论大学生就业能力assignment [16]
论文作者:英语论文论文属性:作业 Assignment登出时间:2014-09-15编辑:zcm84984点击率:17529
论文字数:8865论文编号:org201409131118511874语种:英语 English地区:澳大利亚价格:免费论文
关键词:就业能力个人素质学术技能个人能力employ ability
摘要:本文是论大学生就业能力的留学生论文,就业能力理论可以很难被定义;有助于被雇用的因素有很多。Little在2001年表明,它是一个多维度的概念,相关的工作所需的因素和准备工作之间需要区分。
elevant to employability which can further their prospects in the jobs market, however because of the constant change of job demands due to emerging markets and employer needs to review how jobs are performed it is necessary for the graduate to posses a broad and highly skilled range of skills which can be used in the work place and positively contribute to innovative teamwork.
Further due to the changing nature of work, an increased importance is placed on individuals to continually bring up to date their knowledge, skills, and abilities in the framework of lifelong learning.
Graduates now entering the jobs market are in the situation where job change is the norm rather than a job for life, it is therefore important for graduates to ensure that the skills they acquire are easily transferred from one job to another. This correlates with the notion of enhanced employability, and knowledge of these skills will help the graduate in their future careers.
Helping both graduates and employees, universities have developed lists of graduate attributes that employers recognise should be in the curriculum, The creation of these lists should help distinguish the perceived qualities universities argue graduates have and what employers need.
4.3 Role of self-efficacy in employment stakes
The research suggested that what makes a good student also makes a good employee, the attributes of understanding, efficacy beliefs and meta-cognition. The ability to overcome failure stems from the student's self-image and self-confidence, the efficacy beliefs is to do with how the individuals' self-confidence and self image allows them to cope with such failure. Students with strong efficacy beliefs regard failure as an opportunity to improve their performance. Individuals with weak efficacy beliefs see failure as a result of their lack of intelligence.
A person's motivation to act is influenced by their supposed abilities and skills with respect to the area of activity. Therefore students' perceptions of their abilities to organise and take action on these tasks to produce the course of action required, emotive conditions and actions are based more on what they believe than on what is objective.
Self-efficacy has proven to be responsive to improvements in students' methods of learning and analytical of attainment outcomes. This confirms the students' self-beliefs about academic capabilities do play a vital role in their motivation to realize. It is accepted that core skills and technical knowhow is no longer sufficient on its own for employment. There is a need for generic employability skills, such as communication, critical thinking and innovative team working to be successful in the chosen career, enabling adaptive and flexible approach to occupational situations.
4.4 Closing statement
With the government pushing for 50% of under 30 year olds to be in higher education by 2010, preparation for the world of work has to encompass a much broader range of skills and capabilities than it used to. This expectation of greater numbers in higher education will obviously lead to an increase in graduate recruits in what is currently a shrinking jobs market. The implication of this, will be for students to develop their attributes throughout their education to be competitive in the workplace. It is further assumed that the current and futur
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