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Descriptors:
Employment Potential; Employees; Disabilities; Job Skills; Education Work Relationship; Employment; Entry Workers; Surveys; Gender Differences; Service Occupations; Career Development; Likert Scales; Factor Analysis; Factor Structure

Abstract:
Individuals with disabilities face persistent challenges in gaining meaningful employment. One of the barriers to successful employment is a lack of employability skills. The purpose of this study was to identify employability skills that employers value as being important and to examine whether employers have different expectations for individuals with and without disabilities. One hundred sixty-eight employers from different industries participated in this survey study. Employers considered certain skills as essential for all entry-level employees; however, there were noticeable differences between employers' expectations for employees with and without disabilities. Different expectations were also found between male and female respondents and between employers from service/business areas and those from science/technology areas. Implications of study findings are discussed. (Contains 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Construction Industry; Masonry; Apprenticeships; Course Descriptions; Trade and Industrial Education; Postsecondary Education; Technical Institutes; Building Trades; Competency Based Education; Construction Materials; Construction (Process); Equipment Utilization; Foreign Countries; Job Skills; Occupational Safety and Health; Skilled Occupations; Vocational Education; Certification; Supervision

Abstract:
The graduate of the Bricklayer apprenticeship training is a journeyperson who will be able to: (1) responsibly do all work tasks expected of a journeyperson; (2) supervise, train and coach apprentices; (3) produce a better quality product than the minimum acceptable by industry standard; (4) use and maintain tools and equipment to the standards of competency and safety required in the trade; (5) understand and apply the principles of sound and safe construction; (6) know the characteristics and proper use of masonry materials; (7) interpret plans and specifications, do layout work and calculate material quantities; (8) lay, install and repair masonry units of all materials including all types of stone; (9) relate to the work of other tradesperson in the construction industry; and (10) perform assigned tasks in accordance with quality and production standards required by industry. Advanced Education and Technology has prepared this course outline in partnership with the Bricklayer Provincial Apprenticeship Committee. This course outline contains the following sections: (1) First Period Technical Training; (2) Second Period Technical Training; and (3) Third Period Technical Training. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Employment Potential; Job Satisfaction; Predictor Variables; Competence; Correlation; Career Development; Self Evaluation (Individuals); Job Skills

Abstract:
The present study aims to unravel the relationship between competency development, employability and career success. To do so, we tested a model wherein associations between employee participation in competency development initiatives, perceived support for competency development, self-perceived employability, and two indicators of subjective career success (i.e. career satisfaction and perceived marketability) have been specified. A survey was conducted among a sample of 561 employees of a large financial services organization. The results support the idea that employee participation in competency development initiatives as well as perceived support for competency development is positively associated with workers' perceptions of employability. Moreover, self-perceived employability appeared to be positively related with career satisfaction and perceived marketability. A full mediation effect was found for the relationship between participation in competency development initiatives and both career satisfaction and perceived marketability, while a partial mediation effect was found in case perceived support for competency development was the predictor variable. The implications of our findings for understanding the process through which individuals and organizations can affect subjective career success are discussed. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Qualifications; Academic Achievement; Evidence; Certification; Foreign Countries; Secondary Education; Labor Market; Access to Education; Student Evaluation; Competence; Skills; Employment Potential; Access to Information; Disclosure; Academic Standards; Educational Attainment; Grading; Student Attitudes

Abstract:
Within the policy field of student assessment, the assessment of students for qualification and certification in upper secondary education has special importance since key decisions for the progression of students may be taken on the basis of assessment results. Students in most OECD countries face increased specialisation in upper secondary education and high stakes are associated to their performance when assessment results are used as a criterion for selection, both for access to higher education and other educational programmes and for access to the labour market. On the basis of research findings and country practices, this paper describes key features of assessment for qualification and certification in upper secondary education and discusses issues regarding its design and implementation. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Profiles; Competence; Foreign Countries; Intellectual Disciplines; Competency Based Education; Higher Education; Employment Potential; Business Administration Education; Scores; Comparative Analysis; Outcomes of Education

Abstract:
This article addresses the growing need to profile the required competencies of entry-level business graduates and to evaluate the extent to which they are generic across international boundaries and discipline areas. Two hundred and ninety-one Australian and UK business academics examined the relative importance of a broad set of graduate competencies. Results indicated three distinct profiles of preferred business graduate "types" for both Australian and UK academics: the "Manager", "People Person" and "Business Analyst". The composition and membership sizes of each profile were similar for both samples of business academics and broadly align with research on required managerial competencies. The reality of achieving the profiles is discussed. Findings indicated only limited variations in competency requirements by discipline and country of origin, suggesting non-technical competencies are generic across culturally similar countries and that discipline makes little difference in academics' determination of business graduate competency profiles. (Contains 6 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Competence; Employment; Undergraduate Students; Graduate Students; Integrity; Work Ethic; Job Satisfaction; Employees; Employer Employee Relationship; Higher Education; Comparative Analysis; Questionnaires; Work Attitudes; Employee Attitudes; Employers; Employment Potential; Job Skills; Communication Skills

Abstract:
In this study, we have attempted to determine and compare the views of graduate and undergraduate college of business students pertaining to the skills and competencies needed for employment. A questionnaire was administered to graduate and undergraduate students enrolled in the college of business at Texas A&M University-Commerce. Three hundred and sixty undergraduate students completed the questionnaire and 153 graduate students responded. Both groups of students evaluated "integrity/honesty" and "good work ethic" as the two most important qualities needed for employment. Both the graduate and undergraduate students believed that "knowledge of a second language" and "extra curricula activities" were the least important qualities needed for employment. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High School Graduates; Employment Opportunities; Employment Potential; Educational Attainment; Secondary Education; Economic Climate; Economic Change; Middle Class; Skilled Workers; Labor Force; Futures (of Society); Wages; Quality of Life; Career Development

Abstract:
The U.S. economy has undergone dramatic changes in recent decades. Jobs that required limited skills--but still paid a family-supporting wage--have disappeared and increasingly have been replaced with jobs that either require higher levels of education and skills "or" require little education and training but offer no pathways to careers (e.g., no advancement or benefits). Simply put, increasingly sophisticated technology, changes in the structure of the economy and the growing global marketplace have put a premium on educated and skilled workers. The reality is that high school graduates without additional education and training face mostly dim and dead-end career prospects. And those prospects are far dimmer for those who fail to finish high school. There is no question that middle skills jobs are important to help ensure future U.S. competitiveness and offer individuals a path to middle class wages and upward mobility. Yet with all of the attention on high and middle skills jobs, the question remains: "What are the career prospects for individuals with only a high school diploma or less?" Or put another way, is education beyond high school really necessary to ensure a middle class lifestyle, a good living wage and career advancement opportunities? Achieve commissioned original research to explore this question and found that the answer is a resounding "yes." Students with a high school diploma (or less) and no additional education and training are by and large eligible only for "low skills" jobs, which offer limited career and earning prospects over a lifetime. (Contains 1 figure, 3 tables, and 8 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (253K)

Descriptors:
Information Systems; Computer Science Education; Definitions; Employment; Education Work Relationship; Job Skills; Outsourcing; Employment Potential; Curriculum Design; Business Administration Education; Occupational Clusters; Occupational Information; Information Technology; College Curriculum

Abstract:
Defining information systems has been a longstanding problem for the field. This paper suggests that, since it may not be possible to develop a universal definition, consideration should be given to a plurality of definitions aligned toward specific purposes. As an implementation of this approach it recommends the following shorter definition for the purpose of education, which emphasizes topics that are being or will be taught to prepare students for employment in the field: Information systems is the field that prepares students to interface between non-technical organizational employees and managers and very technical IT professionals, with a focus on functions that are unlikely to be offshored. It includes general categories of information and communications technology use that currently and/or will employ substantial numbers of employees in organizations. The more detailed definition presented in the body of the paper extends this by identifying five broad subcategories that currently fit within the above definition. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Labor Market; Employment Patterns; Skilled Occupations; Technical Occupations; Personnel Selection; Job Skills; Employment Practices; Labor Force; Futures (of Society); Industry; Labor Needs; Skilled Workers; On the Job Training; Industrial Training; Staff Development; Employment Potential; Educational Attainment; Secondary Education; High School Graduates; Employees

Abstract:
In today's job market, middle and high skills jobs--jobs that require some education and training beyond high school--comprise the majority of job openings and typically provide the best wages and opportunities for advancement. And almost every day, there is an article or news story discussing the "skills mismatch" phenomenon, the ongoing challenge employers have in finding qualified and skilled employees to fill the more than 3 million jobs currently open in the United States, even in a time of high unemployment. As policymakers develop policies and programs that aim to ensure that the future U.S. workforce has the academic and technical preparation (from both K-12 and postsecondary education) necessary to access the careers of their choice, it is important to examine the issue from all angles. While there is an increasing amount of research around the education and skills jobs demand, the changing landscape of available jobs, and the role of education and training in addressing this skills mismatch, less is known about how the skills mismatch affects companies' hiring practices--and how companies' hiring practices affect the skills mismatch. For instance, do organizations expect to require higher levels of education for future job openings at some or all job levels? Do the education and skills requirements listed in job postings reflect current hiring practices? What are the most significant changes these HR leaders see for their organizations in the future? And what opportunities are truly available within organizations for advancement, particularly for individuals with lower levels of education and skills? To answer these questions and others, Society for Human Resource Management (SHRM) and Achieve partnered on a national survey of nearly 4,700 HR professionals representing nine industries. Major findings from the survey include: (1) Companies are hiring; (2) Demand is growing for more education and skills at all levels; (3) Companies are investing in training for their employees; and (4) Opportunities exist for low skills workers, but there is reason to suspect that these opportunities will shrink in the future. (Contains 7 figures, 6 tables, and 3 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (575K)

Descriptors:
Job Skills; Career Readiness; Employment Potential; Employment; Thinking Skills; Career Development

Abstract:
ACT is committed to working with career and technical educators in order to prepare students to meet the standards of the high-performance workplace. In short, prepare them to be career- and job-ready. This commitment is a reflection of ACT's mission: "helping people achieve education and workplace success." After devoting more than two decades of attention to workplace skills, ACT shares the realization that building a skilled workforce is a national priority of critical importance. In this article, the author weighs in on the growing skill gaps and the foundational skills necessary for career readiness. (Contains 4 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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