Nowadays, some employers think that formal academic qualifications are more important than life experience or personal qualities when they are looking for new employees.
Why is that? Is it a positive or negative development?
There is a controversial concept that heats up a debate that formal education is more important than life experience or personal qualities when employers are looking for new employees. This problem occurs due to a number of reasons and it can cause some adverse effects on the recruitment process.
Several reasons can explain why employers prioritize formal education. First, the college provides individuals with specialized knowledge and skills that can be applied to their chosen field. Employers believe that highly educated candidates will be better equipped to handle job requirements. For example, a degree in finance ensures that the candidate possesses the financial knowledge and analytical abilities necessary for positions in the banking industry. Moreover, achievements and qualifications serve as evidence of an individual's thinking potential. A good example is that doctors must have medical degrees and licenses to ensure patient safety. In such cases, the employer gives priority to educational qualifications in order to comply with industry standards and ensure the competence of employees.
The main drawback of this trend is that it underestimates the importance of life experience and personal qualities. Life experiences provide individuals with valuable soft skills. Such as Communication, and the ability to solve problems is essential in the workplace. Besides, personal qualities, including creativity and emotional intelligence, also contribute significantly to an individual's professional success. Ignoring these attributes based solely on formal education can lead to missed opportunities and a lack of diversity in the workforce. Another downside of this problem is that excessive emphasis on educational attainment can perpetuate inequality. Disadvantaged individuals or those unable to pursue higher education may face barriers in accessing employment opportunities, regardless of their valuable life experience or personal qualities. Therefore, this approach limits the diversity and development of society.
In conclusion, although educational qualifications provide professional knowledge and standard assessment, they should not overshadow the value of life experience and personal qualities. Ignoring this balance can lead to detrimental impacts on inclusivity, diversity, and equal opportunities in the workplace.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2023-09-07 | chips_0506 | 92 | view |
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Comments
góp ý giúp mình vs
góp ý giúp mình vs
Grammar and spelling errors:
Line 2, column 185, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to field'
Suggestion: to field
...lls that can be applied to their chosen field. Employers believe that highly educated...
^^^^^
Line 2, column 525, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'an individual' or simply 'individuals'?
Suggestion: an individual; individuals
...and qualifications serve as evidence of an individuals thinking potential. A good example is t...
^^^^^^^^^^^^^^
Line 3, column 379, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'an individual' or simply 'individuals'?
Suggestion: an individual; individuals
...gence, also contribute significantly to an individuals professional success. Ignoring these at...
^^^^^^^^^^^^^^
Transition Words or Phrases used:
also, besides, but, first, if, look, may, moreover, so, therefore, for example, in conclusion, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 9.0 13.1623246493 68% => OK
Auxiliary verbs: 10.0 7.85571142285 127% => OK
Conjunction : 17.0 10.4138276553 163% => OK
Relative clauses : 9.0 7.30460921844 123% => OK
Pronoun: 20.0 24.0651302605 83% => OK
Preposition: 38.0 41.998997996 90% => OK
Nominalization: 20.0 8.3376753507 240% => Less nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2029.0 1615.20841683 126% => OK
No of words: 332.0 315.596192385 105% => OK
Chars per words: 6.11144578313 5.12529762239 119% => OK
Fourth root words length: 4.2685907696 4.20363070211 102% => OK
Word Length SD: 3.33961446122 2.80592935109 119% => OK
Unique words: 196.0 176.041082164 111% => OK
Unique words percentage: 0.590361445783 0.561755894193 105% => OK
syllable_count: 653.4 506.74238477 129% => OK
avg_syllables_per_word: 2.0 1.60771543086 124% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 5.43587174349 55% => OK
Article: 5.0 2.52805611222 198% => OK
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 2.0 4.76152304609 42% => More preposition wanted as sentence beginning.
Performance on sentences:
How many sentences: 19.0 16.0721442886 118% => OK
Sentence length: 17.0 20.2975951904 84% => The Avg. Sentence Length is relatively short.
Sentence length SD: 38.8585045968 49.4020404114 79% => OK
Chars per sentence: 106.789473684 106.682146367 100% => OK
Words per sentence: 17.4736842105 20.7667163134 84% => OK
Discourse Markers: 5.36842105263 7.06120827912 76% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 3.0 5.01903807615 60% => OK
Sentences with positive sentiment : 10.0 8.67935871743 115% => OK
Sentences with negative sentiment : 5.0 3.9879759519 125% => OK
Sentences with neutral sentiment: 4.0 3.4128256513 117% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.271123093235 0.244688304435 111% => OK
Sentence topic coherence: 0.0730904010394 0.084324248473 87% => OK
Sentence topic coherence SD: 0.0957450500412 0.0667982634062 143% => OK
Paragraph topic coherence: 0.172382064159 0.151304729494 114% => OK
Paragraph topic coherence SD: 0.0946531210712 0.056905535591 166% => OK
Essay readability:
automated_readability_index: 16.1 13.0946893788 123% => OK
flesch_reading_ease: 20.38 50.2224549098 41% => Flesch_reading_ease is low.
smog_index: 11.2 7.44779559118 150% => OK
flesch_kincaid_grade: 14.6 11.3001002004 129% => OK
coleman_liau_index: 17.86 12.4159519038 144% => OK
dale_chall_readability_score: 10.47 8.58950901804 122% => OK
difficult_words: 126.0 78.4519038076 161% => OK
linsear_write_formula: 8.5 9.78957915832 87% => OK
gunning_fog: 8.8 10.1190380762 87% => OK
text_standard: 9.0 10.7795591182 83% => OK
What are above readability scores?
---------------------
Rates: 84.2696629213 out of 100
Scores by essay e-grader: 7.5 Out of 9
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.