Emotional Intelligence and Employability of Graduates Essay

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Graduate Employability

Once each student graduates from the various colleges and training institutions, it is their expectations that they will be able to either get gainful employment that is equivalent to their academic and training levels and one that is sustainable. If the graduates will not be able to get the gainful employment, then it is hoped that they should be able to create employment as the contemporary trends are. There are however some other intervening factors that can help in achieving this, some of them are the emotional intelligence of that particular graduate or job seeker and the academic achievement of that particular candidate. These three factors, employability, emotional intelligence and the academic achievement interact in specific manner to shape the ultimate quality of employability of a given candidate. They have a symbiotic relationship particularly in the current competitive environment where education and innovation has influenced change and in the process change has influenced these two in a seamless cycle. It is the interest in the relationship among these three factors that informs the gist of this paper, to be able to understand the extent of the influence that each factor plays in influencing the employability of the graduate at the end of it. In the scope of this paper, the concept of employability will be restricted to the students graduating from business school. This will give a more defined and refined approach towards a topic that spans wide across various disciplines and job specializations.

2.2 Graduate Employability

The various trainings that people undergo in colleges and even the on-job trainings that are regularly presented are all aimed at ensuring the individual who is undergoing the training is sharpened enough to optimally perform in the job market hence stay in the competitive job market. Further, employability as described in the concept of resident skills within the graduate populace, is the level to which the institutions and employers have supported the knowledge of the students, the skills, reflective disposition, attributes as well as the identity of the graduates, which are requisite to succeed in the workforce. In brief, according to the University of Kent (2017) employability is "the capability of getting and keeping satisfactory work."

However, the employability of a graduate, in the concept of the market demand, is often shaped or influenced by several external factors or influences. There are the labor standards set out in a given region, the market expectations that greatly vary from one geographical region to another, the curriculum in the various zones, the client demographics and behaviorisms, the economic trends of the time and the competition can also easily determine and change the employability standards of graduates.

There are various ways that can be used to measure graduate employability, as diverse as this concept is, so are the measurement determinants and indicators that should be considered when measuring graduate employability. In the event that the ability to get a job is the basis of definition of employability, then the measurement yardstick would be number or percentage of graduates from the specific disciples who get into employment. If the basis of definition of employability is the qualities that a graduate walks out of the institutions with, then employability can be measured through a structured audit of the developmental opportunities that the institution presents to the students. If the basis of the definition is on the level of satisfaction of the students with the job they are holding, then the basis of measurement of employability would be the survey results on the satisfaction of the graduates with whatever they studied as relates to having prepared them for the job market in line with the skills acquired.

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These metrics will greatly influence the determination of the employability of graduates hence it cannot be assumed that there is a singular formula or approach to determining the employability of graduates (Blades R. & Fauth B.et.al, 2012:Pp22-28).

2.3 Emotional Intelligence

The concept of emotional intelligence has been widely referred to by behaviorists as a central consideration in the shaping of an individual's character and disposition particularly at the organizational level or the job market. It is a central attribute that is looked at or evaluated using various IQ tests when carrying out recruitment process by the HR departments.

Emotional intelligence (EI) is widely seen as the capacity of one to identify as well as manage their emotions as well as the emotions of others they interact with (Psychology Today, 2017). EI or sometimes referred to as Emotional Quotient (EQ) is significantly different from intelligence quotient or IQ. As the EI can be improved, the IQ of an individual cannot be improved and it has been observed that the EI of an individual can influence more the success of an individual than the IQ. Some of the qualities that determine the level of EI of an individual are self-control, empathy, teamwork, self-confidence, effective communication and achievement orientation (Gleeson B., 2017).

Emotional intelligence models

There are three main theories or models on EI that are of interest in the scope of this paper; the ability EI, the Trait EI and the Mixed EI model.

The ability-based model; this model was extensively developed by Mayer and Solvey and it indicates that EI a the ability of an individual to perceive emotions, integrate these emotions in order to aid in the thought process and the understanding of the emotions and regulating emotions with the aim of promoting personal growth. This model views emotions as a tool for interacting with the social environment that one finds themselves. It highlights four major types of emotional abilities;

Emotional perception-is the capacity of the individual to recognize their own emotions and to know the emotions that re expressed through their voices, demeanor, faces and it is known to be the most basic and requisite quality.

Emotional use- this is seen as the ability to use the emotions I order to achieve or undertake other cognitive activities. An individual with high EI will use their emotions in handling challenges at work or at home and effectively solve problems and to solve given task at work.

Emotional understanding- this is the capability to tell the various shades of emotions and how they interact with each other. This also covers how emotions evolve from one kind to another.

Emotional management -- this is seen in the capacity of the individual to self-regulate emotions and additionally regulate the emotions of another individual. In work environments or crisis, an individual with high emotional management capacity will be able to harness both the negative and positive emotions to channel them towards completion of work tasks or problem solving endeavor.

The Trait Model; this model departs from the premises that EI is an ability-based capacity but an innate attribute that individuals posses. It proposes that EI can be seen from the emotional self-perception as well as emotional traits which are not measured in the scientific sense of it but by the respondents self-report. This model assumes, though could be erroneously, that the individual is able to accurately describe their….....

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References

Blades R. & Fauth B.et.al, (2012). Measuring Employability Skills A rapid review to inform development of tools for project evaluation. Pp22-28. Retrieved March 02, 2017 from http://www.partners4value.lt/wp-content/uploads/2015/10/Measuring-Employability-Skills.pdf

Psychology Today, (2017). Emotional Intelligence. Retrieved March 02, 2017 from https://www.psychologytoday.com/basics/emotional-intelligence

Gleeson B., (2017). 5 Aspects of Emotional Intelligence Required for Effective Leadership. Retrieved March 02, 2017 from http://www.inc.com/brent-gleeson/5-aspects-of-emotional-intelligence-required-for-effective-leadership.html

Malik S.Z. & Shahid S., (2016). Effect of Emotional Intelligence on Academic Performance Among Business Students in Pakistan. Retrieved March 02, 2017 from http://pu.edu.pk/images/journal/ier/PDF-FILES/13_Sania%20&%20Sehrish_v38_1_2016.pdf

MTD Training, (2010). Emotional Intelligence. Retrieved March 02, 2017 from http://www.healthyworkplaces.info/wp-content/uploads/2012/10/emotional-intelligence.pdf

York T.T., (2015). Defining and Measuring Academic Success. Retrieved March 02, 2017 from http://pareonline.net/getvn.asp?v=20&n=5

University of Kent (2017). Introduction to Employability Skills. Retrieved March 02, 2017 from https://www.kent.ac.uk/careers/sk/skillsintro.htm

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