Evaluation of the use of Assessment Centre methodology to enhance development planning, work placement outcomes and work readiness for postgraduate students : a pilot

Background: Placements as a form of Work Integrated Learning are widely recognised for the positive impact they have on improving student employability and work readiness. Students can maximise strengths, improve areas of weakness, and develop a strong understanding of the requirements of their chosen field within the confines of a well monitored and rich learning environment. Assessment Centres (ACs) are commonly used in corporate settings for recruitment, selection and more recently to provide developmental feedback to participants. Based on a recent literature review, the present the present project evaluates the application of AC methodology as a developmental tool within the placement milieu. The review, which is also included the current conference proceedings details the benefits of utilising the AC process forming the impetus for the present pilot (Sturre; von Treuer & Keele 2010).
Aims: The primary aim of the paper was to evaluate the application of AC methodology as a tool for measuring and subsequently enhancing professional competencies in a sample of postgraduate students in organisational psychology (n=15).
Method: A longitudinal design was utilised with numerous evaluation points from placement stakeholders. This paper presents the first wave of findings. Students undertook a range of activities, including an in-tray exercise, role play, written report, leaderless group discussion and a personality assessment. Comprehensive feedback was provided by organisational psychologists who also fulfil the role of placement co-ordinators. With the assistance of Placement Co-ordinators, students prepared development plans relating to the competencies identified as requiring development. These plans were to be addressed and progress monitored during consecutive placements.
Results: Initial perceptions gathered from students regarding the AC process were very encouraging. Performance
evaluations collected to date, as measured by behaviourally based ratings scales completed by the students themselves and their workplace supervisors illustrate the positive effect of this methodology. The rigour and comprehensive techniques offered by the methodology enabled students to focus on and improve areas identified for development.
Conclusions: It is important to note that the present design formed a pilot study and as mentioned was undertaken with a limited sample. Future implementation is planned with larger samples, enabling a more comprehensive analysis of the methodology. Nevertheless, the methodology appears to provide a much needed strategy for the assessment and ongoing development of students prior to and during work placements. The application provides early intervention enabling students to address development needs with input from both university and organisational stakeholders based on an established, standardised process.

Study of phase transformation and work hardening phenomenon during drilling of Ti-5553 and Ti-64

Titanium 5553 is a recently developed modification of Russian near-β titanium alloy VT-22 which has applications and potential particularly in the aerospace industry for such key components as landing gear. However, indications are that Ti-5553 has poorer machinability characteristics than other Ti alloys and a comprehensive and far-reaching analysis is a necessary research imperative. This paper presents the result of phase transformation and work hardening during drilling of Ti-5553 compared with Ti-64. The aim of this research work is to optimise the machining condition for Ti-5553, in which the β to a phase transformation, together with material work hardening could be fully understood. Analysis of machinability indicators, such as subsurface micrograph and hardness of drilled samples and drilling forces and torques, demonstrated that Ti-5553 generally has poorer machinability characteristics than Ti-64 and to some extent this variation has been quantified to allow for further and more detailed investigation.

Prescribed fluid consumption and its effects on the physiology and work behaviour of Australian wildland firefighters

The present study examined firefighters' ability to consume a prescribed fluid volume (1200 ml · h-1) during a wildland fire suppression shift and compare the effect of this additional fluid prescription with self-paced drinking on firefighters' hydration status and plasma sodium concentration post shift and their heart rate, core temperature and physical activity during their shift. Thirty-four firefighters were evenly divided into two drinking groups: self paced and prescribed. Prescribed drinkers did not meet the required 1200 ml·h-1 intake, yet they consumed twice the fluid drank by the self-paced group. No differences were noted between groups in plasma sodium levels or hydration status before or after their shift. Prescribed fluid consumption resulted in significantly lower core temperature between two and six hours into the shift. This did not coincide with lower cardiovascular strain, greater physical activity when compared to the self-paced drinking group. Additional fluid consumption (above self-paced intake) did not improve firefighter activity or physiological function (though it may buffer rising core temperature). It seems that wildland firefighters, at least in mild to warm weather conditions, can self-regulate their fluid consumption and work behaviour to leave the fireground hydrated at the conclusion of their shift.

Geeks and nerds : computers, gender and the mathematics classroom

This paper presents some of the findings of a pilot study concerning gender differences in behaviour in a Year 10 co- educational secondary mathematics classroom that used computers. Analysis of interactions between students and the teacher and engagement with the task, the computer and the mathematics suggest some evidence of gender difference. A number of factors were hypothesised as relating to behaviour and this paper discusses the preliminary findings in relation to students' experience with computers and their style of interaction with computers.

Gender and socio-economic issues in the use of digital technologies in mathematics

This paper has been prepared to address the issues and questions of the theme ‘access, equity and socio-cultural issues’. Findings from two studies are reported. In the first study gender issues in mathematical learning environments when computers were used were investigated. In the second effective practices for teaching disadvantaged or marginalised students with digital technology are canvassed. Teaching for equity and social justice in the digital age is complex. Teachers need to be aware that their beliefs and classroom practices may exacerbate gender and cultural inequalities in mathematics learning. Approaches that are consistent with social-constructivist and democratic theories need further investigation.

Trends and factors concerning gender and mathematics in Australasia

For many years now gender differences in average mathematics achievement in Australia and New Zealand have not been significant in large-scale domestic and international studies. However there is some recent evidence, from Australia at least, that gender differences in achievement favouring males may be re-emerging and, despite some positive affective findings and trends with respect to affect and participation leading up to the turn of the century, a pattern of lower interest and declining participation in mathematics among girls is evident. In this paper, trends in gender equity with respect to participation, achievement and affect reported in the literature over the past decade will be presented and analysed. Of particular interest are the factors that may have influenced these trends. Findings from recent research will be discussed. However it would seem that the attempts made by researchers to explain these trends are either limited in their capacity to establish an explanation or imply a deficit view of girls. An alternate position on gender equity and explanation of these trends will be presented in this paper with the purpose of making a contribution to the debate on curriculum and pedagogy in mathematics education.

Showcasing recent Australian research in gender and mathematics

In this paper findings from a recent review of Australian research on gender issues in mathematics education (Vale, Forgasz & Horne, 2004) are presented.

Scandalous women: gender and identity in top-notch smut

Examining a diverse range of texts offering controversial representations of female sexuality, this paper demonstrates a persistent link between literary scandal and anxieties about women's sexuality. Texts from Madame Bovary (1857) to The Sexual Life of Catherine M (2001) have provoked various arguments, from debates about the need to restrain the unruly bodies of women to contestations about aesthetic merit, morality, and obscenity. Indeed, the scandalous literature of sexual women is distinguished by efforts to reduce its transgressions into something manageable, whether through naming and categorisation (‘chick lit’ and ‘posh porn’), textual analysis, public censure, or critical excoriation. The desire to manage controversial material signifies a discourse of containment that suggests both women and literature require strict control. As this paper will argue, the relationship between women, literature, and scandal is one marked by both intra- and extra-textual efforts to restrain not only the unpredictability and power of female sexuality, but also the unruly energies of literature itself.