I studien har undersökts vilka kunskaper och färdigheter som elever i årskurs 9 värdesätter och anser som mest väsentliga att bedöma inom sång och ensemblespel och relatera dessa bedömningar till de nationella mål och kriterier som har fastställts för ämnet musik. Jag har använt mig av kvalitativ samtalsintervju som undersökningsmetod och begränsat mig till att undersöka sexton elever, 8 pojkar och 8 flickor, som jag undervisar i musik på en högstadieskola i Mellansverige. Undersökningen utgår från ett fragmatiskt- och sociokulturellt perspektiv på lärande. Resultatet belyses också utifrån formativ bedömning i undervisning och betydelsen av att använda bedömningsmatriser för att tydliggöra för eleverna vad som de förväntas lära sig. Resultatet visar att en gemensam syn på bedömning är viktig för att eleverna ska veta på vilken kunskapsnivå de befinner sig på men även för att de ska veta vad de behöver förbättra. Bedömning är en förutsättning för betygsättning och det finns en stor enighet om vad eleverna anser som väsentligt att bedöma inom musikämnet. Vissa olikheter existerar mellan vad respondenterna anser om att bli bedömda i sång. Andra anser att det är alltför personligt och svårt för en del elever att lära sig sjunga.

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Background: Competition in today’s markets has made organizations focus greatly on innovative workers and managers to meet up with dynamic market demands, which forms the bedrock of human capital theory as discussed by Crăciun (2015). As part of human capital theory, managers’ skills are the subject of this thesis in relation to innovation. Objectives: To analyze the impact of hard and soft skills on manager’s innovativeness, thereby addressing a real problem facing organizations. This research therefore investigates how hard and soft skills of low-level managers’ impact their innovativeness by drawing inspiration from previous studies. The population for this study is limited to managers in engineering consultancy firms. Methodology: Quantitative analysis is used for this research. Based on the research purpose and question, this study is explanatory. This study approaches theory development in a deductive way, such that hypotheses are proposed first and then data are collected to test the hypotheses. The model contains 3 constructs: Hard skills (HS), soft skills (SS) and managers’ innovativeness (MI). Each of these constructs contain variables that are operationalized in the questionnaire. Cronbach’s alpha and Exploratory Factor Analysis is used to check the reliability of each factor and validity of the constructs. Results: Six models are analyzed with IBM SPSS Statistics 26. Quantitative tools such as Multiple regression and Spearman Rank Order Correlation was used for the analysis. The results show that there is significant and positive relationship between managers’ hard and soft skills and their innovativeness. Conclusions: The empirical analysis shows that managers’ hard and soft skills are positively and significantly related to their innovativeness. This confirms the proposed hypothesis H1, H2 and H4 to be true. The result also shows that soft skills are more positively related to managers’ innovativeness than hard skills. The result of this thesis show that the more hard and soft skills managers have, the more innovative they will be. One of the implications of this study is that firms should ensure that their managers possess both hard and soft skills competencies. Recommendations for future research: Further research on this subject should ensure that larger number of responses are collected. The inability to develop a model to test for hypothesis H3 was a challenge due to the existence of multicollinearity when forming the interaction variable between hard and soft skills. This will be an interesting area for further research. In addition, using other quantitative tools other than multiple linear regression may give more significant result.

The construction industry is an essential component of the U.S. economy, yet even amid good wages, construction companies are having trouble finding enough individuals who are ready for work in the industry, and they fear they will not be able to do so in the future because training options for potential workers are inadequate. Better training options are needed. Much research has pointed to soft and academic skills as necessary skills for successful workers that are missing from worker preparation programs, but little has been done to establish an actual correlation between these skills and workforce readiness. In this study, the underlying premise was that students who spend more time on learning tasks are more engaged and will be more likely to be successful in school. As such, time on task (TOT) was defined as the time construction students spent in school preparing for competition at SkillsUSA National Leadership and Skills Conference (NLSC). TOT was measured for three skill sets: academic, soft, and hard skills. The results were correlated with student success at NLSC to determine if related preparation led to increased success in the competition (the proxy for workforce readiness in this study). The results across skills sets showed that competitors at this high level of competition spent a high percentage of their TOT integrating the skill sets. In addition, multiple hierarchical regression analyses were performed with the TOT in the three subscales and competition placement. Overall, related results suggested some limited correlation between skill set integration and final placement at NLSC. In this regard, it is possible that the homogeneity of the population likely limits the generalizability of results.

Those working in science, technology, engineering, and math (STEM) fields are delivering world-changing solutions to the problems we face and are saving lives every day. Some of them do surgeries, some design airplanes and cars, others study the wildlife around us, and others create processes to facilitate the manufacturing of devices we use often. In order to do this, the engineers, scientists, doctors, and other professionals in STEM disciplines need to possess hard skills. Hard skills are often called technical skills and are measurable abilities and skills that are needed to perform tasks effectively. The tasks done share something in common: they are intended to improve the lives of those around us. Additional examples include the work done to protect us from nuclear threats, the research done during pandemics to find vaccines, and learning about animal in the ecosystem. While the hard skills are important and essential to have, paired with soft skills, we have a more powerful and stronger combination of skills. Soft skills are often called interpersonal skills or people skills. They are related to how we build relationships and interact effectively with others. They enhance our ability to do both technical and nontechnical work. If the work those in STEM disciplines do is intended to help individuals, society, and people, how can we do this effectively if we do not have strong people skills? How are we to improve the lives of individuals through the work we do in STEM if we cannot fully interact effectively with those individuals? This study will explore how participants from STEM disciplines at an educational and industry level rated themselves in their effective use of soft skills and provide suggestions based on their feedback on how we can improve our soft skills.

This diploma thesis analyses education and development of employees in selected organization. The aim of my thesis is to evaluate the current system of education and development of employees in selected organization. Theoretical part defines the basic terminology, which is more elaborated in practical part. Practical part consists of description of the organization, description of education that is currently being used and also questionnaires for employees, and unstructured interview. Questionnaires include twenty questions, that were given to the employees of selected business. Most of the employees were very willing and helpful. Questionnaire contains questions targeted at education and development of employees. Output of these questionnaires is finding, whether the organization motivates employees enough to increase their education and whether it offers or mediates sufficient amount of methods to increase education. The work is concluded with proposals and suggestions for making the education system more efficient.

Syftet är att förklara hur trender inom rekrytering och nya föreskrifter påverkar kravbilden av juniora revisorer. Detta syfte härleds utifrån två iakttagelser: trender inom rekryteringsarbete samt Revisorsinspektionens (RI):s nya teoretiska utbildningskrav. Från och med den 1 juli 2018 sänkte RI kraven för teoretisk utbildning vilket innebär att ingen fördjupning inom juridik eller redovisning krävs för auktorisation. Därutöver är utbildning en hård färdighet, vilket är en kategori av färdigheter som blivit mindre viktig i rekryteringssammanhang. Den generella trenden inom rekrytering som har identifierats av tidigare forskning indikerar ett ökat fokus på mjuka färdigheter. Färdigheter (hårda- och mjuka) är en faktor som enligt annan forskning kan påverka individers förmåga att prestera på jobbet. Samtidigt visar studier att aspirerande revisorer undersöker hur de ska bli optimala kandidater. Därför finns anledning att undersöka hur trender inom rekrytering och RI:s nya föreskrifter påverkar kravbilden av aspirerande juniora revisorer. Denna studie har genomfört en metodkombination av intervjuer och dokumentforskning. Sju intervjuer har genomförts med medarbetare från Big-4 i Sverige. Därutöver har nyckelbegrepp från 50 platsannonser samlats in mellan 2015 och 2021. I intervjuerna menade respondenterna att utbildningens längd inte var en avgörande del i kravbilden vilket innebär att aspirerande revisorer med en kandidatexamen har lika stor chans till anställning som en aspirerande revisor med en magister- eller masterexamen. Majoriteten menar att det är ett krav, eller meriterande, att sökande har en akademisk bakgrund som uppfyller RI:s nya krav. Utöver utbildning var arbetslivserfarenhet en viktig faktor i kravbilden. Respondenterna menar också att mjuka färdigheter är av stor vikt i samband med rekrytering. En del påstår även att mjuka färdigheter (som exempelvis samarbete) är viktigare än hårda färdigheter. Analysen av nyckelord från platsannonserna visade små eller inga förändringar före 2018 och efter. Många platsannonser från Big-4 krävde att de teoretiska utbildningskraven måste vara uppfyllda före 2018 och efter, även om det kravet blev förändrat. Resultatet indikerar att Big-4 anpassat sin kravbild utifrån RI:s nya krav. I enlighet med data som samlats in är slutsatsen också att mjuka färdigheter är av stort fokus för många kontor. Kandidater med lägre utbildningslängd anställs i större utsträckning som resultat av RI:s nya krav. Det finns tillit för att interna utbildningar kan täcka eventuella kunskapsgap. / The purpose of this study is to explain how trends in recruitment and new regulations affect the requirements of junior auditors. As of July 1, 2018, SIA (Swedish Inspectorate of Auditor) lowered the requirements for theoretical education, which means no in-depth study in accounting or law is required for future authorization. In addition, education is considered a hard skill, which is a category of skills that has become less important in relation to other skills. The trend in recruitment that has been identified by previous research indicates an increased focus on soft skills. Skills (hard and soft) are a factor that according to other research can affect how an individual performs at work. At the same time, studies show that aspiring auditors are investigating how to become the optimal candidate. Therefore, there is reason to investigate how trends in recruitment and SIA's new regulations affect the requirements of the aspiring auditor. This study has conducted data from interviews and from document research. Seven interviews were conducted with employees from Big-4 in Sweden and 50 job advertisements were collected between 2015 and 2021. In the interviews, the respondents said that the length of the education was not a decisive part of the requirements, which means that aspiring accountants with a bachelor's degree have as much chance of employment as an aspiring accountant with a master's exam. The majority believe that it is a requirement or merit that applicants have an academic background that meets SIA's new requirements. In addition to education, work experience was an important factor. However, the respondents also believe that soft skills are of great importance. Some also claim that soft skills such as collaboration are more important than hard skills. The analysis of keywords from the job advertisements showed little or no changes before 2018 and after. Many job advertisements from Big-4 required that the theoretical training requirements must be met before 2018 and after, even though the requirement was changed. The result indicates that Big-4 has adapted its requirements based on SIA's new requirements. In accordance with the data collected, the conclusion is also that soft skills are of great focus for many offices. Candidates with a lower length of education are employed to a greater extent in connection with SIA's new requirements. There is a trust in internal education that in such cases can cover the knowledge gap.

Mjuka färdigheter har blivit alltmer eftertraktade av arbetsgivare och det har påvisats en brist av dessa bland universitetsstudenter. Studien ämnar därav att undersöka hur mjuka färdigheter har påverkat den svenska utbildningen inom företagsekonomi samt undersöka hur förändringen förväntas bli i framtiden. Syftet har mynnat ut ur den tidigare forskning som belyst att mjuka färdigheter är viktiga för anställningsbarheten för studenter. Kvalitativ metod valdes för att undersöka detta på ett djupare plan. I studien har individer från sju lärosäten med god kännedom om den företagsekonomiska utbildningen intervjuats. Resultaten tyder på att utbildningen har förändrats för att utveckla mjuka färdigheter, men visar också på att det finns en oenighet kring hur mycket näringslivet ska påverka utbildningens innehåll. Vidare visar studien att försök till att implementera mjuka färdigheter har gjorts, men att det finns svårigheter kring examinering och definiering av mjuka färdigheter. I framtiden tycks tekniska lösningar och Revisorsinspektionens förändrade krav vara faktorer som kan komma att förändra utbildningens innehåll. / The study examines how soft skills have affected the Swedish education in Business and Economics and examines how the change can be in the future. The purpose has been derived from previous research that highlighted that soft skills are important for employability for students. A qualitative method was chosen to investigate this on a deeper level. In the study, individuals from seven higher education institutions with good knowledge of Business and Economics education were interviewed. The results indicate that education has changed to develop soft skills, but also shows that there is a disagreement about how much the business world should influence the content of the education. The conclusion is that attempts to implement soft skills have been made but there is difficulties in examining and defining what soft skills actually are. In the future it seems that technical solutions and the Swedish Inspectorate of Auditors’ change of requirements may be factors that changes the course content in the future.

Background/Problematization: The audit profession and its credibility have been threatenedby audit failures and corporate collapses, and the inability to detect and deter fraud has beenproven costly to audit firms. Regarding the complexity of detection and deterrence of fraud,researchers have suggested the brainstorming session as a fundamental assignment. Where ithas been shown that the brainstorming session seldom is a function of one single individual;it is rather a team effort. Prior researchers within audit team research have investigated teamcomposition in terms of demographic factors whereas other domains of research have movedbeyond this small and narrow view and are now investigating team composition regardingdiversity in soft and hard skills. This is yet to be explored within the audit profession and theresearchers hope to fill this void and provide useful insights through this dissertation. Purpose: The purpose of this dissertation is to explain how a diverse set of soft skills and adiverse set of hard skills affect the efficiency in the brainstorming session and how thisrelationship is contingent on a tall organizational hierarchy. Methodology: The researchers have adopted a positivist research philosophy together with adeductive research approach. The quantitative method has been used to collect data where theresearchers applied the use of a questionnaire. The questionnaire was sent out to individualswithin the audit profession where the authors aimed for audit associates and senior associates.The response rate was 20 %. The data were further analysed through a Spearman CorrelationMatrix, component principal analysis, multiple linear regression analysis, and hierarchicalmoderated multiple regression analysis. Findings: The findings indicate a positive correlation between diversity in soft skills andefficiency in the brainstorming session where the tall organizational hierarchy has amoderating effect on this relationship.

Rollen som projektledare kräver att denne ska ha flera kompletterande kompetenser inom många olika områden för att driva projekt och att hitta rätt person till projektledartjänsten kan därför ses som en stor utmaning ur rekryterarens perspektiv. Projektledaren bör ha en kombination av både hård och mjuk kompetens, samt förståelse för organisationsmiljön som denne ska vara verksam i. Syftet med studien är att beskriva och skapa djupare förståelse kring hur ett fåtal rekryterare utvärderar, fastställer befattningskraven och värderar projektledarens kompetens i en rekryteringsprocess samt hur urvalet av de mest intressanta ansökande till tjänsten görs. Forskarna till studien har valt en kvalitativ metod med semi-strukturerade intervjuer för att samla in resultat från fyra rekryterare. Forskarna har använt fallstudie som undersökningsdesign för att få djupare förståelse kring rekryterares perspektiv och hur de arbetar i de olika stegen i rekryteringsprocessen. De hårda kompetenserna är projektledarens grundförutsättningar för att kunna driva ett projekt och kliva in i projektrollen. Resultatet visar att projektledarens hårda kompetens fastställs och utreds tidigt i rekryteringsprocessen. Projektledarens mjuka kompetens anses vara svårare att definiera, mäta och utvärdera, ur ett subjektivt synsätt och därmed är det bra att använda flera bedömningsmetoder för att utvärdera dessa. Oftast sker detta i ett senare skede i rekryteringsprocessen, efter granskning av CV och personligt brev. Rekryterarna anser att det är viktigt att projektledaren har förståelse och insikt i den organisation som projektledare ska vara verksam i. Denna kunskap och förståelse ställs inte alltid som ett krav utan det ses mer som en fördel om projektledaren besitter viss branscherfarenhet till visa typer av projekt. Projektledarens fokus ska ligga på att driva projektet framåt och fungera som en samordnare. / The role as the project manager requires several complementary skills in many different areas to pursue projects and finding the right person for the project management position can therefore be seen as a major challenge from the recruiters perspective. The project manager should have a combination of both hard and soft skills,and an understanding of organizational environment which the person will be working in. The purpose of the study is to describe and create a deeper understanding of how a few recruiters evaluate establish job requirements and evaluate the project manager's competence in the recruitment process and how the selection is made for the most interesting candidate for the post. The writers of the study have chosen to use a qualitative method of semi-structured interviews to collect results from four recruiters. The writers of the study used a case study research design in order to get deeper understanding of recruiters’generalperspective and how they work in the various stages of the recruitment process. The hard skills can be seen as the project manager’s prerequisites to run a project and stepping into the project role. The results show that the project manager's hard skills are set and investigated early in the recruitment process. The soft skills are considered more difficult to define, measure and evaluate, from a subjective approach and therefore it is good to use multiple methods to evaluate these. Usually this is done at a later stage in the recruitment process, after reviewing the resume and personal letter. Recruiters believe it is important that the project manager has earned anunderstanding and insight into the organization that the project manager will be working in. This knowledge and understanding is not always a requirement, but can be seenmore as an advantage if the project is set in a specific industry which requirea specific knowledge. The project manager's focus will be to drive the project forward and act as a coordinator