This in turn enables them to improve ongoing practice, by using the information and knowledge they are gaining from experience. Workers can hone their reflective skills in order to critically appraise what has been experienced via practice. Working towards becoming a reflective practitioner enhances what a worker can bring to their job role, as well as the development of their future career plans ( Schon, 1983). Reflecting on learning achievements can empower the learner to make intelligent decisions about how to move ahead with their learning needs. Reflection is part of this progression and the development of reflective skills assists with the process of knowing how to learn, and the acceptance of the individual’s centrality to their own learning ( Brockbank and McGill, 1998 Maudsley and Strivens, 2000). Billett’s research illustrates how the evolving relationship between self and work impacts powerfully upon the development of self-identity, self-awareness and personal agency ( Billett, 2010). This applies whilst at university or college but also in the world of work. Learning to learn is therefore a crucial skill ( Bridgestock, 2014 Barr and Tagg, 1995) alongside accepting responsibility for one’s own learning and development. The reflective practitionerĭue to the current and future jobs market described above, where workers need to adapt to fit changing roles, continuous learning is required. Whatever subject specialism the graduate chooses they should have the chance to develop this broad base of useful life-enhancing skills. Graduates also have the opportunity, via higher level study, to develop broader multi-faceted skills including creativity, imagination and entrepreneurship. Higher level skills are associated with higher education study and graduates have always been attractive to employers due to their skills of analysis, critical debate, ability to make connections and read widely. It is the receptive and self-aware job seeker who will find the most success in what is currently a highly competitive and congested global market ( Helyer and Lee, 2012, 2014). With many higher education graduates finding it difficult to become employed in the sectors they were aiming at ( Brooks et al., 2011 Bridgstock, 2009) and workers finding themselves undertaking several different jobs throughout their career the need for reinvention is real. In the fast-moving society of the twenty-first century being adaptable and multi-faceted are naturally prioritized amongst these skills, as opportunities, companies and societal needs rapidly evolve. The emphasis on particular skills differs from job to job, but with the same basic outcome, they help to create a desirable employee. In a rapidly evolving, highly technological world employees increasingly need to develop skills categorized by these various elements. Adecco (2012) describe being employable as, “ having the skills, attitudes and belief necessary to win a job, succeed in that role and move on to an even more fulfilling role in the future” (p. In addition to these two categories of skill many employers will also expect candidates to be accomplished in a certain defined discipline or sector – such as medicine, law or engineering. It is also used to encompass the generic skills that all employers look for when deciding who to employ and who to promote ( Confederation of British Industry, 2012 Helyer and Lee, 2014). It is sometimes used to summarize job-seeking skills, such as writing an impressive resume and mastering good interview techniques. The full terms of this licence may be seen at: Įmployability is a complex term. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Published in the Journal of Work-Applied Management.
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