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SUPERVISOR TOOLKIT: Developing Evidence-Based Tools and Tips
Presented by: Dave Drewery and Judene Pretti
Waterloo Centre for the Advancement of Co-operative Education (WatCACE)
Co-operative Education and Internships Association (CEIA) ConferenceApril 3, 2017
OUTLINE§ Introducing University of Waterloo and WatCACE
§ Experiential Exercise
§ Market Research
§ Conceptual Framework
§ Design Time
§ Three-Minute Pitch
§ References/Resources
WHERE IS WATERLOO, CANADA?
UNIVERSITY OF WATERLOOWATERLOO
WHAT IS THE UNIVERSITY OF WATERLOO?§ A top university in Canada
§ Named “most innovative” every year for 24 years by Maclean’s rankings (Canadian national magazine)
§ 30,600 undergraduate students; 5,300 graduate students
§ 87.7% average admission rate
§ 48% of students with entrance average 90+%
§ 18,000+ paid co-op work terms (4 months full-time) per year in competitive employment process (not a placement service) across 120 academic programs in all six faculties
WATCACE OBJECTIVES§ Conducting and supporting research on co-operative education and
other forms of work-integrated learning
§ Thought leadership regarding co-op within and outside Waterloo
§ Dissemination of research findings to relevant stakeholders
YOU AS A NEW PRODUCT DEVELOPER
SOME MARKET RESEARCH§ Exploration of Factors affecting Quality of Student Experience
(qualitative and quantitative)*
§ Unpacking the Supervisor Experience (qualitative and quantitative)*
§ Universities as a Talent Pipeline for Organizations (ongoing)*
*Research supported through OHCRIF grants
WHAT DOES A HIGH-QUALITY WORK TERM LOOK LIKE?
WHAT FACTORS INFLUENCE QUALITY?
SUPERVISORS’ PERSPECTIVE§ What do supervisors look for in a student?
§ Organizational citizenship behaviours
§ Person-organization fit
§ What difficulties do supervisors have?
§ Onboarding and training
§ (Some) lack of training re: supervising students
§ What might help?
§ Educating students prior to the work term about OCB and PO fit
§ Handing the baton – students helping students
§ What is the role of the student?
§ Supervisors tend to think of students as students first and as employees second
§ They tend to believe that the work term should mutually benefit students and supervisors (org)
SUPERVISORS’ PERSPECTIVE (CONT’D)§ What does “Talent” look like?
TIME TO DESIGN
Task: You have 15 minutes to come up with ideas for a new product: a toolkit to be used by co-op/internship supervisors.Based on your experience and the market research presented, what would that product look like?
Your team will have 3 minutes before the end of this session to do a sales pitch of your product.
RESOURCES
• WatCACE website: uwaterloo.ca/watcaceo Current Projects: Supervisor Tools
• Work-Integrated Learning Research Portal: wilresearch.uwaterloo.ca o (Version 1.0 release coming soon!)
§ Follow-us on Twitter: @UW_WatCACE
SELECTED REFERENCESNevison, C., Drewery, D., Pretti, T. J., & Cormier, L. (2017). Using learning environments to create meaningful work for co-op students. Higher Education Research and Development, 1-16. Retrieved from: http://dx.doi.org/10.1080/07294360.2016.1229268
Drewery, D., Nevison, C., Pretti, T.J., & Pennaforte, A. (2017). Lifelong learning characteristics, adjustment, and extra-role performance for co-op students. Journal of Education and Work, 30(3), 299-313. Retrieved from: http://www.tandfonline.com/doi/full/10.1080/13639080.2016.1181728
Drewery, D., Nevison, C., Pretti, T.J., Cormier, L., Barclay, S., & Pennaforte, A. (2016). Examining the influence of selected factors on co-op work term quality from a student perspective. Asia Pacific Journal of Cooperative Education, 17(3), 265-277. Retrieved from: http://www.apjce.org/files/APJCE_17_3_265_277.pdf
Drewery, D., Pretti, T.J., & Barclay, S. (2016). Examining the effects of perceived relevance and work-related subjective well-being on individual performance for co-op students. Asia Pacific Journal of Cooperative Education, 17(2), 119-134. Retrieved from: http://www.apjce.org/files/APJCE_17_2_119_134.pdf
Drewery, D., Nevison, C., & Pretti, J. (2016). The influence of cooperative education and reflection upon previous work experiences on university graduates' vocational self-concept. Education + Training, 58(2), 179-192. Retrieved from: http://www.emeraldinsight.com/doi/pdfplus/10.1108/ET-06-2015-0042
