10120140507007

International Journal of Management (IJM), ISSN 0976 – 6502(Print), ISSN 0976 - 6510(Online),
Volume 5, Issue 7, July (2014), pp. 73-80 © IAEME
INTERNATIONAL JOURNAL OF MANAGEMENT (IJM)

ISSN 0976-6502 (Print)
ISSN 0976-6510 (Online)
Volume 5, Issue 7, July (2014), pp. 73-80
© IAEME: http://www.iaeme.com/IJM.asp
Journal Impact Factor (2014): 7.2230 (Calculated by GISI)
www.jifactor.com
73

IJM
© I A E M E
EMPLOYABILITY SKILLS: A CONCEPTUAL FRAMEWORK
SamsonPackianathan1, Rajagopal Narayanan2
Research scholar of Karunya University Business School,
Karunya Nagar; Karunya University; Coimbatore -641 114; Tamilnadu; India
Associate Professor, Karunya University Business School
Karunya Nagar; Karunya University; Coimbatore -641 114; Tamilnadu; India
ABSTRACT
The role of higher educational institutions in promoting employability skills to their graduates
is getting momentum. The competition in the labour market is even tougher for management
graduates, owing to the widespread career options open to them. These skill deficiencies often
referred to as graduate competency gap has been the empirical footage of many researches done
globally and in India. This article attempts to provide a conceptual framework on employability
skills of business graduates based on in-depth reviews. Reviews for a period of 20 years between
1994 and 2013 have been assimilated and categorized into two propositions. They are (i) Business
graduates require specific employability skills; (2) Curricular changes enhance employability skills
of business school graduates. Based on these propositions, a conceptual framework on employability
skill has been developed.
Keywords: Employability Skills, Business Graduates.
INTRODUCTION
A large number of business graduates land up in varied work arenas and retrospectively stare
at the missing link between their collegiate education and work expectations. Literature highlights
these dispositions as difficulty in practicing effective communication (written, oral), inability to work
in teams, problems in applying theory to real-world situations and lack of understanding the
requirements of the employers (Bianca, K and Peter, F. 2005). Graduate deficiencies referred to as
graduate-competency gap has been addressed universally and a few dispositions from the global
stand point are showcased.
According to Jackson (2010), businesses should articulate what they need and want from
graduates, and graduates should be aware of what they are learning and its use in the workplace.
Graduates from MBA program testify that the relationship between employability and employment is


far from straight forward (Wilton 2011). Research also articulates that business studies have a
positive effect on skills, employability and compensation and moderate effect on career advancement
(Dimitrios and Kristina, 2006). When supervisors / managers were asked to rate their perceptions on
graduate-skill gap, they claim that graduates are proficient in non-technical skills and deficient in
essential managerial skill set (Jackson and Chapman, 2011). Pedagogy is the source which is targeted
for bridging this graduate skill gap and they are advised to reflect and articulate required
competencies in recruitment situations (Jackson, 2010). James (2013) sums up these factors and
urges researchers to re-direct their efforts to investigations which focus on provision of graduate
skills which is based on demand, development and deployment.
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Exploring the business graduates’ employability skill in the Indian perspective, exposes
research generated content which requires exemplification in the pursuit of generating solutions to
the existing trend. Shrivastava (2013) claims that developing soft skills is no more a matter of choice
rather it is essential for efficient work performance, growth and success at an international platform.
Jog (2013) synonymizes the same by stating that there is a definite mismatch of skills that are
required in the real world of work compared to mainstream education. The answers to these
empirical situations is summarized by Noronha (2011) who recommends that business schools must
meet the challenge to deliver management education and knowledge that is relevant in both global
and local settings. There is a need to improve the skilled based training in business education.
OBJECTIVE
The major objectives of the study are:
• To develop propositions related to employability skills of business graduates
• To identify the factors related to employability skills of business graduates
• To develop a conceptual framework on employability skills of business graduates
METHODOLOGY
Systematic review was done to ascertain the existing literature on the competencies required
by business graduates to market themselves to the recruiters and to sustain their employability. A
total of 57 research work for a span of 20 years (1994 and 2013) was assimilated and were classified
into two propositions. These proportions are:
• Business graduates require specific employability skills
• Curricular Changes Enhance Employability skills of Business graduates
These propositions give clear indications about factors related to employability skills, and
based on that a conceptual framework has been developed.
DISCUSSION ON PROPOSITIONS
Proposition I: Business School Graduates require specific employability skills
Business graduates are placed in varied employment capacities and the norm of the day is for
them to possess certain competencies which will help them to transit from a graduate to an
employee. The competencies often cited as important for the employment of business graduatesare
written communication, oral communication, investigating and analyzing skills, planning and
organizing skills, negotiating and persuading skills, cooperation, leadership, and numeracy.
Literature points out that these competencies have been repeatedly magnified by employers,


business leaders and educationist to empower employability among business graduates. Literature
review in this regard is highlighted Table 1.
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Table 1: Selected Studies related to Employability Skills
S.No Author, Year Key Findings
Written Communication
1. Bhatia and Hynes,
1996
Highly rated course topics by graduate business students are making presentations, writing
memos and letters, listening and interpersonal communication, impromptu speaking, and
business report formats.
2. Martyn, New
Zealand Herald,
2005
The “ability to communicate accurately, clearly and at a professional level” is cited as one
of the top three skills repeatedly asked for by employers
3. Jackson, 2010 From a lecturer’s perspective, advances in the age of technology have caused a worrying
decline in the graduate’s written word; exacerbated by the everyday use of abbreviated
English in texts and emails.
Oral Communication
4. Maes, Weldy and
Icenogle, 1997
Findings of this study show that oral communication is the most important competency for
college graduates entering workforce and that the oral skill most important for entry level
graduate are following: instruction, listening, conversing and giving feedback.
5. CIHE, 2008 Employers considered good communication skills to be important yet many were
unsatisfied with graduates’ abilities in expressing themselves
Investigating and Analyzing Skills
6. “QA”, 1996, as
cited in Braun,
2004, p. 232
“Business schools should really be teaching critical thinking more than anything else”
7. Awayiga, Onumah
and Tsameny, 2010
Analytical/critical thinking was rated as the most important professional skill by both the
employers and the graduates.
8. Gokuladas, 2010
Verbal reasoning, logical reasoning and soft skills was a stronger predictor of
employability than grade obtained in technical education
Planning and Organizing
9. Mallick and
Chaudhury, 2000
Academicians and Practitioners claim that a priority for improvement in marketing
education is to teach the graduates the ability to ‘set priority’
10. CIHE, 2008 Planning and organizing was considered the 6th most important skill when recruiting
graduates
Negotiating and Persuading
11. Curry et al., 2003 Of 24 transferable skills, negotiation was identified by Irish employers as the skill they
were least satisfied with in recent graduates
12. IOD, 2007 Influencing and negotiation skills were some of the skills experiencing the most significant
gap between required and satisfaction ratings of surveyed UK employers
Cooperating
13. FSSC, 2007 Interpersonal skills was identified as a key area for improvement in business graduates in
the UK
14. Chaturvedi, Yadav
and Bajpai, 2011
The authors conclude that, when it comes to being a good manager or leader, you must
master the hard skills of your specific job as well as the soft skills of interpersonal relations
Leadership
15. Brownell and
Chung, 2001
The authors argued that competency based education provides the “most effective means
for preparing graduate business students to become leaders in a truly global market place”
16. Benjamin and
Reilly, 2011
The researchers elaborated that leadership development is often cited as an important
organizational priority.
Numeracy
17. IOD, 2007 Numeracy was ranked as the 6th most important employability skill in recent graduates.
18. Rizvi,
Teckchandany, and
Ahuja, 2013
India comprises of financial institutions, banks, insurance companies and various non-banking
finance companies which offer immense opportunities to management graduates
looking for specialized jobs in finance area. Some of the skill sets required for such jobs
include analytical ability and quantitative skills.


Proposition II: Curricular Changes Enhance Employability Skills of Business Graduates
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Researchers urge the need to infuse essential competencies in the educational arena to make
business graduates employable and useful to society. The implications in most of the above stated
abstracts are for curricular changes which foster employability skills. Major research findings on
integrative curricular changes from the global and national front are briefed in Table 2.
Table 2: Selected Studies related to curricular change and employability
S.
No
Author, Year Key Findings
1. Kagaari, 2007 This paper calls for involvement of stakeholders in design,
implementation and evaluation of the university curriculum.
2. Mason, 2009
He found that structured work experience and employer involvement in
degree course design and delivery have clear positive effects on the
ability of graduates to secure employment
3. Wellman, 2010
They suggest a need for pruning of the theory syllabus and the
creation of a toolbox of practical methods and techniques is required
to resolve the gap between theory and practice
4. Pandiyan, 2011
A flexible MBA program is suggested to accommodate the needs of
changing industrial scenario, keeping in mind only a program which
allows constant assessment and re-evaluation with scope for
modification will help achieve meeting the changing demands of the
industries.
5. Joyner and
Mann, 2011
They conclude that emotional intelligence (EI) is gaining ground in
academic settings
6. Chynoweth,
2012
Internship programs improves the employability of new graduates
7. Crayford, 2012
There is a need for personal development, employability skills and
attributes of an entrepreneurial mind-set among graduates for the post
2011 workplace
8. Joshi, 2012 There is a need to introduce a new Experiential Learning Pedagogy
9. Shrivastava,
2013
Read, revise and restructure the India education system and joint
initiatives by the industry, academia government to wash out the
talent gap
A Conceptual Framework of Employability Skills of Business Graduates
The framework takes its root from Systems Theory Framework (STF) of career development
and counseling (Patton, W Mc Mahon, M. 2006). This theory was founded primarily for career
counseling and is based on the philosophy of traditional predictive theories and more recent
constructivist career counseling approaches (McMahon Patton, 2002; McMahon, Patton
Watson, 2003; 2004; McMahon, Watson, Patton, 2005). This framework functions as a link
between theory and practice, which is the core need behind graduate competency gap.
The reviews summarized in table 1 and 2 provide sufficient information about the required
skills of business graduate and the curricular changes which could enhance employability. It is also
needed to be understood that the required skills vary according to personal characteristics (age,
gender, religion, family background, personality trait, educational background, previous job
experience and future job preference). In Figure 1, the propositions are magnified and are connected
by ‘bolded arrows’ to the employability of business graduates, due to their strong evidence based
foundation. The influence of personal characteristics in the development of employability skills is
illustrated in Figure 1 with ‘dotted arrows’ as it is a grey area to reckon with.


77

PERSONAL
CHARACTERISTICS
Age
Gender
Religion
Family background
Personality trait
Educational background
Previous job experience
Future job preference
Employability of Business
Graduates
PROPOSITION I
Employability Skills
Written Communication
Verbal Communication
Investigating and Analyzing
Planning and Organizing
Negotiating and Persuading
Co-operating
Leadership
Numeracy
PROPOSITION II
Curricular Changes and
Employability
Stake holder involvement in
curriculum planning
Experential learning pedagogy
Flexible curriculum
Soft skill training
Mock interviews
Figure 1: Conceptual Framework on Employability skill
CONCLUSION
This model can be used as a tool that helps the business graduates to: - (1) self-assess their
capabilities, potentials and strengths; (2) self-initiate in acquiring skills which is required for their
expected job performance; and (3) constantly self-realize their achievement in the ever-evolving
education-employment arenas. Assessing these behaviors will foster self-confidence among business
graduates which will enhance their chances of employment. The focus for the business schools is to
provide effective and efficient graduates equipped with the skill-set required by the the job market.
This requires them to be up-to-date with current literature and also forces them to perform empirical
surveys on novel pedagogical methodologies. The burden is heavy on the educationist and they need
to modulate themselves to perform what they have been called for. A summary from the research
work of Rao (2011) amplifies the multifaceted approach to be undertaken by the nurturing
institutions. Rao (2011) presented factors which enhances employability from the preview of
curriculum, teacher and student experiences. He purports that curriculum should be mapped with the
current market demand. Teachers should be well aware of market conditions and potential of their
students, and know, how to enhance those potentials. Students should be exposed to quality work-integrated
learning, cooperative learning, and mentoring programs. Business leaders and recruitment
agencies are called to be stake holders and contribute to the revisions required in the curricular
content and teaching-learning methodologies.


78

In short, both education and employment are life-long processes, which require mediating
and modulating to suit the recruiters’ requirement. Effective collaboration between the teaching
institution and changing labour market, will spring forth a work force which will be a priceless gift to
the society, contributing to the economic growth of a nation.
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