developing young people’s employability skills sue barr strengthening careers education and...
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Developing young people’s employability skills
Sue Barr Strengthening Careers Education and Guidance in SchoolsCDI Regional ConferencesAutumn 2014
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Employability – definition
…having the capability to gain initial employment, maintain employment and obtain new employment if required
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For the individual, employability
• their assets in terms of the knowledge, skills and attitudes they possess
• the way they use and deploy those assets• the way they present them to employers • the context (e.g. personal circumstances
and labour market environment) within which they see work
depends on:
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Breadth – the ability to apply knowledge across situations
Depth oftechnical &
functional knowledge
& skills
What Do Employers Want?
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Employer 1
• passionate about retail• focusing on customer & striving to understand
them• driven to achieve results through determination• committed to fairness and consistency• willing to roll up your sleeves and get things done• determined to respond to feedback• motivated to work in partnership to achieve results• adaptable and flexible to work in 24/7 business• devoted to investing in own development
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Employer 2
• highly motivated – inspired to take on responsibility early in career
• resilient and tough – able to operate under pressure • commercially minded – committed to company
goals• teamworker – genuine interest in other people• sense of humour – pulling together with the team• drive – work hard and play hard
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Employer 3• innovative people looking for a new career
challenge• responsive, agile thinkers who can adapt to
meet challenging customer needs• talent, pure and simple
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Employer 4
• confidence in ability• positive self esteem• prepared to “have a go”• perseverance • curiosity, challenge and optimism• self-discipline• ability to work independently and in a team• determination to succeed
“Employability skills are the skills that almost everyone needs to do almost any job”
Self-management
Thinking and solving
problems
Working together and
communicating
Understanding the business
Using numbers
effectively
Using language effectively
Using IT effectively
Positive approach
UK CES The Employability Challenge
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Your employability strategy• what are you trying to achieve?• how will you organise learning?• how will you know when you’ve got there?
Disciplined curriculum innovation – making a difference to learners, QCA 2008
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What are we trying to achieve?
SSkills
AAttitudes KKnowledge
EExperiences
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Strategy – setting out your aims for students
• work in groups of 2-3• use the Strategic Planning sheet• agree as a pair the attitudes, skills,
knowledge and experiences students should have in relation to their employability
• whole group feedback
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How will you organise learning?
Once you are clear about your aims, how will you ensure you can achieve them? • where in the curriculum do students develop employability skills?• what approaches to learning will you need?•how will you build in assessment?
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Employability skills activity• working in pairs, set out the 22
employability skills • agree as a pair the top 9 that you
would like your students to have• organise them into a ‘diamond 9’• whole group feedback
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Identifying my employability skills
SituationTaskActionResult
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Delivery models – key lessons• a mixed model is most effective
– integrated into all lessons – some discrete lessons (eg. PSHEe)– reflection in tutorial time – enrichment activities for impact
• structure and plan the programme against learning outcomes
• incorporate ‘compelling’ learning approaches• make use of experts including external partners • plan assessment from beginning and monitor
outcomes and impact
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Who will you work with? • careers advisers• universities• FE colleges• employers • training providers
18Some currently funded programmes
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How will you know you’ve got there?
• attitude questionnaires (young people, staff, parents, other partners)
• young people’s focus group/discussion • destination data• attainment data• employers’ views of young people’s employability• observation during activities/lessons• assessing students’ work• previous Ofsted judgements
