GRADUATES’ FEEDBACK ON
THEIR WORK-RELATED
LEARNING EXPERIENCE
PREETI PATEL
ALDinHE Conference March 2015
Southampton Solent University

EMPLOYABILITY
Medicine & dentistry
Subjects allied to medicine
Biological sciences
Veterinary science
Agriculture & related subjects
Physical sciences
Mathematical sciences
Computer science
Engineering & technology
Architecture, building & planning
Total - Science subject areas
Total full-time and part-time work
Work and further study
Further study Unemployed Other
93.0%
82.9%
61.1%
89.4%
71.7%
55.3%
55.9%
74.0%
73.0%
75.5%
70.8%
2.0%
4.0%
4.3%
6.6%
7.3% 19.3%
1.0%
5.5%
2.4%
9.7%
4.9% 26.0%
8.3% 23.0%
2.2% 7.8%
2.9% 11.6%
5.3% 7.3%
4.9% 13.6%
0.2% 0.5%
4.2% 2.3%
7.2% 5.0%
5.2% 1.9%
7.3% 5.8%
8.6% 5.1%
8.6% 4.2%
13.0% 3.0%
8.7% 3.9%
7.2% 4.6%
7.0% 3.7%
From HESA DLHE 2012-13

SKILLS GAP
Graduates’ professional skills
Mind the
Gap
Employers’ expectations
• 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

EMPLOYABILITY ENHANCEMENT
Work placement
Internship
Work experience
Learning in the workplace
Problem-based learning module
Integrated project module
Work-related module

WORK-RELATED LEARNING
Embedded into 2 nd and 3 rd 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 2 nd years to work alongside 3 rd 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 / Demonstration
Feedback 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……
Valerie George
Fine artist/portrait artist studying
Computer Animation
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.

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

COMMUNICATION AND
INTERPERSONAL SKILLS
25
20
15
10
5
0
Before WRL
After WRL
At workplace
Extemely good
1
2
2
Very good
8
12
16
Good
17
18
22
Not very good
12
7
1
Not good
3
2
0
Improvement expected but a further significant improvement beyond module.

10
5
0
Before WRL
After WRL
At workplace
25
20
15
PROFESSIONAL CONDUCT
SKILLS
35
30
Extemely good
0
0
1
Very good
1
2
4
Good
7
9
29
Not very good
26
24
7
Not good
7
6
0

INFORMATION TECHNOLOGY
SKILLS
25
20
15
10
5
0
Before WRL
After WRL
Now
Extemely good
3
4
12
Very good
14
18
19
Good
23
19
9
Not very good
1
0
1
Not good
0
0
0

TEAMWORK SKILLS
30
25
20
15
10
5
0
Before WRL
After WRL
Now
Extemely good
3
3
3
Very good
9
10
10
Good
13
23
28
Not very good
12
3
0
Not good
4
2
0

INITIATIVE AND PROBLEM-
SOLVING SKILLS
5
0
Before WRL
After WRL
Now
25
20
15
10
Extemely good
0
2
2
Very good
5
11
15
Good
14
12
22
Not very good
16
11
2
Not good
6
5
0

ORGANISATION AND TIME
MANAGEMENT SKILLS
5
0
Before WRL
After WRL
Now
25
20
15
10
Extemely good
2
2
8
Very good
9
12
23
Good
15
14
9
Not very good
11
9
1
Not good
4
4
0

FEEDBACK PERCEPTIONS

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 objectives
Accountabilities and goals
Key indicators
Self-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, Flexibility
Leadership:
Performance management, Strategic thinking, Project and process management, resource management

COMPETENCY TERMS (3)
Competency Group – Communication
Listening, reading comprehension, speaking, writing
Competency Group – Cognition
Analysis/reasoning, creative & Innovative thinking, decision making & Judgement, mathematical reasoning, problem-solving, researching information
Competency Group – Personal Effectiveness
Accountability & dependability, adaptability & flexibility, attention to detail, customer focus, development & continual learning, ethics & integrity, results focus & initiative, safety focus, self- management, stress tolerance, tact
Competency Group – Interaction with Others
Influencing others, relationship building, teamwork, valuing diversity
Competency Group – Occupational
Advocating 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 information
Competency Group – Management Qualities
Business alignment, coaching & mentoring, leadership, fiscal accountability, organisational
& political savvy, planning & organising, staff management, strategic vision

GRADUATE PERCEPTIONS
‘performance
-oriented’
‘culture shock’ ‘reality check’
‘pressure to produce’
‘harsh’

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
Shadowing
Mentoring
Employability 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