Both hard and soft knowledge are important in the workforce. However, it is crucial for employees to have the capability to successfully manage their lives, take responsibility for their own success, and fulfill their commitments. Therefore, they must acquire not only the necessary hard skills for their job but also the soft skills to understand how all aspects of their lives are connected. Soft skills help maximize the benefits of investing in human capital as they contribute to developing exceptional individuals. It is uncommon for individuals to be terminated solely because they lack technical expertise.
The main reason for job dismissals is often attributed to a lack of proficiency in soft skills. This problem is particularly widespread among university students in Malaysia’s higher education institutions. Currently, universities worldwide are emphasizing the cultivation of graduates who not only possess expertise in their chosen domains but also exhibit adequate soft skills. It is indisputable that Malaysian graduates must acquire these soft skills to enhance their opportunities in the job market. Soft skills complement hard skills, which encompass the technical qualifications essential for specific positions.
Today, even positions in task-oriented fields like accounting and information systems require both technical skills and soft skills. A study by the Stanford Research Institute and Carnegie Mellon Foundation involving Fortune 500 CEOs shows that 75% of long-term job success depends on people skills, while only 25% relies on technical knowledge. In other words, technical skills are often of little value if one lacks strong soft skills. According to a poll by Bayt.com, the Middle East’s top job site, employers believe that hardworking employees with a strong work ethic are most likely to be promoted quickly, accounting for 30% of respondents. Additionally, employers also value leadership ability when considering promotions, with 19% agreeing that natural leaders tend to advance rapidly in their careers within the organization.
Only 6% of employers in a survey agreed that the most intelligent employees are promoted fastest, indicating that possessing a high IQ is considered less important. Contrary to common belief, working long hours does not guarantee a promotion either; only 8% of employers agreed that staying after hours leads to faster promotion. These findings demonstrate that soft skills are more crucial than hard skills. Soft skills, such as communication, leadership, management, and team-building abilities, are observable, quantifiable, and justifiable indicators of a person’s capabilities.
The soft skills situation at Malaysia’s institutions of higher education is concerning. We, as students, acknowledge the severity of this problem and understand that it is our responsibility to acquire strong soft skills. These skills are crucial for the growth, development, culture, and even economy of our country. 1.0 Contents Problem Statement: There have been numerous articles in Malaysian newspapers and education journals over the past two years addressing a grave concern – the decreasing soft skills among today’s graduates.
There were claims made by academicians, employers, and the Malaysian Ministry of Human Resources that our local Malaysian graduates lack the basic skills and knowledge that they were supposed to have acquired in local universities and private colleges. This viewpoint is prevalent, particularly at the highest level. Unfortunately, this attitude and approach foster the perception that the development of “soft skills” is complementary or even unnecessary. Consequently, university students frequently possess technical knowledge and hard skills, but due to a lack of emphasis on the acquisition of “soft skills”, they are ill-prepared for the practicalities of the professional world.
In academia, there are two main indicators of quality: research funding and academic admission criteria. These factors, along with publishing research articles, show expertise and assurance of quality. However, being a skilled researcher doesn’t necessarily make someone an effective teacher. Additionally, admitting students with excellent academic achievements doesn’t ensure quality if professors lack sufficient teaching abilities despite their qualifications.
Regrettably, the government’s original aspiration to transform Malaysia into an educational center for international students has proven counterproductive in recent times. The increase in unemployable local graduates coincides with a decline in foreign student enrollment. Consequently, there are growing apprehensions concerning the quality of education offered, as it may be the root cause behind these dual problems.
The advertisements and periodic write-ups of various private tertiary institutions in the nation prominently celebrate the quality of their academic programs. However, when it comes to the opinions of employers who hire these graduates, conflicting views arise. Upon closer examination, the education process involves multiple parties, each with their own objectives and criteria for determining quality. A concerning issue is the large number of graduates being produced each year by nearly 1,000 colleges and education institutions in Malaysia.
Most graduates are lacking soft skills, resulting in high unemployment rates. Due to economic contraction, these graduates have limited options: further education, on-the-job training, or technical positions. Consequently, employers struggle to find quality employees. According to The Star, on February 4th, 2007, about 23.5% of Malaysian students didn’t meet the English standard.
Despite having the necessary foundational English proficiency, individuals lack essential soft skills. They struggle to interact effectively with colleagues in professional settings, are unable to effectively convey their ideas, and display incompetence in project management. Results from the study indicate that all graduates examined possess sufficient language proficiency to navigate most situations, yet they still lack the ability to engage in sophisticated discourse at a professional level. This highlights the need for students of all levels in Malaysia to actively partake in both learning and regularly practicing the language.
English language is crucial in Malaysia and should be prioritized as a foundation for developing strong soft skills. Despite having excellent English teachers, students who lack interest and refuse to use the language in their daily lives will struggle. Nevertheless, with motivation and guidance from both teachers and parents, students can communicate effectively and hone their soft skills. A report from The Star on September 23, 2007 emphasized the importance of soft skills in the modern workplace.
The Federation of Malaysian Manufacturers (FMM) conducted a survey on ICT workers in manufacturing companies in 2004. The survey, as reported in the Third Industrial Master Plan, revealed that employees lack proficiency in English, even though they have good academic grades, and struggle with problem-solving. In a separate study conducted by Dr. Parmjit Singh of Asia Pacific Institute of Information Technology (APIIT) in 2004, it was found that the top three complaints about graduates were their poor communication skills, lack of initiative, and absence of creativity. These issues have a negative impact on the country’s development and growth.
This report highlights Malaysians’ lack of enthusiasm towards soft skills. It emphasizes the importance of accepting that soft skills are crucial for achieving success and recommends shifting the exclusive focus on academic performance. According to a report by NST on May 25, 2010, many diplomatic officials in Malaysia, including those from the foreign ministry and other ministries, struggle with speaking up or making representations, particularly in multilateral diplomacy. Additionally, their English proficiency is noted as poor despite their affiliation with prestigious educational institutions.
The lack of basic soft skills among Malaysians negatively impacts their competitiveness internationally and influences Malaysia’s diplomatic strategy. To address this issue, the government should take the lead in promoting English as a prominent second language in Malaysia. The policy and international approach to English usage should be clear and visible. English language proficiency and soft skills are closely interconnected in Malaysia.
The government should introduce English language instruction in the subjects of Science and Mathematics at the primary education level. This is the minimum effort required to enhance soft skills in Malaysian higher education institutions. It will not only improve student problem-solving abilities but also enhance teacher instructional abilities. Many universities worldwide have already adopted one or more of these approaches. The most effective method would involve an integrated approach that combines two or all of these methods. For undergraduate students, it is crucial to provide them with a theoretical framework for soft skills first. This framework will help them effectively practice soft skills throughout their curriculum instead of learning them randomly through trial and error. Furthermore, a systematic and step-by-step experiential approach is necessary to assist individuals in developing positive personal traits and gaining control over their lives.
Employers are now giving more importance to soft skills rather than good grades in graduates, as reported by The Star on March 7th, 2010. Malaysia’s Higher Education Minister, Datuk Seri Khaled Nordin, highlighted the significance of effective soft skills like communication and teamwork. He stressed that universities should concentrate on imparting knowledge while undergraduates need to take ownership of developing their soft skills. These statements were made during Career Day 2010.
The event was co-organized by the Institution of Surveyors Malaysia, Johor Education Department, and Universiti Teknologi Malaysia. Its target audience was Form Four and Five students. Khaled urged undergraduates to enhance their university experience by engaging in academic pursuits, extracurricular activities like sports and joining societies, as well as volunteering. He emphasized that employers do not solely seek graduates with outstanding academic records and indicated that individuals with average academic qualifications but strong soft skills have higher chances of employment.
This report emphasizes the importance of good soft skills and the roles that parents, the public, and students themselves play in developing these skills. It highlights the need for cooperation from the public to promote the practice of soft skills, particularly in communication and interaction within business and social settings. The report also recognizes that soft skills are essential for progress in various areas of life. Effective communication, conveying powerful messages, and solving daily problems all depend on having strong soft skills.
It is undisputed that soft skills enhance the likelihood of university students securing employment in today’s real world of work. This highlights the importance of soft skills in addition to hard skills, as they complement each other. A report by BERNAMA (Berita Agency Malaysia) on July 14, 2007 revealed the decline of soft skills in Malaysia, with over 5,500 university graduates remaining unemployed each year due to their lack of required soft skills. Besides their inadequate English language proficiency, these graduates were found to have a narrow mindset, poor leadership abilities, lack of team spirit, and ineffective communication skills. Datuk Mustapa Mohamed, the Higher Education Minister, emphasized the need for students to enhance their employability by cultivating a global perspective, teamwork capabilities, excellent communication skills, an active nature, and the ability to forge friendships easily.
A report has indicated that the decrease in soft skills at Malaysian higher education institutions has been a concern since 2007. This issue remains significant in Malaysia’s education, business, and economy and is still unresolved. One potential cause for this decline is the absence of evaluated intelligence among graduates, leading to a lack of proficiency and knowledge in their respective areas of study.
There are several factors that could contribute to the lack of soft skills among academic lecturers and students. One factor is the declining standards of delivery, as many lecturers themselves may lack necessary soft skills. This inability to effectively teach these skills can result in students being unable to develop them. Another factor is the availability of fast-track degrees offered by private institutions, which shorten study duration and eliminate certain courses, often with limited resources like libraries. To address this issue, it is crucial for students to actively participate in co-curricular activities because they can help improve their soft skills.
