WHAT VALUE DO THESE PROGRAMS PROVIDE TO GRADUATES? Day 2011). In this sense, graduates value these programs as a stepping stone Graduate programs on their path to employment. enable graduates to Once employed in these programs, graduates experience considerable compete satisfaction if they are awarded responsibility, given opportunities for with similarly career and salary advancement, and are provided with job security experienced (McDermott, Mangan & O’Connor 2006). While understanding they have individuals for the more learning to do, graduates value being treated like other employees, so same job. it is important that these transitionary programs enable this to occur. Finding a job upon GRADUATE AND EMPLOYER graduation can be an overwhelming EXPERIENCES WITH THESE experience for PROGRAMS recent graduates as they are often competing with Graduate experiences more experienced Overall, graduates place great value in these programs as they assist people for the same them to begin their professional working careers; however, they do jobs (Walkley Hall, experience some frustrations. Graduates report receiving vast amounts of unpublished). These development opportunities while they are on the program but then transitionary receive nothing programs, which afterwards (Development Beyond Learning, unpublished). In some are targeted instances, graduates become frustrated because their experience in reality specifically at falls short of the promises made beforehand, such as during recruitment or graduates, help to induction, while others feel as if their work lacks a clear purpose and that create a more even they are removed from their work colleagues (Jenner 2008). Moreover, playing field. They there can be inconsistencies in their placement opportunities (Jenner also provide 2008); for example, some graduates within the same organisations may graduates with the receive more rotations opportunity to or have greater involvement in determining where their rotation will acquire more be than others. working experience before starting a professional job (Institute of Leadership and Management & Ashridge Business School 2011) and strengthen their curriculum vitae (Mellors-Bourne &
WHAT VALUE DO THESE PROGRAMS PROVIDE TO GRADUATES? Graduate programs enable graduates to compete with similarly experienced individuals for the same job. Finding a job upon graduation can be an overwhelming experience for recent graduates as they are often competing with more experienced people for the same jobs (Walkley Hall, unpublished). These transitionary programs, which are targeted specifically at graduates, help to create a more even playing field. They also provide graduates with the opportunity to acquire more working experience before starting a professional job (Institute of Leadership and Management & Ashridge Business School 2011) and strengthen their curriculum vitae (Mellors-Bourne & Day 2011). In this sense, graduates value these programs as a stepping stone on their path to employment. Once employed in these programs, graduates experience considerable satisfaction if they are awarded responsibility, given opportunities for career and salary advancement, and are provided with job security (McDermott, Mangan & O’Connor 2006). While understanding they have more learning to do, graduates value being treated like other employees, so it is important that these transitionary programs enable this to occur. GRADUATE AND EMPLOYER EXPERIENCES WITH THESE PROGRAMS Graduate experiences Overall, graduates place great value in these programs as they assist them to begin their professional working careers; however, they do experience some frustrations. Graduates report receiving vast amounts of development opportunities while they are on the program but then receive nothing afterwards (Development Beyond Learning, unpublished). In some instances, graduates become frustrated because their experience in reality falls short of the promises made beforehand, such as during recruitment or induction, while others feel as if their work lacks a clear purpose and that they are removed from their work colleagues (Jenner 2008). Moreover, there can be inconsistencies in their placement opportunities (Jenner 2008); for example, some graduates within the same organisations may receive more rotations or have greater involvement in determining where their rotation will be than others.
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