Paper

Relationships between Success Skills for Young Professionals
and Competency Enhancement in University Education: from the
Perspective of PROG Test Measurements
MATSUMURA Naoki

TANABE Akihiro

RIASEC Inc.

RIASEC Inc.

YAMAZAKI Atsuko
Digital Hollywood University, Graduate School,
Specially Appointed Professor

Job satisfaction, career autonomy, and self-learning are important for young professionals to have a successfulcareer. To analyze relationships among these factors in their professional life and university education, we surveyed
1,548 respondents who graduated between 2013 and 2016 from 13 universities in Japan. All respondents hadtaken the PROG test, which measures generic skills from two aspects, literacy and competency, in their third year of
university. Their answers regarding career awareness, learning, and activities at university were analyzed in relation totheir PROG test scores. PROG literacy scores during university did not correlate with post-graduate job performance,
but a higher PROG competency score led to higher job satisfaction and motivation. The respondents’ selfevaluations showed that their enthusiasm for coursework and activities and their proactive experiences and senseof growth while in university positively related to the attainment levels of literacy, competency, and subject mastery.
These analysis results suggest that learning and activities during university to increase competency can increase
young professionals’job satisfaction and career autonomy, which are important in managing transformations in job
requirements and concepts regarding Industry 4.0 and Industry 5.0. jobs.

characteristics while interacting in authentic environments [6].

1. Introduction
The Fourth Industrial Revolution (Industry 4.0), driven by

However, attaining and assessing these educational outcomes

digitalization and automation technologies, is transforming job

is difficult. Although providing educational programs linked to. The Fifth Industrial Revolution

positive career development is a role of university education,(Industry 5.0), proposed by the European Commission as afew studies have quantitatively investigated university

new concept to advance Industry 4.0 innovations, is predictededucation outcomes in terms of how they affect students’requirements and concepts[1][2]

to further transform the jobs and skill profiles of workers[3]

career development after graduation [7].

.

These transformations due to Industry 4.0 and Industry 5.0

2. The Purpose of This Study

involve substantial changes in the demand for knowledge andskills and indispensable implications for higher education.

In improving the quality of university education, theMany studies have demonstrated a growing gap between

visualization of learning outcomes is required, and eachhigher education systems and the future needs and demands

university is endeavoring to quantify or visualize theseof the labor market due to rapid technological advances [4][5][6].

outcomes through various innovations. There are multifaceted

Moreover, many students are expected to prepare for newly

approaches to the visualization of learning outcomes, but the

emerged occupations or positions of the future. Under thesemost important aspect is to apply a long-term perspective

circumstances, many higher educational institutions haveregarding the effects of education to determine how university

realized the need to reform the present traditional education

education is useful after graduation. In this sense, clarifying

system to manage the growing gap between academia andhow the university education that young professionals receive

the needs and demands of the labor market.

affects their careers after graduation is crucial. Also valuable is

Because of Industry 4.0 and Industry 5.0, educational

identifying the connection between their university education

programs and curriculums must evolve such that students canand career development factors such as job satisfaction andenhance their ability to apply, analyze, and create with what

career autonomy.

they learn in classrooms. In other words, the abilities acquired

Thus, we conducted a nationwide survey targetingin university education should be more than memorizing anduniversity graduates with some work experience 3–5 years

understanding a curriculum subject. Thus, many universities,

after graduation. We analyzed the situation of graduates inas part of their educational goals, are striving to cultivate

terms of their satisfaction with their student life at university,

students’ abilities to think logically and utilize knowledge

the skills and abilities they acquired while at university, andto solve problems practically and enhance their behavioral

their current professional life. We also analyzed the survey©︎2023 Digital Hollywood University

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DHU INTERNATIONAL JOURNAL Vol.1 2023

data to determine how their competencies and skills had

Many of the literacy and competency measurement tools

been cultivated at universities, directly and indirectly, andinvolve subjective assessments conducted by test examiners

the influence of career development factors (e.g., self-and evaluators; therefore, their validities can be weak. To

evaluation on job performance and job satisfaction), which areprevent subjectivity and validity problems in literacy andessential to career success. In the analysis, we used survey

competency measurements, the PROG test has one question

respondents’scores on the PROG test in their third year ofwith no apparent correct answer. In its original questions

university to quantitatively investigate the relationship between

based on realistic scenarios, the PROG test instructs the test-

their skills and abilities acquired from university education andtaker to seek optimal solutions for the scenarios and measuresthe career development factors. We used their third-year test

the test-taker’s ability to think logically and practically toscores because many universities have them take the PROG

solve problems by utilizing experience and knowledge, nottest to demonstrate their levels of generic skills before job-

simply confirming knowledge. Collected data from young

seeking activities in their fourth year.

leaders employed globally are used as a reference to evaluate
student’s answers. This database, the model of judgment

3. PROG Test

criteria and behavior they have selected for each question, is

The PROG test is designed to measure the student’s level

used to determine how statistically different students’answersof the generic skills and attitudes required in society (hereafter,are from the model, and the differences are transformed into

generic skills) regardless of major or specialization. It is a two-the literacy and competency levels of the student[8].

part assessment of the student’s generic skills: literacy andcompetency. Literacy is the ability to solve problems based on

Table 2. PROG test for competency: three skills measured

knowledge. Competency is a behavioral trait acquired throughexperience. The literacy part measures the student’s ability toCompetency skill 1: Interpersonal basic skills(ability to build trust with others and participate in a team)apply knowledge and to continue learning. The competency

Skill Components

Definition

Affinity

Ability to take an interest in people
and to empathize with and trust them

Cooperative ability

Ability to understand roles and help
each other

Leadership

Ability to advocate opinions andenhance the teampart measures the student’s behavioral traits acquired throughexperience and the ability to transfer the acquired skills to any
job. Tables 1 and 2 show the list of abilities measured by theliteracy and competency parts of the PROG test, respectively [8].
Table 1. PROG test for literacy: skills measured
Literacy: Thinking skills required for the problemsolving process

Competency skill 2: Self-control basic skills(ability to control emotions and motivation)

Skill Components

Definition

Skill Components

Definition

Informationgathering skills

Ability to identify appropriate
information sources from a wide
range of perspectives, collectand research information using
appropriate means, and organize andstore this information appropriately

Emotional control

Ability to control emotions
appropriately

Confidencebuilding ability

Ability to know the self and inspire
confidence

Action persistence

Ability to work proactively andcomplete tasks

Information
analysis skills

Problemidentifying skills

Conception ability

Ability to organize and analyze facts
and information objectively and frommultiple perspectives, not based onassumptions or speculation, and tounderstand the hidden structure that
integrates these facts and information
to determine the true nature of theinformation. (includes verbal andnon-verbal processing skills)

Competency skill 3: Basic skills for managing problems(ability to think and act to solve problems)Ability to perceive phenomena
and events from various angles
and perspectives, consider themechanisms and causes hidden in
the background, and discover issues
that need to be resolved

Skill Components

Definition

Problem-finding
ability

Ability to gather information andunderstand the essence

Planning ability

Ability to set goals and make plans

Practical ability

Ability to put thoughts into action
and reflect

Because of the PROG test’s objective measurementsof literacy and competency, as well as its advantage in

Ability to conceptualize the processof problem-solving while consideringvarious conditions and constraints
and to envision the risks andmeasures that might be implemented
in the process

qualitatively visualizing the outcomes of educational programs,
many higher educational institutions in Japan have adopted it.
Since 2012, more than 1.29 million students from universities
and junior colleges have taken the PROG. From 2012 to
September 2021, including technical colleges, vocational
schools, and companies, 1.41 million PROG tests have been

The PROG test objectively scores students’ literacy andtaken [9].

competency levels, and its measurement validity has been
demonstrated in statistical analyses of a large volume of data.

©︎2023 Digital Hollywood University

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DHU INTERNATIONAL JOURNAL Vol.1 2023

4. Survey Method

Category 5: Learning experience and sense of growth

We conducted an internet-based survey from April 21,

while in university

2020, to February 22, 2021. A survey participation request

Q1. Speak up in class

was sent to 12,844 working adults who took the PROG test

Q2. Didn't understand the classes

in their third year of university: 13.0% (1,548 working adults)

Q3. Discussed with other students

answered the questionnaire. The details of the respondents,
including gender, the year of university graduation, and their

Q4. Participated in voluntary study groups

majors, are in 4.1. The details of the questionnaire are in 4.2.

Q5. Felt closer to the faculty
Q6. Consulted with faculty and staff about my career

4.1 Questionnaire respondents

Q7. Had a sense of growth while in university

The working adults had graduated between 2013 and 2016

Category 6: Significance of the graduation thesis

from 13 universities nationwide: 779 males and 752 females(17 did not identify a gender). Table 3 summarizes the

Q1. General completion of specialized subject education

respondents’majors at university.

Q2. Experience in learning liberal arts
Q3. Discussions with various people

Table 3. Survey respondents’ majors at university

Q4. Communicate my view

Major

# of Respondents

Q5. Experience in task completion

Humanities or liberal arts

420

Q6. Proactive learning attitude

Social science

562

Category 7: Satisfaction with subjects and activities

Science or engineering

366

Medical or health-related sciences

74

Other

126

Total

1548

while in university
Q1. Coursework in specialized subjects
Q2. Coursework in liberal arts subjects
Q3. Learning a foreign language
Q4. Graduation thesis
Q5. Teachers' teaching procedures

4.2 Questionnaire items

Q6. Club/circle activity

The questionnaire had 11 categories. Categories 1–3 asked
questions regarding basic attributes, such as age, gender,

Q7. Friendships

university major, years since graduation, and academic

Q8. Part-time job

performance in the third year of junior high school and highQ9. Job-seeking

school and at university graduation. Categories 4–8 asked

Q10. Total satisfaction

questions about being university graduates. After extracting
similar question items from survey questions used for many

Table 5. Survey items: jobs and careers

universities, we created our questions by focusing on thecommonly observed items. The questions in categories 9 andCategory 8: Jobs and careers 1

10 were from the Working Person Survey administered by

Q1. Career after graduation

Recruit Works Institute [10].

Q2. Current employment status

Categories 4–7 asked about experiences and satisfaction

Category 9: Jobs and careers 2during university. Categories 8–9 asked about the respondent’s jobs and careers, including questions about job satisfaction

Q1. Type of industry

and career autonomy. Categories 11 and 12 asked about

Q2. Type of occupation

the abilities acquired in university and required in society.

Q3. The company’s scale

Question items regarding the respondents’ experiences in

Q4. Type of industry

university and their jobs and careers are summarized in Tables

Category 10: Job satisfaction and career awareness4 and 5, respectively.

Q1. Learning activities outside the workplace
Q2. A sense of growth in the workplace

Table 4. Survey items regarding while in university
Category 4: Attitude and level of enthusiasm forcoursework and activities while in university

Q3. Sense of career prospects

Q1. Coursework in specialized subjects

Q5. Job evaluation

Q2. Coursework in liberal arts subjects

Q6. Job satisfaction

Q4. Job motivation level

Q3. Learning a foreign language
Q4. Graduation thesis
Q5. Club/circle activity
Q6. Part-time job
Q7. Job-seeking©︎2023 Digital Hollywood University

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DHU INTERNATIONAL JOURNAL Vol.1 2023

acquired at university, and we requested a subjective

Table 7. Literacy and competency skills acquired in college
and their factors

evaluation (5-point scale), such as "To what extent do you

17 ability indicators

Factor 1*

Factor 2**

Factor 3***

Q1. Affinity

0.746− 0.123

0.071

Q2. Cooperative ability

0.782-0.0480.064

measures. In Category 12, the respondents were asked toQ3. Leadership

0.771− 0.002− 0.052

indicate their perspectives on a 5-point scale regarding to

Q4. Emotional control

0.732− 0.051− 0.020

Q5. Confidence-building ability

0.919− 0.029− 0.011

Q6. Action persistence

0.806

0.007

− 0.001

Q7. Problem-finding ability

0.419

0.402

0.004

Q8. Planning ability

0.488

0.343

0.002

In Category 11, we used 17indicators for the abilities

think you acquired the following abilities at university?" Table
6 summarizes these 17 ability indicators, and they correspondto the categories of skills and abilities that the PROG test

what extent each ability in the 17 indicators is required insociety.
Table 6. The 17 ability indicators of the survey for Categories
11 & 12Q9. Practical ability

0.647

0.167

0.004

Q1. Affinity

Q10. Specialized knowledge− 00.001

0.026

0.387

Q2. Cooperative ability

Q11. General liberal arts
background− 0.008

0.067

0.810

Q12. Foreign language
proficiency

0.160− 0.006

0.397

Q13. Data science skills− 0.166

0.592

0.165

Q7. Problem-finding ability

Q14. Information-gatheringskills− 0.032

0.844

0.071

Q8. Planning ability

Q15. Information analysis skills− 0.0510.964− 0.021

Q9. Practical ability

Q16. Problem-identifying skills

0.038

0.906

− 0.070

Q17. Conception ability

0.107

0.794

− 0.165

Q3. Leadership
Q4. Emotional control
Q5. Confidence-building ability
Q6. Action persistence

Q10. Specialized knowledge* Factor 1: Competency (Q1-Q9)** Factor 2: Literacy (Q11-Q13)*** Factor 3: Coursework (Q10-Q17)(Knowledge learned in specialized university courses)
Q11. General liberal arts background(Knowledge learned in college liberal arts courses)
Q12. Foreign language proficiency

5. Survey Result and Analysis(Ability to use foreign languages)

The survey result was analyzed using the PROG test data

Q13. Data science skillsof the respondents’ tests in their third year of university.

(Ability to think mathematically and analyze and utilize data)

The main focus was the relationships between respondents’competency scores and career development factors. The

Q14. Information-gathering skills

scores of their self-evaluation for course subject attainments

Q15. Information analysis skills

were also analyzed. Finally, we conducted a portfolio analysis

Q16. Problem-identifying skillsof competency skill components in relation to needs andQ17. Conception ability

attainments reported by the respondents for the 17 ability
indicators of the survey.

Note: Definitions of Q1–9 and Q14–17 are the same as thoselisted in Tables 1 & 2.

5.1 Relationship between competency scores andcareer development factors

Factor analysis identified three factors for the 17 ability
indicators, as shown in Table 7. The numbers in Table 7

The relationships between respondents’competency scoresindicate the strength of each indicator's influence on eachand career development factors were analyzed to determine

indicator. Thus, a common latent factor is between indicators

how their PROG test competency and literacy scores in theirwith large absolute values. Based on the factor analysis forthird year of university and their attainment level of subject

each indicator, our interpretation is as follows: Factor 1,

mastery affected their professional life after graduation. The

competency skill items; Factor 2, literacy skill items; andrelationships among career development factors were also

Factor 3, coursework attainment items. Therefore, using

analyzed. The path analysis results are illustrated in thethese 17 ability indicators to investigate the attainment levels

diagram in Figure 1. The direction of an arrow in Figure 1

for competency, literacy, and coursework was statisticallyindicates a cause-and-effect relationship, and a number on

reasonable.

the arrow shows a correlation coefficient between the cause
and the effect, which indicates the degree of influence ofthe cause on the effect. Figure 1 demonstrates the multiple
relationships, explained in the following paragraphs.

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DHU INTERNATIONAL JOURNAL Vol.1 2023

such as club activities and part-time jobs. We also analyzed
the responses to the questions in Category 7 (satisfaction
with university subjects and activities) to determine therelationships between the three attainment factors andrespondents’ satisfaction with club activities and part-time
job experience. There was no direct relationship between theattainment factors and these activities.
Table 8. Correlation among three attainment factors (selfevaluation) and commitment and enthusiasm for activities
while in university

Figure 1. Diagram of relationships among the PROG scores,
subject mastery self-evaluation, and career success factors

self-evaluated attainment factor(Note: Q10_#: corresponds to the question number ofCategory 10, and FAC3 denotes Factor 3 in Table 7.)
As shown in Figure 1, the competency scores of the PROG
test during university years affected the self-evaluation of
the current job and were related to career autonomy, anindividual’s ability to manage their career and life. Moreover,the literacy scores of the PROG test did not directly affect the

Degree of enthusiasm

Competency

Literacy

Subject
Mastery

Specialized subjects

＋

＋

＋

Liberal arts subjects

＋

＋

＋

Learning a foreign
language＋＋＋

Graduation thesis

＋

＋

＋

self-evaluation of current job performance but did affect young

Club/circle activity

professionals’ career autonomy and autonomous learning.

Part-time job

The respondent’s self-assessment of the mastery level of ansns

Job-seeking

subject affected the self-evaluation of job satisfaction and job
performance. For the relationships among career developmentns

As shown in Table 9, the three attainment factors werefactors, high job satisfaction was directly related to high job

positively related to proactive experiences, such as speaking

motivation, and high job evaluation led to high job satisfaction.

up in class, discussing with other students, participating in

In addition, the degree of job satisfaction was related tovoluntary study groups, and building good relationships withautonomy (career autonomy and autonomous learning) in thefaculty and staff. The table also shows that a sense of growth

workplace, eventually leading to job motivation.

was directly related to the three abilities.

5.2 Relationship between PROG test scores andTable 9. Correlation among three attainment factors (self-course subject attainments

evaluation) and university experiences and a sense of growth

Tables 8 and 9 show the relationships among the threewhile in university

attainment factors self-evaluated by the respondents(literacy, competency, and subject mastery), their attitudes

self-evaluated attainment factor

toward activities and experience, and their sense of growthCompetency

Literacy

Subject
mastery

Spoke in class

＋

＋

＋

Didn't understandthe classes--

Discussed with otherstudents＋＋＋

Participated involuntary study groups

＋

＋

＋

Felt close to thefaculty＋＋＋Consulted with faculty
and staff about mycareer＋＋＋Had a sense of growth
while in university

＋

＋

＋

Experience and growthduring their university years. Because the respondents'
answers regarding attitude and a sense of growth were selfevaluations, we used self-evaluations for the three attainment
factors. In Tables 8 and 9, the plus sign (+) and the minus
sign (-) represent that an item in the left column (“Degree ofenthusiasm”in Table 8 or“Experience and growth”column inTable 9) directly inﬂuenced the attainment factor (competency,
literacy, or subject mastery) but that other items in the column
did not. The plus sign denotes positive correlation, and theminus sign denotes a negative correlation. A blank in Tables
8 and 9 denotes that a correlation was observed but wasmediated by other factors, and no direct relationship wasrecognized. The abbreviation ns means no correlation wasobserved between each item in the column and the attainment
factor in the row.
Table 8 shows that the self-evaluation levels for the threeattainment factors were related to the levels of enthusiasm for

5.3 Generic skills for jobs

university activities, coursework in liberal arts and specialized

Figure 2 is a scatter diagram of the 17 indicators of abilities.

fields, foreign language learning, and graduation theses. The

For each indicator, the degree of attainment (self-evaluation)

attainment factors did not show a direct relationship withis on the horizontal axis, and the degree of need is on thethe enthusiasm levels for activities other than coursework,

vertical axis for each indicator. We classified the 17 indicators©2023 Digital Hollywood University

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DHU INTERNATIONAL JOURNAL Vol.1 2023

into five groups: knowledge and skills related to university

after graduation. The analysis results show that motivation iscoursework, three competency skill areas ( interpersonal

expected to inﬂuence performance in combination with ability.

basic skills, self-control basic skills, basic skills for managing

In other words, motivation coupled with ability is expected toproblems), and problem-solving skills. Indicators in the same

inﬂuence performance outcomes.

group tended to be close together in the diagram.

Some studies have demonstrated that practical skills such

Based on the diagram, the analytical results are as follows:

as competencies are cultivated mainly by active learning

1. The nine indicators, skill components measured byin extracurricular activities and working experience during

the competency part of the PROG test (Table 2), are in theuniversity [11][12][13]. However, our results show that cultivating

upper right compartment. Because their values are above thethese skills is possible but depends on how students engage

average values of all the indicators for the necessity level for ain classes. The literature has demonstrated that extracurricular

working adult and the attainment level while in university, theactivities and part-time jobs positively contribute to skill

respondents assessed that they acquired these generic skills

development [11][12][13]. However, our results demonstrate thatnecessary for working adults before graduation.

the content of these activities for a student is important. In

2. The respondents perceived that leadership, planning,other words, activity content that is valuable and meaningful

and emotional control skills were relatively difficult to acquire

to students induces their positive attitude and commitment

during university; among these, the ability to control emotions,

toward the activity, including coursework, and eventually leads

despite its high degree of necessity, was slightly below theto successful career development.
The portfolio analysis of competency skill components

average of the attainment levels.
3. The four literacy items, skill components measured byin relation to the needs and attainment levels of 17 ability

the literacy part of the PROG test (Table 1), are grouped nearindicators shows that the university graduates perceived thatthe intersection of the averages. Their necessity levels are notthey acquired higher skills in the competency components

as high as their competency skill items, and their attainment(Table 2) than in the literacy components (Table 1) andlevels while in university are slightly lower than the average

the proficiency acquired in class subjects. Moreover, thevalue of all the indicators.

attainment level of emotional control was slightly below the4. The four indicators for knowledge and skills related

average despite the high degree of need for emotional control.

to university coursework are scattered and much lower

This indicates that the inability to manage stress might be athan the competency and literacy items for the necessity

recent issue in university education. The levels of data scienceand attainment levels. In particular, the indicator of foreign

skills were recognized by the respondents despite necessity

language skills is in a very low position for the necessity level

scoring higher than other skills acquired through course

for a working adult and the attainment level while in university.

subjects in liberal arts and specialized subjects.

7. Conclusion
The employment environment of workers who recently
graduated from university, typifi ed by JOB-type employment,
is undergoing major changes [9][13] . In this environment,
university graduates must become professionally independentof organizations and companies, starting in their early working
stage. In this sense, university students must develop various
skills during their university years, which directly and indirectly
inﬂuence their future careers. An analysis of PROG test scoresfrom 2014 to 2020 of university students presented in The
PROG White Paper 2021 [15] shows a downward trend in
PROG test competency scores for self-control basic skills.
Although basic interpersonal competency skills have remained
mostly unchanged, competency skills such as leadership,emotional control, and planning have a declining trend. Theseskills are often mentioned as skills whose enhancement isFigure 2. Portfolio analysis of competency skill components
in relation to needs and attainments for the 17 ability
indicators of the survey

expected more to manage recent changes in the job market.
The analysis results of this study reaffirm that student’s
enthusiasm and proactive attitudes toward learning and activities
while in university lead to career development after graduation.

6. Discussion

Positive attitudes toward coursework and outside class activities,

The effect of university education on generic skills andincluding working part-time, can cultivate a sense of growth incareer development after graduation was not quantified

the workplace, which can lead to job motivation. This implies

because the outcomes of university education tended to focus

the importance of a support system that encourages students toon the aspects of coursework attainment, such as subject

implement an independent and proactive approach to learning

test scores and course grades. By expanding the scope ofopportunities in class and outside class. The outcomes of

educational outcomes to include generic skills, we investigateduniversity education should be considered from a perspective

connections between university education and professional life

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DHU INTERNATIONAL JOURNAL Vol.1 2023

of a student-centered support system for enhancing student’

150323_wp2014.pdf (Accessed 2023-10-1)

s career development after graduation, as mentioned in [15].

[11] Patrick Buckley, Paul Lee:“The impact of extra-curricular

Because of the increasingly severe employment environment

activity on the student experience”Active Learning in Higher

due to the rapid changes in society and technology, universities

Education (2021), vol. 22, issue 1, p. 37-48.

are increasingly required to implement individualized support

https://doi.org/10.1177/146978741880898

measures for each student to help them engage in learning[12] Chin-Fah Wang & Shan-Hua Chen: “Weighting theand activities proactively and positively during university. Then,

Benefits of Part-Time Employment in College: Perspectives

students’proactive behavior during their university years canfrom Indigenous Undergraduates” International Education

enhance their ability to manage unprecedented changes due

Studies (2013), vol. 6, no. 1, p. 104-110.

to the progress of globalization and accelerated advances in[13] Tracy Hui, Sam S. S. Lau, Mantak Yuen:“Active Learningscience and technology.

as a Beyond-the-Classroom Strategy to Improve University
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h t t p s : / / w w w. w o r k s - i . c o m / r e s e a r c h / w o r k s - r e p o r t / i t e m /©︎2023 Digital Hollywood University

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