Transition to practice in supercomplex environments: are occupational therapy graduates adequately prepared?

The authors of this viewpoint initially came together as colleagues to debate whether occupational therapy curricula (the programmes that each author teaches into) prepared students to not only survive but thrive within the increasingly complex or supercomplex world of professional practice (Barnett, 2011). Through reflective conversations on our collective experiences working with students at capstone (transition-to-practice) level, coupled with further exploration of literature surrounding graduate attributes, employability and professional issues within occupational therapy practice our attention focussed on capacities of agency and political skill, and specifically, the extent to which our graduates are explicitly or implicitly prepared to be agentic and politically adept in practice. In the context of this viewpoint, we refer to agency as an intentional motivation to work toward strategic goals (both personal and organisational). As a construct, Ferris et al. (2007) propose that political skill is comprised of four critical dimensions: social astuteness; interpersonal influence; networking ability and apparent sincerity. Early professional success in most contemporary workplaces we argue, as have others (e.g. Pollard, Sakellariou & Kronenburg, 2008), relate to graduates’ political adeptness.