EMPLOYABILITY SKILLS:

the connection between

skills and employment
BliiP Global Employability was formed in 2012 with the aim of creating unique solutions
for the global recruitment and education sectors. BliiP is the word leader in employability
skills assessment and reporting. Everything we do is based on a belief in change and
finding a better way forward that benefits all, not just a few.

Author
Sally-Ann Lauder, Co Founder BliiP Global Employability

Other team members

Co-development of BliiP Employability Skills Model: Tony Wheeler, Co Founder BliiP Global Employability
Research Assistants: Cindy Chou and Cameron McMahon

March 2013
For more information go to www.bliip.co
Introduction
Adverse circumstances are converging to create a perfect storm in the labour
market. Record unemployment, a jump in working age population, a skills
shortage, an ageing population, a shift in economic power to developing
economies and demand for new skills are coming together at a pace and
magnitude that should not be underestimated.

An additional one billion people will be joining the world’s working-age

population (16-65 year olds) by 2030. An increase of 21% on today’s level
(Hays and Oxford Economics, 2011). The growth will occur in developing
economies while developed economies will plateau, age and decline. At
the same time technological advances mean many tasks humans currently
perform will be automated. The predictions are gloomy with record levels of
unemployment in many countries. Some of these are outlined in Table 1.

Table 1: Comparative unemployment rates shown as %

Year 2010 2011 2012
World 8.3 9.1 Not available
Australia 5.1 5.1 5.4
United Kingdom 7.9 8.1 8.1
United States 7.9 9 8.1
Canada 8 7.5 7.3
European Union 9.5 9.5 11
India 10.8 9.8 3.8
Japan 5.1 4.6 4.6
China 4.3 6.5 4.1

(ABS, 2013; CIA, 2012; Global Finance, 2013; Trade Economics, 2013)

EMPLOYABILITY SKILLS: the connection between skills and employment Page 3

It is youth aged 15 to 24 years who feel the greatest impact of unemployment “It is youth aged 15
sitting at 74.8 million in 2011 (ILO, 2012). Traditionally it has been around to 24 years who feel
double that of adults, however after the last recession that figure has increased the greatest impact of
to nearly three times the unemployment rate of adults, up to four times in unemployment”
some countries and is set to keep rising, particularly in OECD countries
(Pasquila & Aridas, 2013). The picture is gloomier still when considering the
ageing workforce; a skills shortage and the productivity shortfall impacted by
the increase in part time employment (which results in lower average hours
per week).

Paradoxically, employers struggle to find talent with the right mix of skills and
organisational ‘fit’. This challenge is set to worsen and educational institutions
will feel the effect. The decline in industries such as manufacturing, the growth “employers struggle
and sophistication in financial services, the shift to green energy and the to find talent with the
increasing burden on the health industry will mean a demand for skills that right mix of skills and
educational institutions will find difficult to meet. organisational ‘fit’.”

The imbalance between unemployment statistics and the shortage of skilled

labour leads to a disconnect between skills and employment on a global scale.

A more positive outlook is that an increase of working age people will

balance some of the effects of the ageing population, increase the number of
“competition is going to
consumers, increase the number of markets, and contribute to the intellectual
dramatically increase for
capacity of our world which will drive economic and social opportunities. skilled jobs”

Whichever outlook is applied one thing is certain: for job seekers, especially
older people and those transitioning from study to work the competition is
going to dramatically increase for skilled jobs. For organisations it is increasingly
harder to find talent with the right combination of technical skills, attributes and
organisational fit.

One of the ways these challenges are being addressed is through the
development of employability skills in schools and higher education.
Employability involves more than just academic skills learned from universities;
employers are looking for people with the ability to display a wide range of
attributes in personal management and teamwork. Greater emphasis is being
placed on the skills of employable individuals and employers are seeking skills
transferable throughout the organisation (Commonwealth of Australia, 2002;
Department of Education, Employment and Workplace Relations, 2012).

EMPLOYABILITY SKILLS: the connection between skills and employment Page 4

In 2011 the CBI/ EDI Education and Skills survey (2011) found that over 70% “employers want to
of employers want to see the development of employability skills among young see the development
of employability
people made a top priority at school and college. This rises to 82% when
skills among young
considering graduate employment. people made a top
priority at school and
This paper considers the definitions of employability skills and uses college”
international literature to outline the models of employability and those
skills valued by employers globally. Based on this research the BliiP Global
“employability -
Employability Skills Model will be introduced. The model forms the basis
non-technical skills
of a new assessment and reporting tool providing a measurement of an and knowledge
individual’s employability. necessary for
effective participation
in the workforce”
What Is Employability?

A review of the literature suggests difficulty in defining the concept of

‘employability’ with no universal definition. In Australia the Department of
Education, Employment and Workplace Relations (2012) recommend the
following definition be used ‘the non-technical skills and knowledge necessary
for effective participation in the workforce’. These skills and knowledge
can be acquired throughout a person’s lifetime including: paid employment,
volunteer work, self-employment, formal education and community activities.
SkillsUSA (2004) define these skills as essential for effective job performance.
While Yorke and Knight (2003) define employability as ‘a set of achievements
– skills, understandings and personal attributes – that make graduates more
likely to gain employment and be successful in their chosen occupations,
which benefits themselves, the workforce, the community and the economy’.
Lees (2002) states employment and employability are two completely different
expressions. An employed individual has a job, whereas, employability refers
to individuals’ qualities and abilities to maintain employment and progress
throughout the workplace. Hillage and Pollard (1998) work towards a definition
of employability that focuses on individuals being able to acquire and maintain
fulfilling work, about having the ability to achieve preliminary employment,
retain employment and obtain new employment if necessary.

Not only is there a lack of an agreed definition of employability there are also
different terms used interchangeably with ‘employability skills’. From Australia
and New Zealand through to Singapore, Asia, Europe, the UK, USA and
Canada a wide range of terms are used, some of these are outlined in the
Table 2 below.

EMPLOYABILITY SKILLS: the connection between skills and employment Page 5

 Table 2: Additional terms used in various countries to describe
employability skills

Country Terms

United Kingdom Core Skills, key skills, common skills, global skills

United States Basic skills, foundation skills and qualities, necessary skills, workplace
know-how, soft skills and workplace employability skills

New Zealand Essential skills

Canada Fundamental skills, employability skills

Singapore Critical enabling skills

Australia Key skills, generic skills, key competencies

Malaysia Generic skills, soft skills, employability skills

France Transferable skills

Germany Key qualifications

India Specific employability skills, professional skills and core skills, soft
skills

Sri Lanka Employability skills

China Employability skills

(source: reference list)

Despite the different terms they are skills, knowledge and attributes valued
by employers and seen as critical to success in the workplace. Therefore,
‘employability skills’ will be used in this paper to encompass the different terms
used globally.

EMPLOYABILITY SKILLS: the connection between skills and employment Page 6

EMPLOYABILITY SKILLS AGENDA
Since the 1970’s departments and training organisations in many countries
have had the development of generic or core skills as part of educational
programs. Industry groups and employers have been more involved since
the late 1990’s where the term employability skills was introduced. Now,
the employability skills agenda is part of the strategic direction for education
departments, training organisations and industry across the globe. Some of
these are outlined in the table below

Table 3: Employability Agenda in Australia, United Kingdom,

United States of America and Canada

Country Agenda

United Kingdom Government policy is to enhance employability of graduates and is

part of a wider strategy to extend the skills base in the UK (Coopers
& Lybrand, 1998). There is now a focus on improving formal
assessment and accreditation.

United States In 1992 The Cognitive Science Laboratory of USC and the Center for
Research on Evaluation, Standards and Student Testing (CRESST)
identified workforce readiness skills and some measurements
for these competencies. Since then the research has been used
by government, industry groups, researchers and educational
institutions to find ways to prepare young people for the workplace.
This is now seen as critical to ensure the USA can remain competitive
in a global economy.

Canada Employability Skills 2000+ has developed a profile that identifies

generic academic, fundamental, personal management and
teamwork skills that are required to enter, stay in and progress in
the world of work (The Conference Board of Canada, 2000).

Australia DEEWR (2012) is implementing a national framework ‘Core Skills

for Employability’. The framework is aimed at those preparing
for work with the intention to remove the subjectivity surrounding
employability skills and provide enough clarity for these skills to be
taught, learned and demonstrated.

EMPLOYABILITY SKILLS: the connection between skills and employment Page 7

EMPLOYABILITY MODELS
As outlined above employability is a difficult concept to define with many
factors contributing to an individual’s ability to prepare for, obtain and sustain
employment. Several models of employability have been developed to explain
the concept with four being outlined below:

Model 1 - Assets, Deployment, Presentation and Context.

Hillage and Pollard (1998) suggest an individual’s employability can be broken

down into four components: assets, deployment, presentation and context.
The assets an individual possess is what the person knows (knowledge), what
they do with what they know (skills) and how they do it (attitudes). These
assets consist of a person’s basic skills (eg reliability and integrity), generic
skills (eg communication and problem solving), and skills that help contribute
towards the organisation’s performance (eg team work, self-management and
commercial awareness).

The second component, deployment, relates to how an individual effectively

employs their assets, the amount of self-awareness a person possesses in regards
to their knowledge, skills and abilities; their ability to match their attributes to available
employment opportunities; and being adaptable to labour market developments.

The third element, presentation, is an applicant’s ability to present and

demonstrate their assets to potential employers. These consist of the
individuals CV, qualifications, references and testimonies, interview technique
and work experience.

The fourth component, context, is how an individual’s employability is

influenced by personal circumstances (caring responsibilities, disabilities and
household status) and labour market (macro-economic demand and level of
job openings).

Research conducted by Coopers and Lybrand (1998) provides some evidence

for this model by describing employability skills as consisting of: traditional
intellectual skills (logical argument), key skills (communication), personal
attributes (motivation) and knowledge of organisations and how they work.

EMPLOYABILITY SKILLS: the connection between skills and employment Page 8

Model 2 – Understanding, Skills, Efficacy Beliefs and Meta-
cognition.

The USEM model of undergraduate employability by Yorke and Knight (2006) can
be seen in Figure 1. This model is comprised of four inter-related components:

• Understanding – knowledge derived from higher education;

• Skills - key skills or skilful practice individuals possess;
• Efficacy beliefs - students’ self-theories and personal qualities and the extent
to which they believe they can learn and make a difference; and
• Meta-cognition - encompasses self-awareness regarding the student’s
learning, and the capacity to reflect on, in and for action.

Yoke and Knight (2006) argue that the ‘E’ is pervasive since these variables
such as a person’s capacity to learn and the environment change over time
and are different base levels for each individual.

Figure 1: The USEM model of employability

Yorke and Knight (2006)

Regarding the development of employability skills in graduates, Biggs and Tang

(2007) believe complex learning is likely to foster a wider range of graduate
attributes contributing to employability. These attributes include: critical
thinking, ethical practice, creativity, independent learning, problems solving,
communication skills, teamwork, lifelong learning and professional skills.

EMPLOYABILITY SKILLS: the connection between skills and employment Page 9

Model 3 – Career, Experience, Degree, Generic skills and “employers
rely heavily
Emotional Intelligence
on applicants’
employability
The CareerEDGE model relates to graduate employability and was developed by skills when
Dacre-Pool and Sewell (2007) shown in Figure 2 below. The mnemonic “Career choosing suitable
EDGE” reflects the five key components of the lower tier of the model. Dacre- candidates from
Pool and Sewell (2007) define employability as having a set of skills, knowledge, a large group”
understanding and personal attributes that make a person more likely to choose
and secure occupations in which they can be satisfied and successful.

The model identifies five key elements critical towards student attainment,
achievement, employment and future success. These include career
development learning, work and life experience, degree subject knowledge,
understanding and skills, generic skills and emotional intelligence. Degree subject
knowledge, states that employers will evaluate graduates on the basis of their
completed degree. Generic skills refer to adaptability or flexibility, willingness to
learn, working in a team, good communication (oral and written) and numeracy
(The Pedagogy for employability group, 2004). The model illustrates that when
students have reflected and evaluated on these five experiences, this in turn
leads to enhanced self-efficacy, self-esteem and self-confidence. Consequently,
students will develop greater prospects for employability.
Figure 2: CareerEDGE model of graduate employability

In addition to the above models there is research into what makes some individuals
more ‘employable’ than others. Vidanapathirana, (2001) claims people are
unemployed due to unemployment mismatch. He suggests issues that contribute
towards unemployment mismatch are people not having the required competencies,
knowledge, skills and experience. As a result, graduates fail to fill employers’ job
requirements and core competencies. He further suggests employability considers
factors such as achievements, competencies, attitudes and social-economic

EMPLOYABILITY SKILLS: the connection between skills and employment Page 10

backgrounds. Job seekers should have a good graduate rank, possess satisfactory
communication, decision making, leadership and team work skills, an extensive
network, and, the ability to orientate themselves towards suitable jobs.

Work experience provides individuals with an awareness of how businesses

works, which is highly regarded by employers (Knight & Yorke, 2002). People
who have undertaken work experience, reflected on it and are able to effectively
apply the learnings are highly valued by employers. Allen Consulting Group (2006)
found one of the key issues of employability is having the capability to effectively
communicate their skills during a job interview or application.

Furthermore, DEEWR (2011) found employers rely heavily on applicants’

employability skills when choosing suitable candidates from a large group of
applicants. Frye (2000) states due to the dynamic nature of the labour market,
matching the skills of job-seeking individual’s to employer needs is of high
importance. Further, the key issues to consider towards employability are:
the employer’s demand for skills, providers’ supply of education and training
opportunities and candidate’s demand for skills.

“research on
EMPLOYABILITY SKILLS ACROSS THE GLOBE employability skills
has identified more
Lees (2002) provided a list in rank order of what UK and European employers similarities than
look for: differences between
countries”
Table 4: Rank order of skills and qualities employers look for:
SKILLS
1. Willingness to learn 11. Motivation 21. Ability to cope with
pressure
2. Commitment 12. Problem solving ability 22. Time management
3. Dependability/ reliability 13. Analytical ability 23. Rapid conceptualisation
of issues
4. Self-motivation 14. Flexibility 24. Research skills
5. Team work 15. Initiative 25. Self-confidence
6. Communication – oral 16. Ability to précis
7. Co-operation 17. Logical argument
8. Communication skills – 18. Adaptability
written (intellectual)
9. Drive/ energy 19. Numeracy
10. Self-management 20. Adaptability
(organisational)

EMPLOYABILITY SKILLS: the connection between skills and employment Page 11

International research on the skills and attributes that contribute to an
individual’s employability has identified more similarities than differences
between countries. Just some of the countries found to be conducting
research to identify these skills are: Australia, UK, USA, Europe, Canada,
Malaysia, Sri Lanka, China, India, Japan and Pakistan. The research took the
form of analysed journals, articles, papers, presentations and reports.

The research considered employability skills to encompass key skills and

personal qualities/ attributes. Table 5 shows the most common employability
skills identified globally:

Table 5: Common Employability Skills

SKILLS ATTRIBUTES
Communication Lifelong/ continuous Positive Attitudes Flexibility
(verbal, written and learning and
listening). development
Teamwork Creativity/ Motivation Adaptability
Innovation
Numeracy Interpersonal skills Self Awareness Self Management

Business/ Problem Solving Initiative Professionalism/

Commercial (expert thinking) and Work Ethic
Awareness Decision Making
Using technological Participating in Stress Tolerance Positive self Esteem
systems and projects and tasks
computers
Leadership Working Safely Reliability Integrity

Networking Literacy Loyalty

Negotiation and Planning and

Influencing Organising

(source: reference list)

A number of countries had some unique differences in the skills and attributes
they valued over others. China values business awareness and also abstraction,
work ethics and cultural awareness (Zhu, Iles & Shutt, 2009). India includes
a concern for time; task orientation; love of a challenge because it brings
achievement; and a focus on networking and building relationships combined
with the ability to ensure others are aware of skills and attributes (Misra &
Mishra, 2011). Highly regarded skills in Pakistan are task orientation, achieving

EMPLOYABILITY SKILLS: the connection between skills and employment Page 12

professional goals, friendly attitudes, good interview skills, online searching “The challenge is
skills and presentation (Warraich & Ameen, 2010). Skills exclusive to Canada how employability
are future trends affecting essential skills and physical aspects (Latendresse & skills can be
measured to
Cortoni, 2005). Unique to the UK, action planning; application of knowledge; ensure their value
drive, global skills, management and research skills (Saunders & Zuzel, 2010; to individuals,
Wellman, 2010; Wilton, 2011). educators and
employers.”
There are also some differences in relation to the personal qualities valued.
Qualities specific to Australia are enthusiasm, respect for diversity, and
sense of humour (Commonwealth of Australia, 2002; Department of
Education, Employment and Workplace Relations, 2012). Priorities in Japan
are independence, cooperation, positiveness, heartiness and a sense of
responsibility (Institute of Technologists, 2011). The USA values courtesy,
conformity to prevailing norms, motivating others, multi-tasking effectively,
punctuality, self-discipline and understanding good telephone etiquette
(Carnevale, Gainer & Meltzer, 1990; Orner, 2009; Tribble, 2009).

The review demonstrates more similarities than differences in the skills and
attributes employers are seeking across the globe. However, there is an important
aspect of employability the above research failed to consider – employability skills
required for the future.

In 2011 the Institute for the Future published a paper for the University of
Phoenix Research Institute that outlined future work skills - those proficiencies
and abilities required across different jobs and work settings. Ten skills were
considered critical for success in the workforce:
1. Sense-making – ability to determine the deeper meaning or significance
of what is being expressed.
2. Social Intelligence – ability to connect to others in a deep and direct way,
to sense and stimulate reactions and desired interactions.
3. Novel and Adaptive Thinking – proficiency at thinking and coming up with
solutions and responses beyond what is rote or rule-based.
4. Cross-cultural competency – ability to operate in different cultural
settings.
5. Computational Thinking – ability to translate vast amounts of data into
abstract concepts and to understand data-based reasoning.
6. New-media literacy – ability to critically assess and develop content
that uses new media forms, and to leverage these media for persuasive

EMPLOYABILITY SKILLS: the connection between skills and employment Page 13

 communication.
7. Transdisciplinarity – literacy in and ability to understand concepts across
multiple disciplines.
8. Design Mindset – ability to represent and develop tasks and work
processes for desired outcomes.
9. Cognitive Load Management – ability to discriminate and filter information
for importance, and to understand how to maximise cognitive functioning
using a variety of tools and techniques.
10. Virtual Collaboration – ability to work productively, drive engagement, and
demonstrate presence as a member of a virtual team.

There is no doubting the importance of developing employability skills required

now and into the future. The challenge is how employability skills can be
measured to ensure their value to individuals, educators and employers.

BLIIP EMPLOYABILITY SKILLS: A GLOBAL MODEL

Two elements were required in order to measure employability skills at a global level:

1. a working definition of employability skills; and

2. a model that encompassed skills considered essential and important
from international literature.

The following definition was used to develop this model:

Employability skills are a set of attributes, skills and knowledge all participants
in the labour market should possess to gain employment in their chosen
occupation and to be effective and successful in the workplace.

Most of the existing models of employability focus on graduates and take a

holistic approach to curriculum development. The purpose of the BliiP Global
Employability Skills Model was to provide a theoretical basis to develop a
robust measurement tool for all job seekers. Therefore the model was limited
to the skills, knowledge and attributes of employability rather than include the
other aspects of employability (eg qualifications and career development).

EMPLOYABILITY SKILLS: the connection between skills and employment Page 14

 Figure 3: BliiP Employability Skills: A Global Model

Personal Attributes Working with Others

Honesty/ Integrity Communicating with Others
Social Responsibility Leading and Influencing
Motivation/ Enthusiasm Respect for Diversity
Positive Attitude Team/ Group Outcomes
Self awareness/ Self Management Engaging Networks
Reliability/ Responsibility Connectivity/ Social Intelligence
Autonomy/ Independence Conflict Resolution
Resilience
Personal Presentation
Achieving at Work Future Skills
Professionalism/ Work Ethic Tech Savvy
Customer Service New Media Communication
Written Communication Sense Making
Numeracy Navigating Trends and Choices
Using Tools and Technology Design Mindset
Critical Thinking/ Problem Solving Connection and Collaboration
Understanding Context of Work Global Citizen
Working Safely Personal Mastery
Finding and Managing Information Career Architect
Planning, Organising and Implementing
Delivers Results
Learning
Learning at Work
Adaptability and Flexibility
Lifelong Learning

EMPLOYABILITY SKILLS: the connection between skills and employment Page 15

Five clusters make up the model of employability skills: Personal Attributes,
Working with Others, Achieving at Work, Future Skills and Learning. Within
each of the clusters are the specific categories of skills and attributes.

Cluster One “Personal Attributes” are the characteristics and personal

qualities that an individual possesses. These are highly valued by employers with
some arguing they are more important than work skills. The categories within
Personal Attributes are: honesty/integrity; social responsibility; motivation/
enthusiasm; positive attitude; resilience; self-awareness/self-management;
reliability/ responsibility; autonomy/ independence; and personal presentation.

Cluster Two “Working with Others” is another key to success. These are the
skills required to communicate, interact and collaborate with individuals and
groups. These categories include: communicating with others; leading and
influence; respect for diversity; team/group outcomes; engaging networks;
connectivity/ social intelligence; and conflict resolution.

Cluster Three “Achieving at Work” are the range of skills required for an
individual to perform work tasks and achieve overall success in a role. These
include professionalism/ work ethic; customer service; written communication;
numeracy; using tools and technology; critical thinking/ problem solving;
understanding context of work; working safely; finding and managing
information; planning, organising and implementing; delivers results.

Cluster Four “Future Skills” relates to skills and knowledge relevant to

workplaces of the future. Our world is rapidly changing and individuals will
need employability skills that reflect future needs. These include: being tech
savvy; using new media communication; sense making (of the masses of
information transmitted daily); navigating trends and choices; design mindset;
connection and collaboration; being a global citizen; personal mastery; and
career architect.

Cluster Five “Learning Skills” are: to be successful and keep up with the
shifting landscape of work settings and job roles, individuals need to constantly
review and update their skills. The learning component of this framework
consists of individuals learning at work, their adaptability and flexibility and
lifelong learning.

The skills surrounding the clusters in the model may not be immediately visible
in the clusters or category lists, however, they do match to the five clusters
and are included in the measurement tool.

EMPLOYABILITY SKILLS: the connection between skills and employment Page 16

Summary
Within the context of the global issues impacting on the employment ecosystem
this paper discussed the existing research findings of employability skills and
models, definitions of employability, similarities and differences of employability
skills across countries and introduced the BliiP Global Employability Skills
Model. The paradox between increasing competition for employment and the
shortage of people with the right skills in the right part of the world emphasises
the importance of the development of employability skills for all individuals. It
follows that if more than 82% of employers want to see the development of
employability skills in young people and graduates then they will also require
evidence or demonstration of those skills and it isn’t simply about listing them
“individuals will need to
on a resume or CV.
gain the technical skills
and knowledge demanded
in future workplaces,
develop employability skills
Where to now and show evidence of
these skills”
If we are to avert the perfect storm and instead harness the potential of the
growing labour market employers, recruiters, government and educational
institutions need to work together to connect skills and employment. Part of
the complex solution is to ensure individuals are given opportunities to develop
their employability skills and match them to the needs of the new marketplace.
For individuals to weather this storm they will need to gain the technical skills
and knowledge demanded in future workplaces, develop employability skills
to ensure they are ‘work ready’, and to show evidence of these skills.

Recommendations for Developing Employability Skills

1. Stakeholders in the labour market need to emphasise the need to

develop non-academic employability skills in all young people.

2. Employers should include employability skills they are seeking in their

job requirements.

3. Stakeholders should emphasise the importance of job seekers to provide

evidence of employability skills.

4. Governments and educational institutions should include employability

skills throughout their curriculums and extra-curricula activities.

EMPLOYABILITY SKILLS: the connection between skills and employment Page 17

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