Social skills in higher education: how to combine active learning and social skills training program

Lopes, Daniele Carolina; Gerolamo, Mateus Cecílio; Musetti, Marcel Andreotti; Amaral, Daniel Capaldo

doi:10.1590/0103-6513.20200103

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Sumário

Research Article • Prod. 31 • 2021 • https://doi.org/10.1590/0103-6513.20200103 copy

Social skills in higher education: how to combine active learning and social skills training program

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Paper aims

The objective was to propose a Social Skills Training (SST) program integrated with project-based learning (PjBL) and to describe the student’s perception.

Originality

Social skills are recognized for promoting peer collaboration and are important requirements in professional environment. However, there are no proposals on how to integrate SST in PjBL.

Research method

The same PjBL was applied to students from different classes and at the same Production Engineering course. The first in 2017 without the SST, and in 2018, with the SST conducted by a psychologist. A survey with open-ended questions compiled students' perceptions in both applications.

Main findings

The qualitatively analyzed students' responses indicated changes regarding the perceived benefits of the PjBL over the years and students with SST cited the benefit of social interaction and teamwork.

Implications for theory and practice

The study points out that SST can be positive and brings effects in professional teams.

Keywords:
Social skills training; Higher education; Project-based learning; Engineering; Students

Week	SST Content	IIP activities and deliveries
1	Pre-Test Evaluation	Start of classes
2	Importance of the name	Presentation of problem situations by partners
2	Relationship between behavior, thinking and feeling	Presentation of problem situations by partners
3	Observe and describe behaviors
3	Talk about fears and expectations
4	Visual contact	1st gate
	Nonverbal and Shape Components (Paralinguistic)	Project Scope Delivery

5	Give and receive feedback
5	praise
6	Start and maintain conversation
7	Talk about yourself
7	Speak in public
8	Express positive feeling	2nd gate
8	Express positive feeling	Presentation of Present Situation
9	Assessment of Gate 2

	Intermediate assessment of social skills
10	Empathy and empathic behavior
11	Coexistence values and introduction to assertiveness
12	Self-control
13	Make and receive criticism assertively

	Express displeasure
14	Make and decline orders assertively	3rd gate
14	Make and decline orders assertively	Presentation of Future Situation
15	Teamwork
15	Solve problems
16	Job interview and career choice	4th gate
		Final presentation
		Closing
17	Sense/purpose of life
17	Plan life goals
18	Post Test Evaluation

No. of students each year	After gate 2				After gate 4
No. of students each year	Positive aspects		Negative aspects		Positive aspects		Negative aspects
2017	26		26		21		26
2018	♂	♀	♂	♀	♂	♀	♂	♀
2018	18	9	19	9	10	7	11	9

General Categories	Category Description	List of most General Frequency Subcategories
Improved learning	Aspects highlighted as facilitators and/or enhancers of learning	Facilitated learning
		Practical and real experience
		Motivation

Integrated Project Facilitators	Aspects related to how the discipline was organized and implemented	Teamwork
		Autonomy and independence of students
		Integrated thematic subjects
Social contact	Any aspect related to social contact, interaction and relationship between students, teachers and professionals	Increased contact with teachers
Social contact		Available teachers
Enriching Thematic Disciplines	Any mention of thematic disciplines that contributed to the project	Quality Management
Enriching Thematic Disciplines		Project management
Social skills	Citation of any aspect related to social skills training and presence of psychologist in the Semester	Presence of social skills training
Social skills		Semester Differential

Categories	Category Description	Most Frequent Subcategories
Unviable thematic subjects	Mention of subjects that did not contribute to the project	Life cycle engineering
		Decision Support System
		Production Simulation
Stakeholder difficulties	Aspects related to teachers, tutors and clients that made the project difficult	Teachers not aligned with PjBL proposal
Stakeholder difficulties		Lack of follow-up and feedback from tutors
Integrated Project Difficulties	Any negative aspects related to the strategies and/or dynamics of Integrated Project planning and implementation	Lack of integration of thematic disciplines
Integrated Project Difficulties		Lack of clarity of aspects assessed at the gate by the panel
Inadequacy of the learning model	Citation of any aspect related to the PjBL learning model	Sudden break from the former learning model for PjBL

Associação Brasileira de Engenharia de Produção Av. Prof. Almeida Prado, Travessa 2, 128 - 2º andar - Room 231, 05508-900 São Paulo - SP - São Paulo - SP - Brazil
E-mail: production@editoracubo.com.br

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[1] * danielecalopes@hotmail.com