1. 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’

2. 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

3. 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

4. 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

5. 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

9. 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..

10. STEM and Australia’s Future

11. 71% of Australian employers identify STEM employees as their most innovative

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

13. 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

14. 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.

15. 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)

16. 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)

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

18. What are the implications?

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

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

21. 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.

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

23. 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

24. 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

25. 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)

26. 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)

27. 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)

28. 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)

29. 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)

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

31. Engineering PLUS

32. Engineering Site Visit

33. Potential for impact (Early data)

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

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

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

37. Thanks!