SARJANA MUDA PENGURUSAN KESELAMATAN DAN KESIHATAN PEKERJAAN

DENGAN KEPUJIAN

JANUARY / 2020

OUMH 1203

ENGLISH FOR WRITTEN COMMUNICATION

NO. MATRIKULASI : 840506025419002

NO. KAD PENGNEALAN : 840506025419
NO. TELEFON : 0174033561
E-MEL : [email protected]

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 Today’s job market requires students to equip themselves with the knowledge and
skills needed in the job industry. Lawson (2014) states that students should not increase their
knowledge in the field of study followed by higher education. Instead, students also need to
improve their skills that are needed in the job industry. The failure of students to equip
themselves with the knowledge and skills needed in the industry will make it difficult for them
to find a job. Tengku Mahaleel (2015) states that knowledge does not only help students to get
a job even though they are excellent academics. This is because the job market today prefers
students with the necessary skills and experience in the job industry. The knowledge gained by
the students does not help them to remain productive and competitive in the industry. Instead,
the skills and experience they have are more important in helping them stay competitive and
productive in the job industry.

Zinser (2017) explains that today’s job market requires students to equip themselves
with soft skills, technical skills and employability skills. These three forms of skills are
important for facilitating student acceptance by employers. Many employers generally argue
that there is a gap in graduate skills which is not able to fulfill the basic requirement for the
labor market. Indeed, many writers and industry experts blaming the current education system
do not provide enough opportunities for students to develop their skills rather than more
theoretical based. Look back for the evidence of Malaysian students ability as under TIMSS
and PISA International assessment (international assessment based on the Mathematics and
Science curriculum of schools around the world) the result among the Malaysian students
respondents was listed between 50 to 57 on various categories (Ministry Of Education
Malaysia, 2020). Therefore, this research result shows the potential and ability among
Malaysian students very significant. The 2018 QS report titled, ‘The Global Graduate Skills
Gap in the 21st Century’ has discovered there is a shortfall in skill attainment across the board
(Quacquarelli Symonds, 2019). This result has proven the issue is not an issue among the
Malaysian labor market but it’s also a global phenomenon. Thus the question is where is the
bottleneck for the issue ‘Malaysian students do not have enough skills to be hired by the
employers’.

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 However, underperforming students with the knowledge and skills needed in the
industry are among the factors that make it difficult for students to find employment. Mohd.
Yahya (2017) states that students today face many challenges in securing employment. Lack
of skills needed in the industry is a factor that makes it difficult for students to find jobs.
Employers’ tendency to find potential employees is based on various aspects of skills without
having to provide in-service training. This process of developing soft skills can be applied to
all students including in and outside the lecture hall. According to Noraini et al. (2016), the
marketability of a graduate is of different nature and degree. Graduation from graduates is also
linked to the tendency of prospective employers to prioritize graduates with soft skills. These
skills include effective communication skills and a number of other skills such as leadership
skills, critical thinking, ongoing learning and information management as well as professional
ethics and morals.

A study conducted by Ramlee (2016) on the competence of Malaysian graduates has

found that employers still consider their graduates to be less skilled in thinking skills such as
finding alternatives for improving organizational performance and communication and
interpersonal skills such as delivering insights that can convince others. . In addition, some of
the lowest-rated marketability features include ICT (Information Technology) skills including
Microsoft Excel skills, the ability to find job-related information through the internet, the
ability to present information with audio visuals such as Power Point and processing skills
such as Microsoft Word. In terms of selection of job candidates, employers place more
emphasis on graduates in banking, engineering and communications while Islamic studies,
computer technology education are the least preferred areas of study.

At the same time, the lack of soft skills that students have is also a factor that causes
students to find jobs. These soft skills are also emphasized by employers in selecting workers
to be absorbed into their organizations. Hashim Fauzy (2017) states that there are several types
of soft skills that are often developed by previous researchers including communication skills,
problem solving skills, decision making skills, leadership skills and team work skills.

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 Similarly, employability skills are lacking in employees and make it difficult for
employers to accept them as employees. In other words, the lack of employability skills
among students makes it difficult for employers to hire them. Mcleish (2015) defines that
employability skills include personal reflection, interpersonal skills as well as good attitude
and behavior. Employee-owned skills can provide students with a market advantage. Tengku
Mahaleel (2015) points out that employers now favor employees who are motivated to work,
can communicate, listen, have adaptable skills and problem-solving skills, have effective
personal management skills, have interpersonal skills, consulting, and teamwork. make them
members of an effective workforce and have the skills as leaders to influence others to act.
Employers see that the value or quality of an employee-owned individual greatly influences
the harmony of the workplace and helps the employee to cope with any change. This means
that employability skills are also very important for students to develop in order for them to
find employment.

The lack of skills among students is actually driven by a variety of factors. Content and
courses of study in schools and institutions of higher learning (HEIs) are among the reasons
why students are not equipped with the necessary skills in the job industry. Mohd. Yahya
(2017) states that today’s education system only emphasizes the development of student
knowledge and less emphasis on the development of student skills. In order for students to be
able to fit into the job industry, they need to have the knowledge and skills they need in the
industry. Therefore, courses given to students especially at the HEIs should include courses
that enhance student skills. These skills also need to meet the needs of the job industry such as
communication skills, technical skills, teamwork skills, leadership skills and problem solving
skills (Brown, 2016). If students are not exposed to these skills, then it will not help students
to find jobs easily after they graduate.

Ahmad Rizal et. al. (2016) further stated that the reasons for this shortfall, the major
reason is due to the self-attitude of the students themselves as there is no initiative to be
proactive beyond the requirement of the education and labor market needs. This particularly
refers to the lack of writing and reading coherency. For instant, in the school is always
limitation of duration each subject or skills can be thought of. Thus, initiative from the

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students is expected to further excel and improve their skills outside of the school. Many
students very much dependents on what can be given for them rather than look for it. This
proven as the author argued that (Tressoldi and Toso, 2019) motivational and affective action
towards further improving self-development are core relationship with academic achievement.
As urged by the graduate author’s proactive attitude and behaviors with respect to the desired
career opportunities playing major roles in the employment (Nooriah and Zakiyah, 2015).

Based on the above explanations and explanations, it can be concluded that there are
several factors that make it difficult for students to find a job even if they are academically
successful. Excellent academic achievement is not the main factor that motivates employers to
choose workers. On the other hand, soft skills and technical skills are also very much needed
by employers. Therefore, there are several steps or suggestions that can be taken to ensure the
marketability of students in the job industry.

One of the suggestions that can be implemented is the role of HEIs by providing
courses that help students ‘soft skills’. According to Noraini Mohd (2016), universities are
actively developing programs that develop skills. As employability skills are an important skill
in the job industry and a key criterion for employers in selecting workers, ICT is seen as the
ideal place to provide graduates with these skills. Students not only need to be introduced to
the concept of mastery of employability skills, but also to provide students with a conducive
learning environment that will help them grow into good citizens (Ahmad Rizal et al., 2018).
Employability skills not only help increase the value of graduates, but can also contribute to
their academic achievement (Zinser, 2017). Graduates’ awareness of this will facilitate their
application of employability. According to Lawson (2014) states that recognizing how we
think, feel, and act is a way to help us understand how we interact with the uncertain future.
Tengku Mahaleel (2015) states that graduates need to equip themselves with various skills and
develop a good personality in the pursuit of excellence.

It is very vital responsibilities for schools and universities to occupied the students and
graduates for additional training (Hashim, 2017). The role of higher education and universities
is viewed highly important for the development of the nation. This information validated by

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the increasing annual government grants for education development and trainings. The
government allocation for IPT was RM14.1 billion in 2009 and even more again to RM38.7 in
2013 (Yusof and Jamaluddin, 2015). The types of training should be essential for them ready
to face the labour market. This training including computer skills, critical writing, presentation
skills.

At the school level, teachers should also educate and train students with soft skills or
employability skills. Teachers should also recognize that employability skills are one aspect of
their skills that can equip students for more effective and credible behaviors and actions. This
is clear from some of the definitions of employability skills as stated by The Conference
Board of Canada (1996) in an art entitled; ‘Yukon Work Future: Skills for Todays Workplace’
defines employability skills as a term used to describe the skills and individual qualities
employers require of their new employees when they start working. These skills as well as the
quality of the individuals needed are useful to all, whether in small business, large-scale, or in
government. Employability skills are skills that can be transferred from one field of work to
another. It does not cover only the quality skills required by a specific field of work, but it
covers all fields.

Therefore, HEIs and schools need to play a role in enhancing students’ soft skills and
technical skills. The application of these skills can include the following skills:-

a) Communication Skill
Students need to be helped and educated to develop their communication skills so that
they can easily find jobs in the industry (Hashim, 2017). Communication is the process
of interaction that every human being experiences. The communication process
basically involves four elements namely delivery, reception, delivery medium and
feedback (Mohd. Yahya, 2017). These communication skills are important to all,
especially university students who are looking for a job.

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b) Teamwork Skills
Teamwork skills also need to be developed and developed within the student body for
easy working in the organization. Every organization has an organization that requires
teamwork. Therefore, these skills need to be developed and developed within the
students so that they can easily perform teamwork in the job industry. Tengku
Mahaleel (2015) states that employers also choose job seekers who have skills in
teamwork and leadership qualities. These two skills not only help job seekers adapt to
the organization. Instead, it can help organizations achieve their goals. If students do
not have teamwork skills, then they will have difficulty working in the organization.
The problems inherent in an organization also cannot be effectively solved. Therefore,
these teamwork skills need to be developed within the students to make it easier for
them to adapt to the job industry.

c) Tinking and Problem Solving Skills

Thinking and problem solving skills are also among the skills that students need to
develop and develop. These skills are important to employers because they will help
students solve issues or problems that arise in the organization. If the student is hired
by the employer but does not have good problem solving skills, then the student will
only rely on the employer to solve the problem in the organization (Mohd Safarin and
Kamaruddin, 2015). Therefore, it is important for students to have thinking and
problem-solving skills to help them deal with any issues or problems in the work
environment within the organization. It will also make it easier for employers to
manage the organization more effectively.

d) Interpersonal Skill
At the HEIs and schools level, the emphasis on interpersonal skills also needs to be
increased. It involves the ability of students to interact socially with others in an
organization (Noraini et al., 2016). For example, skills convey ideas, views, ethics and
morals in social activities and the like. This emphasis on interpersonal skills will also
allow students to more easily interact socially in their work environment within the
organization.

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 e) Information and Communication Technology
The enhancement of Information and Communication Technology (ICT) skills among
students also needs to be developed and integrated within the students. These are some
of the skills needed in industry 4.0. Significant changes have been seen in this decade
where many of the work environment has begun to be replaced by technology in stages
or as a whole. The provision of skilled, highly educated and knowledgeable technical
workforce that can utilize ICT has been given serious attention as Malaysia is
developing a comparable country (Noraini et al., 2016). In MyGSI these skills are
interpreted as managing electronic files, electronic research and quality resources
independently (Hashim, 2017). The need to master these skills is particularly important
for jobs that involve systematic processes involving computer aids.

Based on the above explanations and explanations, it can be concluded that there are
some skills that need to be developed in programs and courses of study at HEIs and schools.

In addition to developing programs and courses of study at HEIs and schools, student
skills development programs are also possible. This program is available to students who have
completed their education and want to improve their technical and soft skills. Such skills
programs will help students equip themselves with the skills required by employers and
industry. Lawson (2014) states that student’ skills development programs need to be
strengthened in order to complement the knowledge and skills that students have in HEIs.
Through this program, students will be able to identify skills needed in the job industry and, in
turn, motivate them to make preparations that will help them get jobs in the industry.

Other suggestion is to improve the employability is to encourage students to select

more to technical and vocational studies. This is the area currently major shortfall and high
employability. Under the economic theory concept (It is very much depend on demand and
supply concept). As we aware when the supply of labour more than demand of the labour
eventually the market force either offering low wages or end up with high competitions among
the graduates. The favorites field among the graduates will be Arts and social sciences related
studies, followed by science. However the involvement and selection of technical and

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vocational always being the least enrolment among graduates. This can be evidenced by the
table 2 the proportional among the selection field.

Based on the above explanations and explanations, it can be concluded that there are
several suggestions that can be implemented to equip students with the skills required by
employers and the employment industry. The current job market not only requires skilled
workers in the technical field, but they also want their employees to have a broader range of
skills including employability (Ahmad Rizal et al., 2018). Mcleish (2015) found that industry
employers want graduates of skills training institutions, have intellectual skills, are ready for
further study, self-management skills, work in a group and also have interpersonal skills.
There are employers who consider academic competence alone inadequate and begin to
require higher education institutions to produce graduates equipped with employability or soft
skills. Therefore, it is important for students to be equipped with technical and soft skills in
order to meet the demands of employers and the demands of the job industry today.

TOTAL : 2,757 WORDS

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REFERENCES
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Brown, K. W. (2016). What Employees Look for in Job Applicants. Business Education
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Hashim Fauzy Yaacob (2017). Komunikasi Antara Manusia. Unuversiti Teknologi Malaysia

Lawson, R. (2014). Work Futures: Employability Skills and Attributes. Queensland

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Ramlee B. Mustapha. (2016). The Role of Vocational and Technical Education in the
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