Understanding of Careers Opportunities - Coursework Example

 Part one Education has been conceptualized by using the individual assets theory as the backbone of trade plus industry success and vital when it comes to the global economy. In the western countries, education is directly proportional to the overall economic performance and the learning capabilities. Employability security has caused the labor market policy to be altered. This is in preparation to the changing work environment and requirements (Curtis & McKenzie 2001). Besides, the emerging technologies pose a growing challenge to the graduate labor markets. Personal competencies My competencies include a bachelor’s degree in computer science. It is coupled with training is professional packages, which include accounting software, like sage and QuickBooks. Statistical packages like SPSS also are within the range of my competency. Special skills in system analysis and computer engineering accompany my degree course. I have the knowledge of design packages like Corel draw, AutoCAD and PageMaker. During my field, experience is learnt networking techniques and project presentation. This has been enhanced thought research projects and presentation while undergoing training. Besides, my ability to use a wide range information technology tools serves as an advantage. Required skills As a computer science professional, some of my competences include the ability to identify and evaluate emerging technologies and their applicability while looking to solutions. This calls for critical thinking and problem solving skills. It also entails developing strong systems that integrate organizational functions and the projects plans that accompany them. A computer scientist must have skills on cryptography and how to secure importance systems against hackers and crackers. This cannot be effective without software engineering and development concepts. The competencies an information technology expert and a computer scientist demand that they draft policies that impact the technological standards of the society. System analysis has revolutionized the way organizations coordinate their functions. Organizational systems are being automated through the assistance of computer scientists. The graduate labor market expects computer specialist to communicate efficiently and effectively with clients and peers. The information technology terminology used by an organization is simplified through writing and verbally by mature computer specialists. However, the exclusive skills expected from a computer scientist depend heavily on systems-level perspective. This is coupled by the ability of the scientist to juggle theory and practical and theory skills. Most organizations prefer scientists with significant project experience and adaptability (Andrews & Wu 1998). Familiarity with the common information technology themes is a significant advantage. This includes design, programming, little knowledge of database management and professional development. This includes the constant learning on the latest professional packages that are considered complementary to the computer science skills. Many organizations prefer graduates with Cisco training and MCSE courses are added advantages (Curtis & McKenzie 2001). Added degree courses and advanced learning like a master’s and doctorate degrees are a boost to computer professionals’ competencies. Action plan The most effective way to enhance future employability is to develop the ability to come up with solutions that face the labor market. Employers are looking for solutions (Andrews & Wu 1998). Technical courses like the information technology and computer science present a unique ability to develop software products that solve the needs of the labor market (Curtis & McKenzie 2001). This should be closely followed by regular training on the latest’s skills that enhance the already acquired skills. Computer science and information technology are dynamic courses faced with ever emerging professional courses and innovation. Part of the action plan to enhance future employability is to train constantly. Training proves innovation which is the next aspect of the action plan. Filling the employability gap demands graduates to have an edge in innovation. Employers continue to look for solution oriented graduates (Curtis & McKenzie 2001). One of the best ways of appealing to employers includes developing a generic system that addresses challenges and presentations to potential employers. Besides, marketable courses that are considered complementary to computer science need to be a priority. The professional courses should be accompanied by Masters Degree in the area of specialization. This makes the employers develop confidence with the training and the expertise learnt (Andrews & Wu 1998). However, training is considered inadequate without experience. The demands of the labor market are becoming competitive, and those with experience and preferred. To fill in the skill gaps, it will take to have further training and in the processes attempt to acquire the marketplace experience. This shall expand my scope of understanding and enhance the extra factor the employers need. This last step of the plan should be to demonstrate my competence in the skills by showing how I can deliver in my job portfolio. My communication skills and leadership experience can boost my skills and lead to increased turnover for the prospective employers. References Andrews, L., & Wu, T. 1998. The labor market experience of higher education graduates Over the last decade. Canberra: Department of Employment, Education, Training And Youth Affairs. Curtis, D., & McKenzie, P. 2001. Employability skills for Australian industry: Literature Review and framework development. Melbourne: Australian Council for Education Research. Part two Graduate employability is defined through emphasizing skills that make individual graduates attractive to employers. This is viewed as the narrow definition of graduate employability (Evans & Burck 1992). However, employability is seen as the ability of a graduate to possess individual traits in addition to professional competencies to meet the shifting requirements of the graduate labor market. The employability competencies fail to fully tackle the entire image of the expectations of graduates in the labor marketplace (Garcia & Vila 2004). Graduates need to know that work is no longer defined and characterized by fixed sets of tasks and competencies. According to Patton, skills required for one job may decrease in their value with time. Graduates need to be prepared for high order work skills and open-mindedness as the graduate labor market evolves. Careers are not depicted by vertical advancement within a renowned organization and repeating finite tasks (Foray & Lundvall 1996). Graduate labor market is moving from known to unpredictable and requires the personal skills, wit and training to be merged in to and ever growing competence (Evans & Burck 1992). This explains the need for innovation and focus for graduates to fit in the modern labor market. The graduate labor market presents fresh challenges to graduates. The graduates are required to recognize employment and training related opportunities. This are later integrated with other aspects of the life of an individual (Garcia & Vila 2004). The generic employability skills demand the graduate concerns be viewed in a way broader than petite period service results. According to Barrie, competencies for graduate viability demand an approach of conception and translation to ideas. Employability cannot be separated from lifelong learning and interacting with heterogeneous groups (Garcia & Vila 2004). Employers prefer graduates who work as teams and are responsible for semi autonomous departments (Foray & Lundvall 1996). According to Rychen, some of the competencies in the changing graduate labor market call for reflection and self confidence. In computer and IT sector, employers are draw to graduates who can think outside the box. This entails strong record in innovation and ability to demonstrate practical skills and accomplished projects (Evans & Burck 1992). They also want graduates who can operate as teams and deliver results with professionalism and precision. In a way, good credentials must be tested and proofed. The changing attitude is informed by the realization that good grades are not necessarily good skills. The salaries for the skilled personnel seem to be falling compared to the skills for the non skilled. This has created a wage gap with is accompanied by an increasing number of graduates in to the labor market (Foray & Lundvall 1996). The labor market is leaning towards results more than any other time (Garcia & Vila 2004). The use of performance contracts and time bound projects to gage the competence of employee presents and a new challenge in the graduate labor market. The one of the steep a factor is technological aspect Information technology is identified with innovation. Therefore, the labor market is expecting the computer graduates to be swift in developing technological solutions. Unlike other departments, computer professionals are involved in every aspect of organizational running and development (Foray & Lundvall 1996). They are expected to offer technological solutions to in all departments. This may involve convincing the management to invest in organizational innovation and computer infrastructure. Employees have seen the impact of e-marketing and are keen to make use of the cutting edge technologies to remain competitive (Garcia & Vila 2004). The rise of social media has changed the modern day marketing. Computer experts are required to have a strong self appraisal in stipulations of interests and aims (Garcia & Vila 2004). According to Arthur, these skills are directly connected to vocation uniqueness. Day & Allen found that career identity is crucial in motivation and job performance. Career identity in the graduate job market is not an option. It is the congruence between career and individual capabilities. The technological aspect of steep factor demands that computer scientists be able to judge situations and offer timely solutions on a consistent basis (Foray & Lundvall 1996). Graduate employability is dependent on well established perception of vocation goals in addition to levelheaded self appraisals. Computer experts need to have knowledge in self amplitudes, which boost their employability. According to Lockwood a positive appraisal adds value to graduate employability and enhances the technological aspect of the steep factors in the computer science profession. In conclusion, the career opportunities require a thorough re look when facing the changing graduate labor market. Personal evaluation and deep understanding of professional and personal competences are necessary. Career competences must be weighed against the labor market realities and graduates must be ready to adjust according to the changing demands of the labor markets. References Evans, J., & Burck, H. 1992. The effects of career education interventions on Academic achievement: A meta-analysis. Journal of Counseling and Development, 71 1, 63–68. Foray, D., & Lundvall, B. 1996. The knowledge-based economy: From the economics of Knowledge to the learning economy. In Employment and growth in the knowledge-based Economy. Paris: Organisation for Economic Cooperation-operation and Development. Garcia-Aracil, A., Mora, J., & Vila, L. 2004. The rewards of human capital competences for Young European higher education graduates. Tertiary Education and Management, 10 4, 287–305. Gillie, S., & Gillie Read More