Nnamdi Azikiwe University, Awka-Nigeria

From the SelectedWorks of Prof Ada Sam Omenyi

August 18, 2008

GRADUATES’ EMPLOYABILITY SKILLS FOR

TODAY’S WORKPLACE: A GROUNDWORK
FOR ASSESSMENT
Prof Ada Sam Omenyi
NGOZI AGU
CHRISTY ODIMEGWU

Available at: https://works.bepress.com/professorada_omenyi/8/

 GRADUATES’ EMPLOYABILITY SKILLS FOR TODAY’S WORKPLACE:
A GROUNDWORK FOR ASSESSMENT

By

PROF. OMENYI, ADA

Department of Educational Management & Policy
Nnamdi Azikiwe University, Awka
omenyias@yahoo.com

AGU, NGOZI, PhD

Department of Educational Foundations
Nnamdi Azikiwe University, Awka
ngozi_uj@yahoo.com

&

ODIMEGWU, CHRISTY O.
Educational Research Unit
Crystal Research Consult, Awka
Christiharris2001@yahoo.co.uk

BEING A PAPER PRESENTED AT THE HIGHER EDUCATION RESEARCH AND

POLICY NETWORK [HERPNET] THIRD REGIONAL CONFERENCE ON
HIGHER EDUCATION FOR YOUTH EMPOWERMENT: OPPORTUNITIES,
CAPABILITIES AND SECOND CHANCES HELD AT THE INTERNATIONAL
INSTITUTE FOR TROPICAL AGRICULTURE (IITA), IBADAN, NIGERIA,
BETWEEN 18-21 AUGUST, 2008
0
 GRADUATES’ EMPLOYABILITY SKILLS FOR TODAY’S WORKPLACE:
A GOUNDWORK FOR ASSESSMENT

By

PROF. OMENYI, ADA

Department of Educational Management & Policy
Nnamdi Azikiwe University, Awka
omenyias@yahoo.com

AGU, NGOZI, PhD

Department of Educational Foundations
Nnamdi Azikiwe University, Awka
ngozi_uj@yahoo.com

&

ODIMEGWU, CHRISTY O.
Crystal Research Consult, Awka
Christiharris2001@yahoo.co.uk
Abstract:
Many scholars, economists, researchers and experts have admitted that global competition and rapid
technological advances have changed intensely and will continue to drastically transform the nature
and content of the world of work, along with the skills required to get the job done. To meet this
challenge, it is necessary to determine the critical workplace competencies which have been variously
defined as employability skills, and to ensure that they are integrated and infused in tertiary school
curriculum. However a review of literature across scholars and nations who have been pursuing this
topic shows different lists of these employability skills. The researchers through a synthesis of these
lists of employability skills identified six employability skills and tried to gauge the extent employers
of labour consider them to be relevant for the recruitment of graduates of higher education in Nigeria.
Considering the problem of unemployment in the Nigeria, and the economic downturn being
experienced in the country, it is surprising that scholars and researchers have not extensively turned
attention to this critical issue of employability of graduates which appears to be the first step towards
assessing undergraduate skills and entrenching these generic employability skills in higher education.
It should be noted that study of this nature tasks much, as such an exploratory study was undertaken
to have a preliminary view of the employability skills which are deemed very important and relevant
for the employability of graduates of higher education in Nigeria. Participants comprised of 276
occupational sectors (banking, commercial, agricultural, health and education) employers selected
from major urban centres of Anambra State – Awka, Nnewi and Onitsha. Although the study was not
a large scale as to warrant generalization, results thereof had shown that participants highly desire
self- management skills above other skills embedded in the employability skills. Furthermore, the
study found no significant difference among banking, health, commercial and education sectors
1
across all employability skills. However, employers of labour in agricultural sector differed
significantly with rest of the sectors. This indicates relative consistence among all the sectors of the
employers on what should be the employability skills required from the undergraduates for success
and growth of today’s workplace. Therefore, it will not be out of place to assess the level of
employability of graduates of higher education on these six domains of employability skills.

Introduction

Globalization, technological change, increased competitiveness and the growing sophistication of

customers and clients have prompted shifts in both national and global economy. The success of

individuals and businesses in this knowledge driven economy will depend on the skills, creativity and

imagination of our people. Higher education is consistently being faced with the challenge of

responding to employment needs which includes the development of generic employability skills

widely valued in employment. Most other countries of the world like United Kingdom, America,

Australia, to mention but few, have been responding to this new paradigm in economy shifts by

numerous researches and training programmes geared towards adequately preparing their youth not

only to face these challenges in the labour market, but also create opportunities for others.

Review of literature on current trends in developed world, shows that the level of the preparation of

their youth in generic employability skills may account for a good percentage in gap between their

youth employment and ours. For Example, Greatbatch and Lewis (2007) noted that generic

employability skills have become part of a national agenda in education and training for primary,

secondary, further and higher education, and their development is a priority for the UK government.

These generic skills have been found to contribute positively in personal development, world of work

and family life. Research has also shown that a good number of employers would prefer to employ

graduates with these skills even if they have to give them industry based training skills (McLeish,

2002).

2
It has been variously acknowledged that higher education has the task of producing the necessary

manpower needed for the growth and development of the economy. These youths can only make

meaningful contributions if they are gainfully employed and they achieve gainful employment if they

are adequately prepared in view of the demands of the labour market.

Employability has gained many more names such as “Core,” “key,” “transferable,” “general,” “non-

technical” and “soft” (Robinson, 2006). Similarly, Saterfiel and McLarty (2004) saw employability

as foundational skills upon which a person must build job-specific skills (i.e., those that are unique to

specific jobs). They are also known by several other names, including key skills, core skills, life

skills, essential skills, key competencies, necessary skills, and transferable skills (DEST 2002a in

Precision Consultancy, 2007:10). The Business Council of Australia and the Australian Chamber of

Commerce and Industry (2002) in Smith & Comyn, (2003) defined employability as skills required

not only to gain employment but also to progress within an enterprise so as to achieve ones potential

and contribute successfully to enterprise strategic directions. They further identified these skills as

communication, team work, problem-solving, initiative and enterprise, planning and organizing, self

management, learning and technology skills.

Overtoom (2000:2 in Ogbeide, 2006) defined employability skills as “transferable core skill groups

that represent essential functional and enabling knowledge, skills and attitudes required by the 21st

century workplace… necessary for career success at all levels of employment and for all levels of

education”. This definition appears to expose the relevance of employability skills both as an end and

as a means to an end, hence it’s capacity of enhancing one’s potentials for learning.

Defining employability from employers’ point of view, Mason,William and Cranmer (2006:4) says:

“employability’ often seems to refer to ‘work-readiness’, that is, possession of the skills, knowledge,

3
attitudes and commercial understanding that will enable new graduates to make productive

contributions to organisational objectives soon after commencing employment.”

York (2004:3) sees it as “a set of achievements – skills, understandings and personal attributes – that

makes graduates more likely to gain employment and be successful in their chosen occupations,

which benefits themselves, the workforce, the community and the economy.” Although the

possession of employability as not an automatic license for employment as suggested in York’s

definition, Greatbatch and Lewis (2007) keenly observed that employers seek to recruit and retain

employees with these skills; thus, education programs that emphasise such skills offer learners a

comparative advantage in the labour market.

Writing on employability skills in Canada, the Association of Canadian Community Colleges (1998)

states that employability skills are the generic skills, attitudes and behaviours that employers look for

in new recruits and which they develop through training programs for current employees. In the

workplace, as in school, the skills are integrated and used in varying combinations, depending on the

nature of the particular job activities. According to the Corporate Council of Education,

employability skills are developed in school and through a variety of life experiences outside school.

The existence of varying definitions of employability indicates that there is no singular generally

accepted list of employability skills. For McLeish (2002) in Australia, it is a list of nine (9)

domains/framework, consisting of personal values; communication, teamwork, problem solving,

initiative and enterprise, planning and organizing, learning and technology. Ong & Sharma (2008) in

Malaysia, derived 15 domains of 36 indications consisting of; learn new skills and procedures, work

in a team, making decisions, solve problems, adapt knowledge to new situations, work with minimum

supervision, understand ethics and social/cultural implications of decisions, question accepted

wisdom, open to new ideas and possibilities, think and reason logically, think creatively, analyse and

make mature judgement.

4
However, Greatbatch and Lewis (2007:7) tried to harmonize the various lists of employability skills

drawn from United Kingdom, Europe, Australia and North America and came up with 7 domains

consisting of: fundamental skills (literacy, using numbers, technology skills); people-related skills

(communication, interpersonal, influencing, negotiation, team working, customer service and

leadership skills); conceptualising/thinking skills (information management, problem solving,

planning and organizing, learning, thinking innovation and creativity and reflective skills); personal

skills and attributes (being enthusiastic, adaptable, motivated, reliable, responsible, honest,

resourceful, committed, loyal, flexible, well presented, sensible, able to manage time and deal with

pressure and skills); skills related to business world (innovative skills, enterprise skills, commercial

awareness, business awareness skills) and finally skills related to the community such as citizenship

skills.

Evidently, these skills appear very fluid and so context based that there is need to identify the skills

that are measurable and amenable to reliable assessment and reporting. It is in line with this that

Hambur, Rowe and Luc (2002) Australian Council for Educational Research, developed “Graduate

Skills Assessment” based on four domains of employability skills – Written communication,

problem-solving, critical thinking and interpersonal understanding – deriving from extensive research

of employers and other stakeholders rating of the relevance of these skills. This is consistent with

Maher and Graves (2007:4) position that “the first step to addressing employability is to establish

what it is that makes students employable and how this can be developed and then audit their

curriculum to evaluate how this can be achieved.” This work is therefore a preliminary search into the

employability skills which are of utmost relevance to the employers of labour in Nigeria and see how

these skills are consistent among the different occupation sector employers of labour.

5
Statement of the problem

Nigeria is a nation of unlimited potentials and untapped resources. These can be harnessed through

her youth. It is however unfortunate that the youth appears not to be fully prepared to jumpstart the

nation’s economy as a result of unemployment. In spite of the problem of unemployment, enrolment

into higher institutions has been on the increase and graduates are coming out of these institutions

with more trepidation. Their parents and the community are anxious for a return for the huge

investment in their children’s education which most of the time is not in sight. This heightened

anxiety has led to students being fixated on the acquisition of high grades on graduation believing it

will increase their likelihood of gaining employment and so heaps of reports of all forms of

examination malpractices are shown for it. However, Ogunleye, Oke, Adeyemo, and Adenle, (2007)

observed that one of the causes of graduate unemployment in Nigeria is that universities and other

tertiary institutions are not training people with appropriate skills required for a 21st century

competitive global economy dominated by Information Technology (IT).

Substantial number of studies done outside done by researchers across the globe, have shown that

employers of labour would prefer to recruit graduates who posses these employability skills. There

need to identify which of these employability skills are of high relevance to employers of labour

when considering graduates for employment. Fully equipped with the information, providers of

higher education and educators can proceed with the assessment of undergraduates’ relative standing

on employability skills. Undoubtedly, results from such assessment would contribute to the

preparation of the students in line with these skills before graduation. This study therefore addresses

the following questions: 1) What are the employability skills most relevant to employers of labour

across all occupational sectors? 2) Do these employability skills differ significantly among different

occupational sectors employers?

Methodology

6
Participants of the study include 276 personnel managers/managers distributed as follows; banking

(51), commercial (59), agricultural (66), health (50) and education (50) occupational sectors. These

were drawn through purposive sampling from the major urban centres in Anambra state – Awka,

Nnewi and Onitsha. A synthesis of employability skill domain and their indicators enabled the

researchers select 6 domains and 40 indicators which were used to develop a 40-item questionnaire

used for data collection. A 4-point likert type scale of very high relevance (4) to no relevance (1) was

the response category. The reliability coefficient of internal consistency of the 6 domains ranged from

.79 to .94. Mean standard deviation and analysis of variance were used for data analysis.

Results

Research Question 1

Table 1.

Rank order of mean scores of employability skills by employers

Employability Skills Mean SD

Self-management 3.65 .432

Teamwork 3.54 .576

Critical thinking and problem 3.53 .501

solving
personal skills and attributes 3.51 .589

Initiative and enterprise 3.50 .435

Communication skills 3.46 .377

The table above shows that the six employability skills mean scores exceeded the scale mean of 2.5.

This an indication that they were rated by the all occupational sectors employers as being highly

relevant when considering graduates for employment. However, self-management which had mean

score of 3.65 was valued more than the all the others. This was followed by teamwork which had

mean score of 3.54 while problem solving was ranked third.

7
Research Question 2

Table 2.
Mean Scores of Occupational sectors employers on Employability
Employability Banking Commercial Agricultural Health Education Total
Skills
Mean SD Mean SD Mean SD Mean SD Mean SD Mean SD
Communication
3.56 .365 3.53 .350 3.24 .387 3.56 .323 3.48 .349 3.46 .377
skills
Critical
thinking/problem 3.67 .410 3.60 .449 3.24 .664 3.60 .343 3.59 .387 3.53 .501
solving
personal skills
3.69 .537 3.58 .524 3.28 .465 3.58 .706 3.57 .653 3.53 .589
and attributes
Self-management 3.77 .377 3.67 .396 3.28 .493 3.86 .209 3.81 .284 3.65 .432
Initiative/enterpri
3.64 .356 3.53 .407 3.14 .485 3.72 .270 3.59 .318 3.50 .435
se
Teamwork 3.69 .512 3.55 .533 3.41 .351 3.56 .742 3.53 .705 3.54 .576

Table 2 indicates that across all the occupational sectors, all the employability skills were of highly

relevant for consideration in the graduates’ employment. However employers from agricultural

sectors had the lowest mean score in all the employability even though they perceived all these skills

to be relevant for the selection of prospective graduates employees. Further study of the table

showed that self-management, which consistently maintained relatively low standard deviation across

all groups, is the most desired employability across all the occupational sectors.

8
Table 3.

ANOVA of Mean Scores on Employability Among Occupational Sectors Employers

Sum of Mean
Squares df Square F Sig.
Communication Between Groups 4.63 4 1.157
9.07 .000
skills Within Groups 34.55 271 .128
Total
39.18 275
problem-solving Between Groups 7.16 4 1.790 7.84 .000
Within Groups 61.88 271 .228
Total 69.04 275
Personal Skills and Between Groups 5.77 4 1.441
4.36 .002
Attributes Within Groups 89.69 271 .331
Total
95.45 275
Self-Management Between Groups 13.33 4 3.332 23.75 .000
Within Groups 38.03 271 .140
Total 51.36 275
Initiative & Between Groups 12.40 4 3.100
21.13 .000
Enterprise Within Groups 39.76 271 .147
Total
52.16 275
teamwork Between Groups 12.83 4 3.208 19.31 .000
Within Groups 45.00 271 .166
Total 57.83 275

Table 3 indicates that the mean scores of employability skills vary significantly as shown by the
p<0.05. The multiple comparison test showed that mean scores in the six domains of employability,
agricultural sector differ significantly from the rest of the others - banking, commercial, health and
education (cf. Appendix II: Multiple comparison test).

Discussion
This study is aimed at finding out the employability skills most favoured by employers of labour and

whether these skills are consistent among the different occupational sectors. An analysis of data in
9
this study revealed that all the six domains of employability skills were of high relevance to the

employers. However, self-management is the most valued by the all the employers. Self-management

skills outcome includes ability to set goals and priorities in work and personal life, the ability to

manage time, money and other resources to achieve goals amongst others. Each of these was rated

higher than all other items. (cf. Appendix I: Item by Item mean scores). This contrasts with the

findings of McLeish (2002) who found that employers value more skills in communication and

teamwork. This difference could be attributed to the socio-cultural difference in values. In view of

present situation in Nigeria, it would appear that employers of labour would prefer, above all,

graduates who would counter the problem of mismanagement of funds and resources which have

been the major setback to the growth and development of enterprise and the overall development of

the nation.

It is also interesting to note that employers in banking, commercial, health and education sectors do

not differ significantly in their mean opinion. This is an indication that there exists considerable

consistency in agreement on self-management as most desirable skills, followed by teamwork,

problem solving, initiative and enterprise and finally communication skills.

Conclusion:

Bello (2003) captures the true picture of Nigerian graduates’ situation when he describes how common it

is to find unemployed graduates expressing futility in job seeking having remained in the job market for

four, five or more years without exit point. Many eventually give up job finding and take to any means of

livelihood without minding the legal implications or consequences. Many scholars attributed greater

percentage of the problem to poor preparation of the graduate leading to a mismatch between what

employers of labour expect and what the higher education produces. The challenge therefore is to make

higher education produce graduates that are employable. A new set of generic employability skills have

been seen as pre-requisite for self-employment and for success in other domains of life. Its acquisition

10
therefore makes the recipients have comparable advantage over others in this era of unprecedented high

competition in labour market (Allen Consulting Group Report, 2006).

This study which aimed at identifying the extent employers of labour rate these skills as being relevant in

their consideration of graduates for employment, found that the employers rated self-management highest

in the list of relevant skills, while also identifying teamwork and problem solving as second and third in

order of relevance.

While acknowledging the limitations of the study that has to do with the adequacy of sampling to

warrant generalization, it is very important to note this study offers a preliminary step towards a

solution to youth unemployment problem. This solution can be optimized through institution-wide

employability skills assessment for undergraduates of higher education in Nigeria.

Reference

Association of Canadian Community Colleges (1998) The Relevance Of Education To The World Of
Work, With A Focus On Youth Employment. Retrieved from
http://www.cmec.ca/nafored/accc.en.stm. on 10th June, 2008
Bello, T. (2003). Attacking unemployment hurdles in the fragile economies of the sub – Saharan
africa: the experience of nigeria. Being A Paper Presented At The - Economics For The
Future – Conference; On The Occasion Of The Celebration Of 100 Years Of Cambridge
Economics; Cambridge, United Kingdom.
Curtis, D & McKenzie, P (2001) Employability Skills for Australian Industry: Literature Review
and Framework Development, Melbourne, Australian Council for Educational Research.
Retrieved from http://www.youthengagement.sa.edu.au/files/links/literature_researc_1.pdf on
10th June, 2008
Greatbatch, D. & Lewis, P. (2007) Generic Employability Skills II. Retrieved from
http://www.swslim.org.uk/ges/documents/GES_II-FULL_REPORT_06.03.07.pdf on 25th
June, 2008.
Hambur, S; Rowe, K & Luc, L.T (2002) Graduate Skills Assessment. Stage One Validity Study.
Retrieved from http://www.dest.gov.au/NR/rdonlyres/FB832CDF-A333-4026-9C55-
56F3A55ACE0B/808/03_2.pdf on 3rd March, 2008
Mason,G.; Williams, G. & Cranmer, S. (2006). Employability Skills Initiatives in Higher
Education: What Effects Do They Have On Graduate Labour Market Outcomes? Retrieved
http://www.niesr.ac.uk/pdf/061006_91251.pdf on 22nd May, 2008
McLeish, A (2002). Employability Skills for Australian small and medium sized enterprises.
Retrieved from http://www.dest.gov.au/NR/rdonlyres/18847ED7-5812-40F5-8F38-
3BAE473B7C88/2216/SME_research.pdf on 22nd May, 2008
Ogbeide, G. (2006) employability skills and students’ self-perceived competence for careers in the
hospitality industry. A Dissertation Presented to the faculty of the Graduate School
University of Missouri-Columbia Columbia, Missouri. Retrieved from
edt.missouri.edu/Fall2006/Dissertation/OgbeideG-121506-D5956/ on 3rd June, 2008
11
Ogunleye, A. O., Oke, C. O., Adeyemo, S. A. & Adenle, S. O. (2007). A Survey of Factors
Determining the Employability of Science and Technology Graduates of Polytechnics and
Universities in the Nigerian Labour Market. Retrieved from
www.ioe.ac.uk/calendar/Cttes/CONFERENCE/32%20Ogunleye%20final.doc on 3rd May,
2008
Precision Consultancy, (2007) Graduate Employability Skills. A report for the Business, Industry and
Higher Education Collaboration Council – Australia. Retrieved from
http://www.dest.gov.au/NR/rdonlyres/E58EFDBE-BA83-430E-A541-
2E91BCB59DF1/20214/GraduateEmployabilitySkillsFINALREPORT1.pdf on 23rd June,
2008
Robinson, J.S. (2006) Graduates’ and employers’ perceptions of entry-level employability skills
needed by agriculture, food and natural resources graduates. Retrieved from
http://edt.missouri.edu/Winter2006/Dissertation/RobinsonJ-051206-D5196/research.pdf on
22nd May, 2008
Saterfiel, T.H.; & McLarty, J. R. (2008). Assessing Employability Skills. Eric Digest. Retrieved
from http://www.ericdigests.org/1996-3/assessing.htm on 10th June, 2008.
Smith, E. & Comyn,P (2003)The development of employability skills in novice workers.
Retrieved from www.ncver.edu.au/research/proj/nr2005.pdf 10th June, 2008.
The Allen Consulting Group (2006) Assessment and reporting of employability skills in Training
Packages. Retrieved from http://www.dest.gov.au/NR/rdonlyres/D77220DC-78AB-42C6-
86A6-2FA61BE1A69D/12778/Assessment_and_Reporting_Employability_Skills_3103.pdf
On 12th April, 2008
Yorke, M. (2004) Employability in higher education: what it is what it is not. .Employability serie
s one. Retrieved
http://www.heacademy.ac.uk/resources/publications/learningandemployability on 12th April,
2008
Yorke, M. and Peter Knight, P. (2004). Embedding Employability into the Curriculum. Retrieved
from http://www.heacademy.ac.uk/resources/publications/learningandemployability on 12th
April, 2008

12
 APPENDIX I
Item-by-tem Mean Rating of Employers on Employability Skills

Occupational Sectors Employers

Banking Commercial Agricultural Health Education Total
Employability Skills
Questionnaire Items Mean SD Mean SD Mean SD Mean SD Mean SD Mean SD
Read & understand information
presented in variety of forms 3.8039 .4480 3.8136 .4725 3.7727 .4898 3.9000 .3030 3.8600 .4045 3.8261 .4333
Write & speak so others pay
attention and understand 3.6667 .5537 3.6271 .5539 3.3333 .4750 3.6400 .6928 3.5000 .6776 3.5435 .5984
Listen & ask questions to
understand & appreciate points 3.6275 .5643 3.6610 .4774 3.2727 .5128 3.6200 .5303 3.5400 .5424 3.5326 .5417
of views of others
Share information using range
of ICT like computer & email 3.6275 .5276 3.5593 .5341 3.2727 .4488 3.7400 .4431 3.6600 .5194 3.5543 .5193
Use scientific, technological &
mathematical knowledge & 3.4510 .5766 3.4407 .5951 3.2273 .7399 3.1400 .7562 3.4400 .5771 3.3370 .6651
skills to clarify ideas
Locate, gather & organize
information using appropriate 3.5098 .8092 3.5085 .6790 3.3182 .5859 3.6600 .4785 3.7400 .4869 3.5326 .6344
tech. & information systems.
Access, analyse and apply
knowledge and skills from 3.4706 .7308 3.5593 .5951 3.0758 .7084 3.5200 .5799 3.4600 .5424 3.4022 .6615
various disciplines
Writing both external and
internal business 3.3333 .5887 3.2881 .6173 2.7273 .5128 3.4200 .7309 3.1000 .7071 3.1522 .6758
communication
Responding to other’s
comments during a 3.5098 .6441 3.3220 .7295 3.1212 .4477 3.4200 .7309 3.0200 .7420 3.2717 .6785
conversation
Assess and identify problems
3.8039 .5664 3.6610 .6327 3.3030 .9441 3.5600 .7602 3.6200 .6966 3.5761 .7565
Seek different points of view &
evaluate them based on facts 3.6667 .5538 3.6441 .6369 3.1970 1.011 3.7600 .4763 3.4800 .6141 3.5326 .7304
Recognize the different
dimensions of problem 3.3529 .9127 3.2542 1.010 3.2273 .7999 3.5600 .7329 3.2800 1.069 3.3261 .9118
Be creative and innovative in
exploring possible solutions 3.8235 .4777 3.7458 .5752 3.1364 .8925 3.4800 .7887 3.8000 .4948 3.5761 .7271
Readily use science, technology
and mathematics as ways to 3.7451 .5601 3.6271 .6669 3.3939 .8572 3.5800 .7025 3.5800 .6727 3.5761 .7119
think ,and solve problems
Evaluate solutions to make
recommendations or decisions 3.4118 .9204 3.2373 1.023 3.2879 .9075 3.3800 .8053 2.9200 1.046 3.2500 .9529
Effectively implement solutions
3.5882 .6686 3.5593 .7491 3.1061 .7672 3.0000 1.178 3.4600 .8381 3.3370 .8773
Making decisions based on
thorough analysis of situations 3.8431 .3673 3.7458 .5442 3.3182 .6363 3.8400 .3703 3.9000 .3030 3.7065 .5230
Identify root cause of problem
3.6471 .7956 3.7797 .4937 3.2273 .7804 3.9000 .3030 3.9400 .3136 3.6739 .6456
Check to see if solutions works
and act on opportunities for 3.8431 .4182 3.7288 .4853 3.2273 .5490 3.9000 .3031 3.9200 .2740 3.6957 .5060
improvement
Feel good about self and be
confident 3.6471 .7700 3.6949 .6761 3.5152 .5614 3.5800 .9916 3.6200 .9233 3.6087 .7810

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Deal with people, problems and
situations with honesty, 3.8039 .4907 3.6441 .6634 3.5455 .5597 3.5600 .8369 3.5600 .7866 3.6196 .6743
integrity and ethics
Recognize self and other
people’s efforts 3.6078 .6951 3.5085 .6532 3.2727 .7135 3.5800 .7584 3.5400 .7342 3.4891 .7159
Deal with pressure and stress
3.6667 .7118 3.5763 .6216 2.9091 .5745 3.5800 .7025 3.6400 .6627 3.4457 .7139
Show commitment and
reliability 3.7059 .6417 3.4746 .6527 3.1515 .7069 3.6000 .6999 3.5000 .6776 3.4674 .6998
Employability Skills
Questionnaire Items Banking Commercial Agricultural Health Education Total

Mean SD Mean SD Mean SD Mean SD Mean SD Mean SD

Set goals and priorities in work
and personal life 3.7843 .5409 3.6441 .5802 3.4242 .4980 3.9400 .2399 3.8400 .3703 3.7065 .5017
Plan and organize activities in
personal life and office work 3.8431 .3673 3.6102 .4919 3.3182 .4693 3.9000 .3030 3.7600 .4314 3.6630 .4735
Manage time, money and other
resources to achieve goals 3.7647 .4728 3.7627 .4675 3.2879 .7599 3.7800 .4185 3.8200 .4375 3.6630 .5773
Show accountability for actions
taken. 3.6863 .6161 3.6441 .5172 3.0758 .6636 3.8000 .4041 3.8200 .4375 3.5761 .6131
Carry out multiple tasks or
projects 3.7843 .4154 3.5932 .5608 3.1667 .3755 3.7800 .5067 3.6800 .5510 3.5761 .5373
Show creativity in assignments
3.1176 1.211 3.3898 .6699 2.9697 .7639 3.7200 .4536 3.5400 .5034 3.3261 .8105
Develop strategic vision
3.7451 .5232 3.6271 .6669 3.0606 .8923 3.6600 .5194 3.5800 .6091 3.5109 .7159
Ability to work without
supervision and show good 3.8627 .3475 3.7627 .4675 3.3030 .5254 3.9000 .3031 3.8800 .3282 3.7174 .4746
results
Resourceful and forthcoming
3.6667 .7118 3.2881 1.001 3.0455 .7732 3.7000 .5803 3.3200 1.038 3.3804 .8718
Identify and suggest alternative
ways to achieve goals 3.6863 .6161 3.5424 .5357 3.3030 .6787 3.5600 .5771 3.5200 .6141 3.5109 .6178
Working well with fellow
workers 3.6863 .7613 3.3220 1.024 3.5455 .5018 3.4000 1.049 3.0800 1.242 3.4130 .9475
Relating well with supervisor
3.7059 .7292 3.5593 .7491 3.5152 .5036 3.5800 1.011 3.4800 .9311 3.5652 .7858
Recognize and respect people’s
.5613
diversity, individual difference 3.7255 .6657 3.6780 .6808 3.4848 3.6000 .9897 3.5800 .9278 3.6087 .7669
8
and point of view
Contribute to team work by
information and expertise 3.6471 .6877 3.6441 .6634 3.4848 .5036 3.4600 .9941 3.6000 .9258 3.5652 .7575
Understand and work within
the culture of the group 3.6667 .4761 3.4915 .6532 3.1818 .5236 3.6000 .4949 3.7800 .4184 3.5217 .5620
Manage and resolve conflict
within group when appropriate 3.6863 .5095 3.5932 .4955 3.2273 .4898 3.7000 .4629 3.6600 .4785 3.5543 .5193

14
 APPENDIX II
Multiple Comparisons

Scheffe

Mean
Dependent Difference
Variable (I) GROUP (J) GROUP (I-J) Std. Error Sig.
Mean score banking commercial .0245 .06827 .998
Communication Agricultural .3199(*) .06657 .000
Health -.0067 .07106 1.000
Education .0756 .07106 .889
commercial banking -.0245 .06827 .998
Agricultural .2954(*) .06398 .000
Health -.0311 .06864 .995
Education .0511 .06864 .968
Agricultural banking -.3199(*) .06657 .000
commercial -.2954(*) .06398 .000
Health -.3265(*) .06695 .000
Education -.2443(*) .06695 .011
Health banking .0067 .07106 1.000
commercial .0311 .06864 .995
Agricultural .3265(*) .06695 .000
Education .0822 .07142 .857
Education banking -.0756 .07106 .889
commercial -.0511 .06864 .968
Agricultural .2443(*) .06695 .011
Health -.0822 .07142 .857
mean score banking commercial
.0742 .09136 .956
problem-solving
Agricultural .4301(*) .08909 .000
Health .0765 .09510 .957
Education .0825 .09510 .944
commercial banking -.0742 .09136 .956
Agricultural .3559(*) .08561 .002
Health .0023 .09185 1.000
Education .0083 .09185 1.000
Agricultural banking -.4301(*) .08909 .000
commercial -.3559(*) .08561 .002
Health -.3536(*) .08959 .004
Education -.3476(*) .08959 .005
Health banking -.0765 .09510 .957
commercial -.0023 .09185 1.000
Agricultural .3536(*) .08959 .004
Education .0060 .09557 1.000
15
 Education banking -.0825 .09510 .944
commercial -.0083 .09185 1.000
Agricultural .3476(*) .08959 .005
Health -.0060 .09557 1.000
Personal skills banking commercial .1066 .10999 .919
Agricultural .4075(*) .10725 .007
Health .1063 .11449 .930
Education .1143 .11449 .910
commercial banking -.1066 .10999 .919
Agricultural .3009 .10307 .077
Health -.0003 .11058 1.000
Education .0077 .11058 1.000
Agricultural banking -.4075(*) .10725 .007
commercial -.3009 .10307 .077
Health -.3012 .10786 .103
Education -.2932 .10786 .120
Health banking -.1063 .11449 .930
commercial .0003 .11058 1.000
Agricultural .3012 .10786 .103
Education .0080 .11506 1.000
Education banking -.1143 .11449 .910
commercial -.0077 .11058 1.000
Agricultural .2932 .10786 .120
Health -.0080 .11506 1.000
mean score Self- banking commercial
.1044 .07162 .713
Management
Agricultural .4931(*) .06984 .000
Health -.0854 .07455 .859
Education -.0404 .07455 .990
commercial banking -.1044 .07162 .713
Agricultural .3887(*) .06712 .000
Health -.1897 .07201 .142
Education -.1447 .07201 .403
Agricultural banking -.4931(*) .06984 .000
commercial -.3887(*) .06712 .000
Health -.5785(*) .07023 .000
Education -.5335(*) .07023 .000
Health banking .0854 .07455 .859
commercial .1897 .07201 .142
Agricultural .5785(*) .07023 .000
Education .0450 .07492 .985
Education banking .0404 .07455 .990
commercial .1447 .07201 .403
Agricultural .5335(*) .07023 .000
Health -.0450 .07492 .985
mean score banking commercial
Initiative & .1099 .07324 .690
Enterprise
Agricultural .5024(*) .07141 .000
Health -.0762 .07623 .910
Education .0571 .07623 .967

16
 commercial banking -.1099 .07324 .690
Agricultural .3925(*) .06863 .000
Health -.1861 .07363 .175
Education -.0528 .07363 .972
Agricultural banking -.5024(*) .07141 .000
commercial -.3925(*) .06863 .000
Health -.5786(*) .07182 .000
Education -.4453(*) .07182 .000
Health banking .0762 .07623 .910
commercial .1861 .07363 .175
Agricultural .5786(*) .07182 .000
Education .1333 .07661 .554
Education banking -.0571 .07623 .967
commercial .0528 .07363 .972
Agricultural .4453(*) .07182 .000
Health -.1333 .07661 .554
mean score banking commercial
.0995 .07791 .803
teamwork
Agricultural .5181(*) .07597 .000
Health -.0109 .08110 1.000
Education -.0124 .08110 1.000
commercial banking -.0995 .07791 .803
Agricultural .4186(*) .07301 .000
Health -.1104 .07833 .738
Education -.1118 .07833 .729
Agricultural banking -.5181(*) .07597 .000
commercial -.4186(*) .07301 .000
Health -.5290(*) .07640 .000
Education -.5304(*) .07640 .000
Health banking .0109 .08110 1.000
commercial .1104 .07833 .738
Agricultural .5290(*) .07640 .000
Education -.0014 .08150 1.000
Education banking .0124 .08110 1.000
commercial .1118 .07833 .729
Agricultural .5304(*) .07640 .000
Health .0014 .08150 1.000
* The mean difference is significant at the .05 level.

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