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hes to recruitment strategies: suitability, malleability and flexibility. He further suggests that these aspects can easily become mixed up and are therefore generally combined when hiring new employees. Suitability is important since it focuses on finding the applicant that is best suitable for the job, however, with a rather inflexible approach. Malleability on the other hand is to do with finding people who are generalists, with diverse qualities and an attitude that will fit the organisation's culture. Flexibility has shown to become a key word for companies when looking for new workers, since people who are flexible and adaptable to future change has become a main source for competitive advantage.

These individuals, or talents, are not easy to find, and when found, they might be found hard to manage. However, finding a diverse set of talents with high goals will undoubtedly turn out to be an asset to the organisation. (Price, 2007) Organisations have to ensure that the recruitment processes are planned carefully in order for it to run smoothly and for the employer to find the best candidates. It is therefore vital also for companies to be flexible yet cautious when they recruit, so the recruits they hire fit into the organisational culture.

3.9 How d o personal attributes contribute to employability?

Self-efficacy can be described according to Bandura (1997) as personal judgements of an individual's ability to perform and organise actions to complete given goals. He assessed this performance across activities and contexts, with the level of self efficacy referring to the dependence of the difficulty of the task. Bandura (1997) further suggests that self -efficacious students contribute more readily, work harder, persevere longer and have few difficult emotional reactions when they encounter problems, as opposed to those who doubt their capabilities. According to Alderman (1999), motivation can be influenced by self-perception (Zimmerman, 2000). Self-perception can destroy one's motivation to accomplish a given task based on the belief that the ability to do the task is lacking; or the motivation is suppressed because of the belief that the task lacks challenging components (Alderman, 1999; Bandura, 1997; Calder & Staw, 1975). Research indicates that students perceive themselves more; the more challenging the goals they pursue (Zimmerman, Bandura & Martinez-Pons, 1992). According to Zimmerman (2000), research during the past two decades has revealed that self-efficacy is a highly successful predictor of a student's motivation and learning.

Self-efficacy is a performance-based measure of one's perceived ability and therefore differs theoretically from motivational constructs such as outcome expectations or self-concept (Zimmerman, 2000). Frequently, the terms self-efficacy and self concept are misunderstood to have the same meaning. Self-efficacy pertains to one's perceived abilities to accomplish a specific task, whereas self concept is a composite look at oneself, believed to have been formed from one's experiences and accepted evaluations from family and / or friends. Self-concept and self-efficacy may both be used outside the context of learning (Bandura, 1997; Zimmerman, 2000). The role self-efficacy plays in one's motivation and attitude towards learning is an important one, having influence on one's performance (Bandura, 1997). When looking at learning, many l