ผลกระทบของทักษะอาชีพต่อผลการปฏิบัติงานของพนักงานที่สำเร็จการศึกษาจากมหาวิทยาลัยโพลีเทคนิคหลิวโจ มณฑลกวงซี ประเทศจีน

Li Jingyi; Samroeng Kaiyawong; Aanchalee Chaisri

Authors

Li Jingyi Chaiyaphum Rajabhat University
Samroeng Kaiyawong Chaiyaphum Rajabhat University
Aanchalee Chaisri Chaiyaphum Rajabhat University

Keywords:

Career Skills, Job Performance, Liuzhou Polytechnic University

Abstract

Objectives of this research article were: 1. to examine the levels of professional skills and job performance among employees who graduated from Liuzhou Polytechnic University in Guangxi Province, People's Republic of China; and 2. to investigate the professional skills that influence the job performance of these graduates. The conceptual framework of the study was based on Human Capital Theory, which posits that the knowledge, skills, and experiences individuals acquire through education and training are key factors affecting their work efficiency and effectiveness. The sample consisted of 122 participants, with the sample size determined using the formula proposed by Tabachnick and Fidell (2013), which is commonly used for multiple regression analysis. Data were collected using a questionnaire and analyzed through descriptive statistics, including means and standard deviations, as well as inferential statistics such as correlation coefficients and multiple regression analysis.

The research results showed that all aspects of career skills had a high average level. Job performance was also at a high level in both task performance and contextual performance. The hypothesis testing results revealed that three domains of professional skills significantly influenced overall job performance: accountability (X₇), responsibility (X₉), and self-direction (X₄). The standardized regression equation can be expressed as follows: Z = 0.484 (X₇) + 0.314 (X₉) + 0.188 (X₄). These three skill domains collectively accounted for 86.7% of the variance in job performance. The findings suggest that higher education curricula, particularly in vocational and technical universities, should place greater emphasis on developing students’ responsibility for outcomes, responsibility for duties, and self-regulation. Moreover, organizations are encouraged to integrate these competencies into recruitment and employee development strategies to enhance workforce performance and effectiveness.

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