A competency development approach to learning for employment

Kathryn McLachlan; Linda Yeomans; Keith Zhi Guo Lim

doi:10.4995/HEAd17.2017.5421

A competency development approach to learning for employment

Kathryn McLachlan^*, Linda Yeomans, Keith Zhi Guo Lim

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

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Abstract

Higher Education Institutions are increasingly aware of industry expectations regarding work-ready graduates. Work Integrated learning (WIL) and co-operative education initiatives are widely acknowledged for improving professional skills and work readiness, however, graduates often lack the 'soft' skills (communication, collaboration, problem solving) deemed essential for enhanced productivity and innovation in the workplace. Anecdotal evidence from the Professional and Community Engagement (PACE) program at Macquarie University, identified the difficulties that students experience in self-assessing employability skills.

This paper discusses the theoretical and practical development of a competency development approach to learning for employment using an Assessment Centre process model currently embedded in the curriculum of one PACE unit. Developed and coordinated by post-graduate psychology students, the model provides a set of behavioural criteria by which to assess student employability skills.

While there is little evidence in the literature of the use of AC's for enhancing undergraduate employability, preliminary research and evaluation findings from this project, suggest that the AC process can have a positive influence on the development of the 'soft' skills of employability.

Original language	English
Title of host publication	Proceedings of the 3rd International Conference on Higher Education Advances
Editors	Josep Domenech, M. Cinta Vicent-Vela, Elena de la Poza, Desamparados Blazquez
Place of Publication	Spain
Publisher	Universitat Politecnica de Valencia
Pages	793-800
Number of pages	8
DOIs	https://doi.org/10.4995/HEAd17.2017.5421
Publication status	Published - 2017
Event	3rd International Conference on Higher Education Advances, HEAd '17 - Valencia, Spain Duration: 21 Jun 2017 → 23 Jun 2017

Publication series

Name
ISSN (Electronic)	2603-5871

Conference

Conference	3rd International Conference on Higher Education Advances, HEAd '17
Abbreviated title	HEAd '17
Country	Spain
City	Valencia
Period	21/06/17 → 23/06/17

Bibliographical note

Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

Assessment Centre
soft skills
employability
competency
goal setting

Access to Document

10.4995/HEAd17.2017.5421Licence: CC BY-NC-ND

Publisher version (open access)Final published version, 738 KBLicence: CC BY-NC-ND

Cite this

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title = "A competency development approach to learning for employment",

abstract = "Higher Education Institutions are increasingly aware of industry expectations regarding work-ready graduates. Work Integrated learning (WIL) and co-operative education initiatives are widely acknowledged for improving professional skills and work readiness, however, graduates often lack the 'soft' skills (communication, collaboration, problem solving) deemed essential for enhanced productivity and innovation in the workplace. Anecdotal evidence from the Professional and Community Engagement (PACE) program at Macquarie University, identified the difficulties that students experience in self-assessing employability skills.This paper discusses the theoretical and practical development of a competency development approach to learning for employment using an Assessment Centre process model currently embedded in the curriculum of one PACE unit. Developed and coordinated by post-graduate psychology students, the model provides a set of behavioural criteria by which to assess student employability skills.While there is little evidence in the literature of the use of AC's for enhancing undergraduate employability, preliminary research and evaluation findings from this project, suggest that the AC process can have a positive influence on the development of the 'soft' skills of employability.",

keywords = "Assessment Centre, soft skills, employability, competency, goal setting",

author = "Kathryn McLachlan and Linda Yeomans and Lim, {Keith Zhi Guo}",

note = "Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.; 3rd International Conference on Higher Education Advances, HEAd '17, HEAd '17 ; Conference date: 21-06-2017 Through 23-06-2017",

year = "2017",

doi = "10.4995/HEAd17.2017.5421",

language = "English",

publisher = "Universitat Politecnica de Valencia",

pages = "793--800",

editor = "Josep Domenech and Vicent-Vela, {M. Cinta} and {de la Poza}, Elena and Desamparados Blazquez",

booktitle = "Proceedings of the 3rd International Conference on Higher Education Advances",

address = "Spain",

}

McLachlan, K, Yeomans, L & Lim, KZG 2017, A competency development approach to learning for employment. in J Domenech, MC Vicent-Vela, E de la Poza & D Blazquez (eds), Proceedings of the 3rd International Conference on Higher Education Advances. Universitat Politecnica de Valencia, Spain, pp. 793-800, 3rd International Conference on Higher Education Advances, HEAd '17, Valencia, Spain, 21/06/17. https://doi.org/10.4995/HEAd17.2017.5421

A competency development approach to learning for employment. / McLachlan, Kathryn; Yeomans, Linda; Lim, Keith Zhi Guo.

Proceedings of the 3rd International Conference on Higher Education Advances. ed. / Josep Domenech; M. Cinta Vicent-Vela; Elena de la Poza; Desamparados Blazquez. Spain : Universitat Politecnica de Valencia, 2017. p. 793-800.

Research output: Chapter in Book/Report/Conference proceeding › Conference proceeding contribution › peer-review

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AU - Yeomans, Linda

AU - Lim, Keith Zhi Guo

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PY - 2017

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N2 - Higher Education Institutions are increasingly aware of industry expectations regarding work-ready graduates. Work Integrated learning (WIL) and co-operative education initiatives are widely acknowledged for improving professional skills and work readiness, however, graduates often lack the 'soft' skills (communication, collaboration, problem solving) deemed essential for enhanced productivity and innovation in the workplace. Anecdotal evidence from the Professional and Community Engagement (PACE) program at Macquarie University, identified the difficulties that students experience in self-assessing employability skills.This paper discusses the theoretical and practical development of a competency development approach to learning for employment using an Assessment Centre process model currently embedded in the curriculum of one PACE unit. Developed and coordinated by post-graduate psychology students, the model provides a set of behavioural criteria by which to assess student employability skills.While there is little evidence in the literature of the use of AC's for enhancing undergraduate employability, preliminary research and evaluation findings from this project, suggest that the AC process can have a positive influence on the development of the 'soft' skills of employability.

AB - Higher Education Institutions are increasingly aware of industry expectations regarding work-ready graduates. Work Integrated learning (WIL) and co-operative education initiatives are widely acknowledged for improving professional skills and work readiness, however, graduates often lack the 'soft' skills (communication, collaboration, problem solving) deemed essential for enhanced productivity and innovation in the workplace. Anecdotal evidence from the Professional and Community Engagement (PACE) program at Macquarie University, identified the difficulties that students experience in self-assessing employability skills.This paper discusses the theoretical and practical development of a competency development approach to learning for employment using an Assessment Centre process model currently embedded in the curriculum of one PACE unit. Developed and coordinated by post-graduate psychology students, the model provides a set of behavioural criteria by which to assess student employability skills.While there is little evidence in the literature of the use of AC's for enhancing undergraduate employability, preliminary research and evaluation findings from this project, suggest that the AC process can have a positive influence on the development of the 'soft' skills of employability.

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KW - goal setting

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T2 - 3rd International Conference on Higher Education Advances, HEAd '17

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