Food science and technology students self-evaluate soft and technical skills

Food Scientists and Technologists (FS&T) need diverse skills in the globalized food and drink sector: Food-specific or scientific / technical skills and generic or intuitive soft skills. This study determined how satisfied FS&T students were with overall improvement, and in key technical and soft skills, based on their university work; and if satisfaction was linked to geography, degree in progress, anticipated degree, anticipated work place or anticipated job responsibility. An on-line survey was completed by 267 students in over 20 countries using a 5-point Likert scale to evaluate satisfaction. Responses were analyzed by the Friedman or Kruskal Wallis tests for more than two groups, otherwise by the Wilcoxon Signed Rank or Mann-Whitney tests. There were no differences in Overall Satisfaction with technical and soft skills training. Among soft skills, training in Working with Others and Being Responsible were more often rated “Excellent” and students were more satisfied with their training than with Solving Problems, Communication and Positive Attitude. Students anticipating a job with high responsibility were more satisfied with overall soft skill training and with 3 of the 5 specific soft skills. Among technical skills, students were more satisfied with improvement in basic sciences (Microbiology, Chemistry, Processing, Safety), and those in Northern Europe were more satisfied with overall technical training. These data show variations in perception and/or efficacy of technical and soft skill training in Food Science programmes and underline the need for separate attention to the incorporation of soft skill training into the design of FS&T courses.

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Training of new managers: why are we kidding ourselves?

Industrial and Commercial Training ◽

10.1108/ict-12-2016-0082 ◽

2017 ◽

Vol 49 (5) ◽

pp. 245-255 ◽

Cited By ~ 2

Author(s):

Timothy Yeardley

Keyword(s):

Longitudinal Research ◽

Soft Skills ◽

Phase 1 ◽

Skill Training ◽

Technical Skills ◽

Second Phase ◽

Soft Skill ◽

Content Type ◽

The Impact ◽

Desk Research

Purpose The purpose of this paper is to provide an update on a longitudinal research study that examines the content delivery of courses provided by private training providers (PTPs) for first level managers (FLMs). It measures, against a contemporary soft skill model, the relevance of “off the shelf” training which is aimed at FLMs managerial soft skills, as opposed to “technical” or “hard skill” training. The research has been carried out over three phases. The paper will critically compare and contrast the results and determine if there are any prevailing management paradigms in the content of the courses. Design/methodology/approach There were three key phases undertaken during the research. Phase 1 involved developing a multi-dimensional best practise core soft skills framework for professional managers. The second phase involved a pilot study conducted as desk research using various online and direct marketing channels in researching 45 PTPs first line manager courses in the UK over a period of two months during October to November 2011, and this exercise was repeated in phase 3 during February and March 2015 using a sample (20) of the same 45 PTPs. Both exercises involved comparing and contrasting the Core Soft Skills Framework to the PTP courses using thematic and coding techniques. Findings The studies have revealed surprising omissions and contrary positions when it comes to teaching FLMs non-technical skills. On some PTP courses there appeared contrary positions taken up on key managerial concepts such as leadership. In both research phases, “delegation” is an area which FLMs receive significant training. The activity of delegation is an example of top down management used to demonstrate command and control paradigms within the workplace, and fails to take into account todays cultural behavioural shifts. There is also a total lack of acknowledgement on the impact technology is having on a younger generation of managers interpersonal and intrapersonal skills. Research limitations/implications The best practise core soft skill framework is based on three key soft skill models which do not take into account soft skills for FLMs. These models do not presently exist. Both the initial study and 2015 follow-up are undertaken by desk research and the content marketing collateral as promoted by the PTPs. What actually happens on the courses themselves: broader management discussions, role play, sharing experiences, etc. cannot be evaluated as part of this research. No distinction has been made in the research with regard the length of the courses. Practical implications PTP FLM training is not irrelevant; it is necessary for managers. An issue is the training is pitched at concepts and skills which are too advanced for the FLM who are missing out on the basic non-technical skills. Without this fundamental introduction, it is teaching FLMs to run before they can walk. Of all the FLM courses now researched, there has only been one which covers all the soft skills identified in the framework. With so many core soft skills from the framework omitted from PTP FLM courses, how can FLMs be expected to grasp the basics of soft skills and apply them? Originality/value By breaking down the findings, this research can have considerable impact with regard the provision of training for new managers. It informs HR departments about the inconsistencies of new manager training between the providers, but it also highlights areas to new management which are not covered by the courses. For training providers it will act as a reminder that training courses need to be continually reviewed and redesigned to remain relevant as culture rapidly changes from a personal interaction society to a technology interaction society. As a result more emphasis needs to be placed on communication, teamwork, interaction type activities to build intuition and “nous”. Today’s young people are “streetwise” – in technology but not in personal relationships….

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Pelatihan Soft Skills Caring Meningkatkan Kualitas Pelayanan Keperawatan dan Kepuasan Pasien di Rumah Sakit Kota Bandung

Jurnal Penelitian dan Pengembangan Pelayanan Kesehatan ◽

10.22435/jpppk.v1i2.440 ◽

2018 ◽

pp. 72-81

Author(s):

Eny Kusmiran

Keyword(s):

Patient Satisfaction ◽

Nursing Care ◽

Soft Skills ◽

Skills Training ◽

Post Intervention ◽

Soft Skill ◽

Paired T Test ◽

Quality Of Nursing

Abstrak Kualitas perawat ditentukan oleh kompetensi hard skills dan soft skills. Caring sebagai bagian dari soft skills adalah esensi mendasar pada profesi perawat. Penilaian pasien mengenai soft skills caring perawat adalah indikator dari kualitas pelayanan keperawatan. Tujuan penelitian untuk mengembangkan model pelatihan soft skills caring dan mengidentifikasi model tersebut terhadap kualitas keperawatan dan kepuasan pasien. Desain pra-eksperimental dengan pretest-posttest tanpa kontrol dengan melibatkan 53 perawat dan 53 pasien pada dua rumah sakit swasta di Kota Bandung. Instrumen penelitian diadaptasi dari Caring Nurse Patient Interactions Scale (CNPI) dan kepuasan pasien diadaptasi dari patient satisfaction with nursing care. Intervensi terdiri dari pemberian materi selama 3 hari, post pelatihan 2, 4 dan 6 minggu. Analisis data dilakukan untuk melihat perubahan penilaian soft skills caring perawat serta kepuasan pasien sebelum dan sesudah intervensi-pelatihan menggunakan uji paired t-test. Analisis General Linier Model Repeated Measure (GLM-RM) dipergunakan untuk analisis follow-up 4 dan 6 minggu. Hasil penelitian menunjukkan model pelatihan soft skills caring terbukti efektif meningkatkan penilaian perawat dan kepuasan pasien, serta dapat dimanfaatkan bagi perawat di rumah sakit. Kata kunci: soft skills caring, perawat, kualitas pelayanan keperawatan Abstract The quality of nursing care was determined by they hard and soft skills competence. Soft skill of caring was the basic competence of nurses, it was affecting patient satisfaction. This study aimed to: a) develop the model of training soft skills caring, b)identify the training model for increasing the quality of nursing care and patient satisfaction. The study was pretest-posttest pre-experimental design without control. The sampples including 53 nurses and 53 patients at two private hospitals in Bandung, West Java Province, Indonesia. The instrument was adapted from Caring Nurse Patient Interactions Scale (CNPI) while patient satisfaction assesment was adapted from patient satisfaction with nursing care. The interventions was soft skills training for 3 days, while the soft skill were assesed at in 2, 4 and 6 weeks post intervention. The pre and 2 weeks post intervention were analysed using paired t-test, while the 4 and 6 weeks follow-up soft skill post itervention was analyzed by GLM-RM. The results show that soft skill training are effective for improving nurse’s competence and increasing patient satisfaction. Futher training can be implemented to increase quality of nursing care and patients satisfaction. Keywords: soft skills, training, quality of nursing, patient satisfaction

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MANAGING PERSONAL FINANCE WIRED FOR WORK SOFT SKILL TRAINING BEKERJA SAMA DENGAN LSM “BULIR PADI FOUNDATION” DAN SMK PERTIWI

Martabe Jurnal Pengabdian Kepada Masyarakat ◽

10.31604/jpm.v4i1.73-77 ◽

2021 ◽

Vol 4 (1) ◽

pp. 73

Author(s):

Sumani Sumani ◽

Christiana Fara Dharmastuti

Keyword(s):

Skill Training ◽

Skills Training ◽

Academic Community ◽

Work Skills ◽

Soft Skill ◽

Entry Level ◽

Non Governmental Organizations ◽

The World ◽

The Right ◽

Industry Needs

The Bulir Padi Foundation, a non-profit organization that has been established since 2002, is committed to contributing to the education of underprivileged children in the suburbs of Jakarta by turning them into foster children. And in 2020, one of the work programs is to produce mentored children who have work skills so that the hope is that they are better prepared to enter the workforce at the entry level so that they can answer industry needs through providing job readiness training. To support the economic development of young people and the absorption of youth labor, The Wired For Work Soft Skill Training (W4W) program is a non-formal training program for Bulir Padi Foundation children to produce children who have work skills so that they are expected to be better prepared to enter the world of work at the entry level so that they can answer industry needs by providing readiness training. work. In this W4W Program, Bulir Padi Foundation will collaborate with Atma Jaya University and Pertiwi Vocational High School as a form of synergy between non-governmental organizations and the academic community in solving social problems, especially in the field of education. Pertiwi SMK students will be facilitated to receive soft skills training for their readiness to enter the world of work. The material covered in the Wired For Work Soft Skill Training (W4W) training activity this time includes Self management to improve work ethics, Implementing basic communications skills, Implementing the right equality of female and male workers in the workplace, Implementing the quality of grooming and professional manner, Preparing Job Application and interview test and Manage Personal Finances.

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STRATEGI PENINGKATAN PERAN MASYARAKAT DALAM MELESTARIKAN EKOWISATA MANGROVE DAN BEKANTAN DI KELURAHAN KARANG REJO TARAKAN BARAT

J-PEN Borneo : Jurnal Ilmu Pertanian ◽

10.35334/jpen.v3i1.1566 ◽

2020 ◽

Vol 3 (1) ◽

Author(s):

Muhammad Arbain ◽

Nurul Chairiyah

Keyword(s):

Sustainable Development ◽

Data Analysis ◽

Soft Skills ◽

Skills Training ◽

Mangrove Forests ◽

Natural Ecosystems ◽

Soft Skill ◽

Descriptive Qualitative

ABSTRACTMangrove ecosystems have an important role in sustainable development both ecologically, economically andsocially. Today, mangrove forests as ecotourism are much in demand by local and foreign communities as a naturetourism trip with the aim of enjoying and studying the natural ecosystems and socio-cultural local communities.This study aims to find out and formulate strategies to increase the role of the community in preserving mangroveand bekantan ecotourism in Karang Rejo village, West Tarakan. The method used is descriptive qualitative datacollection techniques in the form of observation, interviews, and documentation. The data analysis used is theSWOT analysis (Strength, Weakness, Opportunity, and Threats). The results of the study found strategies toincrease the role of the community in preserving local wisdom of mangrove ecotourism that can be used are: (1)Revitalizing infrastructure facilities of mangrove and bekantan ecotourism to be more productive and attractive;(2) Providing soft skills training to the community regarding the use of mangrove forests; (3) Promoting mangroveand bekantan ecotourism through social and elektronic media; (4) Cooperating with all stakeholders in supportingthe preservation of mangrove forests, and; (5) Developing local handicraft products industry with make somesouvenir, food, and medicines from mangrove raw materials.Keyword: Strategy, Community Role, Ecotourism, Mangroves and BekantanABSTRAKEkosistem mangrove mempunyai peranan penting dalam pembangunan berkelanjutan baik secara ekologis,ekonomis, maupun sosial. Hutan mangrove sebagai ekowisata dewasa ini banyak diminati oleh masyarakat lokalmaupun mancanegara sebagai sebuah perjalanan wisata alam dengan tujuan menikmati dan mempelajariekosistem alam dan sosial budaya masyarakat lokal. Penelitian ini bertujuan untuk mengetahui dan merumuskanstrategi peningkatan peran masyarakat dalam melestarikan ekowisata mangrove dan bekantan di kelurahan KarangRejo Tarakan Barat. Metode yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data berupaobservasi, wawancara, dan dokumentasi. Adapun analisis data yang digunakan adalah analisis SWOT(Strenght,Weakness, Opportunity, dan Threats). Hasil penelitian ditemukan strategi peningkatan peranmasyarakat dalam melestarikan kearifan lokal ekowisata mangrove yang dapat dilakukan adalah: (1) RevitalisasiSarana Prasarana (Sanpras) ekowisata mangrove dan bekantan agar lebih produktif dan menarik; (2) Melakukanpelatihan soft skill kepada masyarakat tentang pemanfaatan hutan mangrove; (3) Melakukan promosi ekowisatamangrove dan bekantan melalui media cetak maupun media elektronik; (4) Melakukan kerjasama dengan seluruhstakeholder dalam mendukung pelestarian hutan mangrove, dan; (5) Mengembangkan industri produk kerajinanlokal masyarakat seperti sovenir, makanan, dan obat-obatan dari bahan baku mangrove.Kata kunci: Strategi, Peran Masyarakat, Ekowisata, Mangrove dan Bekantan

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Soft Skill: Its Urgency and Development at Islamic Higher Education

AL-TA LIM ◽

10.15548/jt.v21i3.109 ◽

2014 ◽

Vol 21 (3) ◽

pp. 239-251

Author(s):

Ahmad Sabri

Keyword(s):

Higher Education ◽

Soft Skills ◽

Action Plan ◽

Technical Skills ◽

University Graduates ◽

Acting Out ◽

Soft Skill ◽

Technical Capability ◽

Blue Print ◽

Planned Activities

The success of a person in a career work is not only determined by his or her technical capability, but also the non-technical skills which is so called ‘soft-skills’. It is an attitude which is exemplified among the cognitive and values in the interaction with people around. Several identified falures in the community’s life indicate that many Islamic university graduates suffered from lack of ability to build harmonious relationship with the environment. Therefore, it is a high time for this institution to consistently instil some types of soft-skills on the parts of the students. The current study shares the urgent needs for developing students’ soft-skills for Islamic colleges and universities. The paper ends up with several conclusions while promoting some commitments to be held by the faculty development including: the identification of soft-skills that have already existed in the students’ minds and which need to be developed, the exploration of soft skills attributes for the next 5 years based on the inspiration or opinion of the stake holders and alumnaes, the setting of action plan for academic and non-cademic agendas, acting out the planned activities, as well as the sustainable blue-print of valid soft-skills. Copyright © 2014 by Al-Ta'lim All right reserved

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Pengembangan Kurikulum dalam Pembelajaran Abad XXI

MIMBAR PENDIDIKAN ◽

10.17509/mimbardik.v4i2.22201 ◽

2019 ◽

Vol 4 (2) ◽

pp. 103-112

Author(s):

Purwadhi Purwadhi

Keyword(s):

Curriculum Development ◽

21St Century ◽

Soft Skills ◽

Technical Skills ◽

21St Century Learning ◽

Soft Skill ◽

Learning Framework ◽

Hard Skills ◽

Qualitative Approaches ◽

Information And Communication

ABSTRAKSI: Artikel ini – dengan menggunakan pendekatan dan metode kualitatif serta kajian pustaka – mau menganalisis dua hal pokok, yaitu: Pengembangan Kurikulum; dan Pembelajaran Abad XXI. Pengembangan kurikulum merupakan bagian yang sangat esensial dalam keseluruhan kegiatan pendidikan. Pengembangan kurikulum, baik pada tingkat makro maupun mikro, mencakup kegiatan menyeluruh yang meliputi: perencanaan, pelaksanaan, dan evaluasi; serta menyangkut pengembangan komponen penting dalam kurikulum, yaitu komponen tujuan, bahan, kegiatan, dan evaluasi. Pengembangan kurikuum secara makro menyangkut pengembangan program pendidikan secara umum dan menyeluruh dalam konteks suatu lembaga/institusi; sedangkan secara mikro menyangkut pengembangan kurikulum yang sifatnya lebih terbatas, seperti pengembangan kurikulum pada level bidang studi atau mata kuliah. Kerangka pembelajaran abad XXI adalah satu gagasan yang diadaptasi dalam pengembangan Kurikulum 2013 pada umumnya, dan pembelajaran saintifik pada khususnya. Ada sejumlah keterampilan yang perlu dikuasai oleh peserta didik pada abad XXI, yakni: “soft skill and hard skill” atau keterampilan teknis. “Soft skill” yang perlu dikembangkan adalah kreativitas dan inovasi, berpikir kritis, seperti literasi informasi, literasi media, dan literasi ICT (Teknologi Informasi dan Komunikasi). KATA KUNCI: Pengembangan Kurikulum; Pembelajaran Abad XXI; Kurikulum 2013; Keterampilan Teknis. ABSTRACT: “Curriculum Development in the 21st Century Learning”. This article – using qualitative approaches and methods as well as literature review – wants to analyze two main points, namely: Curriculum Development; and the 21st Century Learning. Curriculum development is a very essential part of all educational activities. Curriculum development, at both the macro and micro levels, has been encompassing comprehensive activities including: planning, implementation, and evaluation; and involves also the development of important components in the curriculum that are components of objectives, materials, activities, and evaluations. Macro curriculum development involves the development of a general and comprehensive education program in the context of an institution; whereas in micro terms, it involves the development of curricula that are more limited in nature such as curriculum development at the level of field of study or course. The 21st century learning framework is an idea that was adapted in 2013 Curriculum development in general, and scientific learning in particular. There are a number of skills that need to be mastered by 21st century students, namely: soft skills and hard skills or technical skills. Soft skills that need to be developed are creativity and innovation, critical thinking, such as information literacy, media literacy, and ICT (Information and Communication Technology) literacy.KEY WORD: Development Curriculum; 21st Century Learning; 2013 Curriculum; Technical Skills. About the Author: Dr. Purwadhi adalah Dosen Senior dan sekarang menjabat sebagai Rektor Universitas BSI (Bina Sarana Informatika), Jalan Terusan Sekolah No.1-2 Antapani, Cicaheum, Kiaracondong, Bandung 40282, Jawa Barat, Indonesia. Untuk kepentingan akademik, penulis bisa dihubungi dengan alamat emel: [email protected] Citation: Purwadhi. (2019). “Pengembangan Kurikulum dalam Pembelajaran Abad XXI” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 4(2), September, pp.103-112. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (July 27, 2019); Revised (August 25, 2019); and Published (September 30, 2019).

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THE IMPLEMENTATION OF SOFTSKILL ESSENCES ON VOCATIONAL EDUCATION

BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan ◽

10.37304/balanga.v7i1.550 ◽

2019 ◽

Vol 7 (1) ◽

pp. 6-9

Author(s):

Sukardi ◽

Ahmad Eko Suryanto ◽

Ratna Pancawati

Keyword(s):

Extracurricular Activities ◽

Real World ◽

Soft Skills ◽

Development Program ◽

Technical Skills ◽

Learning Activities ◽

Skills Development ◽

Formal Learning ◽

Soft Skill ◽

Development Of Students

At present days stakeholders require the graduates who have the technical skills (Hardskill) as well possess the soft skills. The Hardskills are just not sufficient to deal with the qualification of employers in the real-world of workplace, but need to be equipped with soft skills in order to shape the integrated capabilities as needed by users. To form the student’s soft skills can be implemented through the coaching program in formal learning activities and extracurricular activities. The softskill development of students is necessary to be achieved with concrete efforts, namely: 1) the existence of policies that legalize the implementation of soft skill based on the extracurricular activities in each education unit; 2) systematic and planned soft skills development program; and 3) the softskill dissemination is carried out synergistically involving all parties.

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Utilizing Transcranial Direct Current Stimulation to Enhance Laparoscopic Technical Skills Training: A Randomized Controlled Trial

10.1101/455329 ◽

2018 ◽

Author(s):

Morgan L. Cox ◽

Zhi-De Deng ◽

Hannah Palmer ◽

Amanda Watts ◽

Lysianne Beynel ◽

...

Keyword(s):

Direct Current ◽

Transcranial Direct Current Stimulation ◽

Primary Motor Cortex ◽

Skill Training ◽

Technical Skills ◽

Skills Training ◽

Controlled Study ◽

Laparoscopic Skill ◽

Direct Current Stimulation ◽

Post Test

AbstractThis study aimed to test the efficacy of transcranial direct current stimulation (tDCS) during laparoscopic skill training to determine if it has the capacity to accelerate technical skill acquisition. tDCS is a non-invasive brain stimulation technique that delivers constant, low electrical current resulting in changes to cortical excitability and prior work suggests it may enhance motor learning. We evaluate for the first time the potential of tDCS, coupled with motor skill training, to accelerate the development of laparoscopic technical skills. In this pre-registered, double-blinded and sham-controlled study, 60 healthy subjects were randomized into sham or active tDCS in either bilateral primary motor cortex (bM1) or supplementary motor area (SMA) electrode configurations. All subjects practiced the Fundamental of Laparoscopic Surgery Peg Transfer Task during a pre-test, six 20-minute training sessions, and a post-test. The primary outcome was change in laparoscopic skill performance over time, quantified by improvement in performance according to a seconds-per-object calculated score accounting for errors. Sixty participants were randomized equally into the three training cohorts (active bM1, active SMA, sham). The active groups had significantly greater improvement in performance from pre-test to post-test compared to the sham groups (108 vs 76 seconds, p = 0.018). Both bM1 and SMA active cohorts had significantly greater improvement in learning (p < 0.01), achieving the same skill level in 4 sessions compared to the 6 sessions required of the sham cohort. The SMA cohort had more variability in performance compared to the bM1 and control cohorts. Laparoscopic skill training with active, bM1 or SMA, tDCS exhibited significantly greater learning relative to training with sham tDCS. The potential for tDCS to enhance the training of surgical skills merits further investigation to determine if these preliminary results may be replicated.

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Motivation to transfer soft skills training: a systematic literature review

Management Research Review ◽

10.1108/mrr-03-2021-0225 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Sumita Mishra ◽

Malabika Sahoo

Keyword(s):

Literature Review ◽

Systematic Literature Review ◽

English Language ◽

Soft Skills ◽

Skills Training ◽

Training Transfer ◽

Future Research ◽

Soft Skill ◽

Content Type ◽

Motivation To Transfer

Purpose This paper aims to synthesize existing knowledge on trainee motivation to transfer (MTT) soft skills training through a systematic literature review (SLR). Design/methodology/approach By applying a rigorous reproducible process, this SLR identified a total of 33 peer-reviewed articles on MTT in soft skills training. Findings The systematic review offers several important findings. First, research on MTT has accelerated in the recent past with studies conducted in varied geographic contexts. Second, MTT has been operationalized and measured as an antecedent and mediator of training transfer as well as an outcome itself is sampled papers. Third, MTT is recognized as critical in facilitating the transfer of soft skills. Finally, an investigation of empirical studies helped locate gaps in research methodologies, measurement of MTT and finally its predictors. Research limitations/implications The study is limited by the search string and its choice of peer-reviewed articles published in the English language only. Originality/value In the absence of systematic reviews on MTT in the context of soft skill, the study contributes immensely by providing an updated, cogent summarization of extant work and potential directions for future research/practice.

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The effect of soft skills and training methodology on employee performance

European Journal of Training and Development ◽

10.1108/ejtd-08-2016-0066 ◽

2017 ◽

Vol 41 (4) ◽

pp. 388-406 ◽

Cited By ~ 19

Author(s):

Rosli Ibrahim ◽

Ali Boerhannoeddin ◽

Kazeem Kayode Bakare

Keyword(s):

Skill Acquisition ◽

Work Performance ◽

Soft Skills ◽

Employee Performance ◽

Skills Training ◽

Skills Acquisition ◽

Soft Skill ◽

Content Type ◽

Training Methodology ◽

Time Space

Purpose The purpose of this paper is to investigate the effect of soft skill acquisition and the training methodology adopted on employee work performance. In this study, the authors study the trends of research in training and work performance in organisations that focus on the acquisition of technical or “hard skills” for employee training and evaluating work performance. This study was conducted to redirect the focus of employee training and development goals to the acquisition of soft skills, which have a very high and lasting impact on improving employee performance. Design/methodology/approach This study adopted a quantitative research approach. Questionnaires were administered to selected managers and executives of a few Malaysian private companies. The questionnaire was specifically designed to examine the competencies of various Malaysian-based company managers, executives and supervisors who had undergone a soft skills training programme over a period of a few weeks or months. These soft skills training programmes were not conducted consecutively, but rather with a break or “time-space” in between each session. The target population in this study consisted of 810 employees from nine companies. The sample size was 260 trainees who were selected from the population with a 95 per cent confidence level within 0.05 risk of sampling error. Findings Using regression analysis, this study estimated the relationships between employees’ acquisition of soft skills, the training methodology adopted by the trainer, and work performance. The results indicate that the two predictors – soft skill acquisition and training methodology – significantly predict employee performance. The authors propose the need for employers to redesign the methodology for training employees in soft skills. Based on the findings, “time-spaced learning” is highly potent in undermining the hindrance associated with training transfer. Practical implications The findings of this study help to raise the awareness of employers, human resource managers, professional and industrial experts and the government to rethink the need to improve soft skills training methodologies. Specifically, this can be achieved by giving the trainees “space” or breaks to practice, apply and internalise what they have learnt intermittently during the training programme. This will enhance employee performance, and consequently, organisational performance. These findings also inform company managers that the time-spaced learning method enables employees to acquire soft skills more effectively, which will invariably bring about positive behaviour changes in employees towards their work and co-workers. Originality/value The originality of this research is based on the fact that the results are peculiar to Malaysia, whereas most of the literatures on training methodology especially the time-space and soft skill have focused on developed countries. Furthermore, the study emphasised that time-space learning training methodology helps employees in transferring knowledge acquired during training to their work. The research also emphasised that soft skills acquisition brings about increase in employee work performance. This research shows 14.5 per cent increased employee work performance in the selected companies because of their employees’ acquisition of soft skills and a 27.9 per cent increase in employee performance is based on time-space training methodology. This makes the investigation on the effects of soft skills acquisition and the training methodology adopted on employee performance very important for organisational survival.

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