Employability and work-based learning
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Transcript of Employability and work-based learning
Employability and work-based learning
.
Dr Jo SmedleyAssociate Dean (Learning & Teaching), Newport Business School
1
Employability and Work-based Learning This chapter raises awareness of the benefits of linking learning and
teaching to real-life employment situations with associated case studies and perspectives from employers and graduates to provide guidance for future developments.
Core knowledge: Appropriate methods for teaching and learning in the
subject area and at the level of the academic programme How students learn, both generally and in the subject
Activity areas: Teaching and/or supporting student learning Developing effective environments and student support
and guidance
Professional values: Commitment to development of learning communities Commitment to encouraging participation in higher education,
acknowledging diversity and promoting equality of opportunity"
About employability Employability: a person's capability of:-
gaining initial employment maintaining employment obtaining new employment if required
(Hillage and Pollard, 1998)
Employability depends on:- the knowledge, skills and abilities they
possess the way they use those assets and present
them to employers the context (e.g. personal circumstances
and labour market environment) within which they seek work.
Where is the Drive Coming From?
Page 4
Where is the need for leadership and management training and development is coming from, what/who is the chief driver for this?
Base: 100
% Respondents
Other drivers mentioned:Legislative requirement for the inspectorateBusiness AdvisorsStrategic Health AuthorityRegulator, Council of Wales
Leadership and management development is important to almost all companies and very important to 77%. This is even higher in Corporates (more than 1000 employees)A belief in leadership and management development at the senior level is most likely to have an influence on practice.This indicates that helping senior management see the benefits of leadership and management development in their staff will have a positive impact
Nowhere, no drivers
Push from training providers
Other
Employees themselves
Business drivers
Human resources department
Senior management
0 10 20 30 40 50
1
4
4
13
26
43
46
Deliverables: Employers and Workplace Skills
Page 5
When it comes to deliverables for your staff from a leadership and management programme, what are you most looking for your staff to have developed… RANK IN ORDER OF IMPORTANCE
Base: 99
Appreciation of leadership and management academic theory
Self management skills eg time management etc
Personal development skills eg communication, presentation skills etc
Practical leadership and management skills which can be used in the workplace
0 20 40 60 80 100
5
10
11
77
% Respondents
Proportion ranked 1st
Page 6
-3.5 -3.0 -2.5 -2.0 -1.5 -1.0 -0.5 0.0 0.5 1.0 1.5 2.0 2.5 3.0 3.5
Mean score
Course PreferencesI am going to read some pairs of issues associated with courses for leadership and management development. Thinking of what you are looking for, which of these do you lean towards? SCALE: Strongly lean towards, Generally lean towards, or lean towards neither
Base: 100
Preference for in house delivery of training
Courses are delivered by a reputable University or Institute of Higher Education
Courses are certificated and carry a formal recognised qualification
Courses are specifically designed for our organisation
Courses offer a flexible learning approaches
Courses meet the needs of employees
Courses are strongly theory based
The employer is heavily involved in the programme of learning
Content delivery utilises traditional teaching methods i.e. lectures, tutorials, practicals
Stand alone accredited modules which could build to a formal qualification
Preference for external providers
Courses are delivered by a reputable private training company
Course are not certificated with a formal qualification
Course are generally available to all companies and individuals
Courses are delivered using traditional modes of attendance
Courses meets the needs of the employer
Courses are strongly practically based
The training provider determines most aspects and the employer is not involved in the learning programme
Content delivery uses multi modal teaching methods e.g. interactive electronic teaching materials
Complete formal qualification
Strongly lean towards Lean towards neither Strongly lean towards
Preferred Teaching MethodsFlexible Delivery and Engagement
Page 7
Which of these teaching methods are you looking for from education and skills development courses in leadership and management
Base: 99
Other
Class based lectures and seminars
Case studies
Learner presentations
Problem based learning
Group activities
Work based projects
Flexible delivery – blending approaches eg face to face, work based and online
0 20 40 60 80 100
2
75
79
82
84
87
89
91
% Respondents
Action learning coaching and mentoringDrama based situations
Work Based Projects Are Most Effective
Page 8
Which do you feel is most effective in developing the leadership and management skills you need? ALL ISSUES IDENTIFIED IN PREVIOUS QUESTION, RANK IN ORDER OF EFFECTIVENESS
Base: 99
Learner presentations
Class based lectures and seminars
Case studies
Group activities
Problem based learning
Flexible delivery – blending approaches eg face to face, work based and online
Work based projects
0 1 2 3 4 5
4.9
3.8
3.8
3.5
3.4
2.9
2
Mean Score (Ranking from 1st to 7th )
Rank
First
Last
Other
Oral examination/Viva
Peer review/marking
Essays
Examinations
Group project reporting
Action research project
Presentations
Research project/dissertation
Report writing
0 10 20 30 40 50 60 70 80
Long courses
Short courses
Assessment Preferences For Longer And Shorter Courses
Page 9
Which approaches to assessment are you looking for, for longer formal qualifications or modules which build to qualifications? And for shorter courses e.g. CPD, executive education, bespoke courses?
Base: 95; 92% of respondents
Other suggestions include continuous assessment and feedback/proof of progress to managers
Presentations and extended writing are the most preferred methodsThere is an expectation that longer courses will have a range of different assessment methods whereas presentations and group work as a form of assessment are clearly expected for short courses
Employer Led, Employee Gain...
Page 10
STRUCTURE
• Bespoke short (suite)courses demonstrating understanding business needs
• Modular “build” qualifications
• Accreditation of courses
• Flexible delivery options
CONTENT
• Target audience mid career – first and middle line management
• Discrete topic based
• Personal development base
• Incorporating real life problems
• A blend of delivery methods – no reliance on one approach
• Practical methods developing transferable skills
ASSESSMENT
• Presentations and group work assessment for short courses
• Full range of assessment approaches in long courses, involving extended writing and research
• Practical assignments which can utilise the workplace
RELATIONS
HIPS
• Employers want to be involved in their L&M programmes – need to develop relationships with customers
• Opportunity for relationships/partnerships with learning organisations
• Partnerships with private providers may overcome location, and commercial experience/awareness issue
90% of large companies have a programme in place or a preferred/restricted list. Only 10% of the L&M training market is available without working with employers in some wayThere is the potential for partnerships with private providers and learning organisations to increase visibility and credibility
Developing effective environments and student support and guidance Work-related learning
Liaison Building on experience, e.g. past projects
Work-placement learning Employer expectations Learning from experience
Work-based learning Communities of practice Flexible and accessible developments
Professional values Commitment to development
of learning communities Peer-to-peer Employer engagement Benefits
Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity Equal access