GRADUATES’ FEEDBACK ON THEIR WORK-RELATED LEARNING EXPERIENCE ALDinHE Conference March 2015 Southampton Solent University PREETI PATEL

EMPLOYABILITY From HESA DLHE

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’ professional skills Employers’ expectations Mind the Gap

EMPLOYABILITY ENHANCEMENT Work placement Internship Work experience Learning in the workplace Problem-based learning module Integrated project module Work-related module

WORK-RELATED LEARNING Embedded into 2 nd and 3 rd 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 2 nd years to work alongside 3 rd 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 / Demonstration Feedback 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 George Fine 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 Improvement expected but a further significant improvement beyond module.

PROFESSIONAL CONDUCT SKILLS Little improvement during module, but marked change at workplace.

INFORMATION TECHNOLOGY SKILLS Significant improvement in all categories

TEAMWORK SKILLS Dramatic change during module, but little change thereafter.

INITIATIVE AND PROBLEM- SOLVING SKILLS Half of all respondents moving to ‘good’ category at the workplace.

ORGANISATION AND TIME MANAGEMENT SKILLS Most effective at workplace.

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 objectives Accountabilities and goals Key indicators Self-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, Flexibility Leadership: Performance management, Strategic thinking, Project and process management, resource management

COMPETENCY TERMS (3) Competency Group – Communication Listening, reading comprehension, speaking, writing Competency Group – Cognition Analysis/reasoning, creative & Innovative thinking, decision making & Judgement, mathematical reasoning, problem-solving, researching information Competency Group – Personal Effectiveness Accountability & dependability, adaptability & flexibility, attention to detail, customer focus, development & continual learning, ethics & integrity, results focus & initiative, safety focus, self- management, stress tolerance, tact Competency Group – Interaction with Others Influencing others, relationship building, teamwork, valuing diversity Competency Group – Occupational Advocating 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 information Competency Group – Management Qualities Business 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 Shadowing Mentoring Employability 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