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Key Soft Skills in the Orientation Process and Level of Employability

Author

Listed:
  • Ana Rodríguez Martínez

    (Department of Educational Sciences, Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain)

  • Verónica Sierra Sánchez

    (Department of Educational Sciences, Faculty of Human Sciences and Education, University of Zaragoza, 22003 Huesca, Spain)

  • Carolina Falcón Linares

    (Department of Educational Sciences, Faculty of Education, University of Zaragoza, 50009 Zaragoza, Spain)

  • Cecilia Latorre Cosculluela

    (Department of Educational Sciences, Faculty of Human Sciences and Education, University of Zaragoza, 22003 Huesca, Spain)

Abstract

We understand soft skills as an integrated set of knowledge, skills and values that facilitate the effective, affective and efficient development of a skill or activity. The objective of this study was to identify the soft skills that are most often used in the orientation process and those that improve employability, according to Spanish counselors. A qualitative methodology was used. The participants ( n = 57) were orientation professionals. A total of 273 interviews were conducted over five years. The results and conclusions show that communication and decision-making are the most important competencies in the orientation process and at the level of employability, followed by intrapersonal skills, skills in interpersonal relationships, teamwork, problem solving, adaptation to new situations, creativity and leadership.

Suggested Citation

  • Ana Rodríguez Martínez & Verónica Sierra Sánchez & Carolina Falcón Linares & Cecilia Latorre Cosculluela, 2021. "Key Soft Skills in the Orientation Process and Level of Employability," Sustainability, MDPI, vol. 13(6), pages 1-12, March.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:6:p:3554-:d:522418
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    References listed on IDEAS

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    1. Dolors Cañabate & Georgina Martínez & David Rodríguez & Jordi Colomer, 2018. "Analysing Emotions and Social Skills in Physical Education," Sustainability, MDPI, vol. 10(5), pages 1-8, May.
    2. Sara Santilli & Ilaria di Maggio & Maria Cristina Ginevra & Laura Nota & Salvatore Soresi, 2020. "‘Looking to the Future and the University in an Inclusive and Sustainable Way’: A Career Intervention for High School Students," Sustainability, MDPI, vol. 12(21), pages 1-14, October.
    3. Jaime Andrés Bayona & Amparo Caballer & José María Peiró, 2020. "The Relationship between Knowledge Characteristics’ Fit and Job Satisfaction and Job Performance: The Mediating Role of Work Engagement," Sustainability, MDPI, vol. 12(6), pages 1-20, March.
    4. Alison Greig & Julian Priddle, 2019. "Mapping Students’ Development in Response to Sustainability Education: A Conceptual Model," Sustainability, MDPI, vol. 11(16), pages 1-12, August.
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    Cited by:

    1. César Merino-Soto & Manuel Fernández-Arata & Jaime Fuentes-Balderrama & Guillermo M. Chans & Filiberto Toledano-Toledano, 2022. "Research Perceived Competency Scale: A New Psychometric Adaptation for University Students’ Research Learning," Sustainability, MDPI, vol. 14(19), pages 1-17, September.
    2. Dolores Lucía Sutil-Martín & F. Javier Otamendi, 2021. "Soft Skills Training Program Based on Serious Games," Sustainability, MDPI, vol. 13(15), pages 1-23, July.

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