Perceived Competencies of Entry- level Accountant Respondents as Perceived by

Supervisors in Terms of Functional Competencies

Indicator

Composit

Functional

e
Mean
2.90
2.87
2.95
2.77

.53
.63
.53
.40

Research

2.38

.50

Leverage technology

2.77

.40
2.7

Decision-making
Risk analysis
Measurement
Reporting

OVERALL

SD

Adjectival
Description

High Competence
High Competence
High Competence
High Competence
Low
Competence
High Competence
.40

Interpretation
Agree
Agree
Agree
Agree
Disagree
Agree
High
Competence

Legend: Strongly Disagree 1.00-1.50 ; Disagree 1.51-2.50 ; Agree 2.51-3.50 ; Strongly Agree 3.51 4.00

Table 9 presents the level of the perceived competencies of entry-level accountant

respondents as perceived by supervisors in terms of functional competencies. The
questionnaire contains 6 sub-variables related to the perceived functional competencies of
entry-level accountant respondents. As it is shown in the table, Decision making has a
composite mean of 2.90 and an interpretation of high competence. For Risk Analysis, it
has a composite mean of 2.87 and an interpretation of high competence. For
Measurement, it has a composite mean of 2.95 and an interpretation of high competence.
For Reporting, it has a composite mean of 2.77 and an interpretation of high competence.
For Research, it has a composite mean of 2.38 and an interpretation of low competence.
Leverage Technology, it has a composite mean of 2.77 and an interpretation of high
competence.

As shown also in the table, the sub-variable Measurement shows the highest
composite of mean of 2.95. On the other hand, the sub-variable Research has the lowest
mean of 2.38.
According to Sithole (2015), he showed that employers perceived accounting
graduates to be highly skilled in competencies such as measurement skills and reporting
skills. In contrast to this, the results of his study also showed that employers require
computing techniques, research and statistics techniques, proficiency in statistic software
and computer-related programs, written communication, and reporting skills.
In conclusion to the researchers study, of the perceived competencies of entrylevel accountant respondents as perceived by supervisors in terms of functional
competencies is considered of high competence, but there are specific skills such
Research that has to be developed for it is also of great demand and need in the
accounting sectors.

Indicator Functional
Statement #

#1

Decision-making:
having the ability to
conceptually
structuralize
the
situation and select
one
amongst
available options.

Mea S
Adjectival
n
D Description
Decision Making

2.93

.
58

High
Competence

Interpretatio
n

Agree

#10

The ability to analyse

and reason logically:
supporting
your
arguments
with
theoretical analysis or
objective
or
subjective reasoning
process.

Composite
Mean
Of Decision
Making

#2

2.87

.
73

High
Competence

Agree

2.90

.
53

High
Competenc
e

Agree

High
Competence

Agree

.
63

High
Competenc
e

Agree

.
76

High
Competence

Agree

Risk Analysis
Financial
risk
analysis: having the
ability to assess the
factors that may
jeopardize the project
.
such as knowing cost 2.87
63
benefit analysis, ratio
analysis,
portfolio
management, NPV,
IRR,
sensitivity
analysis etc.

Composite
Mean Of Risk
Analysis

2.87
Measurement

#9

Economics
background:
analysing
the
production,
distribution
and
consumption
of
goods and services
such as knowing how
to measure GDP,
GNP, demand and
supply
curve,
equilibrium, and price
elasticity etc.

3.20

#3

Financial accounting:
classifying
of
financial transactions
to proper accounts.

Composite
Mean of
Measurement

#8

Composite
Mean of
Reporting

#6

#7

2.70

.
53

High
Competence

High
2.95
Competenc
e
Reporting
.
53

Cost and management

accounting: study of
the
accounting
information
to
managers
within
organizations,
to
provide them with the
basis
to
make
informed
business
decisions such as
knowing budgeting
techniques, costing,
accounting for labour,
and accounting for
overheads etc.

Agree

Agree

2.90

.
61

High
Competence

Agree

2.90

.
61

High
Competenc
e

Agree

.
56

Low
Competence

Disagree

.
62

Low
Competence

Disagree

Research
Use of modeling and
quantitative analysis 2.37
techniques
Statistics: study of the
collection,
organization,
analysis,
interpretation,
and
presentation of data 2.40
such as knowing how
to conduct regression
analysis, correlation,
chi-square, t-test, and
hypothesis testing etc.

Composite
Mean of
Research

#4

#5

Composite
Mean of
Leverage
Technology
OVERALL
MEAN OF
FUNCTIONAL
COMPETENC
Y

Low
Competenc
e

Disagree

Low
Competence

Disagree

High
Competence

Agree

2.63

.
66

High
Competenc
e

Agree

2.77

.
40

High
Competenc
e

Agree

2.38

.
50

Leverage Technology
Utilize
specialized
.
software
(SPSS, 2.23
86
accounting and tax).
Information
technology
competence: having
the ability to use
.
3.03
computer
software
72
such as knowing MS
Office,
Excel,
Powerpoints

Legend: Strongly Disagree 1.00-1.50 ; Disagree 1.51-2.50 ; Agree 2.51-3.50 ; Strongly Agree 3.51 4.00

Perceived Competencies of Entry- level Accountant Respondents as Perceived by

Supervisors in Terms of Personal Competencies

Composit
e
Mean

SD

Professional Demeanor

2.93

.57

Problem Solving and Decision

Making

2.88

.47

Interaction

2.91

.55

Leadership

2.72

.37

Communication

2.38

.32

2.38

.32

2.72

.37

Indicator

Project Management
OVERALL

Adjectival
Description
High
Competence
High
Competen
ce
High
Competence
High
Competence
Low
Competence
Low
Competence
High
Competence

Interpretat
ion
Agree
Agree
Agree
Agree
Disagree
Disagree
Agree

Legend: Strongly Disagree 1.00-1.50 ; Disagree 1.51-2.50 ; Agree 2.51-3.50 ; Strongly Agree 3.51 4.00

Table 10 presents the level of the perceived competencies of entry-level

accountant respondents as perceived by supervisors in terms of personal competencies.
The questionnaire contains 6 sub-variables related to the perceived functional
competencies of entry-level accountant respondents. As it is shown in the table,
Professional Demeanor has a composite mean of 2.93 and an interpretation of high
competence. For Problem Solving and Decision Making, it has a composite mean of 2.88
and an interpretation of high competence. For Interaction, it has a composite mean of
2.91 and an interpretation of high competence. For Leadership, it has a composite mean
of 2.72 and an interpretation of high competence. For Communication, it has a composite
mean of 2.38 and an interpretation of low competence. For Project Management, it has a
composite mean of 2.38 and an interpretation of high competence.

As shown also in the table, the sub-variable Professional Demeanor shows the
highest composite of mean of 2.93. On the other hand, the sub-variable Communication
and Project Management has the lowest mean of 2.38.
Competence involves adoption of professional behavior that values accountability
to the public and leadership in public practice, industry, government, and education. In the
study of Chaker and Abdullah (2011), he found out that accounting graduates were
equipped with professional ethics (organisational and business management skills),
interpersonal skills, auditing skills and information development and distribution skills
(technical and functional skills).
In conclusion, Individuals entering the accounting profession should behave in a
manner that is consistent with the character and standards of the discipline of accounting,
as well as the norms of the environment in which they interact.

Indicator Functional
Statement
#

#13

#17

Mean

SD

Adjectival
Description

Interpret
ation

Professional Demeanor
Think and behave ethically:
professional behavior of
accountants
must
be
according to accounting code
of ethics
Personal attributes: having
confidence, identifying owns
strengths and weaknesses,
motivation
level,
selfpromotion
and
selfmanagement etc.

3.27

3.03

.74

High
Competenc
e

Agree

.72

High
Competenc
e

Agree

#23

#26

Presentation
skill:
appropriately present
and
construct financial statement
or audit opinion
Focused on outcomes: ability
to focus on objective and
subjective outcomes such as
meeting financial targets and
deadlines

Composite
Mean
Of
Profession
al
Demeanor

#11

#21

2.57

2.83

2.93

.77

High
Competenc
e

Agree

.75

High
Competenc
e

Agree

.57

High
Competenc
e

Agree

Problem Solving and Decision Making

Problem solving: coming up
High
with a practical and feasible 3.03 .56 Competenc
solution to a problem
e
Think creatively: coming up
High
with new and more effective 2.73 .69 Competenc
solutions to old problems
e

Composite
Mean Of
Problem
Solving
and
Decision
Making

2.88

Agree

Agree

High
Competenc
e

Agree

.74

High
Competenc
e

Agree

.73

High
Competenc
e

Agree

.47

Interaction
#14

#19

Flexibility and adaptability:

be flexible and adaptable to
changing environment in
official routine activities.
Teamwork: having the ability
to collaborate with colleagues
to resolve conflicts while
working in group.

3.00

3.23

#24

#25

Negotiation skill: making

others understand what you
are saying and convincing
them to a point where both
parties
arrive
at
an
agreement.
Understanding
group
dynamics: while working in
group understanding others
work potential, attitude,
emotions, and patience level.

Composite
Mean of
Interaction

2.67

2.73

2.91

.80

High
Competenc
e

Agree

.74

High
Competenc
e

Agree

.55

High
Competenc
e

Agree

.71

High
Competenc
e

Agree

.65

High
Competenc
e

Agree

.56

High
Competenc
e

Agree

Low
Competenc
e

Disagree

Low
Competenc
e

Disagree

Leadership
#20

#27
Composite
Mean of
Leadershi
p

#15

#16

#18

#22

Independent thinking: having

independent
professional
judgment
Self-initiative: taking the
work responsibility on your
own while considering work
environment dynamics

2.80

2.83

2.82

Communication
Communicate orally: having
the ability to speak fluently in
English, using appropriate 2.10 .66
tone to address your boss and
subordinates.
Communicate in written
format: having the ability to
2.50 .57
draft inter office memos and
letters.
English language: having the
ability to read, write, listen 2.43 .63
and speak in English.
Listen effectively: listen
attentively and understanding 2.50 .63
what others are saying.

Low
Competenc
e
Low
Competenc
e

Disagree

Disagree

Composite
Mean of
Communi
cation

2.38

.32

Low
Competenc
e

Project Management
Project management: having
High
the ability to establish and 2.73 .64 Competenc
run new projects
e

#12
Composite
Mean of
Project
Managem
ent
OVERAL
L MEAN
OF
PERSON
AL
COMPET
ENCY

2.73

2.72

Disagree

Agree

.64

High
Competenc
e

Agree

.37

High
Competenc
e

Agree

Legend: Strongly Disagree 1.00-1.50 ; Disagree 1.51-2.50 ; Agree 2.51-3.50 ; Strongly Agree 3.51 4.00

Perceived Competencies of Entry- level Accountant Respondents as Perceived by

Supervisors in Terms of Business or Organizational Competencies
Indicator

Composi
te
Mean

SD

Strategic/Critical Thinking

2.70

.60

Industry/Sector Perspective

2.77

.73

International/Global
Perspective

2.67

.71

2.67

.71

2.72

.58

2.53

.57

2.53

.57

Resource Management
Legal/Regulatory Perspective
Marketing/Client Focus
OVERALL

Adjectival
Description
High
Competence
High
Competence
High
Competence
High
Competence
High
Competence
High
Competence
High
Competence

Interpretat
ion
Agree
Agree
Agree
Agree
Agree
Agree
Agree

Legend: Strongly Disagree 1.00-1.50 ; Agree 1.51-2.50 ; Agree 2.51-3.50 ; Strongly Agree 3.51 4.00

Table 11 presents the level of the perceived competencies of entry-level

accountant respondents as perceived by supervisors in terms of organizational/business
competencies. The questionnaire contains 5 sub-variables related to the perceived
functional competencies of entry-level accountant respondents. As it is shown in the
table, Strategic/Critical Thinking has a composite mean of 2.70 and an interpretation of
high competence. For Industry/Sector Perspective, it has a composite mean of 2.77 and
an interpretation of high competence. For Resource Management, it has a composite
mean of 2.67 and an interpretation of high competence. For Legal/Regulatory
Perspective, it has a composite mean of 2.72 and an interpretation of high competence.
For Marketing/Client Focus, it has a composite mean of 2.53 and an interpretation of low
competence.
As shown also in the table, the sub-variable Industry/Sector Perspective shows the
highest composite of mean of 2.72. On the other hand, the sub-variable Marketing/Client
Focus has the lowest mean of 2.53.
A study conducted by Oliver (2011), he showed that both accounting employers
and teaching staff perceived entry level accountants show importance in their capabilities
in communicating with clients, developing general industry awareness, and thinking
critically and analytically, solving complex, real-world problems.
In conclusion entry-level accountants should have familiarization and awareness
of the industry they are working into for them to maintain the performance in their work.
Indicator Functional

Mean

SD

Adjectival
Description

Interpret
ation

Statement
#

#30

Composite
Mean
Of
Strategic/
Critical
Thinking

#34

Composite
Mean Of
Industry/S
ector
Perspectiv
e

#28

Composite
Mean of
Industry/S
ector
Perspectiv
e

Strategic/Critical Thinking
Critical thinking: having a
sight to see things beyond its
apparent meaning and not
accepting anything until
proven with logical reasoning
or through some evidence

2.70

2.70

.60

High
Competenc
e

Agree

.60

High
Competenc
e

Agree

Industry/Sector Perspective
Work
effectively
in
diversified cultural settings:
High
understanding cultural norms
2.77 .73 Competenc
and values to work in
e
diversified
culture
or
multinational firms

2.77

.73

High
Competenc
e

International/Global Perspective
International
global
perspective: Knowledge and
understanding
of
High
international
financial 2.67 .71 Competenc
reporting standards and of
e
current developments in the
accounting profession

2.67

.71

High
Competenc
e

Agree

Agree

Agree

Agree

#35

Composite
Mean of
Resource
Managem
ent

#29

#32

Composite
Mean of
Legal/Reg
ulatory
Perspectiv
e

#31

Resource Management
Engage in lifelong learning:
attending
professional
High
development, seminars , team 2.67 .71 Competenc
buildings and
programs
e
required in the profession.

2.67

.71

High
Competenc
e

Legal/Regulatory Perspective
Legal regulatory perspective:
knowledge of the legal
High
structure of the state such as 2.67 .71 Competenc
corporate law, taxation and
e
auditing standards
Inter or multidisciplinary
perspective: while doing
accounting
considering
High
others
disciplinary 2.77 .68 Competenc
perspective such as strategic
e
management, corporate law
and taxation etc.

2.72

.58

High
Competenc
e

Marketing/Client Focus
Marketing/clients
focus:
customer care orientation
Low
such as knowing marketing 2.43 .68 Competenc
tactics in order to deal with
e
clients

Agree

Agree

Agree

Agree

Agree

Disagree

#33

Strategic
management:
concerned with the study of
understanding organisation
strategic requirements such
as knowing porter's 5 forces,
SWOT
analysis,
price
differentiation
strategies,
product development, market
penetration etc

Composite
Mean of
Marketing
/Client
Focus
OVERAL
L MEAN
OF
ORGANIZ
ATIONAL
COMPET
ENCIES

2.63

2.53

2.68

.61

High
Competenc
e

Agree

.57

High
Competenc
e

Agree

.51

High
Competenc
e

Agree

Legend: Strongly Disagree 1.00-1.50 ; Disagree 1.51-2.50 ; Agree 2.51-3.50 ; Strongly Agree 3.51 4.00

Overall Assessment on the Perceived Competencies of Entry- level Accountant

Respondents as Perceived by Supervisors

Indicator

Mean

SD

Functional

2.77

.40

Personal

2.72

.37

Organizational or
Business

2.68

.51

2.72

.34

Overall Mean

Adjectival
Interpretation
Description
High
Agree
Competence
High
Agree
Competence
High
Agree
Competence
High
Agree
Competence

Legend: Strongly Disagree 1.00-1.50 ; Disagree 1.51-2.50 ; Agree 2.51-3.50 ; Strongly Agree 3.51 4.00

Table 13 shows the comparison of overall assessment on the perceived

competencies of entry- level accountant respondents as perceived by supervisors
in terms of the variables functional, personal and business or organizational
competencies. In terms of Functional Competencies, the entry-level accountants
are perceived to have high competence on the aspect. The variable functional has
a composite mean of 2.7500. Supervisors have perceived that entry-level
accountants have high competence on this aspect.
In terms of Personal Competencies, the entry-level accountants are
perceived to have high competence on this aspect. The variable Personal has a
composite mean of 2.8922. Supervisors have perceived that entry-level
accountants have high competence on this aspect.
In terms of Business or Organizational Competencies, the entry-level
accountants are perceived to have high competence on this aspect. The variable
business or organizational has a composite mean of 2.6625. Supervisors have
perceived that entry-level accountants have high competence on this aspect.
On the summary of the Competencies, Personal Competencies got the
highest composite mean which is 2.89 and interpreted as a High Competence. Next is the
Functional Competencies with the composite mean of 2.75 and interpreted as a High
Competence and the Business or Organizational competencies which got the mean of
2.66 is the lowest and is interpreted as high competence. Summing up the three

indicators for perceived competencies of entry- level accountant respondents as

perceived by supervisors, it shows that they perceive to have high competence on
all these aspects with a composite mean of 2.77. On the other hand, several studies
were conducted in the local setting to show the different perceptions of supervisor and
accounting graduates in terms of perceived competencies (e.g. Velasco, 2012; Velasco,

2014; Pido, 2014; & Tenedero and Vizconde, 2015). Velasco (2012) indicates that
employers value, more aspects related with personality and other personal qualities of
young graduates. Also, Tenedero and Vizconde (2015) explore the personal relevant
skills in the workplace tasks of entry-level employees.
However this does not mean that other competencies could be forgone
altogether. A study conducted by Oliver (2011), both accounting employers and teaching
staff consider that important capabilities need to be better demonstrated by new
graduates. This study suggests that there should be a given importance-performance
analysis for prioritizing particular capabilities for immediate attention in particular, work
related knowledge and skills, writing clearly and effectively, communicating with clients,
thinking critically and analytically, solving complex, real-world problems and developing
general industry awareness because these would be of great help in the workplace which
can be improved to enhance their early professional success. The findings that reveal

students rated and need continuous learning is the most important skill to their
future careers and focused on developing oneself is another.