1. The BUSINESS of Employability:
An exploration of how employability is being explicitly engaged with in the Griffith Business School.
Commencing in Orientation and in the level I course Work and Employability students are introduced to the what, why, how and when of employability. In level 2/3 courses this is further developed using our top and tail strategy which sees our Capstone courses adopting a 'checkout checklist' for lifelong career self-management and success. 
Ass Prof Ruth McPhail
Dr Amie Shaw
Convenors of 1001EHR Work and Employability
Careers and Employment Service

2. Presenter Bio’s Ass Prof Ruth McPhail
Program Director of Undergraduate Studies
Lecturer in Employment Relations and Human Resources
Teaching and Research expertise: Work commitment; International human resource management; Employment relations; Cross-cultural management in human resource management
Dr Amie Shaw
Discipline Leader of ERHR
Teaching and Research expertise: Human resource management (development, retention and leadership practices); Graduate readiness, employability and professional identity
Careers and Employment Service

3. Context 1001EHR Work and Employability students.
Enable students to reflect on their learning and achievement.
Showcase students personal, educational and career development.
Provide a platform for students to display their achievements and build on these throughout their University and professional careers.
Increase students employability through enhancing their online presence and professional profile.
Careers and Employment Service

4. Design
1001EHR Work and Employability assessment item (Part C of Portfolio worth 15%).
ePortfolio requirements;
Create a name for your ePortfolio: use the following format (first name_last name/ePortfolio).
Welcome page: design a home page that introduces you, your values and career aspirations.
Resume: include information from your resume (education, work experience, interests/hobbies, skills, achievements).
Portfolio: (select key pieces of material/artifacts (i.e. samples of your work) that relate to your skills, knowledge, abilities, experiences, projects, academic assignments, work reports).
Testimonials/Recommendations: what others think of you, your skills, abilities, work ethic. Note: Aim for at least 3 testimonials/recommendation from a variety of sources.
Contact: include your contact details. Note: Add your LinkedIn profile http link.
Careers and Employment Service

5. Design ePortfolio requirements cont;
a. You MUST include At least three samples of your work that relate to your chosen profession (these may be existing pieces of work from the workplace, University or other educational/high school institutions, or you may need to create some new samples).
b. You MUST include the Career Focus assessment piece (Part A) in the portfolio section of the ePortfolio.
c. You MUST include the written report (Part D) in the portfolio section of the ePortfolio.
d. You MUST also include a 1 minute audio clip talking about 'yourself' (who you are, where are you from, what are your career aspirations). This can be recorded on your smart device and uploaded into your ePortfolio.
e. You MUST report on your learnings from the course in regards to each of the Graduate attributes (see this link for a list of the Griffith Graduate attributes, teaching/student- success/graduate-attributes)
Design: What was your response to these opportunities? What were the key ideas or principles that informed what/how you responded?
Careers and Employment Service

6. Design Rubric marking criteria;
1. Selection of material: Selection of material (i.e. quality of work samples) is relevant and all information is tied to the set purpose of the ePortfolio.
2. Reflection: All reflections clearly describe why artifacts in the ePortfolio demonstrate achievement.
3. Use of Multimedia: The use of audio/video/graphics/ photographs is integrated seamlessly into several different artifacts.
4. Creativity and Layout: The index serves its purpose and shows creativity. The layout and design is attractive and well t thought out.
5. Navigation: The document is fully hyper-linked between the index (or Table of Contents), artifacts and reflections. The index is well organized and easy to navigate.
6. Presentation/mechanics: Well-presented, clear and concise, correct spelling and grammar.
Design: What was your response to these opportunities? What were the key ideas or principles that informed what/how you responded?
Careers and Employment Service

7. Design ePortfolio student examples, Sem 2 2016
Design: What was your response to these opportunities? What were the key ideas or principles that informed what/how you responded?
Careers and Employment Service

8. Implementation
Research on ePortfolios to develop marking criteria and instruction guides.
ePortfolio online module from Careers Services.
Two hour face-to-face lecture and subsequent workshops
interactive demonstration on how to create an ePortfolio.
opportunity to view and critique existing ePortfolios.
Development of a comprehensive step-by-step guide for students.
Development of templates to include in the Portfolio (Griffith Graduate attribute table, Career focus worksheet).
Availability of past ePortfolio student examples.
Help from Blended Learning Advisors.
Careers and Employment Service

9. Evaluation Student comments: Sem 1 2016
“In writing the career portfolio, I had to develop a sense of what I wanted to be and do within my career, giving me a professional identity. I really enjoyed discovering this.”
“I really enjoyed completing the career portfolio and it has been the most valuable part of the course for me.”
“the recent eportfolio assignment has greatly contributed to the awareness and sense of resourcefulness used in the business world. Definitely preparing myself for a future career.”
“Despite finding it hard to create an eportfolio without prior knowledge or work experience, its relevance has inspired me to become more aware of my career in the future.”
Careers and Employment Service

10. Learning
Making decisions about ePortfolio platforms – Wix and Weebly most popular amongst students.
Organic nature of ePortfolio makes marking difficult – students can alter ePortfolios after the due date.
Subjective nature of marking making it difficult to achieve equity and consistency in a large cohort.
Students not as ‘tech savvy’ as we think!
Careers and Employment Service

11. Next Steps
Learning and development on the new ePortfolio platform ‘PepplePad’ – ready for use in 1001EHR for 2017.
Investigate alternative marking platforms to aid tutors with the marking process of the ePortfolio.
Continue to build online resources to support students in their ePortfolio development.
Careers and Employment Service

12. Questions?