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Reframing Employability: A review of current ideas and practices


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Seminar presentation at the La Trobe University Career Practitioners' Seminar 2017.

Published in: Education

Reframing Employability: A review of current ideas and practices

  2. 2. REFRAMING EMPLOYABILITY Reframing employability Career Ready Advantage Defining employability
  4. 4. THREE LEVELS OF ANALYSIS 1. Macro Big picture view; labour markets (local and global); government policies; future of work 2. Meso Institution level – programs and policies of educational institutions and employing organisations 3. Micro Individual level – what people do; how we support them THREE TYPES OF EMPLOYABILITY 1. Competence-based 2. Dispositional 3. Perceived DEFINING EMPLOYABILITY
  5. 5. COMPETENCE-BASED EMPLOYABILITY •Possession of a set of skills, knowledge, understanding, attitudesAssumptions •Core Skills for Work (Aust. Government, 2013) •USEM (York & Knight, 2006), CareerEDGE (Dacre Pool & Sewell, 2007) Frameworks •Addressing skills gaps (deficit model)Interventions •Embedding graduate attributesCurriculum
  6. 6. DISPOSITIONAL EMPLOYABILITY •“A form of work specific active adaptability that enables workers to identify and realize career opportunities” (Fugate & Kinicki, 2008) Assumptions •Fugate’s 3 dimensions: Career Identity; Personal adaptability; Social & Human CapitalFrameworks •Development of career identity; adaptability; networks, and KSAOsInterventions •Career development learning, work-integrated learning, connectedness learningCurriculum
  7. 7. PERCEIVED EMPLOYABILITY • How an individual judges their chances of obtaining employment based on factors internal and external to the person (Rothwell, Herbert, & Rothwell, 2008; Vanhercke et al., 2014) Assumptions • Rothwell’s perceived employability: University's brand; Status of the student's field of study; State of the external labour market; Student's self-belief Frameworks • Increase self-efficacy; Labour Market information; institutional interventions to increase university’s brand, connections to industry Interventions • Improved quality of teachingCurriculum
  9. 9. Employability is a disposition that captures individual characteristics that foster adaptive behaviours and positive employment outcomes (Fugate, Kinicki & Ashforth, 2004) REFRAMING EMPLOYABILITY
  10. 10. DISPOSITIONAL EMPLOYABILITY The focus is on the personal attributes of an individual that facilitates proactive behaviour Three underlying dimensions: • Career identity • Personal adaptability • Social & Human Capital REFRAMING EMPLOYABILITY
  11. 11. KNOWLEDGE, SKILLS, ABILITIES & OTHER ATTRIBUTES (KSAOs) Dispositional employability states that it is the responsibility of employees to develop the KSAOs that employers seek (Fugate et al., 2004) The underlying dimensions of dispositional employability predispose an individual to proactively develop those KSAOs (Fugate et al., 2004) KSAs are outcomes of education REFRAMING EMPLOYABILITY
  12. 12. Characteristic adaptations are “specific motivational, social-cognitive, and developmental variables that are contextualized in time, situations, and social roles”. McAdams & Pals (2006, p. 212) REFRAMING EMPLOYABILITY
  13. 13. CHARACTERISTIC ADAPTATIONS • make people who they are as an individual (compared to dispositions which are broad individual differences, like Big 5 personality traits) • easier to change via interventions than dispositions • include goals, values, coping strategies, self-efficacy, career adaptability, intercultural sensitivity REFRAMING EMPLOYABILITY
  14. 14. CAREER ADAPTIVE BEHAVIOURS Adaptive behaviours (Lent & Brown, 2013) are those that people use to develop their educational and career goals and include behaviours such as: • Exploring career paths • Developing employability skills • Making and implementing career decisions • Developing networks • Acquiring work experiences Adaptive behaviours are important because they: • increase the chance of outcomes, like skill development, job interviews, employment • can be influenced by factors addressable through career interventions. For example, environmental supports, self-efficacy, outcome expectations, learning experiences. REFRAMING EMPLOYABILITY
  16. 16. Career Ready Advantage will support students to develop the skills and attributes that employers value in graduates. • Build your skills: Develop skills and personal attributes by learning, doing and reflecting. • Manage your career: Employers told us that students who take control of their career management really stand out. • Track and assess your progress: Assess where you are and take control of your growth and development through your personal dashboard online and through the MyLaTrobe app. • Unlock rewards: Be rewarded by your progress with opportunities such as mentoring and employer networking. • Tell your story: Build your story through the Career Ready Portfolio highlighting various experiential learning activities you’ve undertaken and the skills and attributes you have developed. My purpos e Understanding business and how it operates including the impact of new media and technology Working effectively with others in any cultural or organisational context to take advantage of diverse knowledge and skills Using personal presence, listening and questioning to engage others effectively in conversation, presentation and written communication Proactively taking ownership and accountability for individual and shared outcomes Personal judgement Communicating & influencing Results orientation Big picture awareness Business & digital acumen Cultural intelligence Innovative thinking My Purpose Collaboration
  18. 18. CAREER READY ADVANTAGE The cornerstone of Career Ready Advantage is the Capability Framework.
  21. 21. LEARN 24 online learning modules to develop Career Ready Capabilities Content curated from high quality sources: LinkedIn Learning, TED Talks, Podcasts CAREER READY ADVANTAGE
  22. 22. DO Completion of experiential learning activities • Paid employment • Volunteering • Leadership programs • Mentoring • Internships • Business Innovation Challenges CAREER READY ADVANTAGE
  23. 23. REFLECT Students complete a ‘STAR’ reflection on submission of a ‘Do’ activity Reflections are then revisited at key points in the program Career Ready ‘health checks’ • 1:1 and group sessions with careers advisers • Plan the ‘Learn’ and ‘Do’ activities that students will focus on Assessment Centres • To earn digital badges, students attend an assessment centre facilitated by a careers adviser • Employers attend and assess students Career Ready Capabilities • Feedback provided by employers Career Ready Portfolio • Students build a portfolio of their key learning experiences through Career Ready Advantage • Content published to LinkedIn, CVs CAREER READY ADVANTAGE
  24. 24. HOW DOES CAREER READY ADVANTAGE ENHANCE EMPLOYABILITY? Engages students in career adaptive behaviours • Recognises and rewards student engagement in career adaptive behaviours like employment, internships, career planning Development of skills and personal attributes • Provides a toolkit to guide development of skills and personal attributes • Focus is on developing all skills, and engaging in activities you wouldn’t normally do • Helps makes connections between study and other activities and skills employers seek • Provides students with a language to talk to employers about what they can offer Career management • Increase in opportunities for students to learn about career development • Employer engagement events CAREER READY ADVANTAGE
  25. 25. QUESTIONS?