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"VOCATIONAL SKILLS"
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Soft skills to advance your developer career : actionable steps to help maximize your potential
As a software developer, your technical skill set is in high demand. Devices and technology have become an integral part of our everyday lives and no digital organization can thrive without technical professionals on the payroll. However, career plateaus are inevitable in even the most high-demand field. Companies do not only need software developers; they need software developers with soft skills. In Soft Skills to Advance Your Developer Career, author Zsolt Nagy explores how emotional intelligence can give your software development career an edge. These subjects are not taught in school, and unfortunately the career advancement of many excellent developers can be blocked by their inability to effectively communicate their needs, assert themselves, and negotiate confidently. Throughout this book, Nagy shows you how to actively improve and prioritize your soft skills so that you can better represent the holistic interests of your team, obtain better working conditions, negotiate raises, and increase your variety of employment options by elevating your interviewing skills. Discover the obstacles standing between you and a fulfilling career by finding and improving strengths you may not have even known you had. Jump out of your box with Soft Skills to Advance Your Developer Career and leverage your expertise with effortless confidence at all stages of your professional journey.
Book
La tâche pédagogique au service du développement des savoir-faire langagiers et professionnels. Exemple de français des affaires
Task Based Learning / Teaching focuses on the action dimension of language use, i.e., various tasks performed every day that require cooperation with others and the mobilization of language. Language proves to be the most important instrument of action, even if the objective of this action is not necessarily linguistic. The pedagogical tasks used for language teaching for professional purposes illustrate the link between language and socio-professional action: the learning of the formal language system counts as much as the content of the domain of work. On these theoretical assumptions, the aim of this paper is to examine the degree of integration of linguistic and professional knowledge and skills into tasks designed for the teaching of business French. We will analyse the examples of pedagogical tasks in order to demonstrate to what extent they allow us to teach interdisciplinary content and foreign language.
Journal Article
An Evaluation of a Social Skills Intervention for Adults with Autism Spectrum Disorder and Intellectual Disabilities preparing for Employment in Ireland: A Pilot Study
Individuals with autism spectrum disorder (ASD) are faced with significant barriers relating to employment opportunities and workplace participation. This study evaluated the effectiveness of the Walker social skills curriculum: the ACCESS program and video modeling to increase social communication skills necessary for workplace inclusion. Participants attended two sessions (i.e., 3 h) per week across a period of 20 weeks. A multiple-probe design was used to demonstrate social skills outcomes across three broad curricular areas (i.e., peer-related, adult-related, and self-related social skills). Pre-and post-intervention standardized assessments were also taken. Results showed significant increases in target social skills and a significant decrease in problem behaviors following intervention. Evidence of maintenance and generalization were also demonstrated. Implications for practice and research are discussed.
Journal Article
Comparing Mobile Technologies for Teaching Vocational Skills to Individuals with Autism Spectrum Disorders and/or Intellectual Disabilities Using Universally-Designed Prompting Systems
The purpose of this study was to compare mobile technologies with universally-designed prompting systems to improve the independent vocational performance of four adolescents with ASD and/or ID in school-based employment settings. Specific aims were to (1) compare the effectiveness of universally-designed prompting systems presented on iPads and HP Slates that involved participant-selection and participant-fading of available on-screen media prompts; (2) compare the usability of different mobile devices; and (3) determine if built-in decision prompts could improve problem-solving behavior during task completion. Results indicated that both devices resulted in immediate and substantial increases in independent responding for three of the four participants. All participants performed better with their preferred device and all self-faded reliance on instructional prompts as skill acquisition increased.
Journal Article
Job U : how to find wealth and success by developing the skills companies actually need
\"Get ready to relearn everything you thought you knew about what a successful career path can look like. Today, unemployment hovers at a near-record high, yet 3.5 million American jobs remain unfilled. Why? Because companies simply cannot find people with the skills they actually need. The good news is that this skills gap represents unprecedented opportunities for every person seeking a successful and exciting career. But these opportunities can't be found inside the walls of the traditional classroom. Instead, they lie in the myriad of educational options that provide the technical, vocational, and soft skills on demand in today's workplace, such as: -Professional certifications: Start your career faster in fields like bioscience aviation, culinary arts, and medical technology. -Associates degrees: Increase earning potential through inexpensive 2-year programs in subjects like civil engineering, environmental science, education, and nursing. -Apprenticeships: Earn while you learn under the direct supervision of a skilled expert. Far beyond the artisan trades, today's apprenticeships can be found at companies like Volkswagen and Siemens. -Occupational learning: Refresh or reboot your skill sets through on-the-job training or online education. In Job U, you'll learn about these paths to rewarding occupations; where to find them and how to parlay them into the best paying job in any field. And along the way, you'll meet individuals of all ages who have attained their \"dream jobs\" through a non-traditional education: from an emergency air paramedic, to a lead mechanic of a racecar team, to an engineer of complex gas turbine generators, to a bestselling cookbook author. Whether you are recent high school or college graduate, or well along in your career journey, Job U will help you find your way to a more secure and prosperous future\"-- Provided by publisher.
Book
Out of the frying pan into the fire: displaced workers’ vocational skill specificity, self-employment, and income
Drawing on vocational specificity and push-based entrepreneurship literature, we ask whether the degree of vocational specificity is linked to the likelihood of displaced workers transitioning into self-employment, whether such transitions correlate with greater earnings declines, and whether self-employment in an industry distant from their pre-displacement industry exacerbates earnings declines. Based on the biennial Current Population Survey-Displaced Worker Supplements (CPS-DWSs) from 1986 to 2020, higher vocational specificity in the pre-displacement occupation is positively associated with odds of switching to self-employment. However, engagement in self-employment is associated with higher earnings losses, that further exacerbate when transitioning to industries more distant from the pre-displacement industry. The findings have implications for policymakers and researchers.Plain English SummaryThis study investigates whether displaced workers, those who involuntarily lose their jobs, are more likely to become self-employed and whether such choice improves income levels. Using data from Current Population Surveys conducted every 2 years between 1986 and 2020, the results show that workers with specialized skills in their previous jobs were more likely to become self-employed after losing their jobs. However, those who chose self-employment experienced greater earnings losses compared to those who found traditional employment after displacement. Interestingly, when displaced workers started businesses in industries more different from their previous ones, their earnings losses decreased. These findings have important implications for policymakers and researchers studying the experiences of displaced workers, and they highlight the trade-offs and potential challenges associated with self-employment in such situations. Thus, displaced workers with specialized skills are more likely to turn to self-employment but face higher earnings losses, and transitioning to different industries can reduce losses.
Journal Article