Why are employability skills important?
In a fast and very competitive labour market employability skills are the most important key in constructing relationships. The importance is revealed by employers focus for peoples or staffs who can communicate successfully , who are flexible , driven by motivation, who can take the initiative throughout their work , can have the capacity to undertake tasks of different domains.
Great scholastic accreditations were adequate for a remunerating vocation, however today, understudies need to evaluate the expert scene and set themselves up, as sharpen their employability skills to pick up and hold their activity. In the course of the most recent two decades, the point of view on employability of youth has changed drastically from characterizing required properties and aptitudes, to estimating them and implanting them in the educational plan of HE. In the previous years, the abilities required by the business have adjusted extensively because of mechanical developments. The focal point of the paper is to cross the array of viewpoints identified with the worldview of employability and evaluate future abilities necessary. IUP Journal of Soft Skills, Jun 2018, Vol.12(2), pp.7-24
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From my point of view this are the top 5 employability skills:
- Problem solving
- Communication and interpersonal skills
- Team working
- Organisational skills
- Working under pressure
Fast and erratic changes influencing the world's economy has incredibly affected the work showcase. These changes made unused patterns and desires of graduates work. The graduates ability may be a basic portion of the world's work showcase...
BACKGROUND
The employability challenge
The debate on lack of employability has been in the lime light for over two decades. While employers constantly demand for the right skills to meet the ever changing environment, the learning and skills sector is striving to build a better skilled workforce to meet these demands (Martin, et al., 2008), (ONS, 2012).
To meet the challenges experienced from an increasing global market, a learning reform in schools and workplaces would be required (Martin, et al., 2008). This means that students would need to go beyond having basic knowledge of academic subjects, to grasping the significant skills such as handling information, communication, problem solving, and planning, to enhance their employability (Fallows & Steven, 2000).
Similarly, (Andrews, 2007) highlighted the requirement for UK graduates to possess high quality transferable employability skills including the need for universities to offer quality business and management programs aimed at creating highly competent graduates who would continuously meet the contemporary demands of the society.
Today, about 35.9 % of UK graduates are unemployed (ONS, 2012). Of the diverse causes of this increase, a report by the London Chamber of Commerce and Industry noted that more than 10% of skills gap and shortages account for the main problems facing the workforce (Wright, et al., 2010). Therefore, to help improve on this challenge, we need to be clear on what skills are being referred to.
The literature review will highlight key themes surrounding the concept and elements of employability, with specific reference to the understanding of employability skills. The research then discusses the most valued skills from an employer’s point of view, in line with UK’s real Estate Sector. The final part of the review will identify the various supports provided by the employability parties to help develop the skills of UK graduates, highlighting the gaps in these support.
LITERATURE REVIEW
UK Graduate Unemployment Rate
Unemployment among 16-24 year olds remains a key issue. (Martin, et al., 2008) Having lost momentum during the euro crises, UK’s economic recovery remains fragile, as unemployment rates have been forecasted to remain high (CBI, 2012).
Previous research by the Prince’s Trust, in 2008, estimated a 10 million pound economy cost on youth unemployment daily. The Labour force data also added that the unemployment rate between 16-24 year olds remained at 14.1% (Martin, et al., 2008). Currently, the UK Office for National Statistics (ONS) revealed that unemployment between the above mentioned age group in December 2011 stood at 1.04 million, which is the highest recorded number since 1986-1987 (CIPD, 2012) .
Similarly, reports from the guardian early 2012 noted an overall decline in unemployment figures due to the fall in youth unemployment rate by 49,000. Yet, the UK unemployment statistics are still on the increase, as the estimates of youths resulted to a total of 21% between July and September 2012 (Mulholland, 2012). Specifically, the figures reported in London came to a total of 8.7% compared to 7.6% and 6.5% recorded in North Ireland and South east England, respectively (Mulholland, 2012).
The 21st century highlights people as a vital natural resource with vast potentials. Therefore, possessing the right skills has a significant role to play in unlocking these potentials which will in turn contribute towards economic growth, via overall improvements in productivity and competitiveness (Martin, et al., 2008).
The Concept of Employability
The notion of employability is a subject often difficult to define in a concise manner, due to its usage in a variety of contexts. In simple terms, Employability is the ability of a graduate to get a job (Lees, 2002).
The UK’s Enhancing Student Employability Co-ordination Team (ESECT, 2004) from the view point of Yorke Mantz; a vital contributor to the knowledge of employability, defined employability as: “a set of achievements, skills, understandings and personal attributes that make graduates more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy” (Yorke, 2004)
Hillage and Pollard (1998), described the term as “having the capability to gain, maintain and obtain new employment if necessary” (Lees, 2002).
While Hillage and Pollard highlight the capability to gain and maintain employment, the first definition draws on a key point, – “set of achievement skills”. This exhibits the ability of graduates to demonstrate the required set of achievements and capabilities relevant to gaining employment and carrying out the job effectively (Knight & Yorke, 2003).
Knight and Yorke emphasize that students should not assume being employable by simply acquiring experiences from a successful completion of a course/ curriculum, as this may not guarantee employment. In addition, the second description views employability as an opportunity for career progression, and lifelong learning, in the sense that graduates take effective action towards attaining the jobs they seek, work effectively with others, and continually learn from previous experiences (Hillage & Pollard, 2008)
Employer Perception of Graduate employability Skills
Before highlighting the relevant skills that support future employment, it is essential to identify the meaning of Employability Skills. Similar to the complex nature of employability, the understandings of employability skills vary among employers, academic institutions and government bodies across countries.
Employability skills are often used interchangeably with Generic Skills in most countries, nonetheless, they are perceived differently. In UK, the terms used to describe employability skills are core, key or Common skills.
The definitions range from preparing to work, to holding the specific skills to maintain roles in the organizations (Martin, et al., 2008).
The Confederation of British Industry (CBI) sees employability as openness to new ideas, desire to achieve and readiness to partake and improve on performance, staying focus on core skills namely problem solving, team working, IT application, numeracy, literacy, business and customer awareness and literacy (CBI, 2012).
Similarly, employers consider graduate employment as the readiness to work , and the possession of skills such as field knowledge and commercial understanding, which will aid valuable contributions to the companies they eventually work in (Mason, et al., 2006).
A sample of some of the core skills required by graduates can be found in the diagram below, viewed as a process towards sustaining employment (Belt, et al., 2010)
In addition to this, a model formulated by McQuaid et al, 2006, identified three components of graduate employability. They cover individual factors (skills, attributes & work history), personal circumstances (work culture, family support, access to finance and social capital) and demand factors (labour market, macro economic factors, and employment policy factors).
As most employers are heading towards a more global workforce, emphasis is laid on having the right people with economically valuable skills to tackle weaknesses among part of the work force, most especially in the current difficult climate (CBI, 2012). Meeting these global market challenges will also require reforms within the educational sector, which have a large impact on skills development that could foster economic growth in the long run (Martin, et al., 2008). Among other barriers to employment such as age, gaps in CV’s, lack of relevant experience, employment skills are regarded as the most important factors when recruiting graduates (Ofsted, 2012)
Required Employability skills for UK Real estate Sector
A recent research conducted by a contributor to employability knowledge, uncovered some changes in UK’s real estate education over the past 15 years due to the growing European real estate market. This has led to the transformation of real estate skills, increasing the need for economics, finance, investment and business skills (Poon, 2012).
To understand the skills required of real estate graduates, it is essential to consider the expectations of graduates. According to (Archer & Davidson, 2008), some key skills required by employers include soft skills such as; confidence, personality, planning and organizational skills, analytical and decision making skills, and intellectual ability. The report revealed that most employers were dissatisfied with graduates’ lack of commercial awareness which was noted as a key requirement for competing on a global platform. Employers also noted the absence of analytical, decision-making and good writing skills, passion and work experience.
Further research by Connor in 2009 investigated the value of graduates from an employer’s stance. The findings showed that subject knowledge, specialist skills and certain generic personal skills (communication, planning, analytical, and innovation skills) were of critical value to the employers. As a result, academic institutions are urged to develop graduate capacities, by providing work experience for these graduates (Connor & Brown, 2009).
Employability Support
The recruitment scheme is aimed at equipping graduates with hands on experience, linking educational curriculum to real life practices (Swaner, 2003). A recent CIPD survey revealed that one third of organizations have adopted structured graduate recruitment scheme, which has generally increased in larger organizations (CIPD, 2012).
Findings from the 2012 National Employer skills survey for England discovered that 68% of employers offer training programmes to newly recruited graduates, while 47% provide internship opportunities for graduates (CBI, 2012). The survey also revealed the rise in university tuition fees will have an impact on the number of graduates that require graduate programmes. They believe that this rise will affect graduates, in terms of difficulty in acquiring relevant skills needed to improve their experience and skills. (CIPD, 2012)
Part of an employability skills survey in 2011 confirmed the provision apprenticeships to graduates as a key area of concern. An estimated 46% of organisations across all UK sectors reported that organizational support through graduate apprenticeship will help graduates gain essential skills required to become more employable (CIPD, 2012). The results revealed a moderate support by employers, in the provision of internship (28%) and apprenticeship programs with a 14% plan to introduce them within the next 12 months. (Lowden, et al., 2011).
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