This document discusses an employability skills program implemented at a university. It identifies key components of the program including simulation modules, recruiting placement opportunities, career mentoring, and skills modules. The goals were to deliver on an employability strategy, encourage experiential learning, and help students understand career options and transitions. Student evaluations found the program helped enhance skills, reflect on careers and identities, and confirm or rule out career goals. Placements provided opportunities in various sectors and emphasized professional and reflective development. The program aimed to broaden focus across levels to integrate additional skills training and placements.

1. Embedding skills and employability: a
programme based approach
Tanya Miles-Berry
Nichola Cadet
Shawna McCoy

2. What did we do?
• Identified key strands where employers were needed throughout the course
1. Simulation modules (at L5& 6)
2. Actively recruiting "placement" opportunities and staging 'Volunteer Fair'
3. In house career mentoring/assisting with enhancing employability skills
4. On-line resource showing career journeys
5. Skills modules to embed careers education, and encourage formulation and
further development of hard/soft skills
6. development of peer mentor training to feed back into student experience

3. Why embed 'employability'?
• Deliver E4E strategy (national and local driver)
• Encourage experiential learning in the curriculum
• Context setting for students – helping to understand breadth, scope, and
transitions for careers
• focus on effective reflection of 'self'
• Based on evidenced based practice and problem solving (Snyder, 2003).
• Raise profile to establish strategic partnerships and networks
• Ask not what you can do for your practitioners but what they can do for your
students!

4. our simulation modules
• Based on evidenced based practice and problem solving (Snyder, 2003).
• Developed and delivered with current practitioners
• Utilising a fictional account of a crime to follow fictional offenders as they are
investigated, caught and tried through the criminal justice system, using
interactive technology.

5. Student evaluations
“This module has outlined the realities that the practitioners...face in practice.
Discovery of these realities has made it possible to reflect on the skills that are
needed for criminal justice employment and those which I am developing.”
“My skill set has been enhanced through the structure of the module…which has
enabled me to leave SHU as a much more confident person, prepared to enter the
working world.”
“This led me to carry out my own research into positions and job opportunities into
this field as it has become an increased area of interest.”
“It has enabled me to develop...the relevant skills and qualities required to become
a practitioner.”
“The skills I have developed are transferable”
“Engaging in the module has enabled me to develop some of the practical skills
that are applicable to various criminal justice agencies.”

6. our placement modules
• Opportunities for students through:
– Volunteer fair (L4-6)
– linked to Venture Matrix (L5) and Self-organised contacts or Departmental
opportunities (L6):
• Voluntary sector organisations
• Private sector
• Within the department
• University – Equality and Community engagement
• Student union – local crime initiatives
– emphasis on:
• reflect on own identity, values, skills and knowledge
• consider the 'professional' and the 'reflective practitioner'
• identify organisational practices and processes
• acknowledge the 'client' context

7. Student evaluations
“It has ruled out and confirmed certain career goals."
"The placement reflected what I want to do as a career without realising."
"...it's helpful in transitioning into work and developing your professional skills."
The placement has helped develop many personal and professional skills and I believe I have
learnt a lot about the work throughout."
"The placement has been a good experience for me in seeing how the organisation works and
gaining experience and confidence in the work space."
" I found the placement useful for making connections with neighbouring organisations...and
have developed skills in clinical care coordination...this will enable me to become innovative in
creating...workshops for clients..."
"...understanding that the placement I was on was essential for many of the clients routines."

8. broadening our focus: what next?
Level 4
• project management skills and ½ day placement
• integrating research skills + academic skills + transferable
skills
Level 5
• PALS Peer Mentors
• assessments within core modules
• core placement at level 5
Level 6
• options for placement or simulation at level 6