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This chapter provides the overview of the study about additional skills for the job preparation. The skills mean an ability and capacity acquired through deliberate, systematic, and sustained effort to smoothly and adaptively carryout complex activities or job functions involving ideas(cognitive skills), thing (technical skills) and or people (interpersonal skills), while the additional are mean that to add more value in your skills to be more valuable in the job market.

It is important to take the opportunity to develop the more additional skills for job preparations whilst at university as a degree is not enough. The additional skills can be technical skill, problem solver, relationship building, leadership, organizer and others. There are some of the most important skills to employers. You may have a fighting chance of any job that you are qualified for your additional skills.

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Research Question 1. What are the perceptions about availability of co-curriculum training for their job preparations? 2.Students are getting pressure by their family and culture when choosing the additional skills for their job preparation? 3. The perceptions of student about the facilities of the college are important to help the student to build additional skills? 4. The students are interesting about the additional skill they are choosing? 5. Technology assistance in the college is giving greatest effect to student in choosing additional skills?

Research Objective 1. To find out the perception of student for the availability of co-curiculum training for their job preparation 2. To identify whether the student are getting pressure by their family and culture to choosing additional skill 3. To investigate the relationship between facilities and student’s opinion to choosing additional skill for job preparation 4. To identify the students are interesting about the additional skill they are choosing 5. To find out whether it is the greatest impacts from technology assistance in the college that could affect the student in choosing additional skills College Alpha student’s perception toward readiness to enter workforce after graduate Student Satisfaction.

Buck and Barrick (1987) state that employers are looking for a “sense of responsibility, self-discipline, pride, teamwork and enthusiasm … the ability to learrt and solve problems” (np), and that schools are not sufficiently developing these attitudes, abilities and skills. Experiential Learning Today’s world of work is constantly changing and is therefore somewhat unpredictable (Laanan, 1995). The new workplace eliminates the need for programs focused only on job skill acquisition; instead, the ability to connect knowledge to context is key (Lankard, 1996b) Rationale for Current Study.

While these studies provide an excellent starting point, they do not focus specifically on student perceptions of available services and resources, and the impact of those perceptions on perceived readiness to enter the work force upon completion of the program of studies Confusing with future career They have not yet come to the realization that, to turn career dreams into reality, they must possess the necessary skills and abilities; they “must eliminate the distance between dreams and reality Self-Efficacy Beliefs High career self-efficacy beliefs have been shown to be strong predictors of number and range of career options considered.

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