Hypothesis testing using IBM SPSS Statistics 21 has been used for analyzing the outlook of individuals towards pursuing additional skill courses. The dataset attains sufficiency of assumptions required to perform a one-way ANOVA and independent t-test. Additionally, NVIVO 12 has been used for thematic analysis of past research. It was observed that most of the individuals whether male or female pursue additional skill development courses for gaining additional competencies for their career certainty and career decision making. A difference was found between males and females to pursue additional skill development courses for their professional growth and development. Since the present study focused on limited factors, more factors can be explored for future research studies on the same subject.
TopIntroduction
Markets are enduring a time of dynamic change as a result of globalisation and high-intensity technical advancements coming from inventions. Companies need individuals who can make a difference and contribute value to the workplace in a highly competitive market. (Lamba, T., & Malhotra, H. 2009). Employers often look at how candidates obtained their degrees and what else they've accomplished. Perhaps it's the only way they can judge candidates' skills. (Gowsalya, G., & Kumar, M. 2015). Excellent academic credentials are highly valued, but they don't guarantee employment. Selection and hiring must account for skills and attitudes. (Osmani, M. et.al. 2019). Many individuals invest in skill development in order to enhance their competence and staying future-ready. Skills determine one's ability to successfully execute plans and due to rapid changes in the corporate environment it is very crucial in order to meet the expectations of the key stakeholders (Al-Shehab et. al. 2020; De Lange et al. 2006; Wilton 2011). The economic difficulties have indicated the significance of trained labor. These issues addressed the role of business education for improving the employability by involving in delivering employability skills through curriculum. (Dania, J. et al. 2014). Employability is frequently characterised as the learning of specific skills. (Yorke 2006).
The extent to which individuals possess a combination of soft and technical skills determines their employability. Such skills are typically viewed as personal competencies in order to fulfil employers' work requirements (Yorke & Knight 2007; Moreau & Leathwood 2006). Businesses seek graduates having technical and soft skills which help employers satisfy their respective demands. Additionally, employability is determined by whether graduates possess the required abilities for a particular profession and by other environmental factors (Mohamed & Lashine 2003; Jackling & De Lange, 2009; Awayiga et al. 2010). Employability research is insufficient since it does not consider the job market setting or the surrounding social and cultural factors. (Kavanagh, M. H., & L. Drennan., 2008). Employers evaluate the school's reputation and the students' ability via career fairs and other means (Macmillan et al. 2015; Singh & Garg 2022). Recruitment and selection of the employees do not necessarily adhere to official procedures in the job market within the developing nations (Hogan, R., T. ChamorroPremuzic, & R. B. Kaiser. 2013; Garg & Sehgal 2018).
According to the WTO (2020), India’s GDP might increase by 3 to 5 percent by 2035 if it focuses on skill development and training. The country must educate and equip its youth for the national development. Manda and Dhaou (2019) asserted that the innovations of Industry 4.0 will provide challenges to society, business, and government. This interruption should not be considered as a setback, but as an opportunity. Automation technologies have nearly entirely replaced and supplemented low-skilled labor throughout modern economic history. It raises significant concerns about the future of employment. Across all nations, industries, and departments, the fourth industrial revolution is inevitable (Manda & Backhouse 2017).