An Analysis On The Impact Of Graduate Development Programmes On Graduates And Organisations.

Human Resource Management 18BSP020 B826274; B732624; B817544; B816077.
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An Analysis On the Impact of Graduate
Development Programmes on graduates
and organisations.
word count: 3023.

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Content
Section 1: Literature Review....................................................................................................................................................3
Section 2: Case Study Descriptions....................................................................................................................................... 7
Case Study 1: Developing Graduate Engineers at Kentz Engineers & Constructors..................................7
Case Study 2: an Australian public sector organisation................................................................................. 10
Section 3: Independent Analysis...........................................................................................................................................12
The Kentz GDP and Process of Learning.........................................................................................................12
Kentz, Graduate Retention and Sustainability..................................................................................................13
Line managers, Retention rate and Employability........................................................................................... 14
Bibliography.............................................................................................................................................................................. 16
Appendix 1................................................................................................................................................................................ 20
URL's to 2 case studies........................................................................................................................................20
Appendix 2................................................................................................................................................错误！未定义书签。
Peer Evaluation Form...........................................................................................................错误！未定义书签。

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Section 1: Literature Review
Human resource management is a system to manage employees and achieve their value
in the company. (Inc.com, 2018). According to Scott (2018), six fundamental models of
Human Resource Management include human resource planning, recruitment, training
and development, performance management, compensation and benefits management,
employee relationships management. Within this project, using Graduate Development
Programme (GDP), this report will specifically analyse the impacts of training and
development on companies.
As a module of human resource management, recruitment includes campus and society
accesses. GDP is one of the main parts in campus recruitment,the definition of GDP
means company select high potential graduates, providing training to improve overall
corporate performance (Gradierland et al., 2018; Viney et al., 1997). GDP regarded as a
logical talent management strategy, recruitment, development and retain as three
practices and activities in talent management strategy (McDermott et al., 2006).
Company provided appropriate method to train graduates,it is Kolb’s learning cycle
relevant to graduate training processes. David Kolb published his learning cycle model in
1984, and presented four-styles of the learning cycle (Kolb, 1984).
Figure 1. Kolb’s Learning cycle (Kolb, 1984)

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Through the model, Kolb suggested that effective learning is based on the communication
between a student and a teacher or in a company’s case, the graduate trainee andmentors.
Fundamentally, this model suggests how employees can empower each other through
learning (Kolb,1984).GDP isa common practice for organizations to raise their intellectual
capital, which also provides opportunities for graduates to gainconcrete experience and
communicate with mentors (Drucker, 1959; McDermott et al., 2006; Okazaki-Ward, 2003).
In some ways the learning cycle could bring positive learning advantages for company
employees, but some scholars argue to differ. Clare Forrest (2004), for instance, argues
that the model is not realistic. It is difficult for employees to experience all four learning
styles at the same time, the question here is if candidate skip certain stages of the cycle,
does it mean he/she failed the learning process? In some ways, the model presented by
Kolb proves simplistic, neglecting the ways of learning and individuality (Forrest,2004).
Another critique on Kolb’s model that it is failed to address the fundamentals of learning.
Rogers (1996) argued that learning is about an individual setting goals, intentions, choices
and decision making processes, and Kolb’s model fail to include these elements.
Nevertheless, learning is an important outcome of GDPs, but Kolb’s model of learning
deserves to be revisited.
GDP as talent management strategy, could be divided into recruiting, developing and
retention (McCracken et al, 2016). In addition, since most of top-performing employers
view graduates as potential employees, Garavanand Morley (1997) has paid increasing
attention to a range of impacts on the processes of graduate development program.
The first effect companies typically face is seeking and attracting potential employees, this
impact tends to be effective in the process of recruiting. Importance of graduate
recruitment has been increasing and most companies view graduates as high potential
staff, who contribute to make a difference in company’s performance (Tansley et al., 2007;
McCracken et al., 2016; Stahl et al., 2012). While the competition within a young talent
recruitment market is fierce (McCracken et al., 2016),many top performing companies
would choose launching graduate development program to attract talent graduates and
create competitive environment (Oppong, 2013; Nikandrou et al., 2008).
Launching graduate development program could provide advantages to organization,
whilst scholars also pay attention to a range of issues. Gill(1978) argued that candidates
should not join in any specific job before finishing effective training program, while some
employers could only offer practical job to graduates rather than developing and training
working skills, in this case, organizations have inclination to disappoint graduates and lose
reputation. In addition, Sturges and Guest (1999) suggested that GDP is an attractive

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method to acquire potential graduates, while the premise is that it should be taken
effectively. Some organizations tend to use GDP as an efficient recruitment method,
however, companies would not like to put commitment into practice.
The other impact is training transfer which is belonged to the area of developing.
Nikandrou et al. (2008) mentioned that the aim of training is improving skills of employees
and targeting at increasing competitiveness of companies. As graduates entering
organizations, new employees could experience transition in terms of ‘school-to-work’
environment (Humburg and Velden, 2013).Several authors mentioned that graduates are
not ready for working, because they experience lack of ‘soft skills’ such as communication,
leadership, teamwork and etc.(De la Harpe et al., 2000 and Medhat, 2003). Thus, training
has become a necessity. Furthermore, a study by Dean (1985) shows that good training
lead to satisfaction of graduates and increasing of retention rates.
Followingly, there are five categories of organization career management techniques,
basic and active planning techniques are tended to be adopted to train and develop
graduates. Hence, training process could be beneficial for personal development, if
trainees combine personal goals with training program, it could not only take advantages
of acquiring ‘soft skills’ and adapting to working environment, but also increase general
reputation of company (Switzer et al,2005; Nikandrou et al., 2008). However, if training is
obligatory, it could lead to negative impact on motivation and transfer (Nikandrou et al.,
2008).
Figure 2.

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The last GDP’s impact is focusing on graduate retention rate. Nowadays, graduates
realize that it is no longer a necessity to remain in one fixed organization (Kandola et al.,
2001). According to King (2013), graduates would like to treat first job as a step stone to
acquire better workforce and increase employability. In addition, compared with higher
salary, challenging work and advancement opportunities play more important roles in
graduates satisfaction levels (McDermott et al., 2003).Thus, for the purposes of achieving
expectations of graduates, it is highly recommended that employers realise and satisfy
graduates’ needs and manage development programme effectively to achieve higher
retention rates (McDermott et al., 2003; Sturges and Guest, 1999).
According to Costea et al. (2012), currently, the necessity of a new strategy of interaction
between the higher institution and the emerging labor market becomes obvious, due to the
emergence of a market mechanism for the supply and demand of labor. Tran (2015)
argues that graduates with only theoretical knowledge "will be unable to meet the
requirements of the contemporary workplace" (p208) and suggests that employers should
put own efforts to increase the employability of graduates. Employability was defined by
Hillage and Pollard (1998) as "the capability to move self-sufficiently within the labour
market to realise potential through sustainable employment" (cited in Clarke, 2017, p794).
Since one of the crucial reasons for companies to support employability implied by
elaboration of loyalty and commitment (Clarke, 2017) and organisations expect the most
outstanding graduates to continue their career within this company (Galunic and Anderson,
2000), GDPs have become extremely popular for both employers and graduates (Clarke,
2017; McDermott et al., 2006).
To summarise the literature findings, GDP likely to have impacts on seeking and attracting
potential employees, training transfer and graduate’s retention rate, as well as providing
graduates a base for building employability. GDP could be beneficial for effective
recruitment, while employers who are insufficient for managing skills could result in
negative impacts. Additionally, good training for graduates could enhance development
and motivation, however, obligatory might lead to reverse effects. Finally, compared with
higher salary, challenging work and advancement opportunities can make more positive
effects on graduate retention rate, it is suggested that employers could satisfy the needs of
graduates and implement GDP more efficient.

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Section 2: Case Study Descriptions
Case Study 1: Developing Graduate Engineers at Kentz Engineers & Constructors.
One of the industries that is facing a shortage of young graduate talents is the construction
and engineering industry (Blough, 1966; Clarke and Herrmann, 2007; O’Donnell et al.,
2008; Pearman, 2007). In this section, a case study on engineering company Kentz (now
acquired by Montreal’s SNC Lavalin Group) will be analysed. Written by Kentz engineers &
constructors Hugh O’Donnell and Takis Karallis, this literature aims to outline how Kentz
developed a graduate engineering program. Today, Kentz is active in 22 different countries,
from the Middle-East to European countries such as artic Russia, since 2006 it employs
10,500 employees (O’Donnell et al., 2008; Karallis and Sandelands, 2011).
To cope with graduates transitioning from higher education to work (Holdern and
Hambelett, 2007), Kentz launched the Supervisory Management Development Programme
(SMDP), in particular the Rotation Exposure Experience Programme (REEP) for graduate
engineers (O’Donnell et al., 2008). This programme was designed for graduates, to
facilitate a range of training and learning objectives over an 18-24 month period.
Figure 3. The entry point of graduates in the SMDP programme.
*The SMDP offers 4 sub-programme, REEP is the main entry point for graduate engineers

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Diagram below provides an overview on how the REEP works for graduates.
Figure 4. REEP process.

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O’Donnell et al., (2008) emphasized the main goals and findings of this programme below:
Figure 5. Goals and findings of the REEP program.
The program also sends graduates overseas, stationed in work camps. Working overseas
was a global learning and development strategy (Karallis and Sandelands, 2011;
O’Donnell and Karallis, 2008). The authors found out this method has expanded company
presence, increased international workforce and provide exposure and experience for
graduates in different working environments.
This chosen literature is a credible source when reflecting the importance of GDPs for
companies such as Kentz. Two of the main authors were Kentz employees, and in the
particular Hugh O’Donnell was the chief executive of the company during the literatures

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publication. Next, that fact the authors published the journal on an academic literature
platform shows how they value recruiting university graduates. This academic journal is a
form of advertisement of the REEP program, engineering students who came across the
article will have a chance to investigate and learn more about Kentz and the overall
context of the engineering industry. This literature is an example of how employers begin
the process of recruitment in universities (Gradierland et al., 2018; Viney et al., 1997).
Case Study 2: an Australian public sector organisation.
Even though the outcomes of GDP are not always as expected by organisations (Shaw
and Fairhurst, 2008), it provides a strong vehicle to heighten employability, particularly in
private sector. The following analysis is based on case study on impacts of GDP on
employability in Australian public sector organisations.
An object under observation during case study was a large state-government department
in Sydney. The department hired graduates through the announcement in their web-site:
"We are seeking talented graduates with a range of skills and abilities, who share our
vision to support those in need and make [the state’s] communities stronger" (Clarke,
2017). The competition among applied graduates was very high, noting 500 applications
for 25 open graduate positions, yearly since 2010. Background of graduates varied, as
they were recruited from disciplines such as business, architecture, information technology,
marketing, engineering, psychology and social work.
Although participants of the programme had expectations that they would be given job
which perfectly meets their current knowledge and where they can improve their weak
skills, some graduates found a lack of suitable work. Thus, majority were given tasks,
which were totally unrelated to their study areas. Positions with no structure or low
demand, in addition to low-level tasks as photocopying, increased dissatisfaction of some
participants. Another disadvantage of the programme was an absence of job rotation,
where the expectations of participants to move across different departments and learn
more in overall failed.
However, apart from some graduates, who were unhappy with a gap between their
background and graduate programme, others found it as an opportunity to learn in new
area, gain experience, broader skills, and finally to have an extra point in their CVs, as it
was a critical component of participating in GDP from the beginning. Additional positive
effect was gained from the line managers, who took "proactive mentoring approach"
(Clarke, 2017) and not just tried to give tasks meeting participants' theoretical background,
but put efforts to push graduates out of their comfort-zone leading to increase of

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employability. Moreover, such managers gave a chance to experiment and learn through
own errors.
Since it was mentioned in the beginning of the programme that GDP did not guarantee
ongoing employment and it was participant's responsibility to find and stick to vacant
position if he or she wanted to work in public sector, the study found that opportunity of
development was the biggest motivator for joining public sector. GDP granted participants
with a chance to work on existing skills, build new strong adroitness and enhance their
resume. To have an employability orientation was recognised crucial by graduates in the
end of the programme, as "Building employability, ..., can only be effective if it is a shared
responsibility between the organisation and the individual" (Veld et al., 2015 cited in Clarke,
2017).

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Section 3: Independent Analysis.
The Kentz GDP and Process of Learning.
As mentioned before, GDPs are opportunities to increase intellectual capital and empower
learning within a company. This transfer of knowledge is exchanged between old and new
employees, in this case graduates. One of the best ways for graduates to make good use
of their GDP is building a mentoring relationship (Clutterbuck, 2004; O’Donnell et al., 2008;
Scandura et al., 1996; Kolb 1984).
The Kolb learning cycle (Honey and Mumford, 1992; Kolb, 1984) can reflect the learning
process between an engineering mentor and the graduate mentee described in the chosen
literature.
Figure 6. Process of learning for Kentz graduate engineers.

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As described by the 4 stages above, Kolb’s learning cycle provides an overview of the
stages a graduate will face during an engineering GDP, furthermore suggest how GDPs
can impact the careers of graduate engineers. Reflecting on scholars such as Nikandrou
(2008), this case study proves GDPs can improve skills, it also provides good transition
from school to working environments. Soft skills such as interpersonal skills, leadership
and teamwork can all be learnt from the REEP program (Humburg and Velden, 2013;
O’Donnell et al., 2008).
On the contrary, the learning cycle presents limitations. In case for graduate engineers, the
reflection, conceptualisation and active experimentation requires a mentor. If the mentor is
missing after concrete experience, Kolb’s learning cycle will not be applicable (Forrest,
2004). This limitation also extends to other professions, stressing the importance of
mentors in the learning processes, examples include players of a football team requires a
coach, school students require a teacher. Without mentors, students can never reach full
potential in personal development. Nevertheless, if graduates are to fully thrive in a
specific job (Gill and Banks, 1978; Nikandrou, 2008; O’Donnell et al., 2008), GDPs with
mentors will be good preparation.
Kentz, Graduate Retention and Sustainability
Even though the REEP programme proves critical in a graduates learning process, low
graduate retention are still common issues for modern companies. Graduates today are
conscious about the fact they longer need to work in a fixed organization, GDPs are a
source of increasing employability, not as a career (Kandola et al, 2001 & King, 2003). In
the Kentz case study, there is high competitiveness and the lack of professional talent. The
company has invested highly on GDPs, but engineer graduates are still in prioritized
position to choose other employers (O’Donnell et al., 2008). This is where the REEP
programs comes useful.
To increase the retention rate, Kentz not only have to provide high salaries to satisfy
employee’s needs, promotions are also necessary (King, 2003; McDermott et al., 2005;
O’Donnell et al., 2008). Kentz provided different methods to retain graduates. one was
expanding an international platform to provide opportunities for promotion and new
surroundings in overseas (Karallis and Sandelands, 2011; O’Donnell et al., 2008). The
centre of REEP programmes is the rotation system, graduates are giving the chance to
discover their best and comfortable job positions. This ensures that graduates are working
in the right positions, which reduces employee turnover (O’Donnell et al., 2008).
Finally, as mentioned a well-planned mentor scheme will also increase retention rates.

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Clutterbuck (2004) agree that an effective mentor who encourages, nurtures and teaches
graduates can provide mutual trust and respect. These behaviour will increase the loyalty
of graduates to the company.
The effort required for a GDP should not be underestimated, not only does it represent the
value of a company, it also is a source of company sustainability in the future (Karallis and
Sandelands, 2011; O’Donnell et al., 2008). Kentz investment in graduate engineers
through GDPs have proven to a strategic priority, and have proven beneficial for the
company.
Line managers, Retention rate and Employability
The case of Australian public department is confirmed that GDP should be implemented
effectively (Sturges and Guest, 1999) and organizations need to offer opportunities to help
graduates train working ‘soft skills’ (Clake, 2015). In this case study, graduates indicated
that the absent of job rotation leads to the fail expectation of participants, however,
‘proactive mentoring approach’ helped graduates to train employability skills efficiently
through own errors in practical studies. A key motivation for effective implementation
ofGDP is the encouragement of personal interest rather than obligatory
implementing(Clake, 2015; Nikandrou et al., 2008).Therefore, if trainee could synergise
between own interest and training courses, it has high possibilities that graduates acquire
knowledge as much as possible.
In theory, authors hypothesized that graduates are supposed to be supplied with suitable
job responsibilities and targeted at training and development (Gill, 1978). In practice,
Australian public sector provided unexpected position without training necessary skills. As
organisation organizations ignored the rule of ‘putting the right person into right position’,
the key issue might be that Australian public sector viewed GDP as an effective
recruitment method, and during the recruitment process, graduates chose GDP in
Australian public sector to achieve more training opportunities and challengeable job
responsibilities.
Graduate's employability was defined as his or her chances to meet requirements of a
position in labor market. Silla et al. (2009), Wittekind et al. (2010) and Vanhercke et al.
(2014) claimed that employability depends on individual's well-being, employment
opportunities, adaptability and competence at work place. At the same time, as it was
mentioned in literature review, challenging work and advancement opportunities are more
important in graduate's satisfaction level. Thus, according to scholars, companies, focused

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on retention rate, provide better opportunities to graduate, which is a slight contradiction
regarding Australian public sector, where organization focused on higher employability
performance rather than retention. Analysing case study on Australian's public sector
organisations, it was discovered that within public sector context, graduates are not
provided with job security, even though majority of participants had anticipated it, on the
contrary, organisation provided a base to build flexibility, adaptability and competitive
advantage for participants of GDP in order to meet rapidly changing job requirements
(Veld et al., 2015). Critically, public organisations do not provide broad options for job
placement and career prospective within an organisation, hence, importance of retention
rate of GDP participants had faced contradiction in this case study, while company still
contributed to employability of graduates and their job success.

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Appendix 1
URL's to 2 case studies
O'Donnell, H., Karallis, T., Sandelands, E., Cassins, J. and O'Neill, D. (2008). A case study:
developing graduate engineers at Kentz Engineers & Constructors. Education + Training,
50 (5), 439-452.
https://www.emeraldinsight.com/doi/full/10.1108/00400910810889101?fullSc=1
Clarke, M. (2017). Building employability through graduate development programmes: A
case study in an Australian public sector organisation. Personnel Review, 46 (4), 792-808.
https://www.emeraldinsight.com/doi/full/10.1108/PR-12-2015-0321

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