GRADUATES’ FEEDBACK ON THEIR WORK-RELATED LEARNING

EXPERIENCE

ALDinHE Conference March 2015Southampton Solent University

PREETI PATEL

EMPLOYABILITY

From HESA DLHE 2012-13

Total full-time and part-time

work

Work and further study

Further study Unemployed Other

Medicine & dentistry 93.0% 2.0% 4.3% 0.2% 0.5%Subjects allied to medicine 82.9% 4.0% 6.6% 4.2% 2.3%Biological sciences 61.1% 7.3% 19.3% 7.2% 5.0%Veterinary science 89.4% 1.0% 2.4% 5.2% 1.9%Agriculture & related subjects 71.7% 5.5% 9.7% 7.3% 5.8%Physical sciences 55.3% 4.9% 26.0% 8.6% 5.1%Mathematical sciences 55.9% 8.3% 23.0% 8.6% 4.2%Computer science 74.0% 2.2% 7.8% 13.0% 3.0%Engineering & technology 73.0% 2.9% 11.6% 8.7% 3.9%Architecture, building & planning 75.5% 5.3% 7.3% 7.2% 4.6%Total - Science subject areas 70.8% 4.9% 13.6% 7.0% 3.7%

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’ profession

al skills

Employers’ expectatio

ns

Mind theGap

EMPLOYABILITY ENHANCEMENT

Work placementInternshipWork experienceLearning in the workplace

Problem-based learning moduleIntegrated project moduleWork-related module

WORK-RELATED LEARNING

Embedded into 2nd and 3rd 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 2nd years to work alongside 3rd 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 / DemonstrationFeedback 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 GeorgeFine 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

Extemely good Very good Good Not very good Not good

Before WRL 1 8 17 12 3

After WRL 2 12 18 7 2

At workplace 2 16 22 1 0

2.5

7.5

12.5

17.5

22.5

Num

ber

of

Respondents

Improvement expected but a further significant improvement beyond module.

PROFESSIONAL CONDUCT SKILLS

Little improvement during module, but marked change at workplace.

Extemely good Very good Good Not very good Not good

Before WRL 0 1 7 26 7

After WRL 0 2 9 24 6

At workplace 1 4 29 7 0

2.5

7.5

12.5

17.5

22.5

27.5

32.5

Num

ber

of

Respondents

INFORMATION TECHNOLOGY SKILLS

Significant improvement in all categories

Extemely good Very good Good Not very good Not good

Before WRL 3 14 23 1 0

After WRL 4 18 19 0 0

Now 12 19 9 1 0

2.5

7.5

12.5

17.5

22.5

Num

ber

of

Respondents

TEAMWORK SKILLS

Dramatic change during module, but little change thereafter.

Extemely good Very good Good Not very good Not good

Before WRL 3 9 13 12 4

After WRL 3 10 23 3 2

Now 3 10 28 0 0

2.5

7.5

12.5

17.5

22.5

27.5

Num

ber

of

Respondents

INITIATIVE AND PROBLEM-SOLVING SKILLS

Half of all respondents moving to ‘good’ category at the workplace.

Extemely good Very good Good Not very good Not good

Before WRL 0 5 14 16 6

After WRL 2 11 12 11 5

Now 2 15 22 2 0

2.5

7.5

12.5

17.5

22.5

Num

ber

of

Respondents

ORGANISATION AND TIME MANAGEMENT SKILLS

Most effective at workplace.

Extemely good Very good Good Not very good Not good

Before WRL 2 9 15 11 4

After WRL 2 12 14 9 4

Now 8 23 9 1 0

2.5

7.5

12.5

17.5

22.5

Num

ber

of

Respondents

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 objectivesAccountabilities and goalsKey indicatorsSelf-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, FlexibilityLeadership: Performance management, Strategic thinking, Project and process management, resource management

COMPETENCY TERMS (3) Competency Group – CommunicationListening, reading comprehension, speaking, writingCompetency Group – CognitionAnalysis/reasoning, creative & Innovative thinking, decision making & Judgement, mathematical reasoning, problem-solving, researching informationCompetency Group – Personal EffectivenessAccountability & dependability, adaptability & flexibility, attention to detail, customer focus, development & continual learning, ethics & integrity, results focus & initiative, safety focus, self- management, stress tolerance, tactCompetency Group – Interaction with OthersInfluencing others, relationship building, teamwork, valuing diversityCompetency Group – OccupationalAdvocating 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 informationCompetency Group – Management QualitiesBusiness 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

ShadowingMentoringEmployability 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