CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the conceptual and research literature, synthesis,

conceptual framework and definition of the terms

Conceptual Literature

For the researchers to fully understand the study, writings from books, electronic

sources, newspaper, and journals were sought and reviewed.

Employment and employees are often mentioned, and most employed adults know

what it means. Yet, there is a very specific definition of employment and it’s a good idea for

both employers and employees to review it from time to time.

The concepts of employment are a relationship between two parties, usually

based on contract where work is paid for, where one party, which may be a

corporation, for profit, not-for-profit organization, co-operative or other entity is the

employer and the other is the employee. Employability is the capability to move

into and within labor markets and to realize potential through sustainable and

accessible employment for the individual employ ability depend on: the knowledge

and skills they possess and their attitudes; the way personal attributes are presented

in the labor market; the environmental and social context within which work is

sought; and the economic context within which work is sought.

The employment needs indicator offers an estimate of the job openings in

each occupation in the period 2030. This is the sum of future needs that will arise
 9

due to a) the need to replace existing workforce and b) the need to cover new jobs

because the economy is growing which, if demand for worker is shrinking may be

negative. This means that employment needs in a given occupation may be

substantial (due to the replacement workers) even if the total numbers in this

particular occupation are expected to decline. (DFHETE,2002).

McQuaid and Lindsay (2005) widely used the term employability in a

variety of settings and its definition alone is the subject of a number of papers. One

suitable definition is that it is a set of achievements, skills, understandings and

personal attributes that make graduates more likely to gain employment and be

successful in their chosen occupation, which benefits themselves, the workforce, the

community and the economy.

Psychology has a lot to offer in relation to employability. Psychology lies at

the academic heart of work and organizational behavior including around

recruitment, aptitude and selection. It informs human resource management, career

guidance, coaching and consultancy. It addresses the individual and is concerned

with self-awareness, growth and development, social behavior and cognition. In

addition, it is strongly research-focused discipline and employability emphasizes

being able to bring research and critical-thinking skills to bear. All of this should

mean that psychology education is entirely compatible with the development of

employability in its students and graduates.

 10

In addition, on Career and Employment Consultant (CEC 2003) states that

the promotion of employability in the workplace and among young people, the

unemployed and other potentially disadvantaged groups in the labor market remains

an important goal for the revised European. Employment strategy, formulated in

2003, which emphasizes three overarching objectives; full employment; quality and

productivity at work; and cohesion and an inclusive labor market.

Storen and Aamodt (2010) presented employability as an aspect of quality of

higher education and as benefit of university degree programs of career and work.

Its focus is on the preparation of universities on their graduates for the working life

while demonstrating that study program characteristics have a significant impact on

the value of the program in the working world.

Appearing to have minor effects on the chances of getting a job appear to

have a significant effect on doing a job is the quality characteristics. Nilsson (2010)

pointed out that individual graduates’ perceived the usefulness of the study

programs to their employability and suggests that employability is a responsibility

of each individual graduate.

Employability, as explained by Romaniuk and Snart (2000), is a multifaceted

notion and the subject of debate in terms of what it is, how it is measured, how it is

developed and who is responsible for it. Employability has been defined as an

individual’s long term capacity to build a career and prosper in labor market. It

involves determining, attaining and maintaining the skills needed to work,

marketing oneself in order to obtain work, and working competently in order to

 11

retain work. Employability is not just about getting and keeping a job.

Employability is about graduates being equipped with skills, attributes and

knowledge, in order to develop a career path that may encompass a variety of

occupations, in a number of sectors and to contribute to the knowledge- based

economy of the 21st century.

Van Emmirik and Hetty (2012) pointed out that motivation factors for

seeking employment can be both intrinsic, such as achieving a personal status goal

and extrinsic, such as attaining resources. For the purpose of the present study,

understanding of graduate’s motivation for seeking employment is critical.

Motivation is defined as drive or incentive (Webster’s New World College

Dictionary, 2011) plays a role in the transition from school to work. Individual’s

perception of their transition from school to work, whether good or bad, is

influenced by their motivations in obtaining a job. Depending on individual

objectives in job attainment, being employable may be important to some and trivial

to others. For example, if someone is motivated to pursue a career in law because it

is his or her family’s tradition to do so, it would be important for that individual to

seek internships or seminars in the field of law, promoting their employability in the

specific field. For someone who viewed their job attainment in less concrete way,

such as being satisfied with a career in law or in career in business, a specific goal

for employability may seem trivial.

 12

Origins of Employability

The concepts of employability have been in the many literatures various

authors for many years. Current interests have been driven by the changing nature

of public employment policies, with increasing emphasis being given to skills-based

solutions to economic competition and work-based solutions to social deprivation

and the supposed end of “careers” and lifetime job security. This of course are

sometimes not applied but only to minority of the workers. The greater uncertainty

among employers as to the levels and types of jobs they may have in the future, and

the need to build new relationships with employees. It is also, ideally, about the

quality of such work employment. People may be able to obtain work but it may be

below their level of skill, or in low paid, undesirable or unsustainable jobs, and so

forth. It is also about capacity and capability of gaining and maintaining productive

work over the period of one’s working life (Houghton, 2001).

Employment

The Philippine employment rate in July 2017 was estimated at 94.4 percent.

In July 2016, the employment rate was 94.6 percent. Regions with lowest

employment rates were Ilocos Region (91.8%), National Capital Region (NCR)

(92.1%), and Central Luzon (92.9%). The labor force participation rate (LFPR) in

July 2017 was estimated at 60.6 percent given the population 15 years old and over

of 70.1 million compared to July 2016 which was 63.2 percent. The labor force

population consists of the employed and the unemployed 15 years old and over.

Workers were grouped into three broad sectors, namely, agriculture, industry and
 13

services sector. Workers in the services sector comprised the largest proportion of

the population who are employed. These workers made up 55.6 percent of the total

employed in July 2017. Among them, those engaged in the wholesale and retail

trade; repair of motor vehicles and motorcycles accounted for the largest percentage

(33.9%) of workers in the services sector. In July 2016, workers in the services

sector accounted for 55.0 percent of the total employed, with those engaged in the

wholesale and retail trade; repair of motor vehicles and motorcycles making up the

largest proportion (36.0%) of workers.

On the other hand, workers in the agriculture sector comprised the second

largest group making up 25.2 percent of the total employed in July 2017, while

workers in the industry sector made up the smallest group registering 19.2 percent

of the total employed. In July 2016, workers in agriculture accounted for 27.2

percent of the total employed; while workers in the industry sector, 17.8 percent.

The July 2017 survey results also showed the industry sector, construction workers

in the construction and manufacturing subsectors made up the largest groups,

accounting for 50.1 percent and 45.3 percent of the workers in these subsectors,

respectively. Among the occupation groups, workers in the elementary occupations

remained the largest group making up 26.8 percent of the total employed in July

2017. In July 2016, such workers made up 26.9 percent of the total employed in that

period. Managers comprised the second largest occupation group (15.3%), followed

by service and sales workers (14.5%), and skilled agricultural, forestry, and fishery

workers (13.5%) in July 2017.

 14

Employed persons fall into any of these categories: (1) wage and salary

workers, (2) self-employed workers without any paid employee, (3) employers in

own family-operated farm or business, and (4) unpaid family workers. Wage and

salary workers are those who work for private households, private establishments,

government or government-controlled corporations, and those who work with pay

in own family-operated farm or business. In July 2017, the wage and salary workers

made up 63.6 percent of the total employed, with those working in private

establishments continuing to account for the largest share. They made up 49.7

percent of the total employed in July 2017 and 47.9 percent in July 2016. The second

largest class of workers were the self-employed making up 27.7 percent of the total

employed in July 2017 while it was 27.6 percent in July 2016. Unpaid family

workers accounted for 5.2 percent of the total employed in July 2017 and 7.7 percent

of the total employed in July 2016.

Employed persons are classified as either full-time workers or part-time

workers. Full-time workers refer to those who worked for 40 hours or more during

the reference week, while those who worked for less than 40 hours were considered

part-time workers. Of the total employed persons in July 2017, 68.0 percent were

full-time workers, while 31.5 percent were part-time workers. By comparison, in

July 2016, full-time workers comprised 67.5 percent while part-time workers, 32.0

percent. In July 2017, workers worked 42.2 hours per week, on average, compared

with 42.6 in July 2016. By definition, employed persons who express the desire to

have additional hours of work in their present job, or to have additional job, or to
 15

have a new job with longer working hours are considered underemployed. In July

2017, the underemployment rate, which is the percentage of the underemployed to

the total employed, was estimated at 16.3 percent. In July 2016, the

underemployment rate was 17.4 percent.

Underemployed persons who work for less than 40 hours in a week are called

visibly underemployed persons. They accounted for 51.6 percent of the total

underemployed in July 2017 and 54.9 percent in July 2016. By comparison, the

underemployed persons who worked for 40 hours or more in a week made up 47.4

percent. By sector, 46.8 percent of the underemployed worked in the services sector,

while 33.1 percent were in the agriculture sector. Those in the industry sector

accounted for 20.1 percent. The unemployment rate in July 2017 was estimated at

5.6 percent. The unemployment rate in July 2016 was 5.4 percent. Among the

regions, Ilocos Region (8.2%), NCR (7.9%) and Central Luzon (7.1%) were the

regions with the highest unemployment rates. Among the unemployed persons in

July 2017, 64.0 percent were males. Of the total unemployed, the age group 15 to

24 years comprised 49.3 percent, while the age group 25 to 34, 29.7 percent. By

educational attainment, 21.3 percent of the unemployed were college graduates,

14.5 percent were college undergraduates, and 33.1 percent have completed junior

high school.
 16

Tracer Studies

A tracer study is a graduate or alumni survey that attempts to trace the

activities of the graduates or previous students of an educational institution. The

Association of African Universities or AAU (2002), and Boaduo, Mensah and

Babitseng (2009), explain that tracer studies enable the contextualization of

graduates of a particular University through a system that is dynamic and reliable in

order to determine their life path or movement. It also enables the evaluation of the

results of the evaluation and training provided by a particular institution and

examines and evaluates the current and future career and employment opportunities

prospects of graduates. Accordingly graduate job titles, years of employment, nature

of employment, income levels, and biographical data can be revealed through tracer

studies (Schomburg, as cited in Millington, nd.).

A tracer study as an impact assessment tool where the “impact on target

groups is traced back to specific elements of a project or program so that effective

and ineffective project components may be identified”. In educational research

tracer study is sometimes referred to as a graduate or alumni survey since its target

group is former students. Note that graduate surveys are popular for “analysis of the

relationship between higher education and work”.

The use of graduate tracer study (GTS) as an appropriate tool in determining

institutional capability in preparing graduates to meet demands of the workplace

was advocated by Homes (2001). It involves the determination of graduates in the

job search mode, lead time and employment conditions, where the knowledge
 17

acquired in schools are used at work, in promotion and job satisfaction. It is intended

to create an empirical portrait that describes employment and employability aspects

of the graduates of comprehensive university in the Philippines.

Tracer studies have been conducted by educational institutions for decades.

Harald Schomburg and his colleagues at the Centre for Higher Education and Work,

University of Kassel, Germany, have done considerable research on conducting

tracer surveys, constructing effective tracer study questionnaires and their statistical

analysis. They have conducted survey projects such as the CHEERS (Career after

Higher Education-a European Research Study). Which investigated the links

between higher education and graduate employment in Europe. They have done

similar research in Africa, Asia and Latin America. Schomburg (2003) states that

graduate tracer provide structural data on employment and career, the character of

work and related competencies, and information on the professional orientation and

experiences of their graduates.

The main objectives of the tracer study were to: investigate the transition

process from higher education to; shed light on the course of employment and work

over a five year period after graduation; analyze the relationships between higher

education and work in abroad perspective which includes the fulfillment of personal

goal such as job satisfaction and objective measurement like job position, income,

job security and the type of work; find out what factor are important for professional

success of graduates taking into account personal factor gender, work motivation,

acquired qualifications during course of study and labor market conditions; evaluate
 18

on the basis of the experience and views of graduates, central aspects of the

University, including resources, facilities and curriculum and get feedback for their

improvement; and identify key aspects of the continuing professional education of

graduates, and themes and kinds of courses, including extent, cost, location, reasons

for participation, proposals for University courses ( Zembere and Chinyama, 1996).

Related Studies

The following are related studies used as the guide in the conceptualization

The study of Causay & Maralit (2009) sought to determine the employability of

psychology of Batangas State University from 2004-2008 as well as to determine

the extent to which communication skills, problem solving skills, critical thinking

skills were applied to their present job with respect to the respondent’s current

occupation. There were significant differences found on the relationship on which

the skills are applied to present job with respect to the respondent job. The study

used the descriptive method and utilized self-constructed questionnaire. The

statistical tools used were frequency, weighted mean, ANOVA.

Based on the findings, the researchers produced documentation on the

employability of the Psychology graduates of Batangas State University. It

contained information about the graduate’s position, place of work, job description,

testimonials of co-employees and supervisors as well as the pictures of the graduates

while at work.

Martin and McCabe (2006) evaluates the challenges and issues raised at

institutional, programme and module level arising from the development and
 19

integration of SWE placement programmes at post-graduate level with a specific

focus on employability skills. Whilst there is a great deal of research on these issues

at undergraduate level, this case study extends the debates into the postgraduate

arena. The case study highlights the distinctive implications for industry, student

support systems and programme managers and tutors and examines the character of

demand for these courses (from largely international students) as well as outlining

lessons learned from engaging in the development process. Moreover, Martin and

McCabe’s study about reflecting the curriculum development process research with

students assess employability skills issues for postgraduate programs in the tourism

and hospitality subject areas. The research incorporated a range of data was gathered

on students’ perceptions of management skills required together with an analysis of

their career aims and skills development.

A study conducted by Javier (2018) focused on eliciting information on the

employment status of the Information Technology (IT) graduates of Cagayan State

University. Further, it also highlighted on the assessment of the IT program

objectives and components, and the relationship between selected profile variables

to their employability. Descriptive method was used to describe the profile of the

96 respondents from the 3-part survey-questionnaire, and t-test for determining

relationships. Sixty-nine (69) respondents or 71.88 percent were employed by

predominantly single and young females. Granted with PC Operations NCII, their

areas of interest were mainly on PC Operations and multimedia. Majority had more

than ten (10) attendances to trainings/seminars. As contractual along data entry

 20

operations in private companies, majority received just enough monthly salary of

P9, 000.00 to P11, 000.00, in jobs relevant to their IT education, skills and

knowledge deemed important in the exercise of their functions. IT program

objectives, components and processes were attained, implying that the University

had attainable objectives including a responsive IT curriculum and instructional

systems, competent and technically knowledgeable teachers, and adequate physical

facilities. Instructional systems, convenient classroom and school buildings were

contributory to graduates’ employability.

Another study made by Labaria (2016) aimed to evaluate and assess the job

satisfaction and employability of graduates of the Education graduates of Western

Philippines University – Quezon Campus. It aimed to determine the level of

education graduates of Western Philippines University Quezon Campus. This study

used descriptive statistics such as frequency counts, percentages; means were used

to analyze the data that was gathered through the use of modified CHED Tracer

Study survey questionnaire that was personally administered to 57 elementary

graduates and 35 secondary graduates served as population in this study from 2007

to 2011. Results revealed that majority of graduates were employed. The level of

employability of education graduates of Western Philippine University- Quezon

Campus were described as high. Respondents are satisfied that their job is

challenging and inspires them to do their best and have chance to grow

professionally in their present job were described as Very High. Similarly, they are

satisfied as to happiness in teaching day in and out of their school and a feeling of
 21

belongingness at present work that it would be hard to them to leave. It means that

education graduates have great opportunity and good chance in professional world

that both government and private agencies can accommodate them. Despites of the

high employability level of the teacher education graduates of Western Philippines

University Quezon Campus, the college of education must still conduct through

graduate assessment program it is important for the university administration to

monitor their graduates.

The study of Tica (2005), on the other hand, was designed to determine the

employability of the Bachelor of Technology graduates in the University of Rizal

System-Morong from 2000-2004. Specifically, the study determined the

employability of the respondents in terms of their employment status, mode of entry

in the job, job relevance to the course and job hunting time. The study also

determined the factors influencing the employability of graduates with respect to

SIT programs, guidance services, curriculum relevance, competencies developed,

instructional facilities, equipment and strategies and teacher’s behavior towards

student development. The person-related factors included were the area of

specialization, year graduated, nature of employment, monthly family income and

service area. An adopted and modified Employability Questionnaire was developed

and validated for purpose. Responses were obtained from 324 Bachelor of

Technology graduates who were the respondent of the study. The study was

anchored from Super Congruence Theory (1993) that in expressing a preference for

an occupation, individuals put into occupational terminology the kind of people they
 22

are. Furthermore, this point of view indicates that the students seek to implement

these concepts in entering an occupation and achieve self-actualization by becoming

established in that occupation.

Another study to Abas (2016) Our country (Philippines), just like the rest of

the countries in the world, is beset by increasingly uncertain changes brought by

globalization. The influence of technology will go beyond new equipment and faster

communications, as work and skills will be redefined and reorganized. The current

age has created opportunities along with challenges and complexities that affect two

of our country’s sectors: education and employment. In line with this period of

globalization, the higher education has been concerned with the development of the

whole person as well as knowledge, attributes, and skills which any educated person

should expect to have by the time of graduation. It further aims to inspire and enable

individuals to develop their capabilities to the highest potential levels throughout

life so that they grow intellectually, contribute effectively to society, achieve

personal fulfillment and are well- equipped for work.

A study made by Gagalang, Francisco and Regalado.(2017) aimed to

determine the employment aspects and assess the extent of the contributory factors

of the course that helped the graduates to be developed; extent of the course on the

overall college life experience and the extent of life satisfaction of the graduates of

Bachelor of Science in Psychology of the University of Rizal System Pililla,

Academic Years 2010-2013. The respondents were the seventy (70) graduates of all

the batches mentioned. The total enumeration was considered in this study,
 23

however, there were only forty-seven (47) or 67.14 % who responded among the

graduates of BS Psychology from the University of Rizal System Pililla Campus.

The variables included in the profile of respondents were sex, age, civil status, first

choice course, source of finances and personal monthly income. This study was

concerned with the extent of the contributory factors of the course that helped the

graduates to be developed; the extent of the course on the overall college life

experience; and the extent of life satisfaction among BS Psychology graduates. This

research study utilized the descriptive method of research. The data-gathering tool

was the Graduate Tracer Study (GTS) Questionnaire adapted from the Commission

on Higher Education (CHED). Based on the findings of the study, it can be

concluded that majority of the respondents were female, trainable, young adults,

responsible single, have chosen to pursue BS Psychology as their first choice course,

financially supported by parents in college and belonged to above poverty line.

Majority of the BS Psychology graduates are offered to work in private institutions

or establishments due to numerous vacant positions related to the course; are

engaged in contractual or casual status due to limited permanent positions both in

public and private institutions; with first job title of an HR Assistant or HR Office

Staff; involved in technical or professional work which have opportunities for

professional development; determined to apply their acquired knowledge and skills

right after graduation; got hired in less than two (2) months after graduation as walk-

in aspirant or direct application; whose job choice was influenced by professional

environment; attribute the job offer to their competent talents, skills and hands-on
 24

activities; consider their occupation as complemented to their qualification. The

graduates believe that BS Psychology course has developed them to be competent

team player; are agreeable that the course has optimistic impact on them; and are

contented with their present life. In order to meet the varying demands in diverse

workplace, they feel the essence of having more human resource-related subjects

and relevant trainings to be included in the curriculum.

In addition, Sto. Tomas (2013), universities and other educational and

training institutions should equip the students and graduates with the capabilities

and readiness to venture into the job market to facilitate their employment. She said

that students must not only be trained on skills needed in their chosen fields but also

on the basic requirements for employability. Sto. Tomas indicated that despite the

numerous graduates of any courses, the vacancies have not been easily filled up due

to the applicants' lack of basic requirements for employability.

According to Rae (2007) Students increasingly seek for work experience

opportunities as part of their degree experience. Employer participation in creating

work experiences are vital and it needs to be looked at how the employer

relationship can be established, managed and maintained in the interests of an

employer, HEIs and Students. It is because a healthy relationship with employers is

highly advantageous social capital for HEIs. However, work experiences are not

only will aid employability, although academicians, students, but parents and

universities career guidance team do also make the false assumption that is simply

engaging into the workplace is all that is required.

 25

A study conducted by Absuelo (2014) examines Philippine college and

university graduates’ social networks, educational attainment, degree field, English

language proficiency, immigration status, age, and gender, factors which influence

and determine Philippine graduates’ employability in the U.S. labour market. The

Triangulation Mixed Methods Design also known as the Concurrent Triangulation

Design was employed to effectively measure the complex phenomenon of

Philippine graduates’ employability by integrating quantitative and qualitative data

sets. The null hypotheses for this thesis were rejected exclusive of age and gender

differences.

Data revealed employability was enhanced when Philippine graduates

networked with Weak Ties during initial employment and continued to be

advantageous for being adequately employed (i.e. resulted in lower

underemployment). However, lower employability and underemployment

negatively affected graduates with a bachelor’s degree (particularly a business-

related degree), those who were less proficient in English, and those who were

Green Card holders. The factors that were influential in the employability of

Philippine graduates coincided with the labour market demands of the American

employers sampled in this study. The thesis found that the current status of

Philippine graduates has improved substantially with a higher percentage of the

respondents obtaining jobs commensurate with their educational qualifications as

opposed to their initial employment. Philippine graduates with medical technology

degrees were particularly successful at obtaining jobs commensurate with their

 26

educational qualifications despite relatively few holding advanced degree, but on

average this group had resided in the U.S. the longest. Graduates with business-

related degrees continued to lag behind those in other degree fields and experienced

lower employability and higher underemployment. Despite their initial employment

disadvantage, these degree holders were less likely to pursue continuing education

or receive additional U.S. school/educational credits. The findings of this thesis

provide insight into the employability of Philippine graduates. Because of the

sampling restrictions, the findings cannot be extrapolated beyond the scope of this

research. These results should only be treated as indicative within the context of this

research. However, they provide useful insights for policy-makers, stakeholders and

academics in the Philippines.

Employability is defined in different context the term refers to a person’s

capability of gaining initial employment, maintaining employment, and obtaining

new employment if required. Felicen and Mejia (2013) opined that employability is

the capability of individuals to move self-sufficiently within the labor market to

realize potential through sustainable employment. Different authors moreover agree

that employability depends on the knowledge, skills, abilities, attitudes and values

(KSAV’s) the individuals possess, the way they utilize their KSAV’s in workplace,

and the way they present themselves to employers.

The need for improved employability skills is linked to the success of the

individual and to the success of the company. Hawkridge (2005) stated

employability skills were a strong connection between economic success of society

 27

and education of the workforce. Without the required employability skills, the

United States is at risk of losing its economic competitive advantage to the other

countries. The need for improved employability skills was a constant theme

throughout the literature (Rateau & Kaufman, 2009).

A study on the employability of bachelor of science in home economics of

the university of eastern Philippines basis for curriculum enrichment done by

Delorino (2004) supported the study of Santos and disclose that the curriculum has

to be undated giving emphasis on the major subjects, laboratory, programs,

practicum, on the job training with reference to the minimum number of units as

mandated by commission on higher education. She further stressed out that the

students must be exposed to practicum and on the job training for them to apply

what they have learned in theory to real work. Likewise, she added that there should

be educational enhancement among faculty for them to better educate the students.

Lastly she cited that facilities and communication technology should be upgraded

to reinforce quality instruction. According to estimates by the National Statistics

Office (NSO), 42 percent of the 2.8 million unemployed in 2011 were college

graduates, while 50.4 percent of the unemployed were 15 - 24 years old.

The Commission on Higher Education estimates that roughly 517,000 new

college graduates join the labor force every year. This figure is cited in the Project

Jobs Fit study of the Department of Labor and Employment (DOLE) in 2009

wherein five industries are identified as key employment generators or sources of

 28

job vacancies: cyber services; hotels and restaurants; construction; health and

wellness; and aviation

These sectors have among the most number of hard-to-fill occupations,

which refers "to job vacancies for which an establishment has encountered

difficulties in managing the recruitment process for reasons such as no applicants,

applicant’s lack of experience, skill or license, preference for working abroad,

seeking higher salary or problem with location and other reasons."

According to Llanto (2015), the Philippines has to work harder in constantly

providing quality graduates that could support the growing need for degree holders,

skilled workers, that could meet the high standard of global employers. Llanto's

reminder echoed the earlier pronouncement of Philippine Chamber of Commerce

and Industry (PCCI) chairman for education Eduardo Gueriez-Ong, saying that the

Philippine educational institutions should collaborate tightly in providing world-

class quality system to prepare the country's manpower pool for global competition.

A recent Time magazine article by Martha C. White titled “The Real Reason

New College Grads Can’t Get Hired” cites a survey by the Workforce Solutions

Group at St. Louis Community College showing that more than 60 percent of

employers say applicants lack “communication and interpersonal skills.” The

survey also shows that a wide margin of managers say today’s applicants can’t think

critically and creatively, solve problems, or write well.

White cites another employer survey, this time done by a staffing company

named Adecco, which says that “44 percent of respondents cited soft skills, such as
 29

communication, critical thinking, creativity, and collaboration, as the area with the

biggest gap.” Only half as many say a lack of technical skills is the pain point.

Olelewe (2014) carried out a research on the employable skills required by

graduating students for gainful employment in Enugu State. The research work

focused on identifying the employability skills required in Enugu State for gainful

employment. He noted that graduate employment in Nigeria has been attributed to

the fact that employee’s education and skills acquired are adequate to meet the

demands of modern day jobs. The study revealed that employers of labour require

graduates who possess ICT Skills, entrepreneurial skills, interpersonal skills,

management and leadership skills.

Oluyomi and Adedeji (2012) carried out a research on skills mismatch among

University graduates in labor market. The research is based on the premise that

literature have shown that University graduates in Nigeria are poorly prepared for

work and this has great implications on the relevance of university education to the

employability and productivity of university graduates. The extent of skills

mismatch was 60.6 % with major weaknesses in communication, IT, decision

making, critical thinking, and entrepreneurial skills. Analytical thinking is the most

required skill.

Gender Gap According to the National Statistical Coordination Board,

269,877 or 56 percent of 481,862 Filipino college graduates in 2010 were women,

while male graduates numbered 211,985 or 44 percent of the total. Women

generally outnumbered men in college despite of the half a million number of men
 30

more than women whose ages range from 20 to 34 years. CHED Chairperson

Patricia Licuanan stated that this may be the effect of how boys and girls differently

grew up. Girls were taught to do chores around the house early while boys were

given more freedom to play, which results in girls to perform better and likely not

to be school drop outs (Licuanan, 2012). This is the reason why there are more girls

than boys in every class, not just in college, but also during primary and secondary

levels. However, Licuanan said that the dropout rate among male students should

be looked into as there may be greater pressure on males to get jobs even before

graduation. The difference between female and male graduates was even greater in

previous years: 56.8 percent female graduates against 43.2 percent male graduates

in 2006 and 61 percent female graduates against 39 percent male graduates in 2001.

Women have been equipping themselves with higher education better than men.

However, the gender disparity has narrowed with the share of women graduates

going down from 61 percent in academic year 2000-01 to 56 percent in AY 2009-

10,” stated in the NSCB report. The report, titled “Worrisome Trends Toward the

Deteriorationl,” also noted the slow rise in the number of graduates of higher

education courses, especially in critical studies like the sciences, engineering and

education.

In the Philippines, there is a wide gap in the participation rates of men and

women in decision-making. Gender tracking, whereby women are channeled into

careers that are basically extensions of their domestic responsibilities while men

acquire more marketable skills and enjoy more earning power, only aggravates the
 31

already unequal opportunities available to women,” Licuanan said. Most number of

women enrolls in courses such as liberal arts, home economics, nursing and

teaching. Men were more inclined to law, agriculture, engineering and natural

sciences. Women, because of the society's stereotype despite of the fight for

equality, were underrepresented in the fields which involve decision-making.

Unlike men, who almost get most of the CEO or managerial positions of many

companies. Since the beginning of our culture and tradition, women are the most

hardworking and as people always say, women are more mature in weighing things

in priority, it became associated with today's situation and can be seen especially

with our education system. Women were more eager to study hard, as there were

more girls in the honors lists, while men were more eager to play, literally. It can

easily notice by the fact that in school, there are more boys 30 athletes than girls,

because the latter were more focused in attaining a straight line-of-nine grades and

bunch of medals to wear as they go up the recognition day stage. But it's not always

in women's favor, because as they graduate, men outnumbered women in attaining

the top-ranked positions such as president of a university or company, and even of

a nation. Age and Employment in the Philippine educational system, the level of

grades 1 to 6 has an age bracket of 7 to 12, with the latter as the usual age during

graduation rites. In secondary education, the usual age bracket is 13 to 16. Since

secondary education runs for four years, the latter is the ideal age of graduating high

school students. In higher education, most bachelor degrees are for four years.

Students are usually from 17 to 20 years old, majority are single. Assuming that
 32

most of the college students were enrolled in a four-year course entering college at

16 years old, they’ll be 20 at by the time of graduation. This age suits the ideal

process or stage of job status improvements and marriages, as people improve their

job status after six to ten years of hard work and settle down for marriage after.

Though this will certainly be removed from the tradition of education as the K+12

program of President Noynoy Aquino implemented.

According to a survey, "Workforce Retention Survey" commissioned by the

American Psychological Association (APA), 67 percent of the respondents

answered "I enjoy the work I do" and that "it fits well with the other area of my life".

The Workforce Retention Survey was conducted online by Harris Interactive

between August 3 and August 7, 2012 on behalf of the American Psychological

Association. The survey was steered to 1,240 adults, age from 18 and older as the

participants. The participants are residents of United States and are either employed

part-time or full-time (APA, 2012). The survey contains a number of revealing

insights on employees’ motivation that might be of interest to corporate managers

and government policy makers. Furthermore, it is essential to establish trust by

putting some expectations to push them to be better and at the same time letting

them know when they do it right. Second is about career growth, learning, and

development. Career growth and development has something to do with employees’

improvement on how far he has gone. It is examining himself from within talking

about productivity and efficiency. At the same time, this is the stage where he is

given the chance to be molded and to start building his own career path. The
 33

employee’s commitment to an organization is the one of the factors why they leave

a company.

A study by Chen & Hu (2008) stated that the concept of job hunting is an

important factor affecting university students’ employment. In their empirical study,

it showed that while hunting for a job, graduates witness negative correlation

between their expectation of the nature of work and the demand for occupational

types and the accessibility to a post and monthly income; positive correlation

between students’ initiative and employment opportunities; positive correlation

between salary expectation and real income; negative correlation between mental

preparation for hardship and job satisfaction. They emphasized that the institutions

of higher learning must strengthen their employment education, guiding students to

foster a sound sense of competition, the concept of occupational position, mental

preparation for vocational hardship so that students can rectify their attitude towards

employment and adjust their employment concept, thus benefiting then in gaining a

position.ls by the labor market and critical thinking the least.

Synthesis

The summary of the similarities and differences of the present study to the

past studies were presented as follows:

The study of Causay and Maralit (2009) was found significant to the present

study since this also focused on the employability skills of the students needed for

employment. The only difference was that the present study determined the

knowledge and attitudes of the graduates.

 34

Likewise, Martin and McCabe (2006) on the other hand, highlighted the

distinctive implications for industry and students support system, and examined the

character of demand for these courses from engaging in the development process

which was related to the present study that focused on Psychology graduate’s

demands as employee.

A study conducted by Billy S. Javier (2018) was somehow similar to the

present study that also concerning the respondents profile from the questionnaire

that given to them. However it differs because the main agenda of Billy S. Javier's

research only focused on the employment status of the Information Technology

graduates of the said place, it also high lightened the assessment of the program,

objectives The study of Labaria (2016) was somehow similar to the present study in

terms of the employability of graduates that aimed to determine the level of

education of graduates. However it differs because it focus only in employability of

the graduates and they used the CHED Tracer Study survey questionnaire that was

personally administered to teacher of education graduates.

and components which is the main focus of their study.

Moreover, a study initiated by Tica was designed to determine the

employability of graduates as well. It only differed with the course of the respondent

are Psychology and the other are Technology graduates. This studies also differed

with the variables they used to determine one’s employability. The present used

profile and employability assets while the other one used profile, status of

employability and school-related factors.

 35

A study of Abas reflected the employability to other countries of the world

brought by globalization influenced by technology. The present study aims to

inspire and enables individuals to develop their capabilities to the highest potential

levels throughout life so that they grow intellectually, contribute effectively to

society, achieve personal fulfillment and are well-equipped for work.

The study of Gagalang, Francisco and Regalado (2017) was somehow similar

to the present study because it also aimed to determine the employment aspects of

graduate students and the researchers also tackled about the learnt skills of the

graduates that they can use in the workplace. However it differed because the main

concern of this research is the extent of the contributory factors of the course that

helped the graduates to be developed, overall college experience and the extent of

life satisfaction among BS Psychology graduates.

In addition, Sto. Tomas (2013) explained the readiness of the students and

graduates in the job to facilitate their employment especially the basic needs

requirements for employability. Sto. Thomas indicated that despite the numerous

graduates of any courses, the vacancies have not been easily filled up due to the

applicant’s lack of basic requirements for employability.

Likewise, Rae (2007) talked the increasingly seek for work experience

opportunities of the students as part of their degree experience. And also creating a

healthy relationship with employers to become productive and highly advantageous

in engaging in the workplace.

 36

The study of Absuelo (2014) was somehow similar to the present study, it

both do the research in Philippine colleges and university graduates but Absuelo

didn't focus on one course like we do we focus on graduates of communication

course. However, it differed because the present study examines the

employability of the graduates, skills and attitudes while Absuelo examined social

networks, English language proficiency, immigration status. She also tackles the

Philippine graduates ' employability in the U.S labor market which is different in

the present study.

The study of Delorino (2004) was similar to the present study in terms of

skills and techniques that will help the graduate students to be educated when they

have their job in order to do that Delorino wants the students to exposed in the

practicum for them to apply what they have learned in theory to real work.

However, it differs in Delorino cited the facilities and technologies should be

upgraded to reinforce quality instructions which are not tackled in our study.

The study of Oluyomi and Adedeji emphasize the skills mismatch of the

graduate’s students in Nigeria which has a great implication on the relevance of

university education to the employability and productivity of university graduates.

On other hand, Chen and Hu highlighted the concept of job hunting as an

important factor affecting university student’s employment, one of those is their

expectation in the nature of work and the demand for occupational types.

All the studies had been reviewed bears similarities to the present study but

not duplication in any form.

 37

Theoretical Framework

The theoretical framework presents the theories which explain why the

problem under study exist.

The “Graduate Identity Approach” by Leonard Holmes is based on a

Relational Perspective Learning and Skill, which emphasizes the need to attend to

the social processes by which what is taken to be learning and competent

performance are constructed. This is to be contrasted with what may referred to as

a possessive-instrumentalist perspective, which assumes that skills (sometimes

called capabilities, competencies) are empirically real, that they can be acquired by

graduates in employment. In contrast, rather than taking competencies, capabilities,

skills, attributes, qualities (whether called transferable, generic, key) as objective

characteristics and/ or properties of individuals, the Relational Perspective examines

how much such attributions arise in relation to the social practices within particular

arenas, and the emergent identities of persons whose performance is being

considered.

The Graduate Identity approach draws upon various traditions within

philosophy, sociology and psychology that address human behavior as being in

principle not amenable to objective specification but, rather, as requiring attention

to the social meaningfulness of situated action. Empirical research, already

undertaken, explored how students/ graduates and employers understand the nature

of ‘employability’ for graduates, what makes one ‘worthy of employment’, and how

this affects their own actions in the arena of recruitment and employment.
 38

Conceptual Framework

Figure 1 shows the paradigm of the research. The fist box serves as the input

data which includes the profile of the respondents in terms of sex, age, year

graduated, and income; employability of graduates. The second box serves as the

process data which consist of tracer study questionnaire that is provided by the

Commission on Higher Education. Also it includes the statistical treatment that

proponents used to get the data that they needed. And the last box indicates the

output of the study, which is a Career Development Seminar for those graduates of

BS Psychology in the said university.

 39

Conceptual Paradigm

INPUT PROCESS OUTPUT

Profile of respondents:
1.1 Sex;
1.2. Age;
1.3. Civil status;
Educational profile of
the respondent in terms
of;
2.1Course(s) Taken;
2.2Year Graduated;
2.3Professional
Examination Passed
2.4Tertiary level
qualification/advance
studies.
Survey on Graduates’
2.5Reasons in pursuing
Employment data 2015-
advance studies. Action Plan for
2017 using CHED
Employment Data of the Employment and Career
 Statistical
respondents be described Development of
Treatment
relative to: Psychology Graduates.
 Questionnaire
3.1Employed or
 Interview
unemployed
3.2Reasons of graduates’
unemployment
3.3Waiting time for the
first job
3.4Number of jobs taken
after graduation
3.5Employment Status
3.6Present Position
3.7 Type of company
3.8Lenght of service on
the present job
3.9Nature of work

Figure 1
Conceptual model for Employability of Psychology Graduates of Batangas State
University – Lipa Campus
 40

Definition of Terms

Advanced studies. Programs tend to be interdisciplinary and tend to be

focused toward meeting the needs of professionals rather than academics.

Employability. The term refers to the life- long process where the

individual’s knowledge, skills, capabilities, needs and/or desires are continuously

being re- evaluated through a process of reflection (Elsie, 2008). In this study,

employability is the capacity of Psychology graduates to be employed.

Employment Profile. It considers personal qualities as important as

academic background, professional skills and previous employment experiences. In

this study, it refers to the profile of the graduates of the BS Psychology toss know

if they were currently employed or for the researchers to know their current

employment status.

Employment Status. The term refers to the legal status and classification of

someone in employment as either an employee or working on their own account

(Bernabe, 2004). In this study, it was the status of the respondents such as

temporary, permanent and contractual with respect to his or her employment.

Graduates. It refers to a person who has successfully completed as course

of study or training, especially a person who has been awarded an undergraduate

academic degree.

Length of service. It refers to the period in which a person has been

continually employed in an organization (Miller, 2006). In this study, length of

service indicated how long the graduates have worked at a company.

 41

Nature of work. It is defined as something for which an employee is entitled

to do (Key, 2001). In this study, nature of work referred to the profession of the

graduates which are either related or not to their specialization.

Number of jobs taken. Numbers of jobs taken by a person from the day she

or he graduated up to the present.

Tracer study. It refers to the study to trace graduates of higher education

institute. “Graduate Survey’ s”, “Alumni Researches”, “Graduate Career Tracking”

or “Follow-up Study” are other terms for it. In this study, it refers to a tool for data

base for the graduates of BS Psychology Batches 2015-2017.

Unemployed. Refers to those who are not currently working or the people

who failed to look for a job, the graduates who were not able to find a job or those

who decided not to works.

Waiting for the first job. It refers to the time you have been waited to have

your first job.