Buletin Teknik Elektro dan Informatika

(Bulletin of Electrical Engineering and Informatics)

Vol.x, No.x, Month 2011, pp. 4xx~4xx
ISSN: 2089-3191 101

Analyzing the Relationship between Information Technology

Jobs Advertised On-line and Skills Requirements using
Association Rules

Frederick F. Patacsil, Michael E. Acosta

Pangasinan State University, College of Computing, IT Department
Philippines
e-mail: frederick_patacsil@[Link], michaelacosta_ph@[Link]

Abstract

This study proposed a methodology for identifying and analyzing skill – job relationship
using frequency word occurrences of skills as a requirement of the job. It collected published
job vacancy data to IT job and skills requirement from various job hunting websites. They were
manually assigned job title for as implied by its job skill based on the published job and
employed association rule mining using FP-growth. The study revealed that skill words are
highly related in a certain job requirement. The results of the study could provide insights on the
gap between the school acquired skills and actual IT industry skill needs and as basis for
curriculum enhancement and policy making interventions by the Philippine government.
 
Keywords: skill job relationship, association rule mining, FP-growth, skill words
 
1. Introduction
In the paper released by the European Commission [23], stressed that human capital is
vital and a major driver of inclusive growth. With the ongoing trends such as globalization,
demographic change, technological factor and digitalization, jobs become increasingly skill-
intensive. There are increasing mitmatches between skills or qualification and skills required by
the economy. Job skills mismatch is a universal problem and affects nations across the globe
and the Philippines is no exception. Labor markets around the world are confronted to various
mismatches, including mismatch between the number of job seekers and employment
opportunities, which is reflected in unemployment [22]. The International Labor Organization
(ILO) refers job skills mismatch as ”various type of imbalances between skills offered and skills
needed in the world of work” [22]. It is a situation in the labour market where the labor demand
or jobs does not match the level of skills and competencies required in the jobs [17].
The European Training Foundation [13] classified skills mismatch into four
dimensions/levels. These are: vertical, horizontal, quantitative and qualitative.

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Vertical mismatch occurs when a person may have the right skills for a specific task or
occupation, but the level of skill is lower than what would usually be required for the specific
occupation or task. This dimension typically consists of over and under education and /or under-
skilling. In general, it happens at the level of the match between a firm and a worker if no
suitable employee is available to hire at the time of an existing vacancy wherein the person
hired is under-qualified or under-skilled or in the other hand the person is overqualified.
On the other hand, horizontal mismatch occurs when the qualification level is sufficient
but the type or field of qualification does not adequately match. For example, sufficient numbers
of computer programmers with a qualification in computer programming are not available, but
individuals with qualifications in related fields are available. It could also imply a much bigger
discrepancy between fields required and fields hired. For instance, a philosophy graduate is
hired as computer programmer. The more detailed job requirements can be measured in terms
of skills or qualifications, the more likely that some horizontal mismatch is found.
The mismatch could manifest either in quantitative (mismatch in numbers) and
qualitative mismatch a difference between supply and demand. Quantitative mismatch happens
when there may be an overall shortage of of workers compared to the number required while
the latter case implies there is sufficient supply in terms of headcount, but the supply does not
provide a good match in terms of demanded skills versus available in the workforce.
Aside from these, skills obsolescence [15] refers to the process by which worker’s skills
become obsolete due to ageing which depreciates certain manual skills trough technological or
economic change which renders certain skills unnecessary or through under-utilization of skills
(as cited in the studies of Allen and DeDrip [1] ; Van Loo et. al [24]). Based on Cedofop
European Skills and Jobs Survey [6, 7], those working in the ICT sector believe that their skills
will become outdated in the near future with 29% likelihood while employees in financial,
insurance, real state services and in professional, scientific, or technical services with 24% and
23% respectively are also at high risk of skills obsolescence. It must be noted that the workers
employed in the ICT, health, managerial and engineering-related occupations have changing
occupational skills profiles while employees in the primary sector, elementary or person l service
occupations are insulated from technological innovation.
In Europe, the causes of job skills mismatch can be attributed to a number of factors
such as technological progress, economic development social change as Kiss [12] enumerated.
Technological factors include the widespread use of information and communication
technologies that triggered an increased demand for skilled workers that the existing ICT
workforce cannot meet and because of the technological changes, it diminished the demand for
manual task. Economic development, include practices such as outsourcing or sector
restructuring. Demographic factors are trends affecting the labor workforce such as age which is
a barrier to an efficient matching of skills supply and demand. In the Philippine context, in a
study entitled “Policy Framework for Improving Labour Market Efficiency Through More
Competitive Jon Skills Matching in the Philippines” by the International Labour Organization,
Bureau of Employers activities and the Employers Confederation of the Philippines (ECOP) [11]
stressed that the three main causes the job skills mismatched affecting manufacturing,
electronics and tourism sectors are the following: weak labor-market information system,
inadequate preparation in terms of education, training and guidance, and weak support for
Science and Technnology. Lacson [14] in his article “Job Skills Mismatch” pointed out the
contributing factors in the job skills mismatch are the low-level of basic education and the
predominance of micro and small enterprises which provide inadequate job training programs.
Amid the job creation strategy of the government and many job openings induced by
the growing economy, employability remains a perennial problem in the Philippines. As cited in
the article “Unskilled Grads” Create Job Mismatch” [3], the country’s tertiary education system is
facing a serious problem of producing ‘unskilled’ college graduates which yield in a rising
joblessness as stated by the Philippine Business for Education. Lacson [14] noted that the
Philippines is a labor-surplus job market and continue to produce annually an average of about
600,000 college graduates, but only 75 percent are hired within a year after graduation. Added
to this are other new entrants to the labor force, is the unschooled youth. Thus, employers are
stricter in [Link] from the January 2020 latest labor force survey from Philippine Statistics
Authority [19] showed that the estimated unemployment rate of 5.5%. The same unemployment
rate of 5.3 percent was registered in January 2019. The percentage of college graduates that
were unemployed is 26.9, 10.0 percent were college undergraduates and 28.7 percent have

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completed junior high school of the old curriculum. Consequently, it can be inferred that among
the unemployed persons in January 2020, 63.3 percent were males.  Of the total unemployed,
the age group 15 to 24 years comprised 42.4 percent, while the age group 25 to 34, 32.1
percent. Meanwhile, the underemployment falls to a percentage of 14.8 compared to 15.4% in
2019 of the same month, a decline of 0.6%. The Merriam dictionary defined the underemployed
as employed persons who in a labor force at less than full-time or regular jobs or at inadequate
with respect to their training or economic needs. One of the reasons of unemployment and
underemployment in the Philippines is the job skills mismatch. Despite with all the government
efforts, the figures and the number of college-educated unemployed, self-employed and the
underemployed still remains, which indicate that there are gaps leading to jobs-skills mismatch
that need to be addressed in order to tap the full productive potential of a young Filipino labor
force.
Through the years, the education system in the Philippines undergone several has
undergone several stages of development. The Philippines have adapted a three layer system
where three separate agencies govern the three layers of education outlined by the
Congressional Commission on Education (EDCOM) 1992. The Department of Education
(DepEd) oversees the delivery of basic education system and adapted K- 12 system with the
aim to expose the student into three different tracks of specialization. At the apex of this
structure, is the Commission on Higher Education (CHED) which ensures quality education to
be at par to international standards. The middle layer is the Technical and Skills Development
Authority (TESDA) which mobilizes industry, labor, local government units (LGUs) and tech-
vocational institutions in skills development. This involves the industry and employer in skills
development. It also administers intership program. Despite all of these, there exist to be an
academe-industry gap in the Philippines.

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The tertiary education and higher education was being supervised by the Commission
on Higher Education (CHED). The CHED was created through RA 7722, or Higher Education
Acts of 1994. The CHED supervises the tertiary and higher education where higher education
institutions and programs are at par with the international standards. It is mandated in the
promotion of relevant and higher quality education; ensures that quality higher education shall
be accessible to all; guarantee and protect academic freedom for continuing intellectual growth,
advancement of learning and research, development of responsible and effective leadership,
education of high level professionals and enrichment of historical and cultural heritages; and
commit moral ascendency that eradicates corrupt practices, institutionalizes transparency and
accountability and encourages participatory governance. However, January 2020 job statistic
shows that unemployment stands at 5.3% and translates to 2.39 million people had no job in the
Philippines. In addition, underemployment rate is 14.8 or 6.32 milion people. With this statistical
data, it is very significant to have a relationship between Industry and academia as they both
are strongly collaborated with each other. Colleges and Universities need their graduates to get
job in a company but, companies did not found job-ready professionals or graduates who can
satisfy the expectations of Industry standards.
Bernate [2] stated the causes between academe-industry gap. He stressed that “despite
the fact that the principles of academic partnership has been adopted by many institutions, both
private and public, in the past decade or more, its full potential is far from being utilized due to
the basic attitudinal differences and driven interests of the stakeholders, thereby making the
partnership problematic”. He enumerated problems of academic-industry partnership and they
are as follows () organizational, administrative and management aspects, (2) divergence of
objectives between academe and industry, most often caused by changes in priorities on
industry side, (3) lack of professional approach in maintaining collaboration, (4) lack of
incentives for industry who see industry academe linkages initiatives as a form of company
social responsibility, and (5) low awareness prevents the private sector from fully taking part ,
and from benefitting from existing government policies and programmes. Moya [17] posited that
involving the industry in the development of quality higher education is not part of the CHEDs
mandate. Direct participation of business and industry in higher education via the CHED is yet
to be institutionalized. Hence, there is direct reference to involving industry and employers in
skills development. This problematic academe-industry partnership reinforces job skills
mismatch.
Based on the report by the Association for Computing Machinery (ACM) on Computing
Curricula in 2005 [8], they provided a comparative view of the performance capabilities
expected of the graduates of each degree program. It listed nearly 60 performance capabilities
across 11 categories. For each capability, each discipline is assigned a value from 0 to 5, 5
being the highest and 0 being the lowest. They highlighted that information technology
professionals should be able to work effectively at planning, implementation, configuration, and
maintenance of an organization’s computing infrastructure.

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Meanwhile, in the 2008 Association for Computing Machinery (ACM) IT curricula

guidelines [15], the BSIT program aims to provide graduates with the skills and knowledge to
take on appropriate professional positions in Information Technology upon graduation. They
also indicated that an IT graduate must acquire a skill set that enables him or her to successfully
perform integrative tasks as in the different pervasive themes. They highleted the following
attributes on an IT gr [Link], IT graduates must design and integrate IT-based solution
which includes both technological elements, such as hardware, networking, software and data,
as well as people and processes. They must therefore develop a user-centered approach to
technology. Second, concerning information assurance and security, security must therefore be
a central consideration in any attempt to select, create, integrate, deploy and administer IT
systems. Third, IT graduates must be able to handle such complex situation to focus on those
aspects of the situation that are most relevant to the user and the wider context in which the
user is expected to function. IT graduates therefore must develop the ability to use abstraction
to form a model of the situation in which the need for an IT-based solution arises and in which
the IT-based solution has to be integrated. Fourth, IT graduates must have the skills and
knowledge to use the technology appropriately. This requires extensive capabilities in the core
information technologies, including programming, web, information management, computer
hardware and networking, and HCI. IT graduates must therefore be able to use their technical
expertise to integrate existing and new technologies. Fifth, IT graduates must also be extremely
adaptable. IT graduates must therefore develop lifelong learning habits and must be willing not
only to become familiar with emerging technologies, but also, if required, with legacy
technologies. Sixth, IT professionals will be involved at all levels in organizations, and must
exhibit the highest levels of professionalism. And lastly, IT graduates must develop the ability to
function effectively in such diverse teams. This requires them to develop superior interpersonal
skills, including effective oral, written, presentation and listening skills. Moreover, since IT
graduates will often be the interface between users and the technology, they must develop the
ability to translate the language of users into technical language, and vice versa.
In addition to the report, the National Association of Colleges and Employers conducted
a survey to determine what qualities employers consider most important in applicants seeking
employment. The identified the following ten factors have been frequently identified. These are
communication skills (verbal and written), honesty/integrity, teamwork skills, Interpersonal skills,
motivation/initiative, strong work ethic, analytical skills, flexibility/adaptability, computer skills and
self-confidence.
There have been studies that explored employable skills or competencies of Information
Technology graduates that must have. They are classified into technical and nontechnical skills
or hard skills and soft skills.
Davis and Woodward [9] surveyed 222 Information System graduates of a Midwestern
university in the United States. They found out that employers were looking for graduates who
possessed both strong technical and nontechnical skills. The top technical skills were computer
software skills, networking and computer hardware [Link] also revealed the soft skills
needed in order to become successful in the IT field. These were thinking skills, personal
characteristics, desire to learn, attitude and motivation, teamwork, and communication skills. It
was also pointed out that these non-technical skills or soft skills are as important as the latter for
employment and success.
Radermacher and Walia [20] conducted literature review to determine areas graduating
students most frequently fall short of the expectations of industry or academia. The results
indicated that graduating students are lacking in many different areas, including technical
abilities (design, testing, configuration management tools, etc.) personal skills (oral and written
communication, teamwork, etc.) and professional qualities (e.g. ethics).
In the study of Scaffidi [21] they aimed to uncover desirable competencies both
technical and soft skills for computer science graduates. They highlighted soft skills for software
developers sought by employers such as collaboration and communication skills that is tied to
personal attributes such as innovation, ability to cope up with ambiguity and ability to learn
quickly.
Some of the works attempted to uncover the skills they had gained through on-the-job-
training. The study of Patacsil and Tablatin [18] examined the importance of soft and hard skills
as perceived by the industry partners and IT students. The study revealed that teamwork and

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communication skills are very important soft skills to be possessed by IT graduates as

perceived by the respondents.
Brigula et. al [3] emphasized the IT skills, critical thinking, communication and
problem solving skills are the top 4 skills needed in order to be hired in the IT industry. It must
be noted in the study the divergent views between IT practitioners and educators when it comes
to problem solving skills. IT professionals gave a higher rank in importance on problem
solvingskill than those in the academe.
The IT Competency Model [10] identifies the knowledge, skills, and abilities needed for
workers to perform successfully in the field of information technology (IT). The model is depicted
as a pyramid consisting of several tiers. The arrangement of the tiers in this shape is not meant
to be hierarchical, or to imply that competencies at the top are at a higher level of skill. Instead,
the model’s tapered shape represents the increasing specialization and specificity of
proficiencies covered. Its tiers are further divided into blocks that represent competency areas
(i.e., groups of knowledge, skills, and abilities), which are defined using critical work functions
and technical content areas. Tiers 1 through 3 represent the “soft-skills” and work readiness
skills that most employers demand. Each tier covers a different group of competencies. Tier 1 –
Personal Effectiveness Competencies are personal attributes essential for all life roles. Often
referred to as "soft skills," personal effectiveness competencies are generally learned in the
home or community and honed at school and in the workplace. Tier 2 – Academic
Competencies are primarily learned in a school setting. They include cognitive functions and
thinking styles. Academic competencies are likely to apply to all industries and occupations. Tier
3 – Workplace Competencies represent motives and traits, as well as interpersonal and self-
management styles. They are generally applicable to a large number of occupations and
industries. Industry-specific Competencies Tiers 4 and 5 show the industry-wide technical
competencies needed to create career lattices within an industry. These competencies are
considered cross-cutting, as they allow a worker to move easily across industry sub-sectors.
Rather than narrowly following a single occupational career ladder, this model supports the
development of an agile workforce. Like the foundational tiers, Tiers 4 and 5 deal with distinct
types of competencies. Tier 4 – Industry-Wide Technical Competencies cover the knowledge
and skills and abilities from which workers across the industry can benefit, regardless of the
sector in which they operate. Because of this, many of the critical work functions on this tier deal
with awareness or understanding. Tier 5 – Industry-Sector Technical Competencies represent a
sub-set of industry technical competencies that are specific to an industry sector. As a result,
the critical work functions deal more with performing tasks than those on Tier 4. The
Employment and Training Administration’s IT model does not include Tier 5 competencies. The
upper tiers represent the specialization that occurs within specific occupations within an
industry. Included in this category are occupation-specific skills requirements and management
competencies. This study will adopt the model which listed some IT knowledge, skills, and
abilities.
In the light of the above statements, it is worthwhile to complement traditional skills
research with more flexible and dynamic approach to determine skill gaps. This study proposed
a new methodology of retrieving and analyzing the content of skill job advertisements.
This paper analyzed words and word patterns of IT job published online in relationship
to the skills requirements as perceived that of the industry. This study helps to determine the
actual and future needs and trends of IT jobs in the market. Furthermore, this will serve as a
basis for curriculum enrichment and laid out the intervention program to address the gap
between the skills acquired in the school and the IT industry skill needs. The results of the study
could provide insights on the gap between the school acquired skills and actual IT industry skill
[Link] seeks to attain the following objectives:
1. To determine words/ word pattern skills needs of the IT industry in the labor market
based on online advertisement?
2. To analyze the words / word pattern skills needs of the IT industry in the labor market
based on online advertisement?

2. Research Method

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This study was descriptive research in nature. A data ingestion was utilized to gather published
job skills for IT professional as stated in CHED memo and ACM information technology
curricula.

The procedure of collecting published job vacancy data to IT job skills requirement involves
several steps as shown in Figure 1.

Job Information
Searching
IT Job Vacancies and
Job-hunting sites in
the Philippines Skills Requirements
Information Classification Method
1. Job [Link] Data Extraction
2. Kalibrr Carrers Ingestion and Data Association Rule
3. Freelancer Cleaning
4. Linkedln FP-Grwoth
5. Facebook
6. Google

Skill Words / Patterns highly related in a certain

IT job requirement

Figure 1. Research Framework

Job Information Searching Published Job Skills

It starts with selecting the information source using google search using the keyword
“information technology jobs Philippines” and Job-hunting sites in the Philippines like job street,
Kalibrrn and other job hunting sites.

Figure 2. Sample Screen Job Street

Data ingestion.

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The identified job published entered into the data ingestion phase, which involves
identifying job vacancies available in the source and downloading their content into an excel file.
All information on the published job vacancies were transferred to an excel file.

Information extraction and data cleaning

The retrieved text from Job-hunting sites contain several HTML tags, unnecessary
characters, non-textual characters, and web codes which were automatically stripped out using
a modified program in PHP. In addition, data obtained from Job-hunting sites usually contain
syntactic features, html code and entities like <>& which are embedded in the original sites.
Thus, it was necessary to remove those contents from the data because they might affect the
result of sentiment classification and were not useful for the machine learning for sentiment
analysis. Hence, a PHP application module was designed and developed was used for cleaning
retrieve text from Job-hunting [Link] next step is the information extraction phase were the
relevant content of the identified job skills were organized and classified.

Skill and Job Classification

Building a job classification that organized records into exclusive job groups – IT staff,
network administrator, system analyst, computer programmer and database administrator. This
is based on the primary job roles of BS information technology graduate as stated in the
Commission Higher Education (CHED) memo 25 series of 2015 and ACM information
technology curricula 2017. Appended the excel dataset with an additional attribute “Job” and
manually assigned job title for each of the records as implied by its job skill based on the
published job. This work is necessaryto provide the algorithm with information about the skills
needed for each job.

Skills Pattern Recognition

Pattern Recognition Process

The schema that was utilized to determine the frequency of the words was TF-IDF or
Term Frequency – Inverse Document Frequency. This schema was used as numeric measures
to show the importance of job skill words in the published job web sites. The method used to
determine the dominant skills words and patterns is the frequency of the appearance of words in
the published web sites weighted which has a greater importance. The TF-IDF value increases
proportionally to the number of times a word (skills) appears on the web sites, but is offset by
the frequency of the word in the corpus, which helps to control for the fact that some words are
generally more common than others.

Association Mining Rules

This stage presents a way for mining skills words from a collection published jobs and
their skills requirements by automatically extracting frequent words in each web site. Below we
define and describe the association rules:
Consider the following assumptions for representing the association rule in terms of
mathematical representation, T = {wi,wi2, … , im} be a set of items. Where skillsSc = { }
s1,s2,..., sm , where each dataset si is a set of keywords such that si ⊆ A. LetWi be a set of
keywords. A skillsti is said to contain Wi if and only if Wi⊆ti . An association rule is an
implication of the form Wi ⇒W j where Wi ⊂ A, Wj ⊂ A and Wi ∩W j = φ . There are two
important basic measures for association rules, support(s) and confidence(c). The rule Wi ⇒ W j
has supports in the collection of tweets Tc if s% of tweets in Tc contain Wi ∪ Wj. The formula for
computing the support and confidence are given below:

The rule Wi⇒W jholds in the collection of skills Tc with confidence c if among those skill
words that contain Wi, c % of them contain W j also. The confidence is calculated by the
following formula:

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Frequent item sets are quantified by support which is the ratio of the number of
instances where [w1 wj] appeared together in a single transaction to the total number of
transactions while the confidence is defined as the probability of finding [w1, wj] together. This
study follows the following mining steps utilizing association rule mining:
1) Search all skill words and the combination of skills words (skill wordsets) whose
support is greater than the user specified minimum support (called minsup). Such sets are
called the frequent keyword sets [11]. In this study minimum support of (0.2, 0.1, 0.5) were
specified input as minsup, if the skill word meets the condition then skill words is regarded as
frequent required skill words.
2) Use the identified frequent skill wordsets to generate the rules that satisfy a user
specified minimum confidence (called minconf). The frequent keywords generation requires
more effort and the rule generation is straightforward.

Correlation of job skills requirements

Words Lift ratio is applied in this study to determine the correlation between the words
in the rule.

If the value of lift rule > 1 then it has positive correlation. A lift value greater than 1
indicates words appear more often together than expected. If the value of lift rule < 1 then it has
negative correlation. A lift smaller than 1 indicates that words appear less often together than
expected. If the value of lift rule = 1 then it is independent. A lift value of 1 indicates that the
words appear almost as often together as expected.

The Frequent Pattern Growth FP-Growth) Approach

FP-Growth is one of the most utilized association rule mining algorithms. The FP-
Growth algorithm mines frequent itemsets without generating the candidates. In this study, the
creation of FP-growth Tree consists of the following steps.
1. The FP-Growth algorithm starts with the first scan of the datasets (tweets) which
derive the set of frequent skill words single item pattern (1-itemsets). The input minimum
support count will be the basis of frequency, then the set of frequent job skill words is sorted in
the order of descending
2. An FP-tree is then constructed as follows. Construct the conditional FP tree in the
sequence of reverse order of F - List - generate frequent item set. The job skill words in each
tweet are processed in L order (i.e., sorted according to descending support count), and a
branch is created for each tweet. Fig. 4 illustrates the whole package of the Pattern Recognition
Model which was used in this study. The pattern has three important compartments which
embodies several steps to follow (1) data collection, (2) data processing, and (3) data
recognition. Job skill word and pattern results obtained from association rule and FP growth
were presented and analyzed. The most frequent job skill terms occurred from the generated
dataset
1. The first step includes conducting tweet analysis using FP-Growth in terms of
frequent patterns of dataset.
2. The second step includes the analyzation of a strong relationship between a pair of
words using the create association rules. To arrive at a strong relationship between items, the
proponent experimented difference values for minimum support threshold and values for
minimum confidence threshold.
3. After pattern recognition experimentation, word visualization was conducted to show
the most frequent skill words as a requirement of the job published.

3. Results and Analysis

The aim of this research is to find relationship patterns of job skills and job posting
online. The results revealed skills required for a certain IT job position. The results utilized skill
(term) frequency and co-occurrence within each job posting. The results of relationships

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between the published information technology job and skills requirements are shown in Tables
1-5 and Figure 3-6.

Skills Required for Database Administrator

The association rule results in table 1 reveals the relationship between database
administrator and job skill [Link] 1 identifies skill rules that database administrator
must possess to be able to satisfy job requirements. These were monitoring of databases,
applications of database, knowledge in SQL database, manage database technologies, and
knowledge in [Link] said skill rules are the basic skill requirements for a database
administrator based on the published IT job and skill requirements. The skill rules can be
explained that a database administrator should be able to manage, monitor and apply database
application using SQL database management system as a primary tool. This were database-
related technical skills that a database administrator should possessto be able to do the
required job. Furthermore, technical, solutions experience and business intelligence was
included as addition skills. This additional job skillreveals that database administrator should be
able to have experience in business intelligence and must have experience in database
technical solution. In addition, figure 2 reveals that the center of the jobskills of a database
administrator focuses on databases. This implies that the major task of a database administrator
is to manage, monitor databases and provide database solutions to the business entity. Based
on the lift values, experiences in technical solution (3.5) and manages databases technologies
(3.5) was quite interesting because these were the technical skill word got the most number the
occurrence in the posted job requirements of a database administrator. This indicates that the
unique blend of skills and years of training/experience required to undertake the role of a
database administrator.

Table 1. Discovered Job Skills Required for Database Administrator

Premises Conclusion Support Confidence Lift
monitoring Databases 0.285714 1 1.75
applications Databases 0.285714 1 1.75
SQL Databases 0.285714 1 1.75
knowledge Business 0.285714 1 2.33
manage technologies 0.285714 1 3.5
applications Software 0.285714 1 3.5
experience, technical Solutions 0.285714 1 3.5
technical, solutions Experience 0.285714 1 1.75
business, intelligence Databases 0.285714 1 1.75
databases, software Applications 0.285714 1 3.5

Figure 3. The graphical representation of the discovered job skills for database administrator

Skills Required for a System Analyst

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Table 2 reveals the relationships between job skill requirements for system analyst were
focused on system design, analysis and problem solving plus SQL. In addition, table 2 shown
that years of experience in design, analysis of a system and experiences in SQL are the
identified skill rules that a system analyst must acquire. In addition, relevant and knowledge in
the area of design, analysis, problem solving and SQL is also desired by employers in this IT
[Link] addition, figure 3 reveals that the center of the job skills of a system analyst focuses on
year of experience in design and analysis plus SQL or equivalent work in system design and
analysis. This implies that the experience in system analysis and design is the main skill that a
system analyst should possess. Lift value indicates that knowledge in relevant problem solving
skills is the most needed skills by a system analyst based on the occurrences of the word skills
in the job posting for system analyst.

Table 2. Discovered Job Skills Required for System Analyst

Premises Conclusion Support Confidence Lift
equivalent Work 0.26 0.80 1.46
design Analysis 0.26 0.80 2.07
years, analysis Design 0.26 0.80 2.48
design years, analysis 0.26 0.80 2.48
SQL Years 0.26 1.00 1.72
solving Problem 0.29 1.00 3.44
relevant Knowledge 0.26 1.00 3.88
work, equivalent Years 0.26 1.00 1.72
analysis, design Years 0.26 1.00 1.72

Figure 4. The graphical representation of the discovered job skills for system analyst

IT Staff
Table 3 shows the needed skills for information technology (IT) staff is should be a
graduate of information computer technology. Graduates of these courses acquired the set of
foundational and employability skills, knowledge, and abilities that are required for all
information worker employees. These are the universal skills—problem solving and apply
technical knowledge and tools [Link] addition, figure 4 reveals that there are no
required skills for IT staff were identified instead a graduate of bachelor related to information
science, computer science and technology without any experience. The result indicates that an
IT staff needs to be a graduate of computer information technology because has the basic
needed IT knowledge and skills for IT staff.

Table 3. Discovered Job Skills required for IT staff

Premises Conclusion Support Confidence Lift
Information, Computer Science 0.44 0.93 1.87
Technology, Information, Science 0.44 0.93 1.87
Information, Science Technology, Computer 0.44 0.93 1.99
Technology, Information, Computer 0.44 0.93 1.66
Computer, Science Technology, Information 0.44 0.93 1.49

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Information Technology 0.63 1.00 1.60

Technology, Computer, Information 0.44 1.00 1.60
Information, Computer, Technology 0.44 1.00 1.60

Figure 5. The graphical representation of the discovered job kills for It staff

Computer Programmer
Table 4 reveals association rules and the relationship between computer programmers
and job skill requirements. The table identifies skill word rules that computer programmers must
have a skill and knowledge in SQL database with python, javascript and office as programming
and application tools. In addition, they should have skills in CSS, SK and HTML basic skill
requirements for a computer programmer based on the published IT job and skill requirements.
The word skill rules can be explained that a computer programmers need both front end and
back end programming skills in the development of an application system. These are
programming-related technical skills should possess by a computer programmingat all tier
levels. Furthermore, techniques such as software design and software engineering were
included as an addition skills requirement for a computer [Link] indicates that aside
from the said programming skills they should have experience in software design and must
have knowledge software engineering. In addition, figure 5 reveals that the center of the job
skills of a computer programmer focused on software engineering connected with HTML, CSS
and SP. The said word skill requirements were the most words skill posted online as reflected in
lift value. The result reveals that he manipulating SQL database plus python and javascript as
programming tools is also an essential skill in application software design and development.

Table 4. Discovered Job Skills Required for Computer Programmers

Premises Conclusion Support Confidence Lift
SQL Python 0.07 0.24 2.59
SQL JavaScript 0.07 0.24 2.59
SQL Office 0.08 0.29 3.62
software SP 0.07 0.36 3.02
software system 0.07 0.36 3.39
design Software 0.07 0.38 2.92
engineering software 0.07 0.42 2.26
Software design 0.07 0.50 2.92
SP software 0.07 0.56 3.02
CSS SP 0.07 0.56 4.69
CSS HTML 0.07 0.56 5.28

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Figure 6. The graphical representation of the discovered job skills for computer programmer

Network Administrator
Table 5 reveals the relationship between network administrator and job skill
requirements. Table 5 recognizes skill rules that network administrator must have a skill in
experience network engineering, knowledge in networking, network troubleshooting and CISCO
network. The said skill rules are the needed skill requirements for a network administrator based
on the published IT job and skill requirements. The skill rules can be explained with that a
network administrator should be experienced in knowledge in networking, network engineering,
CISCO and be able to troubleshoot networks. These are database-related technical skills that a
database administrator should possess. In addition, Figure 5 reveals that the center of the job
skills of a database administrator focuses on experience in networking. This implies that the
major skills should a network administrator should posses is an experience in engineering and
design of networks using CISCO

Table 5. Discovered job skills required for network administrator

Premises Conclusion Support Confidence Lift
engineering network 0.24 0.80 1.46
engineering experience, network 0.24 0.80 1.77
Network experience 0.45 0.82 1.20
knowledge network 0.27 0.82 1.50
experience, Cisco network 0.25 0.87 1.58
troubleshooting network 0.27 0.88 1.59
network, engineering experience 0.24 1.00 1.46

Figure 7. The graphical representation of the discovered job skills for network administrator

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4. Conclusion
This study proposes a methodology for identifying and analyzing skill – job relationship
using frequency word occurrences of skills as a requirement of the job. Furthermore,
association rules are also applied to identify the relationship of words in relationship to job
requirements. The study revealed that skill words are highly related in a certain job requirement.
For a database administrator, the center of the job skills focuses on databases. This implies that
the major task of a database administrator is to manage, monitor databases and provide
database solutions to the business entity. In the case of computer programming, the skill rules
can be explained that computer programmers need front end and back end programming skills
plus knowledge in SQL in the development of an application system. Skill rules also identify
that network administrator must have a skill in experience network engineering, knowledge in
networking, network troubleshooting and CISCO network. Years of experience in design,
analysis of a system and experiences in SQL are the identified skill rules that a system analyst.
The most informative by-results of the classification-association process are a skill word
list of job requirements. In addition, it provides direct, actionable information about skills demand
that can be useful in planning and developing educational schemes. The results also help
educational institution to understand the relationship between the data inposted job and the
required skills / knowledge. It is therefore advisable, to identify demands in a greater detail, and
bridges the gap between skills need and supply with more flexible hands-on training programs.
The future directions of the research study is to further explore other text mining tools
and other visualization [Link] are many available tools and applications that can be tested
for its information retrieval capabilities specifically in the area skill words and skill word patterns
recognition, searching other potentially useful sources of data like web based repositories
suchas online forums, blogs, and bulletin boards.

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