Fourth Industrial Revolution Skillsets and Employability Readiness for Future Job

Abstract

This paper explores the employees' readiness in the manufacturing sector for the fourth industrial revolution (4IR) vis a vis the 10 critical skill-sets identified by the World Economic Forum (WEF). We took a critical review of relevant theories and highlighted pragmatic solutions. Data collection for this study was obtained through a questionnaire among the employees of a brewing production plant in Nigeria. Using the 5-point Likert scale, 231 copies of the questionnaire were administered to workers on site. The study results are reported using a sample t-test to represent the values of Mean (M), Standard Deviation (SD), and Cronbach Alpha to test for the instrument's internal consistency. The analysis results revealed that most skillsets that require continuous career and employability in the 4IR are seen as low among the sampled organization employees, with an average mean score of less than 3.41. Interestingly, service orientation and people management skills are ranked the highest readily available skill among the workers. Many studies look at graduate work readiness, while attention to current employees' context is just beginning to gain traction.

Does creative thinking contribute to the academic integrity of education students?

“…Hence, creative thinking is considered a primary objective of teaching and learning instruction ( Pesout and Nietfeld, 2021 ). Furthermore, it has also been established as a significant 21st-century skill ( Albar and Southcott, 2021 ) that applies to today’s market and employability ( Adegbite and Adeosun, 2021 ). There is a constantly growing number of professionals, who adapt to new conditions, know how to be creative, and make ethical decisions.…”

How fourth industrial revolution skillsets mediate the relationship between work integrated learning, graduate employability, and future job

“…Items from Al-Alawneh [39]; Jonck and Minner [40]; Suarta et al [13] were adapted and modified to measure work integrated learning and graduate employability. Similarly, items, used in previous studies i. e., [2,3,5), were adapted and modified to measure the future job and fourth industrial revolution skillsets. Using a five-point Likert scale, 50 indicators were used to measure graduate employability.…”

“…Before the 4IR, higher education providers with government institutions have identified gaps in the educational system and found lack of or inadequate skills as the bane of graduate unemployment globally [1,2]. The fourth industrial revolution paradigm has altered learning and production systems due to the import of digitalization into industrial activities [3]. According to the World Economic Forum (WEF) report and other related studies, 4IR, digitalization, and automation will significantly impact individuals' immediate and future careers [4,5].…”

“…Hirschi [6] emphasized that this development will change the basis of employment and ways of doing business; thus, new competencies and skills will be required for jobs in the digital era. Given the above, studies have suggested that the current higher institution of learning curriculum must include the acquisition of essential 4IR skillsets, such as artificial intelligence and basic programming knowledge [3,5].…”

“…However, there is less effort by the academic community in interrogating and measuring the relationship between work integrated learning and the fitness of graduates for future employment. Adegbite and Adeosun [3] found a discrepancy between available skills and skills, required for future jobs, among many school leavers. When fully adopted, the fourth industrial revolution technologies will enable new ways of executing work, bringing new opportunities for value creation to businesses and organisations [6,9].…”