EMPLOYABILITY ENGAGEMENT Cross functional strategy to improve results in high educations institutions (HEI)
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Schelude 1. Presentation and Objetives 2. Challenge Academy Presentation 3. Theoretical Background 4. Employability Skills 5. Drivers of change 6. Exercise 1: Forecast Scenario 7. Skills Trends of the future 8. How can universities increase their graduates’ employability?
9. How can this work in the classroom? 10. Exercise 2: Strategy Plan
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Objectives • Improve understanding on how to develop a (pragmatic) cross functional strategy in High Education Institutions (HEI) in order to increase employability levels. • Identify the state of the art related to employability engagement around the world. • Apply the contents to the classroom.
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Introduction
Reason why? • There is a lot of discussion regarding what will be the main future skills needed to be a successful employee . • The next ten years will demand a new set of skills and drivers in order to follow future trends. • Around 2 out of 3 children entering primary school will work in roles that are not created yet.
Graduates, universities and companies can improve their methods and be part of the future trend!
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Skills – Employability
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Skills | Employability (Perceived Employability)
The individiual's perception of their own employability! Higher Education Institutions (HEI) tell students ‘that investment in one’s human capital is the route to career success’. They care about “perceived employability” of their students and promote that they should develop professional experience while studying (e.g. internships, part-time jobs), so they can have a proper WIL (work-integrated learning).
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Employability In order to have a better employability, graduates need to consider both soft and hard skills when applying for an organization. To build these, both technical skills (from technology expertise to teamwork) and generic skills (e.g. attitudes) are needed.
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Employability There are four virtual attributes to consider: • • • •
Adaptability to changing work environments; Accountability; Business management skills; Cross-cultural competence.
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Employability Also, the authors of the Qualifications and Curriculum Authority identify some key skills for the graduates to have, like: • • • • • •
Improving own learning and performance; Working with others; Problem solving; Communication; Application of number/ numeracy; Information technology.
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Skills | Drivers of Change
Drivers of Change (Context) • Lifespan is increasing so people will work until later years and companies have to adapt their ‘career paths’, ‘creating more diversity and flexibility’. • Moreover, technological grow will simultaneously take and create new jobs and ultimately asks for a collaboration between human and machines to seek development.
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Drivers of Change Socio-economic Remote work with little full-time employees, the rise of middle class especially in Asia and the demand for a greener economy.
Technological Productivity growth and little use of software resources caused by mobile internet and cloud tech; Big data growth that requires human literacy to use it; Adapted systems and the new energy supplies like renewable energy and
hydraulic fracturing. Funded by the Erasmus+ Programme of the European Union
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Exercise 1: Forecast Scenario Time: 10 minutes | Groups: 4
Considering the main drivers of change previously defined, make a forecast scenario that reflects: 1. The main professional areas that will grow in the next years; 2. The main professional areas that will decline in the next years; 3. Explain your line of thought Funded by the Erasmus+ Programme of the European Union
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Skills | Drivers of Change
Demands for job roles • Data Analysts • Specialized sales representatives • HR and Organizational specialists • Geospatial Info. Systems experts • Commercial designers • Industrial designers • Senior managers for Media, Energy, Entertainment and Info.
• Manufacturing roles • Production Roles • Office and administrative roles • Common sales • Costumer service roles
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Skills | Are graduates ready for the future?
Are graduates ready for the future? The employability skills gap Expectations from employers are not meeting the graduates’ current skills or the performance presented by them in the workplace.
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Employability skills perceived by employers as more important: • Ability to express own ideas clearly, effectively and with confidence; • Generate creative ideas; • Think critically; • Make logical conclusions by analysing relevant data; • Explain, analyse and evaluate information; • Search and manage the relevant information from various sources; (Hamid and colleagues 2014) Funded by the Erasmus+ Programme of the European Union
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Students Self-Perception and implications: • Lack of knowledge of organizations to job-search and feel with little access to networks; • Lack of experience; • Confident in their own abilities.
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Skills – Trends of the future
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Skills | Skills Trends of the future
Skills Trends of the future • Social skills will be in higher demand across industries than narrow technical skills;
• Another set of growing skills in many industries will be content skills, cognitive abilities and process skills; • Cross-cultural competence, Entrepreneurial ability and Lifelong learning are also valued.
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Skills Trends of the future Skills framework with subject knowledge in the center. The inner core focuses on three intellectual (thinking) skills: •
Problem management,
•
Critical thinking
•
Enquiry.
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Skills | Skills Trends of the future
Skills Trends of the future Gow & McDonalds (2000) • “Cross-cultural competence”
Davies, Fidler & Gorbis (2011) • “Social Intelligence”
• “Entrepreneurial ability”
• “Novel & Adaptive Thinking”
• “Lifelong learning”
• “Cross-cultural competency” • “Computational Thinking” • “Virtual Collaboration”
Parasuraman & Prasad (2015) • “Personal Traits” • “Academic Skills” • “CommuniZcation Skills” • “Corporate Skills” • “Technical Skills”
Jeswani (2016) • “Management Skills” • “Technical Skills” • “Communication Skills”
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Universities as students' allies in employability
How can universities increase their graduates' employability? Previous perspective
Recent perspective
The role of the HEI was to enable the individual to grow in order to, autonomously, find a way to fulfil his/her role in society.
Employability may be assessed through the curriculum, career services groups, with personal development plans, via external speakers, in case studies, in consultancy projects, in volunteering, and many others.
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Universities as students' allies in employability
How can universities increase their graduates' employability? Top-down intervention, supported by a strong commitment from the bottom-up. Different stakeholders of the academic environment should be involved in the process: •
Teachers
•
Staff
•
Career services.
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Universities as students' allies in employability
How can universities increase their graduates' employability? For a successful project, it is important to respect: • Cultures • Academic integrity • Autonomy • Diversity.
The intervention should be process-based rather than content-based. - Knight & Yorke, 2002.
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Universities as students' allies in employability
How can universities increase their graduates' employability? 1. Model for delivering employability skills in higher education curriculum that goes from total embedding of employability skills to parallel development of generic skills and delivered by, for example, Careers and Employability Unit
personnel.
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Universities as students' allies in employability
How can universities increase their graduates' employability? 2. By work-integrated learning, a practical way of learning that alternates times for study with periods of applied work in business, industry or government agency 3. By promoting volunteering in order to increase students perceived employability
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Mini-Break Time: 15 minutes
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Universities as students' allies in employability
How can this work in the classroom? HEI´s pedagogical approach:
+ Active learning from their students - Passive attitude that contributes more to surface than to meaningful learning • Teachers must try to understand if the modules are allowing the
development of the employability skills they aim to access • Skills’ training as part of the curriculum vs stand-alone courses.
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How can this work in the classroom? • Structured work experience and employer involvement in degree course design; • Involving students in their own learning; • Modelling strategies. • Different methods, trying to correlate theory with
practice. Different tasks can assess different skills related with the work; • By setting challenges for students to solve by themselves (problem-based learning). Funded by the Erasmus+ Programme of the European Union
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How can this work in the classroom? • Adapt intellectual and key skills descriptors to the subject content of each module; • Discuss the nature of those skills and the opportunities for developing them with students; • Identify the skills developed in classes, seminars, activities, workshops…; • Build reflection about skills development into learning and assessment activities. (Lucas, Cox, Croudace & Milford, 2004). Funded by the Erasmus+ Programme of the European Union
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How can this work in the classroom? (USEM Model) • Knight and Yorke (2002) presented their model for skills’ development, USEM, which is an acronym for: Understanding; Skills (subject-specific and generic); Efficacy beliefs (and selftheories generally); Metacognition (including reflection). • Teachers should encourage progressively higher levels of autonomy, involving a variety of pedagogic methods and styles ( asking students to do portfolios (a useful way of personalassessment) and in providing them regular feedback).
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Embedding Employability Skills
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Exercise 2: Forecast Scenario Time: 40 minutes | Groups: 3
1. Each group should read the best practices manual
before continue (10min).
2. Then is expected that each group presente a case adapted to their own classes/ university (30min).
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Exercise 2: Strategy Plan Considering all the information provided and best practices analysed, plan a strategy for your organization. The following topics must be considered on your plan: 1. What we want to achieve (Concrete and measurable objective in terms of developing employability skills)? 2. What skills to develop and why? 3. How will we (teachers) win (competitive advantages, value proposition)? 4. Who to involve (main capabilities correlated with strategic partnerships
with stakeholders inside and outside your organization)? 5. Implementation plan (how to implement the defined strategy, by topics)? Funded by the Erasmus+ Programme of the European Union
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About LinkYou
https://youtu.be/vkcd5-o0Jas
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Partners
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Contact Marina Ventura, Coordinator. Career Services and Alumni office. Instituto Universitario de Lisboa (ISCTE-IUL) T: +351 21 790 3000 marina.ventura@iscte.pt Av. das Forรงas Armadas, 1649-026 Lisboa, Portugal.
This project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
https://linkyou.fahsbender.pe
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