Discuss About The Employer Private Institution Collaboration?
The complex world of job market requires proper evaluation of individual skills of the graduates (Crane& Kinash 2015). Employability portfolios serves as essential guides to critically assess those skills, knowledge and experiences gained in the course of their graduate studies. By extension the graduates develops necessary confidence to face the job market armed with documented personal competencies. The portfolio underscores individual skills, strengths and areas that require further development in order to acquire, retain and progress in discharge of employment (Crane& Kinash 2015). This employability portfolio sets out to discuss the role of the graduate as a Finance Assistant vis-à-vis elements canvassed in the “Graduate Employability Framework” for the graduate planning to transition into the employment market.
Upon completion of the degree studies the graduate would qualify to be employed as Finance Assistant. The choice of this role is relevant in that it is an entry-level role for a graduate in the employmentsector before advancing to the ultimate position of Finance Director. The graduate would suit this role since their current roles involve preparing financial reports, communicating with clients and data entry on financial spreadsheets. Furthermore the graduate has relevant training in financial management solutions which is considered key in the discharge of the roles.
Some of the responsibilities outlined in the job advertisement for the position of Finance Assistant include:Process and prepare financial and business forms, analyzing financial reports, creating, sending and following up on invoices, review of departmental budgets, data entry for financial spreadsheets, audit of financial reports, communicating with customers. The advertisement also enumerates desired competencies of prospective office holders such as flexibility in working schedules and goes ahead to emphasize employability elements as outlined in the “Graduate Employability Framework”. They include undergraduate degree in finance and accounting, solid communication skills, critical thinking, ability to work in a team and personal integrity (Crane& Kinash 2015). The graduate did online-based research to gain insight into the role which informed their own challenges in career development.
The “Graduate Employability Framework” offers a wide range of elements the graduate needs in order to transition successfully into employment(Kinash& Crane 2015). It points out the need to develop career focus and goals. In this respect, the graduate hassuccessfully completed foundation course in Fundamentals of business law, financial accounting and reporting, Economics and markets. He is also on course to finish Business Finance and ManagementAccounting in pursuit of licensure in certified public accountant. This will enable the graduate to have not only the Australian job market but also global appeal employability (Kinash& Crane 2015). Furthermore, the graduate has completed a certificate course in Government and risk management and is eligible to advance to higher levels.Experience over the last two years working in a finance department has nurtured the skills of the graduate in key processes of finance. The graduate has consistently scored above average in key areas pertaining to finance and confident to advance well beyond the graduate level to doctorate in the discipline of finance.
However, the graduate may face issues that are considered important in the employability framework regarding the element of ‘co-curricular” (Crane& Kinash 2015). Over the last two years the graduate has participated in minimal co-curricular activities. This in part has been caused by a minor road accident the graduate is recuperating from and will duly recover and make up for the lost opportunity (Crane& Kinash 2015). The role of Finance Assistance also requires excellence in leadership skills. The graduate has not served in any distinguished leadership position during his undergraduate course. The fact that the graduate has been working from home means that he missed the opportunity to establish important networks with fellow workmates. Such business networks could provide important experience and act as basis to participate in many co-curricular activities (Crane& Kinash 2015). The graduate however is resilient and will recover in due course to overcome these challenges.
Most graduates who are approaching the end of graduate course, the next focus is always on the employment sector. Here the graduate face complex and daunting challenges while making up mind on the appropriate career to pursue. The “Graduate Employability Framework” offer graduates important insight in self-evaluation regarding individual employability skills. It also offers a framework upon which the graduate can identify individual areas that may require further development and increase their prospects in the job market. The “Graduate Employability Framework”posits a wide range of elements that are important in determining the readiness to transition to the employment sector. It offers the perspective of the employers and essential components they consider in selecting potential employees. The model allows the graduate to portray their skills, knowledge and achievements in a unique way that raises their respective profile (Crane& Kinash 2015). By developing individual development plan, the graduate gains confidence to take on the job market since the plan reflects on personal past accomplishments and how to apply them to their future roles.
However, the framework suffers from perceived theorization of practical job market (Andrew &Higson 2008). There is no empirically adduced research evidence to back its persuasions. It is criticized for offering ‘snap-shot view of employability which essentially limits intended application. In this sense, the “Graduate Employability Framework” ignores (Leece 2005) other factors that could be equally important in employability such as cultural background, the social class and age/gender. In this respect the graduate will need to take a more personalized evaluation while factoring in those elements that are not considered by the framework model of Kinash et al.As pointed out by Dacar, Pool, Qualter &Sewell (2014) there is the danger of unrealistic self-assessment on the part of the graduates bringing in the need for professional carrier guidance during the assessment.
A personal development plan is essential in detailing personal areas that need further development in order to actualize employment targets (Gallagher 2010). The plan would help the graduate to bridge employability gap that may exist in the quest to procure and discharge the roles of Finance Assistant. To achieve this, the graduate must developed a SMART goal (Gallagher 2010) which will help the graduate to nurture the concept of flexibility and team work. Since the graduate has been working from home, he would lack important experience office environment provides. Fear due to lack of exposure may hinder the graduate from participating actively and socializing with the rest of the team. Lack of participation will demoralize the employee and he will not discharge his duties as required by the employer. By working at home the graduate would not be accustomed to the rigors associated with office work. Home provided a lay-back, stress-free environment which comes with setting own working schedules. A change from home to office-based working will rob the graduate of flexible work pattern they would be accustomed to (Kruse 2012). The consequence to this would entail failure to meet deadlines set by the supervisor. Fellow employees may not understand the graduate’s lack of familiarity with office norms and practices and misjudge it as social non-conformist.
To overcome this, the graduate need to understand that there are advantages and disadvantages of working either from home or at the office (Bridgstock 2009). Whereas home provides flexibility, office minimizes interruption from family members that eventually eats into time that an individual may have wished to allocate to office work. The objective is to offer best possible service to the organization in pursuit of common goal. The graduate would do well to develop and properly plan daily working hours, create networks at work and adapt to new working environment (Crane& Kinash 2015). Coupled with resilience and support structure of teammates, the graduate would eventually actualize the SMART goal.
Conclusion
The Graduate Employability Framework has guided the graduate in making self-assessment of skills and competencies acquiredin the course of discharge of the current job and the knowledge gained throughout the undergraduate and graduate training period. Guided by this framework, the graduate can decipher personal areas that require additional nurturing in order to become more competitive in the labor market. The graduate has become more aware of personal strengths, weaknesses and key aspects looked out for by employers (Wibrow 2011).This was complimented by drawing up a personal development plan aimed at addressing some personal aspects that require further development and will undertake necessary steps to overcome these shortcomings. This includes designing and duly following work schedules to avoid falling behind deadlines (Curtis & McKenzie 2001). He understands the necessity of overcoming these shortfalls in order to increase the prospects or suitability to successfully transition into employment. Most importantly the graduate has the willingness to learn new ideas and belief in his strengths to attract and retain the desirable job role of a Finance Assistant.
References
Andrews, J. and Higson, H., 2008. Graduate employability, ‘soft skills’ versus ‘hard’ business knowledge: A European study. Higher education in Europe, 33(4), pp.411-422.
Bridgstock, R., 2009. The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), pp.31-44.
Curtis, D. and McKenzie, P., 2001. Employability skills for Australian industry: Literature review and framework development. Melbourne: Australian Council for Educational Research.d. PO Box 8288, Stational Arcade, Adelaide, SA 5000, Australia.
Gallagher, K.,2010. Personal development in action; in skills development for business and management, Oxford University Press
Crane, L. and Kinash, S., 2015.Supporting graduate employability from generalist disciplines through employer and private institution collaboration: final report 2015.
Kruse, K., 2012. Forbes/Leadership:Top 10 Benefits of Working From Home, survey results
Leece, R., 2005. The role of e-portfolios in graduate recruitment. Australian Journal of Career Development, 14(2), pp.72-78.Oliver, B., 2010. Teaching fellowship: Benchmarking partnerships for graduate employability.
Wibrow, B., 2011. Employability Skills.At a Glance. National Centre for Vocational Education Research Lt
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