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Recruiting Trends 2020:“Closing the Skills Gap,Career Ready vs. Job Ready”
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Recruiting Trends2019-2020KEEPING AHEAD OF DARKENING CLOUDS“THERE’S SOMETHING HAPPENING HERE, WHAT IT IS AIN’TEXACTLY CLEAR.”BUFFALO SPRINGFIELD
LaborISMTrade & TariffsFED & WagesWTO Outlook
Subtle Changes in Who Responded Size Larger Employers -- downIndustrial Sector Business,Professional and Scientific Services -- FinancialServices Education and Health ServicesLocation GloballyOriented – down NationallyOriented -- down
Historical Pattern: New Norm?Year-Over-Year Change in BA/BS 52016201720182019
Drivers Shaping College Labor Market Retirements Turnover 70% -- very importantTrade/Tariff Policy 60% -- very importantGrowth Projections (new wording) 30% -- very important20% -- very important to hiring intentionsGlobal Economic Outlook 18% -- very important to hiring intentions
Hiring Intentions; sionalTotalNumber ofEmployersNew Hires2018-19 (avg.)New 4Change from2018/19 (%)2910-8-4172112
Associate’s Degree Highly favored in this market Applied technology, health technology,computer/IT Certain certifications (can be regionally specific)
Bachelor’s Degree Better outlook than expected Everyone is in play –especially “All Majors” Ag & NR weathering the storm pounding Ag sector Engineering having a bumpier ride – especially inmanufacturing area Not clear how biological & physical sciences will fare
MBA & Master’s Degrees After several years of modest growth, employerscutting back on MBAs Master’s degree grads in Health & Education fine What is going on with MBAs Inthis survey – degree substitution Declining Rapidenrollments – in face-to-face programsexpansion of on-line, less expensive options
Size: Makes a Difference Size employers: keep on growing, favoring associatesand bachelors, and mixed on MBAs Mid-size firms are being very cautions: 1,500 to 3,999cutting BA hires (3%) and 4000 to 9,999 up a modest 8% Very large firms – more growth oriented with BA up 10% MBA outlook among mid-size and large firms – not good
Industrial Sector Strong push by Education and Health – mirrors nationalnumbersManufacturing – mixed – auto iffy – and electronics,fabricated metals, and petro/chemicals absent. Food,defense, heavy equipment carrying the load.Finance: numbers are kind of crazy since hiring has beenconstrained of late. Bank numbers are up and insurancestrong. Absent personal financial services.Non-profits, government, accommodation & food, andwholesale – struggling.Construction, especially non-residential and heavy, strongBPSS – okay – just fewer responses
Geography: No Place Like Home Globally – having troubles Nationally – being cautious Regions – really positive Region 4: Atlantic South Keysectors: BPSS, Manufacturing, Construction, Health,Education & Government Size: 100 – 27% 100 to 500 – 22% Mid-size – 24% Large – 26% Associates: Bachelors: MBA:-4%41%10%Masters: -21%
Academic Majors: Play Together All majors – strongest hiring across the board Profile – composition of hiring pool based on percentagepulled from various academic disciplines 25% to fill 75 to 100% will engineers (down from over 30%past two years) 15% to fill 75 to 100% will business majors – mostly inaccounting Despite the profile, hiring is positive. Couple weaknesses– Engineering (25% to 75% of hires) and Sciences
Clouds Blowing In Retirements: Most important – 30% plan to decrease BA hiring, overall 9%increase in BA hiring; Least important – 24% plan to decrease BA hiring;Overall BA hiring up 23% Turnover: Most important - 52% plan to increase BA hiring, 6%; Leastimportant - 48% plan to increase BA hiring, 10% Growth: Very important – BA hiring 12%; Least important – BA hiring 3% Trade/Tariffs: Very important – NC in BA hiring Least important – BA hiring 6% Global: Very important – BA hiring -1%; Not important – BA hiring 10% Clues: degree substitution, salaries, sector representation See pull back in sectors likely to take brunt of early recession No big red flags of pending doom at this time
Internships and Co-ops Wide range of WIL opportunities available Internship opportunities – robust 70% indicated that they will pay New forms of internships: micro, mini, virtual, interdisciplinary, andproject-based: aware – 22%, 34%, 26%, 22%, 65% Mini: clarify career interests – 63% A Mini: not sufficient to meet experience – 78%A Mini: benefit in assisting in project – 46% A Virtual: allow students to gain skills – 46% A VI: understand of organizational culture – 28%A VI: enhance virtual team project – 43%A
Future of Recruiting Managing Recruiting Adoption of Cognitive Systems: 35% Fast 42% Average 23% Slow 75% changed recruiting processes in last 24 months Impact: time to hire 70% Increase # Candidates 74% Quality ofCandidates 48% Systems Use: Applicant Tracking, University Portals, Job Boards,Employee referral, Employment Branding Like to see next 5 years: Mobile Recruiting, Recruitment Apps,Recruitment Data and Analytics, Applicant TrackingManaging CareersWatson
QUESTIONS & THOUGHTSTO DOWNLOAD COMPLETE REPORT AND EXECUTIVE SUMMARY, VISITWWW.CERI.MSU.EDU
Mindset: Introducing the Rest of theMorning
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Thank you attending Recruiting Trendssee you again in 2021!
Closing the Gap:Career-ready toJob-readyRecruiting Trends January 2020Dr Kate DaubneyHead of King’s Careers & EmployabilityKing’s College London/The Careers Group London, UK@careerampersand
Mind the Gap! Higher education and employer perspectivesMatters arisingToday Mapping the value of experiential learning Surfacing the employability value of highereducation Careers vs. Employability? Re-envisaging the talent pipeline?Lights, Camera, Action! Recruitment: Who and How Development: What and Why Higher Education: Change or what?
Managing upDealing with conflictNegotiation/influencingCommercial awarenessResilienceBusiness communicationSelf-awarenessTime terpersonal skills77%Teamwork25%87%They have this skillThey lack this skill - and we did not expect this lackThey lack this skill - but we expected this lack6%19%17%4% 9%
CAREERS A journey Bespoke and personal ‘What do you want to become?’ No longer a single outcome Flexible, adaptable, fluid, iterative Portfolio, non-linear Exploration and discovery of options andpotential Interests, passions, aptitudes Building self-awareness Career journeys start anywhere fromclueless to certainPersonal, a journey, building a map
EMPLOYABILITY The luggage for the career journey The assets that enable the execution of acareer plan Abstract and universal, linear Developed through study as well asthrough work, hobbies, volunteering etc. To be applied in the workplace Break down to Knowledge Attributes Skills ExperiencesAbstract, the assets, the luggage
So just to be really clear .!CAREERSPersonal, a journey, building a mapEMPLOYABILITYAbstract, the assets, the luggage“Career readiness is the attainmentand demonstration of requisitecompetencies that broadly preparecollege graduates for a successfultransition into the workplace”
Career Readyvs.Job Ready
“ We are creatingCareer-Ready Graduates!who I am and where I'm heading“ II'mknowreflective and self-aware“ I havestronglyexperience of the working world“ I knowhadthe value of my academic“curriculumwhatis to my future life
“ I am a Career-Ready graduate?“ I know who I am and where I'm heading? I’ve come to college because I don’t know whatelse to do? All my friends are here, and I don’t want to missout? Graduation is years away, nothing to worryabout yet? College is way harder than I expected, justgraduating is all I’m worried about
“ I am a Career-Ready graduate?“ I know who I am“ I'm strongly reflective and self-aware“ I know where I'm heading
“ I am a Career-Ready graduate?“ I have had experience of the working world
“ I am a Career-Ready graduate?I know what the value of my academic“curriculumis to my future life?
“ I am a Career-Ready graduate?I DON’T know what the value of my academic“curriculumis to my future life
“ We are creatingCareer-Ready Graduates!who I am and where“I'mI knowheadingwho I am was when I started this degree“andI knowI need some help to figure out where I'mheadingI’m aware that I need to learn to be stronglyreflective and self-aware because employers needthat and it would help me plan my careerI have had some experience of the working world,but its relevance is relative to my career choiceI DON’T know what the value of my academiccurriculum is to my future lifeI'm strongly reflective and“self-aware“I have had experience of the“workingworldI know what the value of my“academiccurriculum is to my““future life
“ We want Job-Ready Graduates!we don’t all want the same graduates with“the butsame levels of job-readiness
“ We want Job-Ready Graduates! and while we are looking for the same“components KAES
“ We want Job-Ready Graduates! we aren’t doing an effective job of“connectingthose components to who thestudent is now, not who we want them tobecome
Summary Universities believe they arecreating career-ready graduates Careers services know the realityof the gap in Career Readiness(career decision-making andemployability) But Job Readiness is not the sameas Career Readiness from anemployer point of view And as employers, you meandifferent things by ‘job ready’!
MATTERS ARISING What does experiential learning look likefrom a career journey point of view? Experiential learning: what does it show, andwhat might it not show? Careers, yes! Employability, huh? Surfacing employability in the curriculum:the ugly, the bad and the good Digging underground: revisiting the talentpipeline
What doesexperientiallearning looklike from acareer journeypoint of view?“Where do I getmy internship?
What doesexperientiallearning looklike from acareer journeypoint of view?
DISCOVERFOCUSACTION Kate Daubney, University of London and King’s College London
DISCOVERFOCUSACTIONCAREERS: Who am Iand where am Igoing?EMPLOYABILITY:What do I need toget me there?THE BIGGER PICTURE:What is the workingworld I am going toenter? Kate Daubney, University of London and King’s College London
If I do some work experience, I will DISCOVERCareers: Who am I?FOCUS explore and discover my try out some of my career put into action my careercareer options and reflect on choices and reflect on how choice and reflect on how Iwhat I've learned aboutwhat I've learned focuses my can apply what I've learnedmyselfideasabout myself to my owncareer plansEmployability: How can discover why employerswant to employ graduatesI develop?What is the biggerpicture?ACTION identify the relevantemployability assets I haveand begin to understand the used in a sector of interestwider value of my degreeand how I might developother relevant assets identify and reflecteffectively on how I have usedmy employability assets toprepare for my chosen career;what other development willtake me to the next level? experience and understand gain experience of andmore about the expectations develop some of the keyof the working world from employability assets of afirst hand experiencesuccessful graduate demonstrate what a highlyemployable and employmentready graduate looks like byputting into practice what Ihave learned Kate Daubney, University of London and King’s College London
What doesexperientiallearning looklike from acareer journeypoint of view?“Where do I getmy internship?Why should Iget aninternship?
MEANINGFULWORKEXPERIENCELEARNING GAIN(C&E)Causal PipelineCorrelatedOUTCOMES(Student)Career DecisionMakingConfidenceBuilding
MEANINGFULWORKEXPERIENCELEARNING GAIN(C&E)Causal PipelineCorrelatedOUTCOMES(Student)Career DecisionMakingConfidenceBuilding
MEANINGFULWORKEXPERIENCELEARNING GAIN(C&E)Causal PipelineCorrelatedOUTCOMES(Student)Career DecisionMakingConfidenceBuilding
MEANINGFULWORKEXPERIENCELEARNING GAINCausal Pipeline(C&E)OUTCOMES(Student)CorrelatedCareer DecisionMakingConfidenceBuilding
MEANINGFULWORKEXPERIENCELEARNING GAIN(C&E)Causal PipelineCorrelatedOUTCOMES(Student)Career DecisionMakingConfidenceBuilding
MEANINGFULWORKEXPERIENCELEARNING GAIN(C&E)Causal PipelineCorrelatedOUTCOMES(Student)Career DecisionMakingConfidenceBuildingStudent Increasing Level of Responsibility for Career Learning
ExperientialLearning:What does itshow ?and what does itnot show?TheFinishedArticleOn theirWayRawPotential
MEANINGFULWORKEXPERIENCELEARNING GAIN(C&E)Causal PipelineCorrelatedOUTCOMES(Student)Career DecisionMakingConfidenceBuildingGetting In Employer View Getting On
MEANINGFULWORKEXPERIENCELEARNING GAIN(C&E)Development inRoleCorrelatedOUTCOMES(Student)Career DecisionMakingCreative pipelineConfidenceBuilding
Careers, yes!Employability,huh?
DISCOVERCAREERS: Who am Iand where am Igoing?EMPLOYABILITY:What do I need toget me there?THE BIGGER PICTURE:What is the workingworld I am going toenter?FOCUSACTIONI’ve got a really goodunderstanding ofmyself and have aplan to put into actionI’m not aware ofwhat I have to offer,or how my degree isgoing to help withmy futureI can analyse andapply relevantcommercial insightsto achieve my careerchoice Kate Daubney, University of London and King’s College London
DISCOVERCAREERS: Who am Iand where am Igoing?EMPLOYABILITY:What do I need toget me there?FOCUSACTIONI’m uncertain aboutwho/what I mightbecome? What’s outthere for me?I’m confidentidentifying andarticulating whatattributes and skills Ihave developedTHE BIGGER PICTURE:What is the workingworld I am going toenter? Kate Daubney, University of London and King’s College London
“ I am a Career-Ready graduate?I DON’T know what the value of my academic“curriculumis to my future life
Surfacingemployability inthe curriculum:The uglyThe badThe good!!!UNIVERSITYSTRATEGY
There isn’tenough time inthe syllabus forextra stuff!There isn’tenough roomin thecurriculum!Teachingemployabilityis not my job!It doesn’tbelong in theacademicspace!It’s notacademicallyrigorous!It’s notrelevant to mystudents!It’s dangerousand sinister!
COREINPUT LANNINGOPTIONOPTIONCORECORECORE
“Jam on jam CAREERPLANNING
PTIONINPUT ECORE
because traditionally“embedding” means “adding”ADDED EMPLOYABILITYCURRICULUM
Surfacingemployability inthe curriculum:The uglyThe badThe goodEMPLOYABILITY SOCIALMOBILITY
Surfacingemployability inthe curriculum:The uglyThe badThe good?“Authentic learning typically focuses onreal-world, irtheirsolutions, using role-playing exercises,problem-based ,studies,andparticipationand participationin virtualin virtualcommunitiescommunitiesofofpractice.” (M.Lombardi, 2007)
Surfacingemployability inthe curriculum:The uglyThe badThe good
HISTORIAN?TAX AUDITOR
My work!My impact!!If I’m teachingthe content, thenI know it’sacademicallyrigorous
More work!Same impact!!Same work More impact?!
More work!Same impact!!Same(academicallyrigorous) work More impact?!
?
Teachingemployability isnot my job!What is theemployabilityvalue of whatyou teach?
There’semployabilityvalue in what Iteach?
Kate Daubney & University of London
This is the Extracted Employability ofthe curriculum Kate Daubney & University of London
because we know employers value thesame things KNOWLEDGE ‘The ability to learn in depth’; ‘learning agility’; ‘learn it all’ (not ‘know itall’)ATTRIBUTES e.g resilience, tolerance for ambiguity and uncertainty, curiosity, creativitySKILLS Analytical, organisational, research, communication, technology, subjectrelated, career managementEXPERIENCE Related or otherwise, experiences prepare for work and support goodcareer planning Kate Daubney & University of London
A new model for Embedding CULUMSUBJECT Kate Daubney & University of LondonADDED EMPLOYABILITYCURRICULUM
Extracting Employability from the curriculumgives us Richer, more relevant language of employability that alreadyexists in curriculum Language that students, academics and employers all recognise Richer language for academic learning outcomes Academic learning outcomes are also employability-led learningoutcomes Aligned assessment then naturally has employability value too‼ But if we don’t tell students it’s there, they won’t know!
And what does all this mean for employers ?I’ve developed‘Communicationskills’Which ones?
Crossboundaries ofunderstanding,Influence,Persuade Structure ideas,Presentarguments
As a historian, I: Have a forensic eye for detail Can construct narratives fromevidence Summarise effectively arounddifferent arguments Set the big picture against finerdetailHow has yourdegreeprepared youto be a taxauditor?
I’m really enjoying the chanceto develop the clientrelationships, but I didn’trealise how well suited I wouldbe to strategy and projectmanagement. That goes backto my history degree How do yousee yourcareer with usdeveloping?
DiggingUnderground:Revisiting theTalent Pipeline
Where is it all leading?“What arequalificationsactually for?”“to get morequalifications so Ican get a job ?”?
Connecting curriculum learning to careersI likeproblemsolving I likecreatingthings Thesesubjects useprocesses Thesecommunicateideas
From one extreme to the other Stephen Isherwood, Institute of Student Employers
A broader base of engagement
Summary Meaningful work experience fromcausality to confidence-building Getting in and getting on: the value ofself-awareness Careers and employability – relativereadiness Extracting employability from thecurriculum to develop all students’employability Exploring readiness together with thestudent
Lights, Camera, Action!
Who are you recruiting?What does the data tell you? What are the most popular degree subjects ordisciplines (e.g Humanities, Social Sciences) for theroles you recruit to? What are you seeing strongly demonstrated bygraduates of these subjects? What you can say to potential recruits that will helpthem connect their love of subject to your aspirations inrecruitment? What can you get to know about these subject areas tohelp you build stronger recruitment processes? And where are those subject graduates higher up in theorganisation? What mark have they left because of theiracademic journey?
Who are you recruiting?What do the academics tell you? Find out what is currently being added totraditional curriculums Students like novelty and relevance Academics who are excited about their subjectare likely to be good to engage with Genuine interest is a powerful form ofengagement Effective questioning works well You don’t need to be an expert – you just wantto tap into their passion
Who are you recruiting?What do the CVs tell you? How could you look at work experience patternsdifferently? Analysing types of work experience will reveal more aboutthe level of career decision-making Are their correlations in types of experience and success inassessment activities? How can you interpret that information usefully forpotential recruits? Are you actually getting the right match of careerreadiness and not just job-readiness for your roles?
What can you do?Who are you recruiting?
How are you recruiting?Early candidate engagement indeveloping their potentialDifferentiatingstudent engagementby experience typeDifferent ways forstudents to engagewith the In-person notrole-related
What can you do?How are you recruiting?
How are you developing?AccountingHistoryAccountingHistory
How are you developing?
What can you do?How are you developing?
What questions should universities beasking themselves?
Effectivepartnership indeveloping otherroutes to work
Outreach andcollaboration
Show the way
Thank you forlistening!Dr Kate DaubneyKate.Daubney@kcl.ac.uk@careerampersandTo explore recruiting King’s students,email: employers@kcl.ac.uk
Philip D. Gardner, Director: MS, Ph.D Michigan State UniversityPhilip D. Gardner is Director of the Collegiate Employment Research Institute and also serves asExecutive Director for the Career Services Network at Michigan State University. Dr. Gardner hasbeen with MSU for 30 years after receiving degrees from Whitman College (BA in Chemistry) andMichigan State University (Ph.D. in Resource & Development Economics/Public Policy). His majorareas of research include the transition from college to work, early socialization and careerprogression in the workplace, workforce readiness, and other areas related to college studentstudies. MSU’s nationally recognized annual college labor market study is done under his directioneach fall. He served as senior editor of the Journal of Cooperative Education and Internships. In thespring of 2009 he served as a Fulbright specialist to New Zealand on work-integrated learning.Long Bio:Philip D. GardnerDirectorBA: Whitman CollegeMS, Ph.D. Michigan State UniversityRaised in the intermountain west, outside Spokane, Washington, and attended Whitman College, majoring inChemistry with a strong interest in History and Literature. Before attending graduate school, served in the armyin Southeast Asia and Japan. In graduate school studies focused on developmental and resource economics,organizational development and public policy. Served for 18 months with Thailand’s Ministry of Agriculture’sLand Reform Office. After six years on the faculty at the University of California, Riverside (Graduate School ofAdministration and Crop and Soil Science), returned to Michigan State University to lead the research efforts forthe Collegiate Employment Research Institute.His research interests include:1. Transition from college to work and early workplace socialization.2. Student engagement, learning and competency development.3. Labor market dynamics for college educated employees, especially early careerdevelopment.4. Impact of the first and second year of college on commitment to learning.Among his teaching assignments, he has worked with sophomores in a seminar on career and academicdecision-making; often referred to as “Why Am I here!”. In addition to membership in various professionalorganizations, he served as senior editor for The Journal of Cooperative Education and Internships.He is involved with his local community, having recently completed 12 years on the Haslett School Board.
KD Bios:Dr Kate Daubney has worked in careers for over 17 years and is Head of King’s Careers &Employability, the careers service of King’s College London and one of the services of The CareersGroup. The team at King’s is large, almost 50 staff across Careers Consultants, Employer Engagementand Student Careers Engagement, and work is strongly supported by data analysis. Kate’s careersclient specialisms include postgraduate researchers and post-docs, and globally mobile and midcareer professionals, and since becoming a head in 2015, she has developed interests in adaptinginstitutional strategic priorities to innovate service provision.A former academic, Kate has led two key innovations at King’s:1) A conceptual framework for extracting employability assets from the curriculum that givesstudents, academics, employers and careers professionals a common accessible language forarticulating graduate employabi
Michigan State University, Ph.D. s Careers s College London, for The Careers Group ampa, Office of Career Services Matthew Battista, Manager of Employer Development mbattista@ut.edu (813) 258-7358.ut.edu/career University of South Florida, Career Center Cynthia Gravino, Director of Employer Relations mccay@usf.edu (813) 974-2171 Career Ready:
