Developing my Employability and Enterprise Skills Part YPECOE Book (2).pdf · Employability and...

Developing myEmployability and Enterprise

Skills

A workbook to help you identify and develop skills during your work experiencePlease keep this with your work experience diary

Name ...............................................................................................................................

School/College .................................................................................................................

Employer ..........................................................................................................................

Dates of placement .........................................................................................................

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This resource was developed by The Staffordshire Partnership with the help and support ofThe Young People’s Enterprise Centre of Expertise. (YPCOE)

Pete Walthorne would like to thank the staff and students of the Schools and Colleges inStaffordshire and Stoke on Trent for their help in designing this resource

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This booklet is in four sections:

Section 1 – learning to learn

This workbook aims to help students to develop the ability to manage their own learning.Students need the right vocabulary and tools to use the rest of the workbook – so thissection is really important.Some students may be able to work through this section by themselves but in most casesthese materials will need to be covered within the school or colleges briefing processbefore the placement begins.

Section 2 – learning on placement

This section provides a selection of templates for the student and employer to select from,adapt and use during the placement.

Section 3 – preparing a summative statement

When you return from your placement you will need to summarise what you have learnedinto a single statement which you will then be able to use elsewhere.7

Section 4 – Advice to tutors and employers

This section gives some ideas on how tutors and employers might help the student withSections 1 and 2 of the workbook.

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Section 1 – learning to learn

In this section you will:

3 Learn some important words and ideas

3 Practice using these words and ideas

3 Prepare to use the rest of the workbook during your work

experience placement

You will probably need help with this section.

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What are Enterprise and Employability?

You will learn these by following this workbook, but here are some starting points:

‘Enterprise’

v Ability to handle uncertainty

v Responding positively to change

v Creating and implementing new ideas

v Assessing and managing risk

‘Employability’

v The importance of skills attitudes and qualities

v The need to keep knowledge and understanding up to date

v The ability to manage your career within a changing work environment

These involve three sets of skills

Enterprise Capability:

3 Decision making

3 Personal and social skills

3 Risk management skills

3 Presentational skills

Financial Literacy:

3 Budgeting

3 Financial planning

3 Personal risk management

Economic and Business understanding:

3 Decision making

3 Making Judgments

3 Investigating a hypothesis

3 Apply an idea or theory to solve a problem

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Activity 1: The learning pyramid

The Learning Pyramid

This picture shows how we learn

Discuss it with someone.

Do you know what all the words mean?

Creating

Evaluating

Analysing

Applying

Understanding

Remembering

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Do you know of anyone who had a completely new idea?

For example - do you know of anyone who put two ideas together and came up with a new idea?

Here are some questions to get you started:

Can you remember facts without understanding what they mean?

For example - have you ever seen the equation E = mc2? What does it mean?

Is there anything you can understand and describe but cannot actually do?

For example - can you juggle?

Can you remember the last thing you learned by watching someone else do it? – What was it?

For example - have you ever followed instructions to make or do something? – What was it?

Remember watching someone do something well and try to break it down into small steps

For example - how do you clean a window really well?

Did the right person win the last series of X factor/ Strictly Come Dancing? – explain why

For example - what should the runner up have done to win?

Do you know of anyone who had a completely new idea?

For example - do you know of anyone who put two ideas together and came up with a new idea?

Why are the questions in different colours?

This workbook will take you up the learning pyramid – these will be the steps:

Helping you know and remember what enterprise is

Helping you understand enterprise skills and ideas

Helping you use your skills and apply them in different situations

Helping you analyse what you are doing

Helping you evaluate how well you are doing

Helping you create your own opportunities to develop your enterprise and employability skills

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Activity 2: Identifying Attitudes and Qualities

Attitudes & Qualities

So let’s describe some enterprise attitudes and qualities, see if you can remember them

and show that you understand their meaning…..

Self-reliance: independence, self-sufficiency, autonomy

Are you able to work on your own, solve problems and make decisions without help?

Give an example or explain why this is difficult.

Open-mindedness: tolerance, liberalism, non-judgmental

Are you interested in other people’s ideas and prepared to work with people you

disagree with?

Give an example

Pragmatism: practicality, expediency, common sense, matter of fact, simplicity

Are you able to find simple practical solutions that will work and just do what it takes?


Adaptability: flexibility, adaptableness, and compliance

Can you change what you are doing if the situation changes?


Perseverance: persistence, determination, pushiness, diligence, and resolution

Do you keep going when it gets difficult or there are obstacles?


Determination: strength of mind, willpower, resolve, purpose, fortitude, grit

Once you have decided something do you make it happen?


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Flexibility: give, change, adaptable

Are you able to cope if things need to be done slightly differently from your original plan?


Creativeness: creativity, artistic, originality, and vision

Do you have original ideas?


Improvisation: invention, creativeness, lateral thinking, inventiveness,.

Do you find yourself developing different ways of doing things?


Confidence: self assurance, self confidence, belief

On the whole do you think that you can do things rather than worry that you can’t’?


Initiative: Inventiveness, enterprise, have ideas

Do you find that you don’t wait to be told to get on with things?


Self-confidence: Self assurance, Self possession, Confidence, poise, assurance,

Do you believe in your abilities?


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Now that you have answered each of the questions above write a description of yourattitudes and abilities without looking at the previous pages – try to use the words you havejust learned.

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Cover up your description. Then ask a friend to look at the previous pages and withoutdiscussing it with you, write a statement about your attitudes and qualities:

If the two descriptions are different then perhaps your friend has observed somethingabout you that you had not noticed yourself.

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Activity 3: Skills awareness

Skills AwarenessWe are not always fully aware of what we are like and what we can do.

This picture describes how we develop and become aware of skills and abilities:

To give an example – riding a bicycle.

Stage 1 – When you are very young you don’t even know about riding bikes, or the factthat you can’t’ do it yet (your lack of ability)

Stage 2 – When you get your first two-wheeled bike you are very aware of the need to learnhow to ride it and you are aware of your incompetence (your inability to do it)

Stage 3 – As you develop the skill of riding a bike you have to think about what to do next– which lever applies the rear break, where the gear change is etc – but you can do it –you have some competence

Stage 4 – After years of riding a bike you don’t have to think about it – you just do it andyou can think about other things - you become unaware of how competent you are atthe skill.

Acquiring Abilities Model

1 2

4 3

UnconsciousIncompetence:

I don’t knowI can’t do this.

ConsciousIncompetence:

I know that I am notvery good at this.

ConsciousCompetence:

I know that I amquite good at this.

UnconsciousCompetence:

I can do this withoutthinking.

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Now list three practical skills or abilities that go through the four stages as you learn them:

1

2

3

This model is very important when developing skills and techniques

To test if you have understood the model please put a tick next to the correct statementsbelow, a cross next to the ones that are wrong and leave the ones you don’t understand:

• We can do some things without thinking

• When we get really good at something we can do it automatically

• We always have to think about every step when we walk

• We are fully aware of all the skills we will need

• We can develop skills we don’t even know about yet

• Sometimes people will spot a skill we have, without us knowing we have it

This is why it is important to:

3 Ask for help in identifying and developing skills

3 Not give up the moment you realize that a skill is difficult

3 Not to assume you have no skills

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Now list some of your skills and abilities in stages 2, 3 and 4

Why can’t you list any stage 1 skills?

I don’tknow Ican’t dothese

I knowthat I amnot verygood at

I can dothesewithoutthinking

I knowthat I amquitegood at

1 2

4 3

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Activity 4: Learning from experience

Learning from experience

Creating

Evaluating

Analysing

Applying

Understanding

Remembering

experience

application reflection

generalisation

Reflection = remember what has happenedby listing, defining, describing, labeling, naming, quoting and describing who, what,when and where

Generalisation = understand analyse evaluate whatyou have learnedby assessing, classifying, comparing, concluding, contrasting, distinguishing, explaining,interpreting, judging, ordering, selecting and, summarizing

Application = apply what you have learnedin new situations or activities.By completing, creating, demonstrating, designing, formulating, illustrating, planning,preparing, presenting,

Do you agree with these statements

v It is possible to have an experience and not learn from it.

v It is possible to have the same experience again and again without learning from it.

v If you follow the four steps above you should learn from an experience.

When you learn from experience you do things better next time.

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Let’s practice analysing our learning using the ideas on the previous page

Give an example of how you have learned from experience (look at the example first)

A good example of learning from experience is when youlearn from mistakes.

Learning from experience also involves managing risks

Example How I have learned from an experience

Experience I tripped over a vacuum cleaner cable

Reflection When I was cleaning theremember carpet with the vacuum(simply cleaner I left it out, wentdescribe what away to do something happened) else and forgot that it

was still there.

Generalisation That I can be forgetful.understand That I should try to do analyse one thing at a timeevaluate That I should put (say what you equipment away when Ihave learned have finished using itfrom thinking about the experience)

Application Next time I finished usingApply a piece of equipment I (what will you put it away before doing do different the next task.next time?) When I was interrupted

before I had finished a job I tidied up the equipment before leaving it.

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Activity 5 Risk management

Risk Management

Before taking any risk:

Find out as much as you can about the riskHas anything like this been done before – what happened?

Ask the experts firstDo people with real experience think this is a sensible risk?

Question your assumptionsWhat do you really know and what do you only think you know and understand?

CommunicateTell people what you are going to try before you go ahead and lose them money,customers or equipment. Don’t go ahead without permission!

Be transparentAllow people to see what you are doing – so there are no big surprises

Be disciplinedDon’t suddenly change your mind or direction before going through all these steps again

Use common senseIt’s too expensive and dangerous to just try anything, hoping you will make a wonderfuldiscovery

If you manage risks this way others will think you areenterprising not just a reckless liability!

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Activity 6: Problem Solving

Problem solving

Problem solving is usually a mixture of working on your ideas alone andworking with others.

Try using the following step when problem solving

1. Define the problem as clearly as possible.

What exactly is required?

2. Set priorities.

What must be done first? What can be left until later?

3. Develop an appropriate strategy

What steps must you take to address the task?

4. Use experience from similar problems

What do you already know or what have you already done?

5. Set targets

What steps must you accomplish by when? How will you know you have achieved each

target? How will you measure your progress?

6. Develop an action plan.

List all the steps necessary to achieve each target. Identify the best order for

accomplishing each step and a deadline for each.

7. Get started.

Do not wait until the last minute, start early on the tasks that you can begin straight away.

8. Monitor your performance against targets and indicators.

Check regularly whether you are meeting your targets and revise your action plan

accordingly.

9. Evaluate your performance.

How well did you achieve your targets? What did you learn that will be of use to you for

future problems and tasks?

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Problem solving tools

Mindmapping

Here’s How You Do It

• Take a sheet of plain paper and turn it sideways (if using flipchart paper you don'tneed to turn it sideways - it is large enough);

• Using coloured felt pens, draw a small picture (or write a phrase) in the centre of thepaper representing the issue you want to solve;

• Draw lines out from the main problem (it helps to use different colors for each line).

• Each line should represent a different aspect of your problem or issue;

• Write down what each line represents either on top of or on the line;

• Add other lines flowing off these main lines;

• Write a word or short phrase on the smaller lines indicating what each new linerepresents (you may find that mind mapping works best for you if you write downthe phrases or draw the images first and then connect them with the lines); and

• If you want, add images next to your main line that illustrate what each line meansto you (some people think better with pictures, others with words).

Here is a mindmap about problem solving:

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Now do your own mindmap for one of these topics:

How to save more money

How to get fitter

How to improve my grades

How to have more fun

……or chose your own ‘problem’

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Activity 7: Action Planning

Action Planning

An action plan pulls together all the steps in problem solving

Here is a simple action plan format:

The task /problem What are you trying to do/achieve

Intended outcome (s) What will it be like, what will be the final result?

What

List the steps and tasks

Who

Whoshould doeach task?

When

Give a startand finishdate for eachstep and task

Resources

List the resources requiredto achieve each task (thisincludes money andequipment)

How will we know that thistask or step has beensuccessfully completed

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Section 2 – learning on placement

In this section you will:

3 Record your use of skills

3 Practice using words to describe your skills and learning

3 Plan, carry out and evaluate projects tasks and challenges

which help you develop enterprise and employability

You should select the pages that help.

You can adapt the layout to suit what you are doing.

You will probably need help from your employer with this section

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Recording Personal Learning and Thinking Skills:

Throughout your placement you will be developing skills.

Use the following tables to identify and record your use ofskills.

You will be able to use this section even if you don’t have anyenterprise challenges or projects whilst on placement.

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Independent Enquirer

This skill involves:

• Taking responsibility for planningwhat to do and how to go aboutit

• Making sensible decisions andlooking at things from a differentpoint of view

• Supporting your findings withevidence

Evidence of using this skill (tick or initial)

Researching and investigating information fora task or project

Carrying out a survey to find out staff viewsand suggestions for change

Thinking of questions to ask or answer to getthe information you require

Solving a customer enquiry effectively

Presenting or communicating information tosuit different people

Analysing information and judging what isvaluable

Explaining to your supervisor why you havecarried out a task in a particular way

Other examples of how I used this skill

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• Generating and exploring ideas

• Trying different ways to tackle aproblem

• Working with others to findimaginative solutions andoutcomes

Adapted/changed my approach to a task ascircumstances changed

Asked more questions to gain greaterunderstanding of a task

Had lots of appropriate ideas for dealing witha problem

Thought ideas through and explored different possibilities in a meeting or discussion


Creative Thinker Evidence of using this skill (tick or initial)

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• Identifying your strengths andlimitations

• Setting realistic goals for success

• Reviewing progress and actingupon the outcomes

• Asking for feedback and dealingwith it positively and constructively

Adapted/changed my approach to a task ascircumstances changed

Asked more questions to gain greaterunderstanding of a task

Had lots of appropriate ideas for dealing witha problem

Thought ideas through and explored different possibilities in a meeting or discussion


Reflective Learner Evidence of using this skill (tick or initial)

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• Taking personal responsibility fororganising yourself

• Using your initiative, creativity andenterprise to learn and improve

• Responding positively to change

• Coping with new challenges andopportunities

Planning work carefully

Organising time and resources

Working towards a goal

Meeting deadlines

Following instructions

Prioritising work

Following induction instructions

Asking for help and guidance

Sticking with tasks in difficult situations

Taking on responsibility


Self Manager Evidence of using this skill (tick or initial)

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• Working confidently with others

• Taking responsibility for your ownpart

• Listening and taking account ofothers point of view

• Working together to resolve issues

Attending a project meeting or team briefing

Interacting with staff by performing basic taskse.g. distribution of post

Cooperating with staff on a specific tasktowards a common goal

Showing fairness and consideration to staffmembers /customers

Managing discussions to achieve results andreach agreements


Team Worker Evidence of using this skill (tick or initial)

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• Active in involving yourself withissues around you

• Playing a full part in work, andcommunity life

• Helping to improve things forothers as well as yourself

Help promote the company at an event

Help with a social event/ fundraiser

Have a discussion about issues that affectstaff and suggest areas for improvement


Effective Participator Evidence of using this skill (tick or initial)

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Enterprise Challenges and projects

Either before or during your placement you, your employer or yourtutor may identify a particular project for you to complete, aproblem to for you to solve or a challenge for you to do.

Use the templates which follow to organise and record yourchallenges and projects.

You will probably have to adapt the templates.

Keep referring back to section 1 to help.

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Enterprise Challenge

Describe the challenge:

(What are you going to try to do? What are you going to try to find out?)

Now break your challenge down into tasks/steps:

Task/step 1:

Task/step 2:

Task/step 3:

Task/step 4:

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How will you prepare for the challenge?

(e.g. Resources or equipment needed, people you need to talk to, information youneed to find…)

You could start by doing a mindmap or simply writing a list.

Now put together an action plan.

You can use the template in section 1 or you can design your own.

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Risk Management checklist

Some parts of your challenge may involve risk – use this checklist before youstart:

o I have found out as much as I could about the riskso Has anything like this been done before – what happened?

o I have asked the expertso Do people with real experience think this is a sensible risk?

o I have questioned my assumptionso What do you really know and what do you only think you know and understand?

o I have communicatedo I have told people what I am going to try before I start and I have got

permission!

o I will be transparento People will be able to see what you I am doing.

Remember:Be disciplinedDon’t suddenly change your mind or direction before going through all these stepsagain

Use common senseIt’s too expensive and dangerous to just try anything, hoping you will make a wonderfuldiscovery

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What did you learn from the challenge?

Reflection = remember what has happenedDescribe what happened:

Generalisation = understand analyse evaluate what you havelearnedWrite down what you learned:

Application = how will you apply what you have learned innew situations or activities.Desribe how you would approach a similar problem or challenge differently next time

Comments from supervisor

Signed: Date:

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Enterprise project

During my Work Experience I have had the opportunity to:

Identify a problem or need

Implement an action plan

Plan a project to tackle theproblem or meet the need

Evaluate the process

Initials

Initials

Initials

Initials

Describe your enterprise project

Reflection = remember what has happened

Generalisation = understand analyse evaluate what youhave learned

Application = how will you apply what you have learnedin new situations or activities

Please ask your employer to initial against the four stages to show that you completedthem

* Include any paperwork or evidence from your project in the back of this diary

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Section 3 – preparing a summative statement

The purpose of this section is to draw together all your learning into

a single statement for use in:

3 Your record of achievement

3 Your school report

3 HE Card

3 Your UCAS application

You will probably need help from your teacher or tutor with thissection

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Preparing a summative statement

Use these questions to prepare a statement about your enterpriseand employability (on pages 38 & 39)

How did you feel on your first day? How did this change?Describe your induction to the workplace.What were the highs and lows of your placement?What key incidents happened during your placement?What tasks did you undertake?What skills did you practice?Who was your supervisor and how did you get on with them?What did you find most interesting/useful/important/boring/difficult about your job?How did the reality match your expectations?What work was going on in the workplace?What working environments did you experience? Can you describe them?What feelings did you have whilst visiting the workplace? Would you like to work there?What roles did the people have? What were their job titles and what did they do?Were there differences in the jobs being undertaken by men and women/younger andolder people/people from minority ethnic and majority ethnic groups?What work processes did you observe in action?How were people using ICT at the workplace?What did you find out about pay and conditions/working hours/trade unions, and so on?What did you learn about working in the kind of work environment you were in (out ofdoors, in an office, and so on)?What did you learn about health and safety?What did you conclude about your readiness to join the workforce? Which personal skills or qualities do you need to work on?What did the manager and supervisor try to put across to you?What explanation did your co-workers have for things going wrong? Did you agree withtheir reasons?What did you learn about what makes a good manager?What makes good employee and a good employer?What did you learn about production, marketing, personnel, and so on?How could the working conditions have been improved for the staff?What did you learn about public relations?Why does the company host school visits? What makes a good working environment?

Don’t forget to use the words and ideas you learned in thefirst section of this workbook

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My enterprise learning and employability skills

Name:

Employer

Dates of placement

Details of the placement including tasks challenges andprojects:

Knowledge and understanding I developed:

39

Skills I practiced and developed:

Attitudes and Qualities I needed to display and developwhilst in the workplace:

Signed:……………………………………………………………………………......………………

Date:……………………………….

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Section 4 - advice to tutors and employers onsupporting a student with this workbook

The purpose of this section is to provide guidance to tutors and

employers on how to support the student by:

3 Helping them understand section 1

3 Helping them to identify projects, problems and challenges to

develop their skills

3 Helping them identify and record their learning

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Advice to tutors

More able students may be able to work through section 1 bythemselves, but it is strongly recommended that you use some ofthe briefing time allocated before the placement to go throughthis with them to check their understanding.

Section 1 is divided into 7 activities. In most cases these activitieswill be reminders of enterprise activities delivered by the school. Ifthis is the first time the students have been taught these skills youmay wish to develop each activity with help from employers oryour local Education Business Partnership.

You may wish to set the students some ‘practice’ enterpriseprojects or challenges before the placements starts.

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Advice to employers

The student using this workbook is interested in developing theiremployability and enterprise skills.

The intention is not to turn your workplace into a classroom – it ismuch better if you can present the student with real/realisticproblems and challenges which they would have to deal with ifthey worked in your sector.

The following pages provide some prompts to help studentslearn from the opportunities you provide

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Clarify the purpose of the Work experience:

• To experience a particular work environment

• To develop enterprise skills

If the student is using this workbook then the student intends to focus ondeveloping their enterprise and employability skills

Clarify what is possible during the placement:

• By setting challenges

• By identifying a problem for them to solve

These challenges/ problems may be:

• Made up to suit the ability of the student

• Real problems and challenges that you are currently facing

• Problems or challenges that you have faced in the past and know the solution too

To reduce the impact on your business:

• Students can learn from using old data or information

• Students can learn from using waste or out of date resources

• Members of staff can act as customers or clients

Whilst students are involved in planned activities and challenges

• Encourage students to use the resources in this booklet to learn from theirexperiences.

• Help the student learn how risk management, problems solving, decision making,and financial planning are used in real situations

• Help the student take sensible risks

• Help the student learn from success and failure

44

Towards the end of their placement encourage the student to reflect on theirexperiences by asking them some of these questions

How did you feel on your first day? How did this change?

What were the highs and lows of your placement?

What key incidents happened during your placement?

What tasks did you undertake?

What skills did you practice?

Who was your supervisor and how did you get on with them?

What did you find most interesting/useful/important/boring/difficult about your job?

How did the reality match your expectations?

What work was going on in the workplace?

What working environments did you experience? Can you describe them?

What feelings did you have whilst visiting the workplace? Would you like to work there?

What roles did the people have? What were their job titles and what did they do?

Were there differences in the jobs being undertaken by men and women/younger and

older people/people from minority ethnic and majority ethnic groups?

What work processes did you observe in action?

How were people using ICT at the workplace?

What did you find out about pay and conditions/working hours/trade unions, and so on?

What did you learn about working in the kind of work environment you were in (out of

doors, in an office, and so on)?

What did you learn about health and safety?

What did you conclude about your readiness to join the workforce?

Which personal skills or qualities do you need to work on?

What did the manager and supervisor try to put across to you?

What explanation did your co-workers have for things going wrong? Did you agree with

their reasons?

What did you learn about what makes a good manager?

What makes good employee and a good employer?

What did you learn about production, marketing, personnel, and so on?

How could the working conditions have been improved for the staff?

What did you learn about public relations?

Why does the company host school visits?

What makes a good working environment?

45

Encourage the student to apply what they have learned by asking them some ofthese questions

What advice would you give to other students about working at your placement?

What will you do differently the next time you are employed or on work experience?

What are you going to do about improving on any weakness identified in your personal

skills and qualities through work experience?

You might also ask the student to:

Describe your induction to the workplace.

Construct an organisation chart for the company.

Construct a flow diagram to show the processes you saw at the workplace Write a short

report on your visit.

Prepare a presentation showing what you learnt and how you are going to try to change

as a result of your work experience.

Prepare a dos and don’ts checklist for students going on work experience next year.

Imagine they were an entrepreneur setting up a company ask them to explain what

good points would you want to take from the company and what problems you would

try to resolve?

Demonstrate how you would greet a new customer.

Plan an induction programme for a new recruit to your business.

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Appendix: Framework for economic wellbeing 11–19:career, work-related learning and enterpriseAll students between the ages of 11 and 19 are expected to learn the following fromtheir work related learning programme at school or college.

This workbook will have helped you with those shown in bold

• understand and demonstrate the main qualities, attitudes and skills needed to enter

and thrive in the working world

• evaluate the usefulness of a range of skills for gaining and sustaining employment

and self-employment

• manage their continuing career development, including transitions

• take risks and learn from mistakes

• apply their functional skills and personal, learning and thinking skills (PLTS).

• demonstrate an understanding of the concept of ‘career’

• recognise and respond appropriately to the main influences in career choice

• identify, select and use a range of information sources to research, clarify and review

career options and choices, including financial support for post-16 and higher education

• assess their needs, interests, values, skills, abilities and attitudes in relation to options in

learning, work and enterprise, and use this process to make creative and realistic choices

for progression

• access and use an interview with a career guidance specialist to progress their plans

• make, review and adapt their individual learning plan for transition into, through and

beyond the 14–19 phase

• complete application procedures for their next steps, including a CV, personal

statement and preparation for interview.

• understand the range of opportunities in learning and work (local, national, European and

global), and the changing patterns of employment

• understand the significance of the changes happening in the world of work and relate

them to their career plans

• explain the chief characteristics of employment, self-employment and voluntary work

• recognise and challenge stereotypical views of opportunities in learning and work.

• identify what they have learned about work from their experiences

• understand what motivates people to work identify the qualities and skills needed for

enterprise and employability

• understand the importance of lifelong learning to employability and progression

• apply learning gained from their experiences of work to their curriculum and to their

career planning.

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• understand the career motivations and pathways taken by individuals

• understand the importance to employers of skills, attitudes and qualifications

• appreciate the benefit of further learning and personal development.

• outline the main types of business and what motivates them

• understand how different businesses are organised and structured

• give examples of rights and responsibilities at work, work roles and identities, and attitudes

and values in relation to work and enterprise

• demonstrate a basic knowledge and understanding of a range of economic and

business concepts and terms, including the connections between markets,

competition, price and profit.

• understand how and why working practices and environments differ

• understand the main hazards associated with particular types of workplace and how these

hazards are minimised

• relate knowledge about work to their learning and career development.

• understand the relevance of curriculum subjects to the world of work and to their own

career development

• demonstrate an understanding of economic and business terms

• analyse how examples of learning within the curriculum can be applied to work contexts

• evaluate their experiences and learning to inform future progress and career plan.

• know and understand important enterprise concepts demonstrate enterprise skills,

including decision making, leadership, risk management and presentation

• demonstrate enterprise attitudes, including a willingness to take on new challenges,

self-reliance, open-mindedness, respect for evidence, pragmatism and commitment

to making a difference

• demonstrate enterprising qualities, including adaptability, perseverance,

determination, flexibility, creativity, ability to improvise, confidence, initiative, self-

confidence, autonomy and the drive to make things happen.

The Staffordshire PartnershipSt Joseph’s Court, 2-4 Lichfield Street, Rugeley, Staffs WS15 2EH

Tel: 01889 571999 Fax: 01889 586732Web: www.staffpart.org.uk

e-mail: [email protected]

Developing my Employability and Enterprise Skills Part YPECOE Book (2).pdf · Employability and...

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Transcript of Developing my Employability and Enterprise Skills Part YPECOE Book (2).pdf · Employability and...