Technical skills, even for technical positions, are insufficient for subsequent success beyond an entry-level position, since it usually requires proficiency in soft-skills areas such as: communication, leadership, conflict resolution and self-management, amongst others. Hence, helping technical students to develop and improve such soft-skills areas is of real need, and that is why generic competences are included in technical syllabus. However, the assessment of such competences is not an easy task, not to mention if we are not from such area of expertise. The aim of this manuscript is twofold. First, to present the use of ‘concept maps’ as a useful strategy to support the students’ learning process. Second, and more specifically, to show the usability of a methodology to develop and assess the “oral communication” competence within a technical optional subject (Materials for Energy Applications), offered in two different Masters at the School of Industrial Engineering of Barcelona at the Universitat Politècnica de Catalunya-Barcelona Tech.