Development Of Employability Skills Research Articles

The Best Curriculum Practices for Development of Employability Skills: Experience from Tanzania

The Best Curriculum Practices for Development of Employability Skills: Experience from Tanzania

The Impact of Financial Education and Employability Skills Development on Corporate Financial Performance

The Impact of Financial Education and Employability Skills Development on Corporate Financial Performance

OVERCOMING LEADERSHIP CHALLENGES IN HIGHLY MATRIXED ORGANIZATIONS

AbstractThe author is a seasoned global executive who was the first Millennial and Black executive to serve as General Counsel of UPS Airlines. His perspective on matrixed organizations “is shaped by my experiences moving from a front‐line worker to specialized individual contributor to middle manager and eventually to a senior leader within the system.” Challenges to these types of organizations include, in his words, blind spots, unclear accountability, potential for conflict and political maneuvering, and inefficiencies due to role confusion. He notes that “blind spots can arise when stakeholders perceive corporate policies and strategies differently because of their organizational positions.” Unclear accountability “often leads to confusion about responsibilities and outcomes.” Within challenge three, “reporting to multiple managers often leads to confusion over priorities and power struggles, as leaders assert influence to secure resources or recognition.” And in challenge four, “Employees often receive contradictory instructions from different managers, causing confusion, frustration, and project delays.” Overcoming these challenges can lead to, in his words: Improved Collaboration and Communication; Flexibility and Adaptability; Efficient Resource Utilization; Enhanced Employee Skill Development; Clearer Project Objectives; Increased Innovation; Better Customer Focus, Cost Efficiency; More Employee Engagement; and Stronger Organizational Capability.

Masa Depan Manajemen Hubungan Manusia: Tren, Pengaruh Teknologi, dan Strategi Adaptasi

This research examines future trends and developments in human relations management (HRM), particularly in the context of technology, workforce diversification, as well as the strategies that organizations must adopt to face these challenges. Using literature study methods, this research identifies major changes in HRM, such as the use of artificial intelligence (AI) in recruitment and performance management processes, as well as the increasing popularity of remote work post the COVID-19 pandemic. This research also highlights the ethical challenges that arise from the use of technology in HRM, including the potential for algorithmic bias and unfairness in decision making. The results of this research suggest strategies for sustainable employee skills development, creating an inclusive work culture, and ethical technology integration to support organizational sustainability in the future. This research makes an important contribution to the literature highlighting the long-term impact of technology adoption in HRM as well as offering practical recommendations for organizations in facing global change.

Multi-criteria decision-making model for sustainability functions integrated Industry 4.0 technologies within small and medium enterprises in emerging countries

PurposeIn the Industry 4.0 (I4.0) era, small and medium enterprises (SMEs) face significant pressure to make their manufacturing operations more sustainable. However, SMEs often lack the knowledge and information needed to leverage I4.0 technologies for achieving sustainability. This paper aims to develop a multi-criteria decision-making (MCDM) model to prioritize sustainability functions supported by I4.0 technologies in SMEs.Design/methodology/approachThe fuzzy-DEMATEL method was developed to classify sustainability functions based on their prominence and influence, categorizing them into cause-and-effect groups. Experts in I4.0 technologies, sustainability and SMEs from Brazil were consulted during the data collection phase. Sensitivity analysis was also performed to validate the results obtained through the DEMATEL method.FindingsThe results indicate that the most prominent and influential sustainability functions include organizing production processes, employee skill development and simplifying production planning and control. Therefore, investing in I4.0 technologies to support these functions can enable SMEs to amplify the impact of their sustainability initiatives and improve operational efficiency. The authors also observed that improving quality monitoring is the primary function within the effect group.Practical implicationsThis paper serves as a roadmap for SME managers seeking to enhance the effectiveness of their sustainability practices using I4.0 technologies, thereby maximizing impact while minimizing the complexity of implementation.Originality/valueThis study ranks key sustainability functions as actions and practices that SMEs can implement using I4.0 technologies to achieve sustainability. It also identifies the most prominent and influential functions managers should prioritize when investing in I4.0 technologies.

Impact of Servitization on Employee Satisfaction with Performance Evaluation Systems: A Case Study of China’s New Energy Sector Amid Power Market Reforms

This study investigates the mechanisms by which service-oriented transformation affects employee satisfaction with performance evaluation systems within the context of China’s electricity market reform. Using CGN New Energy’s Guangxi Branch as a case study and applying the grounded theory method, the research systematically analyzes employees’ perceptions of fairness, transparency, and career development during the transition from a product-oriented to a service-oriented model, based on in-depth interviews and surveys. The findings reveal that while servitization enhances employee skill development and career satisfaction, it also introduces challenges, such as increased work pressure and the demand for more transparent performance evaluation systems. This study provides valuable insights into optimizing management practices and performance evaluation systems in renewable energy companies, contributing both theoretically and practically to the literature on organizational transformation in the energy sector. These conclusions are not only significant for Chinese enterprises but also offer important reference points for global energy companies undergoing similar transitions.

Developing Conceptual Framework for Life Skills: The Employability Requisite in the Hospitality Industry

New generation needs fundamental life skills in order to achieve their full potential. Life skills also known as psychosocial competencies are considered essential for employability, social inclusion, and individual growth. This study has a twofold objective, firstly it makes a distinction between the terms skills, life skills, soft skills and competencies as these terms often overlap in the literature reviewed; secondly, the study also explores whether life skills are required by graduates for employability in the hotel/hospitality industry. A critical review of the extant literature on soft skills, employability skills, competencies and employer’s expectations with an emphasis on soft skills, from different sources, was conducted. A psychosocial competency framework was established. It was determined that the three domains of psychosocial competencies – the personal, social and cognitive domains impact job performance. Finally, a framework for life skills for employability was conceptualized for the hotel industry. This study contributes to the existing knowledge by developing a strong foundation of life skills. Individuals will be able to develop employability skills needed for the job. The study also gives the scope for an academia – industry interface for developing a life skills customer centric curriculum as it is a futuristic requirement for enhancing employability. Key Words: Life skills, Soft skills, Competencies, Employability, Hotel Industry, Conceptual frame work.

A framework for skills development for employability in Botswana’s competitive accounting environment

Orientation: The accounting labour market has undergone a metamorphosis in recent years, leading to new demands for generic skills. Universities have responded to the new demands by implementing several reforms in the accounting curriculum to address skills gap. Despite these major reforms, educational expectation gap is persistent in Botswana.Research purpose: The purpose of this study was to develop a framework for skills development for employability in the competitive and dynamic accounting environment in Botswana.Motivation for the study: A skills gap was identified, implying the need for a framework for skills development for employability in the competitive and dynamic environment, thereby improving the graduate’s pervasive skills.Research design, approach and method: This study employs a qualitative research approach to extract and analyse key themes, quotes and insights from recent reports submitted to Institutions of Higher Learning (IHLs) by students and industrial supervisors. Utilising thematic data analysis, this research systematically examines the qualitative data gathered to elucidate the effectiveness of competency frameworks as perceived by both parties.Main findings: Institutions of Higher Learning in Botswana are mandated to equip students with job market-relevant skills. However, graduates often fall short in critical areas such as advanced cognitive abilities, socio-behavioural competencies and information technology (IT) proficiency, hindering their effective transition from academia to the workforce.Practical and/or managerial implications: The contribution and societal impact of this study are summed up in a proposed framework for skills development for employability in the competitive and dynamic accounting environment in Botswana.Contribution and/or value-add: The proposed framework is designed so that universities can equip students with soft skills needed in ever changing accounting environment.

WORK-INTEGRATED LEARNING: ANALYZING PARTICIPANT INTERACTION AND DEVELOPING PROFESSIONAL SKILLS OF STUDENTS

Work-integrated learning is considered to be an effective tool to help student develop the necessary skills to function in a work environment. Work-integrated learning combines university training and on-the-job training in industry organizations. Work-integrated learningallows students to have real working methods and professional qualities in the context of the work environment even before completing academic studies. This enables students to build confidence in their abilities, improve understanding of the work process, the nature of the skills required in the profession being mastered, as well as the development of employability skills. This is recognized as an important factor in the effective professional activity of university graduates in the workplace. The growinginterest in work-integrated learning requires research and clarification of the processes of joint interaction of participants. The article examines the process of joint interaction of the participants of work-integrated learning. For this purpose, a survey was carried out of direct participants in the process of work-integrated learning at the university -stakeholders (students, academic and industry representatives). The survey allowed to collect primary data on the experience of work-integrated learning and improved the understanding of the process of integration of academic and industry cooperation. The survey of students was aimed at revealing their experience of on-the-job training. They were also presented with a list of skills that they were ableto learn or improve as part of on-the-job training.Questions for academic and industry representatives covered the following topics: the role of the preparatory phase in the transition from academic learning to on-the-job learning; teaching methods and ways to get feedback; integration of on-the-job learning experience into further university education; Improvement of the work-integrated learning system.

Bringing employee learning to AI stress research: A moderated mediation model

While a substantial portion of the literature characterizes artificial intelligence (AI) stress as a hindrance, our focus diverges by probing employee learning as an active response to this challenge. We highlight the role of employee knowledge and skills development amidst an enterprise's digital transformation. Drawing on the active learning perspective of the Job Demand-Control model, we investigate why and when AI stress promotes employee learning and subsequent adaptive coping behaviors. We propose that AI stress can create opportunities and resources for employee learning, leading to improved job performance and supportive behavior for digital transformation. Additionally, we examine how employee trust in AI moderates these relationships, finding that higher levels of AI trust are associated with greater use of active learning strategies when faced with AI stress. Our findings, based on a two-wave survey of 224 employees from a motor-vehicle testing company in China, are further supported by post-hoc interview data collected from 32 employees of the same company. Overall, our study contributes to the understanding of AI adoption, digital transformation, and stress learning.

Tracing the Employability Competencies among BSE Graduates in Mid-Western Uganda

This study investigated the influence of competence acquired through the Bachelor of Secondary Education (BSEd) program on the development of employability skills among graduates in Midwestern Uganda. This research begets a core question- what are the relevant competencies for employability skills of graduate teachers in mid-western Uganda? To unveil the socially constructed realities shaping BSEd teachers' perceptions of competence and the development of employability skills, we applied qualitative methodologies particularly case study design with interviews. Hence the study found out that, well-mastered principles of the subject would render a university teacher graduate employable. Communication skill was also an antecedent for greater performance within the teaching trial. Several other skills were found to depict our study employability skills framework and cognizant of the nature of training that empowered the BSEd graduates in various employable skills. Withal, school administrators reported a lack of some of the 21st-century skills from the graduate teachers (for example problem-solving, and critical thinking skills). It’s recommended that universities align BSE programs with the competence-based curriculum to ensure more employable and relevant citizens

Short-Term Digital Platform Work’s Long-Term Impact on Livelihoods

As platformization and virtualization of work gain prominence in the digitally connected world, parallel efforts are being made to narrow the digital divides, driving the globalization of short-term digital labor as both a rapidly evolving theoretical construct and a practical reality. Although the disproportionate influence of platforms on Global South development is a growing area of concern, the global reach of platforms does not necessarily imply a uniform impact on development gains and constraints across different developing regions. This review paper explores this interplay between digital platform work and local development, particularly emphasizing the long-term impact of platform-mediated digital work on workers’ livelihoods in the Global South. The study delves into how the variation in local contextual factors changes the livelihood outcomes of platform work in different Global South countries. The study focuses on three key areas endogenous to local development, i.e., access to decent work, employability skills development, and workers’ resilience within the ever-changing job market. A realist synthesis method is used to distinguish between different scholarly perspectives across various disciplines and geographic areas. The findings are further utilized to refine a conception of the Sustainable Livelihood Framework, providing a tool that broadens the scope of platform work analysis to account for the diverse structural and contextual factors impacting workers’ livelihoods in different regions. The study calls for a thorough examination of the uneven distribution of platform labor outcomes, focusing particularly on the local contextual factors contributing to this disparity.

FLIGBY for graduates' employability enhancement in Computer Engineering

AbstractSerious games can play a crucial role in developing competencies for the job market, offering an innovative and engaging approach to learning. This study uses FLIGBY to develop employability skills among computer engineering graduates. FLIGBY is a serious game that simulates a virtual company environment where players make strategic decisions, emphasizing the principles of flow and positive psychology. Immersion in realistic scenarios provides practical experience, contributing to the development of market‐ready skills. A quantitative methodology based on descriptive statistics and hypothesis testing was adopted to measure the development of competencies for the job market using the Systems Engineering Competency Framework. The results show that competence development occurs mainly in the professional and managerial dimensions. In contrast, there is no development of core and technical competencies. Furthermore, the perception of the development of these competencies occurs mainly for students with more years of professional experience. The experiential nature of FLIGBY allows users to develop practical knowledge, promoting adaptability and resilience. This gamified approach accelerates the learning curve, preparing individuals for real‐world challenges in the computer engineering workplace.

Enhancing Workplace Skills through Work-Based Learning in Engineering Education

The industry's modern workplace is rapidly evolving due to the energy transition. This transformation focuses on advanced technology, and solutions to energy- related challenges. Aligning the skills taught in higher education with the demands of the workplace is a critical challenge for academia and industry. In today's job market, being innovative is a crucial skill for university graduates to enhance their employability. One effective approach to achieving this is through work-based learning (WBL) opportunities integrated into engineering education. WBL is essential for integrating education and workplace skills. Oil and gas companies are working with higher education institutions to develop an effective WBL framework that enhances competences. The paper introduces successful WBL pedagogical models integrated into engineering education to meet industry requirements. These models have utilised technology to expand Merrill's instructional principles and developed blended learning corporate programmes to enhance learning outcomes, engineering skills, innovativeness, and employability skills. WBL enables students to gain practical experience in a real-world work environment, applying the knowledge and skills acquired in the classroom to actual projects and challenges. This hands- on experience not only enhances students' technical skills but also helps them cultivate essential 4C soft skills (collaboration, creativity, critical thinking, and communication) and prepares them for future success. WBL is a valuable tool that enhances workplaces, increases productivity, and introduces innovative work methods. It equips engineering students for successful careers by enhancing their employability. Partner organisations have experienced enhanced technical and economic value by integrating WBL engineering education models into industry projects. This has led to innovative products, solutions to technical challenges, employee skill development, career advancement, and increased access to higher education opportunities.

Performance Assessment through Work Gamification: Investigating Engagement

Purpose: The purpose of this study is to evaluate, investigate and assess the impact of gamification on the performance of online transportation drivers via social values, motivation and participatory engagement.Design/methodology/approach: This quantitative study is based on primary data from 110 online transportation drivers in five cities in the Central Java Province region: Semarang, Pekalongan, Kudus, Purwokerto and Solo. Partial least squares (PLS) method is used to analyse and evaluate data.Findings/results: The research results show that job gamification positively and significantly influences driver performance through social value, motivation and participatory engagement.Practical implications: The findings can be applied to increase employee performance in a business or organisation that supports a sustainable, friendly company. They also offer practical basics to make decisions in increased employee engagement, enhanced productivity, improved learning and skill development, social value and collaboration.Originality/value: While the study establishes a positive relationship between gamification and driver performance through the mediating factors of social value, motivation and participatory engagement, future research could delve deeper into understanding the specific gamification techniques. Those design elements are also the most effective in the context of online transportation. Additionally, exploring potential moderating factors, such as the demographics of drivers or market conditions, could provide a more nuanced understanding of the gamification-performance relationship. This in-depth exploration could help transportation companies tailor their gamification strategies for maximum impact and address potential limitations in current research.

Evaluation of a training programme to foster employability skills in professional training: a case study

PurposeThe aim of this work is to evaluate the effectiveness of a training programme for developing employability skills, including digital competency and soft skills (problem-solving, teamwork, adaptability, leadership, decision-making and creativity), in professional-training programmes.Design/methodology/approachIt presents a case study where students from a professional training centre were evaluated twice, before and after doing the programme. The results from both were compared to determine whether there have been improvements. We also analysed whether there were differences by gender in the pretest and the posttest.FindingsWe observed that most of the students improved in both digital competency and in soft skills after completing the programme. In the case of digital competency, greater improvement was apparent in the areas of collaboration and communication and in digital content creation. Similar results were found for all competencies in the case of soft skills.Originality/valueThis learning programme had a positive impact on the competency development of professional-training students. Continuous training and advice for teachers and personalized monitoring during the implementation of this programme resulted in an apparent improvement in students’ employability skills.

INNOVATIVE APPROACHES TO SUSTAINABLE BUSINESS DEVELOPMENT IN THE ERA OF DIGITAL TRANSFORMATION

Raya Karlibaeva E-mail: r.karlibaeva@tsue.uz Associate Professor,Tashkent State University of Economics Tashkent, Uzbekistan https://orcid.org/0000-0002-8492-9807 Rustam Yakhshiboyev E-mail: r.yaxshiboyev@tsue.uz Senior lecturer, Tashkent State University of Economics Tashkent, Uzbekistan https://orcid.org/0000-0002-2733-9085 Abstract: This article examines the process of digital transformation in business, highlighting key aspects such as strategy development, adoption of innovative solutions, and sustainable development. Success factors include adapting to rapid technological changes, investing in IT infrastructure, and developing employees' digital skills. Innovation is crucial for competitive advantage, enabling the creation of new products, improved processes, and enhanced efficiency through technologies like AI, big data, and IoT. Sustainable development, an integral part of digital transformation, involves economic efficiency, social responsibility, and environmental sustainability. This includes using eco-friendly technologies, reducing carbon footprints, and managing resources responsibly. The analysis emphasizes that successful digital transformation requires a comprehensive approach, including technological adaptation, robust IT infrastructure, employee skill development, and a culture of innovation. Sustainable practices also play a pivotal role, ensuring long-term success and contributing to a more sustainable and inclusive digital economy. Keywords: digital transformation, business strategies, innovation, sustainable development, technological changes, IT infrastructure, competitive advantages, digital skills. JEL classification: O3

Teaching-Learning Resources and Employability Skills Development of TVET Graduates in Meru County

TVET training requires adequate modern teaching-learning resources in order in the process of preparing graduates who match the industry's needs. Despite equipping TVETs with modern tools and equipment, the employability of TVET graduates remains low in Kenya including in Meru County. It is against this backdrop that the current study was carried out, investigating the influence of teaching-learning resources on development of employability skills of TVET graduates in Meru County. The Knight and Yorke Theory of Employability and Human Capital Theory informed the study. It was anchored on pragmatism philosophy, adopted a mixed-research approach, and used a convergent parallel research design. The target population comprised trainees, trainers, graduates, heads of departments (HoDs), principals, and key informants. The sample size of the study was 6 TVET institutions, 142 trainees, 12 trainers, 72 graduates, 12 HoDs, 6 Principals, and 5 Key Informants. Simple random sampling, census sampling, purposive sampling, stratified sampling, and referral sampling were used to select the participants. Questionnaires were administered to trainees, trainers, and graduates while interview guides were administered to Principals, HoDs, and Key Informants. Pre-testing was conducted to check the reliability and validity of the instruments. The study showed that teaching-learning resources had a moderate influence on development of employability skills. Moreover, it established that TVETs in Meru County lacked modern teaching-learning resources essential for instructional delivery and facilitation of hands-on learning that allow graduates to acquire practical skills relevant to the industries. The study recommends government to equip TVETs with adequate, relevant, and modern teaching-learning resources which are key in developing graduate employability skills aligned to the industry needs. The study further recommends that TVET management emphasize real-world simulations and practical training. The study advocates for enhanced government investment in modern instructional resources to better align graduate skills with industry needs.

Vocational teachers in school settings: career pathways and motivations

ABSTRACT Vocational programmes offered to school students form an essential segment of senior secondary education, providing opportunities for students to develop employability skills, complete their senior secondary certificate and gain credit towards a vocational qualification. While school systems are experiencing teacher shortages across the board, these are both acute and ongoing in vocational programmes in many countries and attracting and retaining vocational schoolteachers is a critical policy challenge. While career pathways, motivations and intentions, and job satisfaction for mainstream schoolteachers have been extensively studied there has been less research on vocational teachers, and very little on those teaching in a school setting. We sought to understand motivations for teaching, satisfaction and career pathways of teachers who teach Vocational Education and Training in schools (VET in schools) in Australia. This study employed structured interviews with nine VET teachers working within a secondary school setting. Self Determination Theory (Ryan & Deci, 2000b) was the analytical framework used to understand factors influencing their entry into teaching and engagement. We found commonalities with the research on attraction and retention into teaching more broadly, but identified additional specific factors shaping vocational teachers’ career journeys and motivation. We identify implications for policy and practice to support the attraction, retention and career satisfaction of VET in schools teachers.

Employability Skill Development of Automobile Technology Students in a Work-Integrated Learning Environment: Barriers and Best Practices

Employability Skill Development of Automobile Technology Students in a Work-Integrated Learning Environment: Barriers and Best Practices