Career learning for the 21st century...4 Career learning for the 21st century: CPD series LSIS has...

Career Development Service

Career learning for the 21st centuryCPD series

Module 7:

Introduction to developing employability skills

2 Career learning for the 21st century: CPD series

Download

This CPD module is available to download in PDF format from the Excellence Gateway Career Development section.

Publisher

Published by the Learning and Skills Improvement Service (LSIS).

© LSIS March 2012

Publication reference: LSIS230-07 (2012)

Contents

Introduction to developing employability skills workshop 3

Tutor notes 3Workshop outline 3Workshop aim and objectives 4Example workshop timetable 4Checklist of resources required 5Slides and notes 6

Possible extension activities 32Handout 1 – What is employability? 34Handout 2 – Existing definitions 36Handout 3 – Cases 38Handout 4 – Wheel 58Handout 5 – Blueprint Matrix 2 page 59LSIS workshop – trainer’s feedback 60LSIS workshop – attendee’s feedback 61

Module 7: Introduction to developing employability skills 3

Introduction to developing employability skills workshop

Tutor notes

Workshop outline

This workshop has been designed to raise awareness and develop an understanding of the importance of employability and employability skills within the FE and skills sector. It is designed for those people, who work within the sector and, as part of their job role, are expected to support learners in their career explorations and decision-making.

This module can be delivered by anyone who is an experienced or qualified training professional if they take the time to familiarise themselves with the materials including the web links, handouts and references. It would, however, be an advantage if the trainer had experience or training in career development, as it would enable wider and deeper exploration of the topics covered.

The materials can be delivered as they stand, contextualised or modified to suit the time available and the needs of the participants or organisation. The PowerPoint™ slides and handouts are available as separate files.

Four optional one-hour extension activities are included at the end of these notes.

This workshop is the seventh in a series of CPD workshops produced by LSIS and available to download from the LSIS Excellence Gateway. There are 10 others in the series:

z Introduction to career development z Introduction to interviewing skills z Introduction to values and ethics in career development z Introduction to delivering career development through group work z Introduction to evaluating and measuring impact in career development z Introduction to reaching potential by raising aspirations z Introduction to career development for those with additional support needs z Learning and earning: understanding the options for your learners z An introduction to career development for STEM learners z Introduction to the Blueprint for Careers.

This series of workshops is supported by a one-day “Train the trainer” programme aimed at those who have responsibility for staff development, continuing professional development or for developing a team’s or department’s skills and knowledge in career development. The programme introduces all the workshops: their aims, objectives, exercises and content while exploring how to tailor the content to specific contexts. If you are interested in gaining further information about this programme, please contact [email protected].


LSIS has also developed an online resource, “Career learning for all”, available free of charge on the LSIS virtual learning environment: just go to www.leadershiplearning.org.uk and create your own login. This has been designed for those involved in supporting learners with their career development, both specialists and non-specialists.

Workshop aim and objectives

The aim of the workshop is to develop an understanding of the complexities surrounding employability.

The objectives of the workshop are to enable participants to:

z analyse a variety of perspectives on employability

z state what employability means in their own organisations

z describe the main employability skills required for their learners

z discuss how to increase the development of employability skills in their learners.

Example workshop timetable

Timing Session/s

09.30 Welcome, domestics, introduction, aim and objectives

09.34 Introductions and employability exercise

09.59 Students’ views

10.04 Employers’ views and conclusions on employability

10.11 Unemployable

10.23 Employability skills

10.35 Employability skills models and your organisation

11.00 Refreshment break

11.15 How to develop skills

11.25 Case studies

12.00 Assessing organisational practice

12.25 Conclusion


Checklist of resources required

� Fire evacuation procedures.

� PowerPoint™ slides 1 to 26.

� Flip chart and marker pens, or whiteboard.

� Screen.

� LCD projector.

� Laptop.

� Printouts of slides 4, 5, 6 and 7 if required.

� Copies of handouts 1 to 4, PDF files Employability Challenge Case Studies and Blueprint Matrix 2 page

� Ability to link to the internet to show YouTube™ clips.

� Evaluation form: LSIS workshop – trainer’s feedback (see page 60).

� Evaluation form: LSIS workshop – attendee’s feedback (see page 61).


Slide 1

Customise the visual to include your own details and the date.

Show slide 1, introduce the topic, yourself as presenter and welcome the group.

Talk through domestics ie timings, breaks, toilets, fire evacuation procedures etc.

Resources: Fire evacuation procedures if applicable.

Timing: 2 minutes.

Transition statement: Let’s look our aim and objectives for today.

Your notes:

Introduction to developing employability skillsPresented by

Date

Slides and notes


Aim and objectives

Aim

z To develop an understanding of the complexities surrounding employability

Objectives

By the end of the session learners will be able to:

z analyse a variety of perspectives on employability z state what employability means in their own organisations z describe the main employability skills required for their learners z discuss how to increase the development of employability skills in

their learners.

Slide 2

Tell the group that this session is designed to raise awareness of the issues surrounding employability within the FE and skills sector.

Ask them to read through the aim and objectives and ask if there are any questions.

Resources:

Timing: 2 minutes.

Transition statement: We will start this session by thinking about what employability means to us and, if required, starting to get to know each other.

Your notes:


Introductions

Find a partner and introduce yourself – name, job role, involvement in career development.

Interview each other to ascertain what each thinks makes them employable.

Be prepared to feed back your findings to the whole group.

You have 5 minutes for this exercise.

Slide 3

Show slide 3 and ask the group to split into pairs. Ask them to introduce themselves and find out each other’s names and job roles if not already known.

Say that you would like them to ask each other to consider what makes them employable and to write down the responses, and say that you will ask them to feed back their findings to the whole group.

Take responses from everyone on their name and role.

Give out handout 1 – What is employability? Ask them to form groups of four or five depending on numbers and ask them to consider the four questions at the top of the handout:

z Which one(s) reflect your views of employability? z What beliefs or values do these represent? z Where are the similarities among these definitions? z Where are the differences?

Say this exercise builds on their responses in the first part of the introductions exercise. Draw their attention to the fact that they have 10 minutes for this exercise.


Take feedback from the groups and note any themes or patterns emerging from the responses. Point out any major differences. Draw out any values or beliefs emerging,for example, people have a right to work in areas that link to their values, skills and aspirations compared to everyone should work no matter what the job; colleges should be concerned only with making their students fit for the workplace in the vocational area chosen as subject of study compared to preparing students for life.

Resources: Handout 1 – What is employability? and a flip chart or whiteboard and pens.

Timing: 25 minutes: 5 minutes for the introduction exercise, 10 minutes for the employability exercise and 10 minutes for the feedback session.

Transition statement: Let’s now move to some students’ views of employability.

Your notes:


Students’ slidesSlide 4. Student-centred view

Slide 5. Pictorial view Slide 6. Colourful view Slide 7. Linear view

Slides 4, 5, 6 and 7

Show slides 4, 5, 6 and 7, giving people time to digest the contents. You could also print off these slides and have them as handouts or put them up on the walls for people to view.

Say that these were kindly donated by students from North Hertfordshire College and Somerset Skills and Learning and ask for responses to these depictions of employability.

Ask for their interpretations of slide 5. Take responses and say the student interpreted it as:

z He saw life like a machine

z Grey denoted how life was at that time – dull – and the blocks of colour represented his skills that he was not utilising to the full

z Green represented what made him happy – a sense of direction with something to aim for

z Orange represented what he was proud of, with the windmills being his achievements

z Blue represented the future, with the clock representing a change of time.

Ask the group to say what these slides had raised regarding employability. Bring out that the slides show employability for students includes: getting a job with the related job search skills; keeping the job with recognised traits and competences; and being fulfilled, happy and planning for a future.


Resources: Printouts of slides if required.

Timings: 10 minutes.

Transition statement: Now let’s consider employers.

Your notes:


Employer’s view

YouTube™ clip of employability from an employer’s perspective:

www.youtube.com/watch?v=22qn6z1VPSk

Slide 8

Show the group the video clip and ask how they feel that equates with what they feel their local employers believe.

Ask the group to say what they have learned or heard local employers want and write the answers on a flipchart or whiteboard.

Say that research by the Rowntree Foundation (2003) showed employers felt young people were inadequately prepared for what was expected in the workplace.

Ask the group to put together all the findings from their own analyses, that of the students and now that of an employer. What does it tell them about employability? Say that there is no one agreed definition within Britain, that there is some confusion over whether it is about job-finding and first employment or whether it is dynamic and ever-changing to meet the needs of the economy and changes in society and culture.

Ask them for their views on how their institution regards employability. Say that McQuaid et al (2006) say that we need to consider a full range of characteristics when considering an individual’s employability:

z Individual factors – personality, skills, attitudes, qualifications z Personal circumstances – responsibilities, access to transport and support z Financial and social capital and demand factors – state of the economy, types of vacancies,

infrastructure etc.


Say that research by the Rowntree Foundation research (2003) found that students were more optimistic about their levels of employability skills compared to the employers and that they felt they had been well prepared.

Say that there is a need for organisations to be clear about what they mean by employability and ensure they have communicated with both learners and employers.

Resources: Capacity to show the YouTube™ clip – internet connection, video capability etc: www.youtube.com/watch?v=22qn6z1VPSk

The video, from Leicester Business School, highlights the following aspects of employability. Employers want bright and thoughtful people, who can show individual initiative and work effectively as part of a team. Perseverance, patience, organisation and time-management are highly prized abilities, as are the ability to get on with fellow workers and a good sense of humour. As well as a good academic record, employers are looking for well-rounded individuals.

Timing: 5 minutes.

Transition statement: We are going to focus on the individual factors of McQuaid’s model and consider employability skills.

Your notes:


Employability skills

“Employability defines the knowledge, skills, attitudes and behaviours required by individuals to seek, obtain and sustain employment at all levels in the labour market.”

Skills for Business Network definition, 2007http://tlp.excellencegateway.org.uk/tlp/xcurricula/employability/index.php?i=11

Slide 9

Show the group slide 9 and say that within this presentation we have taken employability to mean not just an individual’s possession of skills and attributes required to gain and stay within employment, but an individual’s capacity to “deploy and present,” (UKCES 2010) these attributes, that is to say, an ability to gain employment through the recruitment process at all stages of their lives. We are also concerned with an individual being motivated to use their employability to reach their potential and aspirations.

Resources:

Timing: 2 minutes.

Transition statement: Let’s now turn our minds to what skills are included in employability skills.

Your notes:


Unemployable

Individually consider at least three aspects that would make someone unemployable. 1 minute.

Work with three others and depict an unemployable individual. 5 minutes.

Put your creations where everyone can see them.

Slide 10

Ask the group to work individually at first thinking of three things that could make someone unemployable and say they have got a minute – tell them that reverse idea-storming and working quickly have been shown to encourage creativity.

When this is complete, ask them to form groups of four to depict an unemployable person – say they can draw or use words or both.

Clear a space where everyone can show their creations.

Allow time for everyone to see the sheets and to ask questions on what is depicted.

Resources: Sheets of flip chart paper and pens.

Timing: 10 minutes: 1 minute for the individual exercise, 5 minutes for the group of four exercise and 4 minutes looking at all the sheets and checking what was on them.

Transition statement: Let’s compare what you found to a recent newspaper report.

Your notes:


Newspaper report

Report of the experiences of one business:

z Texting mates halfway through a selection interview

z Flossing teeth with a loose bit of wool from own jumper in front of the managing director

z Group visiting IT firm say they do not want to work there as, it is not glamorous enough.

Scotland on Sunday, 6 March 2011

Slide 11

Say that these cases were reported recently in a Sunday newspaper. Ask for comments.

Ask the group to say why they think young people feel these behaviours are acceptable in front of employers. Ask what, if anything, could be done within education to better prepare young people for interacting with employers.

Resources:

Timing: 2 minutes.

Transition statement: Before we move on to employability skills, let’s consider what we mean by the term.

Your notes:


Employability skills definition

Set of basic/generic and attitudinal/behavioural characteristics that are believed to be essential for individuals to secure and sustain employment, and also to progress in the work place.

UKCES Employability Skills briefing paper (2010)

Slide 12

Ask the group to read the definition and say that it raises the same issues as employability in that it is about more than just achieving a first job. Say that it encompasses retaining the job and employment and progressing. Ask them to say what employability skills they include as part of their teaching and advising.

Resources:

Timing: 2 minutes.

Transition statement: We will now compare your views on employability skills to the views of researchers.

Your notes:


Review of employability skills

Look at the handout from The Employability Challenge (UKCES 2009).

Read through the entries and note are the common employability skills identified?

Would you have expected these skills to have been at the top of the list?

Slide 13

Give out copies of the handout Annex C from The Employability Challenge and ask the group to read it through and identify the common skills picked out most commonly among the studies. (Note that the two pages should be read side-by-side, so it is best not to print these duplex.)

Write up the common findings and ask if this is what they expected. Say that research by the Learning and Skills Network in 2008 surveyed 1,137 employers and 80 per cent expected young employees to be good at time-keeping, 79 per cent expected them to be literate, 77 per cent expected them to be numerate and 75 per cent expected them to be enthusiastic and committed.

Some people may point out that some of the entries may appear in the wrong column. This is as per the original document, not a transcription mistake.

Resources: Copies of handout 2 – Skills from Annex C of The Employability Challenge (2009), and flip chart or whiteboard and pens.

Timing: 10 minutes.

Transition statement: These are expressed in a model, which we will look at after a break. Can we restart in 15 minutes please?

Your notes:


UKCES perspective

Slide 14

Show the slide, saying that this is the model utilised by the UK Commission for Employment and Skills.

Say that they argue that individuals require a baseline of a positive approach to learning and gaining the skills to enable them to engage and take advantage of the opportunities offered.

Comment on the fact that the model picks up on the functional skills of numeracy, literacy and IT and makes the point that knowledge is not sufficient – learners need to be able to use them and put them into practice. These pick up on the skills repeatedly requested by employers and higher educational establishments. Say that the next layer are sometimes referred to as ‘soft skills’, ‘interpersonal skills’, ‘social skills’ and ‘emotional intelligence’. Tell the group that the Rowntree Foundation research (2003) showed that employers tended to focus upon ‘softer’ skills and behavioural attributes in the recruitment process.

Ask for feedback on this model.

Resources:

Timing: 3 minutes.

Transition statement: Let’s compare this model to that given by LSIS.

Your notes:


LSIS perspective

z A positive attitude and confidence in using and transferring personal, social and communication skills and qualities (as well as occupationally specific skills) in order to enter employment

z To respond positively and flexibly to a rapidly changing workplace that presents technical and economic challenges

z To manage their own learning and development and display a range of employability skills.

http://tlp.excellencegateway.org.uk/tlp/xcurricula/employability/index.php?i=11

Slide 15

Show the slide saying that this is LSIS’s view of employability skills.

Ask what they see as the major differences from the first model. Answers will normally include:

z the ability to transfer skills and abilities to different contexts, specifically mentioning occupationally specific skills

z capacity for lifelong learning and flexibility to accept and adapt to changing economic and life changes

z the ability to self-manage one’s own employability skills.

Ask for feedback on this model.

Resources:

Timing: 2 minutes.

Transition statement: Now we will look at this from a global perspective.

Your notes:


Changing worlds

Video from YouTube™ about changing worlds:

www.youtube.com/watch?v=8bXRepor6Sw&feature=related

Slide 16

Show the YouTube clip on slide 16. Ask for group reactions. Ask what this means for employability skills.

Responses normally include: lifelong learning, adaptability, flexibility, open-mindedness, creativity, entrepreneurial skills, positivity, curiosity, accepting and thriving on change, self-motivation, self-management and survival instincts.

Resources: Ability to show YouTube™ clip (www.youtube.com/watch?v=8bXRepor6Sw&feature=related). The video contains amazing facts and figures about the rate at which technology moves the human race and affects the world we live in. It was made in August 2010; some of the information came from Sony BMG’s short film Did You Know and includes facts such as: there are 51 billion Google searches every month; a Google search takes enough energy to power a light bulb for half a second; the power used for 10 minutes of Google searches could power Las Vegas for half an hour; China went from eating half as much beef as the USA to twice as much between 1992 and 2008; the top 10 jobs in 2010 did not exist in 2004; the world is preparing people for jobs that do not even exist.

Timing: 5 minutes.

Transition statement: Let’s look at a model that takes all of this into account.

Your notes:


Canadian Blueprint philosophy

Career development is about growing through life and work; about learning, experiencing, living, working and changing; about creating and discovering pathways through one’s life and work. When intentional, career development is about actively creating the life one wants to live and the work one wants to do.

http://206.191.51.163/blueprint/whatis.cfm

Slide 17

Say that the Canadian Blueprint was created to meet the demands of ever-changing economies and preparing all citizens to be able to manage, survive and flourish in turbulent times. Explain that research has been carried out by LSIS to develop a version for use in England, called the Blueprint for Careers.

Give out the handout of the Blueprint for Careers competencies. Ask the group to look at the main headings down the left-hand side. Say that there is not time to go into this framework in any depth but that you will give them the website address at the end of the workshop to find out more if they are interested. Ask for comments and reflections on this list of competencies compared to the others.

Responses normally include: takes a developmental, more holistic view of employability skills; takes a broad view of careers; links life and work closely together; puts responsibility for lifelong learning and finding out information with the individual; requires basic skills of communication, decision-making, problem-solving, research, self-awareness and self-management.

Resources: Handout 5 – Blueprint Matrix 2 page.

Timing: 5 minutes.

Transition statement: Now let’s consider how this compares to your job roles and your organisations.

Your notes:


Your organisation and skills

As a group, compare the different views on what constitutes employability skills.

Reflect on your own organisations and say what skills are focused on and given priority.

Note any skills that you now feel need to be developed to a greater extent to enhance your learners’ employability.

Slide 18

Show slide 18 and ask the group to relate these models and studies to their organisations.

Ask them to consider how their organisations compare to what the models feel are required.

Note responses on a flip chart or whiteboard.

Resources: Flip chart or whiteboard and pens.

Timing: 10 minutes.

Transition statement: We now need to consider how we deliver these skills effectively within the sector.

Your notes:


How to develop employability skills

“The development of employability skills is not complex, it is, however, difficult to put into practice; it calls for effort and commitment.”

The core of developing employability skills:

z Experiential action learning

z Work experience

z Opportunities for reflection and integration.

UKCES (2009), Ofsted Good Practice Database

Slide 19

Show the slide and say that reviews and research shows that there is overwhelming consensus that employability skills are most effectively taught through active, participative learning, offering opportunities for work experience and by encouraging reflection.

However, the reports do not show that these are being universally achieved or recognised by the learners and employers. Say that the according to the latest Youth Commission report into employability, 58 per cent of young people believed radical changes were needed to be made in the educational system to improve their employability. Moreover, 48 per cent said they had not had enough work experience to inform their career of choice.

Resources:

Timing: 3 minutes.

Transition statement: Let’s look at this in more detail.

Your notes:


How to develop employability skills in FE

“Use learning strategies such as:

z Workplace projects, problem-solving learning z Identify the right teachers for the job, ie those who have high levels

of experience in generic skills and workplace experience z Consider how employability skills can be assessed z Develop partnership arrangements with employers z Implement work-related codes of conduct z Give the students as much responsibility as possible z Get the learners to quality check each other’s work before the tutor does

and encourage them to give and receive criticism in a positive way.”

CDELL (2007)

Slide 20

Show slide 20 and ask the group to read it through. Say that the Centre for Developing and Evaluating Lifelong Learning researched the teaching, learning and assessment of employability skills in the FE and skills sector. Ask the group if they agree with the findings – note agreement and disagreement.

Suggest individuals rank their own or a colleague’s practice of teaching employability skills against this list. Ask for general findings.

Resources:

Timing: 4 minutes.

Transition statement: What is required from the institution?

Your notes:


Requirements for successful implementation

z Strong institutional support to bring in new practices and ensure they work holistically

z Varying approaches from different groups with different aspirations

z The personal commitment to set and enforce high expectations

z Teacher autonomy, flexibility and personalisation.

UKCES (2009)

Slide 21

Show slide 21 and allow the group to read it through – ask for comments. Ask what would happen if these things were not in place. Responses tend to cover issues of:

z low commitment z variety of levels of quality and focus z disjointed approaches z disjointed learning z skills not explicitly taught and registered by learners z work not fairly distributed z learners not well prepared for work experience or work z low progression rates z low grades from Ofsted and poor reputation.

Ask the group to consider the practice of their own organisations against these criteria.

Resources:

Timing: 3 minutes.

Transition statement: We will now look at actual work – case studies from the sector.

Your notes:


Case studies

Work in groups of four or five and read the given case study. Discuss:

z your views on what is being delivered, the achievements made and the impact on learners

z how the case study links to the recommendations from the research covered in the past three slides

z whether you could adopt any of the approaches in your organisations.

You will be asked to feed back your findings.

You have 25 minutes for this activity.

Slide 22

Ask the group to split up into groups of four or five. Give out a case study to each group. There are four case studies included in this pack, all of which come from The Employability Challenge: Case Studies, (UKCES, 2009): case study 5, The Deloitte Employability Initiative; case study 8, Local Employment Access Projects – STRIVE; case study 9, Newham College; and case study 10, Prince’s Trust, Get into programme – London.

Tell the groups that they have half an hour to read and analyse the case study and that they need to be prepared to report back their findings.

Ask each group to feed back. Note any themes and issues that come out of the feedback.

Resources: Handout 3 – Cases.

Timing: 35 minutes: 25 minutes for the exercise and 10 minutes for the feedback.

Transition statement: Let’s bring everything together.

Your notes:


Employability wheel

The Employability Challenge: Full Report (UKCES, 2009)

Slide 23

Show slide 23 and give out the handout of the same diagram. Talk them through the inner, middle and outer circles. Ensure everyone understands that the wheel represents best practice and comes out of The Employability Challenge: Full Report (UKCES, 2009).

Show slide 24 and ask them to work in pairs.

Ask them to assess both the delivery and the impact on the learners.

Tell them to keep the action plan for their future use.

Resources: Copies of handout 4 – Wheel.

Timing: 25 minutes for the exercise.

Transition statement: Let’s look at what you have learned and now believe.

Your notes:


Self-assessment

Individually look at the employability wheel handout and self-assess your organisation against the three levels within the wheel, noting strengths and development areas. You have 5 minutes for this part of the exercise.

Find a partner and interview each other on your organisations’ strengths and development needs resulting in an action plan of personal actions you could take to improve the delivery and impact of employability skills. You have 10 minutes for each interview.

Be prepared to give general feedback on your findings.

Slide 24

See previous page for notes.


Summary

1. What does employability mean to you and your learners?

2. What skills do you think should be included in a list of employability skills?

3. How can you improve your learners’ employability skills?

4. How can your organisation improve its delivery of employability skills?

Slide 25

Work through the questions on slide 25, asking for responses from the group as a whole. If necessary, go back to the relevant slide.

Resources: Evaluation forms.

Timing: 2 minutes.

Transition statement: There is a list of references that you may find useful.

Your notes:


References

Ofsted Good practice Database http://excellence.qia.org.ukpage.aspx?o=goodpracticedatabase

UK Commission for Employment and Skills (2009) The Employability Challenge.

The Centre for Developing and Evaluating Lifelong Learning (2007) The Teaching, Learning and Assessment of Generic Employability Skills, University of Nottingham, and the South West Skills and Learning Intelligence Module, University of Exeter.

Johnson, S and Burden, T (2003) Young People, Employability and the Induction Process. Rowntree Foundation.

Youth Commission (2010) British youth fear for post-recession job prospects.

Slide 26

Thank everyone for attending.

Note that there are possible extension activities below. These could be run at the end of this class, as short sessions in meetings or as CPD activity.

Your notes:


Possible extension activities

There are a number of one-hour extension activities suggested below, which will deepen and broaden the knowledge and understanding of the participants.

Activity 1

There is a range of excellent resources available at the LSIS Excellence Gateway site that offer information, advice, resources and development opportunities for gaining, delivering, applying and assessing employability skills.

These resources could be downloaded and used within group sessions or individuals could be allocated one topic each to research and present to the others. Allocate half an hour for the research and 10 minutes for the presentation. This could be followed up with a 10-minute discussion on how the learning from these resources could be used to develop work and employability within the organisation.

http://tlp.excellencegateway.org.uk/tlp/xcurricula/employability/production/index.php?i=20

Topics include:

z Self-management and development z Working together z Reflective learners z Thinking and solving problems z Understanding the business

z Using language effectively z Using numbers effectively z Using IT effectively z Getting to grips with employability z Assessing employability.

Activity 2

There is also a range of employer engagement resources at the above site. These resources could be used to help participants develop a greater understanding of how to engage effectively with employers as part of developing employability skills. Allocate one resource to a small group of two or three participants and ask them to summarise the contents and feed back their findings to the whole group. Allocate half an hour to the research and 10 minutes each for the presentations. Summarise the themes and learning from the presentations and ask the whole group to consider how they can adopt some of the aspects raised from these resources. Allow 20 minutes for this.

z Employer engagement: A guide for Diploma consortia z Securing quality in employer engagement: A health check (A self-assessment tool) z Skillset: Employer engagement toolkit z Work projects that work – video.

This activity would obviously work best if participants selected the areas that were most relevant to their job roles and development needs.


Activity 3

The LSIS Excellence Gateway also offers a number of quick-start guides, including:

z Cooperative learning z Embedding literacy z Language and numeracy z Experiential learning.

http://tlp.excellencegateway.org.uk/tlp/pedagogy/quickstartguide/index.html

They provide:

z quick, practical ideas that you can use right away z underpinning rationale and the research background to increase your understanding about how

and why the 10 approaches work z references and links to examples of each pedagogy approach in action in the Teaching and

Learning Programme resources.

These guides could be downloaded and used in small group activities by asking each group to consider the content, compare it to what is happening in their establishment and developing an action plan for developing their practice. Allow 40 minutes for this.

Activity 4

Another activity could be to ask the group to split into small groups of four or five and discuss the support required for learners to consider how they will present their employability skills in the recruitment process. Allow 30 minutes for this activity.

If you have access to computers, you could suggest they looked at the following websites to facilitate their thinking:

z https://nextstep.direct.gov.uk/gettingajob/Pages/default.aspx z www.impactfactory.com/gate/new_job_interview_skills_hints_and_tips/fungate_174-1103-91240.html z www.prospects.ac.uk/job_application_advice.htm z www.totaljobs.com/careers-advice/cvs-and-applications/application-form-questions-one z www.ukjobsnet.com/job-seekers

All ideas could be collated by passing a flip chart around the room, asking people to put two areas down per group and continuing to pass the sheet around until everyone has recorded their responses. Post completed flip chart sheets where everyone can see them. Allow 10 minutes for this activity.

Summarise the findings with the whole group and ask each individual what they are now going to do, following this session, to support their learners. Allow 20 minutes for this discussion.


Handout 1 – What is employability?

Read the definitions of ‘employability’ given below. Work in group of four or five to consider:

z Which one(s) reflect your views of employability? z What beliefs and values do these represent? z Where are the similarities among these definitions? z Where are the differences?

Decide how the group will feedback the findings to the whole group. You have 10 minutes for this exercise.

Definitions

1. “… the individual’s ability to find and keep a stable job in a given economic and institutional context: what could be termed his/her employability”Gazier (2006)

2. “Employability … conveys a greater sense of an individual’s long-term capacity to build a career and to prosper in a dynamic labour market. Employability implies qualities of resourcefulness, adaptability and flexibility, whereas employment-related suggests an orientation to the current state of the labour market. As such, employability has more potential as a term to signal the qualities needed for success not only in paid employment but also in other domains of life.”Acer (2001), cited in ACCI/ BCA (2002:4)

3. “Employability relates to both unemployed people seeking work and those in employment seeking better jobs with their current or a different employer.”McQuaid et al (2005)

4. “Employability is the capability to move into and within labour markets and to realize potential through sustainable and accessible employment.”Northern Ireland Department for Employment and Learning (2011)

5. “… employability as: The capacity and willingness to be and to remain attractive in the labour market, by anticipating changes in tasks and work environment and reacting to these changes in a proactive way.”Sanders and de Gripp (2004)

6. The definition adopted by the Scottish government and the Scottish Centre for Healthy Working Lives is: ”The combination of factors and processes which enable people to progress towards or get into employment, to stay in employment, and to move on in the workplace.”www.healthyworkinglives.com/advice/employability/what-is-employability.aspx


References

ACCI/ BCA (2002) Employability Skills for the Future, Canberra: Department of Education, Science and Training, Commonwealth of Australia.

Gazier, B (2006) Promoting Employability in the Context of Globalisation in the EU and Japan: Background Paper, 11th EU- Japan Symposium, 20–21 March 2006, Brussels, retrieved 10.09.07 fromhttp:// www.eu.nl/employment_social/events/2006/japan/gazier_en.pdf

McQuaid, R W, Green, A and Dansen, M (2005) Introducing Employability, Urban Studies, Vol 42 (2), p191–195.

Northern Ireland Department for Employment and learning retrieved 05.03.2011 from http://www.bbc.co.uk/northernireland/schools/11_16/gogetit/parents/definition.shtml

Sanders, J and de Gripp, A (2004) Training, Task flexibility and the Employability of Low-Skilled Workers, International Journal of Manpower, vol. 25 (1) pp73–89.


Annex C: Existing Definitions of Employability SkillsResearch for the UK Commission identified a wide range of definitions of employability skills, under a variety of names. Twenty typical ones are in the table below, showing the large overlap between them.

Definition Skills Skills

CBI Communication & Literacy

Application of Numeracy

Application of IT Positive Attitude Self- Management

Problem Solving Team Working Business/Customer Awareness

Asset Skills Communications Use Numbers Manage Information

Be Responsible Demonstrate Positive Attitudes

Be Adaptable Learn Continuously

Work Safely

Think & Solve Problems

Work With Others

Customer Care

Participate in Projects/Tasks

Leitch 2006 Communication Literacy Numeracy Team working

FutureSkills Scotland 2005

Client Comms Skills

Literacy Numeracy Aesthetic Skills Physical Skills

Problem Solving

DfES 2002 Communication Numeracy IT Learning How to Learn

Problem Solving

Teamwork

DfES 2003 Basic Skills: Literacy

Basic Skills: Numeracy

Basic ICT Skills

DfEE QCA 1999

Communications Application of Numbers

IT Improving Own Learning & Performance

Problem Solving Working With Others

Deloitte 2008 Effective Communication

Personal presentation skills

Punctuality and attendance

Dependability Self- Confidence Demonstrating a positive attitude

Demonstrating Initiative

Willingness to Learn

Team working Ability receive constructive feedback

Work Preparation Skills

IoD 2007 Basic Oral Communication Skills

Basic Literacy Skills

Numeracy Skills Reliability; Honesty; Integrity

Punctuality A Positive "Can Do" Attitude

Teamworking & Cooperation Skills

Ability to meet deadlines

C&L 1998) Communication IT Motivation Self-Reliance Critical Evaluation & Logic

E&Y 1998 Communicating Sharing & Leveraging Knowledge

Flexibility Self-Development

Thinking Skills Teamwork Managing Client Relationships

Delivering Client Value

21st C Learning (US)

Communications & Collaboration

Media Literacy Information Literacy

Flexibility & Adaptability

Health Literacy

Critical Thinking & Problem Solving

Creativity and Innovation

Canada 2000+ Communications Use Numbers Manage Information



Work Safely


Work With Others

Customer Care


Canada (ref ACER 2001)

Communication Skills

Use Numbers Understand & Solve Problems using Maths

Use Technology Manage Information

Responsibility Skills

Positive Attitudes & Behaviour

Adaptability Learning Skills Work Safely

Thinking Skills Problem Solving/Decision making skills

Work With Others


UK NCVQ (ref ACER 2001)

Communication Numeracy Application of Numbers

IT Improving Own Performance & Learning

Problem Solving Working with Others

Australia, Mayer (ref ACER 2001)

Communicating Ideas & Info

Using Mathematical Ideas & Technologies

Using Technology/Collecting Analysis

Solving Problems

Working With Others in Teams

US Scans (ref ACER 2001)

Systems/Info/Technology

Thinking

Hawkins 1999 Oral Communication

Numeracy IT/Computer Literacy

Commitment Proactivity

Flexibility Self-Management Self-Awareness

Problem Solving Team working Interpersonal Skills

Customer Orientation

Planning Action

Dearing HE 1997

Communications Numeracy IT Learning How to Learn

Career One Stop (no date)

Communication Listening & Speaking

Reading Writing Mathematics Working with Science, Tools, & Technology Basic Computer Skills

Dependability Reliability

Professionalism Integrity

Adaptability Flexibility

Willingness to Learn Active Learning

Thinking Skills Critical/Analytical Thinking

Creative Thinking

Teamwork Customer Focus

Scheduling and coordinating

Handout 2 – Existing definitions

Existing definitions of employability skills

Research for the UK Commission identified a wide range of definitions of employability skills, under a variety of names. Twenty typical ones are in the table below, showing the large overlap between them.


Annex C: Existing Definitions of Employability SkillsResearch for the UK Commission identified a wide range of definitions of employability skills, under a variety of names. Twenty typical ones are in the table below, showing the large overlap between them.

Definition Skills Skills

CBI Communication & Literacy

Application of Numeracy

Application of IT Positive Attitude Self- Management

Problem Solving Team Working Business/Customer Awareness

Asset Skills Communications Use Numbers Manage Information



Work Safely


Work With Others

Customer Care


Leitch 2006 Communication Literacy Numeracy Team working

FutureSkills Scotland 2005

Client Comms Skills

Literacy Numeracy Aesthetic Skills Physical Skills

Problem Solving

DfES 2002 Communication Numeracy IT Learning How to Learn

Problem Solving

Teamwork

DfES 2003 Basic Skills: Literacy

Basic Skills: Numeracy

Basic ICT Skills

DfEE QCA 1999

Communications Application of Numbers

IT Improving Own Learning & Performance

Problem Solving Working With Others

Deloitte 2008 Effective Communication

Personal presentation skills

Punctuality and attendance

Dependability Self- Confidence Demonstrating a positive attitude

Demonstrating Initiative

Willingness to Learn

Team working Ability receive constructive feedback

Work Preparation Skills

IoD 2007 Basic Oral Communication Skills

Basic Literacy Skills

Numeracy Skills Reliability; Honesty; Integrity

Punctuality A Positive "Can Do" Attitude

Teamworking & Cooperation Skills

Ability to meet deadlines

C&L 1998) Communication IT Motivation Self-Reliance Critical Evaluation & Logic

E&Y 1998 Communicating Sharing & Leveraging Knowledge

Flexibility Self-Development

Thinking Skills Teamwork Managing Client Relationships

Delivering Client Value

21st C Learning (US)

Communications & Collaboration

Media Literacy Information Literacy

Flexibility & Adaptability

Health Literacy

Critical Thinking & Problem Solving

Creativity and Innovation

Canada 2000+ Communications Use Numbers Manage Information



Work Safely


Work With Others

Customer Care


Canada (ref ACER 2001)

Communication Skills

Use Numbers Understand & Solve Problems using Maths

Use Technology Manage Information

Responsibility Skills

Positive Attitudes & Behaviour

Adaptability Learning Skills Work Safely

Thinking Skills Problem Solving/Decision making skills

Work With Others


UK NCVQ (ref ACER 2001)

Communication Numeracy Application of Numbers

IT Improving Own Performance & Learning

Problem Solving Working with Others

Australia, Mayer (ref ACER 2001)

Communicating Ideas & Info

Using Mathematical Ideas & Technologies

Using Technology/Collecting Analysis

Solving Problems

Working With Others in Teams

US Scans (ref ACER 2001)

Systems/Info/Technology

Thinking

Hawkins 1999 Oral Communication

Numeracy IT/Computer Literacy

Commitment Proactivity

Flexibility Self-Management Self-Awareness

Problem Solving Team working Interpersonal Skills

Customer Orientation

Planning Action

Dearing HE 1997

Communications Numeracy IT Learning How to Learn

Career One Stop (no date)

Communication Listening & Speaking

Reading Writing Mathematics Working with Science, Tools, & Technology Basic Computer Skills

Dependability Reliability

Professionalism Integrity

Adaptability Flexibility

Willingness to Learn Active Learning

Thinking Skills Critical/Analytical Thinking

Creative Thinking

Teamwork Customer Focus

Scheduling and coordinating

UK Commission for Employment and Skills 2009. The Employability Challenge. [online] London: UKCES. Available at www.ukces.org.uk//upload/pdf/EmployabilityChallengeFullReport.pdf [Accessed 21/03/2011]

38 Career learning for the 21st century: CPD series5 The Deloitte Employability Initiative

23

5 The Deloitte Employability InitiativeDeveloping employability through Further Education

Key Themes

Employer Involvement, Leadership and Resources, Programme Design and Delivery

Background

Since 2001 the Deloitte community investment team has been working with employers, training consultants, further education colleges and government to design and deliver a course that will provide young people with the skills, attitudes and behaviours they need to secure and sustain employment.

Deloitte believe that teaching employability skills to students requires specialist skills and The Deloitte Foundation has committed £2 million of funding until 2011 to train a new generation of employability trainers who will teach the Deloitte employability course in colleges across the UK. Nine Deloitte Employability Centres have been appointed to deliver the Train the Trainer course, and the Deloitte Foundation will fund up to 800 Further Education teachers to receive this training. These new Deloitte Employability Trainers will teach the Deloitte employability course to up to 40,000 students by 2011.

More than 200 Further Education teachers have already completed Deloitte Train the Trainer courses and they have in turn delivered Deloitte employability courses to more than 1,500 young people, with 4,000 more having enrolled in September 2009 in 58 Further Education colleges across the UK.

Programme Overview

Deloitte has developed a Train the Trainer course for teachers who wish to develop the skills to deliver employability skills effectively in any context. The 4-day residential training course and e-learning modules deliver personal and professional development for teachers, and cover the key requirements of the new LLUK teaching standards for employability. The course can also be used as the basis for achieving an Edexcel Level 4 BTEC Professional Award for Teachers of Employability and can count towards the required 30 hours of CPD. Further Education teachers and colleges can apply for places on a Deloitte Train the Trainer course and if successful these places are fully funded by the Deloitte Foundation. Training is delivered at one of 9 Regional Deloitte Employability Centres across the UK – Further Education Colleges or Universities appointed by Deloitte as centres of excellence for Deloitte employability skills training and delivery.

Content, Design and Materials

The Deloitte employability course has evolved since 2001 in consultation with training providers, government, training consultants and employers. Delegates on the course receive a full set of teaching and learning materials for a 100-150glh course which includes

Handout 3 – Cases

These four case studies on the following pages are taken from The Employability Challenge: Case Studies (UKCES, 2009).

Analysis Understanding Insight Expert advice to government

The Employability Challenge

February 2009

Case Studies

Module 7: Introduction to developing employability skills 395 The Deloitte Employability Initiative

23

5 The Deloitte Employability InitiativeDeveloping employability through Further Education

Key Themes

Employer Involvement, Leadership and Resources, Programme Design and Delivery

Background

Since 2001 the Deloitte community investment team has been working with employers, training consultants, further education colleges and government to design and deliver a course that will provide young people with the skills, attitudes and behaviours they need to secure and sustain employment.

Deloitte believe that teaching employability skills to students requires specialist skills and The Deloitte Foundation has committed £2 million of funding until 2011 to train a new generation of employability trainers who will teach the Deloitte employability course in colleges across the UK. Nine Deloitte Employability Centres have been appointed to deliver the Train the Trainer course, and the Deloitte Foundation will fund up to 800 Further Education teachers to receive this training. These new Deloitte Employability Trainers will teach the Deloitte employability course to up to 40,000 students by 2011.

More than 200 Further Education teachers have already completed Deloitte Train the Trainer courses and they have in turn delivered Deloitte employability courses to more than 1,500 young people, with 4,000 more having enrolled in September 2009 in 58 Further Education colleges across the UK.

Programme Overview

Deloitte has developed a Train the Trainer course for teachers who wish to develop the skills to deliver employability skills effectively in any context. The 4-day residential training course and e-learning modules deliver personal and professional development for teachers, and cover the key requirements of the new LLUK teaching standards for employability. The course can also be used as the basis for achieving an Edexcel Level 4 BTEC Professional Award for Teachers of Employability and can count towards the required 30 hours of CPD. Further Education teachers and colleges can apply for places on a Deloitte Train the Trainer course and if successful these places are fully funded by the Deloitte Foundation. Training is delivered at one of 9 Regional Deloitte Employability Centres across the UK – Further Education Colleges or Universities appointed by Deloitte as centres of excellence for Deloitte employability skills training and delivery.

Content, Design and Materials

The Deloitte employability course has evolved since 2001 in consultation with training providers, government, training consultants and employers. Delegates on the course receive a full set of teaching and learning materials for a 100-150glh course which includes

40 Career learning for the 21st century: CPD seriesThe Employability Challenge UK Commission for Employment and Skills – Case Studies

24

detailed lesson plans for each session. The distinguishing feature of these employability courses is that learning is based around practical exercises, simulations, role-plays and scenarios that replicate real employment and workplace situations. Students are encouraged to regard their learning as a journey of personal development and growth, and they set their own targets and objectives for this process. They thereby develop an understanding of the theory and principles of employability through actively experiencing the practical reality of different workplace situations.

Contextualised delivery

Employability skills training is not delivered in isolation, but alongside training in the technical skills and knowledge required for employment in specific sectors. In addition, colleges are encouraged to give students the opportunity to take advantage of work-based learning with local employers. Whilst the Deloitte employability course materials are generic and the course itself is delivered as a discrete programme funded and accredited by one of two Level 2 qualifications (Edexcel BTEC Skills for Employability, Level 2 NOCN Certificate in Employability) teachers who attend the Train the Trainer course are required to deliver employability skills training to students in vocational areas in which they currently teach. In addition, teachers are encouraged to adapt, develop and redesign the Deloitte course to suit their own learners’ needs and ensure relevance to the particular sector they are preparing young people for – as long as the overall approach and style of the Deloitte programme is maintained. This is assessed through observations undertaken by Deloitte Employability Centres on every delegate who has completed a Train the Trainer programme and subsequently delivers Deloitte employability courses.

Employer engagement

The Deloitte employability course includes a range of opportunities for employer input. These include work experience, workplace visits and employer speakers. The material provided includes exercises to help prepare young people for engagement with employers during the course and help them reflect on these experiences. In addition, up to 500 Deloitte staff visit colleges every year to provide specific workshop sessions on CVs, interviews and presentation skills as part of every Deloitte employability course regardless of sector.

Development

The current Deloitte initiative is being developed further to include a Deloitte Skills Package. This will bring all elements of the Deloitte employability course together with functional and key skills in a full employability package making the course more readily fundable and easy to timetable, as well as fitting in more readily to the new Diploma frameworks.

The programme is also being adapted to meet the needs of the Higher Education provider network and work is underway to develop guidelines for Deloitte employability modules within Higher Education frameworks.

5 The Deloitte Employability Initiative

25

Reach

In 2006/7, the Deloitte employability programme trained 311 students and 16 trainers through 21 courses. In 2007/8, the programme trained 64 trainers who delivered 106 courses to approximately 1,500 students.

In 2008/09 the programme has already trained a further 147 trainers who are delivering 226 courses to more than 4,000 students in over 60 Colleges of further and higher education. In 2008 over 400 Deloitte staff will provide Employability sessions within Further Education Colleges.

Impact

In 2006/7, 89 per cent of students remained on the programme and 82 per cent successfully achieved a qualification. Six months post completion of the Deloitte Employability programme, 93 per cent of respondents were in full-time education or training at a higher level. During 2007/08, 199 Deloitte volunteers delivered sessions to students on Deloitte employability courses on CVs, Interviews and Presentation Skills. In 2008/09, 92 per cent of delegates on the Train the Trainer programme rated the course as either good or excellent.

Deloitte have designed a formal evaluation model and data tracking tool together with Corporate Citizenship. The first results will be available in February 2009.

Students have said:

“The employability course has really changed my life”●●

“I don’t think I would be where I am today without the employability skills training I was ●●

given”

Employers have said:

“Whenever we have a vacancy now we will look to people who come from the course ●●

because we know it works”

“We were very impressed by the students’ positive attitude and willingness to learn. ●●

The employability skills training they received at college enable them to fit into our organisation and workplace culture”

Teachers have said:

“The students really enjoyed the sessions. They still talk about it now! And believe me, ●●

that’s really good”

Delegates have said:

“A thoroughly enjoyable and liberating experience, I feel invigorated and ready for the ●●

challenge of delivering employability skills”

“Extremely useful course. Intense but I learned so much about my personal and ●●

professional conduct, drivers and areas I would like to improve on”

Module 7: Introduction to developing employability skills 41The Employability Challenge UK Commission for Employment and Skills – Case Studies

24

detailed lesson plans for each session. The distinguishing feature of these employability courses is that learning is based around practical exercises, simulations, role-plays and scenarios that replicate real employment and workplace situations. Students are encouraged to regard their learning as a journey of personal development and growth, and they set their own targets and objectives for this process. They thereby develop an understanding of the theory and principles of employability through actively experiencing the practical reality of different workplace situations.

Contextualised delivery

Employability skills training is not delivered in isolation, but alongside training in the technical skills and knowledge required for employment in specific sectors. In addition, colleges are encouraged to give students the opportunity to take advantage of work-based learning with local employers. Whilst the Deloitte employability course materials are generic and the course itself is delivered as a discrete programme funded and accredited by one of two Level 2 qualifications (Edexcel BTEC Skills for Employability, Level 2 NOCN Certificate in Employability) teachers who attend the Train the Trainer course are required to deliver employability skills training to students in vocational areas in which they currently teach. In addition, teachers are encouraged to adapt, develop and redesign the Deloitte course to suit their own learners’ needs and ensure relevance to the particular sector they are preparing young people for – as long as the overall approach and style of the Deloitte programme is maintained. This is assessed through observations undertaken by Deloitte Employability Centres on every delegate who has completed a Train the Trainer programme and subsequently delivers Deloitte employability courses.

Employer engagement

The Deloitte employability course includes a range of opportunities for employer input. These include work experience, workplace visits and employer speakers. The material provided includes exercises to help prepare young people for engagement with employers during the course and help them reflect on these experiences. In addition, up to 500 Deloitte staff visit colleges every year to provide specific workshop sessions on CVs, interviews and presentation skills as part of every Deloitte employability course regardless of sector.

Development

The current Deloitte initiative is being developed further to include a Deloitte Skills Package. This will bring all elements of the Deloitte employability course together with functional and key skills in a full employability package making the course more readily fundable and easy to timetable, as well as fitting in more readily to the new Diploma frameworks.

The programme is also being adapted to meet the needs of the Higher Education provider network and work is underway to develop guidelines for Deloitte employability modules within Higher Education frameworks.

5 The Deloitte Employability Initiative

25

Reach

In 2006/7, the Deloitte employability programme trained 311 students and 16 trainers through 21 courses. In 2007/8, the programme trained 64 trainers who delivered 106 courses to approximately 1,500 students.

In 2008/09 the programme has already trained a further 147 trainers who are delivering 226 courses to more than 4,000 students in over 60 Colleges of further and higher education. In 2008 over 400 Deloitte staff will provide Employability sessions within Further Education Colleges.

Impact

In 2006/7, 89 per cent of students remained on the programme and 82 per cent successfully achieved a qualification. Six months post completion of the Deloitte Employability programme, 93 per cent of respondents were in full-time education or training at a higher level. During 2007/08, 199 Deloitte volunteers delivered sessions to students on Deloitte employability courses on CVs, Interviews and Presentation Skills. In 2008/09, 92 per cent of delegates on the Train the Trainer programme rated the course as either good or excellent.

Deloitte have designed a formal evaluation model and data tracking tool together with Corporate Citizenship. The first results will be available in February 2009.

Students have said:

“The employability course has really changed my life”●●

“I don’t think I would be where I am today without the employability skills training I was ●●

given”

Employers have said:

“Whenever we have a vacancy now we will look to people who come from the course ●●

because we know it works”

“We were very impressed by the students’ positive attitude and willingness to learn. ●●

The employability skills training they received at college enable them to fit into our organisation and workplace culture”

Teachers have said:

“The students really enjoyed the sessions. They still talk about it now! And believe me, ●●

that’s really good”

Delegates have said:

“A thoroughly enjoyable and liberating experience, I feel invigorated and ready for the ●●

challenge of delivering employability skills”

“Extremely useful course. Intense but I learned so much about my personal and ●●

professional conduct, drivers and areas I would like to improve on”

42 Career learning for the 21st century: CPD seriesThe Employability Challenge UK Commission for Employment and Skills – Case Studies

26

Contact

Ken Sargison Deloitte Brindley Place – 1 Birmingham B1 2HZ Tel: 0121 696 8563 E-mail: [email protected]

The Employability Challenge UK Commission for Employment and Skills – Case Studies

34

8 Local Employment Access Projects – STRIVEDeveloping employability through the help of a voluntary organisation

Themes

Leadership and Resources, Programme Design and Delivery

Background

Local Employment Access Projects, or LEAP, is a black led charity based in Kensal Green, North West London, which aims to transform people’s lives by giving them the skills and motivation they need to get work, remain employed, and flourish. LEAP became a registered charity in 1996 with four main objectives:

To empower participants and help them develop the soft skills, attitudes and 1. behaviours employers in the entry-level job market are seeking

To be connected with real jobs, which motivate those who are sceptical about 2. compulsory employment schemes

To assist London residents and LEAP users, who are ineligible for mainstream 3. employment programmes because they do not qualify for state benefits, have not claimed benefits for long enough, or are recent arrivals to the UK

To improve job retention, so that those who are placed into jobs can use them as a 4. springboard into continuous employment

Since its inception, LEAP’s 20 staff have helped more than 4,000 people to find work. Around 80 per cent of LEAP’s clients are from ethnic minority backgrounds – mostly of African or African Caribbean origin – and most are 25 years of age or older.

In 1999, LEAP launched STRIVE, its flagship employment and empowerment programme, which combines ‘tough love’ with skills training, employment placement services and ongoing support. STRIVE is based on a powerful technique aimed at creating a no-nonsense environment where excuses are unacceptable, and in which participants are provided with tools to begin viewing themselves as marketable adults: not as victims. The programme aims not only to equip participants with essential skills, but also challenges the underlying behaviours and perceptions that prevent clients from getting and keeping jobs. As LEAP state on their website, “ We believe in the people we serve. We care too much about them to watch them conform to the basest stereotypes that could be attributed to them, without challenging them to consider themselves in an altogether more positive light.”

Module 7: Introduction to developing employability skills 43The Employability Challenge UK Commission for Employment and Skills – Case Studies

26

Contact

Ken Sargison Deloitte Brindley Place – 1 Birmingham B1 2HZ Tel: 0121 696 8563 E-mail: [email protected]


34

8 Local Employment Access Projects – STRIVEDeveloping employability through the help of a voluntary organisation

Themes

Leadership and Resources, Programme Design and Delivery

Background

Local Employment Access Projects, or LEAP, is a black led charity based in Kensal Green, North West London, which aims to transform people’s lives by giving them the skills and motivation they need to get work, remain employed, and flourish. LEAP became a registered charity in 1996 with four main objectives:

To empower participants and help them develop the soft skills, attitudes and 1. behaviours employers in the entry-level job market are seeking

To be connected with real jobs, which motivate those who are sceptical about 2. compulsory employment schemes

To assist London residents and LEAP users, who are ineligible for mainstream 3. employment programmes because they do not qualify for state benefits, have not claimed benefits for long enough, or are recent arrivals to the UK

To improve job retention, so that those who are placed into jobs can use them as a 4. springboard into continuous employment

Since its inception, LEAP’s 20 staff have helped more than 4,000 people to find work. Around 80 per cent of LEAP’s clients are from ethnic minority backgrounds – mostly of African or African Caribbean origin – and most are 25 years of age or older.

In 1999, LEAP launched STRIVE, its flagship employment and empowerment programme, which combines ‘tough love’ with skills training, employment placement services and ongoing support. STRIVE is based on a powerful technique aimed at creating a no-nonsense environment where excuses are unacceptable, and in which participants are provided with tools to begin viewing themselves as marketable adults: not as victims. The programme aims not only to equip participants with essential skills, but also challenges the underlying behaviours and perceptions that prevent clients from getting and keeping jobs. As LEAP state on their website, “ We believe in the people we serve. We care too much about them to watch them conform to the basest stereotypes that could be attributed to them, without challenging them to consider themselves in an altogether more positive light.”

44 Career learning for the 21st century: CPD series8 Local Employment Access Projects – STRIVE

35

Programme Overview

STRIVE is a three-week intensive course followed by up to two years’ job search and placement assistance. The programme is based on four core principles:

that regular employment is the key to tackling many of the problems faced by the poor●●

that attitudinal training which challenges negative beliefs and behaviour and aims to ●●

improve the self-confidence and motivation, is essential

that participation is voluntary and should be offered to people who ●● want to work

that the programme is not for everyone: it does not meet the immediate needs of ●●

people with significant basic needs, who are very disruptive, under the influence of drugs or alcohol, or whose current circumstance make full participation unlikely

Programme staff work to ensure that participants move seamlessly through the following programme features:

outreach●●

training●●

employment services●●

support services●●

post-placement follow-up●●

Outreach

To recruit participants, LEAP’s outreach team advertises in local papers and establishments, as well as conducts presentations and surgeries at Jobcentre Plus, prisons or community organisations. Many clients come through referrals from other agencies and via word-of-mouth. Recruitment is carried out in three-week cycles throughout the year – three weeks of recruitment followed by one down week for administration, followed by three weeks of recruitment, and so forth. The team speaks to around 300 potential clients each month and registers 120 per month. Fundamental to their approach is:

Establishing a relationship with potential clients based on trust ●●

Dressing in professional attire, to command respect, when carrying out outreach work●●

Having empathy for the clients●●

Offering access to real jobs, not just training●●

Talking ‘the same language’, figuratively speaking, as potential clients●●

Interested clients come to LEAP to register in the organisation’s database. The registration process includes an informal discussion in which an initial needs assessment is done to ascertain why individuals are unemployed, what barriers to employment they face and what kind of assistance they are seeking. The process is aimed at getting a sense of the whole person with the hope of providing holistic support. With an understanding of the client’s needs, LEAP staff enrol them in the appropriate training programme. Ninety five per cent of those that register with LEAP enrol in STRIVE.


36

Training – STRIVE

Week 1 of STRIVE focuses on shifting attitudes and behaviour. Programme staff shift attitudes and behaviour by, figuratively, holding a mirror up to participants, thereby making participants aware of what they do and how they do it. For example, staff may highlight the negative tone of voice a participant uses in response to a question. Staff also establish ground rules with consequences,to help shift attitudes and behaviour such as requiring people to be on time, and permitting three late arrivals before asking a participant to leave the programme. Participants are also asked to pay fines for breaking rules. The first week sets a framework for the rest of the programme.

Week 2 focuses on teambuilding. For instance, participants are asked to work in small teams, which have been put together by LEAP staff, based on personalities and participation styles. As part of their teambuilding, the participants will work in sub-groups with a variety of different people to hold mock interviews. Throughout the exercise, participants get practice working in a group – expressing views effectively, listening to others, coming to agreement.

Week 3 focuses on job seeking skills. An employer, who has vacancies, visits this portion of the programme and does a presentation introducing themselves, discussing the importance of dress codes, the dos and don’ts of interviewing, and professionalism on the job. During the week, participants also get support in preparing a CV, completing a mock application form and further preparation for interviewing.

LEAP is distinctive in its tough-love approach, which is well-demonstrated in at least three ways by the STRIVE programme:

Ground rules are set at the beginning of the programme and participants are expected ●●

to honour them, which helps to create a desirable culture and demonstrates participant commitment and respect for the programme. Transgressions are treated seriously and are met with consequences. A recent incident provides a clear example:

One of the ground rules is that mobile phones should be turned off during training sessions. In one recent session, during the first week of the programme, one of the instructors (as well as other participants) heard a client’s phone vibrate. Nobody admitted to the transgression despite encouragement to do so, and a discussion about integrity and responsibility. LEAP’s chief executive was due to hold a presentation soon after the incident, and during it he reiterated the ground rules and said he would let this one go, and let it rest on the conscience of the owner of the phone. He said that if it happened again, the course would be terminated. All participants agreed. During the third week of programme, the second instructor heard another phone vibrating. Participants on his side of the room could also hear it. Again, the owner was asked to identify his/her self, but nobody would and, as the chief executive had agreed, the course was terminated.

Participants were asked to reflect on their thoughts in writing before leaving. People milled around talking and venting because they were very upset. After a bit of discussion, participants asked the instructor to check a particular participant’s phone as they thought it might have been his that was vibrating. His phone was checked, he

Module 7: Introduction to developing employability skills 458 Local Employment Access Projects – STRIVE

35

Programme Overview

STRIVE is a three-week intensive course followed by up to two years’ job search and placement assistance. The programme is based on four core principles:

that regular employment is the key to tackling many of the problems faced by the poor●●

that attitudinal training which challenges negative beliefs and behaviour and aims to ●●

improve the self-confidence and motivation, is essential

that participation is voluntary and should be offered to people who ●● want to work

that the programme is not for everyone: it does not meet the immediate needs of ●●

people with significant basic needs, who are very disruptive, under the influence of drugs or alcohol, or whose current circumstance make full participation unlikely

Programme staff work to ensure that participants move seamlessly through the following programme features:

outreach●●

training●●

employment services●●

support services●●

post-placement follow-up●●

Outreach

To recruit participants, LEAP’s outreach team advertises in local papers and establishments, as well as conducts presentations and surgeries at Jobcentre Plus, prisons or community organisations. Many clients come through referrals from other agencies and via word-of-mouth. Recruitment is carried out in three-week cycles throughout the year – three weeks of recruitment followed by one down week for administration, followed by three weeks of recruitment, and so forth. The team speaks to around 300 potential clients each month and registers 120 per month. Fundamental to their approach is:

Establishing a relationship with potential clients based on trust ●●

Dressing in professional attire, to command respect, when carrying out outreach work●●

Having empathy for the clients●●

Offering access to real jobs, not just training●●

Talking ‘the same language’, figuratively speaking, as potential clients●●

Interested clients come to LEAP to register in the organisation’s database. The registration process includes an informal discussion in which an initial needs assessment is done to ascertain why individuals are unemployed, what barriers to employment they face and what kind of assistance they are seeking. The process is aimed at getting a sense of the whole person with the hope of providing holistic support. With an understanding of the client’s needs, LEAP staff enrol them in the appropriate training programme. Ninety five per cent of those that register with LEAP enrol in STRIVE.


36

Training – STRIVE

Week 1 of STRIVE focuses on shifting attitudes and behaviour. Programme staff shift attitudes and behaviour by, figuratively, holding a mirror up to participants, thereby making participants aware of what they do and how they do it. For example, staff may highlight the negative tone of voice a participant uses in response to a question. Staff also establish ground rules with consequences,to help shift attitudes and behaviour such as requiring people to be on time, and permitting three late arrivals before asking a participant to leave the programme. Participants are also asked to pay fines for breaking rules. The first week sets a framework for the rest of the programme.

Week 2 focuses on teambuilding. For instance, participants are asked to work in small teams, which have been put together by LEAP staff, based on personalities and participation styles. As part of their teambuilding, the participants will work in sub-groups with a variety of different people to hold mock interviews. Throughout the exercise, participants get practice working in a group – expressing views effectively, listening to others, coming to agreement.

Week 3 focuses on job seeking skills. An employer, who has vacancies, visits this portion of the programme and does a presentation introducing themselves, discussing the importance of dress codes, the dos and don’ts of interviewing, and professionalism on the job. During the week, participants also get support in preparing a CV, completing a mock application form and further preparation for interviewing.

LEAP is distinctive in its tough-love approach, which is well-demonstrated in at least three ways by the STRIVE programme:

Ground rules are set at the beginning of the programme and participants are expected ●●

to honour them, which helps to create a desirable culture and demonstrates participant commitment and respect for the programme. Transgressions are treated seriously and are met with consequences. A recent incident provides a clear example:

One of the ground rules is that mobile phones should be turned off during training sessions. In one recent session, during the first week of the programme, one of the instructors (as well as other participants) heard a client’s phone vibrate. Nobody admitted to the transgression despite encouragement to do so, and a discussion about integrity and responsibility. LEAP’s chief executive was due to hold a presentation soon after the incident, and during it he reiterated the ground rules and said he would let this one go, and let it rest on the conscience of the owner of the phone. He said that if it happened again, the course would be terminated. All participants agreed. During the third week of programme, the second instructor heard another phone vibrating. Participants on his side of the room could also hear it. Again, the owner was asked to identify his/her self, but nobody would and, as the chief executive had agreed, the course was terminated.

Participants were asked to reflect on their thoughts in writing before leaving. People milled around talking and venting because they were very upset. After a bit of discussion, participants asked the instructor to check a particular participant’s phone as they thought it might have been his that was vibrating. His phone was checked, he

46 Career learning for the 21st century: CPD series8 Local Employment Access Projects – STRIVE

37

was confronted and did not deny the accusation. The instructor called everyone back into the room and, after the owner of the phone finally apologised, the class was resumed.

High expectations, coupled with robust support, are set for participants and ●●

participants are respectfully challenged in and outside of class to meet those expectations. There have been a few cases where participants have been asked to repeat the three-week training course because the effort and behaviour that they demonstrated did not meet expectations.

Participants are given frank and constructive feedback from peers and instructors on ●●

their performance. For example, during mock interviews, participants can be given feedback on their dress or lack of preparation.

One programme staff said, “It is really about accountability and making people more responsible for their actions. While the tough-love is initially ‘tough’, it is one of the strengths of the programme to which participants respond. Seventy per cent of participants who enrol in the programme complete it and receive an OCN Level 2.”

Employment Services

After completing the STRIVE programme, graduates are matched with an Employment Services Officer. Through a series of one-to-one sessions, for as long as it takes, the pair identify and address the client’s barriers to employment, which may include childcare, language needs and/or housing problems. They also identify and aim to secure a job for the participant that matches his/her skills, experience and requirements. During the process, previous employment is reviewed, aspirations for the future are considered and an agreed action plan to get their desired job is developed and implemented.

This tailored approach is central to LEAP’s effectiveness. It depends upon a strong relationship between the Employer Services Officer and the client as the multiple barriers to employment that clients are often dealing with are sensitive, such as inappropriate self-presentation and drug rehabilitation. The strong relationships which staff are able to form with clients are due, in part, to the staff’s ability to empathise with clients because many have been through what some of the clients are experiencing. Several staff are STRIVE alumni. Staff are also able to form strong relationships with clients because of staff continuity; there is very low turnover among LEAP staff.

LEAP believes that employers (as well as jobseekers) are their clients. Staff members do presentations to employers on the STRIVE programme, establishing a rapport and a source for vacancies. They also attend job fairs, employer association meetings, networking sessions and carry out cold calling. Participants also look for job opportunities. As a result of their combined efforts, 70 per cent of STRIVE graduates secure employment. Between 20 and 25 are placed every month, and after two years, 84 per cent are still employed.


38

Support Services

The Support Services team continues to support participants after they secure employment. The aim of the follow-up activity is to help participants through the difficult early months of transition into employment and then to support their aspirations for a career. It is one of the distinctive aspects of LEAP’s provision and is essential to the effectiveness of the programme. The team also works with clients to identify additional training needs and to help them find the next level job.

Impact

The success of the STRIVE programme and of LEAP’s efforts more generally can be attributed to:

empathetic and committed staff●●

effective leadership and management of the organisation●●

the values, which permeate the organisations’ culture – integrity, empathy, ●●

professionalism, passion, dedication, creativity and excellence

the quality of customer care that staff provide●●

Visitors to LEAP are immediately welcomed and made to feel comfortable. Staff are responsive, thoughtful and clearly committed to their work. The day-to-day running of the organisation feels smooth and well-managed. There is a sense of calm in the office environment that is coupled with a feeling that something meaningful is going on.

Since its inception, LEAP has helped over 4000 clients secure employment. They are placed in/as: retail (29 per cent), administration (13 per cent), customer service/call centres (8 per cent), care workers (7 per cent), packing/stock control/warehouse (4 per cent), security (4 per cent), catering (4 per cent) and cleaning (3 per cent). The average starting salary is £13,000 and average salary for those assisted in finding the next level job is £15,000. Seventy per cent of graduates of its flagship programme, STRIVE, secure employment and 70 per cent are still employed after two years.

Contact

Eugene Blavo Director of Operations Harriet Tubman House Hazel Road London NW10 5PP 020-8962-1900 [email protected] www.leap.org.uk

Module 7: Introduction to developing employability skills 478 Local Employment Access Projects – STRIVE

37

was confronted and did not deny the accusation. The instructor called everyone back into the room and, after the owner of the phone finally apologised, the class was resumed.

High expectations, coupled with robust support, are set for participants and ●●

participants are respectfully challenged in and outside of class to meet those expectations. There have been a few cases where participants have been asked to repeat the three-week training course because the effort and behaviour that they demonstrated did not meet expectations.

Participants are given frank and constructive feedback from peers and instructors on ●●

their performance. For example, during mock interviews, participants can be given feedback on their dress or lack of preparation.

One programme staff said, “It is really about accountability and making people more responsible for their actions. While the tough-love is initially ‘tough’, it is one of the strengths of the programme to which participants respond. Seventy per cent of participants who enrol in the programme complete it and receive an OCN Level 2.”

Employment Services

After completing the STRIVE programme, graduates are matched with an Employment Services Officer. Through a series of one-to-one sessions, for as long as it takes, the pair identify and address the client’s barriers to employment, which may include childcare, language needs and/or housing problems. They also identify and aim to secure a job for the participant that matches his/her skills, experience and requirements. During the process, previous employment is reviewed, aspirations for the future are considered and an agreed action plan to get their desired job is developed and implemented.

This tailored approach is central to LEAP’s effectiveness. It depends upon a strong relationship between the Employer Services Officer and the client as the multiple barriers to employment that clients are often dealing with are sensitive, such as inappropriate self-presentation and drug rehabilitation. The strong relationships which staff are able to form with clients are due, in part, to the staff’s ability to empathise with clients because many have been through what some of the clients are experiencing. Several staff are STRIVE alumni. Staff are also able to form strong relationships with clients because of staff continuity; there is very low turnover among LEAP staff.

LEAP believes that employers (as well as jobseekers) are their clients. Staff members do presentations to employers on the STRIVE programme, establishing a rapport and a source for vacancies. They also attend job fairs, employer association meetings, networking sessions and carry out cold calling. Participants also look for job opportunities. As a result of their combined efforts, 70 per cent of STRIVE graduates secure employment. Between 20 and 25 are placed every month, and after two years, 84 per cent are still employed.


38

Support Services

The Support Services team continues to support participants after they secure employment. The aim of the follow-up activity is to help participants through the difficult early months of transition into employment and then to support their aspirations for a career. It is one of the distinctive aspects of LEAP’s provision and is essential to the effectiveness of the programme. The team also works with clients to identify additional training needs and to help them find the next level job.

Impact

The success of the STRIVE programme and of LEAP’s efforts more generally can be attributed to:

empathetic and committed staff●●

effective leadership and management of the organisation●●

the values, which permeate the organisations’ culture – integrity, empathy, ●●

professionalism, passion, dedication, creativity and excellence

the quality of customer care that staff provide●●

Visitors to LEAP are immediately welcomed and made to feel comfortable. Staff are responsive, thoughtful and clearly committed to their work. The day-to-day running of the organisation feels smooth and well-managed. There is a sense of calm in the office environment that is coupled with a feeling that something meaningful is going on.

Since its inception, LEAP has helped over 4000 clients secure employment. They are placed in/as: retail (29 per cent), administration (13 per cent), customer service/call centres (8 per cent), care workers (7 per cent), packing/stock control/warehouse (4 per cent), security (4 per cent), catering (4 per cent) and cleaning (3 per cent). The average starting salary is £13,000 and average salary for those assisted in finding the next level job is £15,000. Seventy per cent of graduates of its flagship programme, STRIVE, secure employment and 70 per cent are still employed after two years.

Contact

Eugene Blavo Director of Operations Harriet Tubman House Hazel Road London NW10 5PP 020-8962-1900 [email protected] www.leap.org.uk

48 Career learning for the 21st century: CPD series9 Newham College

39

9 Newham CollegeDeveloping employability through a further education college

Themes

Employer Involvement, Leadership and Resource, Programme design and delivery

Background

Located east of central London, Newham College was established in 1985 as the result of a merger between East Ham and West Ham technical colleges. Today, Newham College is one of the largest further education colleges both nationally and in the Greater London area, with over 20,000 full and part-time students and an annual budget of £40 million. Many of the students are from the local area, and over 80 per cent are aged over 19 on entry, with an average age of 31. Newham is a diverse community, where approximately 60 per cent of students are members of ethnic minority groups.

The area around Newham is currently in the middle of large scale re-development, including the development of Stratford City and the Olympics in 2012. This in itself brings further demand for the college to support students to develop the skills necessary to construct and sustain such huge developments.

Newham College delivers programmes in 12 out of 14 national programme areas, including a unitised framework integrating skills for life with vocational and academic study – Newham College Access Diploma (NewCAD). In addition, the college offers NVQs, GNVQs, AVCEs, GCEs at AS and A-levels, Access to Higher Education courses, Foundation Degrees, Modern Apprenticeships, Foundation courses BTEC National Certificates and Diplomas, Higher National Certificates and Diplomas, RSA, City & Guilds and a range of other specialist qualifications.

Programme Overview

The value placed on developing employability skills is driven both “top down” by the Principal and senior management team, and “bottom up” by the needs of the local community. Managers and staff turn the college’s vision into practice by having a customer-focused approach, which places both student and employer requirements central to its activities. This is reflected in the design, content and delivery of programmes, which regularly involves employers at each stage. It is also reflected in the strategic management of staff development and resources to support learners to develop the skills local employers request.

“We’re also building up people. We are in the throes of vast change, with 2012

providing a chance for revitalisation of the East End... we have never had a better

opportunity to build a great future. We’re offering the opportunities, resources and

personal support to help people raise their sights and realise their full potential.”

Martin Tolhurst, Principal and Chief Executive


40

Employability skills are developed for full time students through the Progression and Employability Skills Programme (PES). The course is offered from Entry 3 to Level 3 and is delivered over 36 weeks for 1 hour per week. The content of the course has been developed in part from the experience of two staff who have completed a Deloitte Employability Skills teacher training programme, and in part by the college to make it suitable for different levels of ability. A strong theme throughout the content of the PES programme is supporting students to develop their reflection and planning skills, which is taught through a series of activities and then applied by planning and reflecting on their own development. Managers reported that the inclusion of citizenship in the PES programme was particularly useful in helping overseas students in their search for employment.

Teacher comments on the PES programme have included:

The Deloitte training was useful to help update skills (teaching & learning methods ●●

have developed since becoming qualified)

It helps learners to get jobs●●

Employers have responded positively●●

Parents are supportive of the course●●

The PES course is supported by an online learning system (Virtual Learning Environment), which provides access to materials and support for both learners and delivery staff – including lesson plans and delivery materials. As such, all staff at the college are required to deliver the PES programme, without the requirement for additional off the job training. Learners are able to access additional support materials throughout their study and request support from a tutor when required. Online surveys provide real-time feedback from learners, which the college can use to further tailor support.

Following successful feedback from students, staff, employers and parents, the plan is to roll the PES programme out to part-time students in 2008/09.

A key factor in the effective teaching & learning of employability skills, identified by the tutors interviewed, was the need to have up-to-date skills and industry knowledge. To support this, the college rewards teachers who obtain a Grade One lesson observation with time to gain further experience in industry. The updated skills and knowledge are cascaded back to other staff through meetings and collaboration within each department.

To ensure students have the opportunity to apply their skills in a work setting, the college runs an “Earn as you learn” scheme – where the college pays students to work in real college core activities. These include reception, administration and events management. In addition, the college offers hair and beauty services, and a nail bar, to the local community. Here, customers book and pay for services delivered by students on the appropriate course. The in-house salon and treatment rooms are professionally equipped and provide students with the opportunity to gain experience applying their skills and knowledge in a work environment rather than a classroom.

Opportunities for students to apply their skills in the workplace extend beyond the college’s campus, with a hair salon in the main shopping street. Students work with clients to provide services appropriate to their level of study. The salon is not subsidised by the

Module 7: Introduction to developing employability skills 499 Newham College

39

9 Newham CollegeDeveloping employability through a further education college

Themes

Employer Involvement, Leadership and Resource, Programme design and delivery

Background

Located east of central London, Newham College was established in 1985 as the result of a merger between East Ham and West Ham technical colleges. Today, Newham College is one of the largest further education colleges both nationally and in the Greater London area, with over 20,000 full and part-time students and an annual budget of £40 million. Many of the students are from the local area, and over 80 per cent are aged over 19 on entry, with an average age of 31. Newham is a diverse community, where approximately 60 per cent of students are members of ethnic minority groups.

The area around Newham is currently in the middle of large scale re-development, including the development of Stratford City and the Olympics in 2012. This in itself brings further demand for the college to support students to develop the skills necessary to construct and sustain such huge developments.

Newham College delivers programmes in 12 out of 14 national programme areas, including a unitised framework integrating skills for life with vocational and academic study – Newham College Access Diploma (NewCAD). In addition, the college offers NVQs, GNVQs, AVCEs, GCEs at AS and A-levels, Access to Higher Education courses, Foundation Degrees, Modern Apprenticeships, Foundation courses BTEC National Certificates and Diplomas, Higher National Certificates and Diplomas, RSA, City & Guilds and a range of other specialist qualifications.

Programme Overview

The value placed on developing employability skills is driven both “top down” by the Principal and senior management team, and “bottom up” by the needs of the local community. Managers and staff turn the college’s vision into practice by having a customer-focused approach, which places both student and employer requirements central to its activities. This is reflected in the design, content and delivery of programmes, which regularly involves employers at each stage. It is also reflected in the strategic management of staff development and resources to support learners to develop the skills local employers request.

“We’re also building up people. We are in the throes of vast change, with 2012

providing a chance for revitalisation of the East End... we have never had a better

opportunity to build a great future. We’re offering the opportunities, resources and

personal support to help people raise their sights and realise their full potential.”

Martin Tolhurst, Principal and Chief Executive


40

Employability skills are developed for full time students through the Progression and Employability Skills Programme (PES). The course is offered from Entry 3 to Level 3 and is delivered over 36 weeks for 1 hour per week. The content of the course has been developed in part from the experience of two staff who have completed a Deloitte Employability Skills teacher training programme, and in part by the college to make it suitable for different levels of ability. A strong theme throughout the content of the PES programme is supporting students to develop their reflection and planning skills, which is taught through a series of activities and then applied by planning and reflecting on their own development. Managers reported that the inclusion of citizenship in the PES programme was particularly useful in helping overseas students in their search for employment.

Teacher comments on the PES programme have included:

The Deloitte training was useful to help update skills (teaching & learning methods ●●

have developed since becoming qualified)

It helps learners to get jobs●●

Employers have responded positively●●

Parents are supportive of the course●●

The PES course is supported by an online learning system (Virtual Learning Environment), which provides access to materials and support for both learners and delivery staff – including lesson plans and delivery materials. As such, all staff at the college are required to deliver the PES programme, without the requirement for additional off the job training. Learners are able to access additional support materials throughout their study and request support from a tutor when required. Online surveys provide real-time feedback from learners, which the college can use to further tailor support.

Following successful feedback from students, staff, employers and parents, the plan is to roll the PES programme out to part-time students in 2008/09.

A key factor in the effective teaching & learning of employability skills, identified by the tutors interviewed, was the need to have up-to-date skills and industry knowledge. To support this, the college rewards teachers who obtain a Grade One lesson observation with time to gain further experience in industry. The updated skills and knowledge are cascaded back to other staff through meetings and collaboration within each department.

To ensure students have the opportunity to apply their skills in a work setting, the college runs an “Earn as you learn” scheme – where the college pays students to work in real college core activities. These include reception, administration and events management. In addition, the college offers hair and beauty services, and a nail bar, to the local community. Here, customers book and pay for services delivered by students on the appropriate course. The in-house salon and treatment rooms are professionally equipped and provide students with the opportunity to gain experience applying their skills and knowledge in a work environment rather than a classroom.

Opportunities for students to apply their skills in the workplace extend beyond the college’s campus, with a hair salon in the main shopping street. Students work with clients to provide services appropriate to their level of study. The salon is not subsidised by the


41

college and must be competitive with other local salons to remain open. The role of the salon manager was identified as critical in supporting students to develop the necessary business awareness of balancing time for learning with the need to deliver a timely and high quality service. An interview with the salon manager highlighted her position as a role model. Her experience and progression from being the salon receptionist gave credibility to her position, which encouraged a positive working relationship with students.

The salon manager oversees the work of each student. This includes providing feedback when a good service has been provided, and on performance in areas where a student is required to develop and maintain a high standard, such as how they speak and listen to the client. Students are reviewed at least every 12 weeks, which provides an opportunity for the salon manager, course tutor and students to reflect on progress and plan for the following 12 weeks.

The salon manager saw the benefit of being involved as critical to the level of service the salon delivers, and helping students with the transition from a classroom into the workplace. The salon manager was clear that she ran a business, and although students were still learning, they would be dismissed if they did not demonstrate the skills, knowledge, and attitude needed to work in a busy salon.

The college has a high standard of learning environment because of the space, furniture, layout and modern equipment. This was true of both the vocational areas (hair salon, beauty treatments rooms, and nail bar) and the academic learning facilities. Students had access to open plan learning environments, which contained high quality audio/visual equipment, computers, projectors, internet access and furniture. This gave a feel of an open-plan office environment, in which staff were observed working with students to support individual needs – more as colleagues than instructors. An interview with a student explored why she was taking on an employability course in addition to her main programme of learning. Her response was that she felt it “enhanced my opportunity of getting the right job.” Staff reported that the instances of vandalism were very rare once the high quality learning rooms were installed: “Higher quality environment produces higher quality behaviour.”

The Centre for Innovation and Partnerships (CIPS) at the college has developed a resource specifically targeted at the needs of the local community – a Women in Business centre known as “Her Business Centre”. This facility provides women access to business support, training, counselling, business contacts, and incubator start-up offices. The service has been adapted to meet the specific needs of women starting their own businesses.

A group of women on a jewellery course were interviewed for their feedback on the support and services provided. They gave very positive feedback and felt they were learning both jewellery-making skills and the wider skills necessary to set up and run their own businesses. The college has worked hard to seek involvement with local employers, and the jewellery class is a good example where a local employer has been fully engaged – through programme design, delivery and workplace experience. The employer collaborated with college managers to help consider the skills being developed, and provide the reassurance that students will be equipped to work in the jewellery industry. Regular meetings are held between the CIPS and the employer to review progress and explore how


42

the college can further develop its relationship with the employer – to achieve its aim of helping people become job-ready.

The involvement of an employer has resulted in the women from the business start-up class being able to have “as it really is” input from a business owner and have their work showcased to the public. From discussion with the women on the course, there was a strong “can-do” attitude to running their own businesses, as they could both see and experience working with local employers. They also felt there were real benefits of working with an employer, such as having the opportunity to enter a competition run by the company to design and build a new company logo. This opened up new opportunities to apply and further develop their skills, such as designing and producing a finished product in gold.

The students did feel there could be two improvements made to how support is offered:

Clarify and simplify funding●●

Reduce the number of eligibility criteria to widen the opportunity●●

Discussion with the employer highlighted the benefits he felt his engagement with the college had created for his business:

Offering work placements and competitions brought new ideas and energy into the ●●

jewellery industry, raising his company profile within the industry

Providing an opportunity to show growth to both customers and other jewellers in the ●●

industry

Stimulating interest in the media by showcasing new talent at exhibitions and shows●●

Enabling him to offer a broader and unique range of products to better serve his ●●

customers: “Adding value to the brand”

Forging sustainable relationships with the college and individual small jewellery start-●●

up companies

Becoming involved with developing local people has helped increase retention of staff ●●

and skills. Previously, there was higher staff turnover because of problems with travelling to work

The college collaborates with a range of other organisations to support students as they prepare for and secure employment. During a visit to the college, a meeting was held with the local authority to explore how the college and Job Centre Plus worked together to support local people. A drop-in centre was visited where local people could:

apply for work●●

put together a Curriculum Vitae●●

make job applications●●

prepare for an interview●●

identify learning needs and receive guidance on training●●

Speaking to the local authority staff, the relationship with the College was valued as an effective part of supporting the local community secure and sustain employment. This was


43

felt to be especially important given the current large scale regeneration in the local area – the developments for the Olympics in 2012 are the fourth largest development currently underway in the local area.

As a result of the feedback from students and employers, the college plans to use its links with Sector Skills Councils, especially Skillsfast, to develop a more sector focused approach to teaching employability skills. Managers commented that two strengths of the employability skills strategy are:

It is integral to their work towards the Training Quality Standard●●

It builds on their experience of using unitised learning through NOCN, in preparation ●●

for the Qualification Credit Framework

Impact

Newham College has been recognised as a Centre of Vocational Excellence in the areas of Enterprise and Business, as well as Financial and Professional Services. The College suggests that developing employability skills has contributed to developing an effective relationship with:

Local employers – especially in the textile and jewellery industries●●

Sector Skills Councils●●

The local authority●●

The local business community●●

Students from the local community●●

In addition, in 2006/07 over 272 students progressed to university.

Contact

Diane Gowland (holder of the Queen’s award for Enterprise Promotion) Director, Centre for Innovation and Partnerships Newham College Telephone: 020 8522 5700 [email protected]


44

10 Prince’s Trust, Get into Programme – LondonDeveloping employability through the support of a charity

Themes

Employer Involvement, Programme Design and Delivery

Background

Started in 2004, Get into provides unemployed 16-25 year olds who are ready and available for work the opportunity to develop sector-specific vocational skills and transferable employability skills for sustainable employment. Participants can also receive one-to-one holistic support, during and for six months after the programme, to address the broader barriers to employment they may face such as homelessness, learning disabilities or mental illness.

Get into is delivered across the UK and targets young people who are: in and leaving care, offenders, ex-offenders and/or educational underachievers. Within these groups, the programme focuses on black and minority ethnic young people, those with disabilities, refugees and asylum seekers and lone parents, with the aim of recruiting over 50 per cent of young people from the 25 per cent most deprived areas throughout the UK.

The specific content and design of each Get into programme is tailored to the sector it trains participants for, the geography in which it is delivered and the specific staff and partners involved in design and delivery. However, all programmes are/involve:

Small and short – 2-6 weeks and usually no more than 15 participants●●

Driven by identified and achievable jobs in the delivery area ●●

Employers in development, delivery and evaluation ●●

Exposure for participants to a range of sector employers●●

A hands-on practical approach●●

Work experience, where appropriate●●

Recognition for successful completion – a Get into certificate and a formal ●●

qualification/accreditation where relevant (e.g. a CSCS card for Get into Construction, a CSLA qualification for Get into Sport)

Programme Overview – London

Get into programmes are developed as a result of skills shortages in particular sectors that employers and/or the Trust have identified. In London, programmes are offered in digital media, construction, sport, cooking, retail and hospitality and involve employers such as Mossiman’s, The Ritz, and The Gap. Approximately 18-20 programmes in total, across sectors, are offered in London per year.

54 Career learning for the 21st century: CPD series10 Prince’s Trust, Get into Programme – London

45

Once an employer has agreed to participate in Get into, a delivery contract is created between the employer and The Prince’s Trust that sets out roles and responsibilities. The Prince’s Trust programme team and the employer then work together to design a Taster/Selection Day and the Get into programme. The programme team also prepares the employer for working with the young people. An open dialogue is established between the employer and the programme team throughout delivery and at the end of programme, they complete an evaluation.

In 2007/2008 one hundred and twenty young people in total went through Get into programmes in London. These programmes involve the stages described below.

Referral

Potential programme participants are referred to the Get into team coordinator by organisations such as Probation Services, Job Centre Plus and Connexions. Once a referral is made, the team coordinator contacts the organisation for a follow-up chat about the young person. Individuals often self-refer as well. The team coordinator calls each potential participant to ensure that they fit within the Programme’s target audience and to discuss Get into to ensure that it is the right programme for them. A referral form, containing basic profile data and a description of the needs and interests of the individual, is filled out for each potential participant and held by the team coordinator. She maintains contact and alerts individuals to appropriate Get into programmes as they come up. In the interim, participants may attend another Prince’s Trust programme.

Employability Day

The Employability Day, which is standard across Get into programmes in London and mandatory for interested participants, has the following objectives, to:

introduce participants to ●● Get into

provide them with information on the particular sector●●

allow them to practice key employability skills●●

expose them to an employer in the sector●●

prepare them for the Taster/Selection Day●●

gather information about participants to inform the selection process●●

The Day is facilitated by the Programme Executive and is broken into two sections. During section I, the objectives for the day are explained. Participants are introduced to Get into and asked to complete basic paperwork. The day is framed as preparation for the Taster/Selection Day and the expectations for that day are articulated. During section II, participants complete the three short exercises described below, which prepare them for success on the Taster/Selection Day and the actual programme.

Exercise 1: Working in small groups, participants are asked to brainstorm and then feedback a list of characteristics they think employers in the sector are looking for in employees.


46

Exercise 2: Building on this, the facilitator introduces and generates definitions for four characteristics/skills employers need individuals to have/be: reliable, hardworking, a good communicator, a team player. Each item is put on a piece of flip chart paper and posted around the room. Participants are asked to write examples of when they have demonstrated these characteristics/skills on post-it notes and to put them up on the relevant chart paper. The facilitator reviews what participants have written and reads a few examples aloud.

Exercise 3: With guiding questions, participants are asked to conduct brief mock interviews with a partner drawing on the information that was generated during the previous exercise. Participants give each other feedback.

After these exercises, the partner employer meets and speaks with participants providing an overview of the programme and an introduction to the industry. Participants are then encouraged to ask questions about the programme and industry.

Taster/Selection Day

On this day, participants are introduced to the programme and each other and complete an exercise typical of work in the industry. For example, on the Taster/Selection Day of Get

into Digital Media, participants produce a short film in pairs. Specifically, they:

receive introductory training on how to use a camera●●

are shown two short films to see what is possible●●

are divided into pairs and asked to pick a theme out of a hat●●

brainstorm and develop ideas on they can capture their theme on film●●

film in pairs and share their footage with the whole group●●

All of the exercises and information shared thus far, on the Employability Day as well as this day, prepare participants for the last agenda item – an interview to participate in the Get

into programme. Interviews are conducted by a Prince’s Trust Get into team member and the partner employer and include questions such as: tell me about yourself, why are you interested in joining this course, what experience do you have of this industry, and what you can offer to this Get into?

Selection Decision

Get into programme staff and the partner employer discuss each individual in depth. They use the information gathered during the referral stage, the Employability Day and the Taster/Selection Day to determine who to select. Through the discussion, partner employers gain an understanding of the young people, a target population they may not normally recruit. Get into programme staff often provide, for example, insight into participant’s attire and behaviour that may be initially misinterpreted by the partner employer. Once final decisions have been made, the Get into programme coordinator invites successful candidates to participate and signposts unsuccessful candidates back to their referral organisation.

Module 7: Introduction to developing employability skills 5510 Prince’s Trust, Get into Programme – London

45

Once an employer has agreed to participate in Get into, a delivery contract is created between the employer and The Prince’s Trust that sets out roles and responsibilities. The Prince’s Trust programme team and the employer then work together to design a Taster/Selection Day and the Get into programme. The programme team also prepares the employer for working with the young people. An open dialogue is established between the employer and the programme team throughout delivery and at the end of programme, they complete an evaluation.

In 2007/2008 one hundred and twenty young people in total went through Get into programmes in London. These programmes involve the stages described below.

Referral

Potential programme participants are referred to the Get into team coordinator by organisations such as Probation Services, Job Centre Plus and Connexions. Once a referral is made, the team coordinator contacts the organisation for a follow-up chat about the young person. Individuals often self-refer as well. The team coordinator calls each potential participant to ensure that they fit within the Programme’s target audience and to discuss Get into to ensure that it is the right programme for them. A referral form, containing basic profile data and a description of the needs and interests of the individual, is filled out for each potential participant and held by the team coordinator. She maintains contact and alerts individuals to appropriate Get into programmes as they come up. In the interim, participants may attend another Prince’s Trust programme.

Employability Day

The Employability Day, which is standard across Get into programmes in London and mandatory for interested participants, has the following objectives, to:

introduce participants to ●● Get into

provide them with information on the particular sector●●

allow them to practice key employability skills●●

expose them to an employer in the sector●●

prepare them for the Taster/Selection Day●●

gather information about participants to inform the selection process●●

The Day is facilitated by the Programme Executive and is broken into two sections. During section I, the objectives for the day are explained. Participants are introduced to Get into and asked to complete basic paperwork. The day is framed as preparation for the Taster/Selection Day and the expectations for that day are articulated. During section II, participants complete the three short exercises described below, which prepare them for success on the Taster/Selection Day and the actual programme.

Exercise 1: Working in small groups, participants are asked to brainstorm and then feedback a list of characteristics they think employers in the sector are looking for in employees.


46

Exercise 2: Building on this, the facilitator introduces and generates definitions for four characteristics/skills employers need individuals to have/be: reliable, hardworking, a good communicator, a team player. Each item is put on a piece of flip chart paper and posted around the room. Participants are asked to write examples of when they have demonstrated these characteristics/skills on post-it notes and to put them up on the relevant chart paper. The facilitator reviews what participants have written and reads a few examples aloud.

Exercise 3: With guiding questions, participants are asked to conduct brief mock interviews with a partner drawing on the information that was generated during the previous exercise. Participants give each other feedback.

After these exercises, the partner employer meets and speaks with participants providing an overview of the programme and an introduction to the industry. Participants are then encouraged to ask questions about the programme and industry.

Taster/Selection Day

On this day, participants are introduced to the programme and each other and complete an exercise typical of work in the industry. For example, on the Taster/Selection Day of Get

into Digital Media, participants produce a short film in pairs. Specifically, they:

receive introductory training on how to use a camera●●

are shown two short films to see what is possible●●

are divided into pairs and asked to pick a theme out of a hat●●

brainstorm and develop ideas on they can capture their theme on film●●

film in pairs and share their footage with the whole group●●

All of the exercises and information shared thus far, on the Employability Day as well as this day, prepare participants for the last agenda item – an interview to participate in the Get

into programme. Interviews are conducted by a Prince’s Trust Get into team member and the partner employer and include questions such as: tell me about yourself, why are you interested in joining this course, what experience do you have of this industry, and what you can offer to this Get into?

Selection Decision

Get into programme staff and the partner employer discuss each individual in depth. They use the information gathered during the referral stage, the Employability Day and the Taster/Selection Day to determine who to select. Through the discussion, partner employers gain an understanding of the young people, a target population they may not normally recruit. Get into programme staff often provide, for example, insight into participant’s attire and behaviour that may be initially misinterpreted by the partner employer. Once final decisions have been made, the Get into programme coordinator invites successful candidates to participate and signposts unsuccessful candidates back to their referral organisation.

56 Career learning for the 21st century: CPD series10 Prince’s Trust, Get into Programme – London

47

Get into Programme

The specific content and design of each programme varies. Below is what the Get into

Digital Media programme entails. To support full participation, travel, lunch and childcare are provided and paid for by The Prince’s Trust.

DAY AM (9:00-12:30) PM (1:30-4:30)

1 Welcome, introductions, icebreaker. Introduction to the programme, industry and filmmaking

Practical workshop on operating a camera, sound recording, lighting and mock shoot

2 Editing workshop, practice editing, training on ‘visual language’

Small teams are organised to create a film. Initial ideas for the films are discussed and presented

3 Pre-production day – debate project names, shoot set-up, storyboarding and scripting

Finish pre-production and present preliminary ideas

4 Finish planning. Begin filming Filming

5&6 Filming Filming

7 Filming Editing & digitizing

8& 9 Editing Editing

10 Editing & washdown Editing-films, discuss screening and final event

PM (2:30-6:00) Evening (6:00-9:00)

11 Final touches and prep for evening Screening Event to present student films to an external audience. Agenda – introduction, keynote speaker, films, key note speaker, certificate presentation & photos

1:1 Support

After completing the programme, participants have the option of receiving six months of 1:1 tailored support from a Get into programme team member. The first meeting sets the direction for those that follow, usually on a weekly basis. During this meeting, the young person articulates their short and long term goals and a plan for meeting them, often through using a Life Map.

The first portion of the Life Map asks users to rate, on a scale of 1 – meaning not at all satisfied, to 7 – meaning completely satisfied, their feelings about:

Life Overall●●

Employment/Income●●

Education and Training●●

General Health●●

Alcohol and Drugs●●

Accommodation●●


48

Relationships●●

Social Life●●

Handling Problems●●

Other●●

Once they have completed their ratings, they identify three priority areas for the next six months.

Using the same scale, the Life Map then asks participants to rate how happy they are with their basic, life and vocational skills and to choose priority areas for development.

Lastly, participants consider the barriers that are preventing them from improving in their life and skill priority areas and develop a short and long term plan for addressing the barriers and improving their skills. They then make a time commitment for working with the Trust (or another agency) on this plan. This plan is the basis of the six months of 1:1 support.

Impact

After 3 years of continually developing Get into, programme staff, participants and partners have reaped the benefits. For example, in 2006-07, in the London region, one month after completing a Get into programme, on average, 58 per cent of graduates had entered employment, education or training. Three months after completion, 75 per cent had and six months after completion 88 per cent had. The programme target is 70 percent. The biggest rewards are perhaps, not quantifiable. In an interview, a Get into programme staff member said – the last day of the programme is often the first day of a new start.

Contact

Natalie Ross The Prince’s Trust Get into Team 18 Park Square East London NW1 4LH 020 7543 1234 [email protected] www.princes-trust.org.uk

Module 7: Introduction to developing employability skills 5710 Prince’s Trust, Get into Programme – London

47

Get into Programme

The specific content and design of each programme varies. Below is what the Get into

Digital Media programme entails. To support full participation, travel, lunch and childcare are provided and paid for by The Prince’s Trust.

DAY AM (9:00-12:30) PM (1:30-4:30)

1 Welcome, introductions, icebreaker. Introduction to the programme, industry and filmmaking

Practical workshop on operating a camera, sound recording, lighting and mock shoot

2 Editing workshop, practice editing, training on ‘visual language’

Small teams are organised to create a film. Initial ideas for the films are discussed and presented

3 Pre-production day – debate project names, shoot set-up, storyboarding and scripting

Finish pre-production and present preliminary ideas

4 Finish planning. Begin filming Filming

5&6 Filming Filming

7 Filming Editing & digitizing

8& 9 Editing Editing

10 Editing & washdown Editing-films, discuss screening and final event

PM (2:30-6:00) Evening (6:00-9:00)

11 Final touches and prep for evening Screening Event to present student films to an external audience. Agenda – introduction, keynote speaker, films, key note speaker, certificate presentation & photos

1:1 Support

After completing the programme, participants have the option of receiving six months of 1:1 tailored support from a Get into programme team member. The first meeting sets the direction for those that follow, usually on a weekly basis. During this meeting, the young person articulates their short and long term goals and a plan for meeting them, often through using a Life Map.

The first portion of the Life Map asks users to rate, on a scale of 1 – meaning not at all satisfied, to 7 – meaning completely satisfied, their feelings about:

Life Overall●●

Employment/Income●●

Education and Training●●

General Health●●

Alcohol and Drugs●●

Accommodation●●


48

Relationships●●

Social Life●●

Handling Problems●●

Other●●

Once they have completed their ratings, they identify three priority areas for the next six months.

Using the same scale, the Life Map then asks participants to rate how happy they are with their basic, life and vocational skills and to choose priority areas for development.

Lastly, participants consider the barriers that are preventing them from improving in their life and skill priority areas and develop a short and long term plan for addressing the barriers and improving their skills. They then make a time commitment for working with the Trust (or another agency) on this plan. This plan is the basis of the six months of 1:1 support.

Impact

After 3 years of continually developing Get into, programme staff, participants and partners have reaped the benefits. For example, in 2006-07, in the London region, one month after completing a Get into programme, on average, 58 per cent of graduates had entered employment, education or training. Three months after completion, 75 per cent had and six months after completion 88 per cent had. The programme target is 70 percent. The biggest rewards are perhaps, not quantifiable. In an interview, a Get into programme staff member said – the last day of the programme is often the first day of a new start.

Contact

Natalie Ross The Prince’s Trust Get into Team 18 Park Square East London NW1 4LH 020 7543 1234 [email protected] www.princes-trust.org.uk


KeyInner circle: critical factorsMiddle circle: key featuresOuter circle: impact on learner, employer and provider

Handout 4 – Wheel

From UKCES (2009) The Employability Challenge Report.


KnowingWhat &Where... To find out about yourself, others and the world around you and seeking knowledge, facts, information, and ideas

KnowingWhy.... Things happen and seeking to understand, to make connections between ideas and to reflect about yourself and others

KnowingHow to... To move things on, to behave positively, to take action and to apply knowledge

I know who I am and what I am good at

This career area includes: Knowing what my interests, abilities, personal qualities and values are Knowing my strengths and development needs

Being aware of how I behave and the impact my behaviour has on those around me and how I am perceived Knowing what makes me feel good about myself

Understanding that my health and well-being affects the way I feel about myself

Understanding that the way I feel about myself can affect whether I achieve my life and work goals

Understanding the benefits upon my strengths and the importance of taking charge of my own development

Understanding the benefits of maintaining my self-esteem

Seeking, accepting and making use of feedback from others

Identifying work and opportunities that match my interests and values

Identifying work and opportunities that build on my strengths and/or develop my skills and experience in other areas

Creating a self-development plan

Demonstrating resilience throughout my life and career

Challenging myself to improve my performance

I interact confidently and effectively with others

This career area includes: Knowing what is meant by social and professional networks and how to develop and access them

Knowing about the importance of building effective personal relationships

Knowing what factors influence relationships e.g. common interests, peer pressure, differences, moods, feelings

Understanding that networks are important in life, learning and work

Understanding the importance of relationships in my life, learning and work

Understanding and respecting diversity and individual differences

Understanding how to deal with peer pressure, conflict and emotions in relationships

Living, learning and working effectively with others

Dealing with challenges that emerge in my relationships with other people

Working effectively in a group or team

Listening to others and understanding their point of view

Expressing my own views and feelings

Developing, contributing to and drawing on a range of networks

I change, develop and adapt throughout life

This career area includes: Knowing that I will change and develop throughout my life

Knowing when and who to ask for help

Being aware of how changes related to my work might impact on other aspects of my life

Being aware of how life changes can affect my well being, mental and physical health and decisions about life, learning and work

Exploring my attitude to risk and being willing to make changes to my life

Understanding the value of planning for change including having flexible and back up plans

Understanding the value of challenging myself e.g. to do things differently

Being aware of the value of adapting to new circumstances and environments

Understanding what self-limiting beliefs are and their impact of my life

Being resilient and willing to learn when things change or do not go as expected

Overcoming fears and worries and taking appropriate risks

Spotting opportunities and making the most of chance happenings

Anticipating and initiating change

Challenging my self-limiting beliefs e.g. stereotypes, to enable me to change and develop

I learn throughout my life

This career area includes: Knowing about different types of learning e.g. formal and informal, on-line and taught, mentoring, work shadowing etc.

Identifying the gaps in my learning and skills

Exploring how my life experience has affected my attitude to learning

Knowing about the support available to me for my learning and how to access this

Understanding how to address the gaps in my learning

Understanding the value of developing a range of skills

Understanding why I need to invest in learning and how this affects my life chances

Understanding the attitudes and behaviours that contribute to successful learning

Understanding how skills and knowledge can be transferred from one area of my work or life to another

Selecting the right type of learning for me

Taking part in learning throughout life

Having a learning and development plan

Spotting opportunities to learn and develop

Overcoming the barriers that prevent me from learning

Broadening my learning outside my comfort zone

I find and utilise information and the support of others

This career area includes: Knowing where and how to find a range of information sources relevant to my life, learning and work

Using technology to help me to find the information I need

Knowing who to go to for help, advice and information

Being aware that information was created for different purposes and seeking out a range of different perspectives

Relating information to my own goals and situation

Questioning and assessing the reliability and usefulness of information

Interpreting and using career and labour market information

Using different opportunities and experiences to find out about learning, work and other alternatives

Combining information and drawing conclusions from it

Handout 5 – Blueprint Matrix 2 page


LSIS workshop – trainer’s feedback

Please use this form to feedback how useful you found the training materials provided. This is not to measure the success or otherwise of your workshop, but to help us improve the quality of the materials provided.

Name of workshop: Introduction to developing employability skills Date of workshop:

Using a rating of 1 = very good to 7 = very poor, please answer the following questions:

Rating

Overall how happy were you with the materials?

How well did you think the course met its aim and objectives?

How well did the course meets its aim and objectives?

How would you rate the handouts?

How would you rate the PowerPoint™ presentation?

How would you rate the exercises?

How would you rate the trainer’s background information?

Which parts did you find most useful?

Which parts did you find the least useful?

What do you think could be done to improve the materials?

Please comment on the suitability of the timings provided.

Any other comments?


LSIS workshop – attendee’s feedback

Name of workshop: Introduction to developing employability skills Date of workshop:

Using a rating of 1 = very good to 7 = very poor, please answer the following questions:

Overall how useful did you find the course?

How would you rate the materials provided?

How would you rate the trainer?

How useful were the exercises?

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Which parts did you find most useful?

Which parts did you find the least useful?

What do you think could be done to improve the workshop?

Any other comments?

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LSIS230-07 (2012)

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