graduates’ feedback on their work-related learning experience aldinhe conference march 2015...
TRANSCRIPT
GRADUATES’ FEEDBACK ON THEIR WORK-RELATED LEARNING
EXPERIENCE
ALDinHE Conference March 2015Southampton Solent University
PREETI PATEL
EMPLOYABILITY
From HESA DLHE 2012-13
Total full-time and part-time
work
Work and further study
Further study Unemployed Other
Medicine & dentistry 93.0% 2.0% 4.3% 0.2% 0.5%Subjects allied to medicine 82.9% 4.0% 6.6% 4.2% 2.3%Biological sciences 61.1% 7.3% 19.3% 7.2% 5.0%Veterinary science 89.4% 1.0% 2.4% 5.2% 1.9%Agriculture & related subjects 71.7% 5.5% 9.7% 7.3% 5.8%Physical sciences 55.3% 4.9% 26.0% 8.6% 5.1%Mathematical sciences 55.9% 8.3% 23.0% 8.6% 4.2%Computer science 74.0% 2.2% 7.8% 13.0% 3.0%Engineering & technology 73.0% 2.9% 11.6% 8.7% 3.9%Architecture, building & planning 75.5% 5.3% 7.3% 7.2% 4.6%Total - Science subject areas 70.8% 4.9% 13.6% 7.0% 3.7%
SKILLS GAP
• communication and problem-solving skills, • social skills including leadership, • emotional intelligence, • ability to work with people of difference,• personal ownership,• general business acumen,• add value by working in interdisciplinary
teams
Graduates’ profession
al skills
Employers’ expectatio
ns
Mind theGap
EMPLOYABILITY ENHANCEMENT
Work placementInternshipWork experienceLearning in the workplace
Problem-based learning moduleIntegrated project moduleWork-related module
WORK-RELATED LEARNING
Embedded into 2nd and 3rd year BSc computing-related courses
6 months duration, credit-bearing, compulsory on most courses
WoWbiz: a virtual company allowing businesses to get small tasks or projects completed at zero cost. Students often work in teams – and it is possible for 2nd years to work alongside 3rd years.
Experiences include: teaching assistants, IT helpdesk, administrators, web development and animation projects
WORK-RELATED LEARNING
Assessment tool is a learning portfolio which comprises:• Weekly learning log• Employer evaluation• A final report• Presentation / DemonstrationFeedback mechanisms include:• Criteria-based written comments from employer• Annotations on portfolio report by tutor• Verbal/Peer feedback during presentation • Verbal feedback during tutor visits
WRL WORKING WELL……
Working with real clients is very important and forces you to ‘own’ your work. You get to put all those class room and work shop hours into action and see where your strengths and weaknesses are. It makes you a better student and much better prepared when you get out into the real world. My client is very pleased with my work and they say that the real benefit to them is that with a student like myself, they get a fresh look at a project.
Valerie GeorgeFine artist/portrait artist studying Computer Animation
WORK-READINESS: A PILOT STUDY
Study aiming to understand the relationship between learning development in the last stages of an undergraduate’s journey and their first experience of employment.
• Online survey designed to re-engage new graduates
• Follow-up qualitative interview to encourage commentary on workplace practices.
FINDINGS
Responses to online survey indicate the benefits and potential gaps of WRL experience.Individual interviews shed more light on perceptions of graduates in workplace.
COMMUNICATION AND INTERPERSONAL SKILLS
Extemely good Very good Good Not very good Not good
Before WRL 1 8 17 12 3
After WRL 2 12 18 7 2
At workplace 2 16 22 1 0
2.5
7.5
12.5
17.5
22.5
Num
ber
of
Respondents
Improvement expected but a further significant improvement beyond module.
PROFESSIONAL CONDUCT SKILLS
Little improvement during module, but marked change at workplace.
Extemely good Very good Good Not very good Not good
Before WRL 0 1 7 26 7
After WRL 0 2 9 24 6
At workplace 1 4 29 7 0
2.5
7.5
12.5
17.5
22.5
27.5
32.5
Num
ber
of
Respondents
INFORMATION TECHNOLOGY SKILLS
Significant improvement in all categories
Extemely good Very good Good Not very good Not good
Before WRL 3 14 23 1 0
After WRL 4 18 19 0 0
Now 12 19 9 1 0
2.5
7.5
12.5
17.5
22.5
Num
ber
of
Respondents
TEAMWORK SKILLS
Dramatic change during module, but little change thereafter.
Extemely good Very good Good Not very good Not good
Before WRL 3 9 13 12 4
After WRL 3 10 23 3 2
Now 3 10 28 0 0
2.5
7.5
12.5
17.5
22.5
27.5
Num
ber
of
Respondents
INITIATIVE AND PROBLEM-SOLVING SKILLS
Half of all respondents moving to ‘good’ category at the workplace.
Extemely good Very good Good Not very good Not good
Before WRL 0 5 14 16 6
After WRL 2 11 12 11 5
Now 2 15 22 2 0
2.5
7.5
12.5
17.5
22.5
Num
ber
of
Respondents
ORGANISATION AND TIME MANAGEMENT SKILLS
Most effective at workplace.
Extemely good Very good Good Not very good Not good
Before WRL 2 9 15 11 4
After WRL 2 12 14 9 4
Now 8 23 9 1 0
2.5
7.5
12.5
17.5
22.5
Num
ber
of
Respondents
FEEDBACK PERCEPTIONS
Ranking each of six skills – Feedback on communication and interpersonal skills most useful
Feedback on professional conduct skills least useful.
GRADUATE PERCEPTIONS
Significant difference between feedback given during WRL module and feedback on performance and capability at workplace.
Formal appraisal process:Objective-setting with targets and stretch targets Financial and non-financial objectivesAccountabilities and goalsKey indicatorsSelf-assessment and forward-looking development
plans
COMPETENCY TERMS (1)Terminology for competencies
COMPETENCY TERMS (2)
Three competency groups
Functional/Technical: Engineering, Manufacturing, Sales, Information Systems, Human Resources, Creative Writing etc.Core: Continuous Learning, Judgement and Problem Solving, Communication and Influence, FlexibilityLeadership: Performance management, Strategic thinking, Project and process management, resource management
COMPETENCY TERMS (3) Competency Group – CommunicationListening, reading comprehension, speaking, writingCompetency Group – CognitionAnalysis/reasoning, creative & Innovative thinking, decision making & Judgement, mathematical reasoning, problem-solving, researching informationCompetency Group – Personal EffectivenessAccountability & dependability, adaptability & flexibility, attention to detail, customer focus, development & continual learning, ethics & integrity, results focus & initiative, safety focus, self- management, stress tolerance, tactCompetency Group – Interaction with OthersInfluencing others, relationship building, teamwork, valuing diversityCompetency Group – OccupationalAdvocating causes, enforcing laws, rules & regulations, facilitating groups, gaining voluntary compliance, interviewing others, managing projects or programs, mediating disputes, negotiating agreements, operating equipment, providing consultation, training & presenting informationCompetency Group – Management QualitiesBusiness alignment, coaching & mentoring, leadership, fiscal accountability, organisational & political savvy, planning & organising, staff management, strategic vision
GRADUATE PERCEPTIONS
‘harsh’
‘culture shock’ ‘reality
check’
‘pressure to produce’
‘performance-
oriented’
GRADUATE PERCEPTIONS
Department for Business and Innovation
“Students and graduates should be encouraged to take greater responsibility for their employment outcomes.”
Professional identity / significant step up in responsibility
ShadowingMentoringEmployability counselling
WORK-READINESS ?
• Learning agreements aligned to performance measuring tools
• More opportunities for practice of and reflection on professional practice and conduct
• Cultivate ability to respond to ‘pressure to produce’
• Appreciation of other desirable skills, for example, judgement, flexibility, influence, continuous learning, innovativeness, accountability and dependability, results focus, stress tolerance, relationship building