Conceptualización y relación entre habilidades blandas, para la vida y competencias genéricas.
DOI:
https://doi.org/10.21501/2744838X.4813Resumen
Durante las últimas décadas, el mercado laboral ha mutado considerablemente, demandando cada vez más un conjunto de habilidades que trascienden los conocimientos netamente técnico-científicos, por lo que el objetivo de esta investigación es conceptualizar y relacionar los conceptos de habilidades blandas, para la vida y competencias genéricas. Para esto, se realizó una revisión estructurada de la literatura mediante tres bases de datos científicas y el método de “bola de nieve”, con el fin de conceptualizar y relacionar los conceptos habilidades blandas, habilidades para la vida y competencias genéricas. Si bien muchos autores los propusieron como sinónimos, se encontraron muchos otros que proponen definiciones originales para cada una de ellas. Con ayuda del diagrama de Venn, que compara las habilidades específicas agrupadas bajo cada concepto, fue posible comprender las diferencias esenciales en cada definición y, especialmente, en su ámbito de aplicación. Se concluye que, a pesar de que existen grandes intersecciones entre las habilidades graficadas, existen también diferencias claras especialmente entre las habilidades blandas y habilidades para la vida.
Descargas
Referencias
Alwell, M., & Cobb, B. (2006). A systematic review of the effects of curricular interventions on the acquisition of functional life skills by youth with disabilities. Career Development for Exceptional Individuals, 29.
Ault, K. J., Blanton, J. E., & Pierce, S. (2023). Student-athletes’ perceptions of relationship quality and life skills development. Journal of Applied Sport Psychology, 36(4). https://doi.org/10.1080/10413200.2023.2197970
Bennett, N., Dunne, E., & Carré, C. (1999). Patterns of core and generic skill provision in higher education. Higher Education, 37(1). https://doi.org/10.1023/A:1003451727126
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2014). Defining twenty-first century skills. In Assessment and teaching of 21st century skills. https://doi.org/10.1007/978-94-007-2324-5_2
Boyce, G., Williams, S., Kelly, A., & Yee, H. (2001). Fostering deep and elaborative learning and generic (soft) skill development: The strategic use of case studies in accounting education. International Journal of Phytoremediation, 21(1), 37–60. https://doi.org/10.1080/09639280121889
Buntat, Y., Saud, M. S., Mokhtar, M., Kamin, Y., & Feh, L. S. (2016). Important skills for biomedical services: The perspectives of Malaysian employers and employees. Work, 55(2). https://doi.org/10.3233/WOR-162417
Caeiro-Rodriguez, M., Manso-Vazquez, M., Mikic-Fonte, F. A., Llamas-Nistal, M., Fernandez-Iglesias, M. J., Tsalapatas, H., Heidmann, O., De Carvalho, C. V., Jesmin,T., Terasmaa, J., & Sorensen, L. T. (2021). Teaching Soft Skills in Engineering Education: An European Perspective. IEEE Access, 9, 29222–29242. https://doi.org/10.1109/ACCESS.2021.3059516
Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2017). Twenty-First Century Skills and Global Education Roadmaps. 21st Century Skills Development Through Inquiry-Based Learning, 17–32. https://doi.org/10.1007/978-981-10-2481-8_2
Conchado, A., Carot, J. M., & Bas, M. C. (2015). Competencies for knowledge management: Development and validation of a scale. Journal of Knowledge Management, 19(4), 836–855. https://doi.org/10.1108/JKM-10-2014-0447
Cronin, L., Greenfield, R., & Maher, A. (2023). A Qualitative Investigation of Teachers Experiences of Life Skills Development in Physical Education. Qualitative Research in Sport, Exercise and Health. https://doi.org/10.1080/2159676X.2023.2222774
Cronin, M. E. (1996). Life skills curricula for students with learning disabilities: A review of the literature. Journal of Learning Disabilities, 29(1). https://doi.org/10.1177/002221949602900108
Currie, L. K., Pisarik, C. T., Ginter, E. J., Glauser, A. S., Hayes, C., & Smit, J. C. (2012). Life-skills as a predictor of academic success: An exploratory study. Psychological Reports, 111(1). https://doi.org/10.2466/11.04.17.PR0.111.4.157-164
Danish, S., Forneris, T., Hodge, K., & Heke, I. (2004). Enhancing youth development through sport. World Leisure Journal, 46(3). https://doi.org/10.1080/04419057.2004.9674365
Forrest, C. J., & Swanton, T. (2021). Longitudinal associations between soft skills, education and labour market outcomes: evidence from a survey of young Australians. Education and Training, 63(9), 1276–1287. https://doi.org/10.1108/ET-10-2020-0325
Gazda, G. M., Ginter, E. J., & Horne, A. M. (2001). Group counseling and group psychotherapy : theory and application. Allyn and Bacon. https://www.worldcat.org/title/44818502
Giannotta, F., & Weichold, K. (2016). Evaluation of a Life Skills Program to Prevent Adolescent Alcohol Use in Two European Countries: One-Year Follow-Up. Child and Youth Care Forum, 45(4). https://doi.org/10.1007/s10566-016-9349-y
Gould, D., & Carson, S. (2008). Life skills development through sport: current status and future directions. International Review of Sport and Exercise Psychology, 1(1). https://doi.org/10.1080/17509840701834573
Guerra-Báez, S. P. (2019). A panoramic review of soft skills training in university students. Psicologia Escolar e Educacional, 23. https://doi.org/10.1590/217535392019016464
Hurrell, S. A., Scholarios, D., & Thompson, P. (2013). More than a ‘humpty dumpty’ term: Strengthening the conceptualization of soft skills. Economic and Industrial Democracy, 34(1), 161-183. https://doi.org/10.1177/0143831X12444934
Johnson, E., Herd, S., & Tisdall, J. (2002). Encouraging generic skills in science courses. In Electronic Journal of Biotechnology, 5(2). https://doi.org/10.2225/ vol5-issue2-fulltext-13
Kantrowitz, T. M. (2005). Development and Construct Validation of a Measure of Soft Skills Performance [Georgia Institute of Technology]. In Higher Education (Vol. 2, Issue 1). http://hdl.handle.net/1853/6861
Kechagias, K. (2011). Teaching and assessing soft skills. In 1st Second Chance School of Thessaloniki (Neapolis), 67(2).
Kendellen, K., & Camiré, M. (2017). Examining the life skill development and transfer experiences of former high school athletes. International Journal of Sport and Exercise Psychology, 15(4), 395–408. https://doi.org/10.1080/1612197X.2015.1114502
Lagos, C. (2012). Aprendizaje experiencial en el desarrollo de habilidades “Blandas” Desde la visión de los alumnos líderes de I° a IV° medio [Trabajo de grado].Universidad Alberto Hurtado
Laker, D., & Powell, J. (2009). The Differences Between Hard and Soft Skills and Their Relative Impact on Training Transfer. Computational Complexity, 2(1), 1–9. https://doi.org/10.1002/hrdq
Lee, G. Y., & Lee, D. Y. (2019). Effects of a life skills-based sexuality education program on Korean early adolescents. Social Behavior and Personality, 47(12). https://doi.org/10.2224/SBP.8600
Lee, O., Griffiths, M., Goodyear, V., Jung, H., Son, H., Lee, U., & Choi, E. (2023). Influence of a professional development programme on the life skills teaching practices of secondary PE teachers. Sport, Education and Society, 28(8). https://doi.org/10.1080/13573322.2022.2095366
Lescak, E. A., O’Neill, K. M., Collu, G. M., & Das, S. (2019). Ten simple rules for providing a meaningful research experience to high school students. PLOS Computational Biology, 15(4), e1006920. https://doi.org/10.1371/JOURNAL. PCBI.1006920
Magro, G. (2017). Efectos y mediación de un programa de habilidades blandas a través del desarrollo de la cognición corporizada en estudiantes universitarios. Apuntes de Ciencia & Sociedad, 07(02). https://doi.org/10.18259/acs.2017018
Moss, P., & Tilly, C. (2004). Stories employers tell. Race, skill, and hiring in America. (1st ed., Issue 1). Russell Sage Foundation. Neri Torres, J. C., & Hernández Herrera, C. A. (2019). Los jóvenes universitarios de ingeniería y su percepción sobre las competencias blandas / Young University
Students of Engineering and Their Perception of Soft Skills. RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo, 9(18), 768–791. https://doi.org/10.23913/ride.v9i18.449
Newman, T., Black, S., Santos, F., Jefka, B., & Brennan, N. (2021). Coaching the development and transfer of life skills:a scoping review of facilitative coaching practices in youth sports. International Review of Sport and Exercise Psychology, 16(1), 619-656. https://doi.org/10.1080/1750984X.2021.1910977
Nor, M. S. M., Hamzah, M. I., Razak, K. A., & Elias, F. (2019). Generic Skills: Concept and Importance of Students Mastery. International Journal of Academic Research in Progressive Education and Development, 8(2). https://doi.org/10.6007/ijarped/v8-i2/6442
Organización Mundial de la Salud. (1997). Life Skills Education for Children And Adolescents in Schools. World Health Organization. Division of Mental Health.
Ongardwanich, N., Kanjanawasee, S., & Tuipae, C. (2015). Development of 21st Century Skill Scales as Perceived by Students. Procedia–Social and Behavioral Sciences, 191, 737–741. https://doi.org/10.1016/J.SBSPRO.2015.04.716
Pagnoccolo, J., & Bertone, S. (2021). The apprentice experience: the role of interpersonal attributes and people related generic skills. Education and Training, 63(2). https://doi.org/10.1108/ET-05-2020-0116
Pearson, D., Kennedy, F. C., Talreja, V., Bhat, S., & Newman-Taylor, K. (2021). Thriving in adversity: Do life skills programs work for developing world children? A pragmatic randomized controlled trial. Social Behavior and Personality, 49(9). https://doi.org/10.2224/sbp.10493
Rainsbury, E., Hodges, D., Burchell, N., & Lay, M. (2002). Ranking Workplace Competencies: Student and Graduate Perceptions. Asia-Pacific Journal of Cooperative Education, 3, 8–18.
Seo, D. S., Kim, E. J., Huh, J. H., & Lee, J. (2022). The effects of life skills of Korean college student athletes on adaptation and satisfaction in college life. Journal of American College Health. https://doi.org/10.1080/07448481.2022.2054276
Tight, M. (2021). Twenty-first century skills: meaning, usage and value. European Journal of Higher Education, 11(2), 160–174. https://doi.org/10.1080/21568235.2020.1835517
Turgeon, S., Newman, T. J., Lee, L., Bean, C., & Nicholas, O. (2023). Social justice attitudes and behavioural intentions of NCAA student-athletes: the role of life skills. International Journal of Sport and Exercise Psychology, 22(6), 1549-1568.https://doi.org/10.1080/1612197X.2023.2238273
Valtonen, T., Hoang, N., Sointu, E., Näykki, P., Virtanen, A., Pöysä-Tarhonen, J.,Häkkinen, P., Järvelä, S., Mäkitalo, K., & Kukkonen, J. (2021). How pre-service teachers perceive their 21st-century skills and dispositions: A longitudinal pers-
pective. Computers in Human Behavior, 116, 106643. https://doi.org/10.1016/J.CHB.2020.106643
Villardón Gallego, L. (2015). Competencias genéricas en educación superior metodologías específicas para su desarrollo. Narcea
Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), 403–413. https://doi.org/10.1111/JCAL.12029
Wats, M., & Wats, R. K. (2009). Developing soft skills in students. International Journal of Learning, 15(12), 1–10. https://doi.org/10.18848/1447-9494/CGP/v15i12/46032
Weber, M. R., Finley, D. A., Crawford, A., & Rivera, D. (2009). An Exploratory Study Identifying Soft Skill Competencies in Entry-Level Managers. Tourism and Hospitality Research, 9(4), 353–361. https://doi.org/10.1057/thr.2009.22
Williams, C., Neil, R., Cropley, B., Woodman, T., & Roberts, R. (2022). A systematic review of sport-based life skills programs for young people: The quality of design and evaluation methods. Journal of Applied Sport Psychology, 34(2). https://doi.org/10.1080/10413200.2020.1792583
Windels, K., Mallia, K. L., & Broyles, S. J. (2013). Soft Skills: The Difference between Leading and Leaving the Advertising Industry? Journal of Advertising Education,17(2), 17–27. https://doi.org/10.1177/109804821301700204
Xie, Q., Zhong, X., Wang, W. C., & Lim, C. P. (2014). Development of an item bank for assessing generic competences in a higher-education institute: A Rasch modelling approach. Higher Education Research and Development, 33(4), 821–835.https://doi.org/10.1080/07294360.2013.863847
Zhang, G., Yue, X., Ye, Y., & Peng, M. Y. P. (2021). Understanding the Impact of the Psychological Cognitive Process on Student Learning Satisfaction: Combination of the Social Cognitive Career Theory and SOR Model. Frontiers in Psychology, 12.https://doi.org/10.3389/fpsyg.2021.712323
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Ciencia y Academia
Esta obra está bajo una licencia internacional Creative Commons Atribución-SinDerivadas 4.0.
La revista y los textos individuales que en esta se divulgan están protegidos por las leyes de copyright y por los términos y condiciones de la Licencia Creative Commons Atribución-No Comercial- 4.0 Internacional. Permisos que vayan más allá de lo cubierto por esta licencia pueden encontrarse en http://www.funlam.edu.co/modules/fondoeditorial/
