Griffith Sciences CAP/PLUS Model for Embedding Employability Gayle Brent Georgina Sanger Richard John Careers are not as black and white as they were – lego figure in a ‘career for life’

A new world of work Multiple careers Changing nature of jobs 5 million jobs in the next 10 – 15 years Critical quantitative analytical problem solving skills creativity Good people person, not under risk of automation Distributed workplaces Superstructed organisations

Superstructed organisations A new world of work Distributed workplaces Global workplace Superstructed organisations 5 million jobs in the next 10 – 15 years Critical quantitative analytical problem solving skills creativity Good people person, not under risk of automation Distributed workplaces Superstructed organisations

Barriers to recruitment of STEM graduates (Australian Industry Group) Barriers to recruitment STEM graduates (Australian Industry Group) Barriers to recruitment of STEM graduates (Australian Industry Group) Employers rate interpersonal skills as one of the most important attributes during recruitment. STEM employees display slightly lower levels on average than non-STEM counterparts. We need to help our students build, recognise and articulate these skills. 21% of employers looking to hire inexperienced STEM staff felt there was a shortage of STEM graduates. Supply of available skills does not meet demand – the shortfall in ‘soft’ skills is an issue. Top 3 issues from employers’ perspective: Lack of employability skills Lack of applicants with STEM skills Lack of qualifications that are relevant to business

What do employer’s want? Australian employers of STEM graduates rate discipline-specific knowledge and skills 7th on their priority list of important attributes in an employee

What are the implications? The impact of digital innovation, automation and globalisation is creating the ‘new world of work’ with jobs (and skill sets) that do not yet exist – amplifying the need for graduates to be ‘job capable’ with the ability to adapt their skills to multiple contexts. Must undestand how highly valued these skills are. Track and record development of skills and be able to evidence them in career application materials etc..

STEM and Australia’s Future

71% of Australian employers identify STEM employees as their most innovative

Nearly half of current Australian employers expect requirements for STEM to increase to increase over the next 5 years

82% of Australian employers agree that employees with STEM qualifications are valuable to the workplace even when their qualification is not required in the role

Top six Industries (65% of STEM graduates) What are the implications? Top six Industries (65% of STEM graduates) Increasingly diverse employment opportunities for STEM-qualified graduates – making it essential for them to understand how to navigate a flexible career across a range of industries. Australian Bureau of Statistics, Australian Census of Population and Housing, 2006 and 2011 Predicitions – 5 – 25 “careers” (more like jobs), but these could be in multiple industries and doing vastly different things.

5-7 career changes in a lifetime “According to the Bureau of Labor Statistics, the average worker currently holds ten different jobs before age forty, and this number is projected to grow. Forrester Research predicts that today's youngest workers will hold twelve to fifteen jobs in their lifetime” 5-7 career changes in a lifetime 1/3 of all employees will change jobs in the next 12 months Its time we stopped relying on digging up dirt and sending it overseas Our economies at the local state and national levels need to diversify and rely more on innovation than commodities, resources and tourism (which all have significant bust periods)

5-7 career changes in a lifetime “According to the Bureau of Labor Statistics, the average worker currently holds ten different jobs before age forty, and this number is projected to grow. Forrester Research predicts that today's youngest workers (that's you ) will hold twelve to fifteen jobs in their lifetime” 5-7 career changes in a lifetime 1/3 of all employees will change jobs in the next 12 months Its time we stopped relying on digging up dirt and sending it overseas Our economies at the local state and national levels need to diversify and rely more on innovation than commodities, resources and tourism (which all have significant bust periods)

Existing Approaches Many frameworks…no definitive answer Organisation specific approach Existing frameworks Embedding is not new Has to be appropriate to the organisation / institution

What are the implications?

Challenges to change (embedding employability) I can get this for free from Careers and Employment…

Challenges to change (embedding employability) I can get this for free from Careers and Employment…

Challenges to change (embedding employability) I can get this for free from careers and employment… This is too easy…more like first year work. I found it hard as a science student to write so many reflective pieces The assessment seemed very personal As most of the assessment was personality based or based on myself as a person, I think they should have been more lenient on the marks.

Challenges to change (embedding employability) I can get this for free from careers and employment… This is too easy…more like first year work.

Challenges to change (embedding employability) I can get this for free from careers and employment… This is too easy…more like first year work. Making it context specific Student

Challenges to change (embedding employability) I can get this for free from careers and employment… This is too easy…more like first year work. Making it context specific Academic

CAP Model for Embedding Employability CAREER Job capable, Industry connected, industry aware, highly skilled for multiple careers in diverse industries CAP Model for Embedding Employability Industry Informed Curriculum (Transferable Skills) Professional Identity (Career Management Skills) Employability Program level perspective ACADEMIC Discipline-based understanding, theoretical knowledge, technical skills. PERSONAL Self-confidence, emotional intelligence, professional ethics, cultural sensitivity, leadership and entrepreneurial skills. Curriculum-enabled Personal Development (Personal Skills)

CAP Model for Embedding Employability CAREER Job capable, Industry connected, industry aware, highly skilled for multiple careers in diverse industries CAP Model for Embedding Employability Industry Informed Curriculum (Transferable Skills) . Professional Identity (Career Management Skills) Employability Program level perspective ACADEMIC Discipline-based understanding, theoretical knowledge, technical skills. PERSONAL Self-confidence, emotional intelligence, professional ethics, cultural sensitivity, leadership and entrepreneurial skills. Curriculum-enabled Personal Development (Personal Skills)

CAP Model for Embedding Employability CAREER Job capable, Industry connected, industry aware, highly skilled for multiple careers in diverse industries CAP Model for Embedding Employability Industry Informed Curriculum (Transferable Skills) . Professional Identity (Career Management Skills) Employability Program level perspective ACADEMIC Discipline-based understanding, theoretical knowledge, technical skills. PERSONAL Self-confidence, emotional intelligence, professional ethics, cultural sensitivity, leadership and entrepreneurial skills. Curriculum-enabled Personal Development (Personal Skills)

CAP Model for Embedding Employability CAREER Job capable, Industry connected, industry aware, highly skilled for multiple careers in diverse industries CAP Model for Embedding Employability Industry Informed Curriculum (Transferable Skills) . Professional Identity (Career Management Skills) Employability Program level perspective ACADEMIC Discipline-based understanding, theoretical knowledge, technical skills. PERSONAL Self-confidence, emotional intelligence, professional ethics, cultural sensitivity, leadership and entrepreneurial skills. Curriculum-enabled Personal Development (Personal Skills)

Industry Engaged Learning (Engaging industry in curriculum design and delivery) Industry and clinical placements Innovation labs Industry and site visits Authentic project work Authentic assessment Field experiences Integrated theory and practice Capstone experiences Employers as assessors Employer-led skill workshops Industry / Alumni speakers Career Learning (Employability-based learning outcomes and assessments) Demonstrating employability Professional Portfolio Reflective Practice Gathering evidence Preparing application toolkit Understanding business Establishing networks Engaged Alumni CAREER Job capable, Industry connected, industry aware, highly skilled for multiple careers in diverse industries Industry Informed Curriculum (Transferable Skills) Professional Identity (Career Management Skills) Employability Program level perspective Personal Learning (Empowering students to become graduates of influence) Metacognitive skills and reflective practice Research skills and academic literacy Planning and decision-making Understanding self (personal characteristics) Social living and responsibility Linking extra-curricular experiences to curricular learning (well-rounded graduates) Preparing for lifelong learning ACADEMIC Discipline-based understanding, theoretical knowledge, technical skills. PERSONAL Self-confidence, emotional intelligence, professional ethics, cultural sensitivity, leadership and entrepreneurial skills. Curriculum-enabled Personal Development (Personal Skills)

CAP + PLUS (Professional Learning for University Students) Scaffolding employability-based learning Transition In Transition Through Transition Out

Engineering PLUS

Engineering Site Visit

Potential for impact (Early data)

What was the impact? Potential for impact (Early data)

What was the impact? Potential for impact (Early data)

What was the impact? Potential for impact (Early data)

Thanks!