Successful Graduate Recruitment (Hawksmere Special Briefing)

A

H A W K S M E R E

S P E C I A L

B R I E F I N G

Successful Graduate Recruitment 2nd Edition

Jean Brading

IFC

A

H A W K S M E R E

S P E C I A L

B R I E F I N G

Successful Graduate Recruitment 2nd Edition

Jean Brading

Published by Hawksmere plc

Other Hawksmere titles: Knowledge Management Sue Brelade and Christopher Harman

Successfully Defending Employment Tribunal Cases Dennis Hunt

12-18 Grosvenor Gardens London SW1W 0DH www.hawksmere.co.uk © Jean Brading 2001 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, photocopying, recording or otherwise, without the prior permission of the publisher.

New Ways of Working Stephen Jupp

How to Turn your HR Strategy into Reality Tony Grundy

Key Techniques for Employing Overseas Nationals Laura Devine

Public Liability Insurance Fred Collins

This Briefing is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out or otherwise circulated without the publisher’s prior consent in any form of binding or cover other than in which it is published and without a similar condition including this condition being imposed upon the subsequent purchaser. No responsibility for loss occasioned to any person acting or refraining from action as a result of any material in this publication can be accepted by

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Power over Stress at Work Daniel Araoz

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A CIP catalogue record for this Briefing is available from the British Library. ISBN 1 85418 270 6 Printed in Great Britain by printflow.com

Preface This Briefing is written in response to the concern voiced by many employers as to how to optimise their graduate recruitment activities. It contains up to the minute references to research, legislation, and current practice.The Briefing incorporates ideas from papers given at a major Hawksmere conference of the same title, first presented in June 1997. It is intended that this publication be revised on a regular basis,to take account of developments in the field of graduate recruitment, and to reflect feedback given by readers. We hope that,whether you are a recruiter,a careers adviser,or someone else with a professional interest in the subject, this Briefing will help clarify the issues and point to some useful ways forward. Jean Brading

Preface to the second edition Four years on from the first publication of this Briefing, much has happened in the lives of graduate recruiters! The spiralling of student debt, and the use of online recruitment, are just two of the issues that have come to the fore recently. The second edition of this Briefing takes all these new developments into account – we hope it will help you in your work. Jean Brading September 2001 Jean can be contacted at Kennetbridge Employment Specialists,Tel:0118 933 3366,or e-mail: [email protected].

The author Jean Brading has a background in human resource management and careers counselling. Since 1990 she has focused mainly on two areas: graduate careers and equal opportunities. These interests came together when she managed the Disabled Graduates Careers Information Service, based at the University of Reading. From April 1996 until October 2000, Jean was a principal in Charterhouse Partnership,a small enterprise which, among other things, provided an expert witness service to the courts on employment matters.Other activities included psychometric testing,and equal opportunities training and consultancy,particularly with regard to the employment provisions of the Disability Discrimination Act 1995. Currently Jean runs Kennetbridge Employment Specialists,which focuses on providing advice and training to employers and others (for example,awarding bodies such as OCR) on diversity, with particular reference to the link between good practice and legislative obligations. She is also Director of Insite International Ltd, an e-commerce consultancy. An established writer, Jean is the author of various publications, including (as co-author) Disability Discrimination: A Practical Guide to the New Law (Kogan Page,1996,2000),and an online job-seekers’guide for graduates (published on the Skill website – www.skill.org.uk). She is on the Editorial Advisory Board for Croner’s Managing Equality and Diversity Briefing, and wrote the equal opportunities training module, which is included in the accompanying handbook and CD ROM.She is compiling a new briefing paper on recruiting disabled graduates for AGR. Jean has a BA (Hons) in English, an MSc in Organisational Behaviour, a Diploma in Personnel Management and certificates in counselling, training and psychometric testing (levels A and B). She is a Member of the Chartered Institute of Personnel and Development, the British Association for Counselling and Psychotherapy,and a founding Member of the Society of Expert Witnesses. She is also affiliated to the Institute of Careers Guidance and is a Fellow of the Royal Society of Arts.

CONTENTS

Contents 1

Background

1

Labour market changes ...............................................................................................2 The graduate supply ....................................................................................................2 The picture for graduate recruiters .............................................................................4 Expected changes in higher education .......................................................................4 What next? ..................................................................................................................5

2

What is a graduate?

6

Graduateness ...............................................................................................................7 The assessment question ............................................................................................8 What employers need .................................................................................................8 Qualifications and competence ..................................................................................9 Below degree level: academic qualifications .............................................................10 Vocational qualifications ...........................................................................................11 How these qualifications inter-relate ........................................................................15 Admissions to full time higher education .................................................................16 How sub-degree qualifications are changing ............................................................16 Degree level qualifications ........................................................................................17 The future for credit in HE ........................................................................................19 Untangling it all .........................................................................................................20 The graduate’s point of view ....................................................................................20 Making comparisons .................................................................................................21 So what is a graduate? ...............................................................................................24

3

Attracting the best: where to look

25

The demise of the milkround ....................................................................................26 National or local? ......................................................................................................27 More on targeting ......................................................................................................28 Forming partnerships ...............................................................................................28 The careers service in higher education ...................................................................29 Academic departments .............................................................................................29 Students themselves ..................................................................................................29 The smaller employer ...............................................................................................30 Careers fairs ..............................................................................................................31 The Internet ..............................................................................................................31 Other suggestions .....................................................................................................32

CONTENTS

4

Promoting your company

33

The larger organisation .............................................................................................34 Avoiding a mismatch .................................................................................................34 Being clear ................................................................................................................35 What students look for ..............................................................................................36 Smaller organisations ................................................................................................37 Students’ job seeking behaviour ................................................................................38 Building a strategy .....................................................................................................40 Sending messages to students ...................................................................................40 A note on equal opportunities ..................................................................................43 Getting it right .........................................................................................................43 Some guidelines: Best Practice in Graduate Recruitment .......................................44

5

Shortlisting and beyond

47

Understanding shortlisting ........................................................................................48 The quick sift ............................................................................................................49 The information sift ..................................................................................................49 The human sift ..........................................................................................................50 Competency-based shortlisting .................................................................................50 Other aspects of selection: testing and assessment ..................................................51 Assessment centres ...................................................................................................53 Interviews .................................................................................................................53 References .................................................................................................................54 Being fair ...................................................................................................................54 Monitoring, evaluation and validation .......................................................................56 Providing feedback ...................................................................................................57 Graduate salaries .......................................................................................................57 Golden hellos ............................................................................................................58 Making the offer ........................................................................................................58

CONTENTS

6

Induction and development

59

Keeping them ............................................................................................................60 Ways of approaching graduate development ............................................................60 Appraisals ..................................................................................................................62 Lifelong learning .......................................................................................................63 Flexible working and work/life balance ...................................................................64 The skilful company ..................................................................................................65 Postscript: the future .................................................................................................65

Appendix 1 Details on Dearing

66

Details on Dearing ....................................................................................................67 A new compact .........................................................................................................68 The funding issue ......................................................................................................69 Expansion .................................................................................................................69 Quality .......................................................................................................................69 Work experience .......................................................................................................70 SMEs ..........................................................................................................................70 So what will employers need to do? .........................................................................70

Appendix 2 Useful addresses

72

Useful addresses ........................................................................................................73

Appendix 3 Further reading

75

Further reading .........................................................................................................76 Useful websites .........................................................................................................77 Feedback sheet .........................................................................................................78

Background Labour market changes The graduate supply The picture for graduate recruiters Expected changes in higher education What next?

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chapter 1

CHAPTER 1: BACKGROUND

There can hardly be anyone in our society who has not been affected by change.Organisations have contracted (and in some cases expanded again!),reformed and out-sourced some of what used to be carried out within the company. Employees now have to work harder, often with less promised to them in the future. The traditional graduate career path has all but disappeared, and people are expected to move in and out of jobs and careers in a way that was unthinkable ten or twenty years ago. For individuals, cultivating employability and self-reliance is a much more realistic approach than becoming a corporate clone.Globalisation,IT development and labour market supply all contribute to a context within which the graduate recruiter struggles and competes for the best people. In addition the Dearing report, Higher Education in the Learning Society,both has had and will have,major effects for years to come,radically altering the process of attracting good graduates.

Labour market changes Over the next ten years, the number of people under 35 is predicted to fall. In the year 2000, 40% of the workforce was over 45 years old.There is also a greater diversity of economically active people than in the past: more women, people from different racial backgrounds, and more people with disabilities. Changes towards more part-time working are to be expected in addition to more self-employment, and more people employed in small firms.We are all increasingly better educated, with much wider access to training in our ‘learning society’. The proliferation of e-learning,used both in public training and within corporate universities, is provoking much debate within HR and education circles. The Department for Education and Employment, and the Office for National Statistics, hold evidence to show that future growth will be concentrated in the service sector, with a simultaneous continuing decline in manufacturing and primary industry.Of particular interest to graduate recruiters is the trend for higher level occupations to grow faster:there is already a substantial shift of employment towards managerial,professional and technical occupations, which will represent nearly two in five jobs by 2006.

The graduate supply Fewer than fifteen years ago, there were only half as many students. Now there are over 1.5 million, many of whom are not the traditional, white, middle class school leaver. Asians are now more likely to go to universities than whites or blacks,women more than men, and those over sixty more than any other age group (except for 18-21 year olds)! However, the spread across the institutions is not equal:for example ethnic minority students are largely excluded from traditional universities (according to a study by the Institute of Employment Research at the University of Warwick).Also, non-white students only account for 4% of the participation rate at the Open University. Cultural and other barriers are strong, but widening

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CHAPTER 1: BACKGROUND

participation in promotion and admissions policies is an area which,following Dearing,is now linked to funding allocation – and it is common knowledge that many universities are struggling to survive. The expansion of higher education has recently been associated with broadening access, increased flexibility in studying,and some confusion among onlookers about what constitutes a degree (more about this in Chapter 2). Financial squeezing has led to less money both for higher education institutions and individual students.People passing through the system tend to be more focused on income generation than were their parents, and yet the opportunities open to them are not as clear.This trend has accelerated with the introduction of tuition fees and the abolition of the maintenance grant. Universities are now very aware that students have become customers. Other changes in the graduate labour market, apart from the increase in student numbers, include the effect of the proliferation of small and medium enterprises.These companies are very different in character from larger, blue-chip organisations, and demand different things from their employees.Traditionally SMEs have not been known for their hiring of graduates, partly because of their inability to offer graduate training schemes and predictable career progression.They also do not have access to the networking opportunities such as careers fairs:or indeed time to spare to visit them.Those responsible for hiring new recruits sometimes feel they lack a reliable way of choosing the best person, because they do not have much previous experience.There is also sometimes the belief that graduates will not be as adaptable, or will not ‘roll up their sleeves’,in the same way as less qualified people.In fact some graduates will welcome the chance to join a smaller organisation and they increasingly recognise that this is a sector that is growing fast. Data from the Higher Education Statistical Agency show that for the academic year 1999/2000, of the 231,000 former higher education students whose first destination was known,69% went into employment, 20% were continuing their education, and 5% were unemployed. If we look at the graduate labour force as a whole,rather than just at recent graduate destinations, we arrive at this picture: •

Two out of five graduates now work in small firms (under 200 employees)

•

70% are in the service sector

•

15% are in industry

•

60% are in managerial jobs

•

20% are in low skill jobs (e.g. clerical)

•

10% are in jobs where they feel underemployed

Interestingly, one third of all new graduates can expect to find work in London.

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CHAPTER 1: BACKGROUND

The picture for graduate recruiters It might be tempting to think that with such large numbers of students desperate for work to pay off their overdrafts, the job of a graduate recruiter would be easier than ever. Unfortunately, this is not necessarily the case. Since 2000, there has been an upturn in the demand for graduates – this is expected to increase overall by 19.1% in 2001 if employers carry out their stated intentions.Although there are many graduates available, they may lack the kinds of skills and attributes desired by graduate recruiters.The MPR Research File Pay and Progression for Graduates 2001 shows that around a fifth of employers found that they were not able to recruit all the graduates they wanted in 2000. Difficulties were particularly evident in attracting engineering graduates.

Expected changes in higher education The publication of the Dearing report into higher education has triggered various changes in the employer-university relationship.(For more details on the report,see Appendix 1.) There are three areas which are likely to be affected:the system’s structure,the curriculum,and the funding arrangements. All three of these will have an impact on the product of higher education, i.e. the new graduate, and thus on the activity of graduate recruitment. As far as changes in the structure of the system are concerned, it is likely that we will end up with a variety of different kinds of institution,rather like the Ivy League and specialist colleges in America. Some universities will choose not to enter the research assessment exercise, but concentrate on teaching instead. The distinction between further education and higher education is likely to become blurred in the public eye,in the same way as the old universities and polytechnics dropped the divide several years ago.This will make targeting of institutions more likely by some recruiters. At the same time any large scale expansion is likely to occur at below traditional degree level.The first foundation degrees, lasting two years and with a vocational bias, are already underway. The Department for Education and Employment has stressed the need for better education in employability skills, and it is likely that changes in the curriculum to reflect this will be the second area of impact from the Dearing report. If it happens that students are enabled to bring the worlds of work and education closer together, it will serve to make them more aware of what they want, and how to present themselves in applications.The Enterprise in Higher Education Initiative has already borne much fruit in terms of skill development, particularly in entrepreneurship, which is an area singled out by Dearing. In addition, many universities are introducing career management skills modules into their undergraduate courses, thus embedding this link with work into the curriculum. As many as 70 universities are now sinking into debt.There is no doubt that strain on scarce resources has stretched them to breaking point.The money has to come from somewhere.

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CHAPTER 1: BACKGROUND

Now that students are being asked to produce more money to fund themselves, they are becoming more selective about what they choose. They will demand more transparency and accountability from their institutions and subsequently they will need to earn a good salary. This will affect their targeted employment.Organisations unable or unwilling to offer the going rate or innovative packages might find that potential recruits are tempted away by rival employers,especially rich,foreign organisations offering excitement and a high salary,including perhaps a tempting ‘golden hello’.

What next? The pace of organisational change is outstripping that of higher education and indeed society in general.The difficulty of balancing demands from all stakeholders is increasing, yet the opportunities offered by a better educated workforce are exciting. Graduate employers will need to respond through active recruitment based on a clear assessment of what their company wants from a graduate, and what a graduate can bring them. Only then will they be able to maximise their use of this increasingly common being, the graduate.

5

What is a graduate? Graduateness The assessment question What employers need Qualifications and competence Below degree level: academic qualifications Vocational qualifications How these qualifications inter-relate Admissions to full time higher education How sub-degree qualifications are changing Degree level qualifications The future for credit in HE Untangling it all The graduate’s point of view Making comparisons So what is a graduate?

2

chapter 2

CHAPTER 2: WHAT IS A GRADUATE?

One of the spin-offs to widening access to higher education,and the proliferation of courses, is that it has become difficult to know what to expect from graduates. If there is no such thing as a typical student any more,how can you be sure that you are getting the best quality candidates, with the greatest potential? This chapter explores the notion of ‘graduateness’, with the aim of clarifying both what students can offer you and what they will want in return. It also looks at the pre-degree qualifications that you may find in candidates’ CVs.

Graduateness ‘Graduateness’ is a term originally coined by the Higher Education Quality Council (HEQC). In the 1990s,HEQC’s Quality Enhancement Group was engaged in an investigation of academic standards in UK higher education.The aim of its graduateness project was to: •

Clarify approaches to the articulation and assurance of standards in HE

•

Examine levels of comparability across degrees

•

Consider the development of threshold standards across UK degrees in the context of a longer, more diverse HE system.

Understanding the process of becoming a graduate,and academics’views on this,are important in that it is becoming increasingly necessary for universities and employers to work together (more on this in Chapter 3). In order to do this effectively, the various frames of reference need to be compared and contrasted. Stakeholders come with different perceptions, expectations and values.In a nutshell,academics will tend to place most emphasis on subject knowledge and analysis,students on personal development,and employers on interpersonal skills and business awareness. The attributes of graduateness arising from the HEQC consultation can be summarised as follows: •

Mastery of any relevant technical or practical skill necessary to practise in their field. In addition, familiarity with relevant forms of IT.

•

Detailed knowledge of, or a grounding in, their subject, distinctive in its depth (or level). An awareness of the theories associated with the field,its relevant conceptual frameworks, and its boundaries.

•

Critical (or analytical) thinking, making considered evaluations.A general ability to cope with sophisticated and complex problems.

•

Autonomy as workers, particularly in terms of conducting research projects and in terms of preparing for lifelong learning.

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CHAPTER 2: WHAT IS A GRADUATE?

•

Effective communication skills, both oral and written.Ability to work effectively in partnership with others.

•

Graduates should be self-critical,reflective practitioners with an awareness of ethical dimensions to their field and its interaction with other disciplinary areas and with a wider social context.

(Quoted in AGR’s newsletter Janus no. 38 – September 1996)

The assessment question If the concern of academics is,quite rightly,to develop those areas of subject knowledge and critical evaluation that will enable their students to perform well on their undergraduate programmes,the question arises as to how the skills identified as being important to employers can accurately be assessed. Of course recruiters gear their selection techniques to precisely this question,but it would be helpful if there were some kind of explicit institutional monitoring, fostering and appraisal of such skills, some of which exist and develop anyway as a part of moving through higher education. In fact, by 2005, government policy will require that all students have the option of developing Progress Files,consisting of a transcript of attainment and some form of personal development planning and recording, along lines recommended by the Quality Assurance Agency.It will be for employers to decide how best to use this extra information in their recruitment processes.

What employers need The sorts of skills and attributes that employers need in today’s organisation are linked with the changes in companies explored in Chapter 1. If you are working within an organisation that has been restructured or merged you will be convinced that one of the main requirements of all your staff is flexibility and ability to deal with change.You will also be looking for people who can rapidly fit into the culture and work successfully in teams, who can take responsibility and add value.In addition you will want people who are able to innovate, communicate and persuade.Ideally you wish for employees who can not only cope with change but anticipate it and lead their team through this,to the benefit of the evolution of the business. A major report by Professor Lee Harvey and colleagues at the University of Central England in Birmingham – Graduates’ Work – presents the idea of the enhancement continuum, as shown overleaf.

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CHAPTER 2: WHAT IS A GRADUATE?

ADAPTABLE: Ability to learn and add to knowledge and skill, ability to use knowledge and skill in face of change.To interact effectively, work in teams and communicate at a variety of levels.

TRANSFORMATIVE:The use of ‘high level’ skills (analysis, critique, synthesis, multilayered communication) to facilitate innovative teamwork.

ADAPTIVE: Knowledge and skills brought to the organisation.Ability to fit in to organisational culture.

Transforming

Evolution of the organisation

Adding

Source: Harvey, Moon and Geall, 1997

Organisations unused to hiring graduates (for example,some small and medium enterprises) sometimes hold the stereotype of a graduate as always being transformative: in other words, a bit of a liability as well as an asset. People who always operate on a transformative level will tend, because of their radical approach to things, to create friction. If your organisation is not one in which there is currently much need to deal with change or evolution, and if your culture is such that a transformative employee will not be welcomed or useful, it is important to recognise this, and recruit in this knowledge. Of course the most useful people to have around are those who combine the adaptive, adaptable and transformative elements, as suited to the occasion. At the basis of this is selfknowledge and confidence:something which careers advisers recognise many students lack.

Qualifications and competence If as an employer you are looking for multi-skilled, multi-talented people, it is going to be difficult to find succinct evidence of all this through the application form or curriculum vitae. It is understandable that many recruiters, particularly for lower level jobs, rely on lists of qualifications as quantifiable records of a person’s achievement.But in seeking to assess what someone may bring to your organisation,a more complex approach is called for.This subject is tackled more extensively in Chapter 5; this current section gives an overview of existing qualifications and how they compare with one another. It includes some qualifications that no longer exist, because as recruiters of a diverse workforce, you will be aware that not all your applications come from people born after 1980!

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CHAPTER 2: WHAT IS A GRADUATE?

Below degree level: academic qualifications O levels (General Certificate of Education) and CSEs (Certificate of Secondary Education) were replaced by GCSEs in 1988,so anyone born before 1973 will present these on their application forms.A grade 1 pass at CSE was equivalent to C at O level. GCSE (General Certificate of Secondary Education) was seen as an improvement on the GCE/CSE divide because of the positive emphasis placed on a candidate’s achievements. It includes coursework, and grades range from A* to G. In Scotland, the Scottish Certificate of Education Standard Grade is equivalent. A levels (General Certificate of Education – Advanced level) have usually been taken following GCSEs, after another two years of study.They are the traditional route of entry into degree courses.The pass grades are from A to E; N denotes narrow failure, and U (unclassified) is awarded to all other examinees. Special (S) level papers are sometimes offered to the more able candidates: you may find that A level students present also with a Distinction, Merit or Ungraded marking at S level. In Scotland, the Scottish Certificate of Education Higher Grade is usually taken at 17 or 18 years (i.e. usually a year earlier than in England), and is viewed as equivalent to A levels. GCE AS Examinations (Advanced Supplementary) were taken at the same time as A levels, and were designed to broaden the curriculum.They are of the same standard as A levels but contain about half the content.These have now been supplanted,under the new Curriculum 2000,by the redesigned AS and A2 levels,effectively splitting sixth form study into two blocks. The first year usually involves students studying for four or five AS levels,examined in January and June; for the second year, three subjects are usually followed through to full A level (or A2).There is also a new Key Skills qualification available, although opinion within schools varies on this. The International Baccalaureate is approximately equivalent to A levels and can be studied in the UK as well as in the rest of Europe.Candidates study six subjects:three major and three minor. It is designed to aid the mobility of qualified people across countries. The DipHE (Diploma of Higher Education) is awarded for specific courses at many HE institutions.Sometimes a student may be awarded a DipHE if he or she is unable to complete a normal degree course: through the Credit Accumulation and Transfer Scheme (CATS) (see page 17) a DipHE may be used towards a degree. In Scotland the SCOTVEC HND is regarded as equivalent. Open University courses are offered at all levels, from ‘hobby’ type short courses to masters degrees. OU credits are welcomed by traditional universities under CATS (see page 19).

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CHAPTER 2: WHAT IS A GRADUATE?

Vocational qualifications Alongside the mainstream higher education qualifications,a number of independent awarding bodies offer vocational qualifications. In the main these awards have been in the hands of the three main vocational bodies:RSA Examinations Board,City & Guilds of London Institute (including Pitmans Exam Institute),and BTEC (Business and Technology Education Council). The last of these has recently merged with London Examinations to form a new body known as Edexcel.The other main awarding bodies are currently OCR (Oxford, Cambridge and RSA Examinations) and AQA (Assessment and Qualifications Alliance formerly AEB (Associated Examining Board)) and NEAB (Northern Examining and Assessment Board). The BTEC awards are at three levels: 1. BTEC First Certificates and Diplomas – on a level with GCSEs, NVQ level 2 and intermediate GNVQs (see below).Both are based on one year courses,the certificate being studied part time, the diploma full time. 2. BTEC National Certificates and Diplomas – the equivalent of A levels, NVQ level 3, and Advanced GNVQs.The courses usually take two years to complete with the certificate again being obtained through part time study, and the diploma full time – these were formerly known as Ordinary National Certificates and Diplomas (ONC/OND). 3. BTEC Higher National Certificates (HNCs) and Higher National Diplomas (HNDs) – these are generally regarded as being on a level with a pass degree.People with an HND often move on to the second or third year of a related degree course. HNCs and HNDs usually take two years to complete, again part time and full time respectively.

National Vocational Qualifications (NVQs) Since 1987 (following the White Paper:Working Together:Education and Training),vocational qualifications have been radically reorganised through the introduction of NVQs. These qualifications are being offered through existing examining and validating bodies (including those mentioned above) but they must all conform to industry agreed standards and common criteria. NVQs are different from most other qualifications in that they are statements of an individual’s competence.This does not exclude the need for knowledge and understanding that form part of the specific standards for each award,but overall they focus on what people can do rather than on what they know.There is no ‘pass mark’ or varying levels of success as with traditional awards. A candidate either meets the criteria or does not, rather similar to the way one passes (or fails) a driving test.

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CHAPTER 2: WHAT IS A GRADUATE?

There are now NVQs available in virtually every area of study,and all fall within the following NVQ framework areas: 1. Tending animals, plants and land 2. Extracting and providing natural resources 3. Constructing 4. Engineering 5. Manufacturing 6. Transporting 7. Providing goods and services 8. Providing health, social and protective services 9. Providing business services 10. Communicating 11. Developing and extending knowledge and skill. NVQs are offered at five levels: Level 1 Competence which involves the application of knowledge in the performance of a range of varied work activities, most of which may be routine and predictable. Level 2 Competence which involves the application of knowledge in a significant range of varied work activities,performed in a variety of contexts.Some of the activities are complex or nonroutine, and there is some individual responsibility or autonomy. Collaboration with others, perhaps through membership of a work group or team, may often be a requirement. Level 3 Competence which involves the application of knowledge in a broad range of varied work activities performed in a wide variety of contexts,most of which are complex and non-routine. There is considerable responsibility and autonomy,and control or guidance of others is often required. Level 4 Competence which involves the application of knowledge in a broad range of complex, technical or professional activities performed in a wide variety of contexts and with a substantial degree of personal responsibility and autonomy. Responsibility for the work of others and the allocation of resources is often present.

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CHAPTER 2: WHAT IS A GRADUATE?

Level 5 Competence which involves the application of a significant range of fundamental principles across a wide and often unpredictable variety of contexts.Very substantial personal autonomy and often significant responsibility for the work of others and for the allocation of substantial resources feature strongly, as do personal accountabilities for analysis and diagnosis, design, planning, execution and evaluation. Note – A similar structure exists in Scotland, where the awards are called Scottish Vocational Qualifications (SVQs).

General National Vocational Qualifications (GNVQs) General National Vocational Qualifications (GNVQs) were first offered in 1992.In Scotland, they are called General Scottish Vocational Qualifications.Aimed mainly at 16-19 year olds in full time education, GNVQs were planned to offer students an alternative to GCE A levels and GCSEs.Like NVQs,they are vocationally oriented and are awarded by the above national bodies at three levels: •

Foundation (level 1) – equivalent to 4 GCSE grades D-G

•

Intermediate (level 2) – equivalent to 4-5 GCSE grades A-C.They can be combined with GCSEs,‘AS’ or ‘A’ levels or with other NVQ or GNVQ units

•

Advanced (level 3) – equivalent to 2-3 ‘A’ levels.These are normally acceptable for entry to HE. They are now referred to as vocational A levels,the aim being to promote parity of esteem.

GNVQs are widely available in further education colleges and many secondary school sixth forms.They are assessed through a combination of continuous portfolio development and short test papers.Despite their similarity in name,NVQs and GNVQs have their own distinctive purposes and have developed in different ways. Briefly, while NVQs attest to occupational competence and provide recognition in all occupations,GNVQs recognise skills,abilities and knowledge across a range of occupations within various broad areas of study. Some of these are still in the pilot stage.The full list is: •

Art and Design

•

Business

•

Construction and the Built Environment

•

Engineering

•

Health and Social Care

•

Hospitality and Catering

•

Information Technology

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CHAPTER 2: WHAT IS A GRADUATE?

•

Land and Environment

•

Leisure and Tourism

•

Management Studies

•

Manufacturing

•

Media: Communication and Production

•

Performing Arts and Entertainment Industries

•

Retail and Distributive Services.

•

Science.

Results published by the Joint Council for National Vocational Awarding Bodies in 1996 showed that 81,761 students gained a GNVQ,while a further 50,279 gained units towards their GNVQ. To illustrate the progress of GNVQs with regard to higher education, in 1996, over 20,000 GNVQ students applied to HE.Of these 92% received offers.This compares with 85% in 1994 and 87% in 1995.Some universities or colleges have made over 1,000 offers to GNVQ applicants; the more established universities generally made offers to between 20 and 50 applicants. Because they usually applied to popular courses,applicants were required to gain high overall grades in their advanced GNVQs.Specialised degrees,such as medicine and dentistry,are unlikely to accept GNVQ students. By 1996 nearly 150,000 students had been awarded GNVQs and more than a quarter of a million were working towards them post-16, while many 14-16 year olds were on pilot programmes and broadening their education alongside GCSEs.With the increasing emphasis on skills development and broadening access to higher education,it may well be that graduate recruiters see more of these qualifications on the application forms of potential employees. From the start of NVQs, the body responsible for the development of the Framework was the National Council for Vocational Qualifications.However,on 1 October 1997 NCVQ merged with the School Curriculum and Assessment Authority (SCAA) to form the Qualifications and Curriculum Authority (QCA).The QCA has far more wide-ranging powers than any previous education body. Its remit extends from pre-school education to occupational standards and lifelong learning.Interestingly higher education is excluded from this, along with the Learning and Skills Council, introduced in April 2001!

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CHAPTER 2: WHAT IS A GRADUATE?

How these qualifications inter-relate The diagram below attempts to show how the various levels of qualification compare. It is a useful indication of the approximate equivalence of different qualifications,yet it is important to remember that the purpose of these awards are not the same. It is to be expected that though people might come through the system with apparently equivalent qualifications, their approach to education, training and work will be very different.

NVQ levels 4/5 Postgraduate degrees (GNVQ level 5)

Degrees in academic

Vocationally

disciplines

orientated degrees/

NVQ levels 3/4/5

diplomas

NVQ levels 3/4

A/AS

GNVQ level 3

NVQ levels 2/3

GCSE

GNVQ levels 1&2

NVQ level 1

School/College

School/College/Work

College/Work

Choices for 16 year olds Source: NCVQ: Data News Issue 2, December 1996

Access courses are commonly seen as the ‘third route into higher education’(the others being A levels and GNVQs).Typically,access students are highly motivated people who for a variety of reasons were unable to follow a traditional educational path.These courses may be general preparation for returning to study, or they may be linked to specific subject areas: they are offered by some universities and colleges.

15

CHAPTER 2: WHAT IS A GRADUATE?

Admissions to full time higher education It can be seen that routes into the universities are much more varied than previously,reflecting the greater diversity of students and, therefore, potential employees.The stress on widening participation across a number of demographic variables is something that graduate recruiters need to bear in mind as they put their person specifications and promotional material together.

How sub-degree qualifications are changing In March 1996 Lord Dearing published his Review of Qualifications for 16 to 19 year olds. He made many recommendations which will gladden the hearts of busy graduate recruiters if they are all implemented.The main thrust was for a new coherent framework of quality assured qualifications,bringing together the academic and vocational approaches at four levels: Entry, Foundation, Intermediate and Advanced.The idea was to create a National Advanced Diploma,based on two full A levels or a full Advanced GNVQ or a full NVQ at level 3.It would include complementary studies, special papers for the most able people, and a new AS level in key skills (communication, the application of numbers, and IT). This proposed overhaul of the system would make it easier for organisations to understand just what it is that a particular student can offer them.However,it apparently takes ten years for public acceptance of a new qualification;unless employers can see a direct link between understanding an awards system and getting good recruits, the muddle may well continue. Furthermore, the government did not accept all the recommendations,although the A level curriculum has been amended.2001 has seen an interesting development in the abandonment, by some schools, of the key skills qualification, and the revolt by many students and parents, and some teachers, against the heavy demands of taking possibly five subjects at AS level. As a means of getting a picture of what makes up a person,the National Record of Achievement (NRA) is potentially a very handy tool for employers to use:unfortunately up to now its usefulness has not been maximised.Originally introduced in 1991 as a means of school students recording evidence of achievement and planning future learnings,it has not always been used or understood by employers, and because of inadequate learning many students have not really benefited from filling it in. Following Lord Dearing’s recommendations it is now being relaunched, and its profile raised within higher education and employer organisations.There are also plans to introduce something similar for university students, to be known as the Progress File.

16

CHAPTER 2: WHAT IS A GRADUATE?

Degree level qualifications Some of the people being considered for jobs by graduate recruiters will not actually be graduates yet, so it can be seen that having an understanding of how different sub-degree qualifications compare, as above, is important. Many people believe that A levels are a better predictor of job performance than degrees anyway, because of the perceived inconsistency of degree grading. Using a person’s performance as an undergraduate as a predictor of job success is fraught with difficulties,particularly since there are many ways of obtaining a degree and so many places to study for it! There are nearly 100 universities in Britain now that the former polytechnics have achieved university status. All have the authority to award their own degrees. Some colleges offer university external degrees, where they have a particular arrangement with a university: for example, Roehampton Institute and the University of Surrey. It used to be thought that the polytechnics offered more vocationally oriented courses, as opposed to the research-led old universities,but that distinction is no longer universally applicable.Pressures for funding have a great influence on the development plans of all higher education institutions. Most undergraduate degrees awarded by British universities are either Bachelor of Arts (BA) or of Science (BSc).There is also the Bachelor of Laws (LLB). In Scotland the Master of Arts (MA) is sometimes offered for a first degree.This applies to Oxford and Cambridge too. (This is distinct from the postgraduate MA or MSc offered elsewhere, which represents a further full-time year’s study after the first degree.) Most first degrees take three years to complete, unless they include a year abroad or in an industrial placement.There are also some four year undergraduate courses introduced as possible preparation for research degrees (chemistry, physics, maths) or chartership (engineering).These are: MEng

Master of Engineering

MChem

Master of Chemistry

MPhys

Master of Physics

MMaths

Master of Mathematics

Two year undergraduate degrees (foundation degrees) are also being developed, with the aim of producing flexible graduates with relevant sector-based employability skills.The provision of work placements by employers is seen to be key to the success of this new type of degree. (However,there has been much debate about the ‘dumbing down’of degrees in this context!) Graduate apprenticeships are also being introduced at various levels to provide an integrated approach to academic qualifications and work experience.

17

CHAPTER 2: WHAT IS A GRADUATE?

In terms of postgraduate qualifications, the following are the most common: Diplomas/Certificates: PGDip

Postgraduate Diploma

PGCert

Postgraduate Certificate

PGCE

Postgraduate Certificate of Education

DipSW

Diploma in Social Work

Masters Degrees: MSc

Master of Science

MA

Master of Arts

MRes

Master of Research

MBA

Master of Business Administration

MEd

Master of Education

MDes

Master of Design

MTPl

Master of Town Planning

MTh

Master of Theology

MFA

Master of Fine Art

LLM

Master of Laws

MPhil

Master of Philosophy

Doctorates: PhD

Doctor of Philosophy

EngD

Doctor of Engineering

Dlitt

Doctor of Letters

EdD

Doctor of Education

DMus

Doctor of Music

DBA

Doctor of Business Administration

DClinPsy Doctor of Clinical Psychology No doubt you will come across others! Perhaps the most interesting one to graduate recruiters is the Master of Business Administration (MBA).This is a postgraduate degree, which is usually undertaken by people of average age 39, with some significant experience (typically at least six years). It is offered by increasing numbers of institutions,in a variety of methods (for example distance learning,part-time,etc).

18

CHAPTER 2: WHAT IS A GRADUATE?

This has resulted in some disquiet about the quality of some courses.An MBA from a good school however still opens doors to career advancement and high salaries, because of the benefits associated with the degree, such as development of strategic thinking, and other advanced management skills. Open University degrees (at various levels) are famously flexible and allow people to study at the same time as fulfilling their other commitments.They therefore often take longer to complete, but are very revealing of a person’s motivation and persistence. Under the Credit Accumulation and Transfer Scheme (CATS),many HE courses are now divided into modules. Students collect credits from each module (typically 10-20 points), building up to 360 points for an honours degree.The flexibility of this system means that people can study modules drawn from difference courses,even moving from institution to institution, or in some cases, from country to country.

The future for credit in HE In 1996 the Department for Education and Employment set up a project to streamline credit schemes across higher education.At the time of writing, there is still a wide variety of credit currencies.The Inter-Consortium Credit Agreements project (INCA) was set up in October 1996 to create a common educational currency to enable students to move freely between courses and accumulate credit for what they have achieved. It will also have the effect of breaking down the distinction between full and part time studying,thus broadening the diverse range of applicants for graduate jobs. All the UK’s credit schemes share the following characteristics: •

Credit.The currency of learning which can be accumulated by students and then transferred if desired from one course or institution to another, and ‘cashed in’ at some point to gain a whole qualification.In most systems,120 credits are equivalent to one year of an undergraduate degree.

•

National learning hours.The number of hours of timetabled and private study and assessment students must build up to gain a credit. In most systems ten notional hours equal one credit.

•

Learning outcomes.The defined achievements and skills students are expected to have acquired on completion of a course.

•

Level descriptors.These define what kind of learning outcomes are to be expected at each level.Most systems have three undergraduate levels,but some have two:the first level comprising years one and two of a degree course.

(Source: The Times Higher Education Supplement 16/5/1997)

Many people come into contact with some element of these schemes when they attend extramural classes at their local university, or some other adult learning provision.

19

CHAPTER 2: WHAT IS A GRADUATE?

Untangling it all There is no doubt that trying to understand the variety of offerings available from universities is a complex matter.Of course in choosing people for your organisation,you will have regard to additional factors other than their academic undergraduate experience. But the ongoing lack of national standards (the thought of which is inimical to most institutions) makes it difficult to create benchmarks. This is partly why many graduate recruiters prefer to rely on observable performance, such as that brought out by assessment centres. It seems as though we are a long way from the statement in the Charter for Higher Education: If you are an employer, you should receive information about what graduates and holders of diplomas have been taught and can do; and clear explanations about the purpose of work placements and the arrangements for supervising students… Each university and college should set up channels of communication with employers to keep them fully informed about its approach to teaching and learning, particularly the way students are taught transferable skills like problemsolving and effective communication.

The graduate’s point of view The Institute for Employment Research at Warwick University undertook a study on behalf of the Association of Graduate Careers Advisory Services (AGCAS) and the higher education Careers Service Unit (CSU). This report, entitled Great Expectations: the new diversity of graduate skills and aspirations, gives some interesting insights into what students themselves feel they have to offer employers. The study showed that there is awareness among students of employers’ concern with work experience,personal qualities and enterprise skills,rather than with the precise area of study. Students’ main priorities in seeking employment were: interesting and challenging work, a competitive salary and continual skills development. More than half the students planned to embark on career-related jobs, whereas the others felt they would take anything just to clear their debts. Most students felt reasonably confident that they had developed both academic and personal skills, such as self-reliance, but enterprise skills were not so much fostered by their courses.In fact,only 5% of the sample felt that they had developed entrepreneurial skills – which, as the study points out, is ironical in view of the fact that students believe it is this kind of attribute that attracts employers.There were variations across institutions and degree disciplines: people in the new universities were generally more confident of their businessrelated skills, and some courses were strongly vocationally oriented, e.g. medicine. The expectations of most students had not caught up with the current reality in organisations: that is,the disappearing myth of the graduate career still holds currency among students,despite all they have heard about changes in the labour market.

20

CHAPTER 2: WHAT IS A GRADUATE?

High Fliers Research Ltd carry out an annual UK graduate careers survey.The 2000 edition showed the following findings (among others): •

The most likely destinations (up to one in six) for the ‘Class of 2000’were management consultancy, marketing and careers in the media.

•

The university careers service remained the focal point for job hunting:75% of finalists used theirs during 1999-2000.

•

Students’ use of the Internet for job hunting has almost doubled in two years.

•

Women are less confident than men both in terms of actually finding a good job, and salary expectations and progression.

Making comparisons The students in the Great Expectations report perceived that the following attributes,in priority order, were most sought after by employers: •

Communication skills

•

Initiative/capacity to work independently

•

Self-discipline/ability to work hard

•

Team working skills

•

Self-confidence/personality

•

Interest in and commitment to job/organisation

•

Interpersonal skills

•

Intelligence/creativity

•

Ability to learn and apply knowledge

•

Analytical/problem solving skills

•

Time management/organisational skills

•

Leadership potential

•

Ambition

•

Relevant work or other experience

•

Flexibility/adaptability

•

Computer literacy

•

Maturity

21

CHAPTER 2: WHAT IS A GRADUATE?

This is fascinating when set against the view from the other side. Employers reported the following skill shortages in 1995: Skill area

% reporting skill shortage

Interpersonal skills

36.2

Leadership

17.2

Technical skills

15.5

Motivation

10.3

Other skills

19.0

(Source:AGR: Graduate Vacancies and Salaries, Summer Update 1996)

This is repeated in a similar vein in the February 2001 MPR report: Pay and Progression for Graduates, which found that around a third of employers found graduates lacking in certain skills areas, particularly business awareness and communication skills. The disparity between the students’view and that of the employers (e.g.as in technical skills) is bound to be reflected in the way that the students present themselves to the recruiters: in seeking to make the best of themselves according to their own perceptions of what employers want,they may be missing the target! In addition,although employers claim not to be influenced so much by degree discipline as by other developmental attributes, choice of subject does not seem to have an effect on the extent to which a student may develop certain types of competence.

22

CHAPTER 2: WHAT IS A GRADUATE?

This table is taken from Great Expectations:

23

CHAPTER 2: WHAT IS A GRADUATE?

So what is a graduate? Graduates are no longer a homogenous group.They come from all sorts of backgrounds, and are all sorts of ages and colours; they may be disabled.They bring a correspondingly diverse set of expectations,but by and large are in tune with the views of employers.The main exception to this is in their belief that there is still such a thing as a normal graduate career ladder.Their placing flexibility a long way down the list of what they think employers want is a worrying response,particularly since managers need people to cope with and initiate change.It seems that university careers services and graduate employers alike have an opportunity here: to clarify to students what life in a company is really like.

24

Attracting the best: where to look The demise of the milkround National or local? More on targeting Forming partnerships The careers service in higher education Academic department Students themselves The smaller employer Careers fairs The Internet Other suggestions

3

chapter 3

C H A P T E R 3 : AT T R A C T I N G T H E B E S T: W H E R E T O L O O K

Graduate employment opportunities have been increasing over the last year or so,according to the Association of Graduate Recruiters and IDS (Incomes Data Services).But a rise on both supply and demand sides does not necessarily mean the job of the graduate recruiter is any easier.There are more graduates, and more different kinds of graduates, than ever before, but capturing the ones that would be best for your company is another matter.

The demise of the milkround Larger employers traditionally used the milkround as a way of targeting students at those institutions which seemed most likely to produce desirable graduates. Although some people just refer to the spring campus interviews as the milkround, in fact it was a year-long activity. Employers would start in the autumn term, taking part in information fairs, and putting on presentations, in order to tempt students.The following term would be taken up by touring the most likely universities and carrying out a punishing schedule of interviews. Promising students would then be offered jobs,with any shortfall in vacancies being filled by attendance at the summer or autumn recruitment fairs. The milkround was a highly effective way for large organisations to recruit large numbers of graduates.In these days of smaller recruitment targets,to be met often in a more decentralised way, the milkround approach may not be as useful. In any case it is not feasible for smaller companies to mount such an intensive,strategic campaign.Even where an organisation wishes to recruit people with a particular specialism,from a university highly rated for its excellence in that subject, there are reasons for taking a wider approach. Some of those reasons are the results of the rate of change in companies, in the universities and in the attitudes of graduates themselves.Many more organisations now take a ‘just-in-time’ approach to recruitment:this is particularly true of small or medium sized enterprises.In cases where it is difficult to predict the demand for graduates,it does not make sense to get involved in the milkround.There are other ways of raising awareness about your company. Running parallel to the development of the organisational change in approach are the more diverse arrangements available for undergraduate study. An increasing number of universities now operate a semesterised system;quite a few courses are modular and/or open to the CATS scheme. Some courses are part-time, some are offered through distance learning... It is clear that trying to be in the same place at the same time as all the best students to interview them is much more of a problem than say twenty years ago. Similarly the old binary divide, when the former polytechnics and the universities had very different images,has blurred (although, it has to be said,not disappeared completely).It may therefore be less easy to target institutions – or,at least,in targeting some,you would be in much greater danger of missing good recruits from elsewhere.

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CHAPTER 3: ATTRACTING THE BEST: WHERE TO LOOK

Students themselves have changed their attitudes towards becoming established in a job.Despite their debts, they seem to be taking a more relaxed approach to job hunting, often delaying making decisions until after finals. A 1997 survey carried out by High Fliers, an independent market research company specialising in student and graduate research, revealed that fewer than half of all undergraduates make any job applications at all while still at university, and this continues to be the case. Only one in four students expected to start a graduate job after leaving university; a fifth planned to go on to post graduate study, over a quarter wanted to travel or had no definite plans, and one in ten expected to take work other than a graduate job. All this means that employers who continue to depend on the milkround may in fact be missing some of the brightest students simply because of a change in undergraduate approach.

National or local? For those employers who still use the milkround, the following factors have been found to be the most important criteria for deciding which universities to target: •

Where good graduates came from last year

•

A level requirements on courses

•

Extent of extra curricular activities on campus

•

Campus interviews pass rate

•

Attendance at company presentation by discipline

•

Quality of the service provided by the careers service

•

Seeking views of largest division

•

Resourcing of graduate recruitment department.

This list is taken from an Institute of Employment Studies report entitled Shortlisting the Best Graduates (Strebler and Pike). Another report, this time commissioned by the Association of Graduate Recruiters (Skills for Graduates in the 21st Century) places more emphasis on the wisdom of taking a regional approach to graduate recruitment.This follows a recognition that the greatest growth in opportunities will be found in the SMEs,who would be operating on a local basis.It is also because the changed profile of the graduate (definitely poorer,perhaps older) means that he or she is less mobile than before.There is also a significant number of people in work who are studying part time for a degree: they are likely to have domestic commitments and be unwilling to move.The problem is that SMEs,and sometimes the scaleddown regional offices of larger companies, may lack the expertise to recruit graduates to the best effect. People responsible for graduate recruitment often do not remain in this role for very long, and so are not able to build up solid experience of graduate recruitment.

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CHAPTER 3: ATTRACTING THE BEST: WHERE TO LOOK

More on targeting Focusing your company’s efforts on a selected number of universities, whether based on geographical factors or issues such as reputation,can,however,save money.Research has shown that employers of 250 or fewer people typically gave these reasons for taking on a graduate (who would often come from a local university): •

To use them short term (e.g. vacation work)

•

Manager/owner is a graduate

•

Manager/owner is overloaded

•

Specific project needs graduate attention

•

They need someone to take over the business in a few years’ time

In cases where the needs are very specific,and the recruitment budget not very large,restricting the number of applicants you receive by only inviting them from particular places or through particular channels can make the process more manageable (see Chapter 5 on shortlisting for more discussion of this subject). The AGR report Graduate Salaries and Vacancies: 1997 Summer Update Survey identified two different models of targeting.Industrial organisations target universities which offer particular courses in order to generate a higher number of appropriate applications.However,non-industrial organisations target in order to minimise the total number of applications they must process, while raising the perceived quality of the applications which are considered. Among industrial organisations, the average number of applications received per vacancy was higher in establishments that target particular universities (88.9, compared with 52 for those who do not target).This is in contrast with non-industrial organisations,who receive 70.4 applications if they do target, as opposed to 120 if they do not. Interestingly,newspaper reports suggest that organisations (e.g.Civil Service fast stream,BBC) that are deliberately setting out to shed an elitist,middle class image have recently been targeting lower ranking universities in order to recruit a more diverse set of graduates.

Forming partnerships What is needed on all sides of the job-seeking process is to work together to build a deeper and broader picture of the issues involved in graduate recruitment.Working together to achieve the same goal (that is,the placement into work of motivated,talented graduates who can add value to the organisation) is facilitated by a greater awareness of all the stake holders.

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CHAPTER 3: ATTRACTING THE BEST: WHERE TO LOOK

The careers service in higher education Perhaps the most established relationship is that between the bigger, blue-chip, companies and the universities careers services. Careers staff have access to company brochures, and are bombarded with information about them; they may meet with their representatives at careers fairs and presentations.Through the Association of Graduate Careers Advisory Services and CSU,your company will be able to mail all services with information about opportunities that exist, and ensure that interested students can find out about your company.The Internet is increasingly used by AGCAS, for whom fast communication is essential. Getting close to a careers adviser can be enormously helpful to a graduate recruiter,since it will open up a mine of information and contacts, such as with academic staff and representatives of the student body themselves.You, or someone from your organisation, may be able to become involved with your local Careers Board, the management arm of the university careers service. Other possibilities for joint endeavours include four day CRAC Insight Into Management courses, which are put on at many universities to enhance understanding, through an experiential approach,of what is involved in management.Personal and career development opportunities are gained by both undergraduates and young managers who participate in the programme. Secondment to the careers service is also an option – or the secondment could be the other way round! Your organisation might benefit greatly from having a careers expert in its midst. The Harris review of careers services in universities and colleges was launched in June 2000 in order to tackle the problem of the ‘Cinderella service’as careers work in HE was regarded. As a result, by academic year 2002/3, all students should have access to a common core of services. This should help students to obtain career management skills and become acclimatised to what awaits them in the world of work.It should also help graduate recruiters know what to expect from people joining them.

Academic departments It may be that you have contacts within a particular department, whether they are personal friends or people you speak to about course content. Building on such a foundation can be very fruitful.You could suggest projects to the department,or sponsor a prize for the greatest achievement in a particular field.You could become part of (or instigate!) a mentoring scheme, or provide work placements.All such activities will raise the profile of your organisation in a very positive way.

Students themselves Apart from the events mentioned earlier, such as presentations and careers fairs, there are other ways in which you can raise awareness of your organisation among the student body. An example is the student-led society AIESEC (Association Internationale des Etudiants en Sciences Economiques et Commerciales).This was originally set up to promote international

29

CHAPTER 3: ATTRACTING THE BEST: WHERE TO LOOK

student exchanges;now it also runs autumn careers fairs.The Student Industrial Society (SIS) has a similar interest in business and industry.The National Union of Students will have a local base at your nearest university: contact them for suggestions on how to work together for mutual benefit. Sometimes it can be frustrating working with student organisations,because the people only hold office for a relatively short period of time – but this can be counterbalanced by an infectious enthusiasm for new ideas! If you can organise a work experience programme (more on this in the next chapter), this will be of benefit to all. Similarly, consider whether you are able to offer any skills workshops for students.Using the student grapevine in this indirect way could prove a very effective and relatively inexpensive way of bringing your company to the attention of the sort of people you want to hire.

The smaller employer It may be that concepts such as work experience programmes, careers fair attendance, and secondment seem completely alien to SMEs, whose management and personnel functions (if they exist) are too used to firefighting and running their business on a day-to-day basis to participate in such things.The weight of administration alone can seem prohibitive.Yet there are ways in which SMEs can involve themselves with students: for example, through their Chamber of Commerce or Business Link.A quick visit to the local university careers service can let careers advisers know of your company and your interest in recruiting graduates.You can find out from them how to advertise vacancies locally.You can also visit your nearest higher education careers fair to find out about strategies employed by larger organisations to attract and hire graduates.

STEP (Shell Technology Enterprise Programme) started in 1986 with the aim of bringing real business benefits to SMEs as well as giving students invaluable project experience. STEP places students with SMEs for eight weeks in the summer vacations to work on specific projects.It currently handles nearly 2,000 placements through a nationwide network of agencies.Students are paid a weekly training allowance of a minimum of £100 per week.Its success has raised the profile of the potential advantages of using students, and it has formed the blueprint of various subsequent schemes.

30

CHAPTER 3: ATTRACTING THE BEST: WHERE TO LOOK

Careers fairs Going as a visitor to a careers fair is a good way in if you have never been to one before. If, however,you work for a large organisation which regularly hires a stand at one or more fairs, there are various points you need to consider. First, are you going with the aim of filling vacancies, or just to give out information about your organisation? Since the end of the boom years in the 1980s, employers have had fewer posts to fill, but have often continued to have a presence at the fairs for PR reasons. Whatever your reasons for attending, you must make sure that you provide good advance publicity – not just through the careers service or student body organising the event but also by advertising or providing editorial for some of the student magazines (paper and electronic). You need to have an eye catching stand which both represents what your company is about and which is of the sort to attract the kind of student you want.You need to have lots of literature for people to take away,and application forms that are too attractive to be binned straight after the event! You will need to make sure that there is somewhere for people to have a chat (and bear in mind the ‘reasonable adjustments’ requirement of the Disability Discrimination Act: see Chapter 4). Most importantly of all, the people who are going to be representing your organisation need to be well briefed and good ambassadors for your company.Recent graduates who have joined and become successfully employed by you for a year or two can be easier for students to talk to, as long as they have the breadth of knowledge to be able to represent your company’s activities accurately. It is advisable to have someone more senior from the company also at the stand,so that any more complicated enquiries,from students,careers staff or the press, can be dealt with wisely. Finally, remember that attending careers fairs can be very tiring, so make sure that you have enough people present to run the stand.

The Internet Not all students will visit careers fairs:nor will all employers.Paper publications of vacancies may also not reach everyone, so that using electronic means in addition is a wise move.This is particularly so if you are operating in a high-tech environment and/or want to attract people who have those sorts of skills and interests. E-mail is accepted by students and staff as a valid means of communication,and many of the early frustrations experienced by impatient students competing for scarce Internet use have been ironed out.In fact,the High Fliers research found that 60% of students surveyed owned a computer – although of course that is not the same as saying they all have an Internet connection.The following chart, taken from this research, shows how they made use of the Web when job hunting.

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CHAPTER 3: ATTRACTING THE BEST: WHERE TO LOOK

Functions used by finalists on the Internet during their job search

Looked at recruitment part of employers' websites

50%

Looked at general part of employers' websites

43%

Visited local university Careers Service website

33%

Requested additional information from employers

24%

Registered with one of the commercial recruitment sites

17%

Applied online for graduate jobs

16%

Received unsolicited e-mails from employers about jobs

12%

0%

10%

20%

30%

40%

50%

60%

Percentage of all finalists

The fact that just-in-time recruitment may be carried out over the Internet will probably make it increasingly attractive to small and medium sized employers. It is also a low-cost way of attracting people who know their way around it. An Internet presence is probably best viewed as a supplement to traditional methods of recruitment,rather than a replacement,though each month that passes brings interest and commitment from more people. Indeed, some major graduate recruiters are only using online recruitment now! Similarly many agencies are using the Internet to attract candidates for their clients, and encouraging students to register their CVs or fill in an online application form. SMS messaging is also a new addition to existing routes to market – you may be able to target your potential applicants individually!

Other suggestions This chapter has looked at ways of attracting students to your organisation.These have included traditional means (the milkround and careers fairs) through to modern technology and the use of the Internet. Using existing channels such as the university careers service network and student-led societies can be enormously helpful, but it is important to find ways in that suit your own company. Local involvement is likely to become more vital as organisations devolve more power to regional bases.Bodies such as the Association of Graduate Recruiters can be important sources of information on good practice and support,but in the final analysis your company may need to increase its responsiveness to local supply of graduate labour. This will need to be carried out against a backdrop of an awareness of changes in market forces, and in higher education itself.

32

Promoting your company The larger organisation Avoiding a mismatch Being clear What students look for Smaller organisations Students’ job seeking behaviour Building a strategy Sending messages to students A note on equal opportunities Getting it right Some guidelines: Best Practice in Graduate Recruitment

4

chapter 4

CHAPTER 4: PROMOTING YOUR COMPANY

The previous chapter started to look at ways in which you could build relationships with the other players in the graduate recruitment field: for example, the university careers advisory services, and the National Union of Students. This chapter takes the idea of relationship management further,by examining how best to promote your company to individual students: specifically, to those students who would best meet your needs.

The larger organisation If you work for a company which already has a national reputation,you may not need to start from scratch in building its image.But you may wish to consider the nature of the organisation’s fame. Is it the type of operation that would be endorsed by the typical student, or are there aspects to do with the business that new graduates might feel some unease about? Ethical considerations, such as animal experimentation, or some types of trading in the Third World, can be more influential than at first you may think.If you are able to put yourself in the student’s shoes,to look at your company in a radical way,and assess its attractiveness,you can perhaps find a new angle on how to market it to new students. Check out how your competitors are promoting themselves (one example was a banana placed in the pigeon-hole of each student one firm wanted to target!) and be creative!

Avoiding a mismatch Being part of a large organisation will probably mean that certain things are expected of you. Students may believe that they will be offered a comprehensive graduate induction programme, and a clear career ladder. Is this true? If so, fine; if not quite, then be realistic in your brochures about what to expect.Value systems attached to particular cultures can make communication difficult.Students (indeed,people in general) may,for example,assign different values to management consultancy from those associated with social work.Making your value system as overt as possible in your literature will help avoid costly recruitment mistakes. It will reduce the number of applications fired at you, simply by encouraging self-selection. Most of the brochures produced by large employers and distributed through university careers services and at careers fairs have traditionally been upmarket, glossy, and apparently seeking only high fliers.This literature begs the question of what happens to the average student.Would such a person be put off applying to a company simply because of the skewed effect of the company’s promotion? Is this what the organisation would really want? Could it be the case that in aiming for the top, graduate recruiters are inadvertently targeting the most arrogant students, while irritating those who are more realistic? Do the most self-confident students always make the best workers?

34

CHAPTER 4: PROMOTING YOUR COMPANY

Midland Bank (HSBC) produced a creative graduate recruitment brochure aimed at 1997 graduates.Based on the theme of ‘the instant manager’, it combined succinct information with a rather ironic approach to instantaneous status. Because of its fun approach, it was well received by visitors to the recruitment fairs.

Being clear Research carried out by the Institute for Employment Studies revealed that what students want from graduate recruitment literature in terms of clarity is actually quite closely echoed by employers’ wishes for more focus from students on their career choice.There also seems to be a suggestion that students want more hard facts about different opportunities than they are actually getting (see table below). Graduates want

Employers want

Job and company specific information

Relevant work or project experience

Concise information on work areas

Reasons for choosing the company focused on work areas

Realistic career profiles more related to ‘them’

Realistic career aspirations

More modest but widely available brochure

Vision of the company

Clear set of skill criteria

Evidence of problem solving and leadership

Details of training programme offered

Balanced academic achievement

Clearer definition of mobility

Factors limiting mobility

(Source: IMS, 1993, quoted in Strebler & Pike: Shortlisting the best graduates (1993))

If an undergraduate brochure stresses the wish for only the best graduates,what comes across to the reader is the difficulty in joining the company. In reality, the focus would be better placed on the skills required from candidates to become the most valuable employees. More clarity would thus encourage self-selection, and control the flow of applications in a more directly useful way.

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What students look for An understanding of what, in general, students are chasing in looking for jobs can be useful in adjusting the focus of your recruitment literature.The study Great Expectations found that, for most students,it was important to find interesting and challenging work.Salary came next, followed by continual skills development opportunities. Further detail is provided below: Characteristics important to undergraduates in applying for employment, May 1996

Competitive salar y

Continual skills development

Interesting & challenging work

Long-term security

Opportunities for international career

Opportunities to reach managerial levels

Progressive & dynamic organisation Working with people they would enjoy socialising with 0%

20%

40%

60%

80%

100%

The relative importance of these characteristics did vary slightly,as one might expect,according to degree discipline: for example ‘opportunities for international career’ was rated as more important by students of modern languages.Also, women placed more stress on interesting and challenging work than did men, who were keener on getting a competitive salary.

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These results are echoed in the Gradfacts 2000 survey, with enjoyment, career prospects, colleagues and money being the most important to graduates. It is also reasonable to expect that increasing student debt will lead to more focus on salaries – although one might imagine that the more normal it becomes to have a massive loan or overdraft, the less urge there will be to reduce it quickly, particularly since interest rates are so low.

Smaller organisations All the evidence points to the suggestion that students’perception of available jobs is heavily influenced by the recruitment brochures they get from their careers service and/or careers fairs, and by the slickness or ingenuity of well-designed websites.This means that they base many of their assumptions about what to expect from work on information from large employers. SMEs do not have the money, the skills, or the knowledge of the system to make available the same amount of information in such an attractive way. So to what extent do graduates actually get a fair choice? SMEs can promote themselves by forming a relationship with their local university, or by aligning themselves with a representative organisation (such as the Chamber of Commerce) who might do that for them. There are certainly avenues to explore to make the most of their likely ‘just-in-time’recruitment approach: for example, advertising through CSU’s Prospects vacancy lists, or by taking space on local careers service news-sheets or through an online presence with lots of links. SMEs may also like to make the most of any informal contacts between staff and higher education: for example,employees studying part-time or people who have children at university.Parental influence is significant and often a source of difficulty, as in when the previous generation’s idea of a job for life is not matched with current reality (or indeed the opposite situation: where parents are unemployed and negative about work prospects). Offering work experience is also an excellent way of getting to know some local students who can spread the word about your organisation. Having an awareness of student behaviour in job seeking can provide a useful background for any recruitment activities carried out by smaller employers, just as in the case of bluechip organisations.

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Students’ job seeking behaviour Exactly when students start looking for a job is related to the subject they are studying. Law students are the ones most likely to start the job search early: in the last two terms of the year before they graduate. Students taking Modern Languages, Business Studies, Mathematics and Computing and Engineering and Technology are more likely to start job hunting in the first term of their final year, whereas many Arts and Social Sciences undergraduates do not start to look for employment until much nearer their finals,or indeed after they have graduated.Knowing this pattern might help you time your recruitment activities, if indeed you have the luxury of choice! Interestingly, evidence is growing that a significant proportion of graduates postpone their decisions for a year or two, taking temporary, non-graduate work in the meantime. Where students aim to work is interesting when compared with the forecast alteration in employment patterns, as linked with changes in the economy. According to the Great Expectations report,published in 1997,the most popular sectors with students were business services (e.g. computing, advertising and public relations), other public services (e.g. local and central government and the health service),consumer services (e.g.hospitality,retail and publishing), and education.Although most of those sectors are expected to expand, public administration, where many students expect to find work, is actually projected to decline. 75% of students expected to apply for jobs in the private sector; 58% in the public sector, 17% in the voluntary sector, and 8% in self employment (there is some overlap between the percentages).As far as size of organisation is concerned, 40% expressed no preference, but only 16% expected to work for an organisation of below 50 employees.

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The UK Graduate Careers Survey 2000 presented the following findings: Career sectors for which finalists had applied to or expected to apply

Purchasing

2.6%

Armed forces

3.6%

Retailing

4.6%

Sales

7.3%

Solicitor or barrister

8.2%

Human resources

8.6%

Civil service

8.9%

General management

9.6%

Charity or voluntary work

9.8%

Teaching

9.8%

Financial management

9.9%

Investment banking

10.2%

Accountancy

11.1%

Computing and IT

11.3%

Engineering

11.5%

Research and development

11.9%

Media

14.6%

Management consultancy

14.6%

Marketing 0.0%

15.8% 2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

18.0%

Percentage of finalists

(Source:The UK Graduate Careers Survey 2000)

Most people (42%) wanted to work for a major national or international company, followed (not very closely!) by SMEs (14%),public sector (13%),own business or freelance work (11%), artistic institution or company (8%), academic institutions (6%) and voluntary sector (5%).

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Building a strategy The above data will probably help you start to get an understanding of what students’ job seeking behaviour is like.This will help you match your organisational systems with the most effectively timed channels to your future employees. In general, the need is to be clear about what you want and what you are offering, to give enough information, and to act fairly.The IES report Shortlisting the Best Graduates summarises it thus:

Managing applicants’ reactions •

Project a corporate image

•

Give job and company information

•

Avoid delays in recruitment

•

Provide access to regional selection centres

•

Give information on the shortlisting and pre-selecting process

•

Use interviewers knowledgeable about the job and the company

•

Use methods perceived to be fair and job-related

•

Provide practice training and feedback.

The issue of training those involved in graduate recruitment is an important one. It is, unfortunately, one of the areas where small and medium sized enterprises have a problem, because they do not have access to a bank of information and experience,and lack examples of good practice. So for them, and for those larger companies wishing to revisit the detail of their promotion strategy, we list some details of a recommended approach.

Sending messages to students The recruitment brochure is often the item most readily identified as part of graduate recruitment, but it should be remembered that it is only one part of the overall strategy.The main benefit of producing a brochure is that it gives you the chance to project the image you want to have to your identified readership.The drawbacks include the high cost and the long lead time to the final production. If you want to plan a new brochure,make sure that you consult as widely as possible.Friendly careers staff,representative organisations,your marketing department,recent graduates:all can help you focus your effort. Look at what other organisations have produced in the past.Think about the purpose of the brochure: how is it going to be used? How will it be distributed? How long do you expect its shelf life to be (a maximum of two years, probably). How many pages do you expect it to contain? What about photographs – how will you choose what to use? (See note on equal opportunities,below.) Will you publish in-house,or ask an experienced publisher to take the job? What’s the timeframe? Most important of all: what’s the budget?

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CHAPTER 4: PROMOTING YOUR COMPANY

Other paper-based forms of advertising, such as taking space in directories, can be much cheaper and may supplement the brochure or supplant it all together. Much will depend on your budget. Go to a university careers service and ask which directory students use most. You may also like to think about having a presence in some of the publications for specific fields, e.g. engineering.There are many commercial organisations producing handbooks for use by students looking for a job:choose wisely,after finding out about their channels to market. Student magazines might be worth investigating: try RealWorld. Producing posters and leaflets can be quite cost effective:careers services will usually display them for you, as will some student unions.This is particularly important if you are intending to put on presentations at selected universities, or if you are sending some of your managers to the local Insight into Management Courses. Videos are also often produced, as are CD ROMs.Again, talk to your local careers adviser to find out what use those actually get.What makes students want to look at some and not others? Be careful with humour – what you think is hilarious might be viewed quite differently by someone younger! An honest, documentary-style film of what it’s going to be like for new recruits can also help select out those who feel they would not fit in to the culture. Your website can be a useful way of sending out messages about your company: make sure that it is linked to all the appropriate places, and the address listed in paper publications too. Database-driven designs make for fast responses and good impressions – providing that you have consulted with potential users! Little additions such as ‘e-mail this page to a friend’, and making sure everything is easily printable,can make a real difference.The GTI Online Solutions Survey (May 2001) found that candidates like (in order of importance): •

Being able to save and return and complete in multiple sessions

•

Comprehensive information on recruiter website

•

Ability to complete form in any order

•

Ability to print out blank form and completed form

•

Logical design and ease of use

•

Fast download times.

As far as likely future developments are concerned, text messaging (SMS) seems certain to be one of the next developments in recruitment, and makes targeting individuals a real possibility.Virtual careers fairs are also being run by some agencies and could be a cheap way of reaching students. Other messages your company sends out are buried in such items as the application form. Careful design is important: open questions to encourage the candidate to give of their best are very useful, alongside the standard information-seeking items. Make sure that you are

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sufficiently sensitive to the types of equal opportunity issues discussed in the section below. Help the candidates to use the whole of their life experience to answer your questions, by giving useful wide-ranging examples of achievements. You may choose to use the Standard Application Form (SAF) (available to students through their university careers advisory service).It is also available in electronic form.This is tempting for the student, because in theory the form can be copied and used for other applications. However,this goes against best practice in job-seeking:one should always target applications to the specific job in question. Besides, the SAF has a very bland appearance and by its very nature cannot be angled to glean the kind of information which would enable you, as an employer, to match the person to the job. If you decide to ask candidates to send in a CV, this in itself sends out a message about your company. It indicates that you are prepared to spend a long time in the initial part of the recruitment process, because trying to compare all types of CVs, either with one another or against a set of criteria, is probably going to be a much more lengthy process than using a well-designed application form! This may or may not be a useful message,depending on your point of view. Most graduate recruitment does not in fact involve the use of a CV. Offering work experience to students is a cheap way of spreading messages about your organisation. It is also viewed by all the stakeholders as an excellent way of bridging the gap between education and work. Students can relate what they have learned in theory to what actually goes on in the real world, and can make the most of opportunities for both personal and professional development. The problem is, not enough organisations offer it.Those who do can be quite haphazard in what the role of the students is to be. How long will the placement last? Are they going to be doing some real work,or just shadowing someone? Are they going to be paid? How much? How will you make sure that you make the most of this opportunity? How will you monitor its effectiveness? What’s the purpose of it for you? The best work placements are those where the student has a specified role – maybe a new project to set up – with agreed targets.This will add value to your business as well as helping the student home in on their chosen career. As a recruitment tool, work experience can be an inexpensive way of finding people who fit your company from an organisational culture point of view,and whose skills and abilities can become known to you during the placement.This must be the most risk-free way of hiring new people!

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CHAPTER 4: PROMOTING YOUR COMPANY

ASDA has devised an innovative scheme of work experience for students.Having shifted from a loss in 1992 to profits of over £316 million in 1996, they have instituted their ‘flying start’ scheme, where graduates can build up credits and keep a useful portfolio or ‘passport’. Students benefit by earning a point for each hour they work. As the points build up they may be exchanged for a variety of options, such as taking part in management courses, spending a day in a region, or getting books on business.They have regular developmental reviews.The firm benefits by having a range of dedicated people who are attuned to the very distinctive ASDA culture and who may be recruited after graduation at very little cost. ASDA aims to recruit graduates to the scheme as early as their first year – indeed 1997 was the first time the freshers’ fairs were targeted

A note on equal opportunities The combination of stronger anti-discrimination legislation and an increasingly diverse student population means that you need to be careful about how you market your company. It’s not just a question of saying you are ‘working towards equal opportunities’– you need to be sure that this message is conveyed in more subtle ways, for example in the choice of the people you feature in your brochure. Including details of your equal opportunities policy in your publication is advisable: just be sure that your policy is wide enough to include disability, age and other potentially discriminatory areas.The application form that you design must reflect this open approach.Under the Disability Discrimination Act,employers of 15 or more people have a duty to make reasonable adjustments to all parts of the employment process,including recruitment, so give applicants a chance to help you with that by asking if there is anything you need to know to enable you to make reasonable adjustments and ensure the process is fair for them. Aside from this,prejudice-free recruitment is best carried out by removing personal details at the first sift for selection.

Getting it right Carefully targeted promotion of your company will result in your attracting those students who will bring the most benefit to your organisation. At the same time as managing the expectations of the people for whom the promotional material is produced, you will need to ensure that what you say is accurate.Empty promises or paying lip-service to,for example, equal opportunities are to be avoided at all costs. Fall short of your side of the psychological contract and you will blacklisted by the student grapevine. On the other hand, if you build a good reputation through your promotional activities, including offering constructive work placements, you will find that students will beat a path to your door!

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Some guidelines: Best Practice in Graduate Recruitment This is a document jointly produced by the Association of Graduate Careers Advisory Services, the Association of Graduate Recruiters and the National Union of Students. It is a very useful guide to ensuring a balanced,fair approach to graduate recruitment which benefits all parties. AGCAS, AGR and NUS fully endorse adherence to the following principles and strongly recommend their adoption by all those concerned with the process of graduate recruitment.

Students Students will: 1.

Endeavour to make the full use of the facilities available through their institutional careers services in order to help them make and implement well informed career decisions.

2.

When making applications ensure that they have properly researched opportunities and organisations and concentrate on those organisations in which they have a genuine interest.

3.

Be prompt, courteous and honest in all dealings with employers and notify them immediately if they decide to withdraw their applications at any stage.

4.

When attending interviews at employers’ premises, seek only repayment of reasonable expenses incurred.

5.

Once an offer has been accepted, decline all other offers and cancel other applications immediately. If candidates wish to qualify their acceptance in any way (and the possibility of further study represents such a qualification) this must be clearly stated at the time of acceptance. Such qualification may affect the terms of the offer. It would be helpful if students could inform their careers advisory service of the choice made.

6.

Recognise that both the offer of a post and its acceptance form a contract unless conditions are attached to either.

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CHAPTER 4: PROMOTING YOUR COMPANY

Employers Employers will: 1.

Make available material to give students an objective picture of their organisations and the relevant jobs within them.

2.

Offer equality of opportunity and avoid in their literature or in their application forms for employment in the UK any reference that might be construed as unfair discrimination.

3.

As a matter of courtesy notify careers advisory services, in advance: a.

If a direct approach is being made to any academic department for recruitment purposes.

b.

If the employer proposes to use the services of a recruitment agency.

4.

Be flexible and provide alternative times and dates for selection activities and where these may clash with exams and other important academic or recruitment/selection activities, thus ensuring that all the needs and requirements of students, academic departments and other employers are recognised.

5.

Be flexible in the setting of deadlines for the acceptance of offers.Short deadlines may limit the ability of students to make informed decisions and prejudice the recruitment activities of other employers. This in turn may lead to students accepting offers and then reneging on them.

6.

Pay reasonable expenses for off campus interviews, always making it clear before interview if such payment will not be offered.

7.

Manage students’expectations by promptly communicating to them which stage of the recruitment process their applications have reached including those that have been unsuccessful.

8.

a.

Agree referees with the candidate and not seek reference from a person not so designated without the candidate’s agreement.

b.

Indicate clearly to the candidate and to the referee whether or not the offer is conditional on the reference.

9.

Clearly explain the terms and conditions of service in offer letters, and state whether or not an offer is conditional on degree level, medical examination, etc.

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CHAPTER 4: PROMOTING YOUR COMPANY

10. a.

Recognise that both the offer of a post and its acceptance form a contract unless conditions are attached to either.

b.

Offer compensation to a student if an offer is withdrawn after acceptance when conditions, if any, have been met.

11. Be objective and impartial in their relationships with the Careers Advisory Service and avoid entering into arrangements with careers services that might be construed as undermining their impartiality.

Careers Advisory Services Careers Advisory Services will: 1.

Make their information resources available to all students and give proper publicity to all legally recognised, named employers who ask for it.

2.

Facilitate employers’ recruitment programmes.

3.

Strive to offer similar information to graduates/diplomates of other institutions under Mutual Aid arrangements.

4.

Be objective and impartial in their relationships with employers and students, and avoid entering into any arrangements that might be construed as undermining the impartiality of careers services.

5.

Deal with private agencies representing employers only if:

6.

a.

The employers have commissioned the agency to act on their behalf and the agency states which employers it represents, provides information about, and interviews only for those employers.

b.

The careers service is satisfied that such representation is clearly in the interest of students.

Not be required to guarantee the display/distribution of unsolicited literature sent to services in bulk, nor to advertise non-AGCAS ventures to students and/or former students.

Although these guidelines were developed with larger organisations in mind (the Association of Graduate Recruiters does not particularly attract the SME sector,although it welcomes such members if they wish to join), the best practice advocated here provides an excellent basis for all graduate recruitment activities. Using this as a benchmark for what you do in your organisation will go a long way to maximising the promotion of your company to graduates.

46

Shortlisting and beyond Understanding shortlisting The quick sift The information sift The human sift Competency-based shortlisting Other aspects of selection: testing and assessment Assessment centres Interviews References Being fair Monitoring, evaluation and validation Providing feedback Graduate salaries Golden hellos Making the offer

5

chapter 5

CHAPTER 5: SHORTLISTING AND BEYOND

With the scene set for more graduates and an increase in vacancies,dealing with large numbers is going to continue to be a problem – or challenge – for organisations.This chapter looks at the whole issue of shortlisting, from discussing what it actually is, to looking at effective and fair ways of carrying it out.

Understanding shortlisting Shortlisting is all about reducing the pile of applications to a manageable number of candidates, who are likely to be successful at the selection stage. It is often carried out in a context of squeezed budgets and competing pressures,and yet how it is handled is incredibly important, since it represents the first real contact between the applicant and the organisation. So quite apart from the fact that you need to get it right for the sake of filling your vacancies appropriately, you are also wise to bear in mind the PR effect of your treatment of candidates.The psychological contract starts here! As the Institute of Employment Studies have shown, shortlisting is usually far more complex a process than one might at first think. It consists of three distinct but overlapping stages: 1. A quick sift on the basis of minimum criteria (e.g. type and class of degree) 2. An information sift on the basis of hard (e.g.course contents) and soft (e.g.strengths and weaknesses) 3. A human sift to infer potential and organisational fit (e.g. interests, extra-curricular activities). These can be seen in the diagram below: The shortlisting process

The quick sift

The information sift

The human sift

• Work permit

• Business needs

• Impression

• Degree

• Technical skills

• Selling

• A level grades

• People skills

• Creativity

• Mobility

• Attributes

• Organisation ‘fit’

(Source: Strebler and Pike (1993): Shortlisting the Best Graduates IES.)

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The quick sift Computer sifting is widely used, and can prevent the sort of nightmare scenario where the candidate receives three rejection letters – or none at all. But the question is, how valid is it? Are you able to show that the basis for selecting-out those people who are not successful is related to what you want? And what about equal opportunities? It can be difficult for computer shortlisting to adequately take such issues into account.However,it is favoured by employers because it is relatively cheap and fast. Another method used by some employers is biodata screening.This is a ‘statistically valid message of objectively scoring biographical details of applicants which have shown to be predictive of success in a job or role (e.g.graduate development programme)’(IES).The benefit of biodata screening, apart from speed, is that it is internally researched, based on company-specific requirements.It is,however,rather expensive to develop in the first instance,and needs constant monitoring. It is also not viewed very favourably by graduates, and so if you are concerned about your reputation on the student grapevine, this may be a difficulty for you. Using agencies or other external help.Because of the sheer volume of applications involved in the first sift, many organisations bring in other people to help.This is particularly so if the recruitment drives have a seasonal basis to them – so it is often the bigger companies to whom this applies. Just as in senior executive search and selection, there are many issues to clarify, and many assumptions to be surfaced:for example,does high intellect equal motivation? Have you proved that a particular class of degree results in its owner being a better worker? These are issues for all those involved in selection,but outsourcing part of the process calls for greater clarity and awareness of exactly what you want from new recruits.The agency or contract worker may not be as in tune with your organisation as you think, and you may end up with ‘false positives’ (sifting in unsuitable candidates) or ‘false negatives’ (sifting out suitable candidates). On the other hand, outsourcing this activity provides you with an opportunity to involve a specialist organisation which really knows the market,and can guide you through the process, adding value to your existing systems. If you do not have an effective online recruitment facility yourself, you can benefit from the expertise developed by others.

The information sift This provides much more of a focus on matching applicants to specific business needs. It is important that line managers be involved in this process,as well as graduate recruiters. Apart from hard data such as degree subject, important items of information would include, for example,experience of project work,extra curricular activities and positions of responsibility. These help in assessing such things as technical skills, teamworking ability and leadership potential. Identification of skills shortage areas within the organisation can be used in this part of the shortlisting process.

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The human sift This is the most subjective part of the shortlisting process, and is often (rightly or wrongly) seen as the most valuable. Naturally the information used for this kind of sift is the same as that used in other assessments,yet it is approached differently.The qualitative element is given much more weight, and factors such as the recruiter’s appraisal of the organisational culture will have a big influence on any decision. One of the problems inherent in the human sift is the difficulty of objective analysis or justification.You cannot measure one person’s appraisal or another’s value system very easily, for example.There is a saying:‘You can’t manage what you don’t measure’. For this element of the shortlisting process to be successful and worth the emphasis placed upon it,some attempt at measurement and therefore management must be made.This paves the way for monitoring and evaluation of the recruitment strategy and tactics, which in turn make far more cost-effective practices.

Competency-based shortlisting It is interesting that although many organisations are using competencies in assessment centres, they are not always seen as a useful tool in the initial shortlisting process.Yet they often give a much more accurate picture of a person’s potential, as opposed to their previous ability to pass certain exams. Furthermore, using a competency-based approach is very much in line with current thinking in terms of education and lifelong learning. National Vocational Qualifications are founded on the demonstration of units and elements of competence, and the increased modularisation of degree courses will open up such possibilities at higher education level, making it easier to cross the boundaries between education and work. Things to consider if you wish to introduce competency-based shortlisting include choosing a framework that is best suited to your particular needs. It is important to get the level right, and also the number of competencies you are seeking.Any more than six or seven key ones will make the whole process unwieldy.The design of your application forms must reflect this aim:the questions will need to be clearly related to what you are hoping to discover.So instead of the usual items asking for strengths and weaknesses, a competency-based application form will be worded in this kind of way:‘We need people who have leadership potential.Tell us about a time when you have demonstrated this quality’. Tighter wording will facilitate the collection of the kind of information you are looking for. Questions such as this also provide clarity to the student: they know what is being asked of them, and will not be suspicious that you are seeking proof of something that lies beyond their understanding.In this way,both sides have the potential to promote goodwill and feel that they are engaged in a win-win situation. You will also need to be clear about which are the critical competencies on which you wish to shortlist.These would be those competencies which must be pre-existing in the applicants, because you will not be able to develop them. If you are confident about your competency identification, do not waver from this. Being consistent is always important, but particularly

50

CHAPTER 5: SHORTLISTING AND BEYOND

so when using a competency framework as an innovation for your company, and you need to be able to sell your ideas both to line managers, and to senior people. Providing guidelines as to how to score competency-based questions is vital.This need not be particularly complex, but it does need to be uniform so that it can contribute to an organisation-wide evaluation of the shortlisting process.It can be as simple as a three-tier system, e.g. 1 – strong evidence of this competency; 2 – some evidence; 3 – very little evidence. If judgements such as these are recorded in a standardised way across all recruitment activities, then formative monitoring and evaluation have a firm basis. Identifying the right competencies needs a bit of thought.Often the lists are based on attributes found in senior managers – but in a changing world, are you sure that these are the characteristics that will move your company through into the future? What exactly is your company’s recent record in the market? If it is doing well, fine – but if it is struggling, then maybe some competencies are lacking in the current management structure, and have yet to be identified.There is also the consideration of the changing nature of the supply side of graduates:diversity presents you with many opportunities,but also some challenges,not least in terms of getting to grips with the legislation (see p54).

Other aspects of selection: testing and assessment The term psychometric testing means measuring mental states or processes.Tests may be used in three contexts:clinical (for diagnosis),educational,and occupational.Tests used within the occupational area fall into these categories: •

Ability/aptitude

•

Achievement/attainment

•

Interests

•

Personality

•

Other behaviour.

Ability or aptitude tests are intended to measure particular cognitive ability segments, e.g. numeracy; verbal fluency.These are the thinking and knowing aspects of experience such as problem solving, recognising, remembering, concept forming and reasoning. Specific aptitude (or ability) tests are intended to measure single segments from the whole ability range. General ability tests are intended to measure the whole ability range and be capable of yielding a single global score.This score is often called an intelligence score.This raw score can be further manipulated to yield an intelligence quotient or IQ.

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CHAPTER 5: SHORTLISTING AND BEYOND

Attainment tests are intended to measure a person’s achievement after practice or instruction, e.g. arithmetic computation; spelling. Interest inventories examine the direction in which an individual chooses to turn his or her experience, as in being with others, investigating new problems, or creating wealth. Personality tests refer to the striving or doing aspects of experience such as running a race to win, trying to attend two things at once, or being kind to others. Work sample tests (sometimes known as work place competence assessments) are attainment tests designed to simulate some aspect of a job.Examples are in-tray exercises for management assessment, or skill tests for commercial drivers. The advantages of using psychometric testing are as follows: •

Candidate results can easily be compared with relevant normative information

•

Certain predictions may safely be made on the basis of test results

•

Most tests are of the pencil and paper variety, and may therefore be administered in different venues

•

They are inexpensive to use after purchase of re-usable testing materials.

Using tests can carry certain disadvantages •

They cannot measure the entire candidate, which causes gaps in information for making decisions: this is where the interview is crucial

•

Where tests are used to measure the psychological attributes of the candidate then a knowledge of psychology is necessary to interpret the test result

•

Initial purchase of re-usable materials can be costly

•

Those administering the tests may need special training.

Things to consider in using tests as part of an assessment •

How to establish the assessment criteria (i.e. how do you know that we are testing what needs to be tested?)

•

What relative importance is to be attached to psychometric testing in the overall assessment?

•

What problems are likely to be encountered (e.g.resistance to the idea of tests) and how are these to be overcome?

Testing is widely – and increasingly – used in graduate recruitment, particularly by larger employers.Some test producers are bringing out employment related tests,the results of which will be available, through the graduates themselves, to different employers.This is along the lines of the Graduate Management Admission Test (GMAT) which is designed to help graduate

52

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business schools assess the likely performance of applicants for advanced study on their programmes.As long as the chosen tests have been evaluated not only for their validity (i.e. do they actually measure what they purport to measure?) but also their utility (are they fit for the purpose for which you want to use them?), then they can provide useful results. In addition, some organisations are putting ability or aptitude tests on the net, to help earlier in the selection process,leaving assessment centres to concentrate more on personality.However, most occupational psychologists would probably not be in favour of this impersonal approach! There are equal opportunity issues associated with the use and selection of tests – see the section on diversity management in selection (below:‘Being fair’). However, one device to maximise everyone’s ability to show their potential is to provide people with practice tests. This is recommended, because otherwise you cannot be sure that all your candidates have the same level of test sophistication. If some of them are familiar with test taking, and some are not, then motivational and attitudinal differences will tend to be exaggerated.Anxiety in particular will affect test scores. Any factors which may cloud your ability to assess candidates in their true light must be ironed out.

Assessment centres Psychometric testing is just one of the techniques commonly forming part of an assessment centre.This would commonly take place over two days, with, say, nine assessors observing eighteen candidates.It is a complex and expensive process,but can give very accurate pictures of candidates’ competencies and potential. Ensuring that you are trying to measure a range of attributes which are necessary for the job is a basis for design. The main techniques used in assessment centres, in addition to psychometric tests, are: interviews,group discussions,in-tray exercises,making presentations and practical exercises. Exercises may be brought in or custom-designed.Whichever mix you decide to use,you need to monitor equal opportunity issues and ensure that your assessors are well trained. Furthermore,you must allow opportunities for feedback to the candidates. Assessment centres are usually enjoyed by applicants once they get into them,but the level of anxiety just before joining can be very high! Make sure you give them as much information as possible about what you are looking for and how you are going to proceed.

Interviews No one should interview without proper training. Different companies do it differently, but the purpose is usually the same:to elicit information,to give information,and to establish rapport (what has been called the ‘human and ritual aspects’).Ways of approaching the encounter vary from the ‘frank and friendly’ approach to the stress strategy (not to be recommended!). Most organisations are attuned to the idea of training their graduate recruiters in interviewing skills: involving line management in this part of the selection process might mean some extra

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negotiation about how to interview successfully. The main thing to remember is that interviews are a two-way process: your existing employees who are doing the interviewing are not the only ones who will be making a decision which may impact the future of your organisation! Again,pre-empting unfair discrimination is essential – check with your company lawyer if you are not sure how to word your questions in the light of current legislation – or call the CIPD for guidance.

References Although they are notoriously unreliable, references still form part of the selection process. To make them more meaningful requires giving the referee clear information about what you want to know.Be specific about the competencies you are looking for,and tell them something about your company too. As the Dearing recommendations filter through to universities, academics are likely to become more aware of employability issues. This should help organisations in making best use of tutors’references.If the student has completed a Progress File while at university, this can be used at this stage also.

Being fair There is no doubt that all organisations will need to grasp the nettle of diversity management. In the shortlisting and selection process, there are various factors to bear in mind. Perhaps the overriding one is our tendency to hire in our own image. Homogenous groups may be fine for particular project work, for example, but if you want to reap the business benefits of a broader understanding of your customer base,and encourage innovation and creativity,you will need to recruit accordingly.This can involve active management of the proportions of various minority groups which actually get as far as the shortlist and are then recruited. But you will not get the widest choice of candidates unless you have taken diversity to heart as far back as the design of the recruitment brochure or website.There are always legislative obligations to bear in mind, so beware! The latest law to affect employers (currently of 15 or more people, although this threshold will soon be lowered) is the Disability Discrimination Act 1995.The employment provisions of this came into force in December 1996.Organisations are now bound by law to treat anyone with a disability fairly: they may only discriminate on grounds which they can justify.The Act defines disability as a physical or mental impairment which has a substantial and long term adverse effect on a person’s ability to carry out normal day-to-day activities. People who have a disability,and people who have had a disability,but no longer have one,are covered by the Act. Guidelines for this are laid down in the Code of Practice, obtainable from the Stationery Office, which is essential reading.There is also much information available on the Internet – for example see www.disability.gov.uk.The problem with not getting it right is that you could lay yourself open to having to pay unlimited compensation. Furthermore, the Act

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introduces the concept of reasonable adjustments: these have to be made, according to individual requirements,at all stages of the employment cycle.This means,in practical terms, that you need to be prepared to offer your application forms in alternative formats (e.g.tape, large print,Braille),that you need to consult test producers about the appropriate use of their materials (finding appropriate norm groups can be tricky), and that your people need to be trained in disability awareness.You must be ready to make reasonable adjustments to situations such as group discussions,and assessment centres in general,including the venue.Interviews may also be affected.The Disability Discrimination Act is likely to have massive knock-on effects, although it is worth noting that many disabled people and their advocates feel it does not go far enough in terms of providing civil rights. Other areas of potential discrimination, such as sex and race, are more familiar to graduate recruiters,simply because of the time that has elapsed since the relevant legislation.Interestingly though, research has shown that women graduates still earn less than men in their first jobs! Detailed guidance of good practice can be obtained from the Commission for Racial Equality and the Equal Opportunities Commission.Despite the fact that nearly thirty years have elapsed since these laws were passed, unjustified discrimination is still rife in some organisational cultures.Black barristers,for example,find life very difficult,and have to show far greater ability than their white counterparts to achieve professional status. There are other possible areas for discrimination which graduate recruiters need to think about, but which are not (as yet!) covered by legislation.One of these is age.With new opportunities for lifelong learning, there are more graduates who are middle aged than ever before. How do these fit into your recruitment drive? Are you trying to attract them – or do you pretend they are not there? Obviously someone with a certain amount of life experience will have different things to offer from those attributes of a twenty-one year old. Are they qualities that would be useful to your organisation? A comprehensive equal opportunities/diversity statement and code of practice should cover all the potential areas of discrimination. An important point is that this is where measures such as competency-based profiling score so highly. If your recruitment activities are based on what a person can do, rather than how they write their name or how old they are, then you will be hiring the best people to match your needs.

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Hewlett-Packard’s diversity programme is intended to become central to the business.The ‘HP way’ has involved a thorough audit of the firm’s practices and values, with senior management committed to widening access and improvements for existing employees.Rules against harassment have been reinforced, along with changes in the recruitment and promotion processes.There are special employee publications and training events to spread the message. Underpinning this is a belief that good diversity management will become increasingly essential for maintaining a competitive edge.

Monitoring, evaluation and validation ‘You can’t manage what you don’t measure’.It may seem unnecessarily bureaucratic in some organisational cultures, particularly perhaps in smaller companies engaged in immediate recruitment, but basic record keeping is essential. You need to devise and stick to agreed assessment methods. That will, over time, yield hard data which you can utilise to effect incremental improvements to your system.Strategic reviews can be based on the knowledge you have,and planning can be founded more directly on objective facts rather than intuition. In a more down-to-earth sense, contemporaneous records can help protect you and your organisation if you end up having to defend your actions at an employment tribunal. A very useful part of the evaluation process can be gathering in the views of people who have gone through the system.Individual perceptions are paramount,and need to be recognised and used. If you regularly ask for feedback from new graduates on specific areas to do with their experience of being recruited, then it will inform your strategy, and you can feed this information into your tactical plan. It will enable you to carry out a process of continuous improvement, and give your company a more solid base for its recruitment management. Unfortunately,some companies’embrace the concepts of discontinuous change so totally that they feel that looking at what happened in the past is equivalent to undervaluing the importance of the future.On the contrary,seeking constructive criticism can give you an extremely useful insight into how you are viewed by applicants.

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Providing feedback Apart from moral considerations,there are good business reasons why you should be scrupulous in your treatment of those who do not quite match your requirements. People tend to talk far more about companies which treat their unsuccessful applicants badly, than they do in praise of well-thought out rejections. Again, the power of the grapevine should not be underestimated: the way your organisation deals with all applicants will be encouraging or demotivating to people waiting in the wings, who are not quite ready to apply. Dare you risk alienating these people?

Graduate salaries Money is increasingly important to impoverished students.Salaries are rising,and the number of vacancies is growing. Employers use starting salaries as one part of the cocktail of inducements to graduates to join their company. Another growing practice is that of offering ‘golden hellos’: a lump sum on joining the company. The most recent figures at the time of writing (June 2001) come from the MPR Research File 56.This shows the following: Graduate starting salaries in 2000 and 2001 Year Lower quartile (Number of salaries) £pa

Median £pa

Upper quartile £pa

Average £pa

2000 (136) 2001 (83)

17,500 17,875

18,000 18,500

19,896 20,000

18,671 19,157

%

%

%

%

Increase 2000

2.9

4.8

7.2

5.8

Increase 2001

0.0

2.8

4.7

3.5

The report points out that underlying the aggregate figures is a wide range of starting rates, varying from £12,500 to £28,000!

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Golden hellos Some organisations,particularly those in the service sector,offer financial incentives in addition to basic salary.The most striking one at the time of writing was Accenture (formerly Anderson Consulting) which was offering £6,000 as a signing on bonus! This was in addition to the top of the range salary of £28,000!

Making the offer How you make an offer of employment says a lot about your organisational culture. Your company may have a standard letter that is sent to successful applicants.If that is so,you may still have some leeway to include extra information if that is what you wish.The main point is that you have identified that this student is someone you need – don’t let them slip away at the last moment! One of the key things to bear in mind is clarity.Is the offer conditional on achieving a certain class of degree? Whom should they contact if they wish to discuss it? Will you offer relocation expenses? Are you offering them a ‘golden hello’ – and if so, how does that fit in with their monthly salary? Who will be their manager? Where will they be based? How flexible are you prepared to be about starting dates? Graduates want information! Starting a new job is a very big step for an ex-student.The new recruit will need to feel welcomed by your organisation.So even though you have much information to give and request of them, keeping the human touch in the way you construct your letters will enable them to feel welcomed, and pave the way to an easy induction.

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Induction and development Keeping them Ways of approaching graduate development Appraisals Lifelong learning Flexible working and work/life balance The skilful company Postscript: the future

6

chapter 6

CHAPTER 6: INDUCTION AND DEVELOPMENT

Graduates will join your company with high expectations,a great deal of debt,and often mixed feelings about committing to so many hours of work a week.How are you going to help them in this transition? Having an awareness of what graduates might expect is a useful starting point. Generally speaking, for most students the most important characteristic in employment is interesting and challenging work. The two next important characteristics are competitive salary, and continual skills development.Induction programmes can be devised to take these expectations into account, and harness them for the good of your company.Your aim will be to introduce the graduate to your organisation’s people, culture and ways of working, to clarify what you want from them, what kind of development opportunities you will be offering them, and specifically what they will be doing next. As with all activities,what you do needs to be carefully recorded and monitored, so that you can check the success of your approach including as far as diversity management is concerned. It is also essential that investment in training is directly linked to your overall business strategy.

Keeping them Recruiting graduates will have been an expensive business: retaining them is a challenge. Research by Durham University Business School showed that age is an important factor in whether graduates stayed on in their first job: under 23 year olds only had a staying on rate of 42%, whereas 70% of older graduates (over 23) stayed with their organisation. Retention rates also varied with company size, thus: Fewer than 20 employees

40% stayed on

20-49 employees

35% stayed on

50-99 employees

60% stayed on

more than 100 employees

58% stayed on

Initial training and development can be crucial in fostering loyalty in the new recruit.

Ways of approaching graduate development There are various ways of ensuring that your new graduates get what they need to become contributing members of your company.For large organisations,the graduate trainee scheme has traditionally been both a way of attracting students in the first place and a means of fast track development. Some companies have changed their approach to this, by deciding not to continue to offer such a programme,while others (particularly in the retail trade,it seems) have devised ingenious and exciting new offerings.Other forms of training can include informal on-the-job training, in-house training sessions, and sometimes bought-in courses. Each company must decide on the purpose and best fit for them.

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Graduate training schemes can be quite extended,sometimes lasting up to three years.They usually include periods of working in different parts of the organisation, to give the graduate a feel for how the company works overall. For developing the managers of the future, these schemes can be an excellent foundation (though expensive!). Points to be wary of are that sometimes students feel they are not doing a proper job – not having enough responsibility early enough. On-the-job training requires that the graduate’s manager has been made sufficiently aware of the benefits and issues involved in coaching and monitoring. It also has to be viewed in a broader context: will you be giving the new graduate enough scope to develop his or her own ideas and to make mistakes? Frequent appraisal is essential (see below) – and this means appraisal of the roles of both mentor and graduate.A big advantage of on-the-job training is that new employees feel they are carrying out tasks that are directly relevant to the business, and that can be very satisfying. Structured in-house training sessions can supplement on-the-job training, and be arranged to give the new graduate a view of the organisation from a different perspective.They can enhance the idea of cross functionality by bringing together people from different departments: this can be a source of stimulation. Used wisely, such sessions can provide a flexible and fairly cheap solution to training new people. However, if they confirm the status quo in too heavy a fashion, they may be seen by graduates as being too sterile (see Harvey, Moon and Geall: Graduates Work). External training courses are sometimes used where there is a specific knowledge area or skill which needs to be developed. An example might be presentation skills.Ex-students often regard these as a welcome break from on-the-job training;however,they need to feel relevant to the job concerned. As always,ensuring that the use of such courses (which can be expensive) is actually beneficial to your organisation in business terms is essential. Professional qualifications are sometimes linked to salary progression,as in the case of lawyers or accountants. However, graduates from other disciplines may also be interested in opportunities for further study, to mutual benefit.

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An example of an off-the-shelf programme is Fast Start, produced by Blessing White. This programme works by providing the framework of a shared approach to graduate induction. A new employee and personal manager each assesses a particular job’s priorities and the skills required, and then compare their assessments.This enables them to talk about their expectations, and develop an action plan which is ‘owned’ by both of them.

Coopers and Lybrand have adapted Fast Start to suit its own induction programme. Newcomers are asked to assess their skills and match them to those needed.They and their line managers then choose three objectives they hope to achieve in their first three months, and progress is monitored and evaluated.At the end of three months the process is repeated, building on what has already been achieved. The advantage of such programmes, from making graduates feel supported and in control of their own destiny, is that new employees can actually become productive much more quickly, because of the on-going personal guidance and ability to reflect on achievements.

Appraisals Organisations vary widely in their use of appraisals. At worst, some recipients experience the process as no more than a rubber stamping exercise;at best,appraisals offer a really creative way of engaging the worker and getting him or her to own their future in the company. Cost-effective appraisal systems will be both flexible and frequent: some companies employing new graduates have them after one month in the job,then three months,and then six months.There are huge training implications for the people who are doing the appraisals, which should be part of an overall strategy for development or accreditation. Ensuring that some way of measuring progress towards identified competency requirements (if that is your approach) is included is essential and it needs to be transparent to the graduate. Successful appraisals have joint ownership and shared responsibility,and are set in a context of continuous improvement and empowerment of the individual.

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Sensitive appraisal schemes can really help retain employees and thus save on recruitment costs.An example is B&Q, where graduates are given wide ranging practical experience as well as residential marketing courses at a university.Their aspirations are monitored and every effort is made to understand their needs, so that if they want to progress in a particular direction they do not feel they have to leave the organisation.

Lifelong learning Graduates need opportunities to develop all through their working life, and not just when they have first joined the company.The Dearing report has highlighted the desirability of lifelong learning,and in the context of a changing society and turbulence in organisations,it is a sensible approach for the individual.The old paternalistic model of employment has largely broken down, giving way to a working environment where each person is in effect responsible for ensuring they get what they need in terms of continuous professional development.The role of the organisation thus becomes facilitative in terms of guiding the individual, and paying for,if not providing,opportunities for further growth.The skill of personal career management is closely linked with the need for self-reliance,which was identified by the AGR report Skills for Graduates in the 21st Century. If universities and employing organisations move closer together and form new partnerships, we can expect that the development of skills for employability will come high on the agenda.This is good news for all concerned – although it is worth noting that some employers feel uneasy about balancing the wider needs of the individual with their own wish to retain staff.The concept of the ‘self-employment mindset’, where people view their employers as customers, to whom they offer their services as and when needed, can feel disconcerting to the traditionalist, and yet the sharpness of focus demanded by this approach can bring real business benefits.

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The University for Industry (UFI) was a 1997 Labour manifesto commitment, which could boost industrial training in the same way that the Open University changed higher education a generation ago. The purpose of the UFI will be to upgrade the skills and qualifications of the British workforce, thus increasing competitiveness. Learning opportunities would be established throughout the company, in village halls, supermarkets and community centres, using the Internet and associated technological tools. The idea is yet to be developed into a thorough strategy although interesting initiatives are appearing all the time.There could be many learning opportunities which graduates employed by companies would find attractive as part of their continuous personal and professional development. Employing organisations might contribute by offering opportunities for practical learning.

Flexible working and work/life balance Bearing in mind the changed student profile,it is probable that more and more graduates will demand different ways of working.This is likely to be matched by employers’ demands for leaner production, driven by competitor and stakeholder pressure. The challenge for organisations wishing to take on new graduates is how to link different ways of working with the retention and development of high calibre people. Considering flexible working involves looking at the times when work is done, where it is carried at, how many people are involved, and how the work is allocated. Different ways of using flexible working are: •

Non-traditional working (e.g. part time and unsocial hours)

•

Temporary contracts

•

Implants (e.g. cleaning services provided by another organisation)

•

Contracting (e.g. supplying a personnel system on site by outsiders)

•

Subcontracting (e.g. telephone sales being carried out by people at home)

•

Consulting (e.g. setting up a new assessment centre using consultants)

•

Outsourcing (core activities provided on suppliers’ premises).

Introducing flexible working needs to be done sensitively.Despite its benefits to the individual in terms of allowing him or her to accommodate personal circumstances,new ways of working can induce scepticism on the part of long-standing employees, as well as a potential feeling of isolation on the part of the workers.The key to successful implementation is skilled and

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trained management.If your organisation has a good appraisal scheme for everyone,the risks can be minimised.Offering flexible working as an inducement to graduates may open up areas of the student market previously closed to you,and help retain those valuable employees whose personal needs change.

The skilful company You are hiring graduates,presumably,to fill identified gaps,and to build your organisation for the future.The best types of induction and development opportunities are offered by those companies in which training is closely linked with business strategy.Graduates are well placed to help you fill your skill shortage areas,but will offer you the best return on your investment if you align their development with the strategic position of the organisation.This means that there must be commitment and involvement from people right at the top of the company. Graduate development is an issue for everyone,not just HR people.It also means that graduate recruiters need support for their own professional development: for example, by attending conferences and training put on by organisations such as AGR and Hawksmere.

Postscript: the future This Briefing has attempted to draw together current thinking and research on what is going on in graduate recruitment today. With hiring budgets slashed, the emphasis on leaner organisations, different ways of working and increased numbers of graduates and graduate vacancies,the time seems right for many companies to rethink existing strategies.In a growing economy, the opportunities are there.We hope this Briefing will help you grasp them.

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Details on Dearing Details on Dearing A new compact The funding issue Expansion Quality Work experience SMEs So what will employers need to do?

1

appendix 1

APPENDIX 1: DETAILS ON DEARING

Details on Dearing The National Committee of Inquiry into Higher Education’s report: Higher Education in the Learning Society In July 1997,the Dearing report on higher education was published.The committee had been asked to make recommendations on how ‘the purposes, shape, structure, size and funding of higher education, including support for students, should develop to meet the needs of the UK over the next twenty years’.The Report contains 93 recommendations,which have already begun profoundly to affect the university system and the lives of young people and their families. It also contains many items of direct interest to employers, and for this reason a discussion of these points is included here. The report is based on a vision of a learning society, within which higher education should: •

Inspire people to develop their highest potential

•

Increase knowledge for its own sake, and for the benefit of society

•

Serve the needs of a fast-moving economy; and

•

Shape Britain’s democratic society.

The eighteen members of the National Committee were so chosen to reflect the diversity of stakeholders in higher education: full account was taken of the views of employers as well as government and educationalists.The report envisages new kinds of partnerships emerging: …Through a new compact involving institutions and their staff, students, government, employers and society in general. We see the historic boundaries between vocational and academic education breaking down, with increasingly active partnerships between higher education institutions and the worlds of industry, commerce and public service. In such a compact, each party should recognise its obligation to others (para 4 of The Executive Summary).

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APPENDIX 1: DETAILS ON DEARING

A new compact CONTRIBUTION

BENEFITS

SOCIETY AND TAXPAYERS

• A fair proportion of public spending and national income devoted to higher education

As represented by the Government

• Greater stability in the public funding and framework for higher eduction

STUDENTS AND GRADUATES

• A greater financial contribution than now to the costs of tuition and living costs (especially for those from richer backgrounds)

• More chances to participate in a larger system

• Time and effort applied to learning

• A clear statement of learning outcomes

• A highly skilled, adaptable workforce • Research findings to underpin a knowledge-based economy • Informed, flexible effective citizens • A greater share of higher education costs met by individual benefits

• Better information and guidance to inform choices • A high quality learning experience • Rigorously assured awards which have standing across the UK and overseas • Fairer income contingent arrangements for making a financial contribution when in work • Better support for part-time study • Larger Access Funds

INSTITUTIONS • Collective commitment to rigorous assurance of quality and standards • New approaches to learning and teaching • Continual search for more cost-effective approaches to the delivery of higher education • Commitment to developing and supporting staff

• A new source of funding for teaching and the possibility of resumed expansion • New funding streams for research which recognise different purposes • Greater recognition from society of the value of higher education • Greater stability in funding

HIGHER EDUCATION STAFF

• Commitment to excellence • Willingness to seek and adopt new ways of doing things

• Greater recognition (financial and non-financial) of the value of all of their work, not just research • Proper recognition of their profession • Access to training and development opportunities • Fair Pay

EMPLOYERS

• More investment in training of employees

• More highly educated people in the workforce

• Increased contribution to infrastructure of research

• Clearer understanding of what higher education is offering

• More work experience opportunities for students

• More opportunities for collaborative working with higher education

• Greater support for employees serving on institutions’ governing bodies

• Better accessibility to higher education resources for small and medium-sized enterprises • Outcomes of research

THE FAMILIES OF STUDENTS

• Possible contributions to costs

• Better higher education opportunities for their children • Better, more flexible, higher education opportunities for mature students

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The funding issue Over the last twenty or thirty years,the number of students in higher education has more than doubled,and has not in any way been matched by forthcoming funding.Many universities are in a parlous state, and no one denies that something needs to be done. Public spending needs to increase;however Lord Dearing’s recommendations on student funding (he gave four options) were rejected by the Government. David Blunkett, the then Secretary of State for Education, decided to abolish maintenance grants and make better-off families pay £1,000 per year (since increased) towards tuition fees.This will mean that in effect most students will leave university owing around £10,000, with the possibility that those from richer families will be less in debt because of parental contributions. Autumn 1997 saw a rush of students into HE,trying to beat the fees imposition. Since then there have been empty places on many courses and many universities are in difficulties, particularly the newer ones.As we have seen in this Briefing, attracting the best is taking on a new angle: golden hellos will greet those most in demand, and firms will be actively engaged in finding the most ingenious ways of helping graduates deal with their debt.

Expansion Employers,through the CBI,had lobbied Dearing for expansion to more than a 40% participation rate of young people in higher education.The report recommended that caps should be lifted and expansion restart immediately, focusing on sub-degree level programmes (for example, the HND and foundation degrees). Expansion funding will be targeted at institutions able to prove their commitment to widening access to a diverse student body. So more students will come through into the employment market with this sort of background, and qualifications such as diplomas, (see Chapter 2), and they may well be more practically oriented and able to contribute quickly to their new employer.

Quality Dearing recommended that a Quality Assurance Agency be set up to aid HEIs in their attempts to regulate standards in teaching and the awarding of degrees,and in making outcomes of courses more transparent to participants.This brings a consumer culture into higher education:students will be better able to shop around for what they see as most valuable to them.It will also help employers understand what a person following a particular degree course has covered, and what skills and knowledge can be expected from them specifically, as skills will be written into courses.There is a suggestion that some higher education institutions might concentrate less on research and more on teaching. As these recommendations are implemented, employers may have new decisions to make about how to target the institutions, since the nature of the student experience,and hence the quality and type of the graduates,will change as the institutions themselves change.It is worth noting however that the Research Assessment

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APPENDIX 1: DETAILS ON DEARING

Exercise (RAE) and the Teaching Quality Assessment Exercise (TQA) are posing significant problems to universities.

Work experience This is seen as an essential bridge between the world of HE and of employing organisations. Recommendation 19 states: ‘We recommend that the Government, with immediate effect, works with representative employer and professional organisations to encourage employers to offer more work experience for students.’ Choosing students, either for work experience or more lasting jobs, should be made easier when the recommended Progress File (rather like the NRA – see page 16) is developed. Key skills of communication,numeracy,the use of information technology (Lord Dearing expects that every student will have a laptop by 2005) and learning how to learn will be identified as outcomes of each course. Entrepreneurship will be encouraged where possible. These innovations will feed into the contribution work experience students will be able to make to their employers, and make them more useful employees of the future.

SMEs The need for smaller enterprises to have immediate effective work from new employees was noted by Lord Dearing,who anticipates more stress on regional development under the Labour government.The report stresses the need for universities to be responsive to local need, and recommends that institutions find ways of providing easy and co-ordinated access to information about local higher education services.This ties in with the view that SMEs represent the future in terms of job opportunities for graduates.

So what will employers need to do? Apart from the exhortation to join the compact, at present this is rather vague. In advance of publication of the report, some people anticipated that a more direct contribution towards funding would be asked of employers. However all we have is: Employer contributions to higher education and training should mainly take the form of a contribution to the cost of continuing education and training for their employees. This follows on from an assumption that many part time post-graduate students are at least partly funded by their employers. Some commentators feel this does not adequately grasp the nettle of how to pay for life long learning, particularly in a culture of contract-based assignments and self-employment.

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APPENDIX 1: DETAILS ON DEARING

As far as graduate recruitment is concerned, there will certainly be a need for adjustments, both generally as a result of changes in society and the labour market (as discussed in this Briefing), and specifically in response to the Dearing report.What you are reading now can serve as an impetus for a fresh look at your organisation’s links with higher education institutions, which can be used proactively to improve your graduate recruitment activities.

71

Useful addresses

2

appendix 2

APPENDIX 2: USEFUL ADDRESSES

Useful addresses Association of Graduate Recruiters (AGR) The Innovation Centre,Warwick Technology Park, Gallows Hill,Warwick CV34 6UW Tel: 01926 623236 • Fax: 01926 623237 • www.agr.org.uk Association of Graduate Careers Advisory Services (AGCAS) (see CSU address; or approach your local university Careers Advisory Service) CRAC (Careers Research and Advisory Centre) Sheraton House, Castle Park, Cambridge CB3 0AX Tel: 01223 460277 • Fax: 01223 311708 (For information on Insight into Management Courses, and other careers matters) Chartered Institute of Personnel and Development CIPD House, Camp Road,Wimbledon, London SW19 4UX Tel: 020 8971 9000 • Fax: 020 8263 3333 • www.cipd.co.uk Commission for Racial Equality Elliot House, 10-12 Allington Street, London SW1E 5EH CSU Ltd Prospects House, Booth Street East, Manchester M13 9EP Tel: 0161 236 9816 • Fax: 0161 236 8541 • www.prospects.csu.ac.uk Department for Education and Employment Moorfoot, Sheffield, S1 4PQ Tel: 0114 259 4075 • www.dfee.gov.uk Disability Rights Commission Freepost MID 02164, Stratford-upon-Avon, CV37 9BR Tel: 08457 622633 • Fax: 08457 778878 • Textphone: 08457 622644 E-mail: [email protected] • www.drc-gb.org Equal Opportunities Commission Swan House, 52 Poland Street, London W1V 3DF Tel: 020 7287 3953 High Fliers Research Ltd 10a Belmont Street, Camden Town, London NW1 8HH Tel: 020 7428 9000 • Fax: 020 7428 0111 • www.highfliers.co.uk Incomes Data Services 77 Bastwick Street, London EC1V 3TT Tel: 020 7250 3434 • Fax: 020 7608 0949 • www.incomesdata.co.uk

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APPENDIX 2: USEFUL ADDRESSES

Institute for Employment Studies Mantell Building, University of Sussex, Brighton BN1 9RF Tel: 01273 686751 • Fax: 01273 690430 QCA (Qualifications and Curriculum Authority) 83 Piccadilly, London W1J 8QA Tel: 020 7509 5556 • Fax: 020 7509 6666 • Minicom: 020 7509 6546 • www.qca.org.uk Skills and Enterprise Network PO Box 12,West PDO, Leen Gate, Lenton, Nottingham NG7 2GB Tel: 0115 924 4090

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Further reading Further reading Useful websites Feedback sheet

3

appendix 3

APPENDIX 3: FURTHER READING

Further reading AGR (2000) Going to Work on the Web (Briefing Paper),AGR, Cambridge AGR (1997) Graduate Salaries and Vacancies,AGR, Cambridge AGR (1992) A Newcomer’s Guide to Graduate Recruitment,AGR, Cambridge AGR (1993) Roles for Graduates in the 21st Century,AGR, Cambridge AGR (1994) Skills for Graduates in the 21st Century,AGR, Cambridge AGR and The Guardian (2000) Gradfacts, The Guardian, London Brading, J and Curtis, J (1996, 2000) Disability Discrimination:A Practical Guide to the New Law, Kogan Page, London CSU (annual) Prospects Directory, CSU Manchester DfEE (1997) Labour Market and Skill Trends 1997/1998, DFEE, Nottingham Harvey, L, Moon, S, Geall,V (1997) Graduates’Work: Organisational Change and Students’ Attributes, Centre for Research into Quality, Birmingham Hillman, J (1996) University for Industry, IPPR, London Incomes Data Services (2001) MPR Research File: Pay and Progression for Graduates 2001 IDS London La Valle, I, Jagger, N, Connor, H (1996) The IES Annual Graduate Review 1996-1997, IES, Brighton National Committee of Inquiry into Higher Education (1997) Higher Education in the Learning Society (The Dearing Report) Stationery Office, London (Summary report also available) Office for National Statistics (monthly) Labour Market Trends, Stationery Office, London Purcell, K, and Pitcher, J (IES) (1997) Great Expectations: The New Diversity of Graduate Skills and Expectations, CSU, Manchester Real World Magazine (monthly), Cherry Publishing Saville and Holdsworth Ltd (1993) Guidelines for Best Practice in the Use of Assessment and Development Centres, SHL,Thames Ditton

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APPENDIX 3: FURTHER READING

Stationery Office (1996) Code of Practice for the Elimination of Discrimination in the Field of Employment against Disabled Persons or Persons who have had a Disability, Stationery Office, London Strebler, M and Pike, G (1993) Shortlisting the Best Graduates, Institute for Employment Studies, Brighton.

Useful websites There are so many out there! Here are a few not listed elsewhere in this publication that you might find useful. •

www.prospects.ac.uk (for information on graduates and careers etc.)

•

www.agr.org.uk

•

www.jobsunlimited.co.uk

•

www.givemeajob.co.uk

•

www.workingday.com (graduate headhunters)

•

www.websaf.co.uk (electronic standard application form)

•

www.realworldmagazine.com (free magazine aimed at students)

•

www.jobloop.com (graduate careers in IT)

•

www.ncwe.com (National Centre for Work Experience)

•

www.reed.co.uk (Reed Graduates – various services)

•

www.gradunet.co.uk (virtual careers fairs etc.)

•

www.doctorjob.com (careers website)

•

www.gti.co.uk (various student and career related features)

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FEEDBACK SHEET

Feedback sheet Did you find this Briefing useful? How could we improve it? Please write your comments below. We shall aim to incorporate any suggestions in our next revision.

Thank you for your time. Please return to Jean Brading, Successful Graduate Recruitment, Hawksmere, 12-18 Grosvenor Gardens, London SW1W 0DH Fax: 020 7730 4293

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