Changing Nature of Skill Essay Example

have a positive attitude and willingness towards work. Examples of these soft skills include adaptability, communication skills, motivation of co-workers, good listening skills, teamwork, dependability, conscientiousness, punctuality, honesty, energy, enterprise, analytical skills, organizational skills, interpersonal skills creativity and an openness to change and diversity. The modern workplace is changing and workers need to ensure their skills meet employer expectations (Benedict et al., 2008). Due to the limited availability of talent for managerial roles organizations are now implementing stricter recruitment and selection processes to secure the best candidate for the job (Phillip & Hesketh , 2004).

This workforce competition is a consequence of the increased complexity in managerial roles caused by globalization, deregulation, and technological advancements. Consequently, companies require managers who can effectively navigate these challenges (Phillip and Hesketh, 2004). British policy makers have acknowledged the importance of skills for economic competitiveness and employee motivation (Payne, 1999). Furthermore, the psychological employment contract between firms has changed as workers now prioritize continuous learning and marketability over job security and loyalty (Sullivan, 1999). The nature of work, its coordination, and the necessary skills have been greatly influenced by technological advancements.

According to Sue and Tan (2008), the skills required by employers have been changed by new technologies in contemporary workplaces. Dench (1997) notes that the introduction of information technology and spreadsheet software has provided many individuals with access to numerical information. Consequently, while some individuals have gained highly skilled positions, others who relied on older technologies have experienced their skills becoming obsolete (Grugulis, 2003). The advancement of machinery and computers has led to both job cuts for workers and increased organizational productivity. Therefore, it is essential for organizations and employees

to recognize the power of these new technologies and develop the necessary competencies to effectively use them (Burke, 2006).

The meaning of "skill" has undergone changes due to changes in work practices and environments. Recently, soft skills have gained significant importance. However, a challenge in this field is the lack of a shared vocabulary. Various terms such as personal skills, generic skills, core skills, transferable skills, social skills, and personal attributes are used interchangeably (Dench, 1997). Hence, it is crucial to establish a precise definition for soft skills to enhance comprehension.

According to McGurk (2010), soft skills are behaviors that are acquired through experience and are self-, people-, and task-related. These skills complement technical knowledge and skills in the workplace and help individuals navigate the requirements, challenges, and opportunities of their job role. Soft skills are transferable and essential for operating in any employment situation (Dench, 1997).

On the other hand, hard skills, also known as technical skills, are job-specific or closely related to the actual task being performed. These skills are acquired through training, education, or on-the-job learning (Litecky, Arnett, & Prabhakar, 2004).

According to Buhler and M (2001), managers with critical soft generic skills are highly sought after by employers in today's management positions. Weber et al. (2009) note that companies invest billions of dollars in training and developing these skills to maximize their value. Human Resource representatives place great emphasis on face-to-face interviews, focusing on previous work experiences in customer service, willingness to be trained, and surpassing customer expectations (Callaghan and Thompson, 2002). Successful service companies, as highlighted by Cook and Macaulay (1997), prioritize the development of customer-friendly values, positive environments, and strong interpersonal skills. Richard

Branson, CEO of Virgin Airways, stresses the importance of creating a welcoming and supportive atmosphere for customers (Cook and Macaulay, 1997).

According to Cross, Parise, and Weiss (2007), organizations greatly increase their chances of successful organizational changes when they dedicate a significant amount of effort and time to understanding networking and cooperative relationships. Cordial relationships and effective communication are essential for organizations, both within and outside the organization. Proper communication is crucial horizontally, vertically, and externally with clients/customers. It promotes interpersonal acceptance, enhances teamwork, and motivates teams (Azin et al.).

, 2010). IT staff with strong teamwork abilities are more successful in completing projects compared to those who lack social skills but have high technical proficiency (O'Brien, 1999). However, this paper goes beyond examining the changing nature and significance of skills to explore the consequences for employees, employers, and society as a whole. The overemphasis on soft skills has marginalized technical skills in society at large (Grugulis, 2007). Consequently, extensive training is now being provided for employees to enhance their soft skills.

The American Institute of Certified Public Accountants (AICPA) included soft skills as a fundamental competency in its vision 2011 project. According to Dixon et al. (2010), employers place more emphasis on soft skills than technical skills. IBM prioritizes communication and social skills in its internal support staff, indicating that communication skills are now more valuable than technical skills in many help desks (O'Brien, 1999). Nowadays, most job descriptions require candidates to have good communication skills, customer service skills, and a strong inclination towards teamwork to be considered ideal for the position (O'Brien, 1999).

Education and Training programs aim to enhance the employability of young individuals. To achieve

this, organizations collaborate closely with Universities and colleges, urging them to prioritize the development and training of students in essential workplace skills (Beard, Schwieger and Suvendran, 2008). These skills often fall into the category of 'soft skills'. However, it is noteworthy that courses designed to assist unemployed individuals in finding work predominantly concentrate on soft skills, disregarding the opportunity to acquire technical skills. This inadvertently leads to individuals being trapped in low-paying jobs (Lafer, 2004).

Organizations face a challenge when it comes to balancing the importance of technical and soft skills (Cook and Macaulay, 1997). Managers often debate whether to prioritize the "hard" or "soft" aspects of skills development. In customer service, for example, customers are dissatisfied when staff members lack the knowledge to answer their questions, which raises the question of the value of soft skills (Cook and Macaulay, 1997). Although soft skills are beneficial in many situations, they may not always provide the solutions that people need, creating a potential issue for society at large. While technical skills are often assumed to be easily learned through training and education (Lundberg and Mossberg, 2008), the reality is that they can be challenging to acquire.

A mechanic, for example, who is skilled at identifying car issues cannot simply transition to becoming a medical doctor, as both professions involve problem detection (Payne, 1999). This indicates that technical skills are not easily transferable. Teaching soft skills poses a resource burden on universities, as training students to conduct one-on-one interviews can be costly (Thilmany, 2009). Soft generic skills, such as interpersonal communication, problem-solving, and understanding organizational dynamics, present additional challenges as they are crucial but notoriously difficult to quantify (Grugulis,

2003).

Recruiters may mistakenly hire the wrong candidates because it is challenging to identify certain skills during interviews. Job seekers can be classified into two groups: players and purists. Players approach employability as a strategic game, utilizing career information and social connections to decipher the winning approach and project confidence in their competence for the position (Phillip and Hesketh, 2004). Conversely, purists perceive employability as a competitive edge and view work as a means of self-expression (Phillip and Hesketh, 2004).

The genuine candidate may be the purist, but there is a possibility that the player could be recruited. This situation could be problematic for employers who seek the most suitable person for the job. Discrimination and job stereotypes could be promoted through soft skills. According to Grugulis and Vincent (2009:599), evaluations based on an individual's character are more likely to be influenced by gender and race. In the IT sector, women tend to work as data base analysts, data administrators, system testing technicians, or web designers and developers (Jubas and Butterwick, 2008), while they are rarely found in roles such as system analysis or computing programming (Habtu, 2003:7).

Women and men both engage in social intuitive learning, but these roles are often identified as feminine and are more commonly adopted by females (Jubas and Butterwick, 2008). Unfortunately, women tend to end up in lower paying jobs and earn less than their male colleagues (Woodfield, 2000:18), while men are promoted more quickly. Soft skills such as interpersonal communication and organizational abilities are typically viewed as feminine qualities, but there is ambiguity and unreliability in their definition (Jubas and Butterwick, 2008). Women are often perceived as natural caregivers, leading to

the allocation of caregiving jobs to them, which tend to be low-skilled positions. Gender stereotyping is evident in the limited roles afforded to women in hotels, primarily involving room cleaning and reception tasks (Burns, 1997).

According to Grugulis and Vincent (2009), soft skills were helpful in recognizing the skills of women, but they did not contribute to increasing their value. This poses a problem for women working in different organizations. The demand for skills differs across employers (Grugulis, 2007), and the concept of skills is elusive, with the demand for soft skills adding to its complexity (Payne, 1999). Certain personal attributes and behaviors are considered as skills, which creates a challenging situation for employees and society as a whole.

According to Lafer (2004), traits such as discipline, loyalty, and punctuality are not inherent skills but are influenced by the level of commitment one chooses to offer or withhold based on work conditions. Lafer (2004:118) argues that the presence of behavioral skills indicates a lack of job opportunities in well-paid technical occupations that align with training policies. Grugulis (2007) suggests that the value of soft skills is subjective and depends on how they are perceived by employers. Workers benefit when employers recognize and appreciate these skills. Grugulis and Vincent (2009) note that employees are rewarded based on their valued skills, which may not necessarily be the ones that result in production.

In conclusion, the importance of adaptability and flexibility in the workplace is felt by employees (Benedict, Esen and Williams, 2008). Workplaces encourage soft skills as a means to improve performance, with emphasis on flexibility and customer focus. Today, managers are selected based on their fundamental soft skills (Grugulis

and Vincent, 2009). There is some uncertainty regarding whether these soft skills are actually skills or merely personal attributes. However, these attributes, personal qualities, and competencies have become so prevalent that it is unlikely that this rebranding practice will be reversed (Grugulis, 2007). Stereotypical assumptions about workers contribute to projecting skills and jobs in ways that make it difficult to separate the individual's gender, race, or class from the attribute they are assumed to possess (Grugulis, 2007).

The demand for soft skills has implications for women, as they are more represented in unskilled jobs and have benefitted from public sector employment (Grugulis and Vincent, 2009). Simply acknowledging and labeling these skills is not enough; it is important to greatly value these skills, although often that is not the case (Grugulis and Vincent, 2009). Emphasizing soft skills does not diminish the significance of technical skills, as many jobs require a high level of technical competences (Dench, 1997). The way technical skills are obtained is also important, with some employers seeking skills acquired through education and experience, while others seek general education and a basic level of ability (Dench, 1997). The current emphasis on soft skills is unlikely to decline, as these skills are crucial in influencing an individual's effectiveness in the workplace (Dench, 1997). Striking a proper balance between technical and soft personal skills is essential for individuals, as it greatly aids in performing tasks within organizations and when transitioning careers or jobs may be necessary.

Abilities and attitudes are important for individuals to adapt to new demands and cope with change (Dench, 1997).

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