Case Study

Mature Age Unemployment – Trends, Myths and Barriers

Mature Age Unemployment

Bob’s first job was a salesperson selling menswear in the retail industry. He worked after school, on Friday night and Saturday morning. His hard work, commitment and dedication paid off as he was promoted through the ranks. His leadership, teamwork, communication and customer service skills were recognised, and he eventually became a Store Manager, responsible for the day-to-day operations of the store, and the employees within.

At aged 57, Bob suddenly found himself unemployed after 40 years of work. The consequences of his redundancy are difficult: struggling to pay his living expenses, dealing with health issues that have been exaggerated by stress and depression, and telling his family and friends that he is unemployed. His self-esteem and confidence are low. He has sent out over 200 job applications but has received few responses from employers for interviews. Bob no longer sees himself working full time.

Fifty years ago, most Australians who worked were men working full-time. Most worked well into their sixties, sometimes beyond, and if they were not working most were looking for work until that age. The picture now is very different.

Far more people work part-time, or in temporary or casual jobs. Retirement ages vary much more, with a greater proportion of men not participating in the labour force once they are older than 55. Nowadays, 45% of working Australians are women, compared with just 30% fifty years ago. These are profound changes that have helped shape 21st Century Australia.

In 1970 there were five people of working age supporting each Australian over 65. At current trends, this will fall to just 2.7 by

The research by Chandler Macleod found that older workers have a strong drive to work, as well as a growing financial imperative following the blow to their savings during the Global Financial Crisis (GFC).

The Chandler Macleod report states that when employers were asked to comment on the key issues related to hiring and managing older workers, 33% of responses included benefits older workers bring to their organisation, while 60% encompassed negative issues.

Employers perceive older workers as more experienced and more reliable, yet less computer literate, more resistant to change, and more prone to health issues. Information by the National Training Authority lists Transport and Storage and Health and Community in the top four sectors for mature worker representation.

With the advantages of hiring older workers, there are also myths and work barriers preventing employment. These include:

Myth 1 – Older workers are less productive

A common stereotype is that of lagging older worker productivity. However, employers responding to the survey by Chandler Macleod, 2013 generally view older workers as being more productive than their younger counterparts.

Myth 2 – Older workers are less safe

Older workers are perceived to present greater safety risk at work. While it has been shown that older workers suffer a higher incidence of stress and strain-related injuries, often requiring longer recovery time, Safe Work Australia reports that in 2009–10, workers aged under 25 years accounted 66.1 work-related injuries per 1,000 workers.

Myth 3 – Older workers struggle with technology

There is some truth to this myth. The Australian School of Business suggests that older workers’ inability to come to grips with new technology is an issue for some employers, but this is not held universally. With more than one in four (28%) employers holding this stereotype, it is a significant issue likely to be impacting on older workers.

Older workers face both personal and structural barriers to finding employment which makes it more difficult to sustain work. These include:

Personal barriers

  • Discrimination in employment based on age. This is one of the largest and most prevalent barriers that can lead to exclusion from jobs. Mature employees are treated less favourably in both the recruitment and retention of staff, impacting on their desire to attain and to work. The Age Discrimination in Employment Act makes it unlawful to discriminate against people who are age 40 or older
  • Care-giving responsibilities for family members, those with a long-term illness or disability impacts on the ability to find and retain employment. This is especially the case – usually for mothers, who have disrupted their career due to child care and other caring responsibilities
  • Flexible work arrangements are those which vary from the traditional full time Monday to Friday, and provide employees with an opportunity to balance their work responsibilities and life commitments. Examples of flexible working arrangements include changes to: hours of work (start and finish times), patterns of work (split shifts or job sharing), changes to the job design, and working from home. The ability to work part-time or flexible hours assists individuals to extend their working lives. An employer can only refuse a request on reasonable business grounds if it is too costly, no capacity or impractical to change the working arrangements of other employees, or a negative impact on customer service. A reduction in hours for mature age as they approach retirement would help current workers work more years
  • Mental health barriers include: depression, anxiety, and stress, and make it difficult for individuals to stay or return to work. Mental health barriers may be due to reasons such as: job loss, unemployment, or difficulties re-entering employment. Individuals struggling with mental health issues additionally struggle with lack of understanding and support from colleagues and management, bullying, harassment, discrimination, loss of self-esteem and confidence, inability to cope, and fear of relapse. To reduce the barriers and support individuals with mental health issues, it helps to acknowledge the issues, access counselling, and include work modifications to one’s job.
  • Physical illness, injury and disability prevents or limits individuals from working. This will impact on early retirement, and can create difficulties to find employment.

Structural barriers

  • Superannuation and worker’s compensation can impact on the timing of one’s retirement.
  • Tax and income support systems – the complex tax system acts as a disincentive for mature age people to work. Mature age individuals who seek to work may decline part-time employment opportunities if it would cause a reduction in Pension entitlements.
  • Workplace barriers and work design of jobs – the job design of some occupations affects their attitudes and behaviour and job satisfaction at work. It may act as barriers towards staying in the workforce, and can contribute to an early retirement.
  • Structural changes at industry level and workplaces include changing external events such as government legislation, competition between organisations, and internal events that effect the organisation such as restructuring and changing customer needs.

Overcoming barriers

Career planning is often viewed as most relevant for school leavers and university graduates. With the myths and barriers identified for mature age workers, career counselling is now considered just as important for mature age workers.

Category: Careers, Case Study, Jobs, Retirement

Your Life Path and Career Direction Part Two

Craig has completed his year 12 and selected his university course preferences. This was a challenging process. He has a clear aptitude for maths, however, the family has a well-established accounting practice. There is pressure for Craig to enter the family business upon completion of his studies. 
Craig is also interested in drama, and his dream job is to work as an actor. His parents influence and investment in his private education make this choice highly unlikely for his initial career choice. 

As individuals, we are a sponge to the factors that influence the career paths that we take. It starts as a young child by our observations of family members who go to work, or stay home through family responsibilities, unemployment or retirement. Their behaviour models to children their attitude to work. Parents influence their child’s decision though choice of school, subject choices, post-school preferences and attitudes. 

Our personality and attitude will also impact how we handle job challenges. Some people focus on problems and issues, others on solutions. 

 

Other factors that influence your career direction include: 

Life stage – We each play multiple roles in our lives which change over our lifetime. Our attitude to careers is influenced by our life stage.

Donald Super argued that people pass through five career stages during their life span, and their self-concept changes and develops over time through experience. 

  • Children to adolescents, develop their self-concept, attitudes, needs and general ideas about the world of work through the influences discussed
  • Children and young adults to the age of twenty-four, ‘try out’ various occupations though school, leisure, part-time work, volunteering and hobbies before finding a stable and appropriate fit
  • Adults from their mid-twenties to mid-forties aim to consolidate their chosen career through education, by obtaining qualifications through certifications and advanced degrees
  • Middle adulthood from age forty-five to sixty-five is characterised by either ‘Holding on’ or ‘Keeping up’ by updating and enriching one’s career. Sometimes people feel risk adverse where they feel ‘stuck’ in their career, and reflect on what they have done with their life, or, what they truly want
  • In the last stage from sixty-five plus, individuals review their career with the view of disengaging from the workforce. There is a decline from formal employment to finding new roles with a view to retirement

At this stage, older workers seek some form of work as they pursue new or renewed outside interests. They may assist or mentor younger members of the industry or organisation, undertake consultancy roles that provides flexibility, seek self-employment or a new work role.

 

Each life stage expresses one’s attitudes, interests, and needs

Previous experience – our experiences in life and with others impact on our choice of careers. We are likely to consider continuing a task if we have a positive experience doing it. We focus on areas where we have success and achieved positive self-esteem. 

Interests, skills and abilities – it is well known that our interests, skills and abilities are connected to the occupational roles that we select. When working with our interests and skills, our motivation and work performance remains high. 

Social and economic conditions – we are all born within a social and economic personal context. This may explain why some early school leavers often work in blue collar jobs, whilst some have the financial opportunity and commitment to study at university. Of course, there are early school leavers who in time choose to return to formal education with the view to advance their careers. 

Culture – our racial background, as well as the culture of an individual’s regional area, and local community shape values and expectations. Compare the culture of rural and metropolitan workplaces, or Australian and Asian cultures. 

Modern workplaces have a commitment to a diverse workforce to reflect our multicultural society with the talent and benefits that it offers. When choosing a job, organisational cultures vary.

Company culture is the personality of the company. It defines the environment in which employees work. Some organisations will be positive and exciting, others can be stressful. An organisation can have an employee focus, whilst other organisations have a bottom-line results culture. 

Changes in the economy and job market – our career choices are made within the context of society and the economy. Events in our lives affect the choices that we make and how our careers develop. During a downturn with fewer jobs, individuals may choose to study. It was common during the global financial crisis when many people were laid off work, return to study either to retrain or study for higher qualifications in their field. 

Media – our careers can be influenced by media through television shows, movies, and books. Actors or characters bring occupations to life and become role models, often with a distorted view of the profession. For example: in Sex And The City we see Carrie Bradshaw working as a Sex Columnist for a newspaper, in CSI we see forensic investigators solving crimes, in Dead Poet’s Society we see a dedicated teacher, in ER we are exposed to doctors in the emergency room saving lives, and in Mad Men we see the glamour of the advertising industry in the early 1960’s. 

There are many influences on our career. What is true, is that careers do not just happen. The old three‐stage pattern of preparing for work; working; and then retiring is fast disappearing. Rather, we make ongoing decisions that over time, determine our career journey.

 

If you were Craig, what career choice would you make? Would you work in a ‘safe’ career to earn a living, or follow your passion? Share your ideas below in ‘Comments.’

You may also be interested in the blog Your Life Path and Career Direction Part One

About Leah Shmerling

Leah Shmerling

Leah Shmerling is the Director and Principal Consultant of Crown Coaching and Training, and has extensive experience in career development, life coaching, education and training.

Leah is the author of two books in careers and business communication, a former freelance writer for The Age and Herald Sun, and publisher of two accredited online short courses, Mentoring and Development and Foundations in Career Development Practice.

Leah is a professional member of the Career Development Association Australia (CDAA), a Certified Retirement Coach and is Board Certified as a Career Management Fellow with the Institute of Career Certification. 

Leah Shmerling can be contacted here

Category: Careers, Case Study, Jobs

Your Life Path and Career Direction Part One

Craig has completed his year 12 and selected his university course preferences. This was a challenging process. He has a clear aptitude for maths, however, the family has a well-established accounting practice. There is pressure for Craig to enter the family business upon completion of his studies.
Craig is also interested in drama, and his dream job is to work as an actor. His parents influence and investment in his private education make this choice highly unlikely for his initial career choice.

As individuals, we are a sponge to the factors that influence the career paths that we take. It starts as a young child by our observations of family members who go to work, or stay home through family responsibilities, unemployment or retirement. Their behaviour models to children their attitude to work. Parents influence their child’s decision though choice of school, subject choices, post-school preferences and attitudes.

Parents influence children by enrolling them into private education with the aim that they develop successful careers. A private school influences the child’s values, the socio-economic selection of friendships for social connections, and learning environment to enhance motivation to attain high results for greater study choices that enhance the opportunity for professional careers. Parents who select private education do so at a substantial financial cost, and may sacrifice a better lifestyle.

Research also shows that in certain jobs that parents hold, it increases the chances of their children following in their footsteps.

In other words, it is common for family members to enter the same profession as their parents and relatives.

Research shows that nurses’ daughters are more likely to follow in their parents’ footsteps. Scientist fathers have scientist daughters at above the average rate, and mothers who work in law are more likely to have sons with legal careers. In our family, many of us are teachers, and in my son-in-law’s family there are three generations of engineers. We believe that our grandson will also follow in this direction.

 

Other factors that influence your career direction include: 

Childhood fantasies and play – many remember the question that they were asked as children and teenagers: ‘what do we want to be when you grow up?’ It may have shaped one’s thoughts about careers.

In our developed consumer society, it is common that children have the latest toys, costumes and musical DVDs to express themselves. Often, this can shape their thinking about societal and work roles.

Gender – it generally commences during childhood through play with the selection of toys that are role related. Fantasies are expressed through toys and play. Gender based careers and attitudes are ingrained deeply into society which impact how we make our career decisions.

Both men and women experience career-related stereotypes. It is common for females to pursue careers such as nursing, teaching, and administration, whilst males take on engineering, military jobs, police, trade jobs or firefighting. There are very few female CEO’s for several reasons that include gender biases.

My four-and-a-half-year-old grand-daughter says that she would like to be a nurse when she grows up, and believes that males are doctors, and that females are nurses. We are not sure how she came to learn these gender roles. Of course, the parent’s preference is for her is that she be a doctor!

Personality type – we select a career that fits our personality make up. Job satisfaction and work engagement is highest when the job engages our personality. John Holland’s theory was that work environments and job types suit specific personalities. Most people fit into one of six personality types that reflects a suitable job fit:

 

  • Realistic – People who like to move their body in their work activities. They like the manual skilled jobs and like being athletic. They prefer to work with objects, machines, tools, plants or animals, and prefer the outdoors. Jobs include: pilot, farmer, builder, engineer, mechanic, electrician, or computer technologist.
  • Investigative – People who like to find things out, discover things, analyse things, evaluate data, and solve problems. Jobs include: research, doctor, chemist, dentist, forestry, agriculture or zoologist.
  • Artistic – People are artistic and innovative, and like to work in unstructured situations using their imagination or creativity. Jobs include: artist, illustrator, photographer, sign writer, composer, dancer, actor, reporter, writer, editor, advertiser, and fashion designer.
  • Social – People who like to work with other people informing them, helping training, developing, and healing them. Jobs include: teacher, nurse, counsellor, salesperson, or customer service.
  • Enterprising – People who like to work with other people, especially influencing, persuading, leading or managing them to reach goals for personal or economic gain. Jobs include: lawyer, accountant, business owner, manager, travel agent, music or sports promoter.
  • Conventional – People who like to work with data, and/or have clerical or numerical ability. They like carrying things out in detail or following through on other’s instructions. They tend to like guidelines, specific operating procedures and read directions. Jobs include: office worker, librarian, bank clerk, computer operator, store and dispatch staff.

Our personality and attitude will also impact how we handle job challenges. Some people focus on problems and issues, others on solutions.

 

If you were Craig, what career choice would you make? Would you work in a ‘safe’ career to earn a living, or follow your passion? Share your ideas below in ‘Comments.’

You may also be interested in the blog Your Life Path and Career Direction Part Two

 

About Leah Shmerling

Leah Shmerling

Leah Shmerling is the Director and Principal Consultant of Crown Coaching and Training, and has extensive experience in career development, life coaching, education and training.

Leah is the author of two books in careers and business communication, a former freelance writer for The Age and Herald Sun, and publisher of two accredited online short courses, Mentoring and Development and Foundations in Career Development Practice.

Leah is a professional member of the Career Development Association Australia (CDAA), a Certified Retirement Coach and is Board Certified as a Career Management Fellow with the Institute of Career Certification. 

Leah Shmerling can be contacted here

Category: Careers, Case Study, Jobs

How to Conquer Career Transition

 
Susan felt fulfilled in her last role as a vocational trainer. She enjoyed working with her colleagues in a positive workplace, and the challenge of training and seeing participants learn and develop. Her role brought her career and personal fulfilment. Despite her success, Susan was disappointed that her contract could not be renewed due to funding. She was left disillusioned and her confidence was effected. Six months later, she is still searching for a new role.

As people are at different life stages and their situations are unique, their experience with making a career transition will vary. 

For some, the transition may be voluntary as individuals consciously make the decision to make a change. It may start years before taking the first step. Examples are a parent raising a family and seeking to return to the workforce, a promotion within the organisation into a new role or a new company that the individual has planned and worked for over many years, or to change careers to reflect a new life stage and changing interests.

A career transition is the close of one life stage and shift in career path, and the process of finding and moving into a new career. This is true for a student at school or university when their course of study has finished and they are seeking their first job, usually a first full-time role.

A transition can be involuntary as organisations downsize or globalise and move jobs overseas. This sees employee retrenchment which is often difficult for individuals and their families. It impacts on an individual’s psychological well-being that results in loss of confidence and self-esteem.

Making a career transition can be challenging, as we let go of our old situation and journey into the unknown.

A successful transition requires an individual to adapt to the new situation. For some, it is easier when the change is planned. For others, the emotional response can bring fears of what lies ahead, letting go of relationships that have taken time to build, confronting personal fears such as self-esteem and confidence that can be impacted, and performance issues of one’s ability to undertake a new role. Financial responsibilities with the loss of a regular income when caring for a family can exaggerate the transition. 

A career transition journey has several stages that individuals will go through. The length of these stages varies amongst individuals and their circumstances. These stages are a normal reaction to job loss.

The Transition Model, 1991, developed by William Bridges highlights three stages of transition that people go through when they experience change. Individuals jump backwards and forwards between the stages. These are:

 

1.   Ending, Losing, and Letting Go

The old situation is over and an individual is confronted with change. This stage is often marked with resistance and emotional upheaval because people are being forced to let go of something that they are comfortable with.

As the individual transitions to accept that something is ending, there may be resistance throughout the change process before they can begin to accept the new state. At this stage, individuals may experience the following emotions:

  • Fear
  • Denial
  • Anger
  • Sadness
  • Disorientation
  • Frustration
  • Uncertainty
  • A sense of loss

 

2.   The Neutral Zone

This phase is the bridge between the old and the new, and is the ‘cold’ zone. In this stage, the individual is often confused, uncertain, and impatient. Individuals will be attached to the old, while they are also trying to adapt to the new. At this stage, the individual might experience:

  • Resentment towards the change initiative
  • Low morale and low productivity
  • Anxiety about their employment situation, status or identity
  • Scepticism about the future

To rise above these feelings, it is a good time to work for professional renewal to build one’s identity and occupational commitment, and develop skills and knowledge.

 

3.   The New Beginning

The last transition stage is a time of acceptance and energy. The individual has begun to embrace the change. They are building skills for work, and are starting to see the benefit from their efforts.

At this stage, the individual is likely to experience:

  • High energy
  • Openness to learning
  • Renewed commitment to one’s role

Career Transition Tips

To maintain a positive momentum from the career transition, here are some tips to help the journey ahead.

 

Develop career goals

Think about what you want from your career, and how it fits into your life. Establish the steps to attain the goal.

 

Exercise to get fit

A transition is usually a stressful time. Use the time to develop your physical fitness by exercising and walking. The benefit is that it will reduce your stress, improve your mental well-being, and become fit.

 

Use the time for your professional development

Enrol in a course to upgrade your skills and qualifications. Your course will transition you into work, and you will meet like-minded students. It will stand you in good stead with your job applications and in your new role.

 

Find a career coach or mentor

Talk with a trusted professional who can support you during the transition and time of change. They will provide valuable assistance and support you to work through the challenges and issues that you face.

 

Volunteer

Volunteering is a good opportunity to use your skills and a great way to meet people. It closes time gaps in your resume, and it may lead to employment. Importantly, volunteering and being involved is a good way to get you out of the house, and be helpful to others. Giving to others is the first principle of finding personal happiness. 

 

Gain support from positive people

Be honest with positive people such as your family and friends, and let them know what you are going through. They can lift your spirits and provide the personal nourishment that is often needed.

 

Gain perspective

Recognise that your transition is a temporary stage in your life that will pass, and does not define your life. The process often builds character, resilience and empathy for others.

 

A career transition can feel overwhelming with the changes ahead. However, it can also be a positive time as you reflect and vision your future, and take positive steps to reach your goals. Upon reflection of the transition, many believe that it was worth the process and challenge to reflect their new goals and interests.

And a final thought:

It’s not the mountain we conquer but ourselves. Sir Edmund Hillary

 

What do you think about what I have discussed here? Share your tips and ideas below in ‘Comments.’

About Leah Shmerling

Leah Shmerling

Leah Shmerling is the Director and Principal Consultant of Crown Coaching and Training, and has extensive experience in career development, life coaching, education and training.

Leah is the author of two books in careers and business communication, a former freelance writer for The Age and Herald Sun, and publisher of two accredited online short courses, Mentoring and Development and Foundations in Career Development Practice.

Leah is a professional member of the Career Development Association Australia (CDAA), a Certified Retirement Coach and is Board Certified as a Career Management Fellow with the Institute of Career Certification. 

Leah Shmerling can be contacted here

 

Category: Careers, Case Study, Jobs, Transition

How Does Self Marketing Create Your Perfect Future?

 
Susan has recently been retrenched from her administrative position that she has held for five years.  She is now thinking about her next step, and importantly how to get a job.  With a changing and challenging labour market, she will need to put together a job seeking skills strategy.

Attaining employment requires a well thought-out strategic plan with corresponding actions. Applying for jobs is no longer about submitting an online application and hoping for the best. It requires considering employment options, positive self-marketing, and personal branding to showcase one’s skills, qualifications, ability and experience.

The labour market is a competitive globalised job market with technological advancement, less jobs, labour that is outsourced, and an increasing amount of qualified and skilled applicants.

Competition for jobs occurs between experienced job seekers, and millennials who are well qualified, pro-actively assertive, computer savvy to build their profiles, and find jobs in a range of websites that older job seekers do not know about, nor access.

 

What is self-marketing?

It is a marketing campaign of oneself to enable individuals to demonstrate their unique self and effectively communicate to prospective employers their skills and experiences to standout in the marketplace to attract employment for either a new job or a promotion.  

Successful self-marketing creates a positive image or career identity to help individuals separate themselves from the applicants who may be competing for the same job, to attract an ‘ideal’ employer.

 

Your self-marketing plan

A self-marketing plan is an action plan that is the blueprint of your information that establishes your direction for activity. It provides your activity and communication plan so that you are strategic with a professional approach, with all your options considered. It enables you to overcome career barriers that prevent you attaining your goals.

Self-marketing begins with an understanding of where you are in your career, and a direction of where you are going. Once this has been determined, you will need to be clear about:

 

  • Your career goals
  • The type of jobs you are seeking
  • Your unique marketable qualities.  These include:  qualifications, skills, attributes, strengths and achievements are your unique marketable qualities
  • Your weaknesses, and how can these be overcome or reduced
  • Your application from an employer’s perspective

Once you have considered the fundamental plan, you will be in a strong position to develop the plan to the next stage with the following content:

 

  • A target list of complementary employers to market yourself
  • The reasons you are going to market yourself to them

This is the reason for your action, and helps you to determine your approach.

 

Your method to target prospective employers

Understanding how to target prospective employers and the networking process will build your communication strategy.

When you write a self-marketing plan, write in clear and concise language for easy reference. The plan contains:  daily tasks, time frames, dates, measurable outcomes, and key contacts with their details.

 

Tips for self-marketing

 

  • Differentiate yourself to demonstrate your unique value, achievements and attributes
  • Let employers know your value, how you can help them and add value to the role
  • Write a career journal to think about your career, progress and setbacks. It will help you learn more about yourself
  • Use LinkedIn recommendations and testimonials to vouch for the quality of your work. It will speak loudly to let prospective employers know more about you
  • Update your self-marketing plan to review your plan regularly, or as situations change so that it is current and informative
  • Use social media to communicate This includes sites such as: Facebook, LinkedIn, Twitter or Google+ to highlight content and your expertise.  Ensure that your image is professional and shows you in the best light.  Write regular blogs, ask questions, share stories, upload examples of your work, and network with prospective employers
  • Join online groups that complement your career as an active member, and contribute to discussions. Ask questions and add a comment to the discussion. It is not about self-promotion as you will not be looked at favourably
  • Use keywords in blog posts, social media profiles, and websites.  Make it easier for employers to find you
  • Write an elevator pitch that is your self-introduction. It is a 30 second grab to sell yourself as someone with a career profile who others should know. You may need to modify your elevator pitch for different audiences
  • Network at industry events. Take an interest in the person that you are speaking with. Collect the business card and at the end of the event, contact them to thank them for their time, and aim to keep in touch.

The job market is competitive. To plan your next step and find employment requires a strategic plan coupled with effort to successfully attain career success.

As my life motto says:  Enjoy the process.

 

What self-marketing plan do you have to attain your career goal?  Share your tips and ideas below in ‘Comments.’

About Leah Shmerling

Leah Shmerling

Leah Shmerling is the Director and Principal Consultant of Crown Coaching and Training, and has extensive experience in career development, life coaching, education and training.

Leah is the author of two books in careers and business communication, a former freelance writer for The Age and Herald Sun, and publisher of two accredited online short courses, Mentoring and Development and Foundations in Career Development Practice.

Leah is a professional member of the Career Development Association Australia (CDAA), a Certified Retirement Coach and is Board Certified as a Career Management Fellow with the Institute of Career Certification. 

Leah Shmerling can be contacted here

Category: Case Study, Jobs

Is Your Graduate Job Ready? Student Graduate Employability – a Tertiary Institute’s Responsibility

Fay is a student enrolled to study a marketing course. She has forgone her full time job to work part-time to help make ends meet, and tries to balance her personal and study life.
At her tertiary institute, she regularly attends weekly classes, completes the reading, and works diligently to write and submit the unit assessments. The term is filled with stress and challenges, but Fay knows that only committed students achieve their goal of successful study, and attain work ‘ready attributes’ to fulfil their career prospects. Fay keeps her eyes firmly on her future career goals.

Student employability is the new buzz word for tertiary institutes. Tertiary institutes are committed to attain student employability.

What is student employability?

Student employability is a et of skills, knowledge and personal attributes that the student has acquired during their study to become ‘work ready’ to gain employment, and to be successful in their chosen occupations.

With the rising costs of education, student debt and personal sacrifice, students seek an assurance that the money spent on their education, and the opportunity cost of forgoing full time employment is an investment in their future that is well spent.

Employability has made an inroad, and it is an important element within the teaching and learning agenda. Tertiary institutes are now resourcing to meet the employability challenge.

The responsibility of tertiary institutes and training organisations

Producing employable graduates is a responsibility of the tertiary agenda. There is a competitive advantage to students in the job market. This is double edged as students evaluate which institutes provide the best graduate prospects, and employers rely on institutes to develop high quality candidates to fill positions in industry.

Institutes recognise that producing graduates who are equipped for their future is important for three reasons.

1 As partners with students in the learning process, tertiary institutes acknowledge their responsibility to produce employable graduates. It is no longer enough to provide students with their ‘technical’ qualification.

2 A focus on employability can encourage student motivation, leading to better results and student outcomes. Additionally, teachers are encouraged to practice innovative teaching, learning and assessment methods to engage students, and provide higher level learning. This enhances the institute’s and course’s reputation, which can attract student enrolments into a particular course.

3 Employers will target universities where courses produce graduates with attributes that their industry is seeking. Employers through their industry may have input into course accreditation.

Employability skills that employers are seeking in the curriculum via course learning and assessment include:

  • communication
  • creativity and innovation
  • initiative and enterprise
  • professionalism
  • planning and organisation
  • problem identification and solution
  • intercultural competence
  • teamwork
  • use of tools and technology

Educators, to enhance their teaching outcomes, are encouraged to apply innovative teaching and assessment methods to engage students in their learning, and develop student motivation to attain higher results. Examples of learning experiences include: experiential techniques such as whole-class activities and discussions to develop reflection, presentation, leadership and professional practice.

How to provide students with market currency in job seeking skills

The Graduate Employability Project, commissioned by the Australian government based in part on 2013 survey data released by Graduate Careers Australia found that graduate employability rates are the lowest they have been in 20 years.

One finding from the project is the evidence of gaps between the perspectives of students, graduates, employers and higher education personnel in how to approach the overall higher education experience for heightened employability.

Institutes offer students traditional careers and employability support. But, it is traditional. An ‘old school approach’ does not relate to the modern students’ technological communication style to deliver superior outcomes.

Clearly, the ‘old school approach’ is ready for a modern technological results driven approach where students are proactive, and drive their career outcomes.

Tertiary institutes, provide students with best practice career development skills to land a job in the twenty first century!

Online Job Seeking Skills programs are the new buzz words. Online learning is an exciting platform for learners as they are tech savvy, use this medium naturally, it is mobile enabled, and it is available 24/7. Importantly, it is cost effective for the institute.

A licensed online Job Seeking Skills program provides best practice career tools to assist students in the job application process. It is user friendly and caters to a range of learning styles.

Topics include: self-assessments with reports, letter writing, resume writing, interview skills, etc. It provides assessment tools for self-understanding, content, templates, sample documents (letters, resumes) and videos on a range of job seeking skills topics. The program includes a recording system for individuals to practice their job interviews, and view their presentation. Individuals can research organisations of interest as part of their job application process, and there is access to jobs via SEEK and INDEED. Students can study at their own time, pace their learning, and spend as much time as they require on topics that match their needs and interest.

Tertiary institutes: What strategies are you using to improve your graduate employability? Share your leading strategies below in ‘Comments.’

About Leah Shmerling

Leah Shmerling

Leah Shmerling is the Director and Principal Consultant of Crown Coaching and Training, and has extensive experience in career development, life coaching, education and training.

Leah is the author of two books in careers and business communication, a former freelance writer for The Age and Herald Sun, and publisher of two accredited online short courses, Mentoring and Development and Foundations in Career Development Practice.

Leah is a professional member of the Career Development Association Australia (CDAA), a Certified Retirement Coach and is Board Certified as a Career Management Fellow with the Institute of Career Certification.

Leah Shmerling can be contacted here

Category: Case Study, Jobs, Students