The New Talent Landscape: Recruiting Difficulty and Skills Shortages (SHRM, 2016)
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Energy Flow Through Marine Ecosystems: Confronting Transfer Efficiency
TREE 2756 No. of Pages 11 Trends in Ecology & Evolution Review Energy Flow Through Marine Ecosystems: Confronting Transfer Efficiency Tyler D. Eddy ,1,2,*,@ Joey R. Bernhardt ,3,4,5,@ Julia L. Blanchard,6,7 William W.L. Cheung,3 Mathieu Colléter,8 Hubert du Pontavice ,3,9 Elizabeth A. Fulton,6,10 Didier Gascuel ,9,@ Kelly A. Kearney ,11 Colleen M. Petrik ,12 Tilla Roy,13,14 Ryan R. Rykaczewski ,1,15 Rebecca Selden,16 Charles A. Stock ,17 Colette C.C. Wabnitz ,3,18,19 and Reg A. Watson 6,7 Transfer efficiency is the proportion of energy passed between nodes in food webs. Highlights It is an emergent, unitless property that is difficult to measure, and responds Transfer efficiency is a key parameter de- dynamically to environmental and ecosystem changes. Because the consequences scribing ecosystem structure and func- of changes in transfer efficiency compound through ecosystems, slight variations tion and is used to estimate fisheries production; however, it is also one of can have large effects on food availability for top predators. Here, we review the the most uncertain parameters. processes controlling transfer efficiency, approaches to estimate it, and known variations across ocean biomes. Both process-level analysis and observed macro- Questions remain about how habitats, fi scale variations suggest that ecosystem-scale transfer efficiency is highly variable, food resources, shing pressure, spatio- fi temporal scales, as well as temperature, impacted by shing, and will decline with climate change. It is important that we primary production, and other climate more fully resolve the processes controlling transfer efficiency in models to drivers impact transfer efficiency. -
10 Soft Skills You Need
10 Soft Skills You Need Participant Guide Columbus Technical College Economic Development Corporate Training Materials TABLE OF CONTENTS Module One: Getting Started .............................................................................................................7 Workshop Objectives ................................................................................................................................ 7 Module Two: What are Soft Skills? .....................................................................................................8 Definition of Soft Skills .............................................................................................................................. 8 Empathy and the Emotional Intelligence Quotient .................................................................................. 9 Professionalism ......................................................................................................................................... 9 Learned vs. Inborn Traits ........................................................................................................................ 10 Case Study ............................................................................................................................................... 10 Module Two: Review Questions .............................................................................................................. 11 Module Three: Communication ....................................................................................................... -
The Power of EI: the "Soft" Skills the Sharpest Leaders
The power of EI: The “soft” skills the sharpest leaders use Comparisons across data from Korn Ferry Hay Group leadership and employee surveys | The “soft” skills the sharpest leaders use | What’s emotional intelligence got to do with leadership? Organizations worldwide are increasingly recognizing the so-called “soft” skills that people in the workforce can Key points draw upon to motivate others, push through changes, n Twelve emotional and social and deliver superior performance in themselves and their intelligence competencies have been colleagues. We collectively call these skills emotional shown to distinguish outstanding intelligence, or EI. Importantly, a growing body of performance in a wide variety of jobs evidence shows the positive impact that leaders with and organizations. high EI can have in the workplace. n Developing more ESCI competencies This paper demonstrates how EI, like IQ, is measurable, gives leaders more flexibility, and and highlights which particular aspects of EI individuals honing specific competencies can can develop to make them more effective leaders. It optimize a leader’s individual style. draws from both outside sources and data gathered using the proprietary measurement of EI, called the n Outside studies confirm that people Emotional and Social Competency Inventory, or ESCI with high degrees of emotional (Boyatzis, 2007). Created by Richard Boyatzis and Daniel intelligence can positively impact Goleman in conjunction with Korn Ferry Hay Group, ESCI an organization’s profitability, is a 360-degree survey that assesses an individual’s EI performance, and ability to attract competencies. Now in its tenth year, the ESCI has been and retain talent. used by 80,000 people across 2,200 organizations worldwide. -
From Attitude to Empathy, We Explore the Power of Soft Skills in an Automated World
The Soft Skills Imperative 01|2017From attitude to empathy, we explore the power of soft skills in an automated world. The Soft Skill Imperative | White Paper 2 The Adecco Group 3 Soft SK Skills As tasks are automated and job roles and responsibilities Unlocking entrepreneurial evolve, human qualities are the new essential for the work- potential—and perhaps even GDP force and the workplace growth The world is navigating a transition from the What’s driving this rush of enthusiasm? There’s yet knowledge economy to the self-knowledge econ- to be a study conducted that demonstrates in hard Consider the experiences of two groups who, development programs for longer, feel more omy. In every area of operations, automation numbers that soft skills play a direct, causal role in at first glance, could not appear to be less successful, and keep pursuing the small busi- and robotics are remaking the way we manage driving success for either candidates or corpora- similar: participants in a women’s entrepre- ness path.” traditional day-to-day tasks. Virtual collaboration tions. But individual organizations have become neurship training program in Guatemala and platforms are altering how and where we work. attuned to the impact of soft skills deficiencies Major League Baseball’s 2016 World Series Digital access to data is driving unprecedented within their ranks, and pioneering studies suggest champions, the Chicago Cubs. The success of “Women who get soft skills training wind up capacity—and demand—for real-time decision-mak- that training in these areas can contribute to con- each has been attributed in part to soft skills staying in the entrepreneurship or business awareness and development. -
Soft Skills As Employability Skills: Fundamental Requirement for Entry-Level Jobs
Soft Skills as Employability Skills: Fundamental Requirement for Entry-level Jobs ~ Netra Bahadur Subedi1 Abstract In spite of the fact that the term ‘soft skills’ is new in our context, it has a wide range of implications and effects. Soft skills are intangible, nontechnical, personality-specific skills that determine one’s strengths as a leader, facilitator, mediator, and negotiator. Soft skills are contrasted to hard skills in a sense that hard skills are limited to specific area. It is to be noted that in the course of seeking an employment in the market, individual’s soft skills are as important as hard skills. It is found that person’s hard skills lead an individual to the entrance of job market, soft skills guarantee the job opportunity and further career growth. It is urgent that we have to instill our graduates with remarkable amount of soft skills for quick employment. It is always advisable that the companies select human resources with the best non-technical skills that are likely to be available in the labour market. It is further important to foster and develop the employees. Thus, these inter-sectional skills are really important for the promotion and enhancement of the organization. Owing to the same fact, this paper argues how soft skills as employability are fundamental requirement for entry-level Jobs. Key Words: Soft Skills, EQ, Civic Sense, Social Graces, Technical Skills Opening the Window Nowadays people are much concerned about soft skills. Though it is a new term in the academia, business houses and government offices, it has been a buzz word. -
SOFT SKILLS: the Missing Component That Prevents Many December 2019 Students from Blasting Off Into Their Careers
SOFT SKILLS: The Missing Component That Prevents Many December 2019 Students From Blasting Off Into Their Careers Soft Skills: The Missing Component That Prevents Many Warm-up Students From Blasting Off Into Their Careers Challenge ErikChristensen Houston, TX MicheleHeston SACSCOC Annual Meeting 2019 2 Puzzle Challenge What Skills Did You Notice At Work? • Communication • Positive Attitude • Teamwork • Interpersonal Skills • Time Management • Willingness to Learn • Critical Thinking • Resilience • Problem Solving • Attention to Detail • Adaptability • Influencing • Creativity • Personal Skills • Leadership • Organization 3 4 Kindergarten to College Learning Outcomes Page 1 • Be able to explain what soft skills are. • Be able to describe why you should emphasize developing soft skills. • Be able to identify how to develop activities focused on developing soft skills. 5 6 SACSCOC AM 2019 – Houston 1 SOFT SKILLS: The Missing Component That Prevents Many December 2019 Students From Blasting Off Into Their Careers Note Taking Guide Page 2 Put notes Put here questions here Summarize What? here 8 7 Origin of the term “soft skills” U.S. Army training manual in the 1972 “skills, abilities, and traits that pertain to personality, A simple term for a attitude, and behavior rather than to formal or technical knowledge.” complex set of personal qualities 9 10 Many Other Names Soft vs. Hard Skills •Power Skills •Behavioral Skills Soft skills are character Hard skills are specific, •Employability Skills •Leadership Skills traits and interpersonal quantifiable, and • • Communication Skills Human Skills skills that characterize teachable abilities that •People Skills •Personal Skills a person's relationship can be defined and •Emotional Intelligence •Interpersonal Skills with other people. -
Life History Strategies, Population Regulation, and Implications for Fisheries Management1
872 PERSPECTIVE / PERSPECTIVE Life history strategies, population regulation, and implications for fisheries management1 Kirk O. Winemiller Abstract: Life history theories attempt to explain the evolution of organism traits as adaptations to environmental vari- ation. A model involving three primary life history strategies (endpoints on a triangular surface) describes general pat- terns of variation more comprehensively than schemes that examine single traits or merely contrast fast versus slow life histories. It provides a general means to predict a priori the types of populations with high or low demographic resil- ience, production potential, and conformity to density-dependent regulation. Periodic (long-lived, high fecundity, high recruitment variation) and opportunistic (small, short-lived, high reproductive effort, high demographic resilience) strat- egies should conform poorly to models that assume density-dependent recruitment. Periodic-type species reveal greatest recruitment variation and compensatory reserve, but with poor conformity to stock–recruitment models. Equilibrium- type populations (low fecundity, large egg size, parental care) should conform better to assumptions of density- dependent recruitment, but have lower demographic resilience. The model’s predictions are explored relative to sustain- able harvest, endangered species conservation, supplemental stocking, and transferability of ecological indices. When detailed information is lacking, species ordination according to the triangular model provides qualitative -
The Great Skills Divide: a Review of the Literature
The Great Skills Divide: A Review of the Literature Sophie Borwein Higher Education Quality Council of Ontario Published by The Higher Education Quality Council of Ontario 1 Yonge Street, Suite 2402 Toronto, ON Canada, M5E 1E5 Phone: (416) 212-3893 Fax: (416) 212-3899 Web: www.heqco.ca E-mail: [email protected] Cite this publication in the following format: Borwein, S. (2014). The Great Skills Divide: A Review of the Literature. Toronto: Higher Education Quality Council of Ontario. The opinions expressed in this research document are those of the authors and do not necessarily represent the views or official policies of the Higher Education Quality Council of Ontario or other agencies or organizations that may have provided support, financial or otherwise, for this project. © Queens Printer for Ontario, 2014 The Great Skills Divide: A Review of the Literature Executive Summary Discussions of Canada’s so-called “skills gap” have reached a fever pitch. Driven by conflicting reports and data, the conversation shows no signs of abating. On the one hand, economic indicators commonly used to identify gaps point to problems limited to only certain occupations (like health occupations) and certain provinces (like Alberta) rather than to a general skills crisis. On the other hand, employers continue to report a mismatch between the skills they need in their workplaces and those possessed by job seekers, and to voice concern that the postsecondary system is not graduating students with the skills they need. This paper is the first of three on Canada’s skills gap. It outlines the conflicting views around the existence and extent of a divide between the skills postsecondary graduate possess and those employers want. -
Recruitment, Dispersal, and Demographic Rescue in Spatially-Structured White-Tailed Ptarmigan Populations ’
The Condor 102:503-516 D The Cooper Ornithological Society Zoo0 RECRUITMENT, DISPERSAL, AND DEMOGRAPHIC RESCUE IN SPATIALLY-STRUCTURED WHITE-TAILED PTARMIGAN POPULATIONS ’ KATHY MARTIN Canadian Wildlife Service, 5421 Robertson Rd, RR I Delta, British Columbia, Canada, V4K 3N2, and Department of Forest Sciences, 2424 Main Mall, University of British Columbia, Vancouver, British Columbia, Canada, V6T 124, e-mail: [email protected] PETER B. STACEY Department of Biology, University of New Mexico, Albuquerque, NM 87131, e-mail: [email protected] CLAIT E. BRAUN* Colorado Division of Wildlife, 317 West Prospect Rd., Fort Collins, CO 80526, e-mail: [email protected] Abstract. We studiedrecruitment and dispersalof White-tailed Ptarmigan (Lagopus leu- curus) breeding in naturally fragmented alpine habitatsat four study sites in Colorado from 1987-1998. Almost all recruitment for both sexes, particularly females, was of birds pro- duced outside local populationsand also external to nearby studiedpopulations. Populations were more dependent on female recruitment than on male recruitment to sustainthem, and patterns of recruitment were not correlated with local survival of adults or production of young the previous year, except at one site for females. Over 95% of recruitswere yearlings. Breeding dispersal of adults, an infrequent but regular event, was also important to inter- population connectivity. Our data for multiple populationsallowed us to describemovement patterns among populations to assess consistency with conditions required for a -
SOFT SKILLS for 21ST CENTURY TEACHER Feby Inggriyani PGSD FKIP Unpas,Bandung, Indonesia E-Mail: [email protected]
International Conference: Character Building Through Pricesly International Education October, 2017 FKIP UNPAS & PB Paguyuban Pasundan SOFT SKILLS FOR 21ST CENTURY TEACHER Feby Inggriyani PGSD FKIP Unpas,Bandung, Indonesia E-mail: [email protected] Abstract. 21st century forms a superior human resource. Education not only creates graduates who are able to compete, but coupled with healthy competence and able to excel in various fields. The duties of 21st century teachers are able to organize learning process and implement the four pillars of learning recommended by UNESCO for education, which is learning to know, learning to do, learning to be and learning to live together. Four competencies that must be owned by professional teachers are: pedagogic competence, professional competence, personality competence and social competence. 21st century education requires teachers to emphasize learning on critical thinking and problem solving, creativity and innovation, communication, collaboration, and global awarness. The 21st century skills teachers must have are (1) life and career skills, (2) learning and innovation skills, and (3) information media and technology skills. Therefore, teachers are required not only to have hardskill but also to have softskill to succeed in their career and functioning in social life. soft skill a teachers should have interpersonal and intrapersonal skills. Keywords: soft skill, 21st century, skill teacher I.INTRODUCTION content knowledge, curriculum and knowledge of The world of education can not be educational goals [1]. Other then, competence of separated from the figure of a teacher. Teachers 21st century professional teachers includes is are an important component that is crucial in the critical thingking (problem solving), creativity and success of learners. -
Talent Acquisition Technology Ecosystem
Global Staffing and Recruitment Technology Talent Acquisition Technology Ecosystem February 15, 2018 | David Francis, Research Manager | [email protected] Talent Acquisition Technology Ecosystem | February 15, 2017 Contents Talent Acquisition Technology Ecosystem ........................................................................................................................................................... 2 Overview of an Ecosystem .................................................................................................................................................................................... 3 Systems of Record ................................................................................................................................................................................................ 8 Candidate Discovery ........................................................................................................................................................................................... 10 Candidate Assessment ........................................................................................................................................................................................ 14 Candidate Engagement ....................................................................................................................................................................................... 15 Candidate Verification ....................................................................................................................................................................................... -
Emotional Intelligence for Internal Auditors
Feature Emotional Intelligence for Internal Auditors Understand and develop your soft skills By Deborah A. Radke, CPA building and keeping trust relationship strategies nternal auditors need specific technical skills and Iexpertise to be successful in their jobs. However, our soft skills play an even more significant role in our professional success. These soft skills are n necessary in our dealings with our clients during o i t a an audit, in our interactions with the leaders of c i n c u o m m our organizations, and in daily interchanges with co-workers in our own department. A 2013 white paper by The Institute of Internal Auditors (IIA) and Robert Half International emphasized the concept of soft skills.1 Soft skills cover a broad landscape of competencies in areas such as communication, relationship strategies, building and keeping trust, navigating through situations, negotiating skills, constructive conflict management, and empathy. All these traits revolve around how you relate with other people and are linked with your emotional intelligence (EI). Over the past two decades, studies have shown that a person’s degree of EI is more important than IQ, advanced degrees or technical work experiences, whether you work in an entry-level job or a leadership position. For example, the IIA Research Foundation issued a report in 2011 on understanding and applying soft skills. An auditor’s success emotional intelligence or failure is dependent on relationships and communication, empathy with high levels of emotional and social intelligence