Findings and Implications p.williamson@gre.ac.uk wp54@gre.ac.uk

1. Student’s Reflections of their Professional Practice experience within event management organisations Findings and Implications p.williamson@gre.ac.uk wp54@gre.ac.uk p.williamson

2. Introduction • The inclusion of work based learning in HE is not new (Brennan and Little, 1996). • Learning occurs through first hand experiences, in off – campus natural settings which, at their best, provide learners with multiple stimuli, authentic real world complexity and activities. Such can be integrate into the curriculum in many ways and is known by different names such as practicum, placement, practice. • Stanton and Giles (1989: 180) define practicum as “field experiences that focus on professional practice and activities that are explicitly focused on pre – professional periods of practice”. It has been formulated as “ giving students the tools with which to reflect and learn from experience” Thorne, 1995, p 184. • NCIHE Recommendation 18 – Dearing Report p.williamson

3. Introduction • The workplace environment gives students the opportunity to use “concepts and theory as a lens through which to make sense of an organisation” (Rowley, 2003, p131) • Applying university study to the workplace will help to make knowledge which was tacit, explicit and thus increase the “production of learning” (Collis and Winnips, 2002 p 133). • Much focus of tourism and hospitality literature has been on skills (Callan, 1997,Maher, 2005), with some authors (King,1994) declaring that the purpose of work experience is precisely to obtain the necessary skills to supplement theoretical training. But do not these experiences provide more than just a skills hothouse; a basis for career decisions, “a career laboratory”? p.williamson

4. interpretation • Views of working life in the events industry • Student expectations – they bring their own interpretative schemes with them (Fournier, 1996). By implication such an interpretation could be viewed as positive or negative depending on the individual’s background. • A negative experience may be as beneficial as a learning experience. p.williamson

5. New work context • Moving into these new worlds, communities of practice may well create anxieties. Hughes (1958) “reality shock” , encountering a new work context. • Louis (1980) describes the organisation socialisation experience as “disorienting and foreign”. • Paulson and Baker (1999) claim all organisational entry entails “entry shock”, though is such more pronounced for students. • It tended not to be so for these second year Events students, as most had experience, within the events industry and other industries in their first year of university and pre years to commencing their programme. p.williamson

6. methodology • The sample focussed on 37 second year BA Events Management students and their 70 hours of practice within event SME’s. The course is a 15 credit bearing option course. The experience was in semester 1 with assessment due in Jan, semester 2. • Study based on an interpretative methodology. Weber (1964) argues that to understand the behaviour of individuals and groups, social scientists must: • “gain an understanding of the other’s view of reality, of his or her symbols, values and attitudes”. • In this sense a reflective reading of individual reflective reports was undertaken in which themes emerged. • A discursive presentation method will be used as to give feeling and realism to the student “voices” and their individual contexts. • Steps were taken to provide anonymity for both student and practice organisation by use of a numbering code eg (28) with a brief descriptor of the practice organisation given eg Charity organisation (See slides 8-14 for exemplars of student voices) • All students found the experience to be beneficial to their learning. p.williamson

7. Focused Questions / debate • (1) Work context (enablers v disablers), induction • (2) Socio – emotional (relationships, feelings) the affective domain • (3) External experiences (organisation focused, skills, theory / practice) • (4) Internal experiences (personal change, personal ability, power to perform) • (5) Reflective writing • (6) Implications & profile of practice / TLA / PPD / programme , profile p.williamson

8. Relationships trust, loneliness and change • (28) charity organisation • “During my time with X (male) was my line manager, I felt that there was not a need for me to be there. I stayed just for the reason that it was good for my cv, though I was not learning anything, and it felt like a waste of time. I never wanted to disturb anyone and did not feel that I have that level of trust in any member of the team to tell the way I was feeling….X left and Y (female) took over as my line manager. She was very excited about her new role. She immediately arranged a one to one to discuss my responsibilities, tasks and my personal view on my role. After our first meeting she asked the rest of the team what they would like to receive assistance with, so she could arrange a work plan for me. The work gave me a new motivation. I felt I had a role to perform. From that week onwards, Y and I meet on a weekly basis to discuss how my role and responsibilities were as well as if I was fulfilling my work experience objectives”. p.williamson

9. Induction , training • (24) Communications Agency • “Throughout my time with (the organisation), I was regularly asked to minute at meetings. This was a positive experience for me as not only was my work being valued, but I was also able to gain a deeper insight into the company and its business (one of my initial objectives as to choosing a smaller company). Allocated within my diary were introduction times. These were briefings / introductions into different aspects of how the company works, for example how they deal with new clients and the way they search and book venues. These briefings were very insightful and allowed me to understand the workings of the organisation in greater depth.” p.williamson

10. Teamwork-Preconceptions V reality • (32) Party planning agency • “ If I were to undertake my work experience again then I would change a few aspects of my actions. I would of walked into my work experience with a broader mind as I believed I would not be involved with hardly any of the tasks that I undertook. For example, I believed that I would be undertaking menial tasks like making tea, photocopying and filing. However, if I would have known that I would have been visiting events, venues and wholesalers then I may of arrived with more enthusiasm then I did on my first day. Shadowing the events manager at meetings, visits to venues and suppliers allowed me to see first hand the appropriate way to communicate with staff, colleagues and clients…working in a close team allowed me to comprehend the strains that the long unsociable hours put on members of the team. Also due to the fact this industry is stressful this adds to this effect. The positives that were clearly shown whilst on my placement was that they all adored their jobs and they were all thoroughly committed, which I believe is the most important aspect of a job.” p.williamson

11. Personal - Emotions • (15) Event marketing and management consultancy • “A further lesson I have learned and need to improve on is the ability to relax and look more positive at things at work. I found myself to be a person that comes across as very serious and sometimes uneasy while meeting for the first time. I was surprised when I received this feedback from some of my workmates…I have recognised social and emotional intelligence as a weakness within myself. Previously, I considered myself to have a great understanding of my own emotions. Within the workplace I was able to identify a lack of personal strength to control different emotions that I was going through. It has been difficult to handle very aggressive behaviour of visitors or clients not being happy with the service.” p.williamson

12. personal • (24) Live communications agency • “Three days into my placement, the office manager position became available as the permanent office manager was away for this period…I decided to use this opportunity as a chance to show my capabilities within the company. It was a fulfilling role. I found myself to be confident within this position, and discovered that the staff were willing to provide assistance when necessary…size of tasks increased in both size and responsibility. It is believed that this is a result of me proving my competence. • (25) Computer SME (referring to International conference 3,000 plus delegates in Cannes, France) • “ I felt I had grown as a person over the work experience. I learnt to deal with a range of people, changing my body language and tone of voice in various situations. Overall I learnt a whole range of new qualities. I was given a large amount of responsibility and decision making was a major part of my tasks... I had to make choices and follow them through effectively”. p.williamson

13. Skills development • (16) exhibition organiser • “The key skill I felt I expanded upon was creativity. Working in the marketing field, I had to design posters and leaflets. I managed to enhance my creative thinking o the spot and explain my thoughts through pictures and objects”. • (32) party planning organisation • “It allowed me to work on my time management and time awareness skills. .. The first morning. I did not leave enough time to get ready for my day and travel to he office.. And I was not leaving myself realistic lengths of time to carry out my specific tasks.. I was shocked at the times that different procedures of the organisation and execution of the events occurred, showing me that I had a severe lack of time awareness”. p.williamson

14. Future career • (9) music industry • “My aspirations are to work within the music industry after pursuing my degree. It (the experience) has allowed me to become one step closer in making a name for myself within the industry. It has enabled me too network and give out my card to a lot of famous people. X was so impressed with my contribution that he offered me the chance to work on the American launch of the show and the 2007 Music Awards. Since working with the company, have been motivated enough to structure my own career plan.” p.williamson

15. Bibliography • Bandura, A (1986) Social foundations of thought and action. A social cognitive theory. New Jersey, Englewood Cliffs. • Boud, D, Cohen, R and Walker, D (1993) Introduction : Understanding learning from experience. In: Boud, D, Cohen, R and Walker, D (eds) Using experience for learning: Buckingham, The Society of Research into Higher Education and Open University Press. • Brennan, J and Little, B (1996) A review of work based learning in Higher Education. London, Quality Support Centre and Open University. • Callan, R (1997) Supervised work experience in Europe: a profile of UK undergraduate perceptions. International Journal of Contemporary Hospitality Management, 9, (1), pp 35 – 39. • Fournier, V (1996) Cognitive maps in the analysis of personal change during work role transition. British Journal of Management, 7, (1), pp 87 – 105. • Hughes, E, C (1958) Men and their work, Glencoe, Illinois: Free Press. • Louis, M, R (1980) Surprise and sense making: what newcomers experience in entering unfamiliar organisational settings. Administrative Science Quarterly, 25, 92), pp 226 – 252. • Maher, A (2005) Work experience: The career advantages. Twentieth Annual Placement Advisors for Tourism and Hospitality Conference, London. • Weber, M (1964) The theory of social and economic organisation ,New York, Free Press. p.williamson