Skills Development for Business and Management - Assignment Example

? EMPLOYABILITY AND PERSONAL DEVELOPMENT By Location Introduction Employability is an important for higher learning institutions to consider since the authorities will be able to realize their students’ future. Employability is thus dependent on students’ course of personal development prior to seizing future job opportunities. The study aims to revamp the ability of students to acquire employment opportunities after completion of their learning processes. Further, the study establishes the individual interests of students who sort to engage on productive development of employability, and the accrued knowledge through their engagement into the subject of discussion. The following discussion reveals all the important issues highlighted on after intense evaluation of the factors that coincide with learning and employability. The process of elevating employability and personal development The phenomenon is crucial in guaranteeing the society of educated professionals, and career oriented individuals. The subject seeks to emulate the ideal personal skills sort in the elite after completion of academic courses. Employability also seeks to ensure to learners that the working environment has numerous obstacles, which can only be derailed by the expression of the ideal knowledge prior to seeking jobs in the specific industries reflecting personal careers (Gallagher, 2013, p. 259). During personal development, the workshop highlighted that students in different learning institutions needed to involve themselves in self-awareness evaluation processes. Such processes would enable them to accrue an understanding of their individual capabilities, and ideologies of the perceptions that may be shown by their potential employers on the event of seeking employment opportunities. Secondly, personal development is a vital tool that career oriented professionals should emulate, and seek to match their skills to the general job requirements. The process shall thus comprise of evaluating self-knowledge, and improving upon it reflects the ideal job requirements from the employer fraternity in the broad English working environment. Arguably, the seminar highlighted on the importance of discerning personal self-esteem from lack of the belief that an individual student lacks the ability to overcome any future or present challenges. Further, the study describes that students should rely enviably on the present resources in order to be capable of realizing the future outcomes. Personal esteem and identity match conclusively in this case since students are able to adapt the variables prior to emulation of their personal abilities (Gonon, 2008, p.89). Such practices are salient in enabling the students to realize their potentials in emulating a match in accordance to the needs and wants of the employment fraternity. The seminar highlighted on students’ modelling and rehearsal programs as subjects to the underpinning theoretical frameworks. Mainly, the seminar highlighted on John Locke’s 1968 arguments that employability procedures coincided abundantly individuals’ own goal setting, and future forecasts on their lifelong wishes. Arguments are that the process of employability and accountability further facilitate the improvement of the ideal personal abilities and talents. It is sound for students to understand that their potential is ideal to the acquisition of reassurances that they will be able to earn employment opportunities after completion of their studies. Evidence from the London employability and personal development seminar highlighted that students would be working towards achievement of their future dreams only if they would be building upon their future dreams. Further, these efforts would saliently lead to the acquisition of their dream lives thus they would live quality lives. The theoretical frameworks were important in assuring learners of success since the knowledge accrued during the process would be exhorted in the future learning process. The aspect coincided with the need for emotional intelligence such that each individual student would not rely on luck, but would aggressively engage on learning the profound skills that would enable him to acquire their goals and objectives in the future (Gallagher, 2013, p. 269). The concept does not enforce limitations upon the students learning processes, but it requires them to adapt the available formal and informal aspects prior to deciphering an analysis of their potentials. Summative evaluation procedure is another key aspect that students should adapt while trying to acknowledge their competencies, and the ability to acquire employment opportunities upon completion of their career courses. The seminar emphasized on the process of mentoring students’ skills in the learning process to coincide with the available job opportunities in the UK and global platforms. Arguments are the process of personal development should seek to reveal the underlying prospects with whose beneficial outcomes shall steer their professionalism to match the required workforce in the job environment. The process describes that learners should seek education programs that comprise of relevant disciplines, which coincide with their prospective careers and the present employment opportunities (Gonon, 2008, p. 98). The seminar highlighted on the importance of precision in engaging in several related courses, which would eventually contribute to creating competent and all-round professionals for the present jobs. The seminar argued out on the need for students to embark on evaluation processes before pursuing any courses. Such processes would enable students to reveal their potential capacities through their confidence in evaluation of the list of courses. Eventually, the students would be able to address the outcomes of employability and personal development courses in line with their capabilities, and levels of intelligence in learning. Through personal development, it is evident that students acquire de capacity of emulating the future employment requirements. Arguably, through learning processes, institutions influence students positively through the establishment of career development programs that further enlighten students on the correlations in prevalence among different courses. Therefore, the seminar’s lectures argued out on the importance of employability through the ESECT (Enhancing Student Employability Co-ordination Team) model. Through this model, all the attendees to the seminar deciphered outstanding knowledge that the employers needed competent employees depended on their levels of skills and working experience. Further, it is through employability that students are able to generate wealth to the entire society after completion of their learning processes. This attribute is evident since strategic students are able to undertake courses that coincide with the present job opportunities in the market. It is opted that the employability and personal development elevate the ability of people to succeed in their chosen occupations. Therefore, under such occasions when people shall be acquiring success from their career outcomes, perceptions are that the benefits accrued on individuals’ basis will positively affect the available company workforce, the immediate communities, and the organizations external community. Arguably, such occurrences will be evident because individual expertise will also affect those groups with key interests with the organization given that they may require services or products. The ESECT planning process Expert reviews signify that students would be acquiring abundant knowledge through the sectoral learning approach if they keenly evaluate themselves in accordance to the plans. For example, the London seminar drew emphases on the importance of knowing the students’ personal capabilities prior to embracing the exquisite outcomes of the learning process. Through precise planning of the process, it was argued out that students would be able to derive an understanding of the essential courses that were inevitable during the learning process if they targeted to achieve certain future goals and objectives, and secure different categories of employment opportunities (Hepworth, 2011, p.241). Researchers seeking to elevate the ability of the subjects to serve for the benefit of the community argued out that the process was ideal for it would enable students to develop the essential methods of acquiring complex learning processes. Arguably, the learning processes that might have been hard previously would be merged in accordance to the future prospects, and their correlativity thus enabling learners to derive an understating on which of the learning would lead to acquisition of the desired outcomes. Primarily, the process seeks learners to embrace specific attributes that would mentor their personal ethics towards acquisition of successful outcomes. Students need to deviate from ill practices in order to build their confidences, and transform into more effective workforce that the employment fraternity would be regularly seeking to employ. The aspect reassures employers that the recruited workforces have the ability to perform tasks in accordance to the set plans, and the outlined academic qualifications (Gonon, 2008, p.109). Further, arguments dominated that students needed to concentrate heavily on their learning programs in the different UK institutions as a way of acquiring the ideal basis of the programs and the wider contexts. The vital importance of the students’ personal skills seemed a key factor for consideration as the teams engaged learners into the process of evaluating their general skills apart from those acquired during the learning process. Through general skill evaluation, students would be able to undertake the learning programs that would increase their proficiencies, and competencies to their inborn talents. Students need not rely on the learning processes to emulate positive job ethics, arguments are that learners should always embark on finding resolutions to their negative attitudes, which would eventually transform them into positive learning outcomes throughout their lives (Hager and Holland, 2006, p.92). This attribute guarantees learners of cohesion and integration with the prospective employers after completion of their courses. Salient approaches of the process The business-to-business approach The approach intensifies its employability and personal development programs through knowledgeable workshops that include; the study of relevant books, application of e-learning programs, group visits to career workshops, individualized counselling approaches, and the life coaching programs. Al these attributive characteristics of the personal development learning programs lead to elevation of the understanding on the education programs that would lead to acquisition of a set of outcomes. The business-to-business program includes training processes to acquaint employees with knowledge on the specific skills that would elevate their levels of aggression towards acquisition of the set values and preferences in the market (Hepworth, 2011, 254). Secondly, the approach seemed ideal since it offered developed programs. Therefore, learners would assuredly earn the prescribed knowledge after completion of the learning process since the approach establishes numerous knowledgeable prospects to emulate the students’ careers and personal behaviours into coinciding with employability requirements. The programme is always incisive in deciphering knowledge to UK students concerning the present market practices. The business-to-business approach provides students with personal assessment tools. Therefore, students are able to undertake evaluations on their personal abilities prior to the acquisition of academic qualifications. Self-assessments enable students to determine their personal abilities thus they are able to undertake the learning processes in accordance to their future reflections on the specific employment gaps that they long to fill in the market (Hager and Holland, 2006, p.102). During the assessment process, students are said to be dependent on the coaches in mentoring feedbacks. Personal development and employability variables and the issue of higher education The London seminar emphasized on the importance of the two variables citing that each was dependent on the others outcomes. Highlights connoted that personal development adequately served for the purpose of developing competencies and managing emotions. Arguments are students find the statistical review of their capabilities being an important variable to the acquisition of successful outcomes (Gonon, 2008, p.189). The process is salient in managing students’ emotions, and acquainting them with relevant knowledge of the hardships that they will face differently in accordance to the employer-organizations that each of them would eventually secure a job opportunity. Conclusion The process further highlighted that students would be able to learn the presence of mature relationships prior to adoption of the argued advantages in developing mature interpersonal skills that elevate the organizations’ capabilities towards acquisition of competent workforces that would profusely undertake their job specifications through team performances for the benefit of the organization. Further, the study beseeches students to engage on evaluating their identities, and developing their careers towards achievement of the programme’s goals and objectives. Lastly, personal development and employment variables are important aspects of guaranteeing the society that the oncoming generations shall have positive lives. Therefore, students should embrace the stipulated personal development variables in order to gain the ability towards the acquisition competence in the employment markets. Bibliography Gallagher, K. 2013, Skills development for business and management students: study and employability, Oxford University Press, Oxford. Gonon, P. 2008, Work, education and employability, Peter, Lang Bern. Hager, P. J., and Holland, S. 2006, Graduate attributes, learning and employability, Springer, Netherlands. Hepworth, A. 2011, Studying for your future: successful study skills, time management and career development : a guide to personal development planning for university and college students, Universe of Learning Ltd, Lancashire. Read More