Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.5
,
No
.2
,
Jun
e
2
016
, pp
. 11
9
~
12
5
I
S
SN
: 225
2-8
8
2
2
1
19
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Graduates’ Competence on Employability Skills and
Job P
e
rf
orm
a
nce
M
a
ripa
z C
.
Aba
s
, Ombra A.
Ima
m
College of
Education
,
Cotabato
Ci
ty
St
at
e Poly
t
e
c
hni
c Col
l
e
g
e,
P
h
i
l
i
ppi
ne
s
Article Info
A
B
STRAC
T
Article histo
r
y:
Received
Mar 13, 2016
Rev
i
sed
May 17
, 20
16
Accepted
May 26, 2016
One crit
ic
al m
e
a
s
ure of success i
n
workplac
es is an em
plo
y
e
e
’s a
b
ilit
y
to us
e
competently
the
knowledge, skills and valu
es that match the needs of his job,
satisf
y
the d
e
mands of his emplo
y
er, an
d contribute to
the over
a
ll
achi
e
vem
e
nt of
institution
a
l g
o
als. An expla
n
ator
y-corr
el
atio
nal rese
arc
h
design was used
to determ
ine
the
exten
t
of relatio
nship between categor
ies of
emplo
y
ability
skills (using The C
onference Board
of Canada’s Emplo
y
ability
Skills 2000+)
an
d el
em
ents of Co
ntextu
al Perform
ance adopt
ed fro
m
Borm
an
and Motowidlo
’
s Taxonom
y
.
There w
e
re
a
total of 220 r
e
spondents
representing th
e groups of emplo
y
er
s and emplo
y
ees
from
25 government
institut
i
ons in
the south-c
e
ntr
a
l par
t
of Min
d
anao r
e
gion,
Philippines
.
Inferential analysis shows that fundame
ntal skills had m
oderate relationship
with em
plo
y
e
e
s
’
contextu
al perfo
rm
ance. Howeve
r, being m
o
re com
p
etent in
thinking and pro
b
lem
solving skills provi
des em
plo
y
ees with m
o
re benefi
ts
in performing contextu
al beh
a
vior. Fi
ndings fu
rther rev
e
aled
th
at although
personal m
a
nag
e
m
e
nt skills ha
d m
oderate rel
a
tionship with
em
plo
y
ees’
contex
tual b
e
ha
vior, th
e com
p
e
t
enc
e
in pers
on
al ad
aptab
ili
t
y
a
nd learn
i
ng
continuously
ar
e contributor
y
acr
oss all
elements of
contex
tu
al p
e
rformance.
Finall
y,
th
e r
e
sult of
the
stud
y
yield
e
d th
at
te
am
work skills, p
a
rt
icul
arl
y
th
e
skills on working with oth
e
r
s
, were
also
m
oderatel
y
corr
ela
t
ed wi
th
em
plo
y
ees
’ con
t
extua
l
perform
a
n
ce.
This
im
plie
s
that gr
adua
tes
’
com
p
eten
ce
in em
plo
y
abil
it
y skills could gi
ve them
due ad
vantag
e in the
i
r
respecti
v
e
work settings.
Thus, p
r
oper
attent
ion on
develop
i
ng co
mpetence on
em
plo
y
abili
t
y
sk
ills b
y
em
plo
y
er
s, em
plo
y
ees
, hi
gher a
cad
em
ic i
n
stitutions
,
labor ag
enci
es
,
and polic
y m
a
k
e
rs
m
a
y
help
address the problems on job
performance
.
Keyword:
C
ont
e
x
t
u
al
per
f
o
r
m
a
nce
Em
p
l
o
y
ab
ilit
y sk
ill 20
00
+
Em
p
l
o
y
ab
ilit
y sk
ills
Gra
d
uates’ c
o
m
p
etence on
g
e
n
e
ric sk
ills
Higher education gra
duates
Copyright ©
201
6 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Maripaz C. Abas,
C
o
l
l
e
ge of Ed
u
cat
i
on,
Co
tab
a
to City State Po
lytechn
i
c Co
lleg
e
,
Sin
s
uat Av
en
ue, Co
tab
a
to
Cit
y
, Ph
ilipp
i
n
e
s.
Em
a
il: maripazabas@ya
h
oo.c
om
1.
INTRODUCTION
Th
e Ph
ilip
p
i
n
e
s, j
u
st lik
e th
e rest o
f
th
e cou
n
t
ries in
th
e world, is b
e
set b
y
in
creasing
l
y u
n
certai
n
ch
ang
e
s
br
ough
t b
y
g
l
ob
alizatio
n
.
Th
e
U
S
D
e
p
a
r
t
m
e
n
t
o
f
Lab
o
r
[1
]
no
ted
t
h
at “w
e ar
e liv
ing
i
n
a n
e
w
econ
o
m
y
pow
ered
by
t
echn
o
l
ogy
, f
u
el
ed
b
y
i
n
form
at
i
on, and
dri
v
en
by
kn
o
w
l
e
d
g
e” (
p
. 1)
.The i
n
fl
ue
nce o
f
tech
no
log
y
will g
o
b
e
yon
d
n
e
w equ
i
p
m
en
t an
d
faster co
mm
u
n
i
catio
n
s
, as work
and
sk
ills will b
e
red
e
fin
e
d
and
re
or
ga
ni
ze
d.
Th
e cu
rren
t age h
a
s created
op
portun
ities alo
n
g
with
ch
allen
g
e
s and
co
mp
lex
ities th
at affect two
o
f
ou
r c
o
u
n
t
r
y
’
s s
ect
ors:
ed
ucat
i
on a
n
d em
pl
oy
m
e
nt
. Lasan
[2
]
cont
en
de
d t
h
at
bot
h
ha
ve a
l
o
t
at
st
ake i
n
hum
an
resources th
at co
u
l
d
co
m
p
ete su
ccessfu
lly i
n
a g
l
ob
al econ
o
m
y. Th
e h
u
man
resou
r
ce
will b
e
g
r
ad
u
a
tes o
f
in
stitu
tio
n
s
of h
i
gh
er
learn
i
ng
who
s
e
edu
c
atio
n
a
l
ex
p
e
rien
ce
will h
a
rmo
n
i
ze
with
t
h
e requ
irem
en
ts o
f
t
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
11
9 – 1
2
5
12
0
p
r
esen
t and
fu
t
u
re labor m
a
rk
et. Hen
c
e, th
e
in
terp
lay
and c
o
ope
r
ative endeavor of
these
two sectors
be
come
h
i
gh
ly i
m
p
e
rativ
e.
In l
i
n
e wi
t
h
t
h
i
s
peri
od
of
gl
obal
i
zat
i
o
n
,
t
h
e hi
ghe
r educat
i
o
n ha
s been c
once
r
ne
d wi
t
h
t
h
e
d
e
v
e
l
o
p
m
en
t of th
e who
l
e p
e
rson
as
well as k
nowledg
e,
attrib
u
t
es, an
d sk
ills wh
ich
an
y edu
cated
p
e
rson
sho
u
l
d
ex
pect
t
o
ha
ve
by
t
h
e
t
i
m
e
of g
r
ad
ua
t
i
on.
It
f
u
rt
her
aim
s
t
o
i
n
spi
r
e
an
d e
n
abl
e
i
n
di
vi
d
u
al
s t
o
de
vel
o
p
th
eir cap
a
b
ilities to
t
h
e
h
i
ghest po
ten
tial lev
e
ls thro
ugh
out life so th
at t
h
ey gro
w
in
tel
l
ectu
a
lly, co
n
t
rib
u
t
e
effectively to s
o
ciety, achie
ve
pe
rsonal
fu
lfil
l
m
en
t an
d
are
well- eq
u
i
p
p
e
d fo
r
wo
rk
.
It b
eco
m
e
s essen
tial n
o
w fo
r
h
i
gh
er ed
u
cati
o
n
institu
tio
n
s
(HEIs) t
o
respo
n
d
to
u
n
p
r
ed
i
c
tab
l
e lab
o
r
market and m
a
ke pa
rallel adjustm
e
nts in order t
o
fulf
ill their mission.
One organize
d way
to keep pace
with
th
is ti
m
e
o
f
quick
en
ing
ch
an
ge is for HEIs t
o
pro
v
i
d
e
av
enu
e
s for th
e
g
r
ad
u
a
tes t
o
g
a
i
n
certain
g
e
n
e
ral sk
ills
an
d
q
u
a
lities th
at
will
m
a
k
e
th
em
co
m
p
lete
ly g
eared
up
t
o
t
h
e
real d
e
m
a
n
d
s
o
f
th
e wo
rl
d
o
f
wo
rk [3
]-[4
].
Accord
ing
l
y, with
ou
t co
m
p
ro
m
i
sin
g
th
e acad
em
ic p
r
in
ci
ples, Abas-Mast
u
ra
, Im
a
m
& Osm
a
n [5] argued t
h
at
“HEIs s
h
ould
dem
onstrate a
greater
c
o
m
m
i
tm
ent
t
o
de
ve
l
op t
h
e
gen
e
ra
l
i
zed ex
pert
i
s
e
t
h
at
g
r
a
duat
e
s can
trans
f
er
t
o
wha
t
ever working envi
ronm
en
t th
ey find
th
em
selv
es in after grad
u
a
tion
”
(p
.
15
1).
In
o
t
h
e
r wo
rd
s,
th
ey are exp
e
cted
to
h
a
v
e
d
e
v
e
lop
e
d
no
t on
ly su
bj
ect specific sk
ills b
u
t also
e
m
p
l
o
y
ab
ility sk
ills to
mak
e
them
both spec
ialists and ge
neralists. For B
a
iley [6], t
eaching a
nd lea
r
ni
ng these
ge
neric
skills are consistent
with the
em
erging
nee
d
s
of a
world ec
onomy in a
high
pe
rform
ance workplace.
Th
e em
p
l
o
y
abilit
y sk
ills refer to
attri
b
u
t
es
o
f
em
p
l
o
y
ees,
o
t
h
e
r th
an
tech
n
i
cal co
m
p
et
en
ce,
wh
ich
mak
e
th
e
m
an
asset to
an
em
p
l
o
y
er [7
]. Th
e em
p
l
o
y
ab
ilit
y sk
ills h
a
v
e
v
a
ried
classi
ficatio
n
s
lik
e b
a
sic
academ
ic skill
s, hi
ghe
r-orde
r thinki
ng skill
s and pe
rs
onal
qualities with
m
o
re detailed skill sets [8].
These
g
e
n
e
ric em
p
l
o
y
ab
ility sk
ills
are usefu
l
across all lev
e
ls of
p
o
s
ition
s
fro
m
j
o
b
en
tran
ts to
ch
iefs
of offices [9
].
Greg
so
n & Bettis [10
]
assert
ed
t
h
at m
a
n
y
e
m
p
l
o
y
ers
requ
ire app
lican
ts to
h
a
v
e
t
h
ese
sk
ills to
b
e
serio
u
s
ly
considere
d
for e
m
ploym
ent. Si
m
i
la
rly, these skills are crucial for
em
ploym
e
nt and workplace succe
ss and
serv
e as
b
a
sis
for lifelon
g learn
i
n
g
n
e
ed
ed by g
r
ad
u
a
tes t
o
find
a
j
o
b
[11
]
. Th
e si
g
n
i
ficance o
f
em
p
l
o
y
ab
ility
sk
ills in
work
settin
g
s
is then reco
gn
ized [4
],[1
2
]
.
Th
e em
p
l
o
y
ab
i
lity sk
ills ad
o
p
ted
in
t
h
e study are catego
r
ized
in
t
o
three areas su
ch as fun
d
a
m
e
n
t
al,
p
e
rson
al m
a
n
a
g
e
m
e
n
t
an
d
tea
m
wo
rk
sk
ills. Th
e call o
f
the ti
m
e
n
o
w
is
for em
p
l
o
y
ees
to
enrich and
su
stain
th
ese sk
ills in
th
eir work
settin
g
and
be m
o
tiv
ated
in
lifel
o
n
g
learn
i
n
g
. It is i
m
p
o
r
tan
t
th
at th
ey are ab
le to
u
pgrad
e th
e skills an
d
to
an
ticip
ate an
d
p
r
ep
are for th
e fu
tu
re sk
ills req
u
ired
of th
e wo
rk
fo
rce
[11
]
. In o
t
h
e
r
words, th
ey
hav
e
to
ach
i
ev
e co
m
p
eten
ce o
n
t
h
e use of e
m
p
l
o
y
ab
ility
sk
ills. Su
ch
co
m
p
eten
ce on
sk
ills
den
o
t
e
s t
h
e de
gree t
o
whi
c
h an em
pl
oy
ee dem
onst
r
at
es p
r
ofi
c
i
e
ncy
an
d
m
a
st
ery
on t
h
e di
ffe
rent
acq
ui
re
d
e
m
p
l
o
y
ab
ility
sk
ills. In
add
i
t
i
o
n
,
acco
r
d
i
ng
to
W
e
in
er
t [13], co
m
p
eten
ce p
e
rtain
s
t
o
“cog
n
itiv
e fitn
ess
for a
p
a
rticu
l
ar class o
f
task
s,
a
roug
h
l
y sp
ecialized
system
o
f
abilit
ies, p
r
o
f
icien
c
ies,
o
r
ind
i
v
i
d
u
a
l
d
i
spo
s
ition
s
to
learn som
e
thing success
f
ully, to do som
e
thing s
u
ccess
f
ull
y
,
or to reac
h a specific goal.
This can be a
p
plied to
an
in
d
i
v
i
du
al, a g
r
oup
of in
d
i
v
i
du
als, or an
in
stitu
tio
n
”
[p
.
3
4
]
. As su
ch, e
m
p
l
o
y
ers d
e
man
d
th
at e
m
p
l
o
y
ees
acq
u
i
re a
wid
e
rang
e
o
f
em
p
l
o
y
ab
ility sk
ills an
d app
l
y co
m
p
eten
tly su
ch skills fo
r b
e
tter jo
b p
e
rform
a
n
ce.
M
o
re
ove
r,
jo
b
per
f
o
r
m
a
nce di
m
e
nsi
ons s
h
ou
l
d
ge
neral
i
ze a
c
ross a
b
r
oa
d r
a
nge
of
j
o
b
s
.
Di
st
i
n
ct
i
o
n
s
may be m
a
de between
elem
en
ts of task and c
onte
x
tual
perform
ance [14].
W
i
t
h
t
h
is, it
be
com
e
s inevitable for
the governm
ent heads to wi
de
n thei
r c
r
ite
ri
a of
j
o
b per
f
o
r
m
a
nce,
for they
need to focus
also
o
n
its con
t
ex
tu
al
per
f
o
r
m
a
nce and
not
o
n
l
y
o
n
u
nde
rst
a
n
d
i
ng
of pe
rf
o
r
m
a
nce i
n
i
t
s
t
r
adi
t
i
onal
co
nc
ept
of s
p
eci
fi
c t
a
sk
beha
vi
o
r
s.
Van
Sc
ot
t
e
r a
n
d
M
o
t
o
wi
dl
o
de
fi
ne c
o
nt
ex
t
u
al
pe
rf
orm
a
nce as “
b
eha
v
i
o
u
r
s t
h
at
devi
at
e fr
om
an
e
m
ployee’s job desc
ription”
(p
.
16) [15].
It is clear
that e
m
ployees c
a
n contribu
te to their workpl
aces in
ways th
at
g
o
beyo
nd
th
e activ
ities th
at m
a
k
e
up
th
ei
r
j
o
b
s
. Van
Sco
tter
p
o
s
t
u
lates th
at
th
ese em
p
l
o
y
ees can
g
e
t in
vo
lv
ed
in co
n
t
ex
t
u
al p
e
rform
a
nce whe
n
they are “vol
unta
r
ily helpin
g colleagues,
putting in ext
r
a effort
t
o
com
p
l
e
t
e
a
gi
ve
n t
a
sk,
put
t
i
ng i
n
ext
r
a
h
o
u
r
s t
o
g
e
t
wo
rk
do
ne o
n
t
i
m
e
and s
o
f
o
rt
h”
(p.
16
) [
15]
. I
n
t
h
i
s
st
udy
, c
o
nt
ext
u
al
pe
rf
o
r
m
a
nce i
n
v
o
l
v
e
s
t
h
e
fi
ve el
em
ent
s
i
d
ent
i
f
i
e
d
by
B
o
rm
an an
d M
o
t
o
wi
dl
o
[1
4]
n
a
m
e
l
y
vol
unt
ee
ri
n
g
,
persi
s
t
i
n
g,
hel
p
i
n
g, e
n
do
rsi
n
g,
su
p
p
or
tin
g
and
d
e
f
e
nd
in
g
org
a
n
i
zatio
n
a
l ob
jectiv
es, and
fo
llowing
o
r
g
a
n
i
zatio
n
a
l ru
les
id
en
tified
.
B
a
sed o
n
avai
l
a
bl
e st
udi
es
re
vi
ewe
d
[
4
]
-
[
7
]
,
[1
0]
-[
1
2
]
,
[1
6
]
-[1
9]
alm
o
st
al
l
regar
d
ed t
h
e
im
port
a
nce
o
f
em
p
l
o
y
ab
ility sk
ills in
wo
rk
settin
g
s
. Howev
e
r, th
ese d
i
d
no
t fo
cu
s
o
n
co
rrelatin
g
th
e sk
ill co
m
p
eten
ce of
em
pl
oy
ees wi
t
h
t
h
ei
r c
o
nt
ext
u
al
pe
rf
orm
a
nce. Th
us, t
h
e
prese
n
t
st
u
d
y
t
r
i
e
d a
d
d
r
essi
n
g
t
h
i
s
re
searc
h
gap
t
o
ad
d
m
o
re to
a b
o
d
y
of kno
wled
g
e
on
em
p
l
o
y
ab
ilit
y s
k
ills an
d
con
t
ex
tu
al p
e
rforman
ce o
f
g
overn
m
e
n
t
e
m
p
l
o
y
ees. This stu
d
y
inv
e
stig
ated
h
o
w crucial th
e g
r
ad
u
a
tes’ co
m
p
eten
ce o
n
em
p
l
o
y
abilit
y sk
ills is as
new
entra
n
ts to the
i
r perform
ance in a
government workplace. Specifically, this
study attem
p
ted to answer the
fo
llowing
: (1
) How
d
o
e
s
g
r
adu
a
tes’ com
p
eten
ce o
n
e
m
p
l
o
y
ab
ility sk
ills co
rrelate with
contex
tu
al
p
e
rform
a
n
c
e?
,
an
d
(2)
W
h
at
d
o
th
e fi
n
d
i
n
g
s
o
n
th
e co
rrel
atio
n
o
f
sk
ills an
d
p
e
rform
a
n
ce i
m
p
l
y
?
To
ad
dress
th
e first p
r
ob
lem
,
th
e fo
llo
wi
n
g
h
ypo
th
eses
were set. Ho
: Th
e em
p
l
o
y
ee
s’ co
m
p
eten
ce o
n
th
e em
p
l
o
y
ab
ility
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Gradu
a
t
es' C
o
mp
eten
ce
o
n
Emp
l
o
y
ab
ility Skills a
n
d
Jo
b Perfo
r
man
ce (Ma
r
ipa
z
C
.
Ab
as)
12
1
sk
ills d
o
e
s no
t
sig
n
i
fican
tly co
rrelate with
co
n
t
ex
tu
al
p
e
rfo
r
m
a
n
ce. Ha:
Th
e em
p
l
o
y
ees’ co
m
p
eten
ce o
n
t
h
e
e
m
p
l
o
y
ab
ility sk
ills sign
ifican
tly co
rrel
ate
with
co
n
t
ex
tu
al p
e
rform
a
n
ce.
2.
R
E
SEARC
H M
ETHOD
An e
xpla
n
atory-correlational
researc
h
desi
gn
was em
p
l
o
y
ed
in
th
e stud
y to
explain
or clarify the
deg
r
ee
of
ass
o
ci
at
i
on am
ong
t
w
o
o
r
m
o
re va
ri
abl
e
s at
o
n
e
p
o
i
n
t
i
n
t
i
m
e” (
p
.
3
4
3
)
[2
0]
.
T
h
e
dat
a
c
onsi
s
t
i
ng
o
f
co
m
p
eten
ce o
n
em
p
l
o
y
ab
ilit
y sk
ills o
f
em
p
l
o
y
ees an
d
th
eir co
n
t
ex
tu
al p
e
rform
a
n
ce were id
en
tified
.
A
co
rrelatio
n was app
lied
b
e
tween
em
p
l
o
y
ee-co
m
p
eten
ce on
e
m
p
l
o
y
ab
ility sk
ills and
j
o
b
perfo
r
m
a
n
ce.
O
u
t
o
f
25
gover
n
m
e
n
t
ag
en
cies th
at w
e
r
e
su
rv
eyed, a samp
le of
110
emp
l
o
y
er
s
and
1
1
0
em
p
l
o
y
ees
w
a
s selected
as th
e r
e
spon
d
e
n
t
s o
f
t
h
e study. Th
e em
p
l
o
y
er
s w
e
r
e
co
mp
o
s
ed
o
f
section
or
un
it ch
iefs u
n
d
e
r
the divisi
on c
h
iefs of the ide
n
tified regi
onal offices. Bu
t
not all section/unit chiefs becam
e part
of the
survey;
t
hose
w
ho
o
n
l
y
qual
i
f
i
e
d
ha
ve o
n
e
or
m
o
re em
pl
oy
ees wh
om
t
h
ey
di
r
ect
l
y
super
v
i
s
e
d
i
n
n
o
t
l
e
ss t
h
an
o
n
e
year. Each
of th
ese ch
iefs rated
h
i
s/h
e
r
own
em
p
l
o
y
ee in
term
s o
f
sk
ill co
m
p
eten
ce an
d
jo
b p
e
rfo
r
man
ce.
The
n
, t
h
e
qualified em
ployees we
re s
u
bordinates
of
t
h
e
sam
p
l
e
d em
pl
oy
ers.
Em
pl
oy
ees
refe
rre
d
t
o
t
h
e
g
r
adu
a
tes o
f
fo
ur-year o
r
fi
v
e
-year
d
e
gree prog
ram
s
from
p
u
b
lic and
p
r
i
v
ate h
i
g
h
e
r in
stitu
tio
ns an
d h
a
v
e
serve
d
in t
h
eir
prese
n
t workpl
ace for at least one yea
r
. T
h
ey assessed t
h
emselves with
res
p
ect to their le
vel of
sk
ill co
m
p
eten
ce and
j
o
b
p
e
rform
a
n
ce. Th
e nu
m
b
er o
f
emp
l
o
y
er-em
p
lo
yee resp
ond
en
ts selected
p
e
r ag
en
cy
ran
g
e
d
fr
om
1-1
1
. T
h
ere
we
re an
une
q
u
al
num
ber o
f
re
spo
n
d
e
n
t
s
bec
a
use s
o
m
e
sect
i
on chi
e
fs ha
ve
n
o
e
m
p
l
o
y
ees under
th
em
, and
al
l th
ese ag
en
cies do
n
o
t
h
a
v
e
t
h
e sam
e
n
u
m
b
e
r
o
f
sectio
n
s
/
u
n
its.
The resea
r
c
h
t
ool
s
were t
w
o
set
s
of su
rve
y
quest
i
o
nnai
r
es. Em
pl
oy
ees answe
r
e
d
o
n
e
set
and
em
pl
oy
ers ha
d
t
h
e ot
her set
.
For t
h
e em
pl
oy
ees’ q
u
est
i
o
nnai
r
e, Part
I
pert
ai
ne
d t
o
t
h
ei
r pe
rs
onal
pr
ofi
l
e
d
e
scri
p
tio
n. Part II was th
e 5
0
-
item
E
m
p
l
o
y
ab
ility Sk
ills Qu
estio
nn
aire wh
ich
in
qu
ired
o
n
th
e l
e
v
e
l of
com
p
etence of em
ployees on the
said s
k
i
lls and
was
rated
adop
tin
g a th
ree-po
in
t
scale fro
m
(1
) “no
t
com
p
etent” to (3) “
v
ery c
o
m
p
etent”. Finally, Part
I
II w
a
s th
e Jo
b Perf
or
m
a
nce Questionnaire
which
measu
r
ed
th
e
co
n
t
ex
tu
al p
e
rfo
r
m
a
n
ce o
f
em
p
l
o
y
ees in
th
e reg
i
on
al ag
en
cies and
u
tilized
a th
ree-po
in
t scale
t
h
at
ra
nge
d
fr
o
m
(1) “nee
ds
i
m
provem
e
nt
” t
o
(3
) “
v
ery
sat
i
sfact
o
r
y
”
.
Part I
of t
h
e s
u
rvey questionnaire for the e
m
ployer
s d
ealt with
th
eir
p
e
rso
n
al p
r
ofile. Part II was
mad
e
u
p
of two
qu
estionn
aires. On
e was th
e Em
p
l
o
y
ab
ility Sk
ills Co
mp
eten
ce
Qu
estio
nn
aire, wh
ich rang
ed
fro
m
(1
) “n
o
t
co
m
p
eten
t” to
(3
) “very co
m
p
eten
t”. Th
is d
e
scrib
e
d
th
e level o
f
sk
ill co
mp
eten
ce of em
p
l
o
y
ees
as percei
ve
d
b
y
em
pl
oy
ers. The ot
he
r wa
s t
h
e Job Pe
rf
orm
a
nce Ques
t
i
onnai
r
e, w
h
i
c
h o
b
t
a
i
n
e
d
d
a
t
a
on
em
pl
oy
ees’ c
o
nt
ext
u
al
pe
rf
or
m
a
nce.
T
h
e i
t
e
m
s for e
v
e
r
y ele
m
ent of c
onte
x
tual
perform
ance we
re
rated
usi
n
g a
t
h
ree
-
p
o
i
n
t
scal
e t
h
at
r
a
nge
d
fr
om
(1)
“nee
ds i
m
pro
v
e
m
e
nt
” t
o
(
3
) “
v
ery
sat
i
s
fact
or
y
”
.
Add
itio
n
a
lly, Part II item
s
fo
r bo
t
h
g
r
ou
ps o
f
respo
n
d
e
n
t
s were
d
e
ri
ved
fro
m
th
e E
m
p
l
o
y
ab
ilit
y
Sk
ills 2
000
+ th
at was co
n
c
ep
tu
alized
b
y
me
m
b
ers o
f
the Co
nferen
ce
Bo
ard
of Canad
a
[1
6
]
.
It was th
en
m
o
d
i
fied
in
ord
e
r t
o
yield
th
e n
eed
ed
d
a
ta for th
e stud
y. Thu
s
, the fin
a
l list o
f
em
p
l
o
y
ab
ility sk
ills u
s
ed
in
th
e
p
r
esen
t stud
y
o
n
l
y in
clud
ed
5
0
sk
ill ite
m
s
o
u
t
o
f
5
6
d
e
scrip
tion
s
in
th
e
o
r
i
g
in
al do
cumen
t
. Th
e sk
ills were
furthe
r categorized into three
;
each
category had skill are
a
s. These
were
Fundam
ental
Skills (comm
unicate,
man
a
g
e
informatio
n
,
u
s
e
n
u
m
b
e
rs, and
th
i
n
k an
d
so
l
v
e prob
lem
s
), Personal Man
a
g
e
m
e
n
t
Sk
ills (d
em
o
n
s
trat
e
p
o
s
itiv
e attitu
d
e
s and
b
e
h
a
vio
r
s,
b
e
respon
sib
l
e, b
e
ad
ap
tab
l
e, learn
co
n
tinuo
usly an
d work safely) and
Team
wo
rk
Sk
i
lls (work
with o
t
h
e
rs and
p
a
rticip
ate
in
p
r
o
j
ects an
d
task
s). Th
e sam
e
e
m
p
l
o
y
ab
ility
sk
ills
ite
m
s
were u
s
ed
to
m
easu
r
e all th
e lev
e
l o
f
sk
ill co
m
p
eten
ce o
f
em
p
l
o
y
ees as p
e
rcei
v
e
d
b
y
th
em
an
d
th
eir
respective
em
ployers.
In the ca
se of conte
x
tual pe
rform
a
nce, the factor
s
devel
o
p
e
d we
re d
r
aw
n
fr
om
t
h
e conc
ept
s
o
f
t
h
e
or
ga
ni
zat
i
onal
psy
c
h
o
l
o
gi
st
s, B
o
rm
an
and M
o
t
o
wi
l
do [1
4
]
.
Hence,
t
h
e Job Per
f
o
r
m
a
nce
Quest
i
on
nai
r
e
use
d
i
n
t
h
i
s
st
u
d
y
c
onsi
s
t
e
d
of
20
co
nt
ext
u
al
p
e
rf
orm
a
n
ce item
s
wh
ich
i
n
vo
lv
ed
fiv
e
elemen
ts: Vo
lunteerin
g,
Per
s
isting
,
H
e
lp
in
g
/
C
o
op
eratin
g
,
En
dor
sing
, Suppo
r
ting an
d
D
e
f
e
nd
i
n
g
Org
a
n
i
zati
o
n
a
l Obj
ectives an
d
Fo
llowing
Organ
i
zatio
n
a
l
R
u
les.
Al
l
t
h
e scal
e v
a
l
u
es o
f
t
h
e
di
ffe
rent
quest
i
o
nnai
r
es we
re g
i
ven t
h
e c
o
r
r
es
po
n
d
i
n
g wei
g
h
t
s of 1
.
00
-
1
.
4
9
fo
r 1
;
1
.
50
-2
.49
for
2
,
an
d 2.50-
3.00
fo
r 3.
Co
n
t
en
t v
a
lid
it
y in
th
e asp
ect
s of ad
equ
acy
o
f
item
s
, relevan
ce an
d fo
rm
at o
f
th
e sai
d
i
n
stru
m
e
n
t
s
were ob
tain
ed
th
ro
ugh
an
assessm
en
t
of fi
v
e
educat
i
on e
x
pert
s.
Val
i
d
at
o
r
s rec
o
m
m
ended t
h
at
t
h
e
na
m
e
s of
categ
ories o
f
em
p
l
o
y
ab
ilit
y s
k
ills an
d
th
eir
co
rresp
ond
in
g
sk
ill areas shou
ld
b
e
exp
licit
ly written
in
stead
of
j
u
st enu
m
erati
n
g
t
h
e sk
ills fro
m
1
-
50
. Each 5
0
-item
e
m
p
l
o
y
ab
ility sk
ills test fo
r sk
ill co
m
p
eten
ce was th
en
clearly categorized int
o
: (a
)
Funda
m
e
ntal,
(b
) Pe
rs
onal
M
a
nagem
e
nt,
and
(c
) T
eam
wo
rk
. E
v
e
r
y
c
a
tego
ry
in
d
i
cated also its two or m
o
re sk
ill areas (e.g
. co
mm
u
n
i
catio
n
,
respo
n
sib
i
lity, wo
rk
ing
with
o
t
h
e
rs, etc). Th
is
was
d
o
n
e
so that respon
d
e
n
t
s
can
easily id
entif
y an
d und
erstan
d
t
h
e sk
ills th
ey are to
rate.
In l
i
k
e m
a
nne
r, t
h
e
jo
b pe
rf
orm
a
nce el
em
ent
s
com
pose
d
of 2
0
descri
p
t
i
ons we
re al
s
o
ar
ran
g
e
d
.
Hence
,
headi
n
gs for eac
h element were s
p
el
led out in t
h
e
questionnaire
.
T
h
ere
was als
o
a
slight c
h
ange i
n
the
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
11
9 – 1
2
5
12
2
in
stru
ction
s
specifically in
t
h
e Em
p
l
o
y
ab
ility Sk
ill Co
mp
eten
ce
Qu
estio
nn
aire
d
i
stri
b
u
t
ed
to
t
h
e section
ch
iefs and
in the Em
p
l
o
y
ab
ilit
y Sk
ills Qu
estio
nn
aire g
i
v
e
n to
th
e em
p
l
o
y
ees.
To
assess th
e reliab
ility o
f
th
e qu
estionn
aires, th
e test-retest techn
i
q
u
e
was em
p
l
o
y
ed
. Su
ch
q
u
e
stio
nn
aires
were ad
m
i
n
i
ste
r
ed
twice
with
in
a p
e
riod
of three
weeks to the two
gr
oup
s o
f
n
on-
p
a
r
ticipatin
g
respondents; each group
had five respondents co
m
i
ng from
Autonom
ous Regi
on
in Musli
m
Mi
ndanao
(ARMM) reg
i
o
n
a
l lin
e ag
encies. Th
e result y
i
eld
e
d
a reliab
ility
co
efficien
t o
f
0
.
8
8
fo
r th
e em
p
l
o
y
ers’
q
u
e
stio
nn
aire
wh
ile th
e co
rrespo
n
d
i
ng
reli
ab
ility fo
r
emp
l
o
y
ees’
qu
estio
nn
aire was 0
.
7
1
. Th
e co
efficien
ts
indicate that the two sets
of i
n
strum
e
nts are reliable.
The
s
e values a
r
e com
p
arable
to standa
rdized m
e
asure
s
for
n
on-ab
ility test [21
]
.
Pear
so
n
pr
oduct
m
o
m
e
n
t
co
ef
f
i
cien
t of
co
rrelatio
n
(
r
)
w
a
s
co
m
p
u
t
ed
to
deter
m
in
e th
e co
rr
elatio
n
o
f
co
m
p
eten
ce o
n
e
m
p
l
o
y
ab
ility
sk
ills categ
o
r
i
e
s an
d
areas with
co
n
t
ex
t
u
al p
e
rform
a
n
ce. In
in
terpreting
th
e
v
a
lu
e of relation
s
h
i
p
b
e
t
w
een
v
a
riab
les, Dancey an
d
Reid
y’s [22
]
“illu
stratio
n
of th
e streng
th
of po
sitiv
e
an
d
negative
c
o
rrelation c
o
efficients”
was a
d
opt
ed as
follows:
+/-1.
0
(Pe
rfect
), +/-
0
.
7
- +/
-0
.9
(Str
o
n
g
)
,
+/-0
.4
-
+/-0.6 (Moderate),
+/-0.1 -
+
/
-
0
.3
(W
eak)
,
an
d 0 (Zero
)
(p
. 17
5)
. A
ll sta
tistical tests were set at
0
.
0
5
lev
e
l
of
significa
nce.
3.
R
E
SU
LTS AN
D ANA
LY
SIS
On t
h
e basi
s
of
t
h
e st
udy
co
n
duct
e
d by
A
b
a
s
-M
ast
u
r
a
, Im
am
, & Osm
a
n [3]
,
i
t
was rep
o
r
t
e
d t
h
at
t
h
e
e
m
p
l
o
y
er-em
p
lo
yee assessm
e
n
t o
f
t
h
e co
mp
eten
ce
o
f
n
e
w en
tran
t grad
u
a
tes in
bo
th e
m
p
l
o
y
ab
ility
sk
ills
n
a
m
e
l
y
Fu
nd
amen
tal Sk
ills an
d Team
work
Sk
ills was d
e
scri
b
e
d
as
m
o
d
e
rately co
m
p
eten
t. Howev
e
r,
co
m
p
eten
ce on Perso
n
a
l Manag
e
m
e
n
t
Sk
ills was rated
d
i
ff
eren
tly; e
m
p
l
o
y
ers p
e
rceiv
e
d th
e em
p
l
o
y
ees to
b
e
m
oderately com
p
etent while the em
ployees percei
ve
d
the
m
selves as very com
p
etent. More
over, it was
p
r
esen
ted
also in
th
is study th
at sa
m
e
g
r
ou
p
o
f
em
p
l
o
y
ees
d
e
m
o
n
s
tr
ated
a
satisf
acto
r
y co
n
t
ex
tu
al
per
f
o
r
m
a
nce. These fi
ndi
ngs
serve
d
as em
pi
ri
cal
dat
a
in
d
e
term
in
in
g
if su
ch
lev
e
l of co
m
p
eten
ce in
th
ree
categ
ories of em
p
l
o
y
ab
ilit
y sk
ills is asso
ciat
ed
with
satisfacto
r
y co
n
t
ex
tual p
e
rform
a
n
ce.
As sh
own
i
n
Tab
l
e 1
,
t
h
e Fu
nd
am
en
tal Sk
ill
s (r=.48
**), Person
al Man
a
g
e
men
t
Sk
ills (r=.62
**) and
Team
work
Ski
lls (r=.
6
0
*
*
)
were all c
o
rrelated with C
ontextu
al
Pe
rf
or
m
a
nce of
em
pl
oy
ees at
.0
1 l
e
vel
o
f
sig
n
i
fican
ce.
Tab
l
e 1 also
sh
ows t
h
at correlatio
n
v
a
l
u
es b
e
tween
i
n
div
i
d
u
a
l sk
ill area and
elem
e
n
t
of
cont
e
x
t
u
al
per
f
o
rm
ance ra
ng
e
fr
om
weak
(.
1
t
o
.
3
)
t
o
m
oder
a
t
e
(.
4 t
o
.
6
)
re
l
a
t
i
onshi
p.
Tab
l
e
1
.
C
o
rrel
atio
n
b
e
tween
Lev
e
l
o
f
C
o
m
p
eten
ce on
Em
p
l
o
y
ab
ility Sk
ills and
C
o
n
t
ex
tual Perform
a
n
ce
EMP
L
OYAB
IL
IT
Y SKI
LLS
(Categories/Are
a
s)
Contextual Per
f
or
m
a
nce
VOL
PER
H/C
ESDO
FOR
Overall
r
Fundam
e
ntal
Co
m
m
unication .
30**
.
33**
.
25**
.
26**
.
21**
M
a
nagem
e
nt of I
n
form
ation
.
31**
.
34**
.
29**
.
29**
.
12
Use of Nu
m
b
er
s
.
41**
.
38**
.
34**
.
36**
.
32**
T
h
inking and Pr
ob
lem
Solving
.
41**
.
46**
.
37**
.
44**
.
27**
*Over
a
ll r
.
48**
Per
s
onal Managem
e
nt
Positive Attitudes and Behaviors
.
43**
.40**
.37**
.37**
.28**
Responsibility
.48**
.46**
.45**
.42**
.37**
Adaptability .51**
.58**
.50**
.46**
.41**
L
ear
ning Continuo
usly
.
53**
.
58**
.
48**
.
44**
.
41**
W
o
r
k
ing Safely
.
53**
.
44**
.
49**
.
38**
.
40**
*Over
a
ll r
.
62**
Tea
m
wo
rk
W
o
r
k
ing with Oth
e
r
s
.
56**
.
61**
.
53**
.
50**
.
51**
Par
ticipation in Projects and T
a
sks
.
30**
.
34**
.
34**
.
37**
.
35**
*Over
a
ll r
.
60**
No
te: VOL=
Vo
l
u
n
t
eering
; PER = Persistin
g
;
H/C = Help
ing
/
Coo
p
e
ratin
g
;
ESDO = En
dorsing
,
Su
pp
ort
i
ng
an
d
De
fen
d
i
n
g
Or
gani
zat
i
o
nal
O
b
ject
i
v
es;
F
O
R
= F
o
l
l
o
wi
ng
Or
ga
ni
zat
i
onal
R
u
l
e
s
*
p< .
0
5.
*
*
p
<
.0
1.
This prese
n
t fi
ndi
ngs re
vealed fo
ur signific
ant skill-pe
rf
ormances in workplaces. First,
one skill has
weak
rel
a
t
i
ons
hi
p acr
oss al
l
cont
e
x
t
u
al
be
h
a
vi
o
r
s (e.
g
. C
o
m
m
uni
cat
i
on,
M
a
nagem
e
nt
of
In
fo
rm
at
i
on, an
d
Particip
atio
n in
Pro
j
ects and Tasks). Secon
d
, an
o
t
h
e
r
skill h
a
s m
o
d
e
rate relatio
n
s
h
i
p acro
ss all co
ntex
tu
al
b
e
h
a
v
i
ors (e.g
. Ad
ap
tab
ility
a
n
d
Learn
i
n
g
C
o
n
tinuo
usly). Th
ird
,
wh
ile o
n
e
sk
ill h
a
s weak
relatio
n
s
h
i
p with
a
part
i
c
ul
a
r
be
ha
vi
o
r
, i
t
has m
o
re m
oderat
e
r
e
l
a
t
i
onshi
p wi
t
h
t
h
e rest
o
f
c
ont
e
x
t
u
al
be
ha
vi
o
r
s (e.
g
.
Wo
rki
n
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Gradu
a
t
es' C
o
mp
eten
ce
o
n
Emp
l
o
y
ab
ility Skills a
n
d
Jo
b Perfo
r
man
ce (Ma
r
ipa
z
C
.
Ab
as)
12
3
Safely, Respo
n
sib
ility, an
d
Th
ink
i
ng
and
Pro
b
l
em
So
lv
ing). Fo
urth
,
wh
il
e o
n
e
sk
ill is
m
o
d
e
rately co
rrelated
wi
t
h
pa
rt
i
c
ul
ar
beha
vi
o
r
s, i
t
h
a
s
m
o
re ne
gl
i
g
i
b
l
e
rel
a
t
i
ons
hi
p wi
t
h
t
h
e rest
of c
o
nt
ext
u
al
b
e
havi
ors
(e.
g
.
Use o
f
Nu
m
b
ers,
and
Po
sitiv
e Attitu
d
e
s
and
Beh
a
v
i
o
r
s).
Loo
k
i
n
g
clo
s
el
y at in
d
i
v
i
d
u
a
l
categ
ory of em
p
l
o
y
ab
ilit
y sk
ills, Fund
am
e
n
tal Sk
ills reg
i
stered
t
w
o
su
b-sk
ills su
ch
as Co
mm
u
n
i
catio
n
and
Man
a
g
e
m
e
n
t
o
f
Inform
atio
n
t
h
at h
a
d
weak co
rrelatio
n
with
all
conte
x
tual elements which
means that
em
pl
oy
ees d
o
n
o
t
need t
o
be g
o
od i
n
t
h
e f
o
ur
m
acro- com
m
uni
cat
i
o
n
sk
ills an
d
u
s
e
o
f
techno
log
y
in
ord
e
r to
act on
con
t
ex
t
u
al beh
a
v
i
o
r
s lik
e co
m
p
lian
ce with
org
a
n
i
zatio
nal ru
les
and acce
ptance
of ne
w procedures e
v
en if t
h
ere are cha
n
ge
s in work
duties. Though it is
viewe
d
as am
o
ng the
p
r
im
ary b
a
sic
sk
ills, nu
m
b
er sk
ills are on
l
y
m
o
d
e
rately
co
rrelated
with
Vo
l
u
n
t
eering
(r=.41
**) wh
ile
th
ey
h
a
v
e
n
e
g
lig
i
b
le correlation
with
o
t
h
e
r con
t
ex
tu
al
b
e
h
a
vio
r
s. Th
en, the sk
ills on
Th
ink
i
ng
an
d Prob
le
m
Sol
v
i
ng
had
m
oderat
e
rel
a
t
i
ons
hi
p
wi
t
h
t
h
e t
h
ree el
em
ent
s
of c
ont
e
x
t
u
al
beha
vi
o
r
s
such as V
o
l
u
nt
eeri
n
g
(r=.
4
1)
, Per
s
i
s
t
i
ng
(r=
.4
6) a
n
d
En
do
rsi
n
g,
Su
pp
o
r
t
i
n
g
,
an
d Defe
n
d
i
n
g
O
r
g
a
ni
zat
i
onal
Ob
ject
i
v
es (r=.
4
4)
.
Thi
s
mean
s th
at em
p
l
o
y
ees wh
o p
o
ssess th
ese sk
ills wo
u
l
d h
a
v
e
greater ch
an
ces
o
f
perfo
r
m
i
n
g
wel
l
th
eir
co
n
t
ex
tu
al
b
e
hav
i
ors.
Th
ese fin
d
i
ng
s im
p
l
y t
h
at Fu
nd
am
en
tal Sk
ills are
not g
r
eatly app
lied
in p
e
rform
i
n
g
th
e
ex
tra-ro
le task
s an
d
b
e
h
a
v
i
ors o
f
pub
lic wo
rk
ers; thu
s
, th
ei
r lev
e
l o
f
sk
ill
co
m
p
eten
ce
may j
u
st b
e
m
o
d
e
rately
im
pro
v
ed
. The
s
e wo
rke
r
s m
a
y
be doi
n
g
t
h
e
fi
ve co
nt
ext
u
al
el
em
ent
s
wi
t
hout
nece
ssari
l
y
effect
i
v
el
y
ap
pl
y
i
ng
th
e v
a
riou
s commu
n
i
catio
n
sk
ills and
co
m
p
eten
cies.
On th
e
Personal Man
a
g
e
m
e
n
t
Sk
ills catego
r
y, it can
b
e
o
b
serv
ed
t
h
at amo
n
g
its
fiv
e
sub
-
sk
ill areas,
onl
y
Ada
p
t
a
bi
l
i
t
y
and Lea
r
ni
ng
C
o
nt
i
n
uo
us
l
y
had
rel
a
t
i
o
n
s
hi
p
acr
oss al
l
co
nt
ext
u
al
el
em
ent
s
. Thi
s
i
m
pli
e
s
that e
m
ployees’ com
p
etence on carryi
ng
out diffe
re
nt tasks, acce
pting f
eedback, coping with unc
e
rtainty
(Ad
a
p
t
ab
ility), learn
i
ng
and g
r
o
w
i
n
g, achiev
i
n
g
lear
n
i
ng
go
als and
ad
dressi
n
g
areas for d
e
v
e
lop
m
en
t
(Learn
i
ng
Contin
u
o
u
s
ly) can
h
e
lp
th
em
p
e
rfo
r
m
co
n
t
ex
t
u
al b
e
h
a
v
i
ors.
On th
e o
t
h
e
r h
a
nd
, Po
sitiv
e Att
itu
d
e
s
i
s
m
oderat
e
l
y
cor
r
el
at
ed
onl
y
wi
t
h
V
o
l
unt
ee
ri
n
g
(
r
=.
43
), a
nd
Persi
s
t
i
n
g
(
r
=.
40
) w
h
i
c
h
c
r
eat
es an i
m
pressi
on
th
at em
p
l
o
y
ee
s’ hon
esty, in
t
e
g
r
ity, eth
i
cs,
in
terest, e
ffort
s, confi
d
ence
,
care and c
onc
ern
for thei
r own a
nd
o
t
h
e
r
s
’
r
i
gh
ts h
a
v
e
a m
o
d
e
rate ef
f
ect on
th
eir
b
e
h
a
v
i
or
w
h
en
welco
m
i
n
g
n
e
w
e
r
em
p
l
o
y
ees in
th
e g
r
oup,
sho
w
i
n
g co
nce
r
n ev
en d
u
r
i
n
g
busi
n
e
ss an
d pers
o
n
al
pres
s
u
res a
nd
of
feri
ng i
d
ea
s t
o
im
pr
o
v
e t
h
e or
ga
ni
zat
i
o
n
(Vo
l
un
teering). Po
sitiv
e attit
u
d
e
s can
propel th
eir
m
o
tiv
atio
n
to
act vo
lun
t
arily an
d p
e
rsisten
tly. Also
Resp
on
si
b
ility
and
Work
i
n
g Safely prov
i
d
e m
o
re m
o
d
e
rate correlatio
n
s
ind
i
catin
g th
at th
ese Person
al
Man
a
g
e
m
e
n
t
Sk
ills can
b
oost e
m
p
l
o
y
ees’
m
o
rale in
dem
o
n
s
tratin
g
po
sitiv
e con
t
ex
t
u
al b
e
h
a
v
i
o
r
s. Th
ese
find
ing
s
sug
g
e
st th
at co
m
p
eten
ce
o
n
th
e
u
s
e of Person
al
Man
a
g
e
m
e
n
t
Sk
ills m
a
y in
fluen
ce th
e p
e
rforman
ce
o
f
no
n-job
sp
ecific fun
c
tion
s
a
m
o
n
g
em
p
l
o
y
ees. All sk
ill areas are essen
tial in
th
e i
m
p
r
o
v
e
m
e
n
t
o
f
th
eir
conte
x
tual pe
rform
a
nce in
workplaces. Ha
vi
ng ri
ght be
ha
vi
ors to lifelong
learning an
d adapta
bility skil
ls [11]
are v
ital in
adju
sting
to
th
e org
a
n
i
zatio
n’s cu
ltu
re,
carryi
n
g
ou
t task
s,
build
in
g
u
p
ideas, fo
stering
in
itiativ
e
an
d respo
n
sib
ility an
d
facilitat
i
n
g
ad
ap
tab
ility to
org
a
n
i
zatio
n
a
l ch
an
g
e
[23
]
.
Fo
r Team
work Sk
ills categ
o
r
y, it is
sh
own in
Tab
l
e 1
that wh
ile
W
o
rkin
g
with
Oth
e
rs in
d
i
cated
m
oderat
e
cor
r
e
l
at
i
on (wi
t
h
al
l
val
u
es
wi
t
h
i
n
t
h
e ran
g
e
of .
4
0-
.6
0) ac
ro
ss c
ont
e
x
t
u
al
be
ha
vi
o
r
s, t
h
e
ot
he
r
ski
ll
area wh
ich
is Particip
atio
n
in
Proj
ects an
d
Task
s reg
i
ster
e
d
weak c
o
rrelation
(with a
ll v
a
l
u
es with
i
n
th
e
range
of .
1
0
-
.
3
0) acr
oss al
l
el
em
en
t
s
of cont
e
x
t
u
al
behavi
ors
.
On
one ha
n
d
,
t
h
i
s
resul
t
rev
eal
s t
h
at
em
ploy
ees’
skills in unde
rstandi
ng indivi
dual
di
ffe
renc
e
s
, accepting constructive fee
d
b
ack, and leading or supporting a
gr
o
up
can
hi
g
h
l
y
i
n
fl
uence
t
h
ei
r
be
havi
ors
t
o
wi
t
h
st
an
d
p
r
o
b
l
e
m
s
and c
h
al
l
e
nge
s, a
n
d
t
o
co
nt
i
n
ue a t
e
di
o
u
s
task
d
e
sp
ite
d
i
fficu
lties (Persi
stin
g
)
.
On
th
e
o
t
h
e
r hand
, t
h
e co
m
p
eten
ce on
p
r
o
j
ect-b
ased sk
ills is a
n
e
g
l
ig
ib
le
facto
r
th
at facilitates e
m
p
l
o
y
ees’
p
e
rform
a
n
ce
o
f
con
t
ex
t
u
al
b
e
h
a
v
i
or. Th
e resu
lts rev
eal
th
at
em
p
l
o
y
ees’
co
n
t
ex
tu
al p
e
rfo
r
m
a
n
ce was better wh
en
th
ey sh
owed
co
mp
eten
ce
o
n
sk
ills in
W
o
rk
i
n
g
with
Ot
h
e
rs than
i
n
sk
ills in
Particip
atio
n
i
n
Projects an
d Task
s. Th
ese al
so su
gg
est th
at em
p
l
o
y
ees’ co
m
p
eten
ce on
t
h
e
u
s
e
o
f
sk
ills in
W
o
rk
i
n
g
with
Others
m
a
y
h
e
lp
th
em p
e
rform
co
m
p
eten
tly
th
eir ex
tra-ro
le b
e
hav
i
ors and
fu
nctio
n
s
in
th
eir work
settin
g
s
.
On t
h
e
basi
s of t
h
e
hy
p
o
t
h
esi
s
put
f
o
r
w
a
r
d i
n
th
is stud
y, th
e present fin
d
i
ng
s rej
e
ct th
e n
u
l
l
hypothesis a
n
d accept the
a
lternative hy
pot
hesis whic
h states that
there is a rela
tions
hip
betwe
e
n the
co
m
p
eten
ce on em
p
l
o
y
ab
ility
sk
ills and
co
n
t
ex
tu
al
p
e
rforman
ce
o
f
em
p
l
o
y
ees.
3.
1.
Implica
t
i
o
ns
of the Finding
s
Our wo
rl
d
in
th
is 21
st
cen
tury is a p
i
ctu
r
e o
f
a revo
lu
tion
of risin
g
sk
ills. Th
is call o
f
ti
m
e
ev
en
tu
ally
requ
ires m
a
tch
i
n
g
t
h
e sk
ills lev
e
ls
o
f
graduates o
f
h
i
g
h
e
r
ed
u
cation
i
n
stitu
tio
n
s
(HEIs)
an
d th
e em
p
l
oyab
ility
sk
ills req
u
i
remen
t
s o
f
th
e
p
r
esen
t an
d fu
ture
workp
l
ace env
i
ro
n
m
en
ts. Th
is sugg
ests th
at
a
pro
activ
e
part
ners
hi
p
bet
w
een t
h
e
go
ve
rnm
e
nt
agenci
es an
d t
h
e e
ducatio
n
sector sh
ou
ld
b
e
st
reng
th
en
ed.
W
i
t
h
th
is,
HEIs sho
u
l
d
main
tain
d
e
v
e
lop
i
ng
in
th
eir st
u
d
e
n
t
s th
e em
p
l
o
y
ab
ility sk
ill
s an
d
h
e
lp
th
em b
eco
m
e
co
m
p
eten
t
in a
pplying such skills eve
n
befo
re
their
graduation and
e
n
try to a
workplace. The
governm
ent em
p
l
oyers
sh
ou
l
d
also create relev
a
n
t
in
terv
en
tion activ
ities to
con
tin
uou
sly enh
a
n
c
e th
e gradu
a
tes’ acq
u
i
red
co
m
p
eten
cies an
d sk
ills
wh
ich are
n
e
ed
ed to
stay an
d progress on
t
h
eir
jo
bs.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
11
9 – 1
2
5
12
4
The
prese
n
t
fi
ndi
ng
s o
ffe
r
o
t
her i
m
pl
i
cat
i
o
ns
on
b
o
t
h
re
spo
n
d
e
n
t
s
o
f
t
h
e st
u
d
y
.
O
n
t
h
e pa
rt
o
f
g
o
v
e
rn
m
e
n
t
em
p
l
o
y
ers, th
ey
are m
a
d
e
aware
o
f
wh
ich
em
p
l
o
y
ab
ilit
y
sk
ills
can
h
a
v
e
a
sign
ifican
t bearing
o
n
e
m
p
l
o
y
ee’s con
t
ex
tu
al
p
e
rforman
ce, th
ereby g
i
v
i
ng
m
o
re
o
p
p
o
rtun
ities to
jo
b
en
tran
ts to
h
o
n
e
th
ese sk
ills.
Tho
ugh
so
m
e
sk
ills can
b
e
disreg
ard
e
d
in as far as
th
e con
t
ex
tu
al
b
e
h
a
vio
r
s are con
c
ern
e
d, th
e con
tin
u
e
d
d
e
v
e
l
o
p
m
en
t of th
ese sk
ills may b
e
u
s
efu
l
in
so
m
e
asp
ects o
f
job
p
e
rfo
r
man
ce su
ch
as task
p
e
rform
a
n
ce. It
wou
l
d b
e
id
eal
if em
p
l
o
y
ers
may co
n
s
id
er
m
o
re flex
ib
ility b
y
b
a
lan
c
ing th
e sk
ills d
e
velo
p
m
en
t n
e
eded
for
bot
h t
a
sk
an
d
cont
e
x
t
u
al
per
f
o
r
m
a
nce of e
m
pl
oy
ees. On
t
h
e pa
rt
o
f
g
o
v
er
nm
ent
em
pl
oy
ees, t
h
ey
m
a
y
b
e
properly
guide
d
on what
em
ployability
skill
s are
necessa
ry to facilitate eff
ective a
nd e
ffi
cient pe
rform
a
nce
of
their functions
that re
quire e
x
tra-role
be
havi
ors
c
ont
ributory
to the
wel
f
are
of their
workplace.
Job
pe
rf
o
r
m
a
nce i
n
go
ver
n
m
e
nt
age
n
ci
es i
n
vol
vi
n
g
no
n-
j
o
b
speci
fi
c r
o
l
e
s i
s
l
i
nke
d t
o
em
pl
oy
ees’
co
m
p
eten
ce in
u
s
ing
em
p
l
o
y
ab
ility sk
ills in
t
h
e fun
d
a
m
e
n
t
al, p
e
rson
al m
a
n
a
g
e
m
e
n
t
an
d
tea
m
wo
rk
categ
ories
as reveale
d
in the prese
n
t findings
.
It be
com
e
s im
p
e
ra
tiv
e to
su
stai
n
proficien
c
y
an
d
m
a
stery in
th
e
ap
p
lication
o
f
all sk
ills
to
ach
iev
e
a m
u
ch
h
i
gh
er lev
e
l of co
n
t
ex
t
u
al p
e
rfo
r
m
a
n
ce a
m
o
n
g
em
p
l
o
y
ees.
W
ith
sk
ill co
m
p
eten
ce, th
ey cou
l
d easily an
ticip
ate, ad
ju
st to
an
d
act on
th
e
p
r
esen
t and
futu
re ch
ang
i
ng
n
eeds,
conditions and dem
a
nds of
e
m
ployers and workplaces.
For t
h
is reason, em
ployers
and em
ployee
s alike
sh
ou
l
d
g
i
v
e
ad
equ
a
te atten
tio
n
i
n
th
e
u
pgrad
i
n
g
o
f
sk
ills for fu
lfillin
g th
e con
t
ex
tu
al d
i
m
e
n
s
io
n
of job
p
e
rform
a
n
ce. In
th
is way, it b
eco
m
e
s a two
-
way traf
fic wh
ere bo
th
of th
em
v
a
lu
e e
m
p
l
o
y
ab
ility sk
ills and
conte
x
tual
be
haviors es
pecially those t
h
at are no
t hi
ghly
pe
rform
e
d by em
pl
oyees i
n
thei
r workplaces.
4.
CO
NCL
USI
O
N
Th
e in
creasing d
e
m
a
n
d
s
o
f
lab
o
r m
a
rk
et in
th
is tech
no
log
i
cally-d
riv
e
n
work
setting
on
on
e sid
e
an
d
th
e
m
u
sh
roo
m
i
n
g
o
f
ill-p
r
ep
ared
g
r
adu
a
tes creatin
g
h
i
gh
er statistics
o
f
un
derem
p
lo
y
m
en
t
an
d
u
n
e
m
p
lo
ymen
t
especi
al
l
y
i
n
thi
r
d w
o
rl
d c
o
u
n
t
r
i
e
s o
n
t
h
e o
t
her si
de are c
ont
i
n
ui
n
g
co
nc
erns t
o
be ad
dr
essed
.
It is b
e
liev
e
d
th
at th
e
po
sitiv
e effects
of sea
m
less so
cieties and
AS
EAN in
teg
r
ation
h
a
v
e
created
jo
b opp
ortun
ities bo
th
lo
cal an
d
ab
road
b
e
yond
on
e’
s i
m
ag
in
atio
n. E
m
p
l
o
y
er
s are u
n
d
oub
ted
l
y in
co
n
tinuo
us sear
ch
o
f
em
p
l
o
y
ab
le
g
r
adu
a
tes
who
are n
o
t
o
n
l
y read
y
to
d
e
m
o
nstrate
em
p
l
o
y
a
b
ility sk
ills b
u
t
are co
m
p
eten
t in
using
th
ese sk
ills
t
o
creat
e p
o
si
t
i
ve w
o
r
k
i
n
g e
nvi
ro
nm
ent
fo
r t
h
e
ove
ral
l
hi
g
h
er
per
f
o
r
m
ance of t
h
e
or
ga
ni
zat
i
on.
W
h
i
l
e
e
m
p
l
o
y
ees are ex
p
ected
to
max
i
m
i
ze
th
ei
r p
o
t
en
tials to
b
eco
m
e
su
ccessfu
l
in
th
eir jo
b
s
, it is esse
n
tial to
en
su
re th
at what th
ey d
o
in
th
e org
a
n
i
zation
will lead
to
p
r
od
u
ce
p
o
s
itiv
e i
m
p
act. The p
r
esen
t stu
dy h
a
s
u
n
e
arth
ed
t
h
at
no
t all catego
r
ies of em
p
l
o
y
ab
ility sk
ills
are relevan
t
t
o
t
h
e em
p
l
o
y
ees to adv
a
n
c
e th
eir
conte
x
tual pe
rform
a
nce and
becom
e
successful in work
pla
ce. Howe
ver, em
ployees who have com
p
etencies
in
sp
ecific em
p
l
o
y
ab
ilit
y s
k
ills th
at are alig
n
e
d
with th
eir co
n
t
ex
t
u
al b
e
h
a
v
i
ors will p
u
t
th
em in
an
adva
ntage
o
us
position to stay and pr
ogress in workplaces and bec
o
m
e
at
t
une
d to the challenging dem
a
nds of
di
ffe
re
nt
w
o
r
k
si
t
u
at
i
ons.
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NC
ES
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e
work: Trends a
nd challeng
es for work in the 21
st
centur
y
,
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t
al
com
m
ons.ilr.corn
e
ll
.edu/cg
i/vi
e
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tent
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?
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r
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.
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y
T.
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C
ha
nges in the n
a
t
u
re of work: I
m
plications
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.
).
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iness, competencies and assessment
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e
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a
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,
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mpl
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th May
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y
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, “
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ha
nges in the n
a
t
u
re of work: I
m
plications
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ent,” in H.
O’Neill, H (Ed
.
).
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Buck L
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.
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.
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,
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he
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i
n
e
d, bu
t ar
e th
e
y
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,
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,
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[8]
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.
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