Graduate Recruitment Newsletter

Graduate Recruitment Newsletter 2023

CONTENTS Welcome – Prof. Diane Grayson

Meet the Team – Career Development Services Job skills for the 21st Century – Prof. Barry Dwolatzky Core skills that graduates should develop – Raj Naran The power within is the power to overcome – Dr Selina Ntoampe The future of the accounting profession – Yaeesh Yassin The importance of EQ in the workplace – Shameen Naidu Reasons to pursue postgraduate studies – Raj Naran How to master a video interview – Marita Cloete Psychometric Assessments in the selection process - Raj Naran Universum survey feedback Making the most of recruitment agencies and LinkedIn – Raj Naran GRAD Corner – showcasing Wits Young Alumni Entrepreneurs Career Development Services CCDU News The GRP Ambassadorship Programme

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WELCOME Foreword

Prof. Diane Grayson Senior Director: Academic Affairs, Wits University Over the past few years the world of work has been undergoing fundamental changes, and will continue to do so in the years ahead. The fourth and fifth industrial revolutions are changing the kind of work that gets done, the skills needed to do various kinds of work and even whether the work is done by humans or machines. The “gig economy” - people who are self-employed doing work as independent contractors for companies and organisations on a per-job basis- has grown enormously. Since the COVID-19 pandemic began, more and more people are working remotely or in a hybrid mode, while having to learn new skills.

Gone are the days when graduates can prepare for a single career for their lifetimes. Today’s graduates will have a number of careers and a number of jobs, many of which do not even exist yet. They will have to be life-long learners, adapting, gaining new knowledge and skills all the time. They will have to learn to be their own “brand”, finding ways to identify and market themselves to potential employers or clients.

That doesn’t mean that all the professions we know today will disappear. There will still be engineers, teachers, health care professionals, lawyers, social workers; there will always be artists, musicians, designers, innovators. But the way of working, the specific knowledge and skills needed for work, and the designations given to specific types of work will change.

In our Wits Learning and Teaching Plan 2020-2024 we said that, “Wits seeks to engender the following attributes in all of its students: • Awareness of the imperative for development to be environmentally sustainable, • Concern for social justice and the dignity of all people, • Ability to engage critically with diverse perspectives and sources of information, • Commitment to high ethical standards, • Recognition of the importance of humaneness and compassion in addressing social and technical issues, • Capacity for creative expression and innovation • Thirst for “knowledge” These attributes will help Wits graduates thrive in a fast-changing and uncertain world. Some of them will be developed or enhanced by participating in activities outside of the classroom - through societies, clubs, volunteer and service work, leadership roles, sporting and cultural activities, internships, mentoring, tutoring and many other activities. When I was an undergraduate science student (last century!) I sang in the university choir, attended student art exhibitions, participated in two student theatre productions, taught maths at night school to adults without matric, tutored first year maths, belonged to the Community Service Club, and participated in a student religious organisation! (I didn’t do ALL of these activities every year all year - some were in one year only or just for a limited time, otherwise I would have failed my courses!)

It is important for you as a student to take the initiative to develop yourself holistically. Record your achievements, your involvements, your activities beyond your formal courses on your CV. Not only does this help you grow as a well-rounded person, but it also helps increase your employability when you can demonstrate your uniqueness in a highly competitive world.

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MEET THE TEAM

Bongi Ndlovu - Graduate Recruitment Officer

Rotakala Sadiki - Career Practitioner

Lindiwe Cili - Career Practitioner

Simple Malatjie - GRP Intern

Gcina Mgcina - GRP Assistant

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JOB SKILLS FOR THE 21ST CENTURY

Emeritus Professor Barry Dwolatzky Director: Joburg Centre for Software Engineering (JCSE) Former Director: Innovation Strategy, Office of the DVC: Research & Innovation, Wits University Prof. Barry Dwolatzky sadly passed away in May 2023. The Counselling and Careers Development Unit at Wits University would like to acknowledge and extend our gratitude for his consistent support, accessibility and contribution to student development services, and to the Graduate Recruitment Programme over the years. It was indeed an honour to have worked with Prof Dwolatzky and he will be missed.

In 2016 a new phrase entered our vocabulary. The term “Fourth Industrial Revolution” - abbreviated to 4IR-was suddenly on everyone’s lips. Politicians, business leaders, and a variety of experts, made speeches, wrote articles, and provided advice on how 4IR was about to change everything. School leavers worried about what they should study, and those in employment worried about whether they would soon be replaced by robots. In this article I will unpack some of the facts and myths about 41R. I will also provide some advice and reassurance to graduates as they prepare to launch themselves into the world of work in the 21st Century.

The story starts with Dr Klaus Schwab, President and Founder of the World Economic Forum (WEF). WEF is a think-tank that brings together leaders in many fields. WEF’s major annual event takes place in January in Davos, a small town in Switzerland. In 2015 Klaus Schwab wrote a book with the title “The Fourth Industrial Revolution” and in 2016 this became the theme at the WEF meeting at Davos. In the book Schwab wrote about a host of new technologies - most of them digital - that had the potential to change the world. These include artificial intelligence (Al), the Internet of Things (loT), Big Data, robotics, neuro technology and gene editing. He saw these technologies coming together to trigger a major technological revolution that would have as much impact as previous industrial revolutions. Historians have identified (at least) three previous industrial revolutions driven by the invention of new technologies - steam power in the 1700s, electricity in the late 1800s, and the digital computer in the 1900s. Schwab announced that we were now entering the fourth industrial revolution.

While I certainly see the potential for these new technologies to profoundly change the world, I personally believe that it is a bit too soon to speak of a new industrial revolution. I see the changes that are happening as “evolutionary” rather than “revolutionary”. None of the technologies that drive the so-called 41R are particularly new. Most of them have developed and matured relatively slowly over the past few decades. The ways in which these technologies are used, and the skills required to use them have also evolved over the same period of time. The word “revolution” implies a sudden, disruptive and somewhat unexpected change, and this has not-yet-happened.

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What this means is that we should not be sounding the alarm bells. Rather than speaking about 4IR we should be focusing attention on how best to deal with constant change. This is particularly important when we think about skills, jobs and work.

An important force in the world today is “digital transformation”. What this means is that digital technology is changing the way organisations operate. An example that is often mentioned is the company Kodak.

In the 20th Century Kodak was the world’s leading company in the field of photography. It sold analogue cameras and a range of chemicals, paper and film that made photography possible. It had about 90% of the world market. In the early 2000s Kodak made a huge strategical blunder. It failed to transform its business in response to the rapidly emerging technology of digital photography. In 2012 it filed for bankruptcy-In other words it went broke!

Companies and other organisations, both large and small, are currently under pressure to digitally transform.

And as they transform the definition of a “job” is starting to change.

As our recent experience with COVID-19 has shown, work is no longer about sitting in an office for a fixed number of hours each week. A job is not defined by the number of hours you sit at your desk each day. Jobs are becoming more flexible, and the “workplace” can be at a desk at home or sitting at a table in a coffee shop connected to your laptop. Digital technology-cell phones, Wi-Fi and software on the cloud - has made these new ways of working possible. And as a “job” gets broken down into tasks that can be done by people distributed across a city, a country or the world, the very nature of what it means to be employed begins to change. People now talk about the “gig” economy, in which skilled workers make a living by doing tasks- or “gigs” - via the Internet.

What does this digitally transformed world mean for those who are acquiring skills and preparing themselves for “work” in the 21st Century? I believe that there are 4 key competencies, or “outcomes”, that a university graduate should have in preparing themselves for the current and future world. These are: • • • •

a firm foundation of ‘core’ knowledge; knowing how to learn; the ability to communicate effectively; knowing how to sell.

The first three are self-explanatory while the last one sometimes surprises people. I strongly believe that everyone needs to proactively ‘sell’ themselves and their ideas and that there are specific skills and competencies required to do this. While some people might have a natural flair for ‘selling’, others need to be taught how to do it effectively.

Achieving these outcomes requires a context which might be anything from English literature or philosophy to dentistry or architecture. I’ve devoted my life to educating engineers in a university environment. My discipline is software engineering which at Wits University is taught as a stream (called the “information engineering” option) in the School of Electrical & Information Engineering.

For me the context for helping students achieve those 4 outcomes is software engineering. Within the discipline of software engineering students need to lay a firm foundation of core knowledge-physics, maths and computer science principles upon which software engineering practice is built.

Students are shown how to deal with new methods and technologies - how to learn without being spoonfed by a teacher. They learn to communicate about software engineering issues in both written and verbal forms. Finally, they work in teams and are encouraged to present (i.e. ‘sell’) their ideas and convince othersinside and outside the team - to take their contributions seriously.

My advice to young people setting off into the world of the 21st Century is that achieving the outcomes listed above are far more important than the actual context in which you learn them. Someone studying for a general undergraduate qualification in any discipline in science, commerce or the humanities at a good educational institution, such as Wits, should get to learn how to learn, to

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communicate and to “sell”, i.e. the last 3 generic outcomes. Whatever they study lays the foundation for the core knowledge that they will constantly add to as their career progresses.

Finally, don’t fear the arrival of the Fourth Industrial Revolution. If and when it comes make certain that you are ready to play a role in setting its direction. It is in our power to use technology to shape the world, rather than allowing the world to be shaped by technology.

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CORE SKILLS THAT GRADUATES SHOULD DEVELOP Raj Naran (Career Practitioner, Counselling & Careers Development Unit, Wits University) The Core skills for life and work in the 21st Century is a set of non-technical skills, such as social and emotional, cognitive and metacognitive, basic digital skills and basic skills for green jobs, transferable across occupations and professions, as well as between low- and high-level jobs. Both core skills and technical skills are required by individuals, if they are to become employable, manage their careers in a fast-changing world of work, use digital technology at work and in everyday life, achieve life goals and contribute to their own wellbeing and that of their community.

(International Labour Organization, 2021, p. 27) The ILO document goes further to identify four categories of core skills that include: • Social and emotional skills • Cognitive and metacognitive skills • Basic digital skills • Basic Skills for green jobs Let’s unpack these to establish their significance for the South African graduate, and more specifically, the Wits Graduate.

1. SOCIAL AND EMOTIONAL SKILLS These terms should not be new or overwhelming. Many of us have encountered these in various forms of literature, media and guides for development. They relate very strongly to concepts such as “emotional awareness”, “self-awareness” and “diversity awareness”. Key to the development of social and emotional skills are: 1.1. Communication: Listening effectively, in a non-judgemental manner to capture meaning; putting one’s thoughts and ideas across effectively; and being able to exchange information or express ideas, thoughts and emotions in a range of situations for a range of purposes.

This is indeed a tall ask! However, it is always worth remembering that all of it does not need to happen in a day. The development of effective communication skills often requires a lot of skill development and behaviour change that can only happen incrementally. The important thing to bear in mind is that one should always be aware of the feedback received and ways in which the gaps or weaknesses can be addressed.

1.2. Co-operation and Teamwork One’s capacity to operate or work effectively in diverse teams is often dictated by one’s capacity for co-operation and teamwork. This usually calls on individuals to relate in ways that demonstrate respect for team members, shared responsibility for outputs, and shared accountability for outcomes. Viewpoints of others should always be treated with respect and empathy while, at the same time, the difference of others should always be acknowledged and respected. Successful participation in a team would generally always be demonstrated through trying to achieve the goals of the team co-operatively.

1.3. Conflict Resolution and Negotiation A strong sense of self-awareness usually goes a long way to helping one deal with conflict and negotiating difficult situations in a constructive way. The workplace, like every situation 10

in life, will not always provide options that suit us entirely and there will always be some need to compromise and focus on the bigger picture. Compromise, of course, is not an option when it calls on the individual to cross ethical boundaries. It is generally best to make use of strong and well backed up arguments to resolve disputes rather than emotional outbursts.

1.4. Emotional Intelligence Our capacity to communicate, work in teams, and resolve conflict will always depend on our level of self-awareness or emotional intelligence. A strong sense of emotional intelligence will certainly play a big role in helping us to manage our emotions as well as the emotions in others. Emotional intelligence while highly valued, is usually developed over time through exposure to self-development exercises and experiences that make us aware of our shortcomings or blind spots. An openness to learning and feedback plays a vital role in the development of emotional intelligence.

2. COGNITIVE SKILLS DEVELOPMENT “Cognitive factors in learning involve various cognitive components like attention, perception, executive function, and reasoning. It also involves various strategies that one uses to learn something. On the other hand, metacognitive factors involve the monitoring and evaluation of cognitive factors. Metacognition is the ability that enables us to implement the most effective and efficient strategy to learn.

(Tech and Engineering, 2023) The range of skills referred to here is very wide indeed. Some of these would probably have been developed during our formative years at school and then university, while others will be developed through participation in extracurricular and workplace activities.

Some of the cognitive skills that come to mind include: • Language competency • Numeracy • Health awareness • Financial awareness • Cultural and civic awareness This list is by no means complete and it is unlikely that a new graduate, or anyone else for that matter, would master all of these. Nevertheless it is always necessary to be aware of gaps in one’s skills profile and to actively work towards addressing these. Language competency, for example, will enhance your capacity to communicate well in meetings, converse with clients and present well.

One should, without becoming obsessive, also reflect on how one learns, acquires, and utilises various learning techniques. Some aspects of thinking and learning that come to mind here include: • • • •

Self-reflection and learning to learn Analytical and critical thinking Planning and organizing to achieve a goal and Career management

Feedback from more experienced, knowledgeable, and supportive individuals through individual feedback and training and experience can help to develop the metacognitive skills needed to succeed in the workplace.

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International Labour Organization. (2021). Global framework on core skills for life and work in the 21st century. Geneva: International Labour Organization.

Tech and Engineering. (2023, February 20). Retrieved from Study.com: https://homework.study. com/explanation/what-is-cognitive-and-metacognitive-factors-in-learning.html

The power within is the power to overcome

By Dr Selina Nnana Ntoampe, author of Born to Conquer

I always find it so amazing that all of us are born winners and whether we win or not depends on how we respond to our life situations. As they say, life is about 10% what happens to us and 90% how we respond. When I started at university, something tragic that had a potential to be a huge stumbling block happened in my life. Before I share that with you, let me give you a brief background on my life. I am the only child from my mom and dad. My dad passed away while I was a baby therefore most of my life, I spent with my mom.

During the December holidays, while I was in my first year of study, my mom got very sick and unfortunately passed away after a short illness. Being the only child at home, and having lost my dad already, my mom was my sole provider. Needless to say, when she passed away my whole world as I knew it shattered! Now you will understand why I mentioned earlier that whether we win in life or not depends on how we respond to our life experiences and situations no matter how bad it is.

At this point in my life, I had to make a choice. Actually, this was a turning point for me. Was I going to lose myself in this pain and forget all about my life and dreams, or was I going to fight to get over the pain and pick up the pieces and continue with my studies? If I failed to get over this loss in my life and dropped out of university, people around me would have understood. I mean it would have made sense, after all this was a very good reason to give up. But I had to decide ‘do I become a victim or a victor?

A lot of times we become prisoners of our own circumstances and we lock ourselves in our circumstances and throw away the key only to get bitter when we see our peers succeed. Making excuses is one way we let our lives pass by and that’s how we throw our dreams out the window.

On the other side of the coin, choosing to overcome while you are angry, confused, frustrated, hurt, mourning, disappointed or feeling any negative emotion is the only way to redirect your energy to the path you truly desire. Using the negative emotions, you feel during difficult times as a fuel towards your dream is the only way you can win and rise above any situation.

Back to my story. While I was mourning the loss of my mom, I was very tempted to throw in the towel. That was actually the easiest way out. But was that ever going to be the best decision of my life? Not even close! The thing is if you want to make an impact in life and succeed, you need to push through the storms and just keep moving. As Martin Luther King says, ‘if you can’t fly, then run, if you can’t run then walk, if you can’t walk then crawl, but whatever you do, you have to keep moving forward.’

Sometimes we undermine ourselves and the power we have. When I started, I mentioned that we were all created to win! Do not let your circumstances or challenges fool you into thinking you are powerless. Be careful how you respond to any challenge you face, because all challenges are meant to shape you. You may not be able to control what happens, what others say or even what they do but the one person you can control is you! Take your power back because you do have that innate power within you! Take charge of your life, take charge of your studies, just take charge!!

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Don’t wait for any other time. Actually, you are the one you’ve been waiting for. If you are studying for 1 hour and you are not happy with your results, put in another hour. If that still doesn’t work put another two hours, then another three hours until you get it right. And this goes for any area of your life even beyond your studies. My point is, put an effort in everything you do! Be determined, be disciplined to walk your journey the way you see fit to get to the destiny your heart desires! No one is going to live your life for you. You have to make that choice! And at the end of the day, if you fail, you have no one to blame but yourself. Take responsibility, be accountable and see if life won’t reward you!

THE FUTURE OF THE ACCOUNTING PROFESSION Prof. Yaeesh Yasseen To many it may seem that accountants are becoming obsolete as the role of technology becomes more prevalent. Although the demand for traditional auditing and bookkeeping skills may be declining, the role and skills that a competent accountant should have to remain relevant and effective have evolved. Gone are the days of bookkeeping and payroll as an accountants’ primary role. Advancements in technology have resulted in greater opportunity and growth in the field.

Where there are advancements in business entities and technology, there is almost always a place for the accountant skill set. Advancement of technology means that less time needs to be spent on rudimentary tasks such as bookkeeping and verifying information. Instead, the accountant can focus on value-adding activities such as strategic business advice. Technology has made it easier to provide such advice due to the Big Data and sophisticated information processing systems.

Detailed analytics and statistics are available that would not previously have been possible. This is just one example of where technology is supporting the accounting function rather than replacing it. Not only is technology allowing auditors to focus their attention on activities of higher value, but it is also allowing increased assurance to be obtained on audits. In the past, samples were used to obtain reasonable assurance that financial statements were free from material misstatements.

Technological advancements have made it possible to move away from sampling and towards complete testing and a more absolute level of assurance.

People believe that within the next few years, the accounting profession will become obsolete, however there will always be a reliance on someone to verify the accuracy of the reporting of entities. This might change from normal accounting numbers to more environmental accounting such as carbon dioxide emissions or water usage. But the bottom line is that the public will require someone to verify and give them some level of trust in the reported numbers. This sort of trust will be given by the accountants and auditors.

Technology should be embraced rather than feared. SAICA is one of the institutions that have taken such a stance. SAICA, in their CA2025 program have developed a broad spectrum of competencies that a CA(SA) should have to remain relevant. These competencies place an increased focus on digital and business acumen allowing accountants to effectively manage and leverage off digital disruptions. There is also an increased focus on ethical and strategic objectives. This is reflected by the statistics show that there has been an increase in demand for accountants in recent years.

The demand is expected to increase in the future despite changes in technology and the business environment.

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THE IMPORTANCE OF EMOTIONAL INTELLIGENCE FOR THE WORKPLACE Shameen Naidu (Psychologist, Counselling & Careers Development Unit, Wits University Emotional Intelligence refers to the ability of being aware of your own emotions, and having an awareness of the emotions of others.

Examples of high EI/EQ includes: • • • • • • •

Understanding your own emotions Picking up on others’ cues Managing your responses/reactions to others Being appropriate in social situations Developing relationships Treating others well Helping others manage their emotions

What does this mean for the world of work?

On the job, people with higher emotional intelligence excel at: • • • • • • •

Staying calm under pressure Resolving conflict effectively Behaving with empathy Leading by example and being able to influence others Building and developing your skills further to be able to transfer them to new tasks Taking initiative and building a track record of success Those with high levels of Emotional Intelligence delegate more effectively and more emphatically • Increasing our Emotional Intelligence makes us better employees, leaders, colleagues and teammates In addition, having EQ allows you to manage your career as you continue to grow and develop further.

You more easily recognize your interests and skills, and you have a greater awareness of your personality and how this affects what you do, what you like, and how you do things. This includes understanding your values and being able to motivate yourself.

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REASONS TO PURSUE POSTGRADUATE STUDIES Raj Naran, Career Practitioner, Counselling & Careers Development Unit, Wits University For many students on the brink of completing their foundation or bachelors degrees, the option of whether to pursue postgraduate studies can be somewhat confusing. The thought of whether to pursue a postgraduate study option may, for many, not have occurred until the final year of their foundation degrees when the question “What is my next career goal?” becomes more urgent.

As with all career decisions, there are often pros and cons, and one should look at both perspectives. In some instances, a postgraduate study option may be necessary for professional recognition, and the route for students in such degrees is often much clearer. This is the case for students looking to qualify as chartered accountants or psychologists for example. For many though, especially students who have completed general degrees in the humanities, sciences, or commerce, the postgraduate study option will require some thought, research, and a cost-benefit analysis. Let’s examine some of these.

Will a postgraduate qualification improve my job prospects?

In some career fields, a postgraduate qualification is prerequisite. These include chartered accounting, psychology, architecture, university lecturing, and research amongst others. The route for students on such a trajectory is usually clear and the steps to follow are usually regulated by professional bodies. For many though, especially those doing general 3-year degrees, the postgraduate option can be in a range of fields or disciplines, and these do not necessarily have to be directly related to the undergraduate degree or majors that the student has done. There is a significant range of postgraduate study options that are accessible from a wide range of undergraduate degrees or majors.

In either case, a postgraduate qualification will provide you with more specialist knowledge, information processing skill, and transferable skills. These attributes won’t necessarily lead you directly to the perfect job, but it will help you to position yourself as an expert in your chosen field. (The benefits of studying a postgraduate degree, 2021). Stacey Vorster, a former Wits student, says “I have left my postgraduate studies with something I didn’t realise I needed – the confidence to claim my knowledge, the confidence to demand credibility and recognition” (Vorster, 2015, p. 106).

In short, having a postgraduate qualification in a specialist area, while not a guarantee that one will get the desired job, will be viewed positively in the recruitment process and will also enhance the confidence and skill level of the graduate.

Does my postgraduate qualification need to be a progression from my undergraduate degree?

If you have a special interest in pursuing a postgraduate programme in one of your undergraduate majors or specialisations, the likelihood is that you will continue with these at postgraduate level.

However, it is not at all unusual for a student, after completing a degree in one specialisation or major, to move onto a postgraduate programme that is not directly related to their undergraduate studies. Life experience, increased understanding of the various career paths and study options, as well as a stronger awareness of the job opportunities in the economy all play a role in how we develop our careers. This in turn influences the decisions we make when choosing postgraduate study options.

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There are many postgraduate programmes that do not require a specific undergraduate specialisation or major. Some examples at Wits include: • Wits Business School: various study programmes in business management.

• Wits School of Governance: various study programmes in public and development management.

• The Faculty of Humanities & Education: examples include journalism and publishing studies.

• The Faculty of Science: examples include postgraduate diplomas in environmental studies and data science.

The list above is by no means complete. For more information on postgraduate study opportunities offered at Wits, students are urged to consult the relevant Faculties at Wits. Always bear in mind that one does not always have to choose a postgraduate study option in the same faculty that the undergraduate programme was done. The Counselling & Careers Development Unit at Wits can also assist students in clarifying career goals and identifying postgraduate study options.

Is everyone suitable for postgraduate study?

While postgraduate studies offer a range of benefits in terms of personal and career development, increased specialisation, and enhanced confidence, not all graduates desire or are suitable for this career trajectory. Individuals cope with academic learning differently, with some finding it stimulating and achievable, while others preferring to focus on skills and experiencebased development. Ideally, people should think about their development in terms of their own interests, preferences, and resources, and make decisions that would suit them best. Where there is uncertainty, utilise the services of the Counselling & Careers Development Unit, The Faculty Offices, Student Enrolment Centre. Talk to postgraduate students, programme co-ordinators in the academic schools and individuals who are already in the world of work.

Campbell, K. (2023, Feb 3). What are the Advantages of Doing a Postgraduate Degree? Retrieved from https://universitycompare.com/: https://universitycompare.com/advice/postgraduate/ postgraduate-advantages.

1. Hurcum, O. (2022, January 14). 10 Reasons Why Postgraduate Study Might Be Right For You. Retrieved March 16, 2023, from QS Topuniversities: https://www.topuniversities.com/blog/10reasons-why-postgraduate-study-might-be-right-you.

2. The benefits of studying a postgraduate degree. (2021, September 22).

Retrieved from 2. Nelson Mandela University: https://postgraduate.mandela.ac.za/Aim-HigherBlog/September-2021/The-benefits-of-studying-a-postgraduate-degree.

3. Vorster, S. (2015). Seize the opportunity : The Wits graduate recruitment programme 2015.

(R. Naran, Ed.) Johannesburg: The Counselling & Careers Development Unit, University of the Witwatersrand.

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How to master a video interview Marita Cloete, Manager: Audit Staff & Resourcing, RSM South Africa

COVID19 has brought numerous changes to the workplace. The way we conduct interviews is one of them. Gone are the days where you arrive at the doorstep of a potential employer with sweaty hands. You will now be interviewed in the comfort of your own safe environment.

Video interviews are new to most of us and, like any other interview, can still be nerve wrecking.

Here are a few tips to help you master a video interview.

• Stable internet connection: Make sure you have a stable internet connection to avoid poor sound and picture quality.

• Mock interview: Conduct a mock interview with a friend beforehand to test your connection, sound, picture quality and give yourself a feel for what to expect.

• Avoid a distracting background. Frame yourself in the best light and select a background that conveys an image of professionalism. If this is not possible, a plain wall will also work.

Make sure that no one will walk past behind you during the interview.

• Turn off applications on your laptop. Make sure message alerts do not pop up and distract you during the interview.

• Switch your cell phone off before the start of the interview.

• Give your full attention to the interviewer.

• Minimise background noise: Make sure you sit somewhere where you will not be disturbed as background noise can interfere with your concentration and distract your interviewer. Life happens, but let your parents, friends, children, siblings, and dogs know that you do not want to be disturbed.

• Look the part: This is not the time for your T-shirt and tracksuit pants. Dress professionally.

• Introduce yourself: Be ready to introduce yourself at the beginning of the interview.

• Make eye contact: Ensure that you look directly into the camera when you speak, rather than at the picture of yourself or interviewer. This can feel unnatural, but practise makes 19

perfect.

• Watch your body language: Avoid crossing your arms, hunching your shoulders or resting your head in your hand. Adopt a posture that is relaxed and remember to smile.

• Ask some relevant questions when afforded an opportunity at the end of the interview: It’s important to show your interest in the company and show the employer that you want this job.

• Be yourself, take part in the interview and remember it may also be a new experience for the interviewer.

Good luck!

Dealing with psychometric assessments in the selection process Raj Naran, Career Practitioner, Counselling & Careers Development Unit, Wits University

What should the candidate expect?

Students participating in the Graduate Recruitment Programme, or any other job search process, are often confronted with the selection process that goes beyond the basic application form, online application, curriculum vitae or the interview. For many positions, candidates may be required to participate in case studies, psychometric assessments, and situational exercises amongst others.

What do these assessment exercises aim to establish? How does one prepare for these exercises? Is there a sample of the assessment available? These questions often confront applicants in their quest to do well in the selection process. This article will briefly outline the nature of psychometric assessments to give students some idea of assessments used in the selection process and how best to prepare for them.

The traits that psychometric assessments are frequently used to assess include: • Personality • Abilities • Competencies A wide range of tools are available to assess traits in these areas. The overall idea behind using psychometric tools is to provide the recruiter with a more complete picture of the candidate so that the most suitable match can be made between the candidate and the job.

Several questions arise when students are confronted by psychometric assessments.

Some are discussed below: • Will the decision to offer me the job depend on by performance in the assessment?

Assessment results are often taken into consideration when selections are made.

However, it is unlikely that the recruiter will only consider performance in the assessment.

The interview, academic performance and relevant experience will all be looked at before decisions are made.

• Can I get a copy of the assessment questionnaire to prepare myself?

It is generally not ethical practice to make available assessment tools to candidates before 20

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the actual assessment. If you are concerned about the content of the assessment tool, the person administering the tool will usually give you an introduction to help you settle in. Most psychometric assessments also make allowance for a few sample items to help candidates familiarise themselves with the nature of the assessment. Currently, most assessments would be administered online, and explanations and sample items would usually be built into these assessments.

What would be the best way to approach the assessment?

The best preparation is to attend or do the assessment when one is well rested and motivated. If you need to do the assessment at a special assessment venue, be sure to arrive at the venue at least fifteen minutes early and try to clear your mind of any other worrying issue as this could affect your responses to some assessment items. If you are doing an online assessment, do ensure that the room you are using is free of distractions. A tidy room, free of outside noises and interruptions, usually works best.

What will happen if I fake answers?

This is never a good thing to do. Many assessment measures are designed to include mechanisms to identify socially desirable responses. In other words, responses that present the candidate in a favourable light. Providing responses that are dishonest can do more harm to your integrity than good.

Are assessment questions based on right or wrong answers?

This usually depends on what the assessment is designed to measure. Ability tests usually require specific responses, i.e., right answers. Personality assessments on the other hand, do not have right or wrong answers. Candidates are frequently called upon to do an assessment battery that covers both ability and personality assessments.

Will all assessments be psychometric? i.e. devised on the basis of sound psychological principles?

No. Recruiters could use any of a wide variety of assessment tools. The “leaderless group” is one such example. In this case candidates are divided into groups and given a task to perform or a problem to solve. Each candidate’s behaviour and the roles they play in the group are observed and scored according to a pre-determined scoring system.

What is the best way to approach a psychometric or other assessment?

The best approach to psychometric assessments is to tackle them with an open mind. Do not have too many preconceptions and pay careful attention to the instructions given, Always be aware of your rights in respect o psychometric assessments. The information obtained from an assessment should be confidential and should only be used for the job selection process.

Psychometric assessments are meant to select appropriate candidates for jobs.They are not intended to exclude people from opportunities.

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MAKING THE MOST OF RECRUITMENT AGENCIES AND LINKEDIN Utilising Recruitment Agencies and Platforms For most students, the scope of the job search extends beyond organisations that actively recruit on campus. While the organisations that recruit on campus during the Graduate Recruitment Programme are often larger, seemingly more desirable, and it is certainly important to engage with these organisations, it is vitally important that the students who are serious about securing employment extend the job search beyond the Graduate Recruitment Programme and the Wits Campus.

Some of the most common sources of access to jobs include: • Social Network • Employer Vacancy Websites • Online Job Search Engines • Recruitment Agencies • LinkedIn and similar platforms The first two are often less complicated and will usually entail some knowledge of the organisation or job through a trusted contact or background of an organisation.

It can, however, be a daunting exercise to understand which recruitment agencies or search engines have integrity and can be trusted to behave in an ethical way that complies with the labour legislation intended to protect the job seeker. Fortunately, there is some light at the end of the tunnel.

The Federation of African Professional Staffing Organisations (APSO) plays an important role in the monitoring and improvement of the labour recruitment sector, and visiting their website will give you some idea of who is certified and complies with the necessary formalities to operate as a recruitment agency (this includes online job search engines) in South Africa.

Two important criteria for assessing the integrity of a recruitment agency are: 1. PEA Certification: Ensure that the agency that you are dealing with has a valid PEA certificate (Private Employment Agency Certificate) which is issued by the Department of Labour and needs to be renewed every two years.

2. APSO Membership: Check whether the agency is a member of the Federation of African Professional Staffing Organisations (APSO). APSO is affiliated to the International Confederation of Private Employment Associations (WEC) and is also associated with various other bodies aimed at improving professionalism in the sector and enhancing the ethical behaviour of its members. More information about APSO can be obtained from the website, https://apso.org.za/apso. Job seekers are advised to visit the APSO website to obtain details of the various recruitment agencies.

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According to an article in Compujobs (Bastick, 2022) by David Bastick, published in November 2022, the 10 Best Job Search Websites in South Africa are: 1. CompuJobs - https://www.compujobs.co.za/ 2. Pnet - https://www.pnet.co.za 3. Executive Placements - https://www.executiveplacements.com/ 4. CareerJunction - https://www.careerjunction.co.za 5. Careers24 - https://www.careers24.com 6. Indeed - https://za.indeed.com/ 7. Bestjobs - https://www.bestjobs.co.za/ 8. jobs.co.za - jobs.co.za 9. JOBVINE - https://www.jobvine.co.za/ 10. Grabjobs - https://grabjobs.co/southafrica While the list above, gives one some idea of the players in the field, it is by no means complete and many other job search engines are in operation. Some examples include Career Jet, Job Mail, Job Space, and Recruitment Direct. Job seekers are encouraged not to restrict their search to the sites listed in this article.

LinkedIn It would be amiss to talk about utilising recruitment agencies without referring to LinkedIn as tool in the job search and personal branding space. People are prone to lumping social media and LinkedIn into the same pot. While there is a common area to general social media platforms and LinkedIn, the latter has a much greater focus on professionals and does more than just enable the job seeker to search for openings (Clark, 2022).

Clark (Clark, 2022) goes on to identify the following reasons why every student should be on LinkedIn: 1. To build a strong network of professional contacts Anyone who has been through the job search process will tell you how important it is to develop and maintain a network of peers, university lecturers and industry professionals.

LinkedIn provides a platform to manage such contacts and to reach out to fellow professionals.

2. To get job alerts The LinkedIn platform, while being more than just a job search platform, does indeed play the role of connecting professionals with vacancies. This platform can be set to target job alerts from specific companies, industries as well as job titles. The range of LinkedIn in this regard is massive and international, and the number of recruiters using LinkedIn for recruitment is substantial and growing.

3. Let the companies find you It is quite common practice these days for prospective employers or recruiters to conduct an internet search when recruiting individuals for employment. Having a LinkedIn profile increases one’s chances of being noticed by way of a professional looking profile. In many ways, this usually differs from the other social media platforms used by students that are often less formal and lacking in professional presentation.

“By having a LinkedIn account as a student, you can show an entirely different (and more professional!) side to yourself. Having a LinkedIn account allows companies to find you with ease and, most importantly, to find the information that you want them to find.” (Clark, 2022)

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Prepare for interviews Interviews generally cause a lot of anxiety. By having an account on LinkedIn, one is able to research companies and employers in ways that leave one feeling more prepared and confident.

To prove your dedication A LinkedIn account that is well developed sends the message to the recruiter that the student is dedicated to their career development and profession.

Clark (Clark, 2022) goes on to list the following tips for creating a LinkedIn profile as a student: 1. Always use a professional profile picture.

2. Affiliate with relevant groups and follow companies that share your interests.

3. Always ensure that your profile is complete and regularly updated. The LinkedIn profile can be used as an extended or comprehensive CV in which the individual can include a substantial amount of information that indicates well roundedness, lists skills and highlights personality traits.

4. Ideally students should join LinkedIn in their first year of study. This will provide the student with the opportunity to show progress over the course of their studies.

5. Once the profile has been established, effort can then be expended on building a professional network.

References: Bastick, D. (2022, November 21). Blog and News. Retrieved from CompuJobs Job Portal: https://www.compujobs.co.za/the-best-job-search-websites-in-south-africa/ Clark, S. (2022, October 27). Five Reasons Why Every Student Should Be on LinkedIn. Retrieved from TopUniversities: https://www.topuniversities.com/student-info/careers-advice/five-reasons-why-everystudent-should-be-linkedin

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GRAD CORNER – SHOWCASING WITS YOUNG ALUMNI ENTREPRENEURS Thabu Siwedi (BA 2011, LLB 2013), self-described music nerd, was a mergers and acquisitions lawyer and, briefly, a millionaire - until life handed him another in a series of lessons for which he’s grateful. Now he’s running a business that uses technology to match musical talent with buyers in the industry.

“The whole operation is powered by our Al-enhanced ranking and rating system,” he says. “Our value to clients is our ability to reduce the time it takes to match raw genius with talent buyers, while offering the industry a continuous pipeline of the highest quality raw talent leads.

“My vision is to restore talent (as opposed to popularity) as the first criterion in determining who becomes successful in the creative industries,” he adds.

The business, TST, was incubated at Tshimologong in Braamfontein and now operates in Sandton.

It’s been an interesting path so far. Thabu almost dropped out of university to pursue music.

Instead, he completed his law degree, qualified as an attorney and practised corporate law at Norton Rose, one of the largest firms in the world. Then he took the plunge to start a business - an app-based concierge service that provided high net-worth clients with tailored suits on demand - succeeded, failed, and started again. All the way he taught himself tech skills from the Internet and learned by trial and error.

“My ambition was always to build a successful organisation from the ground up,” says Thabu.

“My view, as a boy from the townships living in a capitalist economy, is that this is a logical (and law-abiding!) means to fulfil my potential, create wealth and do it on my own terms. This worldview gave me the push to build my own business.

The Tshimologong experience was “immeasurably helpful”, he says. “I was one of the early entrants into the hub. The timing could not have been better, given the failure of my previous business.” (The suits had made him a millionaire for a few months before “inexperience and youthful arrogance” took their toll). “At Tshimologong I met other founders, made friends, received valuable training, and had a place of work I could be proud of. I even met my current business partners there.” He’s grateful to the hub’s founder, Professor Barry Dwolatzky, for his vision, and to its events and marketing head, Kendal Makgamathe, for mentoring.

The legal experience wasn’t wasted either. In Thabu’s current venture there are plenty of licensing and copyright issues and contracts which he can navigate with confidence. “The bulk of the skills I employ, however, come from previous business failures - like being able to assess a genuine market need, recruiting the right people, cash flow management, fundraising and effective marketing. The best way to acquire these is through actually doing them.”

Even a music nerd has to learn about timing, it turns out. Experience taught Thabu that “scaling should only be pursued when you have achieved undeniable product-market fit. I’ve even turned down some offers for funding because of this principle.”

TST works with a diverse mix of musicians, including the Jazz Cats – a funk/afro-jazz and hip-hop-inspired quartet- and a heavy-metal band from Chiawelo, Soweto called Brain Drain 29

Experience... “In today’s world, the line between genres is blurred. Our approach, therefore, is to partner with any high-calibre musician.”

Thabu himself is a rapper and is learning how to play the alto saxophone for fun. Life isn’t quite what he had in mind when he picked his varsity subjects, but then, why should it be? “My decisions were always dictated by my ambition to be a businessman in some shape or form.

But, I mean, I thought I’d be a commercially successful rapper! I actually think it is a bit unfair to expect 18- or 19-year olds to make decisions about the rest of their lives the way some of us had to. If I’d had my way, I would have taken a few years to concentrate on travel and mentorship that was aligned to my worldview at the time.”

Adam Rosman Bachelor of Science in Engineering (Aeronautical), Wits University, 2011 Career: Aeronautical engineer Adam was one of those kids who build things and take them apart – model rockets, remotecontrolled planes and cars... And now he’s building a company, which he started in his parents’ garage.

“What is sorely lacking in an engineering degree is a solid foundation of practical work. I had to spend a lot of time working on my practical skills as well as bringing myself up to speed on advanced manufacturing techniques.”

Aerial Monitoring Solutions, which he launched in 2013, manufactures unmanned aerial vehicles (that’s drones to most of us). They are custom-made for users in mining exploration, land surveying and agriculture, and designed to handle African conditions - and Adam is full of ideas for more applications.

At first, he says, investors and customers “liked the ‘cool’ aspect to the business. Drones weren’t even really a buzzword when I started, so it took a lot of explaining and educating our customers initially as they didn’t always see the potential applications for the systems. But now my customers are coming to me with novel and exciting applications.

“We have been through a quite substantial research and development phase, with our products only rolling out to the market in the past year,” he says. “With the poor economy climate in South Africa, sales have been slow, but we have started to see this change.”

The step from technology to business was more like a leap into the deep end for Adam. “The basics of business and economics are covered during a degree, but much was not covered.

Engineering, however, teaches one to think and problem solve, so I did exactly that. I enjoy the business side but my heart will always be with technology and when I can I always get out into the workshop and go and tinker.”

One frustration is the time and cost involved in complying with government regulations for this industry. The technology is developing faster than the regulations can be implemented. But Adam is working to help get the whole industry airborne as Chairperson of the Commercial Unmanned Aircraft Association of South Africa. “When the regulations were promulgated in July 2015 they were based on full-size aircraft regulations, which have proven to be far too stringent for the drone industry. That being said, as an industry we completely support the mandate of the South African Civil Aviation Authority to ensure safe skies. We are not looking for regulations to be dropped but rather to be more implementable.”

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He says the industry has the potential to create thousands of jobs and help solve many of South Africa’s problems - like safely tracking stolen vehicles and protecting wild life from poachers. It has already had a positive impact on rhino protection.

Adam would still like to travel to space, the dream that drew him to aeronautical engineering in the first place. But a drone perspective on our own planet is already pretty amazing. “I think the most amazing thing I’ve ever seen is when vultures and bateleurs fly behind the drone in formation,” says Adam. “It always gives me goose-bumps to see.”

Skye Saltzman Bachelor of Arts (International Relations), Wits University, 2004 Career: Investment banker turned charcuterie entrepreneur What, charcuterie entrepreneur? It means he makes biltong... But it’s upmarket. Skye was working in banking in London and, just for fun, operating a once-a-month pop-up restaurant in a pub, featuring South African favourites. It turned out that Brits and expat South Africans alike were hungry for good-quality meat snacks, so in 2017 Skye left banking and started Woza Biltong & Charcuterie. Noting that customers wanted ethically sourced meat with no artificial preservatives, he set his mind on providing premium quality. Some of the products have already won awards.

Skye didn’t have a firm career plan in mind when studying at Wits. His interests included law, international relations and music and he wasn’t sure what direction he would take. “The BA undergraduate degree, therefore, was perfect for me as it exposed me to different subjects, ideas and students, broadened my mind and taught me how to think. The degree also offered flexibility to enjoy the numerous social and non-academic features of being at Wits, which I certainly maximised. Looking back, I think that was very important for my personal development.”

It was chance that got him into banking. After graduating from Wits and getting an LLB from UCT, he went on what was meant to be a gap year, starting in London. Soon he was offered work there with a start-up in financial technology, which opened his eyes to the fast-paced international world of investment banking and financial services. He spent seven years at a large bank and went through the experience of the global credit crisis, but eventually started to yearn for the days of smaller, more entrepreneurial ventures that offered a better work-life balance.

Having obtained UK citizenship, he could also afford to be more adventurous in his next role.

Skye had always enjoyed good food. But living in London, with its huge variety and quality of food options, turned his interest into a passion. He and a chef friend decided to launch Woza in 2015 as a pop-up restaurant.

Journey to Employability, Bursaries and Student Employment Portal

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CCDU GRP EVENTS 2023

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GRP PROFESSIONAL SPEED DATING 2023

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CAREER FAIRS 2023

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GRP Ambassadorship Programme

Become a proud ambassador or student assistant for the GRP brand.

The GRP recruits student assistants and brand ambassadors each year. This is a fantastic chance to advance your academic, professional, and personal interests while gaining invaluable voluntary work experience. GRP Brand Ambassadors and Student Assistants will also have the opportunity to engage with many stakeholders across the university as with potential employers.

Some of the perks of being a GRP Brand Ambassador or Student Assistant: • It looks fantastic on your resume!

• Ample opportunity to network with faculty, Wits Employees and fellow students.

• Improved employability prospects • Exposure to project management and event coordination

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CCDU SERVICES 1. CAREER SERVICES: • Career Counselling • Employment Services • Journey to Employment • Life Coaching 2. HIV/AIDS & WELLNESS ADVOCACY: • Awareness campaigns • HIV/Aids education & Support • Healthy lifestyle advocacy • Peer Advocacy 3. PSYCHO-THERAPEUTIC SERVICES: • Individual short-term therapy • Groups / Workshops on personal development • Groups / Workshops on special issues, e.g. GBV, Bereavement, Trauma

GRP OFFICE – HOW TO REACH US The Counselling & Careers Development Unit Address: CCDU Building, Braamfontein Campus West OPP Chamber of Mines building Tel: 011 717 9140/45/32 Web: https://www.wits.ac.za/ccdu Email: info.ccdu@wits.ac.za / grp.ccdu@wits.ac.za WITSGRP Wits Graduate Recruitment Programme Wits_GRP Wits Graduate Recruitment Programme Wits GRP

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