SOFT SKILLS DIAGNOSTICS AS A TEAM BUILDING TOOL

The modern dynamic world sets special requirements for students of different levels and directions of training, as well as for specialists. The formation of so-called soft skills or flexible skills becomes a priority of education. Communication, teamwork, systemic and critical thinking, creative and digital thinking and emotional intelligence are only some of those skills that make it possible to become a sought-after specialist and successfully cope with modern challenges. In both theoretical and practical terms, much attention is paid to the development of flexible skills. However, the issue of diagnosis, detection of the formation of soft skills is practically not considered by authors. At the same time, it is the diagnosis of the initial or current level of formation of a particular skill that will allow us to build an optimal strategy for further development. In addition, it is the identification of the level of development of flexible skills that can become an effective tool for the formation of successful project teams. The formation of teams on the basis of “rigid” skills (specialized knowledge) alone does not guarantee success, while building a team, with account of the formation of certain flexible skills among participants is seen as quite promising. The article, in particular, presents a tool for diagnosing the level of formation of flexible skills in high school students. The selection of students conducted on its basis made it possible to form a team that later proved successful. The presented tool was developed and applied as part of the work of the regional center for the identification and support of children with outstanding abilities at Yugra State University.

flexible skills, soft skills, supra-professional skills, diagnostics of flexible skills, diagnostic methods, teams, team building, high school students, categorization of flexible skills.

Timoshkina M. V., Kvach S. S., Karminsky A. A. Soft skills diagnostics as a team building tool. Business. Education. Law, 2021, no. 1, pp. 373—378. DOI: 10.25683/VOLBI.2021.54.118.