings.Verbalcommunicationhastransformed intodigitalinrecentyearsthankstovideoconferencing andotherhi-techtoolsandsoftware.Trainingforverbal communicationskillsinvolvesimprovingvocabulary,sentencestructure,grammar,pronunciation,andvoicemodulation.Voiceandinflectionmightbeincludedinverbaland nonverbalcommunicationtrainingcoursesbecausethey arerelatedtononverbalcommunication.
Nonverbalcommunicationistheprocessofexchangingmessagesnonverballyinordertocommunicatewithoutusingwords.Gestures,postures,facialexpressions, eyecontact,dressingsense,hairstyles,andevensigns andsymbolsareallexamplesofnonverbalsignals.Since itmayenhanceaperson’scapacitytorelate,engage, andcreatemeaningfulencountersindailylife,nonverbalcommunicationisimportantinourlives.Adeeper understandingofthismodeofcommunicationcouldhelp individualsformcloserconnectionswithothers.Bodylanguageiscommonlyusedinterchangeablywithnonverbal communication,despitethefactthatbodylanguageis onlyoneaspectofnonverbalcommunication.Nonverbal componentssuchasparalanguageandspeechtraining includecrucialcomponentssuchasrhythm,intonation, andemphasis,aswellasvoicequalityandspeakingstyle. Nonverbalcomponentsofwrittentextsalsoincludethings suchaswordspacing,symbolandemoticonuse,andthe sortofwritingmediumormediautilizedtoconveythe writteninformation.
Havingthecapacitytowriteclearlyandsuccessfully foravarietyofaudiencesisthemajorobjectiveofbusinesswritingskills.Anywriterwhowritesforbusiness mustwritesuccinctly,logically,simply,accurately,with politeness,andwithconfidenceinordertoaccomplish
theassignmentwiththereader’sgoodwillandtosenda clearandunmistakablemessage.Writingskillsareoneof themostimportantqualitiesthatemployerslookforin entry-levelandjuniormanagementexecutives.Learning anddevelopingbusinesswritingskillscanhelpsomeonegrowintheircareer.Anorganizationrunssmoothly whenthereiseffectivecommunication.Effectivewriting boostsproductivityandenhancescross-functionalcollaboration,especiallyintoday’sexpandingglobalizedworkplacewhereteamworkishighlyvalued.Yourabilityto writeeffectivelyforbusinesspurposeswilldevelopasyou becomemoreawareofitssignificance.Writingpersuasivelyisaneffectivestrategyforbothinternalandexternal communications.Professionalsinsalesandmarketingare foundtobesuccessfulinpersuadingpeopletobuythe company’sgoodsandservices,oratleasttopayattention toitspromotions,throughthetactfuluseofwrittenwords. Writtencommunicationskilltrainingteachesparticipants howtowritebusinessletters,memoranda,claimletters, businessandresearchproposals,reports,note-taking,minutesandagenda,developingreadingskills,employment communication,andnotices,amongotheressentialbusinesswritingstylesandrules.Technologyhasbroadened thedefinitionofwrittencommunicationskilltrainingto coversocialnetworkingsitecommunication,theetiquette ofsendingfastmessages,andtheetiquetteofwriting successfulemails.Businesswritingtrainingapproaches putalotoffocusonfollowingaformalframeworkto communicatemasteryofmanysortsofwriting,includingconceptualcomprehensionandrigorouspracticevia writtentasks.Althoughwritingstylesdoalterthroughout time,theytendtoloosenupasaresultofsocialnetworking sitesandtechnology.
Leadershipskillsareessentialforyoungcreativeminds. Thisfacilitatesproductiveandeffectivestaffinteraction. Itcontainsthecapacitytoinfluenceotherstoworkina specificdirection,asafeenvironment,andgeneraloptimism.Theactofinfluencingpeopletoachieveagoaland directinganorganizationinawaythatstrengthensits coherenceandcohesivenessisknownasleadership.Drive, adesiretolead,honestyandintegrity,self-assurance, intellect,graspofthesubjectmatterofthejob,andextroversionarethesevencharacteristicsthatmakeapersona strongleader.RobbinsandCoulterhaverightlyobserved thatleadershaveastrongdesiretosucceedandwork persistentlytoattaintheirgoals.Theyestablishrelationshipswiththeirfollowersbasedontrustandshowa willingnesstoacceptresponsibility.Withtheirknowledge andself-assurance,theygather,analyze,andinterpretvast volumesofinformationwhilepersuadingfollowersthat theirobjectivesandchoicesaretherightones[15].Leaderlikeattributesleadershiptrainingisoftengiventotop executiveswhoaremeasuredagainstbusinessachievementthroughorganizedmanagementprograms,which isadifferentfieldoftraininginsoftskills.Leadership
trainingcoversawiderangeofsubjects,includingtheories andmodelsofleadership,theessentialcharacteristicsand behaviorsofsuccessfulleaders,leadershipcommunication skills,techniquesformentoringandcounseling,training inmotivationandsocialresponsibility,andmanymore.It alsofocusesonhelpingprospectiveleadersdeveloptheir ownpersonalpurposeandvisionstatementsandcomeup withtheirownspecialmanagementtechniquesthatare inherentinpeople.
Self-awarenessistheknowledgeofone’sfeelings,sentiments,innerideas,andindividualrights.“Emotional intelligencereferstoone’sabilitytobeawareofone’s ownfeelings,beawareofothers’feelings,todifferentiate amongthem,andtousetheinformationtoguideone’s thinkingandbehaviour”(SaloveyandMayer,1993).Italso entailscomprehendingthefeelingsandthoughtsofothers. Itteachespeopletobeawareoftheirownactionsandhow theyinfluenceothers.Emotionalcompetence,according toDanielGoleman,isan“acquiredtalentbasedonemotionalintelligencethatculminatesingreatworkperformance.”Thefivecomponentsofemotionalintelligenceare self-awareness,drive,self-control,empathy,andrelational competence.Peoplelikelytohavefailuresintheirworkif theydonotdevelopemotionalintelligence(EI).Theyeither struggletoovercomeunpleasantworkplacesituationsor areunabletofindpossiblesolutions,whichputstheir familyandcareerinjeopardy.Thesepeopleneverrespond favorablytotheircounterpartsnordoanythingproductive.Evenunintentionalactionsmaybetakenpersonally bythem.Theyaregenerallydeprivedofsuccessatwork bythesekindsofcircumstances.Numerousstudieshave demonstratedthatthoseleaderswhohavegreaterlevelsof EIarethemosteffectiveinbusinesses.Becauseemployers valueEQasimportantasIQ,itisunquestionablyacrucial componentofthesoftskillsthatprofessionalstudents shouldlearn.
Emotionalintelligenceisviewedasagreatwayto improveanorganization’senvironment,culture,leadership,andteamdynamics.Asaresult,itisviewedas avaluabletoolforimprovinganorganization’senvironment,culture,leadership,andteamdynamics.Throughthe useofvalidatedEQinstruments,self-awarenesstraining programsseektoprovideparticipantswiththeskillsto increasetheiremotionalintelligence(EQ),allowingthem toworktogetherandsharetheirownlearningexperiences. Participantscanbetterunderstandtheirownbehavioral patternsbyobservinghowtheyarefeelingandhowthey reacttounderlyingemotions.
Manypersonalitydevelopmentspecialistsandpsychotherapiststeachassertiveness,anditisthesubjectof manypopularself-helpbooks.Itisassociatedwithselfesteemandisseenasacrucialbehavioralability.Youcan explainyourselfclearlyanddefendyourviewpointby beingassertive.Itcanalsosupportyouindoingthiswhile respectingtherightsandopinionsofothers.Additionally,
beingassertivecanhelpyouincreaseyournotionofself andgainrespectfromothers.Thiscanaidwithstress reduction.Ifyouhesitatetosaynoandfindyourself takingontoomanyresponsibilities,itmightbeextremely helpfultoyouinreducingstress.Assertivepeoplecan freelycommunicatetheirfeelings,thoughts,anddesires, postulatetheirrights,andregulatetheiranger.Thisdoesn’t meantheycanrepresstheiremotions;rather,itmeansthey cancontrolthemforthetimebeing.Programsthatteach assertivenesscovertopicsincludingmanagingsensitive criticism,expressingoneself,andresolvingconflictsamicablyincircumstancesthatcallforassertivebehaviorand soundjudgment.
Theprocessoforganizingandplanninghowtospend yourtimebetweendifferentactivitiesisknownas“time management.”Whenyouhavetoaccomplishmorein lessertime,effectivetimemanagementallowsyoutooperatemoreefficientlyanddelivermoreinlesstime.Failure tomanagetimereduceseffectivenessandincreasesstress. Furthermore,itistheabilitytoeffectivelyorganizeand arrangeone’sworkinordertocompletetasksasquickly aspossiblewhileusingtheleastamountoftime,energy, money,andpersonnel.Intoday’sworld,timeisregarded asahighlyperishablenotion.Timeisirreversible,whichis whyitiscriticaltoinvestintraininginthisarea.Identificationoftimewasters,goal-setting,priority-setting,getting organized,andusingorganizersandothergadgetstohelp managetimeareallconceptscoveredintimemanagement training.Stressmanagementandproblem-solvingtraining areintimatelylinkedtotimemanagementtraining.
Presentationskillsrefertotheabilitytoprovideexcellentpresentationsinsmallorbiggroupsbydescribing anddemonstratingthecontentofatopictoanaudience.
“Speakingtooraddressingagroupofpeopleinastructured,smart,andintentionalmannerwiththegoalof informing,influencing,oramusingalisteningaudience” iswhatpublicspeakingisallabout.Inordertodeliver aneffectivepresentation,onemusthaveasolidgrasp ofthesubjectmatter,strategicplanning,awarenessof theaudience,acommandofvoicemodulation,sufficient understandingofnonverbalcues,timemanagement,communicationmastery,activelistening,andgoodreading habits.Deliveringpresentationsdiffersfromgivingpublic speechesinthattheformeristypicallydoneforabusinesspurposetoinfluencetheaudiencetodoaspecific action,suchasrespondingorreactinginacertainway.
Thethreestepsofpreparation,audienceanalysis,delivery,andquestionmanagementareallincludedintoday’s presentingskillstraining,aswellasoratoryandnonverbal communicationelementsincludinggestures,expressions, voicecontrol,intonation,vocabulary,andposture.The coreofpresentationskillstrainingisverbalandnonverbal communicationabilities.
Problem-solvingtechniquesaredefinedas“Theselfdirectedcognitivebehaviouralprocessthroughwhicha
personseekstouncoverordevelopeffectiveoradaptable waysofcopingwithtroublesomesituationsencountered ineverydaylife”[6].Socialissue-solvingtrainingaimsto buildafunctionalunderstandingofcopingandtoview problem-solvingasadeliberate,logical,laborious,and intentionalactioninordertoavoidbecomingstuckbydifficulties.Asaresultofamentalprocess,decision-making isthecapacitytoselectanappropriateandtimelyplanof actionfromtheavailablepossibilities(cognitiveprocess). Someofthesubjectscoveredinproblem-solvingtraining modulesincludeselectingthebestapproachtoachieve aconclusion,developingaSWOTanalysis,makingdecisions,planningandorganizing,andfinallyexecutingand addressingissues.Oneofthemostwell-knownproblemsolvingmodelscreatedaroundtheideaofissueresolution basedonmanagementbooksandresearchmodelsissix thinkinghats,whichisbasedonEdwarddeBono’sbook “SixThinkingHats,”whichadvancesthenotionoflateral thinking.Problem-solvingisafreshmethodforlearning howtousetheleftandrighthemispheresofthebrain totheirmaximumcapacitytofindoriginalandunderstandablesolutionstoavarietyofproblems.Thedisastersimulationexercise,alsoknownasthedesertsurvival exercise,isanotherproblem-solvingtrainingmodulethat challengesparticipantstofindcreativesolutionsandmake thebestuseofavailableresourcesinchallengingcircumstancesinordertoescapedangerousscenarios.
Ateamisagroupofpeoplewhohavecomplementaryandequivalenttalentsthatworktogethertoexecute atask,job,orproject.Teammembersshareleadership andaccountabilityforself-managementwithinthegroup, andtheyareveryinterdependent.Theperformanceofa teamisuptoitsmembers,whoarealsoanticipatedto cooperatetowardasharedobjectiveandgainfromthe team’striumphs.Ateamisconsideredeffectivewhenthere isastrongfeelingofsharedcommitment,whensynergy happens,andwhentheteamproducesresultsthatare superiortothesumoftheindividualefforts.Theorganizationalstructureplacesasignificantfocusonteamwork, andindividualswhoprefertoworkinagrouparegiven preferenceoverthosewhoprefertoworkindividually. Throughthefusionofideasandconstructiveeffortfromall teammembers,theattitudeofworkinginteams,together withknowledgeonhowtodevelopandmanageteamssuccessfully,helpsprovidethegreatestperformance.Among thetopicscoveredinteamworktrainingprogramsarehow teamsarecreated,cross-teamandintra-teamcooperation, diversity,productivity,goal-setting,andteamperformance management.Thepurposeofteam-buildingtraininginterventionsistoenhanceeachemployee’scomprehension ofteamdynamics,increaseaccountabilityinteamwork, increaseindividuals’flexibilitybyteachingthemhowto workinteams,andassistpeopleinputtingtheirattention ongroupgoalsratherthanorganizationalperformance andproductivity.Theidentificationanddevelopmentof
participants’leadershippotentialaswellastheiradvantagesanddrawbacksasteamleadersarethemaingoals ofhigher-levelteammanagementtraining.Participants inteamworktrainingcansetspecificteamgoals,maintainaproductiveandcooperativeteamworkenvironment, communicatewithskilledteammembers,andexercise value-basedteamleadership.
Theabilitytorecognizeconflictsandtodealwiththem wiselyandsuccessfullyinordertofulfilltasksisreferred toasconflictmanagement.Conflictingpartiesfrequently downplayanissue’ssignificanceordenyitsexistenceto avoiddealingwithit[3].Inacorporatesetting,itusually entailsefficientlyaddressingproblems,communicating, andnegotiatingtoachieveorganizationalobjectives.A keycomponentoftheconflictmanagementprocessis identifyingthestrategiesforcopingandmanagingworkplaceconflict,suchasaccommodating,whereopposing partiesminimizetheirdifferencesandfocusonareasof commonalitytoachieveorganizationalgoals,andcompetingbyprioritizingself-interestanddisregardingthe interestsofothers.Otherskillslearnedaspartofconflict managementtrainingincludeverbalandnonverbalcommunication,aswellaswrittencommunicationtosome extent,assertiveskills,problem-solvingskills,negotiatingskills,self-awareness,corporateetiquette,andteamworkabilities.Lecturediscussion,brainstorming,roleplaying,andsimulationgamesareallusedinconflict managementtraining.Aprogramforconflictmanagementcanbejudgedtobeeffectiveifthereisareductioninworkplacedisputes,anincreaseincollaboration,andevidenceofapositiveandproductivework environment.
Businessetiquettesarethesetofrulesthatexplainhow tobehaveproperlyinacorporateenvironment.Wecan communicatemoreeffectivelyandestablishmutualtrust betweenusifwemakeothersfeelateaseandhelpthem feelthesameway.Inordertoachievethiscomfortzone,we mustsuccessfullyconveyourselves.Therefore,itiscrucial foreveryonetopracticeandbecomeproficientincorporate mannersandetiquettetoestablishcordialrelationships withclients,customers,employers,orco-workers.Thisis especiallytrueforyoungaspirantswhodreamofentering thecorporateworldasprofessionals[12].Learningabout businessetiquetteencompassesallaspectsofcorporate socialinteraction,suchasself-presentation,communication,courtesy,andhospitality,aswellasnormsofexpectationininteractionsbetweenco-workers,employees,and clients.Thebenefitsofcorporateetiquettetrainingare projectedtoincludeimprovedpersonalbranding,better customerservice,awiserandmorepresentableworkforce, andasmarterworkplace.Intermsofworkplaceperformance,improvedetiquetteissupposedtohelpworkersbe moreproductiveinjobscenariosthatnecessitatemeeting peopleandengaginginface-to-faceconversationsthrough formaltraining.
Businessetiquetteestablishesthestandardsofbehavior thatallowforsuccessfulsocialinteractions.Interaction withexternalcontactssuchasvendors,clients,andsuppliersisincludedinofficeetiquette.Thenotionofimagemanagement,whichfocusesonimageconstructionthrough deliberateandmethodicalself-presentationatwork,at businessandsocialmeetings,andonsocialnetworking platforms,includingonlineplatforms,hasrecentlybeen addedtothescopeofbusinessetiquettetraining.Theusage offormalandinformaldress,accessories,andpersonal groomingareallrecommendedmethodsforimagemanagement.Theetiquetteoffinediningandwineetiquette, socialskillsforbusiness-relatedsocializing,diversitytraining,cross-culturalcommunication,personalgrooming, businessclothing,andgendersensitivityarealltopics coveredinbusinessetiquettetraining.Grooming,too,is equallyimportant,whichisdefinedastakingcareofone’s appearance,anditisthemostsignificantaspectofsoft skillssincehowwellonetakescareofoneselfrevealsa lotaboutone’spersonality.Evenbeforewehaveachance todemonstrateourabilities,weareappraisedbasedon ourappearanceandattireduringaninterview.Duringan interview,forexample,wearingclean,ironedclothesand propershoesdemonstratesastudent’sdesiretoworkfor theorganization.Ifastudentisnotdressedappropriately, theyaretypicallyregardedascarelessandirresponsible.
Today,allrecruitersexpecttheiremployeestobequite proficientinEnglishcommunicationskills.Sinceboth languageandsoftskillsarecrucialforthegraduates’ futurejobs,itisimperativetoimprovebothwhileteachingEnglishinprofessionalcolleges.Thegoalofteaching Englishinthetwenty-firstcenturyistobuildintra-and interpersonalskills,or,inotherwords,theso-calledsoft skillsthatareessentialforsocialparticipation,professional success,andpersonalgrowth.Ourcapacitytoefficiently andeffectivelynavigatethroughlifecanalsobeinfluenced bytheseattributes.Ifsoftskillsareincludedinthecurriculaandsyllabi,studentswouldfinditeasiertowork effectivelyintheirworkplace.Inthisregard,itisquite pertinenttoprepareteacherstoprovidesoftskilltraining tostudentsinprofessionalcolleges.Theymustprovidea goodexamplefortheirstudentsintermsofthenumerous softskillsattributestheydemonstrateduringtheteaching hours.Teachersmustemployasuitabletone,pitch,body language,andreadabilitywhenusinglanguage.Various trainingprogramsaretobeorganizedfortheteachersto makethemselvesawareoftherequisitesoftskillsneeded foremployeesforworkplaceeffectiveness.Tonurturethe skillsetsofthestudentsaspertheindustryneeds,teachersmustswitchtheclassroomfromteacher-centeredto student-centeredlearning.Theremustbemajorchangesin thewayacademiccurriculaarestructuredandteaching methodsareadopted,andmostimportantlytomotivate theteacherstoacceptandimplementchanges.Thecurrent situationservesasawake-upcallfortheentireteaching
community,pushingthemtoadjustthemselvestotheshiftingdemandsandexpectationsoftheemploymentsector.
CONCLUSION Softskillshaveexistedfromthebeginningofhuman contact.Peopleeitherlearnitontheirownorbyseeing otherssucceed.Softskillswerenotmuchtalkedabout evenadecadeago.Withtime,individualshavebegun torecognizethevalueofsofttalentsandhavebegunto considerthem.Regardlessofindustry,softskillsarejustas crucialastraditionalhardskills.Softskillsareimportant sincetheycomplementhardskillsandmustbenurtured inabalancedway.Inbothpersonalandprofessionallife, softskillsareextremelyimportant.Becausesoftskillsand personalitydevelopmentgohandinhand.Employment sectorshavebeguntorecognizethevalueofsoftskillsand areinvestinginsoftskilltrainingfortheiremployees.They wanttoseemorepeoplewithdiversesoftskillattributes atwork.Identifyingandimprovingone’ssoftskills,as wellasupgradingthemfromtimetotimewillhelpone growinlife.Wemightconcludethatstudents’strugglesin acquiringthenecessarysoftskillsaremostlyduetotheir pooracademicexperience.FromKindergartentoClassX, astudentspendsroughly12yearsinschool.Weallknow thatinsteadofpromotinglifeskills,schoolsplaceastrong emphasisondisciplinessuchasmath,physics,chemistry, andbiology.Promotingeffectivelifeskillsinstructionin schoolswouldbeawaytosupportthematcruciallife phasesandassisttheminrealizingtheirfullpotential. Sincerecruitersputalotofemphasisonsoftskills,our educationalinstitutionsmustencouragestudentsindevelopingthem.Tofulfilltheneedsofthefutureworkforcein employmentsectors,softskilltrainingprogramsshould bespecificallydesigned.Topromotestrongerindustryinstitutecollaboration,industrypartnersshouldbeencouragedtotakepartincurriculumandcoursedevelopment. Thiswilldefinitelyhelptonarrowdownthegapbetween whatisbeingtaughtandpromotedattheinstitution’s levelandwhattheemploymentsectorsneedintheirfuture workforce.Thisarticlealsohighlightstheimportanceof modifyingthecurriculumaspertheindustrystandardsto bettermeettherequirementsofarapidlychangingsociety.
CONFLICTOFINTEREST
Theauthorsdeclarethattheresearchwasconductedinthe absenceofanycommercialorfinancialrelationshipsthat couldbeconstruedasapotentialconflictofinterest.
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