Developing Professional Skills Through Short Term Engineering Placement

7/28/2019 Developing Professional Skills Through Short Term Engineering Placement

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Developing professional skills through short-term engineeringplacements

Elizabeth Vincent and Dr Martin Borthwick

School of Marine Science & Engineering

University of Plymouth

Abstract

This project investigated the potential for engineering employers to accommodate short-term

(summer) placements as an alternative approach to year-long sandwich placements. 112companies were approached for their opinion on short-term placements and the range and extentof professional skills that students could develop during a summer in industry. Feedback from 37employers indicated an overall positive perception and short-term placements were consideredlargely beneficial to both company and student. Employers agreed that good communication wasthe key skill that they were looking for and that students would develop their project and timemanagement skills, as well as improving commercial awareness, during their summer experience.

Keywords: placements, engineering, profession, employment, skills

Background

The benefits of industrial experience for undergraduate engineering students are well known,particularly graduate employability (The Royal Academy of Engineering, 2010). The availability ofone-year sandwich placements and their uptake, however, has declined in recent years (Walkerand Ferguson, 2009; Dales et al., 2010). With the drive to improve the employability of engineeringgraduates in the competitive market place, it was considered timely to investigate the potential forshort-term industrial placements (during summer vacations) as an alternative means of developingprofessional skills.

Wider investigations into industry expectations of graduates have categorised professional skills asdefining and enabling; with defining skills relating to theoretical and practical technicalknowledge (or those in the technical domain), while enabling refers to the softer, transferableskills (or those in the social domain) (Spinks, 2006). According to The Royal Academy of

Engineerings 2010 Engineering Graduates for Industryreport, which of these is of greaterimportance to employers has been the subject of many debates and changes in engineeringeducation throughout the years. The benefit and skills gained through year-long industrialplacements is well-established (Little and Harvey, 2006; ASET, 2007; The Royal Academy ofEngineering, 2010; Pegg et al., 2012); however, whether this is applicable to shorter-durationsummer placements, and to the same extent, is less clear. Confirmation from industry was neededin order to confirm and support the notion that sufficient professional skills would be gained duringshort-term placements.

Rationale

It has been established that the number of students taking up one-year industrial placements and

sandwich-year options has declined nationally and the reasons most often cited include costs(financial and personal), mobility and the right role and/or employer (Morgan, 2006; Walker andFerguson, 2009; Lock et al., 2009; Dales et al., 2010).


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Similarly, it has been reported that the number of year-long placement opportunities is decliningdue to the economic downturn and therefore these opportunities are becoming increasinglycompetitive (Dales et al., 2010; The Royal Academy of Engineering, 2010; Aggett and Busby,2011; Pegg et al., 2012).

Dales et al. (2010) also indicate that placement opportunities in certain fields of engineering arerestricted due to the type of industry available in the local area and this is applicable to the South

West region. The downturn in local opportunities is confirmed by a recent study carried out byAggett and Busby (2011) who comment on the number of declining placements available in thePlymouth area, specifically in the tourism industry.

In response to the reported increase in students from local communities who choose not to moveaway from home for their first degree and also choose to take a work placement locally (Dales etal., 2010) it was considered prudent to find an alternative option to the year-long placement tomeet the needs of local students. However, as not allstudents are based in the South West andplacements are sought in all areas of the UK, this study was designed to meet the needs andbroaden opportunities to improve employability for all students by developing professional skillsthrough short-term placements.

The outcomes from this project are relevant across the STEM disciplines and will be used to

promote the advantages of short-term placements to both students and employers.

The approach

A database of 152 industry contacts was compiled from previous and existing placements, internaland external staff contacts, industrial advisory committees, placement and careers fairs andprofessional body membership. Although emphasis was placed on small to medium sizecompanies (SMEs) based in the South West, larger national organisations were also included.

Phase 1: pilot survey

A pilot survey was conducted to gauge interest and likely participation. The initial 50 contacts wereselected because of existing relationships with Plymouth University which had been forged through

placements and departmental staff connections.

The project was outlined in an email and those interested were asked to respond. A follow-upemail was sent requesting basic information to determine the general level of interest in short-termplacements and the extent to which the practice was already being carried out.

Phase 2: extended survey

The database of 152 employers was reviewed in terms of the timescale and logistics of the project.The contacts were prioritised and divided into smaller, more manageable lists based on location,named contact and engineering discipline.

Employers were initially emailed with an outline of the project and asked to respond if they wereinterested in taking part. Based on the limited pilot survey response, at least one follow-uptelephone call was made within two weeks of initial contact. Where the recipient was not available,a message was left or an alternative arrangement was made.

During the follow-up calls, interested employers were given the option of a face-to-face meeting ortelephone discussion at a convenient time. The Skills Tracker template, designed to evaluatestudent progress during summer placements (seeAssessmentbelow), was sent for review prior tothe meeting/discussion where possible.

Topics for discussion

The topics for discussion with employers were based around the project objectives. Theseincluded:

1. Employers general perceptions of short-term placements2. Previous experience of placements, if any

3. Company expectations and benefits to both the business and students


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Table 1. Employer response

Employers Number(n=112)

%

Interested 42 38%

Not interested 27 24%

Not responding 43 38%

Total employers contacted 112 100%

Employers not interested

27 (24%) of the 112 companies stated that they were not interested in short-term placements. Themain reasons cited are shown in Table 2.

Table 2. Employers reasons for lack of interest

Reason: Number(n=27)

%

Only provide year-long placements 11 41%

Don't provide placements at all (i.e. graduates only) 4 15%Summer duration too short 3 11%

Take placements but did not want to commit to Plymouth University 3 11%

Too small 2 7%

Workload (i.e. too busy or work not continuous) 2 7%

No engineers 1 4%

On-going recession 1 4%

The companies that did not respond to initial email and follow-up contact were considered as beingnot interested.

Employer feedback37 (33%) of the 112 companies contacted provided feedback through face-to-face meetings andtelephone discussions. The full results of the feedback are provided in Table 3.

The overall impression of short-term placement is positive. 16 (43%) companies stated that theyhad no preference for duration and 21 (57%) companies had experience of both. Only a smallnumber were limited to short-term (4: 11%) or no placement experience at all (7: 19%).

Table 3. Topics for discussion definition and findings

Topic KeywordNumber(n=37)

% Comments/notes

Perception Positive 27 73% Not always stated but a general feeling and input intodiscussion indicated whether positive or negative, or bothWhere not clearnot known indicated

Negative 4 11%

Both 2 5%

Not known 4 11%

Preference Summer 8 22%

Year 13 35%

None 16 43%

ExperienceSummer +year

21 57%

Summer 4 11%

Year 5 13%

None 7 19%

Summer 2012 Yes 30 81% Indicated whether the company would consider taking a

placement student for summer 2012No 7 19%

ExpectationsEducationexperience

4 11%To contribute to the students educational experience andcareer


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Extraresource

20 54%To provide an extra pair of hands, contribute to the day-to-day business and provide a return on time invested inmentoring and training students

Industry duty 3 8%Duty to the industry and/or social/communityresponsibility, including public relations/publicity for thecompany

Recruitment 7 19% To assess for employment/recruitment purposes

Not known 3 8%

Benefit to company Recruitment 28 76% As above(more than 1 response) Industry duty 9 24% As above

Extraresource

17 46% As above

Young blood 3 8%Provide fresh ideas and innovation or reduce the averageage of the office

Links withHEIs

8 22% To improve links with HEIs

R&D projects 2 5%Where students are recruited specifically to do this ratherthan to provide extra resources

Staffdevelopment

1 3%Where existing staff were benefiting from thementoring/supervising process

None 2 5% Where no benefit to the company was seen

Benefit to students(more than 1 response)

Workenvironmentexperience

28 76% Included blue chip company experience, professionalenvironment and processes, commercial awareness,confidence, etc.

Career 13 35%

Having an effect on students careers or career choicesand included broadening of minds/horizons, choice ofconsultancy vs. contracting/site work vs. office-based,including possibility of being recruited as well as improvinglonger-term employability, etc.

Theory intopractice

11 30%Practical use of theoretical/classroom-based knowledge ina professional environment

CPD 1 3%Continuing professional development, as identified byprofessional bodies

Project/timemanagement

5 14%Includes how projects are conceived and run fromconception to realisation, including time management and

organisationPaid Yes 22 59%

Yes or no, or not knownNo 3 8%

Not known 12 33%

Limitations(more than 1 response)

Resourcing 11 30%

Includes where resourcing is controlled centrally orexternally, security clearance is required, a large numberof applications/selection criteria limits the number ofplaces, senior management approval is needed oremployer is self-employed

Duration tooshort

3 8%Summer duration is considered too short to ensureproductivity

No capacity 11 30%

No capacity - includes lack of office space and/or time(e.g. for self-employed companies where no engineers areincluded in the branch of the engineering firm or there are

no suitable projects)Unpaid 2 5% Unpaid placements may reduce interest from students

Workload 16 43%Includes too much or too little to provide projects forstudents or staffing to supervise, including costs, budgetsand the effects of the current economic climate

None 3 8%

Other limitations andissues

Companychange-over

1 3%

A number of limitations stood out as separate issues thatwere unable to be grouped together and are thereforepresented separately

(more than 1 response)ConfidentialIP

1 3%

H&S 2 5%

Location ofstudent

1 3%

Physicalmobility 3 8%


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Projectfollow-through

1 3%

ProjectsGeneralexperience

16 43%

Projectspecific

12 32%

Both 5 14%

Students were allocated to a project but employers were

committed to ensuring that students obtained a goodgeneral overview of other areas of the business

Not known 4 11%

Commitment/mentoringGraduateprogramme

13 35%

Placement students supervised as part of the graduateprogrammes had appropriately trained mentors, althoughstudents may be allocated to a line manager/supervisor aswell

Supervisor 20 54%Companies without graduate programmes allocatedstudents to a supervisor/line manager, but were less likelyto have formal mentoring training

Both 1 3%Companies with graduate programmes that do not includetheir placement students in the company graduateprogramme mentoring scheme and are supervised only

None 1 3%

None - where one company stated that all supervision

would need to be carried out by the universityNot known 2 5% No response provided

Note: Where both responses fell into the same category, these were counted as 1.

Highest values have been highlighted in bo ld font.

20 (54%) employers considered that work placement students provided extra resources (an extrapair of hands) and this, alongside recruitment, was seen as the main benefit to companies.Employers thought that students benefited from the professional and real-life work environmentexperience that placements provided (28: 76%), although a small number stated that placementshelped towards students careers and career choices (13: 35%).

Most employers (22: 59%) confirmed that their placements were paid, but three companies (8%)

indicated that they could only offer unpaid positions due to current circumstances (e.g. companyrecruitment freeze and budgets). Limitations were mainly due to workload (16: 43%), resourcing(11: 30%) and no capacity (e.g. office space or resource) (11: 30%). Only three companies (8%)indicated that the limitation was linked to the short duration.

16 (43%) employers indicated that students would gain general, rather than project-specific,experience; however, five (14%) confirmed that, although allocated to a project, students would beinvolved with other areas of the business and would therefore gain general experience as well.

While 13 (35%) companies had graduate programmes with fully trained mentors in whichplacement students would be involved, 20 (54%) stated that students would be allocated to asupervisor or line manager and would report to members of their respective project teams.

Professional skillsThe skills identified by employers were categorised using a set of keywords. The skills thatemployers expected of students at the start of their placement differed from the skills they feltwould be gained during their time with the company and have therefore been analysed separately.The keywords, definitions and data for skills expected and gained are provided in Tables 4 and 5:

Table 4. Skills expected by employers at the start of a placement

Keyword DefinitionNumber(n=37)

%

CommunicationIncludes written, verbal and presentations, literacy, report writingand interpersonal skills

25 68%

Technical knowledge Includes design, project management tools, codes of practice 18 49%

IT competent Includes CAD, Solid Works and all other related software 14 38%Enthusiastic

Includes keen, positive attitude, willing, enquiring, get stuck in, corebusiness interest/knowledge

13 35%

Motivated Includes being pro-active, taking the initiative, having aspirations, 8 22%


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Suggestions for improvement of the Tracker were minimal and were centred around closeralignment with professional body requirements. It was also considered that the 1000-word reportproviding evidence of experience should be mandatory, not voluntary.

Table 6. Skills expected by employers at the start of a placement

Key word DefinitionNumber

(n=21) %

Fit for purpose/ease of use Good/okay 16 76%

No comment 5 24%

Skill priority Communication 13 62%

Teamwork 7 33%

Analysis and problem solving 4 19%

Project management 3 14%

Self-management and organisation 3 14%

Practical/psycho-motor (application of IT, etc.) 2 10%

Contractual 1 5%

No comment 4 19%

Skill sets Most important Least important

Technical 7 33% 2 9%

Personal effectiveness 12 57% 1 5%

Commercial and professionalawareness

1 5% 13 62%

Not known 1 5% 5 24%

Student feedback

A group of eight students volunteered to trial the Skills Tracker template over the summer of 2011and provide feedback on their short-term placements. All eight students indicated that they hadfound it a positive experience. Roles and responsibilities varied, but all felt that they obtained agood all-round awareness and those who were allocated to a specific project felt that they had

been exposed to broader aspects of the business.Students found the Skills Tracker easy to use, but tended to identify targets that were technical andspecific to the work they were doing, rather than the broader skills. Not all students chose tocomplete the voluntary evidence-based report to accompany the Skills Tracker. All recognised theimportance of gaining industry experience and would definitely recommend summer placements totheir peers.

Discussion, summary

The project confirmed that email surveys alone are not effective. This was evident from theincreased response rate received during phase 2 of the project (from 32% to 63%), where initialemails were followed up by telephone calls. This method of approach is recommended for projectsof a similar nature.

The disparity between the skills that employers thought students would gain during their short-termplacement and those identified by the Skills Tracker demonstrated the merit of negotiating targetsand objectives between student and employer at the start of the placement.

The project has demonstrated that, within the engineering industry, employers are generallylooking to support HEIs and develop students work-based learning experience. It was widely feltthat short-term placements are beneficial and that all industry experience is invaluable in terms ofimproving students employability.

It was evident through discussions with employers that they value enthusiasm and motivation asmuch as technical knowledge and are looking for initiative and positive attitudes as well as

technical expertise. Mostly, employers are looking for personable, well-rounded people who areable to articulate themselves well through all forms of media and in all situations.


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Further development

There is scope to further expand and promote short-term placement opportunities by continuingthe process of contacting companies; however, this will require additional investment from HEIs.Plymouth University can further endorse students short-term work-based learning experiences bylooking at the possibility of promoting it as part of the engineering undergraduate programme androlling it out to other courses and programmes university-wide.

References

ASET (2007) Benefits of Placements [online],www.asetonline.org/benefits.htm(Accessed 20 April2012).

Aggett, M. and Busby, G. (2011) Opting out of Internship: Perceptions of Hospitality, Tourism andEvents Management Undergraduates at a British University,Journal of Hospitality, Leisure, Sportand Tourism Education, vol. 10, no. 1, pp. 116-113.

Dales, R., Lamb, F. and Hurdle, E. (2010) Engineering Graduates for Industry: Case Study ofAston University School of Engineering and Applied Science, Loughborough, Higher EducationAcademy Engineering Subject Centre.

Little, B. and Harvey, L. (2006) Learning Through Work Placements and Beyond, Manchester,HECSU/Higher Education Academys Work Placements Organisation Forum.

Lock, G., Bullock, K., Gould, V. and Hejmadi, M. (2009) Exploring the Industrial PlacementExperience for Mechanical Engineering Undergraduates,Engineering Education: Journal of theHigher Education Academy Engineering Subject Centre, vol. 4, no. 1, pp. 42-51.

Morgan, H. (2006) Why do Students Avoid Sandwich Placements?Proceedings of Education in aChanging Environment, Salford, 1213 January 2006, Salford, University of Salford.

Pegg A., Waldock, J., Hendy-Isaac, S. and Lawton, R. (2012) Pedagogy for Employability, York,Higher Education Academy.

Spinks, N., Silburn, N. and Birchall, D. (2006) Educating Engineers for the 21st Century: theIndustry View, Henley, Henley Management College and The Royal Academy of Engineering.

The Royal Academy of Engineering (2010) Engineering Graduates for Industry, London, RoyalAcademy of Engineering.

Walker, F. and Ferguson, M. (2009)Approaching Placement Extinction, Preston,University ofCentral Lancashire.

Further reading/bibliography

Appendix 1 (List of topics for discussion), Appendix 2 (Student feedback), Appendix 3 (SkillsTracker template), Appendix 4 (Contact summary reports), Appendix 5 (List of endorsingcompanies) available atwww.plymouth.ac.uk/placements.

This work is licensed under aCreative Commons Attribution-NoDerivs 3.0Unported License

Publication Date: 30/04/2012
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Developing Professional Skills Through Short Term Engineering Placement