Professional Documents
Culture Documents
Executive Summary
In partnership with:
We would like to thanks the following organisations for contributing to this report:
Employers Accenture Barclays Wealth BG Group BNP Paribas BP Centrica Cisco Systems EADS Enterprise Rent-a-Car HSBC Lloyds Register National Grid Nestle Prudential PWC Royal Bank of Scotland Shell Standard Bank Higher Education Institutions Plymouth University Regents College University College London University of Surrey Government & Policy Stakeholders Department for Business Innovation and Skills Higher Education Funding Council for England British Council Confederation of British Industry Other Key Stakeholders SHL
Produced by Dr Abigail Diamond and Liz Walkley at CFE, and Stephanie Scott-Davies at CIHE on behalf of AGR, CFE and CIHE
Over and above a sound platform of core graduate competencies (familiar skills and competencies such as teamwork, communication, presentation skills, time and self-management, and professionalism), critical competencies for global graduates include: A global mindset - the ability to see the world from a cosmopolitan6 viewpoint; to have an awareness of different cultures and values, and how ones own culture and values differ. Global knowledge alongside a global mindset is the need for knowledge of global business activity and specific background knowledge of the economics, history, and culture of different countries. Cultural agility the ability to understand the perspectives of individuals from different cultures and backgrounds and to empathise with these views, and respond to them. And also the ability to cope with and adapt to living in different environments. Advanced communication skills the ability to communicate effectively (speaking, listening and presenting) with others from around the world and, where required, communicate in the native language. Management of complex interpersonal relationships the ability to manage relationships with diverse teams and clients from across the globe and deal with inherent challenges (e.g. socio-cultural, political). Team-working and collaboration the ability to work collaboratively and empathetically with diverse teams from across the globe. Learning agility the ability to rapidly assimilate knowledge and develop understanding in order to rapidly respond and adapt to new challenges, circumstances and cultures. Adaptability, flexibility, resilience, drive and self-awareness these attributes underpin the above global competencies and are essential, enabling qualities.
6 See quote above from Prudential which talks about a cosmopolitan viewpoint; this relates to ideology originally from Ulrich Beck, A new cosmopolitanism is in the air, (2007), http://print.signandsight.com/features/1603.html and Cosmopolitan Vision, (2006).
Global Competencies An ability to work collaboratively with teams of people from a range of backgrounds and countries Excellent communication skills: both speaking and listening A high degree of drive and resilience An ability to embrace multiple perspectives and challenge thinking
A capacity to develop new skills and behaviours according to role requirements 4.6 A high degree of self-awareness An ability to negotiate and influence clients across the globe from different cultures An ability to form professional, global networks An openness to and respect of a range of perspectives from around the world Multi-cultural learning agility (e.g. able to learn in any culture or environment) Multi-lingualism Knowledge of foreign economies and own industry area overseas A willingness to play an active role in society at a local, national and international level. Figure 1: Ranking of competencies 4.4 4 3.9 3.6 2.4 1.7 1.7 0.5
An understanding of ones position and role within a global context or economy 1.6
Some employers are working collaboratively with schools, colleges and higher education institutions to:
Facilitate opportunities for industry to introduce the idea of global business activity and global roles to young people as early as possible e.g. through talks and industry projects Enable inspirational role models (alumni or graduate trainees on international programmes) to engage with students and talk about what its really like to work for a global organisation Provide opportunities for students to experience immersion in the world of the global workplace through internships, enternships and placements
What more can UK schools and employers do together to inspire future global graduates and leaders? And how should they do this? 9
The most forward-thinking Higher Education Institutions are starting to think about global employability and some are embedding it in pedagogy and learning, by:
Broadening and enriching students learning experiences through encouraging them to take up a diverse range of extra-curricular activities, e.g. joining societies and taking part in multicultural events. Supporting students to develop a platform of highly agile learning skills which can be applied to different contexts and situations e.g. self-didactic learning, self-assessment, critical analysis. Providing viable opportunities for students to study part of their programme overseas or enabling students to work with project teams from across the globe and address problems with a global context.
How can government, public agencies, employers, and schools work with higher education institutions across the UK, to help embed global employability into all aspects of the learning experience? The best employers are proactively seeking to attract global talent by:
Looking for evidence in graduate applicants of potential capability to develop global competence as well as academic or personal achievement - e.g. through adopting psychometric testing approaches. Adopting exciting ways of interacting with potential talent and giving a real taste of global business activity through competitions, bootcamp style challenges and social media. Developing global graduate programmes and competency frameworks which incorporate a global dimension. And provide real-life global projects for the new graduate intake to work on, including assignments overseas. Encouraging and facilitating internal and external (global) networking with colleagues and clients across business functions and sites.
How can employers go further to embed a global dimension in graduate programmes and nurture their graduates to become their future generation of global leaders? And how can they adopt social media and new technologies to aid the development and coaching of global graduate trainees? 10
The most aspirational young people are starting their journey towards becoming global graduates by:
Seeking out opportunities to gain rich life experiences on a day-to-day basis and to develop life skills e.g. by gaining exposure to different cultures and societies or living overseas. Building aspirations for a globally oriented career whilst at school. Gaining sound work experience with a global organisation, preferably an international placement or an internship, or getting involved in entrepreneurial activity. Choosing to incorporate study overseas in their learning experience by taking part in a transnational programme or placement e.g. Erasmus.
How can employers and the education system best support young people to build their global aspirations and help them gain meaningful experiential learning?
Government has an important role to play in driving forward global employability and exploring opportunities to increase the development of global talent. The question is where should government focus its efforts?
Two suggested areas for government intervention are: Reviewing opportunities for international talent to benefit UKbased companies. For example, through broaching reciprocal internship arrangements with countries such as the US and India. Incentivising higher education institutions to offer affordable transnational exchange programmes and sandwich courses (such as Erasmus) and increase participation.
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2. The graduate perspective insights from graduate trainees and alumni who have experienced global graduate programmes or international immersion. What benefits have they gained? 3. The global leader perspective exploration of global role models and the journey taken from graduate trainee to leader. What insights can they offer new trainees?
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