Employability - Revision history

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-Professor Mantz Yorke of the University of Edinburgh defines Employability ''as "a set of achievements – skills, understandings and personal attributes – that make individuals more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy."''<ref>Definition - What Does Employability Mean? [https://www.ed.ac.uk/employability/staff/what-why-employability-important/what-is-employability University of Edinburgh]</ref>
+Professor Mantz Yorke of the University of Edinburgh defines Employability ''as "a set of achievements – skills, understandings and personal attributes – that make individuals more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community, and the economy."''<ref>Definition - What Does Employability Mean? [https://www.ed.ac.uk/employability/staff/what-why-employability-important/what-is-employability University of Edinburgh]</ref>
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 == Other Definitions of Employability<ref>Overview of Employability [https://en.wikipedia.org/wiki/Employability Wikipedia]</ref> ==
-*(Hillage and Pollard, 1998): "Employability is the capability to move self-sufficiently within the labour market to realise potential through sustainable employment. For the individual, employability depends on the knowledge, skills and attitudes they possess, the way they use these assets and present them to employers and the context (personal circumstances and labour market environment) within which they seek work." They propose employability consists of four elements:
+*(Hillage and Pollard, 1998): "Employability is the capability to move self-sufficiently within the labor market to realize potential through sustainable employment. For the individual, employability depends on the knowledge, skills, and attitudes they possess, the way they use these assets and present them to employers, and the context (personal circumstances and labor market environment) within which they seek work." They propose employability consists of four elements:
 **employability assets (knowledge, skills, attitudes)
 **deployment (career management skills)
-**presentation (job getting skills, CV, interview technique, etc)
+**presentation (job-getting skills, CV, interview technique, etc)
-**personal circumstances (who you are, responsibility, labour market, etc).
+**personal circumstances (who you are, responsibility, labor market, etc).
 *Anneleen Forrier; Luc Sels (2003): "Employability is the ability to maintain employment and make 'transitions' between jobs and roles within the same organization to meet new job requirements."
-*Van der Heijde and Van der Heijden (2005): "Employability is the ability to obtain new employment if required, i.e. to be independent in the labour market by being willing and able to manage their own employment transitions between and within organisations. The continuously fulfilling, acquiring or creating of work through the optimal use of efforts."
+*Van der Heijde and Van der Heijden (2005): "Employability is the ability to obtain new employment if required, i.e. to be independent in the labor market by being willing and able to manage their own employment transitions between and within organizations. The continuously fulfilling, acquiring or creating of work through the optimal use of efforts."
 *Erik Berntson (2008): "Employability is the ability to gain initial employment; hence the interest in ensuring that 'key competencies', careers advice and an understanding about the world of work are embedded in the education system." Berntson argues that employability refers to an individual's perception of his or her possibilities of getting new, equal, or better employment. Berntson's study differentiates employability into two main categories – actual employability (objective employability) and perceived employability (subjective employability).
-*Lee Harvey, former Director of the Centre for Research and Evaluation at Sheffield Hallam University, defines employability "as the ability of a graduate to get a satisfying job", stating that job acquisition should not be prioritized over preparedness for employment to avoid pseudo measure of individual employability. Lee argues that employability is not a set of skills but a range of experiences and attributes developed through higher-level learning, thus employability is not a "product' but a process of learning.
+*Lee Harvey, former Director of the Centre for Research and Evaluation at Sheffield Hallam University, defines employability "as the ability of a graduate to get a satisfying job", stating that job acquisition should not be prioritized over preparedness for employment to avoid a pseudo measure of individual employability. Lee argues that employability is not a set of skills but a range of experiences and attributes developed through higher-level learning, thus employability is not a "product' but a process of learning.
@@ Line 69: / Line 69: @@
 *EMOTIONAL INTELLIGENCE: This might have been one of the more controversial elements within CareerEDGE but all of the feedback received since 2007 has been distinctly positive. Emotional Intelligence ability is something that has a significant effect on relationships and well-being (eg Mayer, Roberts & Barsade, 2008) and as such deserves a place within any model of graduate employability. It is also a desirable attribute for potential leaders (Walter, Cole & Humphrey, 2011) which many graduates aspire to become. EI ability is concerned with how people perceive, understand and manage emotion; a graduate who is unable to pay attention to their own and others feelings, understand those feelings and manage them effectively is likely to experience difficulties in their personal relationships and their professional relationships with colleagues, managers and customers. Therefore it is important to make students aware of this and help them to develop their ability in this area. Again, activities to help with this kind of development can be, and in many cases already are, incorporated into the curriculum. Any activities that encourage students to work together, communicate effectively, negotiate with each other and reflect on their learning experiences, can be used to develop EI ability. There are many opportunities to include such activities in most HE curricula and research has demonstrated that it is possible for students to improve their EI ability together with confidence in that ability (Dacre Pool & Qualter, 2012). It can also be helpful to include activities in other related areas such as diversity and cultural awareness, both of which require us to consider how our words and actions can impact on the feelings of others.
 *Reflection and evaluation: Providing students with the opportunities to gain the necessary skills, knowledge, understanding and personal attributes through employability related activities is obviously of great importance. However, without opportunities to reflect on these activities and evaluate them, it is unlikely that this experience will transfer into learning. This type of reflective learning often takes the form of written learning logs or reflective journals but could also include audio, video and e-portfolios. Reflection can help a student to gain employment by providing a means by which they can become aware of and articulate their abilities. But additionally it is an ability that will help them in their employment (many roles now call for reflective practitioners) and as a contributor to lifelong learning skills; as such it is an essential element both in relation to HE learning and in the employment context (Moon, 2004). It is also through the process of reflection and evaluation that our students are able to develop their self-efficacy, self-confidence and self-esteem – crucial links to employability.
-The CareerEDGE model is helpful for explaining the concept of employability to students, enabling them to take responsibility for their own employability development. It can also be helpful to inform the planning of programmes and structured interventions by providing clarity of information about what needs to be considered and included. Importantly, it can serve as a clear, practical framework to help all who work in HE to unite in their common objective of supporting students to develop into well-rounded, employable graduates.
+The CareerEDGE model is helpful for explaining the concept of employability to students, enabling them to take responsibility for their own employability development. It can also be helpful to inform the planning of programs and structured interventions by providing clarity of information about what needs to be considered and included. Importantly, it can serve as a clear, practical framework to help all who work in HE to unite in their common objective of supporting students to develop into well-rounded, employable graduates.
 == See Also ==
-[[Employee]]<br />
+*[[Performance Appraisal]]
-[[Employee Assistance Program (EAP)]]<br />
+*[[360 degree feedback]]
 == References ==
 <references/>

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-[[File:Employability.png|400px|Employability.png]]
+__TOC__
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 *Erik Berntson (2008): "Employability is the ability to gain initial employment; hence the interest in ensuring that 'key competencies', careers advice and an understanding about the world of work are embedded in the education system." Berntson argues that employability refers to an individual's perception of his or her possibilities of getting new, equal, or better employment. Berntson's study differentiates employability into two main categories – actual employability (objective employability) and perceived employability (subjective employability).
 *Lee Harvey, former Director of the Centre for Research and Evaluation at Sheffield Hallam University, defines employability "as the ability of a graduate to get a satisfying job", stating that job acquisition should not be prioritized over preparedness for employment to avoid pseudo measure of individual employability. Lee argues that employability is not a set of skills but a range of experiences and attributes developed through higher-level learning, thus employability is not a "product' but a process of learning.
@@ Line 43: / Line 46: @@
 **Transition learning – including job searching and self presenting skills
 **Self awareness – in terms of interests, abilities, values, etc.'' (Watts, 2006, pp. 9-10).
-The value of this model lies in its simplicity, as it allows individuals to organise a great deal of the complexity of career development learning into a manageable framework. However, the model has recently attracted some criticism. McCash (2006) argues that the model is over-reliant on a mechanistic matching of person and environment, and therefore underplays other critical issues such as social and political contexts. He also points out that there is an implication that failure to secure a “self-fulfilling” occupation can be presented, or experienced, as the fault of the unsuccessful individual. These criticisms overlook the fact that the elegant simplicity of the DOTS model is precisely why it has proved so enduring and popular. They also seem to suggest that students introduced to basic concepts of career development through DOTS would be incapable of developing and learning about more sophisticated analyses through this simple introductory structure
+The value of this model lies in its simplicity, as it allows individuals to organise a great deal of the complexity of career development learning into a manageable framework. However, the model has recently attracted some criticism. McCash (2006) argues that the model is over-reliant on a mechanistic matching of person and environment, and therefore underplays other critical issues such as social and political contexts. He also points out that there is an implication that failure to secure a “self-fulfilling” occupation can be presented, or experienced, as the fault of the unsuccessful individual. These criticisms overlook the fact that the elegant simplicity of the DOTS model is precisely why it has proved so enduring and popular. They also seem to suggest that students introduced to basic concepts of career development through DOTS would be incapable of developing and learning about more sophisticated analyses through this simple introductory structure.

@@ Line 18: / Line 18: @@
 == Models of Employability<ref>Models of Employability [https://www.researchgate.net/profile/Lorraine-Dacre-Pool/publication/235260791_The_key_to_employability_Developing_a_practical_model_of_graduate_employability/links/0046352ea308eb674d000000/The-key-to-employability-Developing-a-practical-model-of-graduate-employability.pdf Lorraine Darcre Pool, Peter Sewell]</ref> ==
-*Hillage and Pollard (1998, p. 2) suggest that:
+*Hillage and Pollard (1998, p. 2) suggest that: In simple terms, employability is about being capable of getting and keeping fulfilling work. More comprehensively employability is the capability to move self-sufficiently within the labour market to realise potential through sustainable employment. They propose that employability consists of four main elements.
-In simple terms, employability is about being capable of getting and keeping fulfilling work. More comprehensively employability is the capability to move self-sufficiently within the labour market to realise potential through sustainable employment. They propose that employability consists of four main elements. The first of these, a person’s “employability assets”, consists of their knowledge, skills and attitudes. The second, “deployment”, includes career management skills, including job search skills. Thirdly, “presentation” is concerned with “job getting skills”, for example CV writing, work experience and interview techniques. Finally, Hillage and Pollard (1998) also make the important point that for a person to be able to make the most of their “employability assets”, a lot depends on their personal circumstances (for example family responsibilities) and external factors (for example the current level of opportunity within the labour market).
+**The first of these, a person’s “employability assets”, consists of their knowledge, skills and attitudes.
-*Bennett et al. (1999) proposed a model of course provision in higher education which included five elements:<br />
+**The second, “deployment”, includes career management skills, including job search skills.
-(1) disciplinary content knowledge;<br />
+**Thirdly, “presentation” is concerned with “job getting skills”, for example CV writing, work experience and interview techniques.
-(2) disciplinary skills;<br />
+**Finally, Hillage and Pollard (1998) also make the important point that for a person to be able to make the most of their “employability assets”, a lot depends on their personal circumstances (for example family responsibilities) and external factors (for example the current level of opportunity within the labour market).
-(3) workplace awareness;<br />
+*Bennett et al. (1999) proposed a model of course provision in higher education which included five elements:
-(4) workplace experience; and<br />
+**(1) disciplinary content knowledge;
-(5) generic skills.<br />
+**(2) disciplinary skills;
 This model goes some way towards including all the necessary elements to ensure a graduate achieves an optimum level of employability, but is still missing some vital elements
-*The USEM account of employability (Yorke and Knight, 2004; Yorke and Knight, 2004) is probably the most well known and respected model in this field. USEM is an acronym for four inter-related components of employability:<br />
+*The USEM account of employability (Yorke and Knight, 2004; Yorke and Knight, 2004) is probably the most well known and respected model in this field. USEM is an acronym for four inter-related components of employability:
-(1) understanding;<br />
+**(1) understanding;
-(2) skills;<br />
+**(2) skills;
-(3) efficacy beliefs; and<br />
+**(3) efficacy beliefs; and
-(4) metacognition <br />
+**(4) metacognition
 The authors suggest that behind the USEM model is:<br />
 ... ''an attempt to put thinking about employability on a more scientific basis, partly because of the need to appeal to academic staff on their own terms by referring to research evidence and theory”'' (Knight and Yorke, 2004, p 37).<br />
 The USEM model forms part of a large body of research-based scholarly work on employability. However, this strength could also be perceived as a weakness, in that it does not assist in explaining to non-experts in the field, particularly the students themselves and their parents, exactly what is meant by employability.
-*The Centre for Employability (CfE) at the University of Central Lancashire (UCLan) in the UK has been developing practical solutions to enhance the prospects of students and graduates for over ten years. As a consequence of the careers service origins of this unit, the main theoretical model that has underpinned this work has been the DOTS model (Law and Watts, 1977), which consists of:<br />
+*The Centre for Employability (CfE) at the University of Central Lancashire (UCLan) in the UK has been developing practical solutions to enhance the prospects of students and graduates for over ten years. As a consequence of the careers service origins of this unit, the main theoretical model that has underpinned this work has been the DOTS model (Law and Watts, 1977), which consists of: ... planned experiences designed to facilitate the development of:
-... ''planned experiences designed to facilitate the development of:<br />
+**Decision learning – decision making skills
-Decision learning – decision making skills <br />
+**Opportunity awareness – knowing what work opportunities exist and what their requirements are
-Opportunity awareness – knowing what work opportunities exist and what their requirements are<br />
+**Transition learning – including job searching and self presenting skills
-Transition learning – including job searching and self presenting skills<br />
+**Self awareness – in terms of interests, abilities, values, etc.'' (Watts, 2006, pp. 9-10).
 The value of this model lies in its simplicity, as it allows individuals to organise a great deal of the complexity of career development learning into a manageable framework. However, the model has recently attracted some criticism. McCash (2006) argues that the model is over-reliant on a mechanistic matching of person and environment, and therefore underplays other critical issues such as social and political contexts. He also points out that there is an implication that failure to secure a “self-fulfilling” occupation can be presented, or experienced, as the fault of the unsuccessful individual. These criticisms overlook the fact that the elegant simplicity of the DOTS model is precisely why it has proved so enduring and popular. They also seem to suggest that students introduced to basic concepts of career development through DOTS would be incapable of developing and learning about more sophisticated analyses through this simple introductory structure

← Older revision		Revision as of 20:11, 5 March 2021
Line 15:		Line 15:
	*Erik Berntson (2008): "Employability is the ability to gain initial employment; hence the interest in ensuring that 'key competencies', careers advice and an understanding about the world of work are embedded in the education system." Berntson argues that employability refers to an individual's perception of his or her possibilities of getting new, equal, or better employment. Berntson's study differentiates employability into two main categories – actual employability (objective employability) and perceived employability (subjective employability).		*Erik Berntson (2008): "Employability is the ability to gain initial employment; hence the interest in ensuring that 'key competencies', careers advice and an understanding about the world of work are embedded in the education system." Berntson argues that employability refers to an individual's perception of his or her possibilities of getting new, equal, or better employment. Berntson's study differentiates employability into two main categories – actual employability (objective employability) and perceived employability (subjective employability).
	*Lee Harvey, former Director of the Centre for Research and Evaluation at Sheffield Hallam University, defines employability "as the ability of a graduate to get a satisfying job", stating that job acquisition should not be prioritized over preparedness for employment to avoid pseudo measure of individual employability. Lee argues that employability is not a set of skills but a range of experiences and attributes developed through higher-level learning, thus employability is not a "product' but a process of learning.		*Lee Harvey, former Director of the Centre for Research and Evaluation at Sheffield Hallam University, defines employability "as the ability of a graduate to get a satisfying job", stating that job acquisition should not be prioritized over preparedness for employment to avoid pseudo measure of individual employability. Lee argues that employability is not a set of skills but a range of experiences and attributes developed through higher-level learning, thus employability is not a "product' but a process of learning.
		+
		+
		+	== Models of Employability<ref>Models of Employability [https://www.researchgate.net/profile/Lorraine-Dacre-Pool/publication/235260791_The_key_to_employability_Developing_a_practical_model_of_graduate_employability/links/0046352ea308eb674d000000/The-key-to-employability-Developing-a-practical-model-of-graduate-employability.pdf Lorraine Darcre Pool, Peter Sewell]</ref> ==
		+	*Hillage and Pollard (1998, p. 2) suggest that:
		+	In simple terms, employability is about being capable of getting and keeping fulfilling work. More comprehensively employability is the capability to move self-sufficiently within the labour market to realise potential through sustainable employment. They propose that employability consists of four main elements. The first of these, a person’s “employability assets”, consists of their knowledge, skills and attitudes. The second, “deployment”, includes career management skills, including job search skills. Thirdly, “presentation” is concerned with “job getting skills”, for example CV writing, work experience and interview techniques. Finally, Hillage and Pollard (1998) also make the important point that for a person to be able to make the most of their “employability assets”, a lot depends on their personal circumstances (for example family responsibilities) and external factors (for example the current level of opportunity within the labour market).
		+	*Bennett et al. (1999) proposed a model of course provision in higher education which included five elements:<br />
		+	(1) disciplinary content knowledge;<br />
		+	(2) disciplinary skills;<br />
		+	(3) workplace awareness;<br />
		+	(4) workplace experience; and<br />
		+	(5) generic skills.<br />
		+	This model goes some way towards including all the necessary elements to ensure a graduate achieves an optimum level of employability, but is still missing some vital elements
		+	*The USEM account of employability (Yorke and Knight, 2004; Yorke and Knight, 2004) is probably the most well known and respected model in this field. USEM is an acronym for four inter-related components of employability:<br />
		+	(1) understanding;<br />
		+	(2) skills;<br />
		+	(3) efficacy beliefs; and<br />
		+	(4) metacognition <br />
		+	The authors suggest that behind the USEM model is:<br />
		+	... ''an attempt to put thinking about employability on a more scientific basis, partly because of the need to appeal to academic staff on their own terms by referring to research evidence and theory”'' (Knight and Yorke, 2004, p 37).<br />
		+	The USEM model forms part of a large body of research-based scholarly work on employability. However, this strength could also be perceived as a weakness, in that it does not assist in explaining to non-experts in the field, particularly the students themselves and their parents, exactly what is meant by employability.
		+	*The Centre for Employability (CfE) at the University of Central Lancashire (UCLan) in the UK has been developing practical solutions to enhance the prospects of students and graduates for over ten years. As a consequence of the careers service origins of this unit, the main theoretical model that has underpinned this work has been the DOTS model (Law and Watts, 1977), which consists of:<br />
		+	... ''planned experiences designed to facilitate the development of:<br />
		+	Decision learning – decision making skills <br />
		+	Opportunity awareness – knowing what work opportunities exist and what their requirements are<br />
		+	Transition learning – including job searching and self presenting skills<br />
		+	Self awareness – in terms of interests, abilities, values, etc.'' (Watts, 2006, pp. 9-10).<br />
		+	The value of this model lies in its simplicity, as it allows individuals to organise a great deal of the complexity of career development learning into a manageable framework. However, the model has recently attracted some criticism. McCash (2006) argues that the model is over-reliant on a mechanistic matching of person and environment, and therefore underplays other critical issues such as social and political contexts. He also points out that there is an implication that failure to secure a “self-fulfilling” occupation can be presented, or experienced, as the fault of the unsuccessful individual. These criticisms overlook the fact that the elegant simplicity of the DOTS model is precisely why it has proved so enduring and popular. They also seem to suggest that students introduced to basic concepts of career development through DOTS would be incapable of developing and learning about more sophisticated analyses through this simple introductory structure

@@ Line 6: / Line 6: @@
 == Other Definitions of Employability<ref>Overview of Employability [https://en.wikipedia.org/wiki/Employability Wikipedia]</ref> ==
-*(Hillage and Pollard, 1998): "Employability is the capability to move self-sufficiently within the labour market to realise potential through sustainable employment. For the individual, employability depends on the knowledge, skills and attitudes they possess, the way they use these assets and present them to employers and the context (personal circumstances and labour market environment) within which they seek work."
+*(Hillage and Pollard, 1998): "Employability is the capability to move self-sufficiently within the labour market to realise potential through sustainable employment. For the individual, employability depends on the knowledge, skills and attitudes they possess, the way they use these assets and present them to employers and the context (personal circumstances and labour market environment) within which they seek work." They propose employability consists of four elements:
 *Anneleen Forrier; Luc Sels (2003): "Employability is the ability to maintain employment and make 'transitions' between jobs and roles within the same organization to meet new job requirements."
 *Van der Heijde and Van der Heijden (2005): "Employability is the ability to obtain new employment if required, i.e. to be independent in the labour market by being willing and able to manage their own employment transitions between and within organisations. The continuously fulfilling, acquiring or creating of work through the optimal use of efforts."
 *Erik Berntson (2008): "Employability is the ability to gain initial employment; hence the interest in ensuring that 'key competencies', careers advice and an understanding about the world of work are embedded in the education system." Berntson argues that employability refers to an individual's perception of his or her possibilities of getting new, equal, or better employment. Berntson's study differentiates employability into two main categories – actual employability (objective employability) and perceived employability (subjective employability).
 *Lee Harvey, former Director of the Centre for Research and Evaluation at Sheffield Hallam University, defines employability "as the ability of a graduate to get a satisfying job", stating that job acquisition should not be prioritized over preparedness for employment to avoid pseudo measure of individual employability. Lee argues that employability is not a set of skills but a range of experiences and attributes developed through higher-level learning, thus employability is not a "product' but a process of learning.

← Older revision		Revision as of 19:50, 5 March 2021
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−	[[File:Employability.png\|~~500px~~\|Employability.png]]	+	[[File:Employability.png\|400px\|Employability.png]]
		+
		+
		+	== Other Definitions of Employability ==
		+	*(Hillage and Pollard, 1998): "Employability is the capability to move self-sufficiently within the labour market to realise potential through sustainable employment. For the individual, employability depends on the knowledge, skills and attitudes they possess, the way they use these assets and present them to employers and the context (personal circumstances and labour market environment) within which they seek work."
		+	*Anneleen Forrier; Luc Sels (2003): "Employability is the ability to maintain employment and make 'transitions' between jobs and roles within the same organization to meet new job requirements."
		+	*Van der Heijde and Van der Heijden (2005): "Employability is the ability to obtain new employment if required, i.e. to be independent in the labour market by being willing and able to manage their own employment transitions between and within organisations. The continuously fulfilling, acquiring or creating of work through the optimal use of efforts."
		+	*Erik Berntson (2008): "Employability is the ability to gain initial employment; hence the interest in ensuring that 'key competencies', careers advice and an understanding about the world of work are embedded in the education system." Berntson argues that employability refers to an individual's perception of his or her possibilities of getting new, equal, or better employment. Berntson's study differentiates employability into two main categories – actual employability (objective employability) and perceived employability (subjective employability).
		+	*Lee Harvey, former Director of the Centre for Research and Evaluation at Sheffield Hallam University, defines employability "as the ability of a graduate to get a satisfying job", stating that job acquisition should not be prioritized over preparedness for employment to avoid pseudo measure of individual employability. Lee argues that employability is not a set of skills but a range of experiences and attributes developed through higher-level learning, thus employability is not a "product' but a process of learning.

← Older revision		Revision as of 19:35, 5 March 2021
Line 1:		Line 1:
	Professor Mantz Yorke of the University of Edinburgh defines Employability ''as "a set of achievements – skills, understandings and personal attributes – that make individuals more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy."''<ref>Definition - What Does Employability Mean? [https://www.ed.ac.uk/employability/staff/what-why-employability-important/what-is-employability University of Edinburgh]</ref>		Professor Mantz Yorke of the University of Edinburgh defines Employability ''as "a set of achievements – skills, understandings and personal attributes – that make individuals more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy."''<ref>Definition - What Does Employability Mean? [https://www.ed.ac.uk/employability/staff/what-why-employability-important/what-is-employability University of Edinburgh]</ref>
		+
		+
		+	[[File:Employability.png\|500px\|Employability.png]]

← Older revision		Revision as of 19:32, 5 March 2021
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−	''~~'Content Coming Soon'~~''	+	Professor Mantz Yorke of the University of Edinburgh defines Employability ''as "a set of achievements – skills, understandings and personal attributes – that make individuals more likely to gain employment and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy."''<ref>Definition - What Does Employability Mean? [https://www.ed.ac.uk/employability/staff/what-why-employability-important/what-is-employability University of Edinburgh]</ref>