Hardwiring Professional Development Into the Student Employment Experience

Transcription

1 Hardwiring Professional Development Into the Student Employment Experience Molly O Connor EAB John Austin (@RyersonJohn) Ryerson University NASPA EAB All Rights Reserved eab.com 33774

2 ROAD MAP 2 1 The New Learning Economy 2 Ryerson University s Career Checkpoint 3 Off-Campus Career Boost Program

3 Redefining the Outcomes Conversation The New Learning Economy 3 Knowledge Economy Economic value from knowledge of a topic, skill, or process not held by others B.A. Lundvall Danish Economist Learning Economy Economic value from gathering, adapting, and applying knowledge from diverse sources Constant skill and information acquisition needed Traditional siloes of knowledge less relevant Networks even more important for individuals and organizations New Strategies Learning to learn and apply knowledge Lifelong education Renewed focus on building connectedness between higher education institutions and the community Source: The Learning Economy, Fellowship of Mind, 2013.

4 The New Freelance Economy Jobs, Careers, and Work for the Millennial Generation 4 Entering the Workforce: Then and Now 1990 The Era of Big Work 9 to 5 typical schedule, 40 hour work week Staying at an employer for long periods of time was the norm Climbing the corporate ladder on a single career path was the ideal Compensation, stability, and employer sponsored benefits were key Company loyalty and seniority highly valued 2014 The Rise of the Free Agent 21% of U.S. employees received formal training in a five-year period Freelance, independent, and temp work on the rise Job hopping is the norm, average tenure at one company is 2.6 years Looking to build and enhance skills Will likely have jobs across the course of a 50 year career 2016 EAB All Rights Reserved eab.com Source: Meister J, Job Hopping is the New Normal for Millennials, Forbes, April 14, 2012, /08/14/job-hopping-is-the-new-normal-for-millennials-three-ways-to-prevent-a-human-resource-nightmare/: Babbit M, 25 Jobs in 50 Years, The Savvy Intern, EAB interviews and analysis.

5 The Skills Gap: Real or Perceived? 5 Graduates Must Learn to Better Articulate Skills Gained Skills Gap Perception Lingers 11% 45% Of business leaders strongly agree that graduates have the necessary skills and competencies to succeed in the workplace Of senior executives in the United States believe that soft skills (e.g., communication, critical thinking, creativity, and collaboration) are where employees are most lacking Noticing the Skills Gap Employers generally agree that new workplace entrants have an overall deficiency in the soft skills and/or essential skills required to navigate workplace culture and perform successfully. Employers also expressed concern about the number of graduates who have no hands-on experience in the workplace. Talent is Not Enough: Closing the Skills Gap Centre for Human Capital Policy Source: What America Needs to Know About Higher Education Redesign, Gallup and The Lumina Foundation, america-needs-know-higher-education-redesign.aspx: Brooks C, Redefining the Skills Gap: What Workers Don t Know How To Do, Business News Daily, Harder et al., Talent is Not Enough: Closing the Skills Gap, Centre for Human Capital Policy, cwf.ca/pdf-docs/publications/cwf%20hc%20hire%20talent%20report%20v8.pdf: EAB interviews and analysis EAB All Rights Reserved eab.com 33774

6 Identifying High Demand Skills 6 Surveys Reveal Top Skills Sought by Employers Top Skills U.S. Employers Want 1. Leadership 2. Teamwork 3. Written Communication 4. Problem Solving 5. Verbal Communication 6. Strong Work Ethic 7. Initiative 8. Analytical Skills 9. Flexibility/Adaptability 10. Technical Skills Top Canadian Employability Skills 1. Verbal Communication 2. Written Communication 3. Critical Thinking 4. Quantitative Analysis 5. Problem Solving 6. Time Management/Responsibility 7. Adaptability/Flexibility 8. Continuous Learner 9. Teamwork 10. Leadership Source: National Association of Colleges and Employers, Job Outlook 2016, The Conference Board of Canada, Employability Skills 2000+, EAB interviews and analysis EAB All Rights Reserved eab.com 33774

7 What s Getting Lost in the Public Discourse #2 When Employers Say Skill Gap They Might Mean 7 The T-Shaped Professional T-Top (for Collaboration) Universal Skills #1 Need in Surveys and Focus Groups Our greatest skill gaps at every level are problem-solving, communication, teamwork, and leadership Universal competencies in leadership, empathy, cross-cultural experience Mastery of a skill, process, product, or body of knowledge T-Stem (for Innovation) Need for Specificity in Technical Needs Not all engineering or tech jobs require the same exact skills, but policymakers act as if they re one big bucket. And Let s Not Forget the Whole T Hiring has slowed down for those who use software, but we re still hiring those who can invent new applications for software Source: EAB interviews and analysis

8 Tell Me Why You re Qualified Students Struggle to Articulate Applicability of Academic Experiences 8 I spent a semester in Paris. It was fun! I got an A in chemistry.?? Individual Courses Experiential Learning???? I have a bachelor s degree. I completed my core courses. General Education?? College Degree Source: EAB interviews and analysis.

9 Seizing a Valuable Opportunity 9 Student Employment Provides a Ripe Opportunity for Skill Development Access point to large pool of students Professional environment Pre-existing opportunities for skill development Developing Desired Skills On Campus When employers recruit new college grads, they are not only looking for a major, but they are looking for a skillset. Any on-campus job can provide students with the opportunity to learn professional skills such as communication (verbal and written), teamwork, time management, and customer service" while also providing opportunities to build a professional network, but the students don t recognize it and supervisors don t know how to reinforce it. We need to teach supervisors how to help students articulate the value of their employment and learned skills. Director, Career Success Center Public University 2016 EAB All Rights Reserved eab.com Source: Lucier K, Consider Pros and Cons of Working in College, U.S. News & World Report Education Edition, education/best-colleges/articles/2012/09/13/consider-pros-and-cons-of-working-in-college: EAB interviews and analysis.

10 ROAD MAP 10 1 The New Learning Economy 2 Ryerson University s Career Checkpoint 3 Off-Campus Career Boost Program

11 Ryerson s Career Checkpoint Program Supporting Student Staff and Supervisor Development 11 Students are most successful in seamless environments where they can make connections between classroom and out of classroom experiences. - George Kuh Internships are among the higher education experiences that highly correlate to the most powerful learning outcomes. NSSE, 2008 Students who are employed report higher average levels of engagement than non-employed students. NSSE, 2014

12 We ll be talking about: Backdrop: Path to #CareerCheckpoint Learning Outcomes: Research & Application Program Overview Student Employee Development Program Learning Domains, Job Descriptions, Recruitment Supervisor s Toolkit Off-Campus Career Boost Program

13 Program Comparison Learning from best practice Southampton Create a Brighter Future Centred on 1:1 interaction Development Theory Strong on-campus culture Employer Focused Intern PD program Profiles success Recruitment Support Development Theory Employer responsive Flexible programming Intern PD program Train the Trainer Highly Structured Employer Focused Strong on-campus culture Development Theory Supervisor Culture Student focused Train the Trainer Strong on-campus culture Recruitment Guide

14 Backdrop Road map to a University-wide student staff development program Summer Idea! Exploring & trying new things Pan- Student Affairs Working Group Pilot: 135 students Pilot feedback, all SA, campus roadshow On-campus rollout (1k+ students) + off-campus pilot, data

15 Why Learning Outcomes? Benefits to students, employers and the institution University Educational Institution Setting a standard Creating Ambassadors On-Campus Employers Diversified applicant pool Personal Development & Wellbeing for Students Fosters growth and development of professional staff Students Clarity of job requirements Clear, articulable understanding of gained knowledge and skills Skill and knowledge development for long-term career/ education goals

16 Program Parameters Determining the source Link to University strategy: Academic Plan & Ryerson Student Affair s 5 Pillars Align with Student Development Theory: e.g. Chickering & Reiser s 7 Vectors for Student Development Draw on sector expertise: CAS Learning & Development Outcomes Reflect employers needs: Conference Board of Canada s Employability Skills 2000+

17 Learning Outcome Domains Embedding theory, best practice and responding to employer need CORE 1. Communications 2. Teamwork & Collaboration 3. Leadership PROFESSIONAL 8. Data & Analysis 9. Digital Literacy & Technical Aptitude 10. Project Management Student Development + Job Descriptions COMMUNITY 4. EDI 5. Community Engagement 6. Innovation & Enterprise 7. Personal Development & Wellbeing

18 Apply to On-Campus Jobs Reviewing literature and stakeholder standpoints Literature Link: 1. RyersonSA Pillars 2. Chickering & Reiser 3. CAS Learning & Development Outcomes 4. Conference Board of Canada: Employability Skills Literature Ref: Learning; Professional Development Developing Competence: Intellectual & Interpersonal Practical Competence Fundamental Skills; Teamwork Skills Learning Outcome Domain: Project Management Sample Learning Outcome: By the end of this position, the student will be able to: - Prioritize and manage multiple tasks to achieve goals on time and budget

19 Learning Outcomes & Recruitment Considering the typical on-campus position RECRUITMENT ADVERTISMENT JOB FAMILY Community Events ON-CAMPUS POSITION Events Assistant LEARNING OUTCOME DOMAIN Communication Event Assistants are able to actively listen, respond to requests, and meet needs while engaging with employers in conversations through , phone and in-person interactions, ensuring a great customer experience.

20 Student Employee Development Program: Orientation Lessons learned What we piloted: Multiple short mandatory inductions Workshop format, voluntary PD sessions The Result Mandatory vs Voluntary Balancing interest, recognizing on-campus & life demands The redraft Spring 2016: Cross-campus, one day PAID mandatory induction for all students Too often students arrive lacking workplace etiquette & other essential skills Training helped me identify my short and long-term career goals & how my internship will help me achieve them. We d love to meet other student staff working in other departments

21 Cross-Campus Induction Day Creating an on-campus learning community Rolled-Out 2016/17 Career Preparation for the On- Campus Job Topics include: Digital Literacy, Workplace EDI The induction program was spectacular! Thank you for all of your encouragement, support, positivity & motivation. Sandra, 3 rd Year HR The interactive exercises were very helpful; they helped to facilitate my learning and I will continue to draw on them in the future. Katrina, 3 rd Year SW

22 Employer Resources Supervisor s Toolkit: provided to all student staff supervisors

23 What s in the Toolkit? A look at our supervisor templates

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25 ROAD MAP 25 1 The New Learning Economy 2 Ryerson University s Career Checkpoint 3 Off-Campus Career Boost Program

26 Career Boost Off-Campus Program Converting Knowledge Into Experience City Building EDI Eligibility & Expectations - Employers: SMEs and Non-Profits Funding High Impact Experiences Career Checkpoint High Impact Experiences Eligibility - Students: Range: 1st Year - 1 Yr Alumni Focus: equity groups, nonlinear degree programs Time Period: Up to 12 weeks FT Current students: summer Alumni: year-round

27 Consensus: Creating Opportunity Very effective way to hire recent grads. Biggest win: being able to give back to my community Community Engagement Great support for an organization with limited resources to engage and train. EDI Facilitated an opportunity for a trans-identified student to access safe, consistent work Ability to contribute to multiple portfolios and projects from the start! High Impact Experiences Key Value: Role was not an obvious fit with my degree. 27

28 Hardwiring Professional Development Into the Student Employment Experience Molly O Connor EAB John Austin (@RyersonJohn) Ryerson University NASPA 2017