Employability skills in practice: the case of manufacturing education in <scp>M</scp>ississippi

Griffin, Mamie; Annulis, Heather

doi:10.1111/ijtd.12011

Cited by 25 publications

(26 citation statements)

References 12 publications

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“…Students and employers noted the ability to work with others effectively is an important work-readiness skill [23]. Business executives want to recruit employees who will add value to the workplace with a composite of soft skills and who will embrace teamwork [34]. Teamwork skills that contribute to productive working relationships and outcomes.…”

Section: Teamwork Skillsmentioning

confidence: 99%

Employability Skills Required by the 21st Century Workplace: A Literature Review of Labor Market Demand

Suarta¹,

Suwintana²,

Sudhana³

et al. 2017

Proceedings of the International Conference on Technology and Vocational Teachers (ICTVT 2017)

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Abstract-This paper discusses the importance of employability skills of graduates in entering the workforce according to employers' perceptions, through a literature review. In 21 st century workplace, the occupation-specific skills are no longer sufficient for graduates to meet the needs of labour markets. Workers are nowadays expected to have an additional set of skills and attributes, called employability skills. Employability skills become a very important issue at the national, regional, and international labour market. The literature review found a number of employability skills attribute required by graduates in entering the workforce. Communication skills, problem-solving and decision-making skills, and teamwork skills are the attributes of employability skills with highest importance level. Graduates are also expected to have a number of personal attributes included: self-awareness, self-confidence, independence, emotional intelligence, flexibility and adaptability, stress tolerance, creativity and initiative, willingness to learn, reflectiveness, lifelong learning, and professional behaviour.

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Section: Teamwork Skillsmentioning

confidence: 99%

Employability Skills Required by the 21st Century Workplace: A Literature Review of Labor Market Demand

Suarta¹,

Suwintana²,

Sudhana³

et al. 2017

Proceedings of the International Conference on Technology and Vocational Teachers (ICTVT 2017)

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“…To identify the importance ascribed to soft skills by middle to top level executives Griffin and Annulis (2013), USA…”

Section: Czech Republicmentioning

confidence: 99%

An exploration of global employability skills: a systematic research review

Sarfraz

Rajendran

Hewege

et al. 2018

IJWOE

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The purpose of this paper is to explore and categorise, through a systematic research review, the key employability skills identified by researchers across the globe. This paper also aims to identify any similarities and differences present in employability skills demand of different sectors of industry or parts of the world. For the purpose of this study, 43 studies conducted across 17 countries were included and a systematic research review protocol was applied to develop categories. A vote-counting technique was used for the purpose of data analysis. The results revealed a set of employability skills commonly reported worldwide as important by all studies included in the review. These skills were further regrouped under ten different skill sets. The findings of this study point to several implications for educators, employers, graduates and policy makers.

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“…Employers are seeking to recruit individuals who pay due attention to relations with peers and superiors. Students and employers noted the ability to work with others effectively is an important work-readiness skill (Crawford et al, 2011) Business executives want to recruit employees who will add value to the workplace with a composite of soft skills and who will embrace teamwork (Griffin and Annulis, 2013). Teamwork skills that contribute to productive working relationships and outcomes.…”

Section: B Decision-making and Problem-solving Skillsmentioning

confidence: 99%

“…Teamwork skills that contribute to productive working relationships and outcomes. Teamwork skills are a set of skills that individuals use to foster the success of groups or teams from diverse backgrounds (Griffin and Annulis, 2013;Suarta et al, 2017). Teamwork skills groups consist of a number of facets: (a) productive as a team member, (b) positive and encouraging attitude, (c) punctual and meets deadline, (d) maintains accountability to the team, (e) work with multiple approaches, (f) aware and sensitive to diversity, and (g) share ideas to multiple audiences (Crawford et al, 2011;Suarta et al, 2017).…”

Section: B Decision-making and Problem-solving Skillsmentioning

confidence: 99%

Teacher Skills Through the Development of Design and Develop Learning Program Taedes 401 (gov.au) for Building Core Skill and Employability Skills for Vocational High School

Permana¹,

Aprilia²,

Teniola³

2019

Proceedings of the 1st Vocational Education International Conference (VEIC 2019)

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The demand for policy reform in the midst of increasingly dynamic currents and waves of modernization is urgently needed in the development of the industrial revolution 4.0 based on this cyber-physical system. The product of the industrial revolution is closely related to the practical equipment used in Vocational High Schools (SMK) as supporting student competencies. The aim of vocational education is to provide practical skills in mastering the use of practical equipment as supporting competencies because vocational secondary education is actually an escalation to channel human resources ready to enter the workforce. Thus, updating learning programs in vocational education has become a necessity. True teachers, as facilitators in learning in vocational schools, are expected to provide understanding and work skills. The learning process does not only fill the material alone but is able to provide skills and work skills in accordance with what is needed in the business world and the world of work. Therefore, teachers must be able to conceptualize, design, develop, and study learning programs to meet identified needs for a group of students. Model TADES401 (gov.au) as one program in designing and developing learning programs. This model discusses the skills and knowledge needed to identify the parameters of a learning program, determine its design, describe content, and review its effectiveness. There are 4 (four) units of skills, namely: (1) define the essential outcomes; (2) work within the VET policy framework; (3) develop program content; (4) design the structure of the learning program. Of the four skill units, they are derived into 15 (fifteen) skills of a teacher that must be done in developing this learning model. In the process of implementing the TAEDES401 model, teachers are required to be able to complete their tasks to (1) designing, developing and reviewing learning programs within the vocational education and training (VET) context; (2) preparing and developing a minimum of two learning programs: and (3) that contain differentiated learning program designs to reflect particular needs, contexts and timelines. Through the design and development of the TADES401 learning program, it will be a variant and not monotonous, the teacher's skills in managing the class will have a positive impact on core skills and employability skills (CSaES).

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Employability skills in practice: the case of manufacturing education in Mississippi

Cited by 25 publications

References 12 publications

Employability Skills Required by the 21st Century Workplace: A Literature Review of Labor Market Demand

Employability Skills Required by the 21st Century Workplace: A Literature Review of Labor Market Demand

An exploration of global employability skills: a systematic research review

Teacher Skills Through the Development of Design and Develop Learning Program Taedes 401 (gov.au) for Building Core Skill and Employability Skills for Vocational High School

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