What employers look for: the skills debate and the fit with youth perceptions

Taylor, Anthea

doi:10.1080/13639080500085984

Cited by 90 publications

(57 citation statements)

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“…Personal quality, thinking and interpersonal skills are some of the most important skills for job applicants to possess, according to a group of employers (Richens & McClain, 2000). This finding supports those from previous research whereby, employers prefer employees have attitudinal traits (Taylor, 2005) rather than technical skills. Family and consumer sciences teachers are uniquely positioned to stress the characteristics of the aforementioned areas of employability standards based on their knowledge of content areas dealing with child, family, and interpersonal relationships.…”

Section: Conclusion and Discussionsupporting

confidence: 83%

“…According to some researchers (Bragg, 1995;Richens & McClain, 2000;Taylor, 2005), successful functioning on the job requires more than technical skills; portable skills are needed and can be transferred from job to job (Techniques, 1997). Portable skills include communication skills, basic skills, ability and willingness to learn, teamwork, thinking skills, personal quality skills, and interpersonal competencies (Kretovics & McCambridge;Richens & McClain, 2000; Techniques, 1997).…”

Section: The Purpose Of This Study Was To Determine the Extent That Tmentioning

confidence: 99%

“…Career awareness and career choice options are addressed in the family and consumer sciences middle school curriculum. The implementation of a comprehensive career exploration program is an avenue of connecting schools to the world of work (Ohio State Department of Education, 2003); career options are explored in the context of personal interests, personal skills and family life goals.According to some researchers (Bragg, 1995;Richens & McClain, 2000;Taylor, 2005), successful functioning on the job requires more than technical skills; portable skills are needed and can be transferred from job to job (Techniques, 1997). Portable skills include communication skills, basic skills, ability and willingness to learn, teamwork, thinking skills, personal quality skills, and interpersonal competencies (Kretovics & McCambridge;Richens & McClain, 2000; Techniques, 1997).…”

mentioning

confidence: 99%

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Employability Standards: Inclusion in Family and Consumer Science Middle School Curriculum

Smith¹

2007

Journal of Career and Technical Education

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The purpose of this study was to determine the extent that the Georgia Quality Core Curriculum (QCC) employability standards were included in the family and consumer sciences (FCS) curriculum. The 149 middle school teachers in this study were asked to indicate on a 4-point Likert type scale whether they considered each of the 25 employability standards to be a major objective, an important objective, an incidental objective, or not an objective in their teaching. Results showed that 16% of the 25 employability standards were identified as a major objective in their teaching by a majority of the participants whereas, 64% of the 25 employability standards were identified as important objectives in their teaching by a majority of the respondents. When teacher groups were compared based on years of teaching experiences and the seven topics of the employability standards, there were no significant differences found between teacher groups on any of the seven topics.Since the inception of the middle school movement, educators have been interested in the dynamics of early adolescents (Lounsbury, 1996) which is evidenced by the literature (National Forum to Accelerate Middle Grades Reform, 2002Reform, , 2005Reform, , 2006 North Carolina State Board of Education, 2004; Southern Regional Education Board, 1999). Middle-level education is characterized as a time when children are transitioning into adolescence and are filled with vibrant energy and intellectual curiosity; they undergo more rapid and personal changes than any other time in their lives (National Middle School Association, 1995). The middle school years span the chronological age of 10 to 15 years. During this time, the early adolescent tend to focus on developing a sense of self, form cultural identities, enlarge their social sphere beyond the family, establish close friendships with others, form opinions about others, and develop a sense of fairness and justness (Clauss, 2006). Therefore, the curriculum in middle school is important; it cannot be a simplified version of secondary level education but should be specifically designed to meet the needs of the early adolescent (Jackman, 1996). A curriculum that focuses on human growth and development and the characteristics of individuals who are changing from childhood to adolescence is favored. According to Lounsbury (1994), the success of the middle school curriculum is determined by its effectiveness in helping these students know who they are, helping them with their aspirations and standards, and viewing their responsibilities and relationships appropriately. Family and consumer sciences programs are an important part of the middle school movement. Family and consumer sciences in the middle school focuses on helping students develop self-responsibility and competence dealing with the practical problems of early adolescence (Ohio State Department of Education, 2003). Family and consumer sciences classes in middle school provide the broad foundation to prepare students for their multiple roles wi...

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Section: Conclusion and Discussionsupporting

confidence: 83%

Section: The Purpose Of This Study Was To Determine the Extent That Tmentioning

confidence: 99%

mentioning

confidence: 99%

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Employability Standards: Inclusion in Family and Consumer Science Middle School Curriculum

Smith¹

2007

Journal of Career and Technical Education

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“…Andrews and Higins (2008) summarized findings of several studies on soft skills which improve graduates' employability, and they identified the following competencies: professionalism, reliability, the ability to cope with uncertainty, the ability to work under pressure, the ability to plan and think strategically, the capability to communicate and interact with others (either in teams or through networking), good written and verbal communication skills, information-and communication-technology skills, creativity and self-confidence, good self-management and time-management skills, and a willingness to learn and accept responsibility. Taylor (2005) identified both attributes and skills needed by employers. The list of attributes includes loyalty, positive self-esteem, commitment, a sense of humor, honesty and integrity, a balanced attitude to work and home life, enthusiasm, an ability to deal with pressure, reliability, motivation, personal presentation, adaptability, and common sense.…”

Section: The Importance Of Soft Skills For University Graduates' Emplmentioning

confidence: 99%

Joining Efforts of Employers and Educational Institutions to Develop Competent Graduates

Zupan¹,

Eftimov²,

Bozic³

et al. 2017

DRMJ

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“…1993;Weiss, 2005;Pięta-Cândido, 2013], they share many problems such as high unemployment rate, especially among young people. Apart from general economic conditions, the reason for this phenomenon is that professional competencies are not suited to the needs of the labour market [Handel, 2003;Taylor, 2005;Sgobbi and Suleman, 2013] and, as it was emphasized by Suleman [2012], "the relevance of skills in the contemporary workplace is unquestionable" [p. 2205]. One of the manifestations of the common educational and labor market policy in the EU is the unification of educational systems.…”

Section: Introductionmentioning

confidence: 99%

What Kinds of Skills are Expected by Portuguese and Polish Employers?

Świątkiewicz

Perło

2015

Journal of Intercultural Management

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Abstract:The main objective of the research was to establish which skills and competencies are mostly demanded by organizations/employers in Portugal and Poland. Secondly, we wanted to determine if there are any differences in this type of skills and competencies in these two countries. In order to analyze the skills necessary in organizations, we applied the typology of soft and hard skills. In the analysis, we had to distinguish moral competencies from soft skills, due to the specificity of the formers. In the research, we use the mixed qualitative-quantitative methodology. In the survey, carried out on convenience samples composed of Portuguese and Polish working students, the respondents were eager to answer one open-ended question and describe/list the skills/competencies demanded by organizations. In order to categorize the answers, we employed a two-stage process of phenomenological reduction. For the purpose of conducting a comparative analysis of the data and due to a wide dispersion of results in the case of soft skills in the two samples, we grouped the soft skills according to the ESCO and interpreted the differences by referring to the cultural dimensions introduced by Hofstede et al. [2011].

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What employers look for: the skills debate and the fit with youth perceptions

Cited by 90 publications

References 10 publications

Employability Standards: Inclusion in Family and Consumer Science Middle School Curriculum

Employability Standards: Inclusion in Family and Consumer Science Middle School Curriculum

Joining Efforts of Employers and Educational Institutions to Develop Competent Graduates

What Kinds of Skills are Expected by Portuguese and Polish Employers?

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