Student Perceptions of Workforce Readiness in Agriculture

Abstract

The purpose of this study was to examine postsecondary agriculture students' perceptions of and their personal competence in various workforce readiness skills. In addition, we sought to determine students' views of the importance of workforce readiness skills. The findings indicate that the participants felt most confident in their abilities to work independently and without supervision, demonstrate loyalty, and act in a manner that displays responsibility and respect for others. They felt least confident in all areas of communication, but especially in written formats such as formal reports and documents. Rankings of skill importance revealed that participants believed maintaining harmony in the workplace and building positive relationships were considered to be most essential, with personal responsibility and communication close behind. Finally, an analysis of entry-level job announcements indicates that the skills most sought by employers include communication, teamwork, attitude, creativity, flexibility, and independence.

Kesiapan Kerja Siswa Kelas Xii Jurusan Agribisnis Pengolahan Hasil Pertanian SMKN 4 Garut Berdasarkan Aspek Afektif

“…Oleh karena itu, hal ini penting bagi siswa untuk memiliki sikap yang mudah beradaptasi dengan lingkungan baru agar siswa dapat bekerja dengan baik dan mengatasi masalah-masalah yang dialami selama on the job training sehingga perlu lebih ditingkatkan lagi aspek sikap beradaptasi agar siswa mampu bekerja dengan baik dan siswa merasa nyaman dalam bekerja. Hal ini sesuai dengan yang dikemukakan oleh Hendrix & Morrison (2018), bahwa kemampuan berkomunikasi merupakan kemampuan yang paling sering diminati oleh pengusaha dimana kemampuan berkomuniksi akan sangat berguna untuk bekerja dalam tim.…”

Student Emotional Responses to Different Communication Situations

“…One of the most direct ways to achieve this goal is to train students in the art of verbal communication. While other subjects such as public relations and journalism are important parts of a student's agricultural communications development (Corder & Irlbeck, 2018), practicing verbal communication helps students not only express themselves and develop leadership ability (Harris, 2017), but also become more desirable in the workplace (Bentley University, 2014;Hendrix & Morrison, 2018;Brooks, 2019) and "more effective in other communications settings" (Verderber et al, 2011, p. 2) Verbal communication has long been a core part of both formal and informal agricultural education. Early extension agents acted as informational conduits, relaying knowledge from governmental and academic sources to rural communities, a role which they still play to this day (Whitford, 2017).…”

“…Morgan (2010) found public speaking and verbal communication to be core behavioral skills needed for career success. Hendrix and Morrison (2018) found verbal communication was the skill most in demand from agricultural employers, with 66% of surveyed job postings mentioning it directly.…”

“…Industry professionals have indicated a need for improvement in agricultural communications students' skills, specifically regarding face-to-face communication, professional relationships with colleagues, and negotiation (Irlbeck & Akers, 2009). Research by Hendrix and Morrison (2018) found students at Mississippi State University had low self-perceptions of their ability to present information to others and participate in discussions, despite admitting that such skills are important to life and career success. Harsh et al (2018) saw that undergraduate agriculture students at three universities had a low level of willingness to communicate with others about various agricultural issues even after completing an agricultural communications course that integrated case studies into the curriculum.…”

Assessing the relevance of Iowa State University's AG 450 Farm Management and Operation Course content based on industry, alumni, and student perspectives

“…These results are congruent with prior research in terms of skills agricultural employers expect graduates to possess. For example, Hendrix and Morrison (2018) discovered skills such as communication skills, written skills, teamwork, cooperation, and attitude were highly sought when analyzing open agricultural job postings. Furthermore, Robison and Garton (2008) concluded graduates perceived problem-solving skills, time management skills, and verbally communicating ideas to groups as some of the most important.…”