International Journal of Recent Technology and Engineering (IJRTE)

ISSN: 2277-3878, Volume-8 Issue-2S, July 2019

Factors Influence The Students‟ Readiness on

Industrial Revolution 4.0
Abd Rahman Ahmad, Pannirchelvi A/P Segaran, Ng Kim Soon, Hairul Rizad Md Sapry, Siti Sarah
Omar

I. INTRODUCTION
Abstract: The Fourth Industrial Revolution can be known
as Industry 4.0 which are most often associated with The Fourth Industrial Revolution commonly referred to as
industrial development as well as high-tech strategies in Industry 4.0 is the driver of the internet of things, industrial
the year 2011 at Germany. It considered as a combination internet, cloud-based manufacturing and smart
with the many technologies such as robotics, artificial manufacturing. For example robotics, artificial intelligence,
intelligence, cloud computing, big data, linked data, 3D the autonomous vehicle, 3D printing, nanotechnology,
printing, biotechnology and the integration of technology biotechnology, material science, energy storage and so
with the human body in industrial operations. Challenges (Kuruczleki, Pelle, Laczi, & Fekete, 2012). In the present
are not limited to the financial investments required for the day, employers expect graduates to be prepared with generic
acquisition of new technologies for Industrial Revolution skills and competencies such as problem solving skills,
4.0 but also in relation to the availability of qualified communication skills, interpersonal skills, lifelong learning
personnel at all levels of the organization that are able to and becoming a knowledgeable team player capable of
cope with the increasing complexity of the future addressing challenging problems and managing complex
production system. Thus the organization should have situations at work (David, 2011). There are many techniques
identify the qualified candidates that suitable for the used in the acquisition of talent and retention businesses such
company in future. Most of the previous studies has shown as head hunting or talent scouts. Thus, a skilled generation
and more focused on the readiness among graduate need to be created. Most of the countries has focus on
students are needed to overcome the new technology. In student‟s education especially higher education. At present,
addition, there are no significant statistical outcomes higher education is undergoing a generation transformation,
stated about the factors influence the readiness of students as universities adapt to the needs of the 21st century
on industrial revolution 4.0. This quantitative research workforce (Rayner, 2015). But the economy that ruled to
aimed to identify the factors that influence the readiness of make graduates working with cognitive-oriented features has
the undergraduate’s students of Universiti Tun Hussein
come to a great extent, resulting in neglect of affective skills
Onn (UTHM) towards industrial revolution 4.0.
(Willison, 2015). To evaluate the outcome of graduates, this
Quantitative research method is practiced in this research.
study need to know the extent of readiness among the
5 point Likert scale has been used in the questionnaire to
students. The readiness is a status can be characterized as the
collect the data. The research sample is composed of 200
extension to which representatives are seen to have the
students from final year student of FPTP. Results of the
mentalities and properties that make them arranged or
research show that there is no relationship between the
technical skills and non-technical skills of the student’s prepared in workplace for accomplishment in the adaption
readiness towards Industrial Revolution 4.0. Moreover, on another learning and aptitudes upheaval of Industry 4.0
implications of the findings, suggestions for future studies (Caballero & Walker, 2010).
and recommendations for proactive implementation and Given the changing nature of work, the extent to which
action to be taken by future researcher also presented. "getting ready" graduates are seen as demonstrating the
potential in terms of job performance and career progression
Index Terms: Industrial Revolution, readiness, skill (Caballero & Walker, 2010). To prepare students for work
environments, polytechnics and universities have
implemented training schemes in the curriculum to provide
students with the opportunity to use knowledge and learning
skills from schools in real-world situations and to gain
practical experience of real life. Thus, this study identify the
Revised Manuscript Received on June 9, 2019. factors that influence the readiness of UTHM students on
Abd Rahman Ahmad, Faculty of Technology Management and Business,
Universiti Tun Hussein Onn Malaysia Industrial Revolution 4.0.
Pannirchelvi A/P Segaran, Faculty of Technology Management and A. Research Problem
Business, Universiti Tun Hussein Onn Malaysia Malaysia aspires to enhance the value chain to become a
Ng Kim Soon, Faculty of Technology Management and Business,
Universiti Tun Hussein Onn Malaysia
high-income economy and must improve the skilled
Hairul Rizad Md Sapry, Universiti Kuala Lumpur, Malaysia Institute of manpower capacity to meet
Industrial Technology (UniKL MITEC) the rapidly changing needs of
Siti Sarah Omar, Faculty of Technology Management and Business, the industry (Ahmad, 2011).
Universiti Tun Hussein Onn Malaysia
*Corresponding Author Email: [email protected]
There is concern that the

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 Factors Influence The Students’ Readiness on Industrial Revolution 4.0

benefits of Industry 4.0 in dominating the long-term, leading also defined as the „cognitive precursor to the behaviour of
to what is known as technology unemployment (Roblek, either resistance to, or support for, a change effort (Vakola,
Meško, & Krapež, 2016). Enormous government expenses 2013).
are allocated annually to develop higher learning in
Malaysia. Employees are most affected by changes in digital A. Industrial Revolution 4.0
workplaces. The immediate working environment changes, Technological advancement has led to dramatic increases
requiring them to acquire new skills and qualifications. This in industrial productivity since the beginning of the
makes it more critical that companies provide the employees Industrial Revolution. Now, we are in the middle of the
for this change through appropriate training and ongoing fourth wave of technological developments which is also
education (Dr. Lichtblau et al., 2015). identified as the enhancement of the new digital industrial
Most of studies that related to industrial revolution 4.0 is technology known as the Industrial Revolution 4.0. It is a
highlight about the lack of skills. Lack of skills among transformation dominated by nine basic technology advances
graduates reported as a reason for employers unconcerned to (Rubamann et al., 2015). Andreas Hirschi (2017) has
hire them (Ahmadl- & Suhaili, 2015). According to National characterized the 4.0 industry revolution with key
Economic Advisory Council (Majlis Penasihat Ekonomi technologies, such as genetics, artificial intelligence, cloud
Negara, 2010), the lack of skill are consistently the main computing, nanotechnology, biotechnology, and 3D
repelling factors faced by firms (Yusof & Jamaluddin, 2015). printing, among others. Most of these digital technologies
Thus the main purpose of this study is to explore the factors have been available currently, but recent cost increases and
that influence the readiness of the undergraduate‟s students reliability improvements mean that the use for industrial
towards industrial revolution 4.0. The research questions of applications is now more commercially (Roger Strange,
the study is: 2017).
1. Does the technical skills factor influence the readiness of
UTHM students on Industrial Revolution 4.0? B. Conceptual Definition of Student Readiness
2. Does the non-technical skills factor influence the Nowadays, students are looking for affordable and flexible
readiness of UTHM students on Industrial Revolution learning routes that allow faster time to complete
4.0? (Christensen, 2014). In addition, they have the ability to
choose and choose the education from various institutions
II. LITERATURE REVIEW and branches. According to Lea Dean Folds a common theme
in various studies and policy reports for over 20 years has
Industry 4.0 is focused on creating “smart” environment been a secondary school student lacked the skills required to
within production system. There are also the most important succeed in post-employment and post-secondary education.
changes, which occurs in the manufacturing operations and High school students must have higher levels of skills and
information technology. Some leading manufacturers of knowledge than the predecessors to ensure and maintain jobs
technology for Industry 4.0 are presented. What the fourth that pay for themselves and the families (Folds, 2013).
industrial revolution does now is creates massive uncertainty. Manufacturers are struggling to find employees because of
Governments, business enterprises and educational the lack of student preparations across several different
institutions are now seeing how they can react to this features. As it turns out, professional organizations and
(Razman, 2016). Thus, this study finds out the factors of research suggest that all of these features are important and
student readiness towards the industrial revolution. This the manufacture will benefit from a set of definitions and
study focus on two skills that required for industrial step-by-step measures. This approach is reasonable, as the
revolution 4.0 which is technical skills and non-technical industry needs skilled workers with strong academic
skills. backgrounds and problem solving skills (Flory, 2017).
Theory of readiness However, most of our graduates are unaware of this
The readiness theory is the revision and elaboration of the current phenomenon, which sometimes cannot see the
theory of malfunction by Zartman, (1989). It differs from the connection to what they are doing in the classroom with the
pretence of hypocrisy because it uses variable language from real world of work they would work on later. Due to such
the required country and focuses on thinking on the one hand issues as maintaining a good grade of good grades, many
rather than on the shared thinking of both sides for conflict. students can now spend more time studying and less getting
This change allows the development of some new theoretical the right workforce, or creating a suitable workplace
ideas laid out in this article and elsewhere, (Pruitt, 2007). (Rayner, 2015). It is therefore the duty of university lecturers
Readiness is the character of the organization ("party") that and management to ensure that these students are equipped
reflects the minds of its top leaders in conflict with other with job skills to continue to succeed in the field of
organizations ("enemies"). The willingness to cause employment after graduation (Asmaak & Corresponding,
conciliatory behaviour. At moderate strength, it encourages a 2010). The level of readiness a student needs in order to
mild peace. If it gets stronger, the party's behaviour becomes enroll and succeed -without remediation- in a credit bearing
more humble and in the end can be a cease-fire and enter into course at a post-secondary institution that offers a bachelor
negotiations. An additional level of readiness is required for degree programme, or in a high quality certificate
the party to remain in negotiation and concession. Some programme that enable students to enter a career path way
readiness is required on both sides of the conflict to initiate with potential future
negotiations and agreements to be reached. The willingness advancement (Bhattacharjee
has two components, which combine multiple. Readiness is & Ray, 2017). Here, students

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 International Journal of Recent Technology and Engineering (IJRTE)
ISSN: 2277-3878, Volume-8 Issue-2S, July 2019

need to learn to process decision-making including choosing of programming and modelling the abilities of all skilled
between different alternatives, studying the consequences of workers. Taking the Industrial Revolution leadership from
specific choices, studying the value of compromise and Weiland (2013), they produced the following five parameters
implementing decisions. At present students must be aware for claims arising from Industry 4.0 for skilled worker
of and recognize the effects of current planning and make eligibility were comprehensive integration and information
decisions about the future lives. transparency, enhancing production system automation,
self-management and decision-making by digital
C. Methods to Measure Student Readiness in Previous communication and management functions interactive, and
Studies flexibility of staff utilization. Graduates must have a
To measure how many students have learned, it is not combination of both technical and non-technical skills that
enough to assess the knowledge and skills at the end of the are deemed to be employed in the current labour market. This
course or program. We also need to know what they know to is a major factor in student readiness to the Industrial
come so we can identify more specifically the knowledge and Revolution 4.0.
skills they acquire during the course or program. There are Technical skills include the ability to use specialized tools,
various methods or techniques used to measure student procedures and techniques (Ejiwoy, 2018). Technical skills
readiness and skills at the end of the course or program. We comprise the skills needed to achieve service delivery tasks,
also need to find out what they know coming in so that we can including expertise in using tools and tools. Technical skills
identify more specifically the knowledge and skills they have are known as computer skills and Internet knowledge. One
gained during the course or program. There had been varied study found that technical skills were the most sought after in
of methods or technique used to measure the student the new payroll (Aasheim et al, 2009). Technical skills are
readiness. In a study that measures the features of senior unique to a particular job field (Stone, 2011). The technical
school readiness, Lea Dean Folds uses the WorkKeys® skills listed in the previous study include knowledge and
method to describe high school senior characteristics application capabilities in computer use, programming
(gender, race, route completion, socioeconomic status, languages, database management, optimization and key
highest level mathematics courses, absenteeism, and student areas of accounting management, finance and operations
movements) and the scores on work readiness steps (used management (Nagy, 2008).
math, reading information, and finding information). The Non-technical skills include the cognitive and soft skills
ACT WorkKeys system is used in high schools throughout Industrial Revolution by graduates to employ the Industrial
your country and across the country to help students Revolution knowledge and skills in discipline at work
understand how they can improve the skills for a better job. (Jackson & Chapman, 2012). Non-technical skills,
WorkKeys scores help the employer to take the guesswork commonly referred as generic is core or professional skills, in
out of determining whether an individual is eligible for a post the students of all disciplines (Jackson & Hancock, 2010).
in the organization (Folds, 2013). Employers recognize that gaps in non-technical skills affect
In another study by Catherine Lissette Caballero, she has performance, output and work efficiency (Roepen, 2017).
used qualitative methods used to identify the characteristics The more fundamental problem is that although there is a
and characteristics of job readiness and then develop a scale basic understanding of developing non-technical skills in
called the Work Skills Scale (WRS) to measure the readiness higher education, most practitioners are inherently opposed
of work in the graduate population. Qualitative data to aligning the undergraduate curriculum with industrial
identifies ten broad categories that demonstrate job readiness requirement and therefore challenge the curriculum reform
such as motivation, maturity, self-growth / development, strategy (Jackson & Chapman, 2012).
organizational awareness, technical focus, interpersonal
orientation, work attitude, problem solving, conformity and III RESEARCH METHODOLOGY
endurance. Dr. Holly Hungerford-Kresser (2016) has used
different methods to measure the readiness of students in the Methodology plays a very significant role in the research.
study. He uses qualitative research which is a combination of It is mainly use as a method for the researcher to carry out a
action research methods (Hubbard & Power, 1999; Somekh, research by using the method of collecting and analyzing the
2009, 2006) and case studies (Merriam, 1998; Stake, 1995). data. The research design, data collection methods and data
The action research methodology is fluid, regular, and allows analysis methods were appropriately selected in accordance
me to remain critical, adapting to the appropriate way for the to the research objectives. All of these were presented in the
task at hand (Hungerford-kresser, 2016). From previous part as following.
studies, can conclude that most studies have used mixed The conceptual framework of this research shown in
methods to study students' readiness. Figure 1. The IR 4.0 readiness factors such as technical skills
and non-technical skills as independent variables and the
A. Conceptual Definition of Readiness Factor students readiness on Industrial Revolution 4.0 as dependent
variables. The skills that required for technical skills is
Overall, it can be argued that the debate that has taken place digital skills. This skills are required for students to enhance
so far on the qualifications requirement filed by Industry 4.0 the capabilities and knowledge in handling technological
is still in its infancy (Pfeiffer, 2015). Most of the tools. Furthermore, the second
requirements mentioned in the address of social and generic factor that influence the
competencies, coupled with a demand that is not specific to readiness factors of Industrial
"more" IT skills, in some cases embraces the general charm 4.0 is non-technical skills.

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 Factors Influence The Students’ Readiness on Industrial Revolution 4.0

Non-technical skills or generic skills are the organization results can be generalized. The research population for this
skill that required for an individual to work in an study comprised all the students that pursuing the studies in
organization. Unviersiti Tun Hussein Onn (UTHM). Eligibility criteria
specify the characteristics that people in the population must
possess in order to be included in the study. In this study, the
participants had to be undergraduates students whom
currently studying in Faculty of Technology Management
and Business at UTHM. An accommodation sampling
utilized to amass the data in this research because this
sampling is referred to nonprobability where respondents of
the target population that meet certain practical criteria such
as facile accessibility, obtainability at a given time, or the
readiness to participate which able to access the population
that is facilely accessible (Etikan, 2016). This sampling
technique facilities the researcher‟s works in accumulating
Figure 1: Conceptual framework of the study the responses.
A sample size is a subset of the population which be able to
In general, we do not know the true value of population identify generalizable to the total population of students in
parameters - they must be estimated. However, we have Universiti Tun Hussein Onn for gaining accuracy of the data
hypotheses about the real value. The main purpose of from this research. The total sample size of this research is
hypothesis testing is to choose between two competing 200 respondents which is chosen from table scale of past
hypotheses about the value of population parameters. The researcher (Israel, 2003) to determine the factors influence
general hypothesis is all "philosophical and theoretical among UTHM students on Industrial Revolution 4.0.
assumptions" and anything that has not been scientifically
proven. This means that all of our thinking dedicated to B. Data Collection
finding a relationship between concepts is a general Polit and Hungler (1999) define data as “information
hypothesis category, as long as they have not been proven in obtained during the course of an investigation or study”. In
the process of scientific research (Bulajic, 2012). The this study, questionnaires were used to obtain data relevant to
purpose of this research is to explore the readiness factors the study‟s objectives and research questions. The purpose of
influence on the student‟s readiness on Industrial Revolution the study was to explore the Industrial Revolution 4.0 factors
4.0. that influence the readiness of UTHM students. The survey
technique as essential information was utilized in this
A. Research Design investigation with the end goal to accumulate the
In general, the design of the research means the structure information with required info. Ordinarily, the questionnaire
to plan and implement certain research. The research design technique is typically less expensive to direct, generally
is an important part of the research as it encompasses all four simple to oversee in light of the fact that they are
important considerations: strategy, conceptual framework, institutionalized and furthermore moderately free from
identification of who and what to learn and tools and blunder and proficient to gather information from huge
procedures that would be used to collect and analyze data. number of respondents. Along these lines, an arrangement of
The research design is basically divided into several types, questionnaire was circulate up close and personal to the
such as qualitative research and quantitative research. college understudies in Faculty of Technology Management
This study was endeavored to determine the factors and Business at Universiti Tun Hussein Onn. Add up to 200
influence the readiness of UTHM students on Industrial arrangements of questionnaire would dispersed which is
Revolution 4.0. The quantitative research method approach equivalent with the example size of respondents in this
adopt to amass data in this research because it is the best to examination. The respondents was required to finish each of
utilize when explicated the data that amassed among the the inquiries on given time. Help is likewise to be given to the
respondents through questionnaire. Furthermore, the respondents particularly in illuminating the question.
accumulated data from the questionnaires analyzed through
Statistical Package for the Convivial Sciences (SPSS) and the C. Measurement of Variables
current versions is designated as IBM SPSS for finding the The questionnaire designed to determine factors influence
relationship of soothsayer variables in this research (Awan, the readiness of UTHM students on Industrial 4.0. The
2012). The SPSS analysis is an incorporated distinct questionnaire was modified to suit the context of the research
measurements and connections test for dissecting the and the level of target researchers. A five point Likert scale is
information from this investigation. used and the respondents were required to state the extent to
which they strongly agreed by giving a score of „1‟ which is
Strongly Disagree, score 2 is Disagree, score 3 is Neutral,
score 4 is Agree and score 5 is Strongly Agree for each
B. Target Population statement in the questionnaire. The questionnaire consists of
Population is the totality of all subjects that conform to a close-ended questions.
set of specifications, comprising the entire group of persons Furthermore, Information
that is of interest to the researcher and to whom the research Literacy Education

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 International Journal of Recent Technology and Engineering (IJRTE)
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Implementation Readiness Scale as shown in Table 1 was B. Demographic analysis

used in this research to measure the readiness of students on The results from the data obtained from the respondent
Industrial Revolution 4.0. On the Likert-Scale, the bench around 200 student are shown in table below.
marked for the readiness level refer as: between 1.00 and
2.99 is „developing readiness, between 3.00 and 3.99 is for Table 3: Demographic analysis
„approaching readiness‟, the following is between 4.00 and Gender Items Frequency Percent
5.00 is about „ready ‟. Even this scale was used in past studies (%)
for finding the school librarian‟s readiness for information Male 31 15.5
literacy education implementations also more suitable for
this research to find the readiness of student on Industrial 4.0 Female 169 84.5
because this scale is used mostly in previous quantitative
research studies for questionnaire in Likert-scale. Total 200 100.0
Race
Table 1: Readiness Scale Malay 160 80.0
Likert Scale Mean Score Readiness
Strongly Agree 5.00 Chinese 32 16.0
Ready
Agree 4.00 – 4.99
Neutral 3.00 – 3.99 Approaching Indian 6 3.0
Disagree 2.00 2.99 Readiness
Strongly Disagree 1.99 Developing Other race 2 1.0
Readiness
Total 200 100.0
IV RESULT AND DISCUSSION Age
19-20 years 1 0.5
This survey had took a sample of individuals rather than
the population of all students because of time and cost
21-22 years 153 76.5
constraint. The respondents were chosen from the final year
students of Faculty of Technology Management and 25-26 years 42 21.0
Business. The data collected had been analysis using SPSS
(Statistical Package for Social Science) version 20 and the 23-24 years 4 2.0
last of statistical analysis was presented in this chapter. There
were four types of analysis have been used in this study Total 200 100.0
Reliability Analysis Cronbach‟s Alpha, Frequency Analysis,
Descriptive Analysis and Pearson‟s Correlation Coefficient. How much
Nothing 40 20.0
do you
know about
A. Reliability Analysis the Little 97 48.5
Reliability analysis is the outmost important step in data industrial
analyzing that need to be done by any researchers. The main Revolution Something 60 30.0
purpose of reliability test is to identify the stability of the data 4.0?
that was gathered. In additions, the reliability testing was A lot 3 1.5
used to measure the terms of the variable in the questionnaire
and the stability and consistency of the items can be Total 200 100.0
determined by the Cronbach‟s alpha. The result was
measured based on the range of the coefficient value which is
The demographic data are shown in Table 3 above. In
explained as the value is than 0.60, it shows that questions
respect to the gender, out of 200 respondents, 84.5 % which
are reliable and can be accept as the measuring tool to
is 165 students are led by the female respondent. Meanwhile,
measure the concept intended to be measured. The data
the male carry 15.1 % which is 31 students that answered the
collected was subjected to reliability of measure. Table 2
questionnaire. As for race, the majority of the total
illustrates the Rule of Thumb about Cronbach‟s alpha
respondents were Malay by 80 % which was 160 students,
coefficient size. The column at the right hand side indicates
followed by Chinese respondents by 16 % which was 32
the strength of association of the reliability analysis based on
students and as for Indian respondents were 3 % that is 6
the alpha coefficient range on the left side of the table.
students.
There are only two respondent that have different race that
Table 2: Cronbach’s Alpha
this three major race and its 1 % respondents. Meanwhile,
Alpha Coefficient Strength of Association the age frequency is 76.5 % which is 153 students are led by
Range the range 21 – 22 year‟s old respondents. Meanwhile, the
< 0.6 Poor respondents range 25 – 26 year‟s old carry only 21 % which
0.6 < 0.7 Moderate is 42 students that answered the questionnaire. The
0.7 < 0.8 Good respondents range 23 – 24
0.8 < 0.9 Very Good year‟s old carry only 2 %
> 0.9 Excellent which is 4 students that
answered the

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 Factors Influence The Students’ Readiness on Industrial Revolution 4.0

questionnaire .There is one person which is age 19 – 20 respondent believe that skill in word processing is not that
year‟s old and it is 0.5 % who answered the questionnaire. important for Industrial Revolution 4.0.
Frequency of the respondent on awareness of Industrial
Revolution 4.0 shows that 48.5% or 97 students only know Table 5: Technical skill
little awareness of Industrial Revolution 4.0. Only three
student which is 1.5% only know a lot about Industrial Questions Mean Std. Readiness
Deviation Scale
Revolution 4.0. Its shows the poor awareness among students I have the skill in access the
about Industrial Revolution 4.0. 60 respondent out of 200 Internet application or software
3.93 .777 Approaching
which is 30%, they have some awareness of Industrial that required for documentation
readiness
Revolution 4.0. It is probably due to more conference and or searching information.
I have the skill in word
contest that held by the government and non-government processing that important for 3.38 .793
Ready
organizations. Industrial Revolution 4.0.
As a student, I should learn to
use e-mail frequently to send or
C. Student readiness towards industrial revolution receive message or information
Table 4 indicated that the mean value for dependent 4.20 .745 Approaching
by preparing to adapt the
readiness
variable which is the student readiness in UTHM towards changes towards new
technology 4.0.
Industrial Revolution 4.0. Based on the table below, all the I have the skill in accessing
students are ready towards Industrial Revolution 4.0. The spreadsheet to key in data that
3.45 .855 Approaching
highest mean score is 4.43 which mean most of the student in required in the Industry
readiness
UTHM are ready to apply technical skills in job task required Revolution 4.0.
As a student, I should have the
during Industrial Revolution 4.0, ready to learn new technical skill in handling
knowledge provides by management for Industrial presentations will be useful 4.01 .773
Ready
Revolution 4.0 and ready to change the working style during towards Industry Revolution
4.0.
Industrial Revolution 4.0. While, the lowest score is 4.18
which mean that the most of the respondent are ready to
Table 6 show that the mean value for independent variable
adapt with changes during Industrial Revolution 4.0, ready to
which is non-technical skills. Based on the table below, all
do the tasks in an innovative way towards Industrial
the students are in the readiness scale of approaching
Revolution 4.0 and they also ready to attend training provide
readiness in each of the non-technical skills such as problem
by the institute for Industrial Revolution 4.0.
solving skills, communication skills and leadership skills.
The highest mean score is under the communication skill
Table 4: Student readiness towards industrial revolution
with 3.78 which mean most of the student in UTHM agreed
that they able to start a conversation if they need any
Std. Readiness assistance regarding any problems or doubt in using the
Questions Mean
Deviation scale technical skills and knowledge of Industrial Revolution 4.0 if
I am ready to adapt with changes 4.18 .385 Ready they cannot resolve it by them self. While, the lowest score is
during Industrial Revolution 4.0. under problem solving skill with 3.15 which mean that the
I am ready to apply technical skills 4.43 .496 most of the respondent believe that they still approaching
in job task required during Ready
Industrial Revolution 4.0.
readiness solve problems without getting assistance from
I am ready to learn new knowledge 4.43 .496 others especially problems that related to technology.
provides by management for Ready
Industrial Revolution 4.0.
Table 6: Non-technical skill
I am ready to do my tasks in an 4.18 .385 Ready
innovative way towards Industrial
Revolution 4.0. Questions Mean Std. Ready
I am ready to change my working 4.43 .496 Deviation scale
style during Industrial Revolution Ready
Problem solving skills
4.0.
I am ready to attend training 4.18 .385
provide by the institute for Ready I have the ability to recognize alternate Approach
Industrial Revolution 4.0. routes in meeting objectives that ing
3.20 .743
related toward the Industrial readiness
Revolution 4.0.
Table 5 shows that the mean value for independent variable I have the ability to monitors progress Approach
which is technical skill. Based on the table above, the toward objectives in risky ventures ing
towards the advance technology 3.23 .796 readiness
students are in between the scale of approaching readiness application in Industrial Revolution
and ready. The highest mean score is 4.20 which mean most 4.0.
of the student in UTHM agreed that they should learn to use I have the ability to identify potential Approach
e-mail frequently to send or receive message or information outcomes when considering risky ing
3.33 .809
venture which will simplify my path readiness
by preparing to adapt the changes towards new technology towards the Industrial Revolution 4.0.
4.0. This means that students should be able to use the e-mail
frequently because nowadays most of the messages or
material has been shared or send thru e-mail. While, the
lowest score is 3.38 which mean that the most of the

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 International Journal of Recent Technology and Engineering (IJRTE)
ISSN: 2277-3878, Volume-8 Issue-2S, July 2019

Questions Mean Std. Ready U.S.Roadmap, (January), 1–68.

Deviation scale 12. Caballero, C. L., & Walker, A. (2010). Work readiness in graduate
recruitment and selection : A review of current assessment methods.
I can take reasonable job related risks Approach Journal of Teaching and Learning for Graduate Emploability, 1, 13–25.
that required for the Industrial 3.56 .691 ing 13. Christensen, M. R. W. C. M. (2014). Hire Education.
Revolution 4.0. readiness 14. David KWOK, M. G. and J. C. (2011). Work Readiness : A Study of
I can adapt to different situations that Approach Student Intern ‟ s Self-Perception and, 2011–2013.
occur in the industry that advanced in 3.62 .720 ing 15. Lichtblau, K., Prof. Stich, V., Dr. Bertenrath, R., Blum, M., Bleider, M.,
technology 4.0. readiness Millack, A., … Schröter, M. (2015). Impuls Industrie 4.0 Readiness. Vdma,
I have the ability to speak about own Approach 1–76.
opinion or situation that upgrade ing 16. Ejiwoye Oluwole Rasaki, A. A. (2018). Human , conceptual and technical
3.65 .795
myself and my organization towards readiness skills as determinants of preservation management in university libraries in
Industrial Revolution 4.0. Southern Nigeria. https://doi.org/10.1108/GKMC-08-2016-0067
Leadership skills 17. Emami, S. B., Arabzad, S. M., & Sajjadi, S. M. (2014). A simulation study
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I have the ability to lead people Approach
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As a student, I have the ability to Approach
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delegate work to peers that required to 3.65 .700 ing
19. Flory, M. (2017). Manufacturing a Way to Career Readiness : How
sustain in the Industry 4.0. readiness
Industry Measures Student Readiness, (June).
I have the ability to motivate others to Approach
20. Folds, L. D. (2013). Work Readiness Characteristics Of High School
work for a common goal which is to be ing
Seniors, (February 2011).
up to date with the current trend of 3.68 .755 readiness
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automation and data exchange in
Readiness for All Students.
technologies.
22. Israel, G. D. (2003). Determining Sample Size. University of Florida
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ownership and responsibility for the 3.66 .676 ing
23. Jackson, D., & Chapman, E. (2012). Non-technical skill gaps in Australian
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IV CONCLUSION 24. Jackson, D., & Hancock, P. (2010). Non-technical Skills in Undergraduate
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There is a lot of attributes that can be influenced the http://search.proquest.com/docview/964180555?accountid=13828%5Cn
students readiness on the Industrial Revolution 4.0. This http://find.shef.ac.uk/openurl/44SFD/44SFD_services_page?url_ver=Z3
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& Harnisch, M. (2015). Industry 4 . 0 : The Future of Productivity and

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