Nowadays, some employers think that formal academic qualifications are more important than life experience or personal qualities when they look for new employees. Why is it the case? Is it a positive or negative development?
The intimate connection between education and work has raised much concern among members of the public. Some claim that having qualified degrees from universities is much likely to assure employees a good job than gaining a lot of experience. There are a number of reasons leading to this and I, however, suppose it brings companies and the employees themselves significant drawbacks.
To begin with, it is such a common trend for most organizations to consider qualifications as basic admission criteria when one applies into a specific vacancy. These act as a more reliable and immediate evidence to prove a candidate having enough intellectual abilities as well as a thorough understanding of academic knowledge. In fact, students in universities have a chance to get exposed to different types of theoretical knowledge in forms of a case study. Not only do their teachers deliver well-prepared lessons within classrooms, but they can also apply what learned into practice when conducting experiments or carrying surveys in real life. As a results, students with excellent performance at school earn flying colors, making their qualifications more appealing to recruiters.
Nevertheless, solely relying on certificates or degrees could not provide managers deep insights into the working potentials of applicants. Workers having been entering the workforce for years are able to gain such valuable information about the market of their industry. They have the capacity to cope with unpredictable changes of customers' behaviors or sudden shifts in terms of economic crisis. Such knowledge is certainly not taught in schools as every organization owns a distinct culture and encounters its own problems. Language teachers, for example, could only know how to create their efficient lesson plans when spending ages of their working career on conducting tests on true learners. Meanwhile, a successful doctor cannot secure his or her reputation without years of researching and experimenting different ways to cure some diseases.
In conclusion, biases should not be drawn towards either formal qualifications or working experience but throughout considerations based on different abilities of employees are the keys to effective recruitment procedures.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2024-07-11 | trần ngọc tuấn | 67 | view |
| 2023-11-27 | ophongcute@gmail.com | 84 | view |
| 2023-09-01 | Afdalah Harris | 73 | view |
| 2023-04-02 | anhminhbnvn1 | 78 | view |
| 2022-10-09 | linhdung01 | 50 | view |
- Government should invest more money in science education rather than other subjects to develop the country. In what extent do you agree or disagree? 89
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- Developments in technology has brought various environmental problems. Some believe that people need to live simpler lives to solve environmental problems. Others, however, believe technology is the way to solve these problems. Discuss both views and give 89
- Nowadays, some employers think that formal academic qualifications are more important than life experience or personal qualities when they look for new employees. Why is it the case? Is it a positive or negative development? 89
- Some universities offer online courses as an alternative to classes delivered on campus. Do you think this is a positive or negative development? 89
Grammar and spelling errors:
Line 3, column 656, Rule ID: A_PLURAL[1]
Message: Don't use indefinite articles with plural words. Did you mean 'a result' or simply 'results'?
Suggestion: a result; results
...ts or carrying surveys in real life. As a results, students with excellent performance at...
^^^^^^^^^
Transition Words or Phrases used:
also, but, however, if, nevertheless, so, well, while, for example, in conclusion, in fact, as a result, as well as, to begin with
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 8.0 13.1623246493 61% => OK
Auxiliary verbs: 5.0 7.85571142285 64% => OK
Conjunction : 13.0 10.4138276553 125% => OK
Relative clauses : 4.0 7.30460921844 55% => More relative clauses wanted.
Pronoun: 17.0 24.0651302605 71% => OK
Preposition: 51.0 41.998997996 121% => OK
Nominalization: 10.0 8.3376753507 120% => OK
Performance on vocabulary words:
No of characters: 1922.0 1615.20841683 119% => OK
No of words: 342.0 315.596192385 108% => OK
Chars per words: 5.61988304094 5.12529762239 110% => OK
Fourth root words length: 4.30037696126 4.20363070211 102% => OK
Word Length SD: 3.15179723214 2.80592935109 112% => OK
Unique words: 230.0 176.041082164 131% => OK
Unique words percentage: 0.672514619883 0.561755894193 120% => OK
syllable_count: 592.2 506.74238477 117% => OK
avg_syllables_per_word: 1.7 1.60771543086 106% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 3.0 5.43587174349 55% => OK
Article: 2.0 2.52805611222 79% => OK
Subordination: 1.0 2.10420841683 48% => OK
Conjunction: 1.0 0.809619238477 124% => OK
Preposition: 3.0 4.76152304609 63% => OK
Performance on sentences:
How many sentences: 15.0 16.0721442886 93% => OK
Sentence length: 22.0 20.2975951904 108% => OK
Sentence length SD: 28.2229221261 49.4020404114 57% => The essay contains lots of sentences with the similar length. More sentence varieties wanted.
Chars per sentence: 128.133333333 106.682146367 120% => OK
Words per sentence: 22.8 20.7667163134 110% => OK
Discourse Markers: 8.66666666667 7.06120827912 123% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 1.0 5.01903807615 20% => OK
Sentences with positive sentiment : 9.0 8.67935871743 104% => OK
Sentences with negative sentiment : 2.0 3.9879759519 50% => More negative sentences wanted.
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: 0.138629173724 0.244688304435 57% => OK
Sentence topic coherence: 0.0377113339976 0.084324248473 45% => OK
Sentence topic coherence SD: 0.028128625625 0.0667982634062 42% => Sentences are similar to each other.
Paragraph topic coherence: 0.0737261429793 0.151304729494 49% => OK
Paragraph topic coherence SD: 0.036901935377 0.056905535591 65% => OK
Essay readability:
automated_readability_index: 16.4 13.0946893788 125% => OK
flesch_reading_ease: 40.69 50.2224549098 81% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 13.1 11.3001002004 116% => OK
coleman_liau_index: 15.61 12.4159519038 126% => OK
dale_chall_readability_score: 10.13 8.58950901804 118% => OK
difficult_words: 117.0 78.4519038076 149% => OK
linsear_write_formula: 11.0 9.78957915832 112% => OK
gunning_fog: 10.8 10.1190380762 107% => OK
text_standard: 11.0 10.7795591182 102% => OK
What are above readability scores?
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Rates: 89.8876404494 out of 100
Scores by essay e-grader: 8.0 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.