Walking the Walk with our Graduates...From Students to HR Practitioners - HRMATT

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EILEEN M. J. KNIGHTHRMATT’s 9th Biennial ConferenceHilton Trinidad & Conference CenterDate

It is sometimes felt that the main element of gaining a University education is to:

learn about theoretical concepts

BUTBUT it should not be the only element required in the attainment of a university education and ultimately a professional career.

HRMATT’s 9th Biennial Conference – May 13th & 14th, 2013 2

University teaching provides the platform for:

Developing one’s academic outlook and not necessarily any professional skill set or exposure to work related experience.

The “production” of academically qualified but socially and practically inept graduates entering the corporate environment.

Students seem to possess only theoretical knowledge of the discipline, a limitation that has:

affected their practical understanding and application of the course contents.

resulted in the production of course assignments that lacked depth and concrete knowledge.

In today’s business environment:

Students can no longer only only offer a potential employer a degree:

They need to also offer realistic work experience.

Since Human Resource Management (HRM) is a diverse discipline with a heavy practical and psychological component, hands-on exposure is the best way to master its practice.

Through the introduction of programs that serve to :

Enrich the learning experience of the students and assist them in the practical component of their tertiary level education.

Through the introduction of programs that serve to (contd.):

prepare them for their contribution to the workplace by:

bridging the gap between the theoretical concepts of Human Resources Management discussed in class and its actual application in a corporate setting.

COLLABORATIVE LEARNINGInvolves learners working together in small groups to develop their own answers through interaction and reaching consensus, not necessarily a known answer.

INTELLECTUAL ENGAGEMENT

A serious emotional and cognitive investment in learning, using higher-order thinking skills (such as analysis and evaluation) to increase understanding, solve complex problems or construct new knowledge.

SOCIAL ENGAGEMENT A sense of belonging and participation in school life.

BLOOMS TAXONOMYDelineates six categories of learning:

Basic knowledge,Secondary comprehensionApplicationAnalysisSynthesisEvaluation

BLENDED LEARNING

Can refer to a mixture of a range of technologies or learning through the blending of a range of contexts.

SITUATIONAL LEARNING

In a significant way learning is a process of enculturation, and context - essential element of Situational Learning – Community of Practice.

CO-OPERATIVE LEARNING

Promotes higher levels of self-esteem Co-operative learning experiences promote healthier processes for deriving conclusions about one’s self-worth.

Example – Co-op Programs

DEFINITIONSAmericans

The process of integrating academic studies through university teaching with practical real world exposure.

(Koehler 1974; Knechel and Snowbal, 1987; Tackett et al., 2001).

Europe and AsiaThe process of gaining academic knowledge with a component of work placement or work related learning .

(Paisey &Paisey, 2010; Woodley et al., 2011).HRMATT’s 9th Biennial Conference – May 13th & 14th, 2013 13

DEFINITIONS

FOR THE PURPOSE OF THIS REPORT

The process of bridging the gap between students’ academic experience and the requirements of employers through formal work related internships.

(Yafang and Gongyong, 2008).

USCEPUniversity Student Career Enrichment Program

Assignment of First Semester Final Year students to internship positions in the HRM Department of local companies 2 Years

Year 1 17 companies 44 Students

CompaniesPrivate - 12Public/Government - 1Statutory - 4

RMATT’s 9th Biennial Conference – May 13th & 14th, 2013 15

Year 2 67 companies 167 Students

CompaniesPrivate - 34Public/Government - 20Statutory - 13

Evaluation/MeasurementEvaluation forms

Positive Student-Employer relationships

SIPSummer Internship Program

Assistance in helping to secure Summer Employment in HRM Departments for graduating Final year students.Year 1

3 companies5 students

Success rate4 of the 5 students were offered permanent positions at the end of the summer.The student that was not offered a permanent position – secured one with another company less than 6 weeks after the end of the summer position.

SIPSummer Internship Program

Secured positions with three Regional companies in two other Caribbean Island.

HR SeminarHuman Resource Management based Professional Seminar

2 Years

Year 1

Half day Seminar3 Presenters – HR Practitioners1 Main Speaker133 students attended

HR SeminarHuman Resource Seminar

Year 2

Full day Seminar1 Main Speaker6 Concurrent Sessions 7 Presenters (HR Practitioners)181 students attended

USHRMAUniversity Student Human Resource Management Association

Second year in operation Part of the University Guild50 membersAgenda

Assignments - that serve to bridge the gap between the theoretical concepts of HRM discussed in class and its actual application in a corporate setting.

Human Resources Management (HRM)USCEPActual HRM Departmental comparison

Human Resources Development (HRD)Needs Analysis AssessmentDesign and delivery of a 30 minutes training program

Compensation ManagementCompensation SurveyDesign of a Total Compensation PackageHRMATT’s 9th Biennial Conference – May 13th & 14th, 2013 23

THE UNIVERSITY OF THE WEST INDIES – ST. AUGUSTINE

Improved reputationImproved student recruiting Smarter studentsNew scholarshipsOther forms of fundingNetworking with the local communityExternal curriculum assessmentPractitioner input (partnership)

THE EMPLOYERS

First choice of best studentsBest selection of future employeesBetter hiring decisions Exposure to new ideasCreating a network to UniversitiesFulfilling social responsibilitiesReceiving part-time help

THE STUDENTS

Higher starting salariesHigher job satisfactionJob offers soonerMore job offersHigher intrinsic successDevelopment of communication skillsBetter career preparation

THE STUDENTS

Improved job related skillsImproved creative thinkingBetter job interviewing skillsBetter job networkingStronger resumesMoney earnedAcademic credit earned

Partnerships have been formed with 70 local and three regional companies.

Working partnerships have assisted in the placement of over 200 students in internship position in HRM Departments, an event which allows for the building of competencies and professional development (within the students).

The provision of facilitators for the HR Seminars which have now become annual events.

Increase in the number of undergraduate students applying for Masters in Human Resources Management program upon graduation.

Increase in the number of graduates from the undergraduate program entering the HR field as “Practitioner” immediately upon graduation.

Placement of 8 students within a 8 months period in permanent HR positions in participating organisations.

Increase in the number of organisations partnering with the UWI on the HR program and curricula initiatives.

Attendance of HR Practitioners to student HRD training Seminar etc.

The creation of a fifth program due to employer’s demand New program – SEA Student Employment Assistance.

Data-base creation

SIP offer from Regional Companies

Student’s testimonials

Return to: retrieve assignment seek assistant in developing programs etc.

Things we can start doing/continue… going forward

More Partnership Agreement

Employment Assistance

Counseling Assistance

Developmental Assistance

Accommodation of students trying to gain information to complete practical base assignments

Assistance in the transformation from HRM to SHRMHRMATT’s 9th Biennial Conference – May 13th & 14th, 2013 32

Questions & AnswersEILEEN KNIGHT

PHONE662-2002 EXTENTION 83298 (work)768-4208 (cellular)

EMAILeileen.knight@sta.uwi.edu

Walking the Walk with our Graduates...From Students to HR Practitioners - HRMATT

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