Highlighting the potential benefits of developing the industrial relationship

Simon Thomas and Ian Jones Bournemouth University www.bournemouth.ac.uk

Question

• There is evidence suggesting that there is a gap between the employers’ expectations and graduates’ employability skills (Lee Lee and Kim 2009) therefore we carried out a longitudinal study examining first year Students and their Employability Skills.

What do you consider were the top four motivators students cited with regard to their expectations?

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Answers 1. Training 2. Being Valued 3. Feedback/Communication 4. Career/Graduate Employment opportunities

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What students need and employers want: The students perspective • To be valued for their contribution

Factors such as rewards and recognition have been shown to contribute to job satisfaction (Wagenheim & Anderson, 2008)

• To be trained and developed

Babakus et al (2003) found a significant positive relationship between, training, empowerment, rewards and performance, which was mediated through the role of job satisfaction.

• To be given opportunities to apply knowledge

Placements are vital as they allow students to experience real job situations, while they are in education so that they can have realistic expectations about their careers (Ayres, 2006)

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What students need and employers want: The employers perspective • To demonstrate passion and commitment

Having placement students as part of the team has other benefits too as it can motivate other younger members of the team to work harder (Stembridge, 2010)

• To add value to the organisation

Their contribution to the planning, organisation and delivery of events allows me as a senior manager to concentrate on more strategic and operational projects and tasks (Lund, 2010)

• To build a lasting relationship

Every student I have taken on placement has returned to me on graduation to take on a junior executive role (Gumbrell, 2010)

• Return on Investment (ROI)

The students can be a very cost effective resource to have with regards to quality and quantity of work that can be produced (Foulkes, 2010)

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From the Past to the Present and into the Future • It is still the case that many placement students are paid at extremely low rates, and they occasionally protest at being treated as ‘slave labour’ (McMahon & Quinn, 1995) • Placements/internships are an opportunity to close the gap between college-learned theory and practical reality (Wen-Hwa, 2007) www.bournemouth.ac.uk

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The relationship as it stands

The Student, Organisational and University relationship

Theoretical underpinning Supplemented by Practical development Leading to Application and reflection Supporting PPD Volunteering Self Development Differentiation Competitive Advantage Placement experience 40 weeks – 30 hrs p/w Portfolio Final Year Dissertation 1 2 3 4 Extension of relationship Graduate trainee 18 – 24 months

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The future potential of the industrial relationship: The real return on investment • Close the gap with education: guest speakers • Both parties must be fully committed in order to reap the full benefits • Commit to training and development • Re-employ as graduates: succession planning and talent management • Support dissertations and consultancy projects • KTP and CPD projects www.bournemouth.ac.uk

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The Relationship as it should be

The Student, Organisational and University relationship Longitudinal Interview

Theoretical underpinning Supplemented by Practical development Leading to Application and reflection Supporting PPD Volunteering Self Development Differentiation Competitive Advantage Guest Speaker programme Placement experience Develop links with current students Greater influence into curriculum design Final Year Dissertation.

Consultancy.

Application of new Knowledge – Critical thinking Strategic planning

Organisational Fit

Extension of relationship Graduate trainee KTP CPD 1 2 3 4 18 – 24 months

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Summary

• The investment must be explicit from both sides: student commitment and employer training and development • Returns should be beyond the placement period • Financial benefits are clear • Resulting in committed employees of the future www.bournemouth.ac.uk

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References

• • • • • • • • • • Ayres, H., 2006. ‘Education and opportunity as influences on career development: Findings from a preliminary study in eastern Australia tourism’.

Journal of Hospitality, Leisure, Sport and Tourism Education,

5 (1), 16-27

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Babakus, E, Yavus, U and Avci, O.M.K.T., 2003. ‘The effect of management commitment to service quality on employees’ affective and performance outcomes’.

Journal of Academy Marketing Science,

31 (3), 272 286.

Foulkes, A., 2010. Assistant Manager Operations, Le Manoir Aux Quat’ Saisons.

Gumbrell, K., 2010. CEO Convivial London Pubs.

Lee, K.M., Lee, M.J. and Kim, H.J., 2009. A Comparison of Student and Industry Perceptions of Events Management Curriculum.

Journal of Hospitality, Leisure, Sport and Tourism Education,

8 (2), 60-73.

Lund, C., 2010. Visitor Services Manager, Dunster castle and Gardens. McMahon, U and Quinn, U., 1995. ‘Maximising the hospitality management student work placement experience: a case study’.

Education and Training,

37 (4), 13-17.

Stembridge, A., 2010. Managing Director, Chewton Glen Hotel.

Wagenheim, M and Anderson, S., 2008. ‘Theme park employee satisfaction and customer orientation’.

Managing Leisure,

13 (3/4) 242-257.

Wen-Hwa, K., 2007. ‘Training, satisfaction with internship programmes, and confidence about future careers among hospitality students: A case study of Universities in Taiwan’.

Journal of teaching in Travel and Tourism,

7 (4), 1-17. www.bournemouth.ac.uk

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