Paper submitted to Persidangan Kebangsaan Penyelidikan dan Inovasi dalam Sistem Pendidikan dan Teknik dan Vokasional (CIETVET 2012), 25-26 September 2012,
Politeknik Nilai, Negeri Sembilan, Malaysia. English proficiency and employability: Polytechnic students’ notions of what it takes to
get them employed
Kien-Bee Ooi Politeknik Kuching Sarawak 93050 Matang, Sarawak, Malaysia
Tel: +60-82-845596 Fax: +60-82-845023 Email: [email protected] Associate Professor Dr Su-Hie Ting
Centre for Language Studies Universiti Malaysia Sarawak
94300 Kota Samarahan, Sarawak, Malaysia Tel: +60-82-581760
Fax: +60-82-581781 Email: [email protected]
Of late, various quarters have expressed their concern with the employability of graduates, and communication skills and English proficiency are among the factors frequently highlighted by the government and potential employers. However, the views of would-be graduates entering the job market have received less attention. This study examines the polytechnic students’ notions of the factors that increase their employability. A survey was conducted among polytechnic students in Kuching, Sarawak. The questionnaire encompassed items on likely means to secure their first job, the relative importance of factors that influence employability as well as their knowledge of and confidence in writing good CVs, job application letters and performing in job interviews. As the majority of polytechnic students are post SPM school leavers, they do not have working experience. The results indicate that while they have some idea on the value of good qualifications to secure good jobs, they may not be fully aware of the importance of being proficient in English or the implications of poor mastery of English on their job hunting prospects. Their lack of familiarity with resume, cover letter and job interview underscore the importance of English courses which prepare them for communication in the workplace.
Keywords: English proficiency, employability, polytechnic, job application
Introduction
Thus far, research on communicative abilities of employees in the workplace setting has pointed to inadequacies in language and communication skills (Crosling & Ward, 2002; DuPre &
the private sector, reported in the mass media indicate that graduates do not have the
necessary language and communication skills for workplace communication (e.g. BERNAMA, June 2011; MalaysiaToday, June 2011; Teoh, 2011). Shortfalls cited include inability to speak English properly or to make oral presentations confidently (Ahmad Yasruddin et al., 2010). Language and communication skills seem to be wanting in employees not only in Malaysia but elsewhere.
Inadequacy in language and communication skills is a concern because it seems to be crucial in enhancing employability. In the United States, a survey by National Association of Colleges and Employers placed communications skills as the most sought-after skill in graduates and at the same time list it as the most lacking skill found in fresh graduates (DuPre & Williams, 2011). In the Klang Valley in Malaysia, Singh and Singh (2008) found that graduates and employers ranked English proficiency as number four in terms of employability skill factors, preceded by probability and adaptability skills, interpersonal and teamwork skills, and time management skills. After English proficiency are information communication technology skills, leadership skills and communication skills. Furthermore, at the Malaysia Career and Training Fair 2011, employers had stressed the importance of English Language Proficiency among fresh graduates (Aruna, 2011). The graduates are expected to communicate in English with confidence.
The attention in research so far has been on the employers (e.g., Crebert, Bates, Bell, Patrick, & Cragnolini, 2004; Pattanaoichet &Chinokul, 2011; Singh & Singh, 2008). Our contention is that the students may not be aware of the expectations of the future employers and it is important to study their notions of employability factors. If they have the awareness of what it takes to get employed, they can make the most of their college and university education to equip themselves to be employed upon graduation.
Purpose of Study
This study examined the polytechnic students’ notions of the factors that increase their employability. The specific objectives of the study were:
1. To identify job-related experiences in matters of writing job application letters, preparing CV and attending job interviews;
2. To determine the relative importance of criteria to secure jobs from the perspective of polytechnic students; and
3. To determine their level of confidence in handling job-related processes, that is, writing job application letters, preparing CV and attending job interviews.
Method of Study
The questionnaire encompassed items on likely means to secure their first job, the relative importance of factors that influence employability as well as their knowledge of and confidence in writing good CVs, job application letters and performing in job interviews. The participants were also asked for their opinion on the importance of English proficiency in getting a job. Although several questionnaire items seemed to be on factors of employability, the redundancy was intended to find out their participants’ ideas of what it takes to be employed.
The participants were also asked to fill in a section on demographic details such as age, ethnic group, SPM English and BM results and parents’ occupations. Included in this section are questions on their working experience (if any), experience writing job application letters and attending job interviews.
Results and Discussion
1. Participants’ job-related experiences
The results show that 55.19% out of the 183 participants had some form of working experience before they entered Polytechnic for their diploma. It seems that most of them secured their jobs without writing job application letters, as only 38 or 20.77% of them reported that they had written job application letters. For those who applied for jobs by writing official letters, about half of them were successful in getting the job. However, more had experience attending job interviews (62 or 33.88%). One-third of them had some form of help to prepare for the interviews but the majority went for the interview without asking for tips on how to perform well in the interviews. Some of the participants could have obtained the jobs through walk-in interviews rather than by submitting official letters of applications but many of them reported that they were introduced to the job by their friends and relatives. This may explain why two-thirds of those who attended interviews got the job and only one-third was unsuccessful.
Table 1. Number and percentage of participants with job-related prior experiences
Job-related experiences With Without Total
Frequenc y
Percentage Frequenc y
Percentag e
Working experience 101 55.19 82 44.81 183
Experience writing job application letters
38 20.77 145 79.23 183
Experience attending job interviews
62 33.88 121 66.12 183
More than 20 of the participants worked as promoters or sales assistants and 16 of them worked as waiter/waitress. A few of them worked as technicians, clerks, cashiers, pump assistant as well as welders. Some helped their parents/relatives in the construction line and hawking of goods/food.
Frequency Percentage Look for job advertisements and send a job application letter and CV 119 65.02
Get someone to introduce me to a company 31 16.94
Work for someone I know 23 12.57
Others 10 5.47
Total 183 100
When participants were asked on the likely means on getting a job after graduation, about two-thirds (65.02%) of 183 participants who filled in this questionnaire item reported that they would apply for jobs officially by responding to job advertisements. A relatively smaller number would get someone to introduce them to the company (31 or 16.94%). An even smaller number would work for someone they know (23 or 12.57%). In view of these results, the English course for teaching the polytechnic students on how to prepare job application letters, CVs and perform in job interviews is important as the majority of them would be assessed based on these official documents. Moreover some of the students did not know the jobs that they could apply based on their diploma qualifications upon their graduation. They listed engineers as the job that they would apply but in fact with a diploma they could only apply for the position as technicians or assistant engineers. Some would want to apply for positions such as welder, mechanic and clerks which would be more suitable for certificate holders.
2. Important criteria to secure jobs
In the questionnaire, participants were given four criteria that affect employability: qualifications, English proficiency, work experience and personality. They were asked to rank the four criteria from 1 (most important) to 4 (least important). For the data analysis, the average rank was calculated based on the responses of 170 participants who filled in this item. The other 13 left the item blank in the questionnaire.
Table 3. Participants’ ranking of criteria to get a job
Criteria Total participants Average Rank Rank
Work experience 170 1.75 1
Qualifications 170 1.85 2
English proficiency 170 2.69 3
Personality 170 3.00 4
Table 3 shows that the participants considered work experience to be the most important criteria for them to secure a job (average rank of 1.75). This was followed by qualifications (average rank of 1.85). Proficiency in English and personality were not as important in the eyes of the participants but since the average rank was 2.69 and 3.00, it means that these two criteria are not completely unimportant.
Table 4. Likelihood of English proficiency affecting employment
Frequency Percentage My English proficiency will affect chances of getting the job 52 28.42 My English proficiency will most likely affect chances of getting the
job
81 44.26
job
My English proficiency will not affect chances of getting the job 12 6.56 In another part of the questionnaire, participants were asked whether their command of English would prevent them from getting a job. Out of 183 participants who responded to this item, 52 (or 28.42%) felt that their English proficiency would affect chances of them getting the job (Table 4). Another 81 or 44.26% felt their English proficiency would most likely affect their chances of securing employment. However, the remaining 27.32% did not agree.
As all of the students were still studying at the polytechnic, they realized that their experience would be one of the major factors that they would lose out to other job applicants. 61 out of 183 participants listed experience as one thing that they may lose to other applicants followed by English proficiency/communication skills at 32 participants. Only 17 listed qualifications as their major weakness.
3. Confidence in handling job-related processes
The job-related processes referred to are writing job application letters, CV and performing in job interviews. The participants were asked to rate their level of confidence on a scale of “1” for very confident, “2” for quite confident, “3” for a little unsure and “4” for not confident at all. Table 5 shows that the participants are generally quite confident (2.11 to 2.22). They were relatively more confident about writing a good CV than writing a good job application letter or talking well in job interviews. The results suggest that they are more unsure about these two aspects and would benefit from teaching in these areas.
Table 5. Confidence in job-related processes Very
To write a good application letter 21 107 51 4 2.21
To talk well in job interview 31 81 70 1 2.22
Although 140 participants were confident in writing a good CV, the majority of them could only state some of the information needed for a good CV such as experience and qualifications. None of them could list all the compulsory information needed.
The participants were also not very clear on what is needed in a good application letter although 128 of them were confident in writing a good letter. Information that they gave again was not complete. Examples:
My ability
The job that I want to apply Work experience and personality
expect from the interviewer, thus listing questions on experience and qualifications as tough. Examples :
What do you know about this company?
Do you have any working experience in this job?
Ask about the job you apply and why you choosing that job?
Conclusion
The study shows that while they have some idea on the value of qualifications to secure good jobs, they may not be fully aware of the importance of being proficient in English or the
implications of poor mastery of English on their job hunting prospects. As the jobs they would apply for after graduation is different from the low-skilled jobs they held before entering polytechnic, mainly shop assistants and waiter/waitress, they would need to rely on their qualifications to secure a better job. Furthermore, as the majority feel that they would have to apply for jobs by responding to advertisements rather than securing the job through personal contacts, it is important for the polytechnic students to master the art of job application. Despite the confidence they reported for writing job application letters, CVs and performing well in interviews, previous studies on a similar group of polytechnic students showed that their job application documents do not make them stand out as candidates to be shortlisted for interview although they include the essential elements in the job application letters and CVs (Ooi & Ting, 2012). The polytechnic students did not rate English proficiency as important as work
experience and qualifications in getting their first job after graduation, but they acknowledged that inadequacies in their communicative ability can compromise their chances of securing good jobs. Neither work experience nor qualifications were highlighted as employability skill factors in Singh and Singh’s (2008) study because their focus was on skills (e.g., adaptability, teamwork, time management). The findings suggest that the polytechnic students would benefit from formal instruction not only on producing job application documents but also general knowledge on employability and the workplace expectations.
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Biodata
Kien-Bee Ooi teaches English at Politeknik Kuching Sarawak. She graduated with Masters in Management (Universiti Malaya), Bachelor of Arts in ELT(ESP)(Hons)- University of
Birmingham,UK, Diploma in TESL(Universiti Malaya) and Sijil Perguruan (TESL)-Maktab Perguruan Lembah Pantai.
