|M.Sc Student||Hagit Cohen|
|Subject||Recruiting process in high-tech Israeli companies: The|
|Department||Department of Education in Science and Technology||Supervisor||Full Professors Hazzan Orit|
|Full Thesis text - in Hebrew|
Israel is considered as one of the world’s greatest high-tech manufactures, and was even rated first out of 148 economies in possessing cutting edge abilities, second in entrepreneurship and third in global innovativeness (Ministry of Industry and Economy, 2016).
During the last years we’re witnessing growing shortage in High-Tech employees. According to a report written by Professor Eugene Candle, head of the national board of economy (2012), there is a shortage of thousands of workers, mainly in the software and hardware domains, who have practical experience (Candle and Levin, 2012).
This critical shortage is reflected for example in a report according to which the prime minister is encouraging software engineers import for high-tech companies in Israel (Candle and Levin, 2012). The research presented in this article was conducted in various high-tech companies located in Israel and examined the job interview which is a central obstruction in job acceptance to these companies. The research examined the characteristics of the interview stage in the students recruit process, different skills were identified as well as different biases which influence interviewers and their effects on the outcomes of the interviews. Furthermore an attempt was made to understand what is the gap which causes the interviewees, which allegedly fit the offered positions, to fail the job interviews as well as the interviewers’ difficult to man the positions.
The data collection includes fourteen personal interviews, two observations and analyzing the responds of 100 questionnaires- in which half of the respondents are interviewees and the other half are interviewers. The findings reflect different types of mistakes made in job interviews for high-tech companies among university graduates from the fields of software and hardware. The results analysis raise a significant difficulty of which students report in implementing theories learned in courses. In addition the interviewees feel that the interviews were fair even if they were not accepted to the position.
The conclusions obtained from the analysis of the findings were classified into four topics: the first and second discuss the necessity to make adjustments in the changes made in the academic institutes of high education, and the need to create a system which will prepare the students to job interviews and to the work itself, within the academic institute. The third topic relates to the assortment of soft skills which the interviewees themselves must acquire or strengthen. The last topic is intended for the interviewers and specifies the importance of awareness to decrease the effect of bias during the interview.
Conclusions and recommendations are presented in such a way which is applicable in the academic institutes and reflect the understanding that the role of the high education institute in the 21st century is not only knowledge endowment but also constructing skills which are appropriate to the job market. The education and learning methods require renewed way of thinking as there is no more room for instructing solely content which is applicable by exams only. The additional skills include, among others, flexibility, team work, technological literacy, creativity and more.