contents page -...

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Contents Page

Pages 1 - 4

Richard Charnock “The Good Recruitment Guide and Recruitment as a Career of Choice”

Pages 5 - 8

Sally Mbewe Face Equality at Work Adviser

at Changing Faces "Recruitment with a Difference”

Pages 8 - 10

Tom Harlos University of Oxford

“Agency Service Showcase”

Pages 11- 12 Gary Argent

Graduate Transitions Limited “What's your Story”

Pages 13 - 16

Desiree Noah La Sierra University “NSEA”

Pages 16 - 1 9

Maureen Tiby “Future Proofing Graduates:

Defining & Developing an Approach to Employability

3

Thursday 2 July 2015

Richard Charnock REC — The Good Recruitment Guide and Recruitment as a Career of Choice

The Recruitment market and professionalising the sector

Richard CharnockHead of the Institute of Recruitment Professionals and Qualifications

www.rec-irp.uk.com@IRPmembers

Who and what is the RECThe changing jobs marketEmployment and Recruitment within the UKInnovation and changeGood Recruitment Campaign – influencing clientsProfessionalising individuals inside the industry

Agenda

Who are the REC

Trade AssociationLobbyingResearchRecruitment Business Advice and SupportRecognised Awarding Organisation for regulated Recruitment Qualifications

Industry representative InstituteInstitute of Recruitment Professionals

Training organisationRecruitment Business Academy

Historical Jobs

Creation of New Jobs Chief Storyteller 410 results

Chief Transformation Officer269 results

Chief Awesome Officer 30 results

UK Labour Market

Economy grew by 2.9% since quarter one 2014 up from the previous forecast of 2.4%Record employment 31.1 million of 16 and oversThe unemployment rate for January to March 2015 was 5.5%, down from 6.8% for a year earlierSkills and talent shortages, worsening Starting salaries rising but wage growth remains muted

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Medium term forecast

INNOVATION

The middle class has hardly arrived yet

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5


Ageing Population

Emerging talent crisis

Two Speed Labour

Market

Social media

– opportunity and threat!

Government’s

understanding

of work

Increased flexibility

Social attitudes to work

Emerging talent crisis

www.rec.uk.com/Goodrecruitment

Employers already signed up to the charter

Professionalising the

Industry

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Qualifications Regulation

The REC is a recognised Awarding Organisation for recruitment-specific Qualifications regulated by:

• Ofqual (England and Northern Ireland)• Welsh Government (Wales)

As a recognised Awarding Organisation, the REC also approves centres for the delivery of its Qualifications. Qualifications can be achieved through 3 mechanisms:

• Centre delivery through the Institute of Recruitment Professionals• Centre delivery through accredited employers• Apprenticeship delivery through approved providers

Career Routeway

The career routeway has been developed, to help recruiters progress their career using a structured route and journey.

Thank you!

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7

Thursday 2nd July 2015

Sally Mbewe Face Equality at Work Adviser at Changing Faces—Recruitment with a Differ-ence

Registered Charity No. 1011222 Charity registered in Scotland SC039725

www.changingfaces.org.uk

Barriers to employment for people

with disfigurements and practical

advice for interviewers and

candidates.

2nd July 2015

Sally Mbewe,

Business Psychologist

Changing Faces



About Changing Faces

•Founded in 1992 by James Partridge (CEO)

•Historically a support service for people who have disfigurement and their families.

•The vision; a just society where people with disfigurements have access to the very best psychological and social care and are treated fairly across every aspect of life



Changing Faces today

Leading UK charity that supports and represents people who have disfigurements to the face, hand or body from any cause.

– Changing Lives

• The Squire Centre in London

• Yorkshire and Humber office

• Edinburgh Children’s Hospital

– Changing Minds

• Educational, health and social care and employment professionals, local and national policy makers

• Society, journalists, broadcasters, advertisers

– Skin Camouflage • 130 clinics across the UK administered by 180 trained volunteers

• Over 5000 people access the service each year



Facts and figures

• Disfigurement can affect anyone at any age, from any ethnic group and from many causes:

• 540,000 people in the UK have a significant facial disfigurement, that’s 1 in 111

• 1.3m people have a disfigurement to their face or body



The Impact of disfigurement

Many are vulnerable to: low self-esteem in ‘good looks’ culture lack of self-confidence in dealing with other

people’s reactions exclusion, social isolation and depression dilemmas about medical/surgical

treatments lack of psycho-social help Impact on family and friends complex treatment choices schools/teachers unprepared and with low

expectations Under and unemployment



Public attitudes

90% of participants associated visible difference with negative words

– less attractive

– less likely to succeed

– less socially skilled and less easy to be/work with

– less likely to lead happy lives

• Conventional questions

• Implicit Association Test

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Disfigurement in the workplace

• People with birthmarks/scars are less likely to be

successful at interview

• Interviewers are less likely to remember

responses to questions

Madera & Hebl (2013)

• 50% feel ‘treated differently’ by colleagues

• 45% felt interviewer was uncomfortable

• 40% feel appearance has held them back

• 17% feel that appearance has no impact

• Changing Faces (2013)



Direct quotes…

“People assume that because you look a certain way, you have a certain [intellectual] impairment”

– physiotherapist, 30, with facial nerve damage after a tumour was removed

“You ought to have the expectation that you will get there eventually but you might need to work to dispel negative preconceptions. You even have to be a bit better than the people around you as you look different and the assumption might be that you’re therefore less capable.”

– CEO in 40s, born with Neurofibromatosis

“Having to do that little bit more than other people – having to prove myself, probably quite quickly, either at the interview stage or within the employment. I have to be extra qualified or make sure I can crack jokes about it.”

– woman born with cleft lip and palate



Legislation

•Receives the same protection as other ‘protected characteristics’.

•Equality Act 2010 – Schedule One

•“Severe” disfigurement

3 (1) An impairment which consists of a severe

disfigurement is to be treated as having a substantial

adverse effect on the ability of the person concerned to

carry out normal day-to-day activities.



What Success Looks Like

Campaign to transform confidence and

expectations around disfigurement in the

workplace for individuals and companies by:

• raising awareness of the assumptions and

stigma around disfigurement

• working with employers to recruit on merit.

• Increasing the confidence of candidates

• Aligning approach of candidate and

recruitment consultant



Meet Adam

Adam is:

• Studying Politics with Economics

• looking for work experience

• Has a good academic record

• What are your thoughts?



Adam

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Meet Zoe

• An employer has sent you over a new job

specification

• They are looking for a summer intern who

is well presented and ‘has the ability to

dazzle’.

• Zoe has the relevant qualifications



Zoe



Developing disfigurement

confidence

Changing Faces guidance for employers

enables them to demonstrate their confidence

around disfigurement, by knowing how to

interview without bias.

http://www.whatsuccesslookslike.org.uk/



Guidance for interviewers

• What you’re allowed to ask

• The legislation

• How to prepare

• Overcoming implicit bias

• Techniques to overcome distraction

• Making a fair decision



Guidance for candidates

• Whether and when to mention

• Finding a comfortable way to talk about it

• Asking for assistance

• Knowing your rights

• Asking for feedback

• If you suspect discrimination



When you leave this room…

Do not avoid people because you think it might be uncomfortable

– Make eye contact (or bridge of nose)

– Smile

Use factual language

– (e.g. noticeable burn scars, rather than ‘terrible’)

Follow the person’s lead

- in talking about ‘it’ (don’t mention ‘it’ if they don’t)

- read body language

Give yourself time

–Don’t panic if you think you might have got something wrong

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Tom Harlos University of Oxford— Agency Service Showcase



Thanks for your participation!

Any Questions?

[email protected]

NASES Annual Conference 2015July 14, 2015

Agency Service Showcase

The University of Oxford’s

Temporary Staffing Service

Tom Harlos – Project Consultant

July 14, 2015

Page 2

Introducing the Temporary Staffing Service

The University of Oxford’s ‘agency style’ internal staff pool

Product of a project which began in June 2013

Value for money initiative led by Personnel Services, University spending £4-5 Million on agencies annually

Key Objectives:

Improve the quality of temporary staff at the University

Deliver cost savings

Improve compliance

Aim is to be a self-sustaining service. Funded by an administration charge, paid by departments for every hour worked by temporary staff

NASES Annual conference 2015

Project Timeline

Feasibility study – comparing 4 possible busines models

Developed business plan

Secured funding

Set up phase(3 Months)

Pilot phase - first candidates registered (April ’14)

First temporary assignment filled (May ’14)

Growth period

Cumulative savings hit £100k (Jan ‘15)

Cumulative savings outweigh initial investment (Jun ‘15)

July 14, 2015NASES Annual conference 2015

Page 3

Summer 2013

Autumn 2013

Winter 2014

Spring 2014

Summer 2014

Autumn 2014

Winter 2015

Spring 2015

July 14, 2015

Page 4

‘Vendor Neutral’ Managed Service

Procurement Agency – manages relationship with third party agencies

Case study: de Poel

‘Master Vendor’ Managed Service

Employment Business/Agency - acts as 1st tier supplier, sub

contracting vacancies it cannot fill to third party agencies

Case Study: Hays Managed Services

Internal Staffing Agency – Franchise

An internal staffing agency, run by the University, but in

accordance with a franchise agreement

Case Study: Unitemps Franchise Network, developed from the

University of Warwick’s internal staffing agency

Internal Staffing Agency – University of Oxford

An internal staffing agency, run and developed by the University

Case Study: Cambridge University Temporary Employment Service (TES)

Feasibility case studies


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July 14, 2015

Page 5

Business Plan

Built on work to date and additional research into activities at other

Russell Group Universities

Clearly laid out the approach, including:

Detailed Market Analysis

Strategy – maintaining ‘Quality’ as the core value

Marketing plan - focused on candidate attraction

Implementation plan

Financial plan – basis for ‘loan’ of £280K

Payback (Savings outweigh initial investment) Yr 2 of trading

Breakeven (annual revenues outweigh running costs) Yr 2 of trading

Repayment (investment funds repaid via revenues)Yr 5 of of trading


Anticipated Challenges

Non-mandatory service

The new service needed to compete for the business

Strong existing agency relationships, driven by service, not price

Candidate attraction

No students

Low unemployment > highly competitive candidate market

Managing expectations

Poor understanding of the temporary staffing sector

Overestimating the University’s pull due to anecdotal evidence

July 14, 2015

Page 6NASES Annual conference 2015

Approach

Project divided into 11 streams

July 14, 2015


Approach

Policy - How would the service fit with existing recruitment strategies?

Liaised with HR Policy and Legal Services

‘light touch’ approach, avoid departments being pushed back to

agencies. Visibility, enabling control

Staffing - who would run the service?

Targeted ex-agency staff

Involved the Service Manager in the set up

Office Space Housed in the Careers Service

Pilot Phase

Engaged suitable, understanding departments keen to make the

project a success

Focus on Admin & Clerical – largest category

July 14, 2015


Approach cont….

Candidate attraction

Segmented the candidate market and mapped the potential

attraction channels

Branding – capitalise on the University’s brand

University jobs page banner & TSS Web pages

Generic advertising, not individual opportunities

Internal comms, posters and newsletters

Invite an initial call from applicants, explain what we do and

encourage sought after applicants to register

University’s e-recruitment system used as ‘Registration form’

July 14, 2015


July 14, 2015


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Approach cont….

Candidate Vetting/Preparation

Emphasis on quality required a thorough process

Face to Face registration interviews, no CV forwarding

Online assessments

References, especially for ex-staff

Providing a University Card & Single Sign On

All paperwork up front, enabling speedy deployment

Terms of Engagement

Employment status – complex ‘grey area’ conflicting opinions even

within Oxford’s own legal team

Eventually agreed on worker status, but….

Overall approach that engagement should reflect the nature of the

relationship, so proper monitoring required, particularly of longer term

assignments

July 14, 2015


Approach cont….

Operational processes

IT Services driven project

Mapped the processes – touch points with HR system, Financial

system

Developed an interim system to manage activity during pilot

(spreadsheet based)

Tender to procure software

Implementation of new software (in progress)

July 14, 2015


Approach cont….

Financial Reporting

Forecasting

Performance Vs targets

Payback/break even

Back up partners (work in progress)

Agency partners helping to reach a wider candidate audience

Maintain control of supply

Seamless service from client (department) perspective

Client Marketing (work in progress)

Information/Guidance on the University website

Encourage more departments to use the service

Promote additional services/new categories

July 14, 2015


Challenges – Set up

Complicated infrastructure – identifying the right stakeholders

Pressure on supporting services due to other projects/initiatives

Commercial approach – unusual for Oxford

Failure of earlier, similar initiatives

Tight timescales

July 14, 2015


Year 1 - Achievements

Team of 3 staff now running the service

Positive feedback from departments & feature story in the Oxford magazine

Filled over 350 assignments

80+ timesheets per week, approx. 10,000 hours per month

Dec ‘14 (Month 6) – Break even (monthly revenue exceeded running costs)

June ‘15 – Savings to departments exceeded £250k

July 14, 2015


Year 1 - Challenges

Candidate flow

Initial surge – time consuming to manage

Since Jan ‘15, gradual reduction in applications

Ex-University employees

Pressure from non-pilot departments

Reacclimatising service staff used to a sales culture

Pressure to address wider issues of temporary staffing

Balancing control with customer service, questions over appropriate assignment length

July 14, 2015


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Gary Argent Graduate Transitions Limited— “What's your Story”

What’s Your Story?

How work experience helps students tostand out from the crowd

Gary Argent

NASES Annual Conference, 2nd July 2015

Topics for today

• The view from two perspectives: student and employer

• The beauty of work experience

• Six steps to finding employment

• What’s Your Story? Measuring impact

The challenge for employers

A wide range of skills

“Academic”

Your degree course; your previous education; research experience

“Traditional”

Team work, leadership, problem solving, flexibility, communication, negotiation, commercial awareness, planning & prioritisation, initiative, creativity, customer focus

“New”

Resilience, tenacity, dealing with change, personal integrity, strong values, authenticity, multilingual, cultural sensitivity, ethical behaviour, evaluating risk, curiosity, social awareness & sense of responsibility towards community, self-

motivated, environmentally aware……

The beauty of work experience

Start earlier

Gather information

Real world experience

Better marketing

Informed decisions

Improved access

Cost effective

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Thinking strategically

• Employers’ motivations have changed

• The first year is critical: use it to gain an advantage

• Work experience is one of a series of steps

• All work experience opportunities are not created equal

• Treat the experience like an extended interview

The student journey: planning ahead

Six steps

to graduate

employment

Engageearly

Meetemployers

Developskills

Aspirations& plans

Prepare forassessment

Gainexperience

What’s Your Story?

Developing a set of distinctive and relevant skills, experiences and values

Learning to tell your story in an engaging manner

Tailoring your approach to this sector, this employer, this role

Distinctive Engaging Tailored

Measuring impact

Does the journey influence the destination? Can you choose your KPIs?

Statistics and StoriesGet yourself a dashboard

In summary

• The challenges for students and employers are two sides of the same coin

• Work experience brings benefits to both groups

• Thinking strategically

• Starting early, forming a plan, telling a story

• Demonstrating impact to students, employers and your senior team

Questions

Gary [email protected]

07961 886 512

@GraduateTrans

www.graduate-transitions.co.uk

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Friday 3rd July 2015

Desiree Noah La Sierra University — NSEA

The Many Hats ofStudent EmploymentProfessionalsThe American Model of Student Employment

PresenterDesiree Noah, MBA

Senior HR Analyst/Student Employment Coordinator

La Sierra University

Model – Human Resources

President - NSEA

Session OverviewWe’ll explore:

•The definition of Student Employment

•Various office models

How do I define SE?Very few, if any, SE offices have the same responsibilities, provide the same services, or service exactly the same type of clients.

The basis for student employment is to help meet the needs of the university or college, provide the student with financial support in pursuit of their academic goals and provide opportunities for academic or administrative job experience. The job duties and responsibilities of student employees vary greatly and may or may not be related to their field of study.

SE Client VarietyStudents

•Undergraduate

•Graduate

•Post Doctoral

• Visiting/Exchange (International Students)

Employers

•On-Campus

•Off-Campus

•Community Service Organizations

Parents

Other Departments/Schools

SE Responsibilities/ServicesThe various functions performed and/or overseen by Student Employment (SE) office can be broken down into four primary categories – responsibilities or types of services provided by SE offices.

•Recruiting

•Hiring/Payroll

•HR Relations

•Federal Work Study

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Responsibilities - RECRUITINGJob Postings

• On-Campus

• Off-Campus

• FWS

• Community Services

• Internships

• Summer

Responsibilities-HIRING/PAYROLLProcess New Hire Paperwork

• Complete I-9

• W-4 (Tax Forms)

Record Keeping/Time Entry

Distribute Paychecks/Direct Deposits

Handle PR Problems (Overpayments, budgetary, etc.)

Conduct trainings

Responsibilities-HR RELATIONSCreate/Maintain Student Applications

Verify Work Eligibility

Handle Employer/Employee Relations• Misconduct• Disputed Termination

Maintain Student Personnel Files

Address Legal Issues• Fraud

Complete Employment Verifications

Work Injuries

Policy Development & Implementation

Responsibilities-FEDERAL WORK STUDYIssue FWS Award

• Traditional

• Community Service

• America Reads

Define Split

Issue Authorization Form(s)

Handle Off-Campus Contracts

Monitor Earnings

Other Key ComponentsJob Fairs• On/Off-Campus• Academic vs. Summer

National Student Employment Week• Office Event/Campus Wide• Student Employee of the Year Award

Growth• Embracing new ideas• Collaboration & Partnerships• Expanding Services• Professional Involvement/Development

SE Office ModelsWhat a Student Employment office does, where it’s housed, and the scope of its responsibility is dependent on:

•School size

•Need

•Reporting hierarchy

The components related to SE are countless but the most common office models are part of:

•Financial Aid

•Career Services

•Human Resources

•Payroll

•Stand Alone Student Employment Office

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What Hat Am I Wearing Today?Defining functional Roles

Career Services

Common Functions•Assisting & caring for others•Establishing interpersonal relationships•Conducting research & communicating•Making decisions & solving problems•Program outreach

Common Job Requirements•Sensitivity to others’ needs•Integrity (honest & ethical behavior)•Cooperative & collaborative•Self-control

Common Personal Values•Social Service•Results-Oriented•Independence

Financial Services

Common Functions•Gathering information•Analyzing data or information•Evaluating information to determine compliance with standards

Common Job Requirements•Stress tolerance•Taking initiative•Adaptability•Concern for others well being

Common Personal Values•Relationships•Achievement •Independence

Based around Onetonline.org Descriptors

Defining Functional RolesHuman Resources

Common Functions•Interacting with computer systems•Performing administrative duties like maintaining confidential records•Organizing, planning & prioritizing tasks

Common Job Requirements•Attention to detail •Dependability•Patience and cooperation•Knowledge of employment regulations

Common Personal Values•Relationships•Support•Working Conditions

Based around Onetonline.org Descriptors

Payroll

Common Functions•Communication with peers, supervisor & subordinates•Establishing & maintaining interpersonal relationships•Managing time effectively in order to meet strict deadlines

Common Job Requirements•Cooperative with multiple relationship •Independence•Integrity•Attention to detail

Common Personal Values•Relationships•Support•Achievement

Financial Aid (SE) Model•In this model SE operates within and/or reports directly to the head of Financial Aid.

•The staff could consist of one or more dedicated Financial Aid staff members, which in conjunction with their FWS responsibilities, handles all SE related functionality.

•This model generally handles only those students who have FWS. If the school offers non-FWS for on-campus employment, it’s typically handled by another department. The functionality related to SE for this office generally consists of:

• Job Postings; Recording Keeping; Monitoring FWS Earnings; & Community Service

•Processing campus hire/payroll documents, tax forms, I-9, etc., may be handled by this person(s) but is generally done outside of this office.

•This model’s operating/personnel budgets are generally connected to the overall Financial Aid budget.

Career Center (SE) Model•This model offers a variety of SE services but primarily focuses its efforts on preparing students for after graduation.

•This model typically works in conjunction with Financial Aid, since typically, one will handle non-FWS and/or JLD while the other handles all things FWS.

•The primary SE services provided by this model include, Job Postings, JLD, Job Counseling, and Application/Resume assistance. Some additional services that may be offered by this model are Skills Training; Resume Building; Cover Letters; Interview Techniques, etc.

•The staff could consist of one or more dedicated staff who handle SE, but may also be responsible for post-graduation job listing services and more.

•Processing campus hire/payroll documents, tax forms, I-9, etc., may be handled by this person(s) but is generally done outside of this office.

•This model’s operating/personnel budgets are generally connected to the overall Career Center’s budget.

Stand Alone (SE) Model•This model is a comprehensive operation that can oversee everything from job postings to payroll. Typically, it services all students including Undergraduate, Graduate, FWS, Non-FWS, on and/or off-campus – including JLD. In some cases it could also oversee the hire/payroll process for campus employment.

•This Stand Alone typically creates policy or is involved in the decision making that affects student employees and the departments that employ them.

•If looking at an organizational chart the Stand Alone is level with other key student service departments. Thus, they typically report to the Dean or Provost level.

•While the “Stand Alone” does not report to Financial Aid, Career Services or the like, they typically work closely with these offices as well as the International office, Payroll, HR, and others to ensure compliance to all regulations.

•This model has a designated operating and personnel budget and the role of all staff is fully dedicated to the SE program.

Human Resources (SE) Model•This model is generally housed within the Central HR Office for the Institution and services both student employees as well as traditional staff.

•Typically, it provides a more structured employment operation including job postings, applications, hire documents, I-9, supervisory training, conflict resolution, and other employment related topics.

•They could have one or more dedicated staff who handle SE, but that person(s) typically performs the same duties for traditional staff.

•This model may or may not apply FWS to campus positions but will have a close working relationship to Financial Aid either way. Depending on which office handles JLD, they may also work closely with the Career Center.

•This model’s operating/personnel budgets are generally connected to the overall HR budget.

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Maureen Tiby — Future proofing graduates: Defining and developing an approach to employability

In ConclusionAs you can see, there is no perfect place for Student Employment in the US –

We need to:

•Never stop exploring new ideas

•Promoting our programs whenever/wherever possible

•Partner with other offices/organizations

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Maureen Tibby Higher Education Academy

Employability : future proofing graduates

1

• The national body for enhancing learning and teaching in higher

education (HE) in the UK.

• Manages the UK Professional Standards Framework UKPSF to

support the professionalization of teaching

• An authority on curriculum design, innovative pedagogies

and staff and student transitions

• Offers: expertise, information, consultancy, resources, research,

training, events, professional development and networks

https://www.heacademy.ac.uk/

The Higher Education Academy

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3

Employability : future proofing all

graduates for employment and life

WHY

The need for skills,

knowledge,

values and

attributes that

enable them to be

successful and able

to deal with

changing

circumstances

WHAT

Preparing graduates for

the future; for a constantly

changing global labour

market and a constantly

changing society.

Governments

Employers

Students

Institution

Technological advances and developments

Employability Drivers

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Employability in the 21st Century

Intellectual ability

Business, commercial,

sector awareness

International outlook

leadership

Planning and Analysis

Motivation and

commitment

Resilience

Pro-active

Creative, Innovative

enterprising

Communication

Work experience

Self-awareness

Professional

Mobility

Confidence

Team player

Adaptable

DEGREESKILLS

KNOWLEDGEATTRIBUTES

VALUESEXPERIENCE

flexible

Initiative

Cultural awareness

Social

Capital

Transferable

Life Skills

Career Progression

There are fantastic examples

of great practice but recurring

issues include;

• Stakeholder expectations

• Perceptions re employability

• Technology: implications

• Engagement: all stakeholders

• Embedding employability

• STEM-computer science

graduates still have the highest

unemployment rates after

graduation.

• Conflicting agendas

• University business

collaboration

• Work experience/related

learning

• Postgraduate access and

support

• Social Capital

• Equality of access to

support and opportunities

• Measuring impact

Employability: issues

6

“There is unquestionably an overlap… Enterprise Education can

enhance careers education and student employability by enabling

students to be more opportunity focussed, self-aware and more tuned to

the business environment.”

http://www.qaa.ac.uk/Publications/InformationAndGuidance/

Documents/enterprise-guidance.pdf (2012)

HEA enhancing employability through enterprise education: case

studies of good practice (2014)

available here

Employability, enterprise and

entrepreneurship

7

• Self awareness & reflection

• Exploration of options

• Opportunity awareness

• Business/sector awareness

• Planning, decision- making,

action and review

• Motivation & attitude

Should be an on-going

process that starts from

day 1

• Careers Guidance

• Careers Information

• Employer and sector

information

• Work experience

• Skills development:

– Applications, interviews,

– presentation, selection

centres , articulation

• Professional development

Career development

8

Input from employers is central to

ensuring not only that providers

are delivering programmes to

meet local needs and demand

but that higher education

programmes remain valid and

current. (QAA 2015)

HEA University Staff secondments

with employers: 2014

report available here

There are clear and explicit

links between employer

engagement, the

enhancement of teaching

and learning, and students’

employability

Employer Engagement in UK: emerging

practice from QAA reviews. 2015

available here

Business & University collaboration

enhances employability

9

• Digital sector

• 8 universities, Tech

Partnership and a range

of employers

• Students study for

degree alongside

employment

• Fees covered by govt

and employer

• Students paid

• Launch Sept 2015.

• Universities involved

include;

Aston, Exeter, Greenwich,

Loughborough,

Manchester Metropolitan ,

West of England and

Winchesterhttps://www.thetechpartnership.com/

degreeapprenticeships

Degree Apprenticeships 2015

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Work experience enhances employability

Highfliers Times Top 100 Recruiters (Jan 2015): more than half of the recruiters surveyed said graduates without work experience are unlikely to be successful during selection process update

Association of Graduate Recruiters (AGR) Winter Review 2014:

stresses the need for students to gain work experience

Wilson Review (2012): emphasised the importance of work experience and

recommended that all undergraduate students should have access to a

structured and university approved internship.

– National Centre for University and Business (NCUB)

– www.ncub.co.uk

Competencies framework for work based learning. (York and Sheffield

Universities) 2014 report available here

UK Commission for Employment and Skills (UKCES) and Universities UK

(UUK)2014 : case studies and approaches to university and employer

engagement. https://www.gov.uk/government/publications/forging-futures-

building-higher-level-skills-through-university-and-employer-collaboration

The QAA Employer engagement: emerging practice from QAA reviews (2015)

http://www.qaa.ac.uk/en/Publications/Documents/Employer-Engagement-

Report.pdf

Collaboration between universities and SMEs (2015). ERC for HEFCE

http://www.hefce.ac.uk/pubs/rereports/Year/2015/smecollab/

Achieving quality work experience

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Is this feasible and achievable for ALL students ?

University of Huddersfield : 100% of their university courses offer

work based learning opportunities

Aston University: by 2020 all students will have some form of

placement/work experience

Barriers to accessing work experience?

Flexible opportunities to address these ?

Placements for all students?

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How do you support your students to recognise

what they have experienced, developed and learned ?

Can they articulate this?

How do you work in partnership across the

institution to support students-and graduates- to do

this?

Reflecting on learning

14

• Recording

• Reflection

• Articulation

• Aims to capture

information of interest

to employers

• It’s a process

• Its about personal

development

HEA

• manages implementation

• provides information and

support

• working with HEIs across

UK to implement

More information from here

Video here

The Higher Education Achievement Report

(HEAR)

15

The HEA employability framework

• Excellent practice in place in many institutions

• but …this varies, can be disjointed and in some cases

does not meet needs of all students

– Transnational education & employability (2015)

https://www.heacademy.ac.uk/about/news/11165

• A systematic approach at an institutional level

• Defining what we need to do and how we will do it

• Becoming more explicit as teams and with students

• Flexibility and ownership at a programme level

• Concise to encourage its use. Access the framework here

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37 Higher Education Institutions supported to use

the employability framework and HEA support

–Institutional and discipline led projects

–Focus on embedding

–HEA Consultant support

–Network events

–Research, case studies and resources

Information on all the projects is available from

https://www.heacademy.ac.uk/project/10885

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HEA Employability Strategic Enhancement

Programme (SEP) 2014-15

• Understand issues for students, involve them early

– University of Leeds Careers Registration engages 31,000 students with

employability prior to starting their courses

• Embed employability in all course programmes

– Brunel University developing a credit bearing generic employability

module for all courses

• Be a role model. Informed and engaged staff engage students

• Engage with employers and alumni

• Provide varied and flexible opportunities for work experience

• Ensure opportunities for reflection and action-planning

• Use stakeholders to engage student

• Celebrate success

Engaging students with employability

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• Skills

• Knowledge

• Attributes

• Behaviours

• Experience

• Confidence

• Insights

61% of students in FT education have part

time jobs

Santander survey Dec 2014

• Networks/social capital

• Additional opportunities

• Credit for employability

awards

• Enhances CV

• Experience in application /

interview/selection

• Motivates

Almost 50% of students work full time

outside term time

Santander survey Dec 2014

Your work enhances employability

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• Clear strategy and senior management support

• University wide approach to embedding employability

• Partnership and collaborative approach

• Work based and work related experience and learning

• Engaging with all stakeholders

• Sharing and celebrating good practice

• Monitoring, reviewing and measuring impact

Students job shops/employment services are integral

to enhancing graduate employability

Employability: enablers

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For details of events, resources, research, staff

development and support

Website www.heacademy.ac.uk

Mailing list

Sign up through My Academy

https://my.heacademy.ac.uk/

[email protected]

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Thank you, Q & A