Learning in vivo

Work experience could lead to clear and realistic career ambitions and reducing 'NEET'

NEET means “not in education, employment or training”

To showcase new understanding of the value of work experience within the (UK school) education system; for young adults in particular; and how it can best be delivered the UK Commission for Employment and Skills; the Chartered Institute for Personal and Development (CIPD); and charity the Education and Employers Taskforce jointly held a special event on Thursday afternoon 19 April 2012 at Church House, Dean's Yard, Westminster, SW1P 3NZ.

The speakers on the topic ‘Work Experience: a new approach’ include:

• Brian Lightman—General Secretary, Association of School and College Leaders—said: "There is no doubt in my mind that work experience can make a significant difference to the motivation, attainment and progression of students. As a head teacher I have seen attitudes to school of many young people completely transformed as a result of their highly positive experience on a placement."
• James Wates, UKCES Commissioner and CEO Wates Construction
• Katerina Rudiger, Skills Policy Adviser, CIPD
• Dr Anthony Mann, Director of Policy and Research, Education and Employers Taskforce

Attendees would each have received a printed copy of the full research report Work Experience: Impact and Delivery – insights from the evidence and a copy of the “Employers and schools working together – employers perceptions” report.

Barnardo's Deputy Chief Executive, Jane Stacey, says: “It gives young people, particularly those from the most disadvantaged backgrounds, an invaluable opportunity to gain confidence and skills as they prepare to enter the toughest labour market since the 1980's.”

The UK Press Association reports that according to the study “there is a clear link between work experience at school and job prospects in later life”. The UK Press Association further reports that “a group of experts and policy makers have called for an increase in the quality and quantity of placements”.

The UK employment minister Chris Grayling, highlighted the different benefits of work experience, based on the report by the Education and Employers Taskforce charity and the Chartered Institute of Personnel and Development (CIPD). He also said: "I strongly support the concept of work experience because of the significant impact it can have on job prospects for young people through giving them an insight into the world of work, together with practical skills and knowledge based in a real world environment”.

A whopping 68% of teachers are of opinion that learners “returned from work experience more motivated to try harder at school”. Work placements helped 66% of learners to “how to go about achieving their career goals”.

In the light of the aforesaid it is of concern to note “that changes to work experience entitlement mean that many schools are considering moving away from organising work experience for some teenagers”. The changes are being driven by the UK government that is repealing the statutory requirement to work-related learning for 14-16 old learners resulting in schools having to bear the full costs of organising work-placements. Government is encouraging work experience for 16-19 year olds instead.

Nick Chambers, director of the Education and Employers Taskforce, states that traditionally more than ½million 15 year olds return after their Easter holidays intending to do two-weeks of work- placement with an employer.

Half (or a ¼million) of these placements are found by young people themselves or their families by making use of existing social networks. This may result in an unfair advantage to the children of well connected families. Relying on informal networks questions how children growing up in workless families are going to gain work experience, if the work experience depends on the family links with workplaces. “Those arguing for an improved system say they want to make sure work experience opens new doors rather than reinforces old divisions.” says Sean Coughlan, BBC News education correspondent. A more systematic approach, which does not rely on the networking skills of parents and friends, is argued for. If not, the potential value and benefits of work experience, among others in improving social mobility, can be lost.

Educationally effective work experience placements need proper planning and need to be matched to the needs of learners.

Videos for students seeking workplace experience: CV/resume writing & Interviews

10 TOP TIPS for first time job seekers (Source: www.innovatecv.com):

http://www.youtube.com/watch?v=CaOBtfVp8Lg

1. Make sure what is wanted — gather the facts
2. Identify own strengths and weaknesses — practice talking about strengths; selling self — what can contribute; prepare to talk about developmental areas
3. Consider transferable skills from past achievements — practice talking about these
4. Prepare a CV that stands out from the rest — sell self and what can bring to an organisation
5. Sign up with reputable recruitment agencies that would strive to get relevant jobs

http://www.youtube.com/watch?v=ULfgy71L4vo&feature=relmfu

1. Network — tell everyone in personal network and who meet that looking
2. Diligently prepare for each interview — research the organisation and the interviewers
3. Consider each opportunity coming up
4. Be yourself — smile, relax, show what you can offer
5. Don’t give up — tenacity

Basic how-to resume/CV writing making use of PC software.

How to Write a Good Resume

Building Your Resume as a Student — five key points:

1. Employers look for strong academic records
2. Demonstration of leadership skills important
3. Work experience very important
4. Experiential learning an important alternative
5. Demonstration of extra-curricular activities adds value

Some practical tips on telephone job interviews - things to keep in mind.

Mistakes to avoid concerning a Job Interview.

A short video on Body Language during a Job Interview.

An example of really bad conduct by an interviewee and an example of much better conduct.

Employability and positional cultural capital

Brown, Hesketh and Williams (2003) present two contrasting theories prior to their own:

Consensus theory categorises societies according to their ‘stage’ of developed-‘ness’. Employability is marked by the degree of “democratisation of capitalism” and “employers are having to find new ways of attracting and retaining talent without the aid of bureaucratic careers” in advanced knowledge economies (p. 113).

Conflict theory portrays employability as “an attempt to legitimate unequal opportunities in education and the labour market at a time of growing income inequalities” (p. 114). Companies favour ‘plug-in-and-play’ hiring practices, rather than incurring expensive and intensive training, thereby shifting the responsibility of education and training onto the individual. Employability freed “employers from the moral or social obligations to employees” (p. 115).

Positional Conflict Theory comprises two elements, namely the rigging of the market and the ranking of the individual therein (p 116-9). It is no longer a matter of “of gaining credentials in order to climb bureaucratic career ladders, but of maintaining one’s employability, of keeping fit in both the internal and external markets for jobs through the acquisition of externally validated credentials, in-house training programmes, social contacts and networks” (p. 118). What matters is “how ‘the self’ is packaged by labour market entrants, and how prospective employers decode these personal qualities as indicators of productive potential” (ranking). However, “positional competition is not exclusive to individuals and social groups, because companies and universities are also engaged in positional power struggles that shape the life chances of contestants” (p. 119).

Brown et al (2003: 120) emphasise the importance of understanding “the nature of” and how it is perceived in the labour market as opposed to in education. They observe that cultural capital “may be deployed in the education system to facilitate academic success, but at the same time contradict changing models of organisational efficiency and leadership that place a high premium on ‘personal qualities’ rather than ‘academic abilities”. With regard to employability it needs to kept in mind that the recruitment process in ‘personalised’:

When employers reject candidates as unsuitable it could be argued that they are being rejected for lacking ‘cultural’ capital. There is absolutely no doubt that this happens when people are seen to have the wrong accent, dress inappropriately at an interview, or do not know the rules of the game when candidates are invited to a formal dinner to meet company employees.

Brown, P.; Hesketh, A. & Williams, S. 2003. Employability in a Knowledge Driven Economy. Journal of Education and Work, 16(2), June 2003, pp 107-126.