Colloquium Elche, 20.09.2012 DEPICT Developing Employability Programmes Using Interactive...

ColloquiumElche, 20.09.2012

DEPICTDeveloping Employability Programmes

Using Interactive Technologies

Developing Employability Programmes Using Interactive Technologies (DEPICT)

2

• 09.00h: Welcome• 09.15h: Objectives of the Project (Salford)• 09.30h: Presentation of the investigative research (Salford)• 10.00h: Objectives of the WP4 (UMH)• 10.30h: Presentation of the market research results from the

workshops (UMH)• 11.30h: Agreement of the four most important competencies/skills• 13.00h: Lunch• 14.15h: Guidelines on how can these competencies/skills be

taught?• 15.45h: Companies interested on participating in the delivery of

WP6 seminars• 16.30h: Conclusions• 17.00h: Thank you and farewell

Agenda

Desarrollo de Programas de Empleabilidad utilizando Tecnologías Interactivas

Thank you !!!!!!!

4

• Objectives of the Project

• Presentation of the investigative research


• To identify, thanks to companies in the Cultural and Creative

Sector, four skills/competencies• Questionnaire• Business Workshop• Colloquium

• To explore guidelines for the design online courses in order to train students and professionals in the competencies identified.

• Report

Objectives of WP4

7

http://www.youtube.com/watch?v=-b6YnNYagoE


Questionnaire Aims: to improve the knowlegde about the competences and skills most valued by professionals in the Cultural and Creative Sector.

Presentation market research results

8

¿ What are employers looking for?


11

Importance when hiring new graduates

MOST VALUED COMPETENCES: (General Skills):

MotivationCommunicationTeam work

LOWEST RANKED COMPETENCES (skills expected from more experienced staff):

Fund RaisingBusiness and negociation skills

Com

mun

icati

on (v

erba

l and

...

Prob

lem

sol

ving

Man

agem

ent

Team

wor

k

Ethi

cs

Resp

onsi

bilit

y

Abili

ty to

lear

n

Moti

vatio

n

Qua

lity

and

impr

ovem

ent f

...

Abili

ty to

app

ly k

now

ledg

e

Abili

ty to

ada

pt to

cha

nge

Deci

sion

mak

ing

Man

agem

ent o

f inf

orm

ati...

Abili

ty to

syn

thes

ise

and

an...

Inte

rper

sona

l ski

lls

Abili

ty to

wor

k on

thei

r ow

n

Crea

tivity

Wor

king

und

er p

ress

ure

Mar

ketin

g sk

ills

Sale

s sk

ills

Fore

ign

lang

uage

s sk

ills

Neg

otiati

on a

nd d

iplo

mac

y

Busi

ness

and

ent

repr

eneu

rial..

.

Lead

ersh

ip

Digi

tal s

kills

Info

rmati

on C

omm

unic

ation

...

Crea

tive

expe

rtise

Onl

ine

skill

s

Rais

ing

fund

s

Desi

gn s

kills

Stor

y an

d na

rrati

ve s

kills

Mul

ti pl

atfor

m s

kills

Mul

ti sk

illed

Inte

llect

ual P

rope

rty

and

M...

Diag

onal

thin

king

Arch

ivin

g

Broa

dcas

t eng

inee

ring

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

SpainNorwayUnited KingdomLatvia

IP a

and

mon

etiza

tion

of c

onte

nt


12

Level of the skills in existing employees

In Norway and Spain, requirement when hiring new staff higher than the requirement to existing employees

In UK requirement to existing employees higher than skills require when hiring new graduates.

Most valued skills: EthicsResponsibilityDigital Skills

.

Com

mun

icati

on (v

erba

l an.

..

Prob

lem

sol

ving

Man

agem

ent

Team

wor

k

Ethi

cs

Resp

onsi

bilit

y

Abili

ty to

lear

n

Moti

vatio

n

Qua

lity

and

impr

ovem

ent .

..

Abili

ty to

app

ly k

now

ledg

e

Abili

ty to

ada

pt to

cha

nge

Deci

sion

mak

ing

Man

agem

ent o

f inf

orm

ati...

Abili

ty to

syn

thes

ise

and

a...

Inte

rper

sona

l ski

lls

Abili

ty to

wor

k on

thei

r ow

n

Crea

tivity

Wor

king

und

er p

ress

ure

Mar

ketin

g sk

ills

Sale

s sk

ills

Fore

ign

lang

uage

s sk

ills

Neg

otiati

on a

nd d

iplo

mac

y

Busi

ness

and

ent

repr

eneu

ria...

Lead

ersh

ip

Digi

tal s

kills

Info

rmati

on C

omm

unic

atio.

..

Crea

tive

expe

rtise

Onl

ine

skill

s

Rais

ing

fund

s

Desi

gn s

kills

Stor

y an

d na

rrati

ve s

kills

Mul

ti pl

atfor

m s

kills

Mul

ti sk

illed

Inte

llect

ual P

rope

rty

and

...

Diag

onal

thin

king

Arch

ivin

g

Broa

dcas

t eng

inee

ring

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

SpainNorwayUnited KingdomLatvia

IP a

and

mon

etiza

tion

of c

onte

nt

Qua

lity

and

impr

ovem

ent f

ocus

Man

agem

ent o

f inf

orm

ation

Abili

ty to

sen

thes

ize a

nd a

naly

ze

Busi

ness

and

ent

repr

eneu

rial s

kills


Gaps in skills new applicants and employees

Common for all countries:

Lack of experience

Difficulty to apply the

knowledge in the real

professional world

Self-management

Problem-solving

Computers and new

technologies skills

UK:

Creative and digital skills and web technologies

NORWAY

Entrepreneurial skills

No commercial thinking

Ungrateful when getting a job

SPAIN

No multi-skilling and versatile candidates.

Working under pressure

Responsibility

Professional attitudes and vision

Foreign languages.

LATVIA

Programming Skills

Issues with strict deadlines

Loyalty

Creativity

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Barriers to recruiting graduates

Related to the graduate:

Lack of training even profesional and

personal

Unexperience, and lack for appropriate

skills

Unmotivated graduates

Ambitions & expectations too high.

Related to the Company:

Limited budget

Relatively expensive to hire a graduate.

Time used to train new graduates

Strict financial budgets and fiscal pressures

Allure of other job offers in the greater EU

14

Employers in the creative and cultural sector prefer to hire no graduates:

UK: 1/3 of companies employed “NO” graduates 1/2 the companies employed “NO” graduates last year

Norway: From the Companies taking the survey: 1,5-2% of the total workforce are graduates, Companies employed only 1,3 graduates last year

Spain: 11 of the16 companies employ graduates Other companies have no qualified employees or have a very low

Latva: Permanent job placement was offered on average to 4 students annually

Formal academic education it is not enough to adquire skills and competencies to succeed personal

and professionally.


Increasing the number of placements which offer more internship opportunities to gain experience before graduating and working more closely with employers.

More relationships between companies and students

In UK: “stop processing and start educating” and “Stop producing iPad/iPhone zombies”.

In Norway: closer and bigger dialogue and interaction with local businesses and a higher use of business case.

In Spain: Increase the quantity but also the quality of trainees.

Companies should offer greater control to avoid abusive situations.

Better attention to the real needs of enterprises it’s also required.

Add in the degree specific training materials focusing on what enterprises are going to ask graduates for in the future.

Give to the graduates basic knowledge about responsibility and professional attitudes.

Change teachers mentality.

Use creative techniques for teaching.

In Latvia: Fund and set-up various audiovisual and creative sector incubators to give the opportunities to the students develop their patents and work closely with companies while at school

How can universities remove barriers?

17

http://www.youtube.com/watch?v=8rWbg4-dw1g

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… and the winner is…: INTERNSHIPS


Ranking of competences.NORWAY

Commercial understanding

Creativity

Interpersonal skills

Ability/skill of getting things done and completing what´s begun

19

UK

Verbal and Written Communication skills

Creativity

Motivation

Working under pressure


Ranking of competences.LATVIA

Adaptation to changes

Business and Entrepreneurial Competence

Intellectual Property

20

SPAIN

Creativity

Information and Communication Technology skills

Teamwork

Know how to sell and sell oneself

http://www.youtube.com/watch?v=KUOte3El3Bs


Ranking of competences.

21

All competences are employability skills

THERE IS ONE COMMON COMPETENCE (UK, NORWAY AND SPAIN)

CREATIVITY

http://www.youtube.com/watch?v=8rWbg4-dw1g


COMPETENCES UK (1)COMPETENCE 1: Verbal and Written Communication skills

Dimensions:

• How they present themselves. • How they talk• How they listen• How they write – press releases, blogs• Being able to pitch themselves• Talking about their work• Good handshake• Confidence to put yourself forward• Dyslexia – knowing how to overcome/get it checked etc• Body language• Negotiation – i.e negotiate salary• Construct an argument and present information• Persuasion skills- to give them a job to start with!• Ability to sell themselves• Able to articulate their skills/expertise• Ability to ask for help• Knowing the right questions to ask and who/when/how to ask• Interpersonal skills • Being able to communicate with team members• Social chameleon • Appropriate language• Literacy• Presentation skills• How they articulate themselves• Professional language• Being able to interpret responses and use information

•

COMPETENCE 2: CREATIVITY•

Dimensions:

• How can universities teach this?• Wide area!• Taking initiative• Innovative ideas• Creative approach to problems• Evolving nature of creativity• Growing• Encouraging to experiment• Having confidence to do things differently• Enjoying the challenge• Adopting technologies• Willingness to experiment and innovative• Trial and error• Not being afraid of failure• Trying things in new ways• Pushing things forward• Thinking differently – we’re creatives, we’re expected to do

that• Synthesis and analysis – the taking ideas forward in a

practical way• Being taught to think• Being able to create the product

22


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COMPETENCES UK (2)COMPETENCE 3: MOTIVATION

Dimensions:

• Energy• Enthusiasm• What are they motivated by?• What are they motivated to?• Self-awareness – who are they motivated to work with and in what

way?• Wanting to continue learning – if someone has the raw ability and

willingness to learn then they can be taught the technical parts• Financial – businesses want to make money, understanding

commercial motivations to do well – in an SME money is directly commensurate with how well they do

• What motivates them personally – development, benefits, learning• Motivated by having a job!• Understanding why you do what you do when you’re at your most

productive – ‘in the zone’• To be motivated to solve problems – to want to make a difference• Self-directed• Learning from mistakes and keeping going

•

COMPETENCE 4: WORKING UNDER

PRESSURE

Dimensions:

• How can universities teach this?• Wide area!• Taking initiative• Innovative ideas• Creative approach to problems• Evolving nature of creativity• Growing• Encouraging to experiment• Having confidence to do things differently• Enjoying the challenge• Adopting technologies• Willingness to experiment and innovative• Trial and error• Not being afraid of failure• Trying things in new ways• Pushing things forward• Thinking differently – we’re creatives, we’re expected to

do that• Synthesis and analysis – the taking ideas forward in a

practical way• Being taught to think• Being able to create the product


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HOW TO TEACH COMPETENCES (UK)Best education is where you’re taught to think

Giving people freedom and opportunity opt think – analyzing poetry or creating a film, something practical

Analysis

Showing expected route then challenging student to do something new

Teaching theory/history of discipline – how was this problem solved in the past – what learning can we take to the future?

Value in old fashioned academic disciplines

Challenge thinking – every time one piece of work is delivered, move onto the next challenge

Hack days – 12 hour session, 8am-8pm, have a brief, creatives come together, solve brief pitch to client at the end.

Timed brief with feedback

Is it about teaching skills or raising awareness?


COMPETENCES NORWAY (1)

COMPETENCE 1: COMMERCIAL UNDERSTANDING

Dimensions:

• Basic understanding of how a business works, and what will be the new employee's role in the value chain of the company.

• The new employee must have an understanding of commercial mechanism and should be able to act accordingly, even if the candidate is not necessarily close to commercial business in his daily position.

• One should generally consider the commercial understanding as a part of an entrepreneurial set of skill, which is required. At present commercial understanding is a close to non-existing part of the university curriculum.

• That is a problem that the university has to cope with, partly through an increasing number of entrepreneurial learning programs and partly by encouraging companies across different industries to help solving this problem efficiently.

•

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COMPETENCE 2: CREATIVITY

Dimensions:

• Creative in terms of business in practice is to being able to take things further.

• Creativeness is about problem solving and solving/avoiding conflicts.

• Being creative makes you look for opportunities rather than limitations. You´re highly motivated, searching for innovative and alternative solutions.

• Lack of curiosity among graduates is a problem for the companies, when hiring new people. To be creative is also to ask the right questions.

•


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COMPETENCES NORWAY (2)COMPETENCE 4: ABILITY/SKILL OF GETTING THINGS DONE AND COMPLETING WHAT´S BEGUNDimensions:

• There is a wide understanding among the graduates, that it is more appropriate to ask "what can the job do for me" instead of the other way around; “What could I do for the company?”.

• It is a trend considering the job as a necessary thing to do in order to get spare time.

• The understanding of ability/skill of getting things done and completing what´s begun is in the eyes of the company representatives about applying gained knowledge to real life, having an inside “drive” and power, viewing things from different angels and with different eyes, the will to achieve and succeed, being responsible for the company development and the own actions, being result-orientated and motivated and finally being able to plan actions, cope with dilemmas and make necessary decisions.

COMPETENCE 3: INTERPERSONAL SKILLS

Dimensions:

• Self-knowledge. The new employees should be conscious and aware

• Interpersonal skills are about humility, respect, common understanding and communication between different people with different roles and personalities.

• In the final round, when there are only a few candidates left for a current vacant position, the personal qualities are the ultimate and crucial decision makers.

• The successful candidate will contribute with motivation, energy and curiosity to the company development.


27

HOW TO TEACH COMPETENCES (NORWAY)• There is a strong focus on success stories• Internship, practice period• Limits in terms of the number of students companies can deal with• Higher demands from those who teach regarding commercial understanding and business background. • Invite people from industry, preferably someone who has experience of "recession“.• Universities should buy external competence from companies to train and prepare students for employment.• Train students on problem solving, using real-world problems in a real world business• Case studies and group dynamics: how do we work together ? How to create synergies?• Train students in creativity and commercial awareness. • Providing Business-Mentors for students• Training of cognitive skills.• Enable a university reward system for the development of these sets of skills.• Take students to a setting, that is outside their usual “comfort zone”, where they have to interact with others• Student Week may be converted from being a big drunken party into a learning arena of social skills. • Take the students out of the campus and do something completely different (rafting etc).• Task forcing student to be together for one day without digital communication• Initiate discussions and provide feedback on behavior• Allow students to examine how they themselves experienced things, and observe how their behavior affects others. • Train the students in new technologies, helping them find relevant knowledge. • Provide students or student groups with a number of apparently completely impossible creative tasks. • Company loyalty and ethics• Using different verbal ability tests or numerical tests.• Encourage the students to take responsibility outside of their studies campus, in sports, in politics or starting their own companies!


COMPETENCES SPAIN (1)COMPETENCE 1: INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS

Dimensions:

• To train graduates in the use of social networking tools,

outsourcing tools of process, video-conferencing, collaborative tools

• To teach how to communicate and behave in a professional situation

• Give the students some knowledge of data protection legislation.

• To teach them in the Management of priorities: time, online relationships, using tools such as productivity factor

• To show them how to prepare and check the documents you need to send or submit online. Let them know good forums to answer their questions and find interesting information

HOW TO TEACH THIS COMPETENCE: • Prepare a user’s guide with the most important steps to follow so

as to use each communication told

• This training should be complete with tutorial videos

•

28

COMPETENCE 2: Team Work

Dimensions:

• To make the graduates aware of the requirements to create a good teamwork

• To explain the different kind of teams and how the graduates must behave in different situations

• To inform about the different stages to follow in a teamwork

• To educate in management skills

• To give information on the “delocalized collaborative team”

• To emphasize on the singularities of the organizational models of creative teams

HOW TO TEACH THIS COMPETENCE:

• Theoretical Guideline and then a presence practical session of 2 or 3 days with role playing exercises

• Use of online meeting, video conferencing, teams works using the email, and management tools like

PARTNERSHIPS:• To involve companies selling software

•

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Online Help can be useful….

Nurse!!: Get the computer, visit www.surgery.com and click on “how to proceed when you are completely lost”

http://www.surgery.com/


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COMPETENCES SPAIN (2)COMPETENCE 4: KNOW HOW TO SELL AND SELL ONESELF

Dimensions:

• To teach how to become a reference and opinion leader. To bring knowledge in personal branding, online marketing, marketing mix, SEO, SEM, telephone, sales strategies and sales philosophy and approaches.

• To give some guidelines about the different selling tools related to the product but also to the personal branding

• Graduates must be able to identify customers’ attitudes to adapt their behavior on that.

• “Consultative selling”.

• To develop some personals skills so as to gain confidence

HOW TO TEACH THIS COMPETENCE:• Final presentation where graduates have to

persuade the teachers to invest in their project. • During the course, presentation of their CV and a

portfolio.

COMPETENCE 3: CREATIVITY

Dimensions:

• To present the most important creative tools and models

• To focus on some skills that creative should have like fluency, flexibility and originality.

• To train graduates in the determinants of creativity, strategic subordination, contingency principle (and to link the creativity with the practice.

• To focus on the creativity applied to everything not only to the person but also to the process.

• To give some guidelines about where to find sources, to try to fight against the uncertainty of the sector

• To teach the different techniques to find the inspiration and create. Use of “pinterest scoop as “textbook”.

HOW TO TEACH THIS COMPETENCE: • Short theoretical training and a guide with the most

important sources of inspiration. • A practical workshop to learn how to apply all the

concepts studied

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Online Skills are not useless….

Does anyone know how to play Microsoft Flight Simulator?


COMPETENCES LATVIA(1)COMPETENCE 1: ADAPTATION TO CHANGES

Dimensions:

• Constant updates in technology, with a quick adaptation is required. A universally (with technical expertise across disciplines) trained graduate will less likely be hired.

• Solution: Training should move away from highly specialized skills to all encompassing, comprehensive education.

•

32

COMPETENCE 2: BUSINESS AND ENTREPRENEURIAL

Dimensions:

• In creative industries, it is important to understand business processes, as employees are negotiating with clients and suppliers. The graduates are expected to have general knowledge of business processes.

• Solution: Introducing a business module to current curriculums.

•


33

COMPETENCES LATVIA (2)

HOW TO TEACH THE COMPETENCES

• Traditional training complemented with internet games, and online simulations, the simulations with real audiences: one can see the students’ potential straight away, and it is already ready to use instrument. M

• Modifications to Bologna Accords are needed, as they are more applicable to business schools and less to those training graduates in arts, because the creative sector requires quick shifts in technologies taught and courses required according to the rapidly changing industry.

COMPETENCE 3: INTELLECTUAL PROPERTY

Dimensions:• It is necessary to know and understand legal matters above average.

• The local industry has to deal with the lack of expertise in the intellectual aspect.

• Solution: Introducing an intellectual property module to current curriculums.


COLLOQUIUM

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• RANKING OF COMPETENCES.

• DIMENSIONS OF EACH COMPETENCE

• HOW TO TEACH


35

MOST VALUED SKILLSVERBAL AND WRITTEN COMMUNICATION SKILL

CREATIVITY

MOTIVATION

WORKING UNDER PRESSURE

COMMERCIAL UNDERSTANDING

INTERPERSONAL SKILLS

ABILITY/SKILL OF GETTING THINGS DONE AND COMPLETING WHAT´S BEGUN

INFORMATION AND COMMUNICATION TECHNOLOGY SKILL

TEAMWORK

KNOW HOW TO SELL AND SELL ONESELF

ADAPTATION TO CHANGES

BUSINESS AND ENTREPRENEURIAL COMPETENCE

INTELLECTUAL PROPERTY

RANKING OF COMPETENCES


36

RANKING OF COMPETENCES

personal development /Self-awareness/ interpersonal skills (be the best you can be)

Information and Communications Tecnology

Entrepreneruship Creativity

There was an open discussion among the participants on which where the most important competencies for companies based on all the previos information and on the participation on the business workshops.

It was agreed that behind all the work done before, there were four main headings under those competencies could be grouped:

personal development /Self-awareness/ interpersonal skills (be the best you can be)

Information and Communications Tecnology

Entrepreneruship Creativity

-Interpersonal skills-Communication skills-Understanding your strengths and abilities-Be able to Sell yourself-Motivation

-social media and digital footprint-community management-Digital technology and applications-design applications-Asset management-Digital communication and sharing-Use IT in a professional and entrepreneurial way

-how to set up a company?-Seaching for opportunities (projects, additional funding)-Commercial understanding-How the company operates-Entrepreneurial skills: open minded, ambition, -Innovation- IP rights

-Problem identification -how to look for opportunities-Problem solving-Theories of creativity and creativity tools

Dimensions/Understanding of what is behind each competence/skill

Personal Development - Awareness

Information and commnunication tecnhology

Entrepreneurship Creativity

- scenarios and case studies online?- NLP techniques- Team games / activities- Personal self reflection- E-Portfolios- MBTI / Psicometric

questionnaires- Cross cultural

communication (eg. Bafa bafa)

- Personal branding- Time managing

techniques

- Game applications as a part of a case study as tool

- Video conferencing, etc

- Interactive content operation (interactive e-books, e- portfolio) above digital books, all cases studies,

- Digital assets management (metadata, etc)

- Build a blog + promote portfolio

- E-commerce management

- Netiquette- SEO/SEM

- Case / own ideas/ groups- “Dragons den” program /

pitching- Seminars with local

entrepreneurs- International case- Marketing online- Innovations (technology,

process)- Where do you/does your

company money come from- Planification strategy- Sell your idea, find new ideas

gloglaly- Experts conferences- IPR, intangigle assets- Valorizations, etc.- Business simulations (create

and operate a company)- Business models - Collaborations platforms

(public and private sector)- IP rights sell- Marketing- Demola example (patent,

prochet, simulation)- App?- Take risks!

- Idea creation session: idea Labs

- Solving real business problem

- Games: designing, playing Hack Days

- Group tast to create i.e. Product marketing campaing film

- Use Ict to promote- Colukd tie into

entrepreneurship- Learn about creative

tools- Learn how to use new

creative tools- Find new relationships- Find new business ideas- Theoretical background- Techniques to foster

creativity- Be creative synergies

(brainstorm)

How to teach those competencies/ Skills


39

• Prepare Research Report (UMH) 17.10.2012• Get feedback (All partners) 23.10.2012• Circulate the final version of report 31.10.2012

What next on WP4??

40

Lessons learned?

NiceAtractive

Fun

Close

“Conclusions arrived at through reasoning have very little or no influence in altering the course of our lives.” – Carlos Castaneda

http://www.youtube.com/watch?v=SOetlJAGE9Y

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Competence = conciousness + willingness

Know HowConsciousness

+

+

--

42

YOU CHOOSE: ¿red or blue?

43

Being Example

- “Setting an example is not the main means of

influencing another, it is the only means.".

A. Einstein

- “Be the change you want to see in the world".

M. Ghandi

44

Tell me and I will forget,Show me and I may remember,Involve me and I will understand. Confucius

Let me and I will do it

“You will do more things if you would not think they are impossible”

Chinese Proverb

Thank you for your presence

http://www.youtube.com/watch?v=MYImFc5Plpk

THANK YOU VERY MUCH!

Colloquium Elche, 20.09.2012 DEPICT Developing Employability Programmes Using Interactive...

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