本篇英国教育学论文代写-毕业生和雇主对软技能认知差距讲述了年轻毕业生和雇主对软技能认知差距的问题(Stewart, Wall & Marciniec, 2016)。因此，这些差距在很大程度上导致了年轻毕业生在市场上找工作的问题。这个问题之所以变得复杂，主要是因为软技能无法被客观地定义，因此，年轻的毕业生和雇主之间存在着认知上的差距。本篇英国教育学论文代写文章由英国第一论文 Assignment First辅导网整理，供大家参考阅读。
The article by Stewart, Wall and Marciniec notes the problem with regards to the gap in the perceptions of soft skills among young graduates and the employers (Stewart, Wall & Marciniec, 2016). As such, these gaps have considerably contributed to the problem of gaining jobs in the marketplace by young graduates. The problem has compounded mostly because of the fact that soft skills cannot be objectively defined, and hence, the gaps in perception exist between the young graduates and the employers.
The main point of the article is that at the root of this gap is the confusion in terms of terminology. While there is consensus among both the graduates and the employers with regards to the importance of soft-skills, there is no yardstick for the measurement of such skill capabilities. Moreover, as advances in technologies are made, it is becoming more difficult for employers and graduates to reach a common consensus on the issue. For companies and employers, as such the limits of technical and non-technical or soft skills are becoming blurred. In other words, what would have been considered as technical skills a few years ago is considered as soft skill at present (Gibb, 2014). This certainly leads to more confusion since graduates are not usually observant towards such industrial developments.
In the survey conducted as part of the report, it was noted that the general perception among employers about the required soft skills among the young graduates fall short of their expectations. What has also been understood is that the absence of any specific classroom technique to teach soft skills like leadership abilities and coordinating a team, a standard procedure to define the soft skills abilities of the graduates cannot be developed. The gap results from the inaccurate self-evaluation of soft skills among young graduates. It has also been observed that the same soft skills which graduate seem confident about are actually the ones that employers find the students to lack.
A major factor that has been related to this aspect of the gaps in self-evaluation and delivery is the aspect of over confidence. According to Jean Twenge, a psychology professor, the over confidence of the students is at the root of the belief among them that they are capable enough to meet the soft skills requirements of the employers. She has identified that the two factors namely the reception of good grades and the faulty reward systems of the activities of the students that have led to the gaps.
However, opposing points of thoughts are present as well. Arnett stated that Twenge’s understanding of over confidence among students is faulty and is based on stereotyped views on the behaviours of students. Arnett pointed out that in this regard, it is essential to understand that the anti-social behaviours among students and young graduates have actually declined in the present. Similarly, John Pryor has indicated that the level of self-confidence among students has increased because of their increased level of participation in social activities and community services. As such, the students think that because of this increased exposure, they have the necessary soft skills required in professional fields.
Noting the above views, the research paper posits that even though multiple studies have been conducted to find out the reason behind such over-confidence among students, more researches need to be conducted in order to identify the criteria upon which the employers judge the soft skills capabilities of graduates. The identification of such criteria would help in bridging the gap that at present exists between the graduates and the employers. The article concludes by providing a space where future researches on the topic can be carried out.
Other researches on the topic have understood the gap between the perceptions, the employers and the graduates. Moreover, a discrepancy among employers from different countries as to the components of soft skills has been identified. For example, in Morocco, communication abilities are not even considered as an essential soft skill for employees (El Mansour & Dean, 2016). This discrepancy further strains the understanding aspect of what skills and abilities could actually be as soft skills by employers. One probable way could be developing standards by noting the important aspects of employability within each country.
Major researches have been conducted in terms of the educational quality that graduates gain. For example, in a relevant study focussed on the employability of Malaysian students, it was seen that there exists a gap in employers’ perceptions about the employability skills among young graduates, even though Malaysia has made improvements in its educational policies. Malaysian graduates are more employable by multinational companies in the country because of certain factors. These factors include the Malaysian graduates’ knowledge about the local conditions and the market needs. These factors score more in the requirements criteria for multinational companies in the country over soft-skills. However, such companies and employers are more likely to recruit Malaysian graduates who have received transnational education than local education. The major reason for this is the better perceived soft skills among students graduated from such institutes (Cheong, Hill, Fernandez-Chung & Leong, 2016).
It can be concluded by saying that there are multiple problems pertaining to the gaps in understanding of soft skills. As put forward by Stewart, Wall and Marciniec, these gaps result from the lack of any yardstick in measuring the soft skills by employers. It has also stated that with the differences in countries and regions, the perceptions of such skills actually vary. Hence, the problem would persist as long as the identification of measures of soft skills can be made. Moreover, it would be important to make such identifications on the basis of country differences and regional preferences.