1.1 understandings and personal attributes-that make graduates more

1.1 IntroductionIn today’s dynamicbusiness era, augmenting employability skills in managementeducation is   considered as amajor challenge by all the educational institutions. Management educationfocuses on developing a broad range of managerial knowledge and abilities.

Moreemphasis is given to the performance of the candidates on the job and thisrequires a set of skills that match  thejob. In addition to subject-specific job, students are required to hone theirteam building and communication skills. This paper sheds light on the existingresearch results, practices of employability skills and presents the review onaspects like Employability definitions, employability skills, employer needsand expectations harmonizing employer needs and the nature of employability.India witnessed a colossal change in its educational system in the 21st century. Many of the management institutions are stillfollowing the traditional method of teaching. The need of the hour is to bridgethe gap between academia and industry. Management education in India is notvery old, after the establishment of the IITs, there was dire need for similarestablishments in the field of management education.

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Thus came into existenceIndian Institute of Management Ahmedabad (IIMA), followed soon after by one inKolkata                                                                                          Definitionsof Employability  A widely accepteddefinition of employability is a set of achievements-skills, understandings andpersonal attributes-that make graduates more likely to gain employment and besuccessful in their chosen occupations, which benefits themselves.  Yorke & Knight  define employability as a set ofachievements-skills, understandings and personal attributes-that make graduatesmore likely to gain employment and be successful in their chosen occupations,which benefits themselves, the workforce, the community and the economy.  Employability from theperspective of HEIs is therefore about producing graduates who are capable andable, and this impact upon all areas of university life, in terms of thedelivery of academic programmes and extra curricula activities. Fundamentallythen, employability is about learning, learning how to learn and employabilityis not a product. EmployabilitySkills  Employability skillsare the non-technical skills and knowledge necessary for effective participationin the workforce. They can include skills such as communication,self-management, problem solving and teamwork. They are also sometimes referredto as generic skills, capabilities, enabling skills or key competencies. NewEmployability Skills Framework The Australian Governmentis funding the development of a new framework for employability skills.

A newname-Core Skills for Employment has been proposed and is currently beingconsidered. The framework is aimed at those preparing people for work. It willhave broad application across all ages and education, training and employmentsectors, and will include elements addressing skills development and assessmentRecommendations of Learning Skills & Numeracy (LSN) With the aim ofsupporting this area of important work, this report makes four recommendationsas potential next steps. ·The provision of clearinformation, advice and guidance to raise the aspirations of people enteringemployment and in employment towards learning and skills ·The development of asingle generic employability framework that addresses generic transferableemployability skills between sectors, jobs, markets and regions ·The adoption of a„talent? agenda that builds on positive, rather than deficit, models of initial,formative and summative assessment ·Approach the currentvocational reform as an opportunity to develop innovative and creative approaches toembedding and measuring „employability skills? and reconnect employers, individualsand education Providers  UniversalEmployability Skills·        CommunicationSkills·        Teamwork Skills·        Self-Motivated/Abilityto work with little or no supervision·        Problem-Solving/Decision-Making,Reasoning/Creativity skills·        Dedication/Hardworking/WorkEthic·        Planning/OrganizingSkills·        Dependability/Reliability/Responsibility·        Adaptability·        Availability/Flexibility·        Honesty/Integrity/Morality—CharacterCounts!·        Computer/TechnicalSkills·        InterpersonalAbilities·        SelfPresentation Skills·        Multi-TaskingSkills·        PositiveAttitude/Motivation/Energetic·        Self-Confidence·        Leadership/ManagementSkills·        MulticulturalSensitivity/Awareness·        Loyalty·        Professionalism·        Willingness  to Learn·        Customer ServiceSkills·        Common Sense  Employability ·        Having and usingyour life skills and abilities to be hired and stay hired.·        Most peoplechange careers at least 5-7 times in their lives. Skills developed in one jobcan be used in different lines of work or industries.·         Present positive qualities·        Communicateeffectively with ALL employers, co-workers, and consumers (i.

e. customers,clients, patients, users, etc.)·        Meet yourresponsibilities at work Whatare employability skills?Knowledgein a specific career.

E.g: ·        An electricianknows wiring·        An auto mechanicknows engine repairDecisionMaking – Shows you know how to evaluate options.ProblemSolving – Shows leadership role to find a positive solution. Goal Setting – Shows you know how to set up aplan to achieve specific goals 1.

2 Objectives ·        To understand Conceptof Employability skills.·        To identify theimportance of employability skills from the perspective of industrialemployers. ·        b. To determinedifferences in the importance of employability skills from the perspective ofemployers based on company size, company type and ownership status of thecompany. 1.3  RationaleThe employers rated theimportance of employability skills at a high level.

This shows that allemployers, placing employability skills as must be owned by all graduates toenable them to compete in the global market. The authorities of educationinstitution should enhance the employability skills of the students eitherthrough the professional development of lecturers, curriculum and cocurriculum. people in particular thecountry in general.ResearchMethodologyThis study used a descriptiveresearch design with quantitative approached. This study aims to identify theimportance of employability skills from the perspective of industrialemployers.Secondary Data is collected from the books, publication, Records ofthe companies, Websites.

 1.6 Need of Employability Skills ·        Employabilityas a Performance Indicator Employabilityis frequently spoken about in relation to the ranking of institutions with theUniversity league tables, in which Employability is used as a performanceindicator relating to the employment rates of graduates as measured and definedby the HESA Destinations of Leavers from Higher Education (DLHE). ·        Employabilityas a Commodity The concept of Employability as acommodity is closely linked to government policy in which graduates represent avaluable resource in the increasingly knowledge based economy.

The ability ofgraduates to be able to respond to the changing needs of a rapidly developinglabour market is seen as vital for economic growth. ·        Employabilityas Skills, Knowledge and AttributesThe definition of employability that underpins the work of the Higher EducationAcademy and ESECT is: “A set of skills, knowledge and personal attributesthat make an individual more likely to secure and be successful in their chosenoccupation. ·        Employabilityto meet Employer Needs Increasingly,employers are demanding skills from graduates which are outside the subjectarea of their course of study in Higher Education. Indeed, some employers haveplaced less importance on graduates’ actual degree discipline in favour of themore generic skills which they have acquired: Employers generally see agraduate’s achievements related to the subject discipline as necessary but notsufficient for them to be recruited·        EmployabilitySkills in the Context of this GuideThis guide focuses on the skills set which has been identified as a fundamentalelement of graduate employability and takes its point of reference from the keyskills framework:  ·        Written communication·        Oral communication·        Group work ·        Problem solving ·        Application of number(numeracy). ·        Employability Skills – Skills You Need for a JobFor many people today, a career for life is no longer anoption. Most people will hold jobs with a variety of employers and move acrossdifferent employment sectors through their working life.

We all need to be flexible in our working patterns and beprepared to change jobs and/or sectors if we believe there are betteropportunities elsewhere.In order to be flexible we need a setof ‘transferable skills’ – skills thatare not specific to one particular career path but are generic across allemployment sectors. 1.7.Importance of Employability Skills  Employability Skillsare essential features of each of the qualifications available in the Frameworkand therefore consideration must be given to the ways in which they can beaddressed when designing learning activities and assessment instruments. It isimportant for trainers and assessors to know that Employability SkillsSummaries: • provide examples ofhow each skill is applicable to the job roles covered by the qualification.

• contain generalinformation which is further explained as measurable outcomes of performance inthe units of competency in each qualification. • have varying detaildepending on the range of job roles covered by the qualification in question. • are not exhaustivelists of qualification requirements or checklists of performance (which areseparate assessment tools that should be designed by trainers and assessorsafter analysis at the unit level). • contain information that may also assist inbuilding learners’ understanding of industry and workplace expectations1.7 Conclusion. While there arevariations in the classification of employability, there is a broadunderstanding of what qualities, characteristics, skills and knowledgeconstitute employability in general and for graduates in particular. Employersexpect graduates to have the technical and discipline competences from theirdegrees but require graduates to demonstrate a range of broader skills andattributes that include team-working, communication, leadership, criticalthinking, problem solving and often managerial abilities or potential.

It isarguable that specific definitions are less important than an agreed focus on approacheswhich foster transferable skills and the attributes that will enable graduatesto find appropriate employment, progress in their work and thus facilitate thesuccess of their organisations and contribute to society and the economy.Perhaps above all, the literature and our own findings have overwhelminglyhighlighted the importance of placements, internships and workbased learningopportunities as an effective way of providing university students withrelevant employment skills, knowledge and awareness of employer culture. Theliterature on graduate employability, and our research, both reveal that whilethere have been important developments in terms of activity across HEIs toaddress graduate employability, the extent to which this is happening and thelevel to which it is embedded across the sector is uncertain. This is despitedevelopments in government policy to encourage HEIs and employers to worktogether to develop approaches measures that contribute to graduateemployability. While there are numerous examples of employers and HEIs workingto promote graduate employability in the literature and in our research, thereare still issues and barriers between employers and many of those responsiblefor HEI policy, particularly in terms of differences in mindset, expectationsand priorities. There are concerns from some academics about employabilitymeasures in their universities diminishing the academic integrity of highereducation provision. There is also frustration from employers about courses notmeeting their needs.

However, there appears to be no fundamental reason whyHEIs and employers cannot reach a consensus on educational approaches thatpromote employability. Relatively little is known about the impact of HEIprogrammes and measures to promote graduates’ employability skills andattributes. Systematic evaluations of such measures appear scarce. This isparticularly true in understanding the long term benefits to graduates.