Employability skills rated important by employers and exhibited by high school students with mild mental retardation

by 1949- Pritchett, Linda Perry

Abstract (Summary)
The purpose of this study was to determine the importance of selected employability skills and the frequency with which these skills were exhibited by adolescents with mild mental retardation as rated by employers of high school students with mild mental retardation in career-technical work-based programs in Middle Georgia. A self-developed questionnaire determined the importance of 28 employability skills, the influence of demographic factors on employers’ ratings, and the relationship between the rated importance and rated frequency that the skills were exhibited by students. Findings were based on data collected from 61employers. Employability skills were divided into four subsets: basic academic skills, interpersonal skills, job specific skills, and basic work ethic skills. Skills in the basic work ethic subset were rated most important. Interpersonal skills had the second highest ratings. The basic academic skills subset had the lowest ratings. All of the subsets had ratings that indicated the skills were necessary for continued employment. Exercise honesty was the highest rated individual employability skill with use basic computer skills the lowest rated individual skill. Type of company had the greatest influence on the importance ratings of the employability skills, being statistically significant for the ratings of 12 employability skills. Whether the company was located in an urban or rural area was significant for six of the employability skills. A statistically significant difference existed between the rated importance of the skills and the rated frequency the skills were exhibited for the basic academic skills subset, the interpersonal skills subset, the job specific skills subset, and the basic work ethic skills subset. For each subset the skills were rated as more important than the frequency with which they were exhibited.
Bibliographical Information:


School:The University of Georgia

School Location:USA - Georgia

Source Type:Master's Thesis



Date of Publication:

© 2009 All Rights Reserved.