about the world
Critical thinking about oneself | Critical action and decision making | | Engagement and participation | Perspective taking and openness | Social regulation |
| Message formulation | Message delivery | Message and communication feedback |
Seven dimensions evaluated for the 3 different components of each C.
| Aspects of the overall educational program teaching, emphasizing, and promoting the 4Cs |
| Availability and access to different means, materials, space, and expertise, digital technologies, mnemonic and heuristic methods, etc. to assist in the proper use and exercise of the 4Cs |
| Actual student and program use of available resources promoting the 4Cs |
| Critical reflection and metacognition on the process being engaged in around the 4Cs |
| The formal and informal training, skills, and abilities of teachers/trainers and staff and their program of development as promoters of the 4Cs |
| Use and integration of the full range of resources external to the institution available to enhance the 4Cs |
| Availability of resources for students to create and actualize products, programs, events, etc. that require the exercise, promotion, or manifestation of the 4Cs |
* Educational-level dependent and potentially less available for younger students or in some contexts.
The grid itself can be used in several important and different ways by different educational stakeholders: (1) by the institution itself in its self-evaluation and possible preparation for a certification or labelization process, (2) as an explicit list of criteria for external evaluation of the institution and its 4Cs-related programs, and (3) as a potential long-term development targeting tool for the institution or the institution in dialogue with the labelization process.
4.1. Evaluation Grid for Creativity
Dropping the component of “creative person” that is not relevant at the institutional level, this evaluation grid is based on Rhodes’ ( 1961 ) classic “4P” model of creativity, which remains the most concise model today ( Lubart and Thornhill-Miller 2019 ). The three “P” components retained are: creative process , creative environment , and creative product . Creative process refers to the acquisition of a set of tools and techniques that students can use to enhance the creativity of their thinking and work. Creative environment (also called “Press” in earlier literature) is about how the physical and social surroundings of students can help them be more creative. Finally, creative product refers to the evaluation of actual “productions” (e.g., a piece of art, text, speech, etc.) generated through the creative process.
4.2. Evaluation Grid for Critical Thinking
Our evaluation grid divides critical thinking into three main components: critical thinking about the world , critical thinking about oneself (self-reflection), as well as critical action and decision making . The first component refers to having an evidence-based view of the exterior world, notably by identifying and evaluating sources of information and using them to question current understandings and solve problems. Self-reflection refers to thinking critically about one’s own life situation, values, and actions; it presupposes the autonomy of thought and a certain distance as well as the most objective observation possible with regard to one’s own knowledge (“meta-cognition”). The third and final component, critical action and decision making, is about using critical thinking skills more practically in order to make appropriate life decisions as well as to be open to different points of view. This component also addresses soft skills and attitudes such as trusting information.
Our evaluation framework for critical thinking was in part inspired by Barnett’s “curriculum for critical being” (2015), whose model distinguishes two axes: one defined by the qualitative differences in the level of criticality attained and the second comprised of three different domains of application: formal knowledge, the self, and the world. The first two components of our framework (and the seven dimensions on which they are rated) reflect and encompass these three domains. Similar to Barrett’s proposal, our third rubric moves beyond the “skills-plus-dispositions” model of competency implicit in much theorizing about critical thinking and adds the importance of “action”—not just the ability to think critically and the disposition to do so, but the central importance of training and practicing “critical doing” ( Barnett 2015 ). Critical thinking should also be exercised collectively by involving students in collective thinking, facilitating the exchange of ideas and civic engagement ( Huber and Kuncel 2016 ).
4.3. Evaluation Grid for Collaboration
The first component of collaboration skills in the IICD grid is engagement and participation , referring to the active engagement in group work. Perspective taking and openness concerns the flexibility to work with and accommodate other group members and their points of view. The final dimension— social regulation —is about being able to reach for a common goal, notably through compromise and negotiation, as well as being aware of the different types of roles that group members can hold ( Hesse et al. 2015 ; Rusdin and Ali 2019 ; Care et al. 2016 ). (These last two components include elements of leadership, character, and emotional intelligence as sometimes described in other soft-skill and competency-related systems.) Participation, social regulation, and perspective taking have been identified as central social skills in collaborative problem solving ( Hesse et al. 2015 ). Regarding social regulation in this context, recognizing and profiting from group diversity is key ( Graesser et al. 2018 ). When describing an assessment in an educational setting of collaborative problem solving (with a task in which two or more students have to collaborate in order to solve it, each using a different set of resources), two main underpinning skills were described for the assessment: the social skill of audience awareness (“how to adapt one’s own behavior to suit the needs of the task and the partner’s requirements”, Care et al. 2016, p. 258 ) and the cognitive skill of planning and executing (developing a plan to reach for a goal) ( Care et al. 2016 ). The former is included in the perspective taking and openness rubric and the latter in the social regulation component in the IICD grid. Evans ( 2020 ) identified four main collaboration skills consistently mentioned in the scientific literature that are assessed in the IICD grid: the ability to plan and make group decisions (example item from the IICD grid: teachers provide assistance to students to overcome differences and reach a common goal during group work); the ability to communicate about thinking with the group (assessed notably in the meta-reflection strand of the IICD grid); the ability to contribute resources, ideas, and efforts and support group members (included notably in the engagement and participation as well as the social regulation components); and finally, the ability to monitor, reflect, and adapt individual and group processes to benefit the group (example item from the IICD grid: students use perspective-taking tools and techniques in group activities).
4.4. Evaluation Grid for Communication
The evaluation grid for communication is also composed of three dimensions: message formulation, message delivery, and message and communication feedback . Message formulation refers to the ability to design and structure a message to be sent, such as outlining the content of an argument. Message delivery is about effectively transmitting verbal and non-verbal aspects of a message. Finally, message and communication feedback refers to the ability of students and teachers to understand their audience, analyze their social surroundings, and interpret information in context. Other components of communication skills such as theory of mind, empathy, or emotional intelligence are also relevant and included in the process of applying the grid. Thompson ( 2020 ) proposes a four-component operationalized definition of communication for its assessment in students. First, they describe a comprehension strand covering the understanding and selection of adequate information from a range of sources. Message formulation in the IICD grid captures this dimension through its focus on content analysis and generation. Second, the presentation of information and ideas is mentioned in several different modes, adjusted to the intended audience, verbally as well as non-verbally. The message delivery component of the IICD grid focuses on these points. Third, the authors note the importance of communication technology and its advanced use. The IICD grid also covers the importance of technology use in its tools and techniques category, with, for example, an item that reads: students learn to effectively use a variety of formats of communication (social media, make a video, e-mail, letter writing, creating a document). Finally, Thompson ( 2020 ) describes the recognition of cultural and other differences as an important aspect of communication. The IICD grid aims at incorporating these aspects, notably in the meta-reflection category under each of the three dimensions.
5. Assessing the 4Cs in Informal Educational Contexts: The Example of Games
5.1. the 4cs in informal educational contexts.
So far, the focus has been on rather formal ways of nurturing the 4Cs. Although institutions and training programs are perhaps the most significant and necessary avenues of education, they are not the sole context in which 4Cs’ learning and improvement can manifest. One other important potential learning context is game play. Games are activities that are present and participated in throughout human society—by those of all ages, genders, and socio-economic statuses ( Bateson and Martin 2013 ; Huizinga 1949 ; Malaby 2007 ). This informal setting can also provide favorable conditions to help improve the 4Cs ( van Rosmalen et al. 2014 ) and should not be under-appreciated. Games provide a unique environment for learning, as they can foster a space to freely explore possibilities and one’s own potential ( de Freitas 2006 ). We argue that games are a significant potential pathway for the improvement of the 4Cs, and as such, they merit the same attention as more formal ways of learning and developing competencies.
5.2. 4Cs Evaluation Framework for Games
Compared to schools and educational institutions, the focus of IICD’s evaluation framework for games (see International Institute for Competency Development 2021 ) is more narrow. Thus, it is fundamentally different from the institutional grid: games, complex and deep as they can sometimes be, cannot directly be compared to the complexity of a school curriculum and all the programs it contains. The evaluation of a game’s effectiveness for training/improving a given C rests on the following principle: if a game presents affordances conducive to exercising a given skill, engaged playing of that game should help improve that skill.
The game’s evaluation grid is scored based on two criteria. For example, as a part of a game’s rating as a tool for the development of creativity, we determine the game must first meet two conditions. First, whether or not the game allows the opportunity for creativity to manifest itself: if creativity cannot occur in the game, it is obviously not eligible to receive ratings for that C. Second, whether or not creativity is needed in order to perform well in the game: if the players can win or achieve success in the game without needing creativity, this also means it cannot receive a rating for that C. If both conditions are met, however, the game will be considered potentially effective to improve creativity through the practice of certain components of creative behavior. This basic principle applies for all four of the Cs.
As outlined in Table 3 , below, the evaluation grid for each of the four Cs is composed of five components relevant to games that are different for each of the Cs. The grid works as follows: for each of the five components of each C, we evaluate the game on a list of sub-components using two yes/no scales: one for whether it is “possible” for that subcomponent to manifest and one for whether that sub-component is “required for success” in the game. This evaluation is done for all sub-components. After this, each general component is rated on the same two indicators. If 60% (i.e., three out of five) or more sub-components are positively rated as required, the general component is considered required. Then, the game is evaluated on its effectiveness for training and improving each of the 4Cs. If 60% or more components are positively rated as required, the game will be labelized as having the potential to be effective for training and improving the corresponding C.
Five different components evaluated for each C by the 4Cs assessment framework for games.
| Originality | Divergent Thinking | Convergent Thinking | Mental Flexibility | Creative Dispositions |
| Goal-adequate judgment/ discernment | Objective thinking | Metacognition | Elaborate eeasoning | Uncertainty management |
| Collaboration fluency | Well-argued deliberation and consensus-based decision | Balance of contribution | Organization and coordination | Cognitive syncing, input, and support |
| Social Interactions | Social cognition | Mastery of written and spoken language | Verbal communication | Non-verbal communication |
The evaluation grid for creativity is based on the multivariate model of creative potential (see Section 2.1.1 and Lubart et al. 2013 for more information) and is composed of four cognitive factors and one conative factor: originality , divergent thinking , convergent thinking , mental flexibility , and creative dispositions . Originality refers to the generation of ideas that are novel or unexpected, depending on the context. Divergent thinking corresponds to the generation of multiple ideas or solutions. Convergent thinking refers to the combination of multiple ideas and the selection of the most creative idea. Mental flexibility entails changing perspectives on a given problem and breaking away from initial ideas. Finally, creative dispositions concerns multiple personality-related factors conducive to creativity, such as openness to experience or risk taking.
The evaluation grid for critical thinking echoes Halpern’s ( 1998 ) as well as Marin and Halpern’s ( 2011 ) considerations for teaching this skill, that is, taking into consideration thinking skills, metacognition, and dispositions. The five components of the critical thinking grid are: goal-adequate discernment, objective thinking, metacognition, elaborate reasoning, and uncertainty management. Goal-adequate discernment entails the formulation of inferences and the discernment of contradictions when faced with a problem. Objective thinking corresponds to the suspension of one’s own judgment and the analysis of affirmations and sources in the most objective manner possible. Metacognition, here, is about questioning and reassessing information, as well as the awareness of one’s own cognitive biases. Elaborate reasoning entails reasoning in a way that is cautious, thorough, and serious. Finally, uncertainty management refers to the dispositional propensity to tolerate ambiguity and accept doubt.
The evaluation grid for collaboration is based on the quality of collaboration (QC) method ( Burkhardt et al. 2009 ; see Section 2.4.2 for more details) and is composed of the following five components: collaboration fluidity, well-argued deliberation and consensus-based decision, balance of contribution, organization and coordination, and cognitive syncing, input, and support. Collaboration fluidity entails the absence of speech overlap and the presence of a good flow in terms of turns to speak. Well-argued deliberation and consensus-based decision is about contributing to the discussion and task at hand, as well as participating in discussions and arguments, in order to obtain a consensus. Balance of contribution refers to having equal or equivalent contributions to organization, coordination, and decision making. Organization and coordination refers to effective management of roles, time, and “deadlines”, as well as the attribution of roles depending on participants’ skills. Finally, cognitive syncing, input, and support is about bringing ideas and resources to the group, as well as supporting and reinforcing other members of the group.
The five components used to evaluate communication in games include both linguistic, pragmatic, and social aspects. Linguistic skills per se are captured by the mastery of written and spoken language component. This component assesses language comprehension and the appropriate use of vocabulary. Pragmatic skills are captured by the verbal and non-verbal communication components and refer to the efficient use of verbal and body signals in the context of the game to achieve one’s communicative goals ( Grassmann 2014 ; Matthews 2014 ). Finally, the grid also evaluates social skills with its two last components, social interactions and social cognition, which, respectively, refer to the ability to interact with others appropriately—including by complying with the rules of the game—and to the understanding of other people’ mental states ( Tomasello 2005 ).
6. Discussion and Conclusions
Each of the 4Cs is a broad, multi-faceted concept that is the subject of a tremendous amount of research and discussion by a wide range of stakeholders in different disciplines, professions, and parts of the educational establishment. The development of evaluation frameworks to allow support for the 4Cs to be assessed and publicly recognized, using a label, is an important step for promoting and fostering these skills in educational contexts. As illustrated by IICD’s 4Cs Framework for educational institutions and programs, as well as its games/activities evaluation grid, the specific criteria to detect support for each C can vary depending upon the educational context (e.g., formal and institutional level or informal and at the activity level). Yet considering the 4Cs together highlights some additional observations, current challenges, and opportunities for the future that are worthy of discussion.
6.1. Interrelationships between the 4Cs and a New Model for Use in Pedagogy and Policy Promotion
One very important issue for understanding the 4Cs and their educational implementation that can be simultaneously a help and a hindrance for teaching them—and also a challenge when assessing them—is their multidimensionality and interrelatedness. In other words, the 4Cs are not entirely separate entities but instead, as Figure 2 shows, should be seen as four interlinked basic “elements” for future-oriented education that can help individuals in their learning process and, together, synergistically “bootstrap” the development of their cognitive potentials. Lamri and Lubart ( 2021 ), for example, found a certain base level of creativity was a necessary but not sufficient condition for success in managerial tasks, but that high-level performance required a combination of all four Cs. Some thinkers have argued that one cannot be creative without critical thinking, which also requires creativity, for example, to come up with alternative arguments (see Paul and Elder 2006 ). Similarly, among many other interrelationships, there is no collaboration without communication—and even ostensibly individual creativity is a “collaboration” of sorts with the general culture and precursors in a given field. As a result, it ranges from impossible to suboptimal to teach (or teach towards) one of the 4Cs without involving one or more of the others, and this commingling also underscores the genuine need and appropriateness of assessing them together.
“‘Crea-Critical-Collab-ication’: a Dynamic Interactionist Model of the 4Cs”. (Illustration of the interplay and interpenetration of creativity, critical thinking, collaboration, and communication shown in dimensional space according to their differing cognitive/individual vs. social/interpersonal emphases; (© 2023, Branden Thornhill-Miller. All Rights Reserved. thornhill-miller.com; accessed on 20 January 2023)).
From this perspective, Thornhill-Miller ( 2021 ) proposed a “dynamic interactionist model of the 4Cs” and their interrelated contributions to the future of education and work. Presented in Figure 2 , this model is meant to serve as a visual and conceptual aid for understanding the 4Cs and their interrelationships, thereby also promoting better use and understanding of them in pedagogical and policy settings. In addition to suggesting the portmanteau of “crea-critical thinking” as a new term to describe the overlap of much of the creative and critical thinking processes, the title of this model, “Crea-Critical-Collab-ication”, is a verbal representation of the fluid four-way interrelationship between the 4Cs visually represented in Figure 2 (a title meant to playfully repackage the 4Cs for important pedagogical and policy uses). This model goes further to suggest some dimensional differences in emphases that, roughly speaking, also often exist among the 4Cs: that is to say, the frequently greater emphasis on cognitive or individual elements at play in creativity and critical thinking in comparison to the social and interpersonal aspects more central to communication and collaboration ( Thornhill-Miller 2021 ).
Similarly focused on the need to promote a phase change towards future-oriented education, Lucas ( 2019 ) and colleagues have suggested conflating creative thinking and critical thinking in order to propose “3Cs” (creative thinking, communication, and collaboration) as new “foundational literacies” to symmetrically add to the 3Rs (Reading, wRiting, and aRithmetic) of previous educational eras. Although we applaud these efforts, from our applied research perspective, we believe that the individual importance of, and distinct differences between, creative thinking and critical thinking support preserving them both as separate constructs in order to encourage the greatest development of each of them. Moreover, if only three categories were somehow required or preferable, one could argue that uniting communication and collaboration (as “collab-ication” suggests) might be preferable—particularly also given the fact that substantial aspects of communication are already covered within the 3Rs. In any case, we look forward to more such innovations and collaborations in this vibrant and important area of work at the crossroads between research, pedagogy, and policy development.
6.2. Limitations and Future Work
The rich literature in each of the 4Cs domains shows the positive effects of integrating these dimensions into educational and professional curricula. At the same time, the complexity of their definitions makes them difficult to assess, both in terms of reliability (assessment must not vary from one measurement to another) and of validity (tests must measure that which they are intended to measure). However, applied research in this area is becoming increasingly rigorous, with a growing capacity to provide the necessary tools for evidence-based practice. The development of these practices should involve interdisciplinary teams of teachers and other educational practitioners who are equipped and trained accordingly. Similarly, on the research side, further exploration and clarification of subcomponents of the 4Cs and other related skills will be important. Recent efforts to clarify the conceptual overlap and hierarchical relations of soft skills for the future of education and work, for example, have been helpful and promising (e.g., Joie-La Marle et al. 2022 ; Lamri et al. 2022 ). But the most definitive sort of taxonomy and measurement model that we are currently lacking might only be established based on the large-scale administration of a comprehensive battery of skill-measuring psychometric tests on appropriate cross sections of society.
The rapid development and integration of new technologies will also aid and change the contexts, resources, and implementation of the 4Cs. For example, the recent developments make it clear that the 4Cs will be enhanced and changed by interaction with artificially intelligence, even as 4Cs-related skills will probably, for the same reason, increasingly constitute the core of available human work in the future (see, e.g., Ross 2018 ). Similarly, research on virtual reality and creativity suggest that VR environments assist and expand individual and collaborative creativity ( Bourgeois-Bougrine et al. 2022 ). Because VR technologies offer the possibility of enhanced and materially enriched communication, collaboration, and information availability, they not only allow for the enhancement of creativity techniques but also for similar expansions and improvements on almost all forms of human activity (see Thornhill-Miller and Dupont 2016 )—including the other three Cs.
6.3. Conclusion: Labelization of the 4Cs and the Future of Education and Work
Traditional educational approaches cannot meet the educational needs of our emergent societies if they do not teach, promote, and assess in line with the new learner characteristics and contexts of the 21st century ( Sahin 2009 ). The sort of future-oriented change and development required by this shift in institutional practices, programming, and structure will likely meet with significant resistance from comfortably entrenched (and often outdated) segments of traditional educational and training establishments. Additional external evaluation and monitoring is rarely welcome by workers in any context. We believe, however, that top-down processes from the innovative and competition-conscious administrative levels will be met by bottom-up demands from students and education consumers to support these institutional changes. And we contend that efforts such as labelizing 4C processes will serve to push educators and institutions towards more relevant offerings, oriented towards the future of work and helping build a more successful future for all.
In the end, the 4Cs framework seems to be a manageable, focused model for modernizing education, and one worthy of its growing prevalence in the educational and research marketplace for a number of reasons. These reasons include the complexity and cumbersome nature of larger alternative systems and the 4Cs’ persuasive presence at the core of a number of early and industry-driven frameworks. In addition, the 4Cs have benefitted from their subsequent promotion by organizations such as the OECD and the World Economic Forum, as well as some more direct support from recent empirical research. The promotion, teaching, and assessment of the 4Cs will require a complex social intervention and mobilization of educational resources—a major shift in pedagogy and institutional structures. Yet the same evolving digital technologies that have largely caused the need for these massive, rapid changes can also assist in the implementation of solutions ( van Laar et al. 2017 ). To the extent that future research also converges on such a model (that has already been found pedagogically useful and policy-friendly by so many individuals and organizations), the 4Cs framework has the potential to become a manageable core for 21st century skills and the future of education and work—one that stakeholders with various agendas can already begin building on for a better educational and economic future together.
Funding Statement
This research received no external funding.
Author Contributions
Conceptualization, B.T.-M. and T.L.; writing—original draft preparation, B.T.-M., A.C., M.M., J.-M.B., T.M., S.B.-B., S.E.H., F.V., M.A.-L., C.F., D.S., F.M.; writing—review and editing, B.T.-M., A.C., T.L., J.-M.B., C.F.; visualization, B.T.-M.; supervision, B.T.-M., T.L.; project administration, B.T.-M., T.L. All authors have read and agreed to the published version of the manuscript.
Institutional Review Board Statement
Not applicable.
Informed Consent Statement
Data availability statement, conflicts of interest.
B.T.-M. and T.L. are unpaid academic co-founder and project collaborator for the International Institute for Competency Development, whose labelization frameworks (developed in cooperation with Afnor International and the LaPEA lab of Université Paris Cité and Université Gustave Eiffel) are used as examples in this review. S.E.H. and M.A.-L. are employees of AFNOR International. No funding was received to support this research or article, which reflects the views of the scientists and researchers and not their organizations or companies.
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Soft skills 101: definition + 50 examples.
Published on May 18, 2023
Soft skills are becoming increasingly important in today’s job market. They refer to the personal attributes that enable you to interact effectively with others, such as communication, teamwork, problem-solving, and time management. Employers are looking for candidates who possess these skills in addition to their technical expertise. In this article, we will guide beginners on how to showcase their soft skills on their resume.
What are soft skills?
Soft skills refer to a set of personal attributes, behaviors, and social attitudes that enable individuals to interact effectively with others in a workplace or social environment. These skills are essential for building healthy relationships, communicating effectively, solving problems, and collaborating with others. Soft skills are intangible and subjective qualities that cannot be measured or quantified like hard skills. They include
- communication
- problem-solving
- critical thinking
- adaptability
- time management
- emotional intelligence
(More examples below)
Developing soft skills is crucial in today’s job market, where employers value employees who can demonstrate a range of interpersonal skills that can help organizations thrive in a fast-paced, competitive environment. Moreover, soft skills are not just limited to the workplace. They also play a significant role in our personal lives, helping us build meaningful relationships, manage conflicts, and navigate social situations effectively.
Soft skills are often developed through life experiences, practice, and self-reflection, and can be honed through various methods such as attending workshops, reading books, or seeking feedback from others. In summary, soft skills are a vital component of personal and professional success and are essential for individuals looking to achieve their goals and make a positive impact in the world.
How to share soft skills
1. identify the soft skills required for the job.
The first step is to research the job requirements and identify the soft skills that are essential for the role. This information can be found in the job description or by speaking to people in the industry. Once you have a list of required soft skills, you can focus on highlighting them in your resume.
2. Incorporate soft skills into your resume objective or summary
Your resume objective or summary is the first thing that recruiters will read. This is an excellent opportunity to showcase your soft skills. You can incorporate them by using phrases such as “I am a highly motivated individual with excellent communication and teamwork skills.”
3. Provide examples of your soft skills in the experience section
In the experience section of your resume, provide specific examples of how you have used your soft skills in previous roles. For example, if you are applying for a customer service role, you could highlight how you have resolved customer complaints by utilizing your problem-solving skills. Use action verbs such as “managed,” “coordinated,” “facilitated,” or “led” to describe your soft skills in action.
4. Highlight soft skills in the skills section
The skills section of your resume is an excellent opportunity to showcase your soft skills. List them under a separate heading and use bullet points to describe each one. For example, under the heading “Teamwork,” you could list bullet points such as “collaborated with team members to achieve project goals” or “supported team members in achieving their individual goals.”
5. Provide additional evidence of your soft skills
Finally, provide additional evidence of your soft skills in your resume by including any relevant certifications or awards. For example, if you have completed a leadership course or received an award for outstanding teamwork, be sure to include it in your resume.
Examples of Soft Skills
1. communication.
Effective communication is the cornerstone of any successful professional relationship. Being able to articulate your thoughts and ideas clearly and concisely in written or verbal form is crucial for maintaining productive working relationships. This soft skill also encompasses active listening, understanding and interpreting non-verbal cues, and adapting communication style to suit different audiences.
2. Teamwork
Teamwork is about working collaboratively with others to achieve a common goal. It involves sharing ideas and resources, taking on different roles and responsibilities, and being willing to support and assist team members as needed. A strong team player also understands the importance of building trust and rapport with colleagues, communicating effectively, and being receptive to feedback.
3. Problem-solving
The ability to identify, analyze and solve problems is an essential soft skill in any workplace. A skilled problem-solver has a logical and systematic approach to identifying the root cause of issues, as well as the creativity to generate and implement effective solutions. This skill requires a combination of critical thinking, research, data analysis, and innovation.
4. Time management
Effective time management is vital for meeting deadlines and achieving business goals. It requires a proactive approach to planning, prioritization and organization. This soft skill also involves the ability to stay focused and avoid distractions, delegate tasks when appropriate, and maintain a healthy work-life balance.
5. Leadership
Leadership is the ability to inspire and motivate others to achieve a common objective. A skilled leader can provide direction and guidance, manage resources and people effectively, and make difficult decisions when necessary. This soft skill also encompasses effective communication, problem-solving, strategic thinking, and the ability to foster a positive and inclusive team culture.
6. Adaptability
Adaptability is the ability to adjust to change and new situations with ease. A highly adaptable person can work effectively in diverse environments, be flexible with changing priorities, and learn new skills and systems quickly. This soft skill also involves being open-minded, creative and innovative, and able to think on one’s feet.
7. Creativity
Creativity involves the ability to generate new ideas, think outside the box, and approach problems from different angles. This soft skill requires imagination, curiosity, and the ability to see connections between seemingly disparate ideas. Creativity is essential for innovation, process improvement, and finding new solutions to complex problems.
Empathy is the ability to understand and relate to others’ emotions and experiences. This soft skill involves active listening, showing compassion, and being able to put oneself in others’ shoes. Empathy is crucial for building strong relationships, resolving conflicts, and creating a positive and inclusive workplace culture.
9. Conflict resolution
Conflict resolution is the ability to manage and resolve conflicts effectively. A skilled conflict resolver can identify the underlying causes of conflict, communicate clearly and empathetically, and negotiate win-win solutions. This soft skill also involves active listening, problem-solving, and the ability to remain calm and objective under pressure.
10. Active listening
Active listening is the ability to focus on and understand the speaker’s message fully. This soft skill involves paying attention to non-verbal cues, asking clarifying questions, and providing feedback to the speaker. Active listening is essential for effective communication, building trust and rapport, and resolving conflicts.
11. Critical thinking
Critical thinking is the ability to analyze information objectively and make informed decisions. This soft skill involves evaluating evidence, identifying assumptions, and recognizing biases. A skilled critical thinker can synthesize complex information, consider multiple perspectives, and make logical and evidence-based conclusions.
12. Cultural competence
Cultural competence is the ability to interact effectively with people from diverse backgrounds and cultures. This soft skill involves understanding and respecting cultural differences, being aware of one’s own biases, and adapting communication and behavior to suit different cultural contexts. A culturally competent person can build strong relationships with people from all walks of life.
13. Customer service
Customer service is the ability to provide exceptional service to customers and clients. This soft skill involves actively listening to customers’ needs, providing accurate and timely information, and resolving issues in a timely and professional manner. A skilled customer service provider can build strong customer relationships, foster loyalty, and enhance the company’s reputation.
14. Decision-making
Decision-making is the ability to make effective decisions based on available information. This soft skill involves weighing different options, considering potential outcomes, and evaluating risks and benefits. A skilled decision-maker can make timely and effective decisions, communicate their reasoning clearly, and be accountable for their choices.
15. Emotional intelligence
Emotional intelligence is the ability to recognize and manage one’s own emotions and the emotions of others. This soft skill involves being aware of one’s own emotional state, being empathetic towards others, and responding appropriately to emotional cues. A person with high emotional intelligence can build strong relationships, resolve conflicts effectively, and lead with empathy.
16. Flexibility
Flexibility is the ability to adapt to changing circumstances and handle multiple tasks simultaneously. This soft skill involves being open-minded, responsive to feedback, and able to adjust to new situations with ease. A flexible person can work effectively in fast-paced environments, handle unexpected challenges, and maintain a positive attitude.
17. Goal-setting
Goal-setting is the ability to set achievable goals and work towards achieving them. This soft skill involves being proactive, organized, and focused on results. A person who sets effective goals can prioritize tasks, track progress, and maintain motivation in the face of challenges.
18. Interpersonal skills
Interpersonal skills are the ability to build and maintain positive relationships with others. This soft skill involves effective communication, active listening, empathy, and conflict resolution. A person with strong interpersonal skills can build rapport, establish trust, and collaborate effectively with others.
19. Negotiation
Negotiation is the ability to negotiate and resolve conflicts effectively. This soft skill involves identifying common ground, being persuasive, and finding win-win solutions. A skilled negotiator can build relationships, resolve conflicts, and achieve mutually beneficial outcomes.
20. Patience
Patience is the ability to remain calm and composed in challenging situations. This soft skill involves self-control, emotional regulation, and the ability to take a long-term view. A patient person can stay focused on goals, maintain relationships, and handle difficult situations with grace and resilience.
21. Persuasion
Persuasion is the ability to convince others of one’s ideas and opinions. This soft skill involves effective communication, building trust, and being able to present a compelling argument. A skilled persuader can influence decisions, build consensus, and negotiate win-win outcomes.
22. Positive attitude
A positive attitude is the ability to maintain a positive and optimistic outlook. This soft skill involves being resilient, adaptable, and solution-oriented. A person with a positive attitude can motivate others, foster collaboration, and build strong relationships even in difficult circumstances.
23. Presentation skills
Presentation skills are the ability to present ideas and information clearly and persuasively. This soft skill involves effective communication, organization, and the ability to engage an audience. A skilled presenter can influence decisions, build credibility, and create a lasting impression.
24. Problem analysis
Problem analysis is the ability to identify and analyze problems to find effective solutions. This soft skill involves critical thinking, data analysis, and the ability to think creatively. A skilled problem analyst can identify root causes, develop effective strategies, and implement sustainable solutions.
25. Self-motivation
Self-motivation is the ability to motivate oneself to achieve goals and overcome obstacles. This soft skill involves being proactive, focused, and disciplined. A person with high self-motivation can stay on track, take initiative, and achieve success in the face of challenges.
26. Stress management
Stress management is the ability to manage stress effectively and remain calm under pressure. This soft skill involves self-awareness, emotional regulation, and coping strategies. A person with strong stress management skills can maintain productivity, build resilience, and manage relationships effectively even in high-pressure situations.
27. Time management
Effective time management is vital for meeting deadlines and achieving business goals. This soft skill requires a proactive approach to planning, prioritization, and organization. A skilled time manager can maintain focus, avoid distractions, and maintain a healthy work-life balance.
28. Trustworthiness
Trustworthiness is the ability to maintain the trust and confidence of others. This soft skill involves being honest, reliable, and accountable. A person with high trustworthiness can build strong relationships, foster teamwork, and promote a culture of trust and respect.
29. Verbal communication
Verbal communication is the ability to articulate ideas and information clearly and effectively. This soft skill involves effective listening, tone, and the ability to adapt communication style to different audiences. A person with strong verbal communication skills can build rapport, resolve conflicts, and motivate others effectively.
30. Writing
Writing is the ability to write clearly and effectively to convey ideas and information. This soft skill involves grammar, syntax, and effective communication. A skilled writer can communicate complex ideas clearly, persuade readers, and create compelling content that engages and inspires.
31. Attention to detail
Attention to detail is the ability to notice small details and ensure accuracy and quality in work. This soft skill involves being meticulous, thorough, and focused on delivering high-quality results. A person with strong attention to detail can minimize errors, enhance productivity, and maintain customer satisfaction.
32. Coaching and mentoring
Coaching and mentoring is the ability to guide, teach and mentor others to achieve their goals. This soft skill involves providing feedback, modeling behavior, and supporting others in their professional development. A skilled coach and mentor can build relationships, inspire growth, and promote a positive team culture.
33. Conflict management
Conflict management is the ability to manage conflicts effectively and reach win-win solutions. This soft skill involves effective communication, active listening, and negotiation. A person with strong conflict management skills can resolve disputes, build consensus, and promote collaboration in a team environment.
34. Cultural awareness
Cultural awareness is the ability to understand and respect cultural differences in the workplace. This soft skill involves recognizing and appreciating diverse perspectives, beliefs, and values. A culturally aware person can work effectively in a global environment, build relationships across cultures, and promote inclusion and diversity.
35. Decision-making
Decision-making is the ability to make informed and timely decisions. This soft skill involves analyzing data, evaluating options, and considering the impact of decisions on stakeholders. A skilled decision-maker can make sound decisions, take calculated risks, and achieve business objectives effectively.
36. Dependability
Dependability is the ability to be reliable and trustworthy in completing tasks and meeting deadlines. This soft skill involves being accountable, punctual, and responsive. A dependable person can maintain high standards, meet expectations, and build trust and respect among colleagues.
37. Diversity and inclusion
Diversity and inclusion is the ability to work effectively with people from diverse backgrounds and foster an inclusive workplace culture. This soft skill involves being open-minded, respectful, and supportive of differences. A person with strong diversity and inclusion skills can build a sense of belonging, promote creativity, and enhance business outcomes.
38. Enthusiasm
Enthusiasm is the ability to approach work with passion and energy. This soft skill involves being optimistic, engaged, and committed to achieving results. A person with strong enthusiasm can inspire others, promote positive attitudes, and drive success in a team environment.
39. Financial management
Financial management is the ability to manage financial resources effectively. This soft skill involves understanding financial principles, analyzing data, and making sound decisions. A person with strong financial management skills can optimize resources, minimize risk, and achieve business objectives.
40. Humility
Humility is the ability to admit mistakes and learn from feedback. This soft skill involves being open-minded, reflective, and willing to grow. A person with strong humility can build credibility, promote a culture of learning, and maintain positive relationships with colleagues.
41. Initiative
Initiative is the ability to take proactive steps to solve problems and improve processes. This soft skill involves being self-motivated, creative, and willing to take calculated risks. A person with strong initiative can drive innovation, enhance productivity, and achieve business goals.
42. Innovation
Innovation is the ability to create new ideas, products, or processes. This soft skill involves being creative, adaptable, and willing to take risks. A person with strong innovation skills can drive growth, solve complex problems, and enhance customer satisfaction.
43. Intercultural communication
Intercultural communication is the ability to communicate effectively across different cultures and languages. This soft skill involves being aware of cultural differences, using appropriate language and tone, and adapting to cultural norms. A person with strong intercultural communication skills can build strong relationships, promote understanding, and enhance global business outcomes.
44. Interpersonal communication
Interpersonal communication is the ability to communicate effectively and build strong relationships with others. This soft skill involves active listening, empathy, and effective use of non-verbal cues. A person with strong interpersonal communication skills can build trust, resolve conflicts, and promote collaboration in a team environment.
45. Learning agility
Learning agility is the ability to adapt to new situations and learn quickly. This soft skill involves being open-minded, curious, and willing to experiment. A person with strong learning agility can acquire new skills and knowledge, adapt to changing circumstances, and enhance personal and professional growth.
46. Organizational skills
Organizational skills are the ability to manage multiple tasks and priorities effectively. This soft skill involves being organized, efficient, and able to prioritize tasks based on their importance and urgency. A person with strong organizational skills can meet deadlines, maximize productivity, and achieve business goals.
47. Presentation skills
Presentation skills are the ability to deliver compelling and engaging presentations. This soft skill involves being articulate, persuasive, and confident in delivering presentations to different audiences. A person with strong presentation skills can influence decisions, build credibility, and enhance business outcomes.
48. Resilience
Resilience is the ability to cope with stress and bounce back from setbacks. This soft skill involves being adaptable, positive, and able to maintain perspective in difficult situations. A person with strong resilience can maintain productivity, overcome obstacles, and maintain positive relationships with colleagues.
49. Strategic thinking
Strategic thinking is the ability to think ahead and plan for the future. This soft skill involves being able to identify trends, anticipate challenges, and develop effective strategies to achieve business objectives. A person with strong strategic thinking skills can maximize opportunities, minimize risk, and enhance business outcomes.
50. Work ethic
Work ethic is the ability to work hard, be persistent, and demonstrate a strong commitment to work. This soft skill involves being reliable, responsible, and willing to go the extra mile to achieve results. A person with strong work ethic can maintain high standards, build trust with colleagues, and achieve success in their career.
In conclusion, showcasing your soft skills on your resume is essential in today’s job market. By identifying the soft skills required for the job, incorporating them into your resume objective or summary, providing examples in the experience section, highlighting them in the skills section, and providing additional evidence, you can set yourself apart from other candidates and increase your chances of landing the job.
Reposted with permission from Handshake student blog
Fostering Students' Creativity and Critical Thinking
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Creativity and critical thinking are key skills for complex, globalised and increasingly digitalised economies and societies. While teachers and education policy makers consider creativity and critical thinking as important learning goals, it is still unclear to many what it means to develop these skills in a school setting. To make it more visible and tangible to practitioners, the OECD worked with networks of schools and teachers in 11 countries to develop and trial a set of pedagogical resources that exemplify what it means to teach, learn and make progress in creativity and critical thinking in primary and secondary education. Through a portfolio of rubrics and examples of lesson plans, teachers in the field gave feedback, implemented the proposed teaching strategies and documented their work. Instruments to monitor the effectiveness of the intervention in a validation study were also developed and tested, supplementing the insights on the effects of the intervention in the field provided by the team co-ordinators.
What are the key elements of creativity and critical thinking? What pedagogical strategies and approaches can teachers adopt to foster them? How can school leaders support teachers' professional learning? To what extent did teachers participating in the project change their teaching methods? How can we know whether it works and for whom? These are some of the questions addressed in this book, which reports on the outputs and lessons of this international project.
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Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education
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There are many resources to help you determine if information sources are factual or not. 7. Socratic Questioning. This way of thinking is called the Socrates Method, named after an old-time thinker from Greece. It's about asking lots of questions to understand a topic.
Systems thinking often tends to lead to a more pessimistic view of our ecological crisis than thinking that focuses on one thing at a time, because it reveals the shortcomings of widely touted techno-fixes. But if there are truly useful strategies to be found, systems thinking will reveal them. Critical Thinking.
Here are 12 tips for building stronger self-awareness and learning how to improve critical thinking: 1. Be cautious. There's nothing wrong with a little bit of skepticism. One of the core principles of critical thinking is asking questions and dissecting the available information.
Critical thinking is the discipline of rigorously and skillfully using information, experience, observation, and reasoning to guide your decisions, actions, and beliefs. You'll need to actively question every step of your thinking process to do it well. Collecting, analyzing and evaluating information is an important skill in life, and a highly ...
Critical thinking skills examples. There are six main skills you can develop to successfully analyze facts and situations and come up with logical conclusions: 1. Analytical thinking. Being able to properly analyze information is the most important aspect of critical thinking. This implies gathering information and interpreting it, but also ...
Therefore, it makes sense that there are a great many different factors that contribute to resilience including: beliefs we hold of the world, of ourselves and others; information we have access to; biases, skills, and education; mental processes and behaviours. To make sense of all of these, it's useful to group related components into domains.
Module 7: Thinking, Reasoning, and Problem-Solving. This module is about how a solid working knowledge of psychological principles can help you to think more effectively, so you can succeed in school and life. You might be inclined to believe that—because you have been thinking for as long as you can remember, because you are able to figure ...
In recent decades, approaches to critical thinking have generally taken a practical turn, pivoting away from more abstract accounts - such as emphasizing the logical relations that hold between statements (Ennis, 1964) - and moving toward an emphasis on belief and action.According to the definition that Robert Ennis (2018) has been advocating for the last few decades, critical thinking is ...
A valuable guide on creativity and critical thinking to improve reasoning and decision-making skills Critical thinking skills are essential in virtually any field of study or practice where individuals need to communicate ideas, make decisions, and analyze and solve problems. An Introduction to Critical Thinking and Creativity: Think More, Think Better outlines the necessary tools for readers ...
Consider these ways writing can help enhance critical thinking: 1. Clarity of Thought: Writing requires that you articulate your thoughts clearly and coherently. When you need to put your ideas on ...
A: Creativity and critical thinking are highly valued in the professional sphere. They enable individuals to adapt to changing circumstances, identify innovative solutions, and make informed decisions. These skills can contribute to professional growth, open up new opportunities, and enhance problem-solving abilities.
Nonspecialized critical thinking and common sense may be effective tools to foster resilience after unexpected events. Individual and societal resilience may rely on the same characteristics making individual thinkers an important part of collective solutions. Looking outside specialties would allow different frameworks to contribute to solutions.
These skills enable individuals to analyze complex situations, make informed decisions, and find innovative solutions. Here, we present 25 examples of problem-solving and critical thinking. problem-solving scenarios to help you cultivate and enhance these skills. Ethical dilemma: A company faces a situation where a client asks for a product ...
The result of our study provides few insights to the study of creativity and critical thinking. First, creativity and critical thinking are a different construct yet highly correlated. Second, whereas Americans perform better on creativity measures, Chinese perform better on critical thinking measures.
Critical thinking examples include a wide range of skills, from the research you do to understand a problem to the collaboration skills you use to communicate with others about a solution. Other examples include: Critical Thinking Skills Examples at Work. What does critical thinking in the workplace look like? Here are some critical thinking ...
Here are just a few small examples of things we've done that have benefited from thinking creatively as a team. Using creative thinking to facilitate a site redesign. Using creative thinking to improve team communication. Using creative thinking to improve collaboration.
This can manifest in skills like critical thinking, analytical thinking, creativity, resilience, and a knack for making sound decisions under pressure. Analytical Thinking: The ability to deconstruct a problem into its individual elements. Logical Reasoning: Skill in making sense of complex information and deriving a conclusion.
Creativity is a process that demands critical analysis and evaluation and shares with critical thinking the need for (to revisit Guilford) fluency, flexibility and originality of thought, the ability and dispositions to reinterpretation and challenge old ideas and to move forward in the face of ambiguity.
In addition to suggesting the portmanteau of "crea-critical thinking" as a new term to describe the overlap of much of the creative and critical thinking processes, the title of this model, "Crea-Critical-Collab-ication", is a verbal representation of the fluid four-way interrelationship between the 4Cs visually represented in Figure 2 ...
A skilled problem-solver has a logical and systematic approach to identifying the root cause of issues, as well as the creativity to generate and implement effective solutions. This skill requires a combination of critical thinking, research, data analysis, and innovation. 4. Time management
Enhanced transparency and exchange of information to put an end to bank secrecy and fight tax evasion and avoidance. Making critical minerals work for sustainability, growth, and development. Financial consumer protection, education and inclusion. Country-level progress in combatting climate change. What it Means in School.
It focuses in particular on key soft skill. before focusing on the less common assessment of for the development of the 4Cs. "labelization", suggesting it as a solution both for establishing a ...