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Highlighting the potential benefits of developing the industrial relationship

Simon Thomas and Ian JonesBournemouth University

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Question

• There is evidence suggesting that there is a gap between the employers’ expectations and graduates’ employability skills (Lee Lee and Kim 2009) therefore we carried out a longitudinal study examining first year Students and their Employability Skills. What do you consider were the top four motivators students cited with regard to their expectations?

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Answers

1. Training2. Being Valued3. Feedback/Communication4. Career/Graduate

Employment opportunities

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What students need and employers want: The students perspective

• To be valued for their contributionFactors such as rewards and recognition have beenshown to contribute to job satisfaction (Wagenheim & Anderson, 2008)

• To be trained and developedBabakus et al (2003) found a significant positive relationship between, training, empowerment, rewards and performance, which was mediated through the role of job satisfaction.

• To be given opportunities to apply knowledgePlacements are vital as they allow students to experience real job situations, while they are in education so that they can have realistic expectations about their careers (Ayres, 2006)

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What students need and employers want: The employers perspective

• To demonstrate passion and commitmentHaving placement students as part of the team has other benefits too as it can motivate other younger members of the team to work harder (Stembridge, 2010)

• To add value to the organisationTheir contribution to the planning, organisation and delivery of events allows me as a senior manager to concentrate on more strategic and operational projects and tasks (Lund, 2010)

• To build a lasting relationshipEvery student I have taken on placement has returned to me on graduationto take on a junior executive role (Gumbrell, 2010)

• Return on Investment (ROI)The students can be a very cost effective resource to have with regards to quality and quantity of work that can be produced (Foulkes, 2010)

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From the Past to the Present and into the Future

• It is still the case that many placement students are paid at extremely low rates, and they occasionally protest at being treated as ‘slave labour’ (McMahon & Quinn, 1995)

• Placements/internships are an opportunity to close the gap between college-learned theory and practical reality (Wen-Hwa, 2007)

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The relationship as it stands

1 2 3 4 18 – 24 months

Theoretical underpinningSupplemented by

Practical developmentLeading to

Application and reflectionSupporting PPD

VolunteeringSelf Development

DifferentiationCompetitive Advantage

Placement experience40 weeks – 30 hrs p/w

Portfolio

Final YearDissertation

Extension of relationshipGraduate trainee

The Student, Organisational and University relationship

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The future potential of the industrial relationship:

The real return on investment

• Close the gap with education: guest speakers

• Both parties must be fully committed in order to reap the full benefits

• Commit to training and development• Re-employ as graduates: succession

planning and talent management • Support dissertations and consultancy

projects• KTP and CPD projects

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The Relationship as it should be

1 2 3 4 18 – 24 months

Theoretical underpinningSupplemented by

Practical developmentLeading to

Application and reflectionSupporting PPD

VolunteeringSelf Development

DifferentiationCompetitive Advantage

Guest Speaker programme

Placement experience

Develop links with current students

Greater influence into curriculum

design

Final Year

Dissertation.Consultancy.Application

of newKnowledge –

Critical thinkingStrategic planning

Extension of relationship

Graduate traineeKTPCPD

The Student, Organisational and University relationship

Longitudinal Interview Organisational Fit

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Summary

• The investment must be explicit from both sides: student commitment and employer training and development

• Returns should be beyond the placement period

• Financial benefits are clear• Resulting in committed employees of

the future

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References

• Ayres, H., 2006. ‘Education and opportunity as influences on career development: Findings from a preliminary study in eastern Australia tourism’. Journal of Hospitality, Leisure, Sport and Tourism Education, 5 (1), 16-27.

• Babakus, E, Yavus, U and Avci, O.M.K.T., 2003. ‘The effect of management commitment to service quality on employees’ affective and performance outcomes’. Journal of Academy Marketing Science, 31 (3), 272-286.

• Foulkes, A., 2010. Assistant Manager Operations, Le Manoir Aux Quat’ Saisons.• Gumbrell, K., 2010. CEO Convivial London Pubs. • Lund, C., 2010. Visitor Services Manager, Dunster castle and Gardens. • McMahon, U and Quinn, U., 1995. ‘Maximising the hospitality management

student work placement experience: a case study’. Education and Training, 37 (4), 13-17.

• Stembridge, A., 2010. Managing Director, Chewton Glen Hotel.• Wagenheim, M and Anderson, S., 2008. ‘Theme park employee satisfaction and

customer orientation’. Managing Leisure, 13 (3/4) 242-257.• Wen-Hwa, K., 2007. ‘Training, satisfaction with internship programmes, and

confidence about future careers among hospitality students: A case study of Universities in Taiwan’. Journal of teaching in Travel and Tourism, 7 (4), 1-17.