Câu hỏi:

19/08/2025 217 Lưu

Some people think that employers should focus on the personal qualities of potential job seekers instead of their academic qualifications and experience. To what extent do you agree with this opinion?

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verified Giải bởi Vietjack

Sample 1:

Some people point out that employers ought to put emphasis on the personal attributes of prospective job candidates rather than their academic credentials and experience. I strongly disagree with this view and believe that academic qualifications and experience suggest that the candidates have job-specific skills and knowledge.

Academic qualifications refer to the evidence that a candidate has knowledge and competence in a particular field of study. This means that the job seeker has attained a foundational comprehension of the subject matter, and has acquired necessary skills through assignments, coursework and exams. This suggests that the individual possesses the knowledge and skills to perform well in the role. A software development firm seeking to appoint a programmer, for instance, may put more focus on a job applicant with a computer science degree. The degree demonstrates the fact that the candidate has acquired a certain level of programming languages, algorithms and competencies required for the job.

Likewise, individuals gain experience through internships, and part-time or full-time jobs, allowing them to apply their academic knowledge in real-world settings. People, in fact, develop practical competencies, problem-solving skills and a comprehension of workplace dynamics through experience. Therefore, an experienced candidate has more practical ability, knowledge and skills than his counterparts. For example, in the field of software development, a company recruiting developers may prioritize job applicants who possess relevant coding experience. The experience indicates their practical knowledge of how to carry out coding projects.

In conclusion, I believe that academic credentials and practical experience are important when it comes to hiring a candidate for a job because academic qualifications prove that the candidates have a certain level of knowledge and skills pertinent to the job, while experience showcases their ability to apply theoretical knowledge in real-world settings.

Sample 2:

Some suggest that employers should prioritise personal qualities over academic qualifications and experience when hiring someone. Personally, I do not agree with hiring someone solely based on personal quality and soft skills as it can negatively impact job performance and workplace dynamics.

To begin with, academic qualifications and experience provide a foundation of knowledge and technical skills that are indispensable for many positions. Formal education ensures that candidates possess the theoretical understanding necessary for their roles, while experience demonstrates their ability to apply this knowledge in practical settings. For example, in fields such as engineering, medicine, and law, specialised training and a track record of relevant experience are crucial for ensuring competence and adherence to professional standards. Without these qualifications, the risk of errors and inefficiency increases, potentially leading to serious consequences.

Moreover, hiring someone solely based on personal qualities may decrease output and negatively affect workplace dynamics because it can lead to a mismatch between the individual's capabilities and the technical demands of the job. Personal attributes like charisma and communication skills are important, but without the requisite knowledge and technical proficiency, an employee may struggle to perform essential tasks efficiently. For example, in a software development company, hiring a candidate solely for their teamwork and problem-solving abilities without considering their coding skills could result in subpar project outcomes and increased workload for other team members who must compensate for the skill gap.

In conclusion, while personal qualities are important, they should not overshadow the value of academic qualifications and experience when hiring someone. Therefore, I disagree with the idea that hiring someone should be based on personal qualities. 

Sample 3:

Some believe that employers should prioritize personal qualities over academic qualifications and experience when evaluating job seekers. I completely agree with this perspective, as personal attributes such as adaptability and interpersonal skills can significantly enhance job performance and are often more indicative of a candidate's potential than their academic background or experience. This essay will explore the importance of these qualities in the workplace.

Firstly, personal qualities like adaptability and resilience are essential in today’s rapidly changing work environments. In many industries, the ability to learn quickly, embrace new technologies, and respond to unforeseen challenges is more valuable than the specific knowledge acquired through formal education or past experience. For instance, a candidate who demonstrates adaptability is more likely to thrive in a startup environment, where roles and responsibilities often evolve rapidly. This flexibility allows employees to handle various tasks effectively, contributing to the overall success of the organization.

Secondly, strong interpersonal skills, such as communication and empathy, are crucial for fostering a positive work culture and improving team dynamics. Employees who can communicate clearly and work well with others are often better at resolving conflicts, collaborating on projects, and building strong relationships with clients and colleagues. For example, a salesperson with excellent interpersonal skills can more effectively understand customer needs and build trust, leading to increased sales and customer loyalty. These qualities are not typically measured by academic qualifications or experience, yet they play a critical role in achieving organizational goals.

In conclusion, focusing on personal qualities rather than academic qualifications and experience can provide significant benefits for employers. Adaptability and strong interpersonal skills are key attributes that enhance an employee’s ability to perform effectively in diverse situations. By prioritizing these traits, employers can cultivate a more dynamic, resilient, and collaborative workforce that is better equipped to navigate the complexities of the modern workplace.

Sample 4:

Some suggest that employers should prioritize personal qualities over academic qualifications and experience when hiring candidates. I strongly disagree with this view, as formal education and professional experience provide the necessary foundation of knowledge and skills required for most jobs. This essay will argue that qualifications and experience are essential for job performance and career development.

Firstly, academic qualifications are crucial as they provide individuals with the fundamental knowledge required for specific professions. For example, fields such as engineering, medicine, and law demand extensive technical expertise that can only be acquired through formal education. Without the necessary academic background, an individual may lack the critical thinking skills and technical knowledge required to perform their job duties effectively. Thus, academic qualifications are indispensable in ensuring that employees are well-prepared for the demands of their roles, which directly impacts an organization's efficiency and success.

Secondly, professional experience is equally important as it enables individuals to develop practical skills and gain exposure to real-world scenarios. Experience helps employees to hone their problem-solving abilities, understand industry-specific challenges, and build a deeper comprehension of their field. For instance, an experienced project manager is more likely to anticipate potential obstacles and make informed decisions that minimize risks, thereby contributing to the smooth execution of projects. Therefore, valuing experience ensures that employers hire candidates who are not only knowledgeable but also capable of applying their skills effectively in various situations.

In conclusion, I believe that academic qualifications and professional experience are more valuable than personal qualities in the hiring process. Formal education provides the foundational knowledge essential for job competence, while experience equips employees with practical skills and insights necessary for success.

Sample 5:

Some argue that employers should emphasize personal qualities over academic qualifications and experience when hiring. While I agree that personal traits are crucial for a harmonious workplace, I believe that academic credentials and experience should not be disregarded. This essay will discuss how personal qualities can enhance team dynamics and why academic qualifications and experience remain essential for ensuring job competence.

On the one hand, prioritizing personal qualities such as empathy, adaptability, and communication skills can greatly benefit the workplace environment. For example, an employee who is empathetic and possesses strong interpersonal skills can foster positive relationships, leading to improved team collaboration and morale. Additionally, adaptable employees are better equipped to handle unexpected challenges, making them invaluable assets in a dynamic workplace. Such personal attributes often contribute to a more cohesive and supportive work culture, which can, in turn, enhance overall productivity and job satisfaction among employees.

On the other hand, academic qualifications and professional experience play a vital role in ensuring that employees have the necessary technical knowledge and expertise required for their roles. For instance, in professions such as engineering, medicine, or law, a strong foundation of specialized knowledge and practical experience is indispensable. Without these qualifications, employees may lack the fundamental skills needed to perform their duties effectively, potentially compromising the quality of work and posing risks to organizational success. Moreover, experienced professionals are often better equipped to make informed decisions and navigate complex situations, adding significant value to their employers.

In conclusion, while personal qualities like empathy and adaptability are essential for creating a positive work environment, academic qualifications and experience should not be overlooked. A balanced approach that considers both personal traits and professional qualifications is likely to yield the best outcomes, ensuring that employees are not only competent in their roles but also contribute positively to the workplace culture.

Sample 6:

Recent decades have witnessed a burgeoning growth of numerous industries; therefore, recruiting the right person for the position is crucial to the development of enterprises. But how do we determine if a person is the best fit? Advocates of conventional recruitment methods opine that this candidate must have sufficient experience and qualifications needed for that job. Nevertheless, some people argue that candidates' personal qualities cannot be ignored. In my view, both components are of equal importance.

To begin with, the conventional approach of checking potential workers' qualifications via their resumes, LinkedIn profiles, issued qualifications and certifications from authorised organisations is vital. Apparently, whenever we submit a job application, we are always required to attach a CV while a cover letter is optional. Without a decent qualification, even if that candidate's personal characteristics are suitable, the enterprise will need to carry out lots of skill training eventually.

On the other hand, occasionally during an interview some HR officers ignore the significance of assessing how candidates' individual qualities can fit in with the company. Employers should assess not only candidates' qualifications but also their enabling skills, ethics and value propositions. The more an employee's personal qualities fit in with a company's culture and values, the more he or she is motivated to contribute to that company's vision. KPMG is a great example of evaluating candidates' personal qualifications and skills by utilising a game-based assessment process, followed by a video interview. This methodology enables comprehensive assessment and is embraced by many companies nowadays.

To summarise, employers should assess both personal characteristics and formal qualifications when recruiting people as each of these elements has its own vital contribution to make in talent-seeking enterprises.

CÂU HỎI HOT CÙNG CHỦ ĐỀ

Lời giải

Sample 1:

Many young people work on a voluntary basis, and this can only be beneficial for both the individual and society as a whole. However, I do not agree that we should therefore force all teenagers to do unpaid work.

Most young people are already under enough pressure with their studies, without being given the added responsibility of working in their spare time. School is just as demanding as a full-time job, and teachers expect their students to do homework and exam revision on top of attending lessons every day. When young people do have some free time, we should encourage them to enjoy it with their friends or to spend it doing sports and other leisure activities. They have many years of work ahead of them when they finish their studies.

At the same time, I do not believe that society has anything to gain from obliging young people to do unpaid work. In fact, I would argue that it goes against the values of a free and fair society to force a group of people to do something against their will. Doing this can only lead to resentment amongst young people, who would feel that they were being used, and parents, who would not want to be told how to raise their children. Currently, nobody is forced to volunteer, and this is surely the best system.

In conclusion, teenagers may choose to work for free and help others, but in my opinion, we should not make this compulsory.

Sample 2:

Some individuals nowadays feel that youngsters should accomplish unpaid volunteer work in their leisure time for the benefit of society. I completely believe that it is critical to involve children in volunteer activity. The primary issues will be discussed with examples in this essay.

To begin with, teenagers who participate in unpaid employment are more responsible for local society. When adolescents interact with other individuals, they become aware of the issues that people face daily, such as poverty, pollution, and others. Furthermore, we have all been affected by the present COVID-19 outbreak, and many people have suffered a loss. According to "The Voice of Vietnam - VOV” a volunteer who is anti-virus and empathizes with the mental pain that the patients are experiencing, he always gives oxygen and food to those who need it the most. As a result, volunteering helps students become the most responsible citizens in the country.

Furthermore, unpaid employment can assist youngsters in broadening their social contacts and developing soft skills. Because when they work in an unpaid job, they will meet a variety of individuals and acquire a range of skills and abilities from others, such as leadership, teamwork, communication, and dealing with challenging situations. For example, a recent study in Japan discovered that students who participate in volunteer work are more sociable, enthusiastic, and tolerant of others. They will grow more extroverted, energetic, and hard-working as compared to youngsters who do not perform unpaid employment.

To conclude, I feel that rather than paying, young people should perform unpaid social work because they can acquire many important skills and are more responsible to society.

Sample 3:

There is a growing debate about whether all adolescents should be asked to perform mandatory volunteer work in their leisure time to help assist the surrounding area. Although there are a variety of benefits associated with this topic, there are also some notable drawbacks, as will now be discussed.

The advantages of teenagers doing voluntary work are self-evident. The first relevant idea is work experience. A valid illustration of this would be to increase their tangible skills. For example, an adolescent who volunteers to help in a customer service department will learn how to communicate effectively with people in different age groups. On a psychological level, the youth’s life skills will also be enhanced by having empathy towards others. This can be demonstrated by volunteering and assisting families living in low socio-economic backgrounds with their day-to-day tasks.

There are, however, also drawbacks that need to be considered. On an intellectual level, the teenager may get distracted from their study. This situation, for instance, can be seen when voluntary work is also being undertaken during school terms. There would be time constraints for both areas. On a physiological level, youth might experience fatigue as they are unaware of the acceptable working or volunteering hours and, as a result, sometimes they can be overworked.

In summary, we can see that this is clearly a complex issue as there are significant advantages and disadvantages. I personally believe that it would be better not to encourage the youths to do compulsory work because their studies might take them to a higher level in society, whereas volunteering could restrict this progress.

Sample 4:

Children are the backbone of every country. So, there are people who tend to believe that youngsters should be encouraged to initiate social work as it will result in flourished society and individualistic growth of youngsters themselves. I, too, believe that this motivation has more benefits than its drawbacks.

To begin with, social work by children can be easily associated with personality development because, during this drive, they tend to communicate with the variety of people, which leads to polished verbal skills. For example, if they start convincing rural people to send their children to school, they have to adopt a convincing attitude along with developed verbal skills to deal with the diverse kinds of people they encounter. This improved skill will help them lifelong in every arena. Apart from this, the true values of life like tolerance, patience, team spirit, and cooperation can be learned. Besides that, young minds serve the country with full enthusiasm that gives the feeling of fulfillment and self-satisfaction. This sense of worthiness boosts their self-confidence and patriotic feelings. Moreover, experiencing multiple cultures and traditions broadens their horizons and adds another feather to their cap.

However, it is truly said, no rose without thrones. Can the drawbacks of this initiation be ignored? Children go to school, participate in different curriculum activities, endure the pressure of peers, parents, and teachers and in the competitive world, they should not be expected to serve society without their self-benefits. This kind of pressure might bring resentment in their mind.

In conclusion, I believe, the notion of a teenager doing unpaid work is indeed good but proper monitoring and care should be given to avoid untoward consequences.

Sample 5:

Youngsters are the building blocks of the nation and they play an important role in serving society because at this age they are full of energy not only mentally but physically also. Some people think that the youth should do some voluntary work for society in their free time, and it would be beneficial for both of them. I agree with the statement. It has numerous benefits which will be discussed in the upcoming paragraphs.

To begin with, they could do a lot of activities and make their spare time fruitful. First of all, they can teach children to live in slum areas because they are unable to afford education in schools or colleges. As a result, they will become civilized individuals and do not indulge in antisocial activities. By doing this they could gain a lot of experience and become responsible towards society. It would be beneficial in their future perspective.

In addition to this, they learn a sense of cooperation and sharing with other people of the society. for instance, they could grow plants and trees at public places, and this would be helpful not only to make the surrounding clean and green but reduce the pollution also to great extent. Moreover, they could arrange awareness programmes in society and set an example among the natives of the state. This will make the social bonding strong between the individuals and this will also enhance their social skills.

In conclusion, they can “kill two birds with one stone” because it has a great advantage both for the society and for the adolescents. Both the parents, as well as teachers, should encourage the teens to take part in the activities of serving the community in their free time.

Lời giải

The graph shows the number of people taking part in 4 kinds of sports in a particular region between 1985 and 2005. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Write at least 150 words. (ảnh 1)

Sample 1:

The line chart illustrates how many people participated in 4 distinct types of sports in a particular area from 1985 to 2005.

Overall, rugby was the most popular sport in the first half of the period while tennis took the lead in the second half. In addition, rugby saw a downward trend while tennis took the opposite direction; moreover, the trends for basketball and badminton were relatively stable.

In 1995, the number of people playing rugby stood at just under 250, surpassing the figure for tennis players by around 100. Basketball and badminton had comparatively lower participation rates, with around 80 and 50 participants in turn.

Afterwards, the number of people participating in rugby plunged, hitting a low of 50 in 2005, equal to the figure for badminton in the same year. In contrast, the trend for tennis was upward, with its participation rate increasing to roughly 220 people at the end of the period, establishing it as the leading sport. Finally, the figures for basketball and badminton underwent negligible changes, hovering around 80 and 50 participants respectively.

Sample 2:

The line graph illustrates how many people participated in four types of sports in a specific area from 1985 to 2005. Overall, there was a significant decrease in the number of people playing rugby in this region, whereas tennis showed a gradual upward trend to become the most popular sport in the second half of the period. Additionally, throughout the period, the trends for basketball and badminton were relatively stable and comparable, with the latter sport remaining the least common. 

In the first decade, rugby had the highest number of players, despite witnessing a steady fall from nearly 250 to exactly 200 participants. From 1995 onwards, this sport kept losing popularity as its figure plummeted, reaching parity with badminton (at 50 people) in the final year.

In contrast, tennis was gaining popularity and had become the dominant category by the end of the timeframe. Specifically, starting at the second highest (at 150), the number of people engaging in tennis rose continually, overtaking that of rugby in 1995 before ending at approximately 250 players.

Meanwhile, roughly 80 people played basketball initially, after which it stayed virtually unchanged until the end of the period. Badminton almost exactly mirrored this trend, albeit at a lower rate, consistently hovering around the 50 mark.

Sample 3:

The line chart compares the number of participants in basketball, tennis, badminton and rugby over a 20-year period from 1985 in a specific area.

Overall, more people played tennis throughout the period, and it was the most common sport since 1995, while rugby's popularity declined. Notably, basketball and badminton mostly had stable numbers of players.

In terms of tennis and rugby, both sports indicated inverted trends. Although rugby started at the highest point with nearly 250 players, the figure declined continually to about 200 players in 1995, when this sport was no longer the most popular. Since then, the number of people playing rugby dropped more steeply, reaching 50 in 2005. In contrast, from 1985 onwards, the figure for tennis increased steadily from second place with 150 participants. By 2005, it had reached its highest point of roughly 220 players.

In comparison, there were far fewer people who took up basketball and badminton. However, these sports remained relatively stable, with basketball having about 70 participants every year, while badminton was always the least popular with approximately 50 players each year.

Sample 4:

The line graph provides information about the number of individuals engaging in four types of sports in a specific area from 1985 to 2005.

Overall, while tennis underwent a surge in popularity, rugby experienced a decrease in participation within this region over time, with basketball and badminton remaining relatively stable. Moreover, the most drastic shift in popularity was witnessed in rugby.

At the start of the period, in 1985, rugby was the most played sport, with 240 individuals participating, and it significantly outnumbered the next sport, tennis, which had only 150 participants. Thereafter, the number of people playing rugby dropped to 200 in 1995, before plummeting to a 20-year low of 50 in the final year. This stood in stark contrast to the rise in the popularity of tennis, which saw a steady increase in participants to a peak of about 220 in 2005, making it by far the most played sport at the end of the period.

Turning to the remaining sports, in the first year, 80 individuals played basketball, almost 25 more than badminton. Over the following decade, the participant numbers for basketball rose to about 90, while those for badminton dropped to a low of 45 in 1995. In the remaining period, these two sports maintained their popularity, as the numbers participating stayed at roughly the same level until 2005.

Sample 5:

The line chart delineates the participation levels in four distinct sports in a specific area from 1985 to 2005.

Primarily, rugby emerged as the most favored sport in the initial half of the period, while tennis took precedence in the latter half. Moreover, rugby exhibited a declining trend, whereas tennis experienced a converse trajectory. Meanwhile, the engagement rates for basketball and badminton remained relatively consistent.

In 1985, the number of rugby participants stood at just below 250, exceeding the tennis players by approximately 150 individuals. Simultaneously, basketball and badminton showcased lower participation rates, with around 80 and 50 individuals involved in each sport, respectively.

Subsequently, rugby participation plummeted significantly, reaching a nadir of 50 participants in 2005, akin to the number engaged in badminton during the same year. Conversely, tennis experienced an upward trend, escalating to nearly 220 individuals by the conclusion of the period, solidifying its status as the predominant sport. In contrast, the figures for basketball and badminton remained relatively stable, with approximately 80 and 50 participants, respectively, throughout the entire duration.

Sample 6:

The given line graph delineates the participation levels in 4 different sports, namely basketball, tennis, badminton, and rugby within a specific region over a span of 20 years.

Overall, it is evident that the number of individuals participating in tennis witnessed a consistent and notable increase, contrasting sharply with the downward trend observed in rugby participation. Meanwhile, while basketball and badminton recorded lower participation rates compared to other sports, they remained relatively stable throughout the entire period.

Turning to the number of tennis players, the figures began at a relatively moderate level of 150 individuals in 1985. Subsequently, it experienced a gradual and consistent increase in participation, reaching a pinnacle of nearly 230 participants by 2005. In stark contrast, the trend of rugby involvement presented a distinctive pattern. Commencing at a relatively high level of almost 240 people, the numbers steadily declined over time and by the end of the 20-year period, rugby participants had dwindled to 50, matching the level of engagement observed in badminton. Interestingly, a point of convergence occurred in 1995, where both tennis and rugby shared a similar number of participants, with approximately 200 individuals engaging in each sport.

In regard to the remaining sports participants, the numbers for both badminton and basketball remained relatively stable over the given time frame. Beginning with approximately 50 individuals engaging in badminton and around 80 individuals involved in basketball in 1985, these figures persisted with little variation until 2005. Consequently, by the end of the period, both sports witnessed a culmination with nearly the same number of participants as they had at the beginning.

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