Presentation on theme: "Lorna Froud Dr Joanne Moyle Careers & Employment Centre"— Presentation transcript:
1Lorna FroudDr Joanne MoyleCareers & Employment CentreOxford Brookes University
2What does ‘employability’ really amount to What does ‘employability’ really amount to? Our definition: Set of attitudes and beliefs which influence and inform actual behaviour and performance in relation to the ability to gain and sustain meaningful work (work in the broadest sense)
3What we know from one-to-one guidance and group ‘employability’ practice - We cannot underestimate the impact of individual attitudes and beliefs on students’ behaviour and performancee.g. confidence, self-limiting beliefs, pessimistic/optimistic explanatory styles in response to setbacks/resilience, fixed/growth mindsets, choice overload/decision-making styles, self-efficacy, transition coping styles, ‘poverty of imagination’- Broaden-and-build model – curiosity, strengths-based positive self-regard, authentic experimentation and development =very motivating
4What we often find…- Skills-deficit model, ‘what employers want’ often de-motivating; ‘doing things for the sake of the CV’ likewise de-motivating-Large number of students never access opportunities for self-development at university, especially ‘employability enhancing’ ones (unless forced) – why?- Recent research (Maura O’Regan) shows that majority of students have present- not future-orientation whilst at University, and that ‘future focus’ evokes more anxiety than often admitted
5Recent developmentsBuilding evidence base from field of positive psychology and performance/sports coachingEmployers: strengths based recruitment (E&Y, Norwich Union)Universities – Glasgow Mindset ProjectNapier Confident Futures
6Why after years of trying does employability provision often miss the mark? Generation Y – just in time, want it now (too late they have left)I’m in the first year what’s this got to with me?I’m in the second year, I’m focussed on NOWI’m in my final year and far too busy..
7ProblemsLots of evidence to show that career development activity supports academic learning but label a turn offSkill deficit model can feed into fears about the university experience as instrumental, doing the bidding of employers to meet skill shortages and Government agendaEvidence to show lack of resilience in generation Y
8Useful modelsPersonal and academic development rather than ‘careers’ or ‘employability’StrengthsMindsetsResilienceNLPMBTI
9Mindsets – empowering attitudes Fixed vs growthFixed – ability cannot changeGrowth – ability can be changedRelated to belief about abilityCreates a whole mental world to live inLearn to hear your fixed mindset voiceRecognise you have a choiceLearn to self talk with GM voice(Dweck 1999)
12What is Resilience?Resilience is the ability to bounce back from adversity.It allows us to recover from change or hardship.Resilience encompasses both strength and flexibility.It is associated with elasticity, buoyancy andadaptation.
13How Do Resilient People Act? Resilient people demonstrate flexibility, durability, an ability to organise and manage ambiguity, to be proactive rather than reactive, have an attitude of optimism and a mindset that is open to learning.The resilient person is positive and views life aschallenging but filled with opportunity.
14Response to setbacks and failures (Diener & Dweck 1978, 1980) Resilient vs helplessPay attention to learningFocus on what is being learnt rather than feelingAttempt new ways of doing thingsUse self-motivating statements such as ‘I can’
15Can mindset be taught? Blackwell, Trzesniewski, and Dweck 2007) 8 sessions built around study skillsGrowth mindset group also learnt about the brain and how the brain is like a muscle; the more you use it the more connections it makesImproved in motivation (greater conscientiousness and more effort into classroom learning) and grades
16Can Mindset be taught? (Aronson, Fried & Good 2002) Videos about the brain and its huge potentialWriting letters to struggling younger studentsMore enjoyment of learning at University and better grades
17Feedback (Mueller & Dweck 1998) Praised for effortPraised for abilitygoals90% of the group created learning goals66% of the group createdperformance goalsenjoymentcontinueddecreasedpersistenceperformanceimproveddeclinedlied about scoresone individual40%
18Managers beliefs (Heslin, Wanderwalle & Latham, 2006) Managers who adopt a fixed mindset are less good at recognising real changes in staff membersthey are less likely to help those they are managingteaching mindset changed beliefs and behaviour; managers gave more and better suggestions to employees during appraisals and were more likely to notice improvements
19Born smart?mindset has a significant impact on motivation and performance,Beliefs can be changed
20Workshops in development 2009/10 Taking on challengesDealing with setbacksAssertivenessInfluencing othersCommunication skills (NLP)Brookes Future Leaders
21Links and further reading www://napier.ac.uk/confidentfuturesCentre for Applied Positive PsychologyDweck, C.S., (1999) Self theories: Their Role in Motivation and Personality