Developing Management Competencies - Example

Developing Management Compitencies Student’s Name Institutional Affiliation Introduction These days, there seems to be a mismatch between what employers expect from business school graduates and what the graduates offer to the employer in terms of performance capabilities. This could be partly blamed on the constant changes that are happening all over the world and affecting all industrial sectors and the fast paced information exchange among sectors of the business world. This complex web calls for employers to look for matching qualities in their candidates during recruitment and although the candidates exhibit this knowledge, there is a lack of proper application of the knowledge in the work setting in response to the business challenges mentioned earlier. Faced by this challenge, institutions of higher learning have develop a variety of partnerships with companies that in a way groom graduate students for the job market. This is integrated in the regular learning program and presents a more holistic approach to learning experiences, which is suitable for today’s job market. Overview of Bournemouth University Case in point is the Bournemouth University, which has established beneficial collaborations with other organisations including mentorship programs, direct work placements during the years of study and continuous professional development, voluntership programs, career guidance and extracurricular activities all for students. Bournemouth University Business school is determined to bridge the gap between what employers really want from employees and what the employees offer. They achieve this by equipping the students with exceptional learning experiences that mould outward-looking and forward thinking students. They provide access to employment simulations by enabling their students partake in global student programs, opportunities to work oversee after graduation and networking opportunities for the students. They also do follow up activities for their students after graduation which shows how committed they are at supporting their students in becoming employable. Most employers believe that people and correct skill set will guarantee economic propensity and Bournemouth University understands this fact. In this case the university works tirelessly to equip its students with the correct skill sets so as to prepare them for the competitive job market. The BU Career and Employability service equips the students from day one with the much needed knowledge in topics like part time opportunities, overseas experience during vacation, information about degree taken by students and UKs work experience. Also the University provide access to job opportunities to its students through MyCareerHub where they advertise all the opportunities from local and international employers are offering BU students so that students don’t miss out on any of the opportunities. Students interact with potential employers during the Annual Graduate & Placements Fair and the Part-time Jobs Fair who visit the university to make presentations throughout the year. This hub is a enriched with information relating to job application processes, writing CVs, free psychometric tools, practice interview and preparing effectively for interviews which students can take advantage of during their job application and interview process. The university has made available comprehensive employability resources which is available to all students which can help them to plan for their careers and develop proper job hunting strategies. This helps the students reduce time wasted in doing random job searches to identify potential employers. Advice is provided within the university by professional career coaches to students on topics ranging from mock interviews, marketing yourself to employers, working abroad, self-employment options and change of course among other topics which are helpful during the time when the students are hunting for jobs. Key terms Knowledge Knowledge basically refers to the theoretical understanding of a certain subject, for example a student may have theoretical understanding of financial modelling but in real life this doesn’t make the student a financial analyst. Knowledge can be acquired through training research and reading books to enhance ones knowledge base. Skills Skills are proficiencies which are normally developed through training or through experience. Skills are capabilities acquired through deliberate and sustained effort to enable a person carry out an activity involving things, people or an idea where the skill will determine the end result. Skills can be developed through practice and can be categorized in to technical and transferrable skills. Technical skills often relate to a particular job or job field while transferrable skills are usually applicable to a wider range of jobs. For example, technical skills in programming include C+ computer programming language while the transferrable skill can be negotiation or interpersonal skills. Though specific technical skills are required by employers for certain roles, a desirable set of skills both technical and transferrable skills are required for any role. Competencies This is a measurable pattern of knowledge, skills and behaviours which one required to perform a certain activity successfully (TalentAlign, 2016). Therefore competency demands candidates to exhibit certain level of knowledge, skills and behaviour so as to perform a complex task successfully. For example, to effectively audit financial statements of a company, one needs good analytical and logical skills so as to undertake the exercise. The combination of these set of skills and knowledge form the competence required for that task. There are behavioural, functional and professional skills which are exhibited by employees which determine successful execution of activities. In all these competencies there are some which are more important than others depending on the level of involvement and the nature of the task being performed. In this regard competencies fall under three major categories namely; core competencies, key competencies and critical competencies. Knowledge, skills, competence and desirable behaviour are important when hiring an employee. Employers will look for candidates with combination of the above when looking for someone to hire. Employers view A study to enhance graduate employability carried out in 2014 revealed some findings which try to demonstrate the views of employers. Some of the finding of the study included There is need for employability to be structurally implemented in higher learning institutions. This would include incorporating employability in curriculum thus developing the culture at early stages of learning. There is need for deliberate engagements between higher learning institutions with industry and employers not only during recruitment processes but during the entire learning period to ensure that the entire concept of employability is embedded in the curriculum. Students should not only be equipped with theoretical knowledge from their studies but also enhanced set of skills which required for any job placement like leadership skills, organizational skills, communication skills and project management skills. Graduate employability is a shared responsibility which requires commitment from all the stakeholders. The case study identified possible strategies which can be applied to ensure that employability can be enhanced within graduates. These objectives called for participation of all stakeholders from the institutions of higher learning, students and employers. These objectives were aimed at increasing students’ awareness and participation in employability initiatives, learning institutions to embed a culture of employability in their curriculum and show commitment in helping their students prepare fully for their careers after education, employers to showcase their requirements and engage students and universities throughout the students learning period and career practitioners develop programs aimed at improving employability of graduates and engage all stakeholders. The survey data showed the importance of student having some experience on top of their degree, the need of universities providing support to students in getting job placements and the need to have the right attributes skills and experience in getting considerations from top employers. Employers are keen to recruit graduates who have the correct skill set, knowledge, competencies and attributes which are required for specific roles. In a recent press release by Association of graduate Recruiters, the employers view is that the labour market for the young is shrinking and changing because of the financial crisis and employers have started to invest more in school leavers programs and apprenticeships. In 2016 the job market for the youth have dropped by 8% and employers involvement in apprenticeship increased by 18 % over the same period. With the uncertainty brought about by Brexit the survey revealed that most employers feel that there would be decrease in placements in the coming years. Completion in acquisition of talent and the looming apprenticeship levy being the latest concerns in the youth job market. Alternative Universities Services Competition in the offerings universities are providing to graduates so as to help them get placements in the shortest time possible has been an area of concern. Universities are offering different services relating to recruitment which has been an area of consideration by most students before they join any university. Nowadays, most of the recruitment engagements start early when the students are still at the university where the university provide the opportunity to all graduating students to interact with potential employers. The University of Warwick has a career service where recruitment engagements are conducted on yearly basis in January. After the students submit their thesis paper, their attention shifts to the job market where they are supposed to prepare a job market paper and presentation for the recruitment. The university provides support to their students on how to develop their presentation skill through the Centre for Applied Linguistics where students can improve their English language skills in speaking, listening, pronunciation and writing. Also the university has organized a three day academic presentation workshop through the careers and skills office for research students to sharpen their skills in preparation for employment. The university has also presented employment opportunities to their students through the Royal Economic Society and Spanish Economic Association where the students presented their papers and offered interview opportunities. Interactions with other association across the world have provided opportunities to the students with all the job posts advertised in the universities job openings web pages. The University of Cambridge is also offering recruitment opportunities to their students through their career service portal. The service website carries over 50,000 vacancies a cross all employment sectors. Most of these employers attend the services 14 careers event held every year in the university where the employers present the opportunity to students to interview them before they interview the students. The university also equips their students with transferrable-work readiness skills that businesses require. This is achieved through the university offering one hour training on topics like application tips for lawyers, marketing yourself with linked and cracking study interviews among others and also hosting employer led skills sessions which are normally attended by students every year. Curriculum skills sessions are which are delivered focus on major topics like getting ready for interviews, successful application forms and cover letters and personal statements. The university provides their students with an opportunity to exploit the skill they never realized they had. These skills are exploited through participation in competitive sports and performing on stage and students taking up responsibilities in committees. Developing Students’ Employability Bournemouth University has a global talent program where the students express their interests and commitment in developing their employability during their studies. The university provides outstanding education which produces graduates with the right set of skills to go forward in life and succeed. The engagements with industry professionals fronted by the university has an impact in ensuring that there is progression in terms of industry requirement and what the university is offering to the students. The university provides opportunities to the students to work within the university during their study period. These paid opportunities help the students put their acquired skills in to practice during that period. Guidance to the students on how to prepare impressive CVs is another service the university provides to their students. CV is the most important piece of information you provide to a potential employer before any formal presentation like an interview thus the information which provided should be clear and precise. All the required guidance about top tips for writing your CV are provided by the university and students are expected to take advantage The university offers invaluable experience to students through the international opportunities program. These opportunities are provided through volunteering abroad, conferences overseas, field trips overseas and summer schools. These international experiences help students gain intercultural competencies that primarily cannot be acquired though classwork. These opportunities are facilitated by external organizations through the university. The university understand that employers are looking for graduates who will stand out from the crowd through in terms of desirable transferrable skills which they have acquired throughout their learning. The university has developed programs through the career & employability services which help in equipping students with the skill and knowledge required by employers. This has been achieved through collaboration with potential employers. Marketing Curriculum With the rising demand for skills in the business sector, focus has been drawn in the education sector where the students acquire the skills required in the job market. The marketing course is designed to provide the students with the necessary skills required in marketing roles ranging from PR to management. More focus is directed to communication and cultural diversity aspects which create the right mind-set and knowledge for marketing professionals. The course exposes the students to challenging marketing concepts like developing strategies for global markets and leadership skills which broaden the perspectives of marketing to the students. During third year of education, marketing students are required to undergo a 30-week minimum placement program. This program is aimed at providing the students with an opportunity to gain the much needed experience and make contacts through networking for future career development. As part of the program the 30-week placement can be undertaken anywhere in the world. This provides the students with the opportunity to interact with people from different cultures. During the 4th year of learning at the university, marketing students are expected to demonstrate their critical, analytical and research skills through conducting research academic work in a topic of the students choice. The course has been awarded Graduate Gateway Status by Chartered Institute of Marketing and students can gain professional qualification during their study period. Recommendations A broad based curriculum is necessary for students to gain the much needed analytical, critical skill and technical skill required by the students to further develop their careers and overcome workplace and societal challenges. It is in this regard that Shelagh Green echoed these sentiments that higher learning education should be transformative. The university to great extend has developed programs which help desirable set of skills important to employers. According to World Economic Forum report the forth industrial revolution will be characterised by artificial intelligence and machine learning which will require future employees to have advanced creativity skills so as to cope with the new market demands. As a university, these insights should be incorporated in the curriculum to ensure the new future skill sets are available to improve employability of their graduates. Graduates should also demonstrate cognitive and interpersonal skills which in the current job market are necessary link between required skills and employability. The university should improve on the content of DMC unit to ensure that its standards address issues on national and international business levels where the emphasis should be on the international context. The unit should equip the students with appropriate cultural awareness, foreign language capability and develop international work and study experience. Conclusion Higher learning institutions have developed a variety of partnerships with companies that in a way groom graduate students for the job market. This is integrated in the regular learning program and presents a more holistic approach to learning experiences, which is suitable for today’s job market. Most of the learning programs anticipate current market needs with no clear understanding of the future job skills requirements. University like Bournemouth should focus on developing skill-based curriculum to ensure that their graduates meet specific future job requirements. Engagements with industry players should be pursued by the university to ensure all the aspects of job requirements are addressed by the curriculum developed. References Bournemouth University. (2017). Careers and employability. Retrieved from https://www1.bournemouth.ac.uk/students/careers-employability/how-we-can-help Minsky, C. (2016). The world University Rankings. The Global University Employability Ranking 2016. Retrieved from https://www.timeshighereducation.com/features/global-university-employability-ranking-2016 Pearson, (2016). The Right Combination. CBI/Pearson Education and Skill Surveys 2016. Retrieved from http://www.cbi.org.uk/cbi-prod/assets/File/pdf/cbi-education-and-skills-survey2016.pdf WorkLifeGroup career news. (2017). Knowledge, skills and competencies explained. Retrieved from http://career.worklifegroup.com/know-yourself/knowledge-skills-competencies-2.html Warwick University. (2017). The job Market Support to Develop your presentation Skills. Retrieved from http://www2.warwick.ac.uk/fac/soc/economics/current/mres/handbook/jobmarket/ HighFliers Research Ltd. (2017). The Graduate Market in 2017. Retrieved from https://www.highfliers.co.uk/download/2017/graduate_market/GMReport17.pdf AGR Press Release. (2016). Graduate vacancies drop for first time in four years. Retrieved from https://www.agr.org.uk/Press-Releases/graduate-vacancies-drop-for-first-time-in-four-years-reports-agr#.WWmUkrZRXIU Careers Service Annual Report 2016-2017. Retrieved from http://www.careers.cam.ac.uk/stuart/AnnualReport.pdf Gray, A. (2016). World Economic Foum. The 10 skills you need to thrive in the Fourth Industrial Revolution. Retrieved from https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/ Strugess, G. (2012). TalentAlign. Driving Organizational Effectiveness through People. Retrieved from http://www.talentalign.com/skills-vs-competencies-whats-the-difference/ Read More