Employment Social Skills: What Skills Are Really Valued?

Autor/inn/en	Agran, Martin; Hughes, Carolyn; Thoma, Colleen A.; Scott, LaRon A.
Titel	Employment Social Skills: What Skills Are Really Valued?
Quelle	In: Career Development and Transition for Exceptional Individuals, 39 (2016) 2, S.111-120 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143414546741
Schlagwörter	Job Skills; Interpersonal Competence; Employment Potential; Career Development; Disabilities; Social Development; Help Seeking; Time Management; Work Attitudes; Ethics; Supervisor Supervisee Relationship; Feedback (Response); Special Education Teachers; Vocational Rehabilitation; Teacher Attitudes; Counselor Attitudes; Online Surveys; Transitional Programs; Data Analysis + Suchen Sie Ihr Suchwort? Produktive Fertigkeit; Interpersonale Kompetenz; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Berufsentwicklung; Handicap; Behinderung; Soziale Entwicklung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Zeitmanagement; Work attitude; Arbeitshaltung; Ethik; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Berufliche Rehabilitation; Lehrerverhalten; Auswertung
Abstract	Although social skills have long been recognized as essential in promoting employees' employability (e.g., maintaining employment), there has been little research about work-related social skills for the last two decades. A systematic replication of Salzberg, Agran, and Lignugaris/Kraft's investigation of critical social skills was conducted. Specifically, a national sample of secondary teachers was asked to rate the importance of social skills in employment settings and the extent to which instruction was provided to teach these skills. Among the skills rated as most important were seeking clarification for unclear instructions, arriving at work on time, refraining from inappropriate touching of others, carrying out instructions needing immediate attention, notifying a supervisor when assistance is needed, responding appropriately to critical feedback, and interacting well with customers/clients. Interestingly, the skills perceived to be the most important were not the skills that were most frequently taught. The implications of these findings are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01