ABHI Project: Making the MedTech Industry an attractive career - - PowerPoint PPT Presentation

ABHI Project: Making the MedTech Industry an attractive career option

Chantal Thompson and Latifah Brown, Philips

Agenda

Key Deliverables of the Project

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ABHI context: current practices of ABHI companies and status

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Careers fair: Understanding how the ABHI can best engage high school students and work with school career services to give information about the MedTech industries.

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Grad Survey: Understanding what attracted current graduates in ABHI companies to the MedTech industry and what sources of information did they use to help them make their decision?

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Research: Understanding what best practice looks like in other industries such as accountancy, FMCG, consultancy so the MedTech industry can get early engagement similar to these industries Next steps: Culmination of field-based and contextual research to provide recommendations for making MedTech an ‘attractive’ career option

Summarise: key insights

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Schools: key influence is taken from direct conversations, hence children go to their parents for first opinions on career routes.

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Engagement is high in the sciences, yet knowledge of how they can take this interest forward to develop as a career is limited.

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We need to ensure parents are aware of the opportunities in the MedTech industry as they are key influencers.

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University students: competing companies regarding applications – sources such as the Sunday Times Best companies are highly influential.

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The MedTech industry needs to create a ‘story’ something people can relate to and inspire.

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Leveraging ABHI as a whole could create greater awareness and a greater candidate pool.

The Results Continued….

❯ Direct conversations with parents family members, career events and individual company websites ❯ Educating their first point of resource – PARENTS.

35 5 11 25 20 37 9 14 47 52 10 20 30 40 50 60 Direct Conversation School Career Services Career Websites Career Events Individual Company Websites

METHODS USED TO EXPLORE POSSIBLE CAREER OPTIONS

male female

The Results Continued….

❯ The results show that parents have the biggest impact on career decisions. ❯ What other resources can we use to support decision making?

35 6 37 9 5 10 15 20 25 30 35 40 Parent/Guardian/Carer Other Relatives

WHO HAS THE MOST INFLUENCE ON CAREER DECISIONS

female Male

Graduate survey

Understanding what attracted current graduates in ABHI companies to the MedTech industry and what sources of information did they use to help them make their decision?

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Targeted current graduates, as well as graduates from the last 3 years

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What we wanted to get from them: How did they come to work in the MedTech industry?

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What subjects did they do at school

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What did they study at University – was there any correlation between University degree and subjects studied at school? Or when they did work experience?

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What made them apply to a MedTech-based company?

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Were they applying to other industries and if yes, why?

Essentially: what can ABHI start doing to engage students pre-university?

Graduate survey

❯ Three main go to

• sources. Are they

being used effectively? ❯ Interestingly accreditation lists are still quite popular.

31 31 9 18 17 17 29 1 5 10 15 20 25 30 35

PLATFORMS THEY WOULD USE TO LOOK FOR ROLES

Graduate survey

❯ Again reiterates the influence of parents in decision making process ❯ Also the importance of having those face to face interactions.

20 23 11 16 11 5 14 6 4 5 10 15 20 25

SOURCES OF INFORMATION USED TO HELP MAKE DEGREE CHOICE

Core Team Recommendations

1. ABHI and members need a presence at careers fairs to educate school children, parents and teachers (or careers advisors if they exist)

• DECISION: Are ABHI and member companies willing (in principle) to invest time and $ into this

activity?

• NEXT STEPS: Identify existing channels (national industry career fairs?), identify if there is a

need to do something ourselves (who would we invite?). Decide from any action in this space the follow up activity (depends on success). 2. ABHI (maybe some members but wholly dependant on graduate intake #) need to further educate undergraduates via Milk Round/Prospect

• DECISION: Are ABHI willing to (in principle) invest time and $ into this activity?
• NEXT STEPS: Identify costs and timeframes, resources required.

3. To support above (if we go forward) produce ‘short and sweet’ ‘credit card’ handout to ‘sell the story’ (why, who, career options)

• DECISION: Useful if we go forward?
• NEXT STEPS: BE to get costings and investigate options

Core Team Recommendations (cont’d)

4. Social Media: ABHI to ramp up presence on LinkedIn via blogs, host discussion groups etc

• DECISION: Are ABHI willing (in principle) to invest in this?
• NEXT STEPS: Investigate any costs/compliance etc. Review best practice (Unilever)

5. ABHI website: Work on content – careers information page (industry wide), Tell the story, career

• paths. Can we list the companies that are members? Search Engine – healthcare/MedTech = ABHI?
• DECISION: Can we do some investigation into these topics, but in any event add more (limited)

content to ABHI site? 6. Lobbying: What links do ABHI have into those dealing with Educational Reform? Can we influence a consistent approach in schools? What else? DECISION: 7. Sponsorship: Can ABHI sponsor any external awards? DECISION:

To understand how ABHI can best engage high school students and work with school career services to give information about the MedTech industries

What did we want to find out?

The Results

❯ 72 respondents ❯ Almost an equal split between males and females. ❯ This indicates that the results are representative of both sexes

37 35

GENDER ANALYSIS

Female Male

Careers Event

FINDINGS ❯ Science was the most popular ❯ The Arts was another popular subject OPPORTUNITIES: ❯ Careers events leading to influence

• n work experience

5 1 3 14 4 2 4 3 1 3 5 13 2 6 3 3 2 4 6 8 10 12 14 16

FAVOURITE SUBJECT

Male Female

Students were asked what their favourite subjects were…

What are schools implementing now and how can we contribute?

‘Meaningful Employers’ Year 10 Interview days Year 12 work experience

• ‘Careers Programme’
• From Year 7 through to Year 11
• Employers promote their brands

and industries

Recommendations…

School interest in the sciences is high, however school interest in med tech is limited We need a means of engaging students at a critical time when they begin to consider their future careers Face-to-face dialogues The results show that children thrive off face-to-face dialogues: they currently go to their parents and teachers as a first resource. How can we change? Other resources have more influence The careers network that is currently in place can give options to what is available, but the content will not inspire kids to take this further.

Recommendations…

Having a defined clear career path Potential talent want to know how they can progress, timescales and what they need to do to ensure it happens. Face-to-face dialogues The results show that at a-level/university level that these face-to-face dialogues are even more important as it a critical point in their career path Engage potential talent through the right mediums We need to ensure we give potential talent the information on the industry and the

• pportunities using the right mediums.

The Results

❯ 38 respondents ❯ Equal split between males and females. ❯ This indicates that the results are representative of both sexes

19 19

GENDER

male female

The results

❯ Reiterates the science engagement levels found at high school level ❯ Interestingly Maths, Science and Business Studies are quite popular

3 12 8 3 16 22 7 13 2 5 10 5 10 15 20 25

SUBJECTS STUDIED AT FURTHER EDUCATION LEVEL

The results

❯ Two standout degree choices ❯ Are we missing

• ut on talent?

10 13 4 2 2 7 2 4 6 8 10 12 14

DEGREE STUDIED AT UNIVERSITY

What would you like to see more of that is not currently available to applicants?

Three key overarching themes: ❯ Wanting to know what the job is really like from the people currently doing it ❯ Structured career path ❯ Accurate job descriptions

Accurate and detailed job descriptions that are actually representative of the role that the applicant will be doing on a day to day basis. Also job descriptions that make it clear the focus is on learning quickly and adapting to the new role and not experience Testimonies from current employees who work in those specific departments to give information on the day to day activities and what the business is like to work for A clear structured career progression path with

• bjectives to up-skill over

time

What would you like to see more of that is not currently available to applicants?

Clear career progression ladder Case studies

• n successful

graduates 3 month rotation in another country Opportunities to get experience across many different business areas More branding and social media presence Information on different areas that health tech covers More detailed information on the job itself that make it seem less confusing Percentage of graduates offered a job after completing the scheme professional development Standard job interview that doesn't involve an assessment centre or group task Taster Days Roles where experience isn't necessarily essential (as listed in job description) Varied graduate roles with clear qualifications/

• bjectives to

up-skill over time Rotational schemes Occupational Psychologist roles Example projects that grads have worked on in the past Accurate and detailed job descriptions Testimonies employees on day to day activities Social events for grads

81% of respondents had no prior experience of working in the med tech industry. 90% of the respondents who didn’t have experience working in the med tech industry were also applying to roles in other industries with only 10% specifically applying for roles in the med tech industry alone Between the 90% of the respondents who were applying to other industries they applied to jobs 25 different industries. Top 3 1. Automotive 2. FMCG 3. IT The remaining 19% had gained experience in the med tech industry through a placement or internship 67 % found their placement or internship through the university careers services or tutor. 33 % found their placement or internship themselves

Government STEM initiative – is it working?

Key Flaws in the Initiative

❯ The Government does not currently gather robust intelligence on the STEM skills issues it has already started to address ❯ Government does not have a stable and consistent set of definitions for STEM, in either an educational or a work context. ❯ Government is starting to improve coordination on STEM and address past incoherence.

The performance of the education pipeline in delivering STEM skills

❯ Existing evidence indicates that there is a STEM skills mismatch rather than a simple shortage. ❯ Enrolments in undergraduate STEM courses have fallen slightly since 2011/12, and in subjects where there has been growth this appears to reinforce reported skills mismatches ❯ According to longitudinal research, of the 75,000 people who graduated with a STEM degree in 2016,

• nly 24% were known to be working in a STEM occupation within six months

❯ Females are under-represented in most STEM subject areas at every stage of the STEM skills pipeline.

Research

Understanding what best practice looks like in other industries such as automotive and FMCG so the MedTech industry can get early engagement similar to these industries

The ‘Unilever Future Leaders Programme’ attracts around 250,000 applications for 800 hires in 60 countries each year.

Best practice learning from Unilever

❯ Their flexible recruitment process is quick and interactive enabling candidates to benefit from two-way feedback at every stage. ❯ It has been shortlisted for Best Recruitment and Talent Management Initiative at the CIPD People Management Awards 2017. ❯ Their current graduates help to recruit their new intake to the programme. ❯ They use a strong LinkedIn presence to engage potential talent ❯ In addition to this they have a dedicated graduate blog further engaging potential talent.

It is a global industry, in which the UK is a key player – it is the second largest producer

• f luxury vehicles, behind Germany.

What makes this industry so attractive?

Best practice learning from the automotive industry

❯ The automotive industry is seeing a move towards smart cities and autonomous, connected and electrified (ACE) vehicles. ❯ There is a key focus on reducing carbon emissions. ❯ In the premium automotive sector, infotainment systems are very important.

The industry is creating a story, something people can relate to and want to be a part of. The Medtech industry has this potential too!

Thank you for listening. Any questions?