Work-readiness integrated competence model: Conceptualisation and scale development

Purpose The purpose of this paper is to conceptualise graduate work-readiness and to develop a scale to measure it. Design/methodology The methodology entailed the compilation of a literature review and the conduct of qualitative interviews and a focus group to generate items. This study used the ‘resource-based view (RBV)’ approach to conceptualise a multidimensional – ‘Work-readiness integrated competence model (WRICM)’– consisting of four main factors (namely, intellectual, personality, meta skill and job-specific resources), with a further ten sub-dimensions. Further, a series of tests were performed to assess its reliability and validity. Findings A final 53 item WRICM scale covering four dimensions and ten sub-dimensions of graduate work-readiness was developed based on the perceptions of 362 HR professionals and managers from seven Asia-Pacific countries. The ten sub-dimensions covering 53 work readiness skills reflect the perceptions of stakeholders regarding the work-readiness of graduates. The scale was found to be psychometrically sound for measuring graduate work-readiness. Research limitations Though the WRICM model is based on the inputs of different stakeholders of graduate work-readiness (employers, educators, policy-makers and graduates), the development of the WRICM scale is based on the perspectives of industry/employers only. Practical implications The WRICM model has implications for education, industry, professional associations, policy-makers and for graduates. These stakeholders can adapt this scale in assessing the work-readiness of graduates in different streams of education. Originality/value The authors believe that the WRICM model is the first multi-dimensional construct that is based on a sound theory and from the inputs from graduate work- readiness stakeholders from seven Asia Pacific countries.