Employ Ability 1

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SURVEY OBJECTIVE

World Bank ReportEmployability and Skill Set of Newly Graduated Engineers in India

Rajeev Valunjkar Dept. Of Electrical Engg.

1) Andreas Blom 2 )Hiroshi SaekiNovember 1, 2010

Rajeev Valunjkar Dept. Of Electrical Engg.

We want to see all of our studentsTo be highly successful in life and their career graph Shoot up like this

EMPLOYABILITY

WORLD BANK STUDY SURVEY OBJECTIVE(i) Which skills do employers consider important when hiring new engineering graduates?(ii) How satisfied are employers with the skills of engineering graduates?(iii) In which important skills are the engineers falling short?

SURVEY DETAILSTen out of the 11 NBA Program Outcomes were included in the questions . Thirteen skills from previous employer surveys were added. These were in particular skills often referred to as soft skills or core skills or employability skills, such as integrity, self-motivation, team skills etc.

Further three specific skills were added, namely 1) Basic computer, 2) Advanced Computer, and 3) Customer Service Skills.

Lastly, another three skillsTechnical Skills (programming)Communication in English and Entrepreneurship Skills, were included as per request of employers.

Analysis of the employers feedback

The specific skills can be grouped into three overall groups of skills: Core Employability SkillsCommunication Skillsand Professional Skills.

Which skills do employers consider important when hiring new engineering graduates?

Which skills do employers consider important when hiring new engineering graduates?

Key Findings of the Report(ii) Although all three skills are important for employers, Core Employability Skills and Communication Skills (Soft Skills) are more important than Professional Skills. Soft skills, such as reliability and self-motivated have the largest skills gaps.

Key Findings of the Report64% of employers hiring fresh engineering graduates are only somewhat satisfied or worse with the quality of engineering graduates skills. The typical employer is only somewhat satisfied with the skill set of the newly hired graduates.

Key Findings of the ReportThe graduates have strong English Communication skills and this is one the most important skills for employability.

Key Findings of the ReportThe graduates lack higher-order thinking skills, such as analyzing, evaluating and creating. This is unfortunate, because these higher-order skills are more important than lower-order thinking skills. Skills such as Problem-solving and conducting experiments and data analysis have a large skill gap.

Key Findings of the ReportEmployers predominantly demand the same Soft Skills irrespective of economic sector, firm size and region. However, firms in different regions and economic sector and of different size demand distinct Professional Skill.

How satisfied are employers with the skills of engineering graduates?

In which important skills are the engineers falling short?

Policy recommendations (i) Address the three skill factors (Core Employability Skills, Professional Skills, and Communication Skills) when reforming assessment, teaching, and curriculum.(ii) Emphasize Soft Skills(iii)Interact more with employers to understand the real demands from the market(iv) Improve assessment, teaching, and curriculum(v) Customize courses to meet different demands

Skill Gaps: Higher-Order Thinking Skills are lagging

A closer assessment of the skill gaps tentatively suggest that the skill gaps are largest within higher-order thinking skills, and smallest among the lower-order thinking skills.

All three skills factors are important- both Core Employability Skills, Communication Skills and Professional Skills are important.

Engineers that are in high demand possessall three skills sets.

The policy implication is the need to improve the Soft Skills of graduates(i) Colleges and teachers recognize that Soft Skills are important and include soft skills as part of the desired learning objectives that teachers should foster in their students Engineering education is not just about technical knowledge and applicability; (ii) The National Accreditation Board could enhance the importance given to soft skills in the Program Outcomes; For example, NBA does not explicitly include team working skills as an expected skill for an engineering graduate; (iii) The teaching-learning process could be adjusted to include more project-work in teams and possibly received grades as a team;and (iv) Introduce or scale-up specific courses providing students with opportunities to enhance their English skills, communication skills or other forms of Soft Skills, for example through finishing schools (courses for graduating students focusing on specific skills in high demand).

Summary Analysis of Skill GapsThe employers are likely to perceive Soft Skills more important than Professional Skills.

However, engineering graduates with limited and weak Professional Skills are undesirable for employers.

The survey results, for instance, show a clear signal to the Problem Solving that is under Professional Skills. As shown earlier, Problem Solving has the largest gap in Professional Skills and the second least satisfying skill of all skills.

Wide gaps can be observed among almost all skills. This is more obvious for higher order skills, such as Problem Solving that falls in Professional Skills.

Further, the mean scores of skill gaps in Professional Skills are higher than those in Soft Skills, which are 0.91 and 0.88 points, respectively. Therefore, the importance of Professional Skills should not be disparaged.

Developing Your Students Professional SkillsThis Toolkit, Developing Your Students Professional Skills, focuses on how students can benefit from learning and working in a professional context outside the university, while studying. Learning in the workplace, on work experience, in a practicum, doing a work placement, etc., gives students the opportunity to:

Identify the relevance of particular theoretical concepts, skills and ways of proceeding that have been learnt in their course of study, and thus encourages more intentional classroom learning;

Put theory into practice;

Appreciate that academic success is not the only attribute for successful employment and careers;

Develop an awareness of workplace culture and appreciate the rapidly changing nature of the world of work;

Evaluate and develop work-related personal attributes (diplomacy, cooperation, workplace etiquette and leadership);

Develop specific communicative and interactive abilities; and

Establish career plans and strategies.

How do universities know what industry needs?

These include: Recruitment of staff into academia from industry

Point to point contacts between academics and engineers from industry at all levels, including lunchtime conversations and other informal links

Industrial advisory/liaison boards

Strategic partnerships, including research and knowledge transfer partnerships Employer links through careers services and recruitment processes

Staff secondments to industry and visits by academic staff to students on placementStudents reporting to their departments following placementsEffective use of alumni through well organized alumni organizations and inviting recent graduates to give talks to studentsSector Skills Councils who provide information about skills requirements and bring industry together with academiaReading reports and studies, both national and regional.