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CONCURSOS PARA DIRIGENTES PÚBLICOS: Um grave problema de competências ou de cores partidárias, "hard ou soft"
por José Pereira (zedebaiao.com), em 10.02.15
TENHAM VERGONHA!!! A ser assim, que se lixem as "soft skills". Portugal não pode continuar a ser a república da “cunha”, do nepotismo e do amiguismo político-partidário!!!
Aquilo que marca a diferença quando avaliamos uma pessoa para um cargo de direção, não é, nem pode ser, a cor partidária, nem tão pouco a familiaridade ou amizade face a quem dirige ou governa a instituição, o ministério ou o país. É, e deve ser, o conjunto de atributos, de comportamentos, de capacidades e de competências, sejam pessoais, interpessoais ou técnico-profissionais, pelas quais se destaca um profissional, a par da sua postura e da forma como sabe e/ou pode liderar, dirigir, gerir ou administrar uma instituição e as pessoas que nela trabalham e que com ela interagem, tomando assim por base a forma como se sabe, como se pode ou como se deve lidar com as pessoas, de dentro e de fora, ou seja, com todos que, de uma forma ou de outra, interagem com as instituições e/ou serviços públicos que vão ser geridos e dirigidos com vista à defesa da coisa e da causa pública e não com vista ao interesse particular ou familiar de quem dirige os partidos ou governa o país (os denominados stakeholders).
NÃO ESTARÁ MAIS DO QUE NA HORA PARA SE REAGIR E AFERIR O QUE PODEMOS E DEVEMOS FAZER PARA ACABAR COM ISTO DE UMA VEZ POR TODAS?
COMO PASSAR DA CUNHA E DA FAMILIARIDADE POLÍTICO-PARTIDÁRIA PARA A MERITOCRACIA?
Desenvolver as soft-skills envolve muito trabalho, esforço, tempo, e até acompanhamento!
Todos sabemos como é que se fabricam currículos à medida do cargo e da familiaridade ou amizade politico-partidária!
Caro prof. doutor João Billhim, é isto que define e defende como competências de “saber estar e saber ser" (soft skills)?
Desculpe que aqui lhe diga frontalmente: Se é isto que defende e ensina como sendo as "soft skills", ENTÃO QUE SE LIXEM AS "SOFT SKILLS!!!!
Tenho muito respeito pela sua cátedra em ciências sociais e antropológicas, mas relativamente à gestão de recursos humanos e ao que temos vindo a constatar relativamente ao recrutamento e seleção dos dirigentes da Administração Pública, desculpe mas a meritocracia impressa na seleção, indicação e escolha dos dirigentes superiores e intermédios da Administração Pública deixa muito a desejar. Ou não vê; Ou não quer nem lhe apetece ver; Ou não pode ver; Ou não sabe ver o que estão a fazer!
Só nos últimos procedimentos concursais, de entre um total de 300 candidatos, o Governo já fez 14 das 18 nomeações definitivas para as direcções dos Centros Distritais da Segurança Social, sendo que o grande critério de mérito comum a todos os casos é que são todos do PSD e do CDS/PP, mantendo-se quase sempre os rostos escolhidos politicamente, antes do concurso, isto para mandatos que são de cinco anos e que comprometem o bom desempenho e a imagem já pouco credível dos serviços púbicos, quase sempre por culpa ou (i)responsabilidade dos (des)governantes.
Relativamente a este tema, o jornal Público tem aqui um bom artigo sobre o estado da meritocracia em Portugal. Mas parece que tudo continua igual ou mesmo a caminhar para pior.
Mas afinal, o que são as "soft-skills"?
Após uma breve pesquisa, podemos concluir que as "soft skills" não são mais do que determinados atributos, atitudes ou comportamentos pessoais que permitem ao individuo melhorar as suas interações com os outros e com o mundo em seu redor, contribuindo assim para a melhoria do seu desempenho profissional.
Estas competências caracterizam-se por não serem específicas/objetivas para um determinado posto de trabalho, mas podem ser úteis em qualquer área e concorrem para a melhoria do desempenho profissional. Contudo, ser membro, amigo ou familiar de alguém que dirige ou governa a instituição ou de um partido político, em nada se identifica com aquilo que define e determina a qualidade das "soft-skills".
Alguns dos exemplos destas competências ("soft skills") podem ser:
- A atitude positiva;
- A capacidade de resiliência;
- A capacidade para a resolução de problemas;
- A resolução de problemas por via de soluções criativas;
- A gestão do tempo;
- As capacidades e competências de comunicação;
- A capacidade de ensino-aprendizagem;
- A assertividade;
- O poder de persuasão;
- A capacidade de falar em público;
- As capacidades e competências de liderança;
- O saber trabalhar em equipa;
- A criatividade;
- Entre outras,..
Em contraponto, as "hard skills" são mais objetivas e correspondem às capacidades e competências que se consideram mais técnicas e específicas para realizar um determinado trabalho. No fundo, correspondem ao saber fazer e ter conhecimento para fazer bem.
DEFINITION OF 'HARD SKILLS'
Specific, teachable abilities that can be defined and measured. By contrast, soft skills are less tangible and harder to quantify. Examples of hard skills include job skills like typing, writing, math, reading and the ability to use software programs; soft skills are personality-driven skills like etiquette, getting along with others, listening and engaging in small talk. In business, hard skills most often refer to accounting and financial modeling.
Alguns dos exemplos destas competências ("hard skills") podem ser:
- Graus ou certificados de formação académica e/ou profissional;
- Livros e/ou artigos publicados devidamente reconhecidos;
- A capacidade de operar um determinado equipamento;
- Grau de domínio de uma ou mais línguas estrangeiras;
- Experiência académica e/ou profissional acumulada;
- Domínio de uma determinada linguagem de programação;
- Domínio dos modelos e/ou processos de gestão/administração/negócio;
- Domínio de determinado software/hardware;
- Domínio de determinado modelo ou sistema técnico ou tecnológico;...
Veja aqui o relatório apresentado pela CReSAP na Assembleia da República:
Top 10 Soft Skills
People skills and relationship-building are key to success
Graduate Employability, ‘Soft Skills’ Versus ‘Hard’ Business Knowledge: A European Study
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Free access
- DOI:10.1080/03797720802522627
pages 411-422
- Published online: 14 Sep 2010
Abstract
There is a growing awareness in the UK and mainland Europe of the importance of higher education to the development of a knowledge‐based economy. European universities are increasingly required to produce highly mobile graduates able to respond to the ever‐changing needs of the contemporary workplace. Following the Bologna Declaration (1999), higher education across Europe has expanded rapidly. This has resulted in questions being raised about the quality of the graduate labour market and the ability of graduates to meet the needs of employers. This paper analyses graduate and employer perspectives of graduate employability in four European countries (UK, Austria, Slovenia and Romania). In doing so it adds to current debates in this area.
Volume 19, Issue 4, August 2012, Pages 451–464
European Association of Labour Economists 23rd annual conference, Paphos, Cyprus, 22-24th September 2011
Hard evidence on soft skills ☆
Abstract
This paper summarizes recent evidence on what achievement tests measure; how achievement tests relate to other measures of “cognitive ability” like IQ and grades; the important skills that achievement tests miss or mismeasure, and how much these skills matter in life.
Achievement tests miss, or perhaps more accurately, do not adequately capture, soft skills—personality traits, goals, motivations, and preferences that are valued in the labor market, in school, and in many other domains. The larger message of this paper is that soft skills predict success in life, that they causally produce that success, and that programs that enhance soft skills have an important place in an effective portfolio of public policies.
Highlights
► Achievement tests miss—or mis-measure—soft skills including personality traits, goals, motivations, and preferences. ► Soft skills predict and produce success in life. ► Programs that enhance soft skills have an important place in policy portfolios.
JEL classification
Keywords
Personality;
Achievement tests;
IQ;
Cognition
This paper was presented as the Adam Smith Lecture at the Annual Meeting of the European Association of Labour Economists held in Cyprus, September 2011. This research was supported in part by the University of Chicago, A New Science of Virtues: A Project of the University of Chicago, the American Bar Foundation, a conference series from the Spencer Foundation, the JB & MK Pritzker Family Foundation, Susan Thompson Buffett Foundation, the Geary Institute, University College Dublin, Ireland, NICHD R37 HD065072 and R01 HD054702, a European Research Council grant hosted by University College Dublin, DEVHEALTH 269874, a grant to the Becker Friedman Institute for Research and Economics from the Institute for New Economic Thinking (INET), and an anonymous funder. The views expressed in this paper are those of the authors and not necessarily those of the funders or commentators mentioned here. We thank Linor Kiknadze for research assistance. Paul Devereux made helpful comments that are incorporated in this paper.
- Corresponding author at: Department of Economics, University of Chicago, 1126 E. 59th Street, Chicago, IL 60637, USA. Tel.: + 1 773 702 0634; fax: + 1 773 702 8490.
Copyright © 2012 Elsevier B.V. All rights reserved.
Soft Skills: The New Curriculum for Hard-Core Technical Professionals
Bancino, Randy; Zevalkink, Claire
Techniques: Connecting Education and Careers (J1), v82 n5 p20-22 May 2007
Abstract
In this article, the authors talk about the importance of soft skills for hard-core technical professionals. In many technical professions, the complete focus of education and training is on technical topics either directly or indirectly related to a career or discipline. Students are generally required to master various mathematics skills, science skills and detailed technical skills directly related to the specific discipline they are planning to enter. This curriculum is critical to their success, and yet the fast-paced, global marketplace of today is demanding more. Technical professionals in various disciplines such as information technology, engineering, architecture, and research and development are increasingly required to broaden their skill sets to master the so-called soft skills. Soft skills, as defined by Wikipedia, are "the cluster of personality traits, social graces, facility with language, personal habits, friendliness, and optimism that mark people to varying degrees. Soft skills complement hard skills, which are the technical requirements of a job." Furthermore, the authors present the three driving forces behind business leaders' increasing demand for a broader skill set from technical professionals: (1) necessity for improvements to the bottom line; (2) increasing competition; and (3) globalization.
Descriptors: Personality Traits, Interpersonal Competence, Social Development, Affective Behavior, Emotional Intelligence, Cooperation, Individual Characteristics, Communication Skills, Global Approach, Competition, Productivity
Association for Career and Technical Education (ACTE). 1410 King Street, Alexandria, VA 22314. Tel: 800-826-9972; Tel: 703-683-3111; Fax: 703-683-7424; Web site: http://www.acteonline.org
Project management education: The human skills imperative
Volume 26, Issue 2, February 2008, Pages 124–128
The differences between hard and soft skills and their relative impact on training transfer
Dennis R. Laker1 and Jimmy L. Powell2
Article first published online: 21 MAR 2011
DOI: 10.1002/hrdq.20063
Copyright © 2011 Wiley Periodicals, Inc.
Human Resource Development Quarterly
Volume 22, Issue 1, pages 111–122, Spring 2011
Abstract
Most research and conceptualizing of training transfer assumes that the content of the training is irrelevant in whether or not or to what extent transfer is successful. The singular perspective that all training is the same when it comes to issues of training transfer is misguided. This is especially true for the types of training that have been traditionally referred to as hard-skills (technical) and soft-skills (intrapersonal and interpersonal) training. It is hypothesized that this singular perspective of making no differentiation between hard and soft skills can actually hinder training transfer. It is the contention of this article that this perspective masks significant differences between these two forms of training and the extent to which each transfers to the job. Anecdotal evidence has emphasized that soft-skills training is significantly less likely to transfer from training to the job than hard-skills training. Soft-skills training, rather than hard-skills training, has primarily been discussed in the HRD literature. This is easily reflected in reviews of the training-transfer literature. Consequently, from this perspective, the work on training transfer has almost been exclusively based upon soft-skills training. This focus on soft skills may be warranted by the specific difficulty in transferring soft skills (intrapersonal and interpersonal) rather than hard skills (technical). This lack of soft-skill transfer results in an extremely costly waste of time, energy, and money. This article discusses differences that are hypothesized to exist between hard- (technical) and soft- (intrapersonal and interpersonal) skills training that we believe impact the degree of training transfer achieved. It is our belief that differentiating between hard and soft skills may add greatly to our understanding of training transfer and additional ways of its facilitation. This article also contends that development of a more robust and comprehensive model of training transfer must consider training content.Executive Perceptions of the Top 10 Soft Skills Needed in Today’s Workplace
1Eastern Kentucky University, USA
Marcel M. Robles, Eastern Kentucky University, BTC 011, 521 Lancaster Avenue, Richmond, KY 40475, USA Email: marcel.robles{at}eku.edu
Abstract
Hard skills are the technical expertise and knowledge needed for a job. Soft skills are interpersonal qualities, also known as people skills, and personal attributes that one possesses. Business executives consider soft skills a very important attribute in job applicants. Employers want new employees to have strong soft skills, as well as hard skills. This study identified the top 10 soft skills as perceived the most important by business executives: integrity, communication, courtesy, responsibility, social skills, positive attitude, professionalism, flexibility, teamwork, and work ethic.Learning Soft Skills at Work: An Interview with Annalee Luhman
Davis, Barbara D.; Muir, Clive
Business Communication Quarterly, v67 n1 p95-101 2004
Abstract
Soft skills are attitudes and behaviors displayed in interactions among individuals that affect the outcomes of such encounters. These differ from hard skills, which are the technical knowledge and abilities required to perform specific job-related tasks more formally stated in job descriptions. In the past, it was felt that managers and employees did not need soft skills as long as they could do their work, but now even positions in hard, task-oriented areas such as accounting and information systems require soft skills as well as technical skills. In this article, the authors ask the following questions: (1) How do organizations respond to the interpersonal evolution in the workplace?; (2) How do they measure the need for soft skills?; and (3) How do they design programs that address such needs? To find answers, they conduct an interview with Annalee Luhman, a Learning and Leadership Manager at the Port of Seattle in Washington.
Descriptors: Information Systems, Job Skills, Personnel Management, Interpersonal Competence, Interpersonal Communication, Program Design
SAGE Publications. 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
“Soft” Skills and Race: An Investigation of Black Men's Employment Problems
Abstract
We investigated changes in skill requirements and the effects of these changes on Black men's access to entry-level jobs, using open-ended interviews of managers at 56 firms in four industries. Managers reported
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