【導讀】當今，由于逐年下降的大學生就業(yè)率,使得大學畢業(yè)生的就業(yè)成為近年來的熱點問題。據(jù)專家分析,高校畢業(yè)生就業(yè)勝任力不足是造成畢業(yè)生就業(yè)難的核心原因。更大的就業(yè)和個人發(fā)展的壓力。當前大學生“就業(yè)難”已是不爭的事實。2021年春節(jié)后一些地方用工緊張，但是與之。大學畢業(yè)生月薪不及農(nóng)民工的現(xiàn)象，惹來人們議論紛紛。與我國經(jīng)濟社會環(huán)境的變化巨大、大學急速擴招帶來畢業(yè)生激增有關。教育部部長袁貴仁。年，整個宏觀層面就業(yè)形勢就很嚴峻。那么，2021年的畢業(yè)生人數(shù)650萬，再加上往屆沒。有實現(xiàn)就業(yè)的，需要就業(yè)的畢業(yè)生數(shù)量之大可想而知。大學生就業(yè)問題，不僅直接關系著大學生及其家庭的切身利益，關系著大學生自我。起碼選擇繼續(xù)進修的同學已不算是失業(yè)。而對于希望找到工作而未能如愿的“失業(yè)”畢業(yè)。社會就業(yè)需求存在較大的差距是大學生就業(yè)難的核心問題之一。素，提出建議，希望能夠為企業(yè)招聘用人決策及大學生擇業(yè)就業(yè)提供一些科學依據(jù)。

　　

【正文】 nted in Figure 1, is a “petencebased” social system. We can describe the links between job demand and offer in mathematical terms and quantify it by focusing upon the pertinent social segment. In particular, each work activity requires petences peculiar to the size and activity of the concerned pany and its economic sector. The possibility to quantify the relationships represented in Figure 1 could allow us to predict and harmonize the needs and actions of labor and education universes. From now on, we will use the terms “educational profile”, or “formative profile”, to indicate the petences achievable at a study programmer. A formative profile is a direct output of a university programmer, even if a study programmer may generate more than one profile and, on the contrary, different programmer may generate the same essential profile. Sometimes, we will name “curriculum” the formative path a student can go through during his/her university studies. The terms “professional tasks” and “activities” denote the work roles in panies. The terms “job”, “occupation” and “professional profile” are the work roles a person, through his/her interrelated petences and culture, can realize. In the following, we discuss: ○ a relational model between work activity and professional petences (Section 2)。 the model is specified in statistical and mathematical terms to make the relationships between entities clear, ○criteria for identifying the current and possible work activities in the economic sectors we are concerned with, and the petences associated to the identified activities. The criteria are extrapolated from the current literature (Section 3) and direct data collection (Section 4). In Section 5 we summarise our analyses and suggest issues for further research. 2. A relational model between work roles and petences Professional petences are posed of knowledge, skills and attitudes appropriate for working in a productive environment. Knowledge is the set of principles and information usable at work. Skills are the sound aptitudes that enable a person to realise a work activity and may be either jobspecific or 蘇州大學本科生畢業(yè)設計（論文） 25 crossoccupational (Befani, 2021。 Silvestri et al., 2021). Attitudes relate to workers? positive relationships with the productive structure, the people working with them, and their own professional tasks. Competences are the results of a plex personal elaboration of the educational and experiential inputs (Keagan, 2021). This process implies a continuous matching with individual values, beliefs and aims. That is why we can define the petences the professional personality, or the professional style of a person. Crossoccupational skills and personal attitudes may give a worker five types of knowhow: (i) facing the plexity and picking up from a situation what is new。 (ii) focusing on situations and behaving consistently。 (iii) selecting, with reference to values, the most correct, appropriate, desirable behaviour。(iv) perceiving other people?s petences。 (v) abstracting over the contingent situation and imagining alternative scenarios. This knowhow has no relationship with jobspecific knowledge. The jobspecific petences differ according to job. They are posed of knowledge and skills specific of a certain job. Some technical petences are basic, and, at the hiring stage, it is taken for granted that graduates who apply for certain jobs possess these general petences. For technical and managerial positions crossoccupation petences are the fluency in English, spoken and written, and the ability to use the main puter functions and to correctly use the national language (for details, see Section 4). The ?a priori? relevance attributed to these skills does not imply all graduates at work (Fabbris amp。 Visentin, 2021) use them. From a mathematical viewpoint, the relationship between work activities and petences may be expressed with the following data matrices: ○petencebyjob matrix (Section ), ○ petencebyeducational profile matrix (Section ), ○jobby economic sector matrix (Section ), ○ curriculumbyuniversity matrix (Section ), ○ jobbyeducational profile patibility matrix (Section ). The petencebyjob matrix A matrix of petencebyjob is a rectangular (AK) matrix, where A is the 蘇州大學本科生畢業(yè)設計（論文） 26 number of jobs identified within S economic sectors we are concerned with and K is the number of jobrelated petences: s Z = {s za k }(s = 1, ..., S。 a = 1, ..., A。 k = 1, ..., K ) where the element szakv is the amount of petences of kth type necessary to realise ath activity. The expanded form of matrix sZ is represented in Figure 2. Each rowvector represents the variety of petences used for ath activity and each column the jobs for which kth petence may be used. The relevance of a petence to an occupation may be estimated with Delphilike methods (Ford,1975). The petencebyeducational profile matrix The petences associated to C University curricula are ordered in a (CK) matrix u Z = {u zc k }(u = 1, ..., U 。 c = 1, ..., C。 k = 1, ..., K ) whose generic element uzck represents the amount of petences associated to kth profile achievable by attending programmes at university u (u=1, …, U). The expanded form of matrix uZ is represented in Figure 3. A rowvector represents the petences associated to cth curriculum (c=1, …, C) and a columnvector the set of programmes where kth petence is modelled. The column mean C u zk = ∑ u zc k / C = 139。u Z / C(u = 1, ..., U 。 k = 1, ..., K ) The jobbyeconomic sector matrix The job by economic sector matrix is of order (SA*), where S is the number of sectors and A* that of occupations of sth sector X = {xs a }(s = 1, ..., S。 a = 1, ..., A) where the generic element xas is a 01 in