Developing EmployABILITY Dawn Bennett 11 April 2018
11 April 2018
Designing my life/create your future
Measure load onto a single construct
Plan B as a measure of
Lack of time resources and expertise
Most of students will do just in time learning
Placement and final year rush
10 step process
Activities should've relevant. Something they need to do already for assessment or learning
Self reflection is key (at least 15 minutes
Planning a holiday vs your career
Employability touch points map. Embedding
Unit outline examples
Relate to relevance
Why do this task
Make it required
With credit/weight shows more value
Different ways of employability thinking
Create three questions of own based on existing list. Show as ticket into an event.
Who's going to do what and why - students identify and what's important in your profession
Developmental framework and student engagement
No more than 20mins
Not labelling and boxing themselves
A net gain
Share the results. Immediate feedback
Resource rich but plain language
Start with week by week and calendars
Consistently engage staff and students. Make it explicit
Just one embedded touch points per unit
10 step process Evey semester
Institutional messaging needs to change
Share good practice
Look for opportunities to review
Why important now
Shifting large orgs are working differently.multiple reporting points. Global.
Virtual workplaces and isolation. Time is not 9-5
Flexible work patterns
Home based and how you manage your time, networks has changed.
Unit outlines and linking to employability tasks
Changing the language - from "exercise 1" to wording that motivates/describes the why.
Change the language from career development to managing your future/designing your life
Less about what you shouldn't do
Have 2 outlines??
If it's not in the outline how do you embed it?
Rather than assignments do artefacts or pieces students can use towards portfolios or examples
Create a 1 page abstract
When we assess what is we want to know?
Make it required
Peer learning and reviewer
Coaching each other
What does a successful graduate look like?
Draw your version
As a group draw
3 things you're good at
Graduates ARENT less employable
Need to look at full time, casual and part-time work for outcomes not just full-time
Tax data helps to inform the picture
A process that stops at graduation
Developed only in the workplace
About doing more
About managing self
About thinking different
Are grads work ready?
They need to see things differently
Take students away from text based reponses
Activity: draw the ideal graduate
Self-directed, cognitive, autonomous work
Students need to spend time to think wholistically about their experiences
Spider graph - employability thinking changes all the time and dependent on context. hence no score.
Can visualise across a cohort
How long individual envisages working in a particular area
Doesn't overwrite. Students can create multiple spidergraphs and compare across time.