update on if developments friday 11 september 2015 virginia isaac chief executive

Update on IF developmentsFriday 11 September 2015

Virginia IsaacChief Executive

Key Strategic Aims 2015 - 2016

• Improve quality and impact on young people

• Be more responsive to changing customer needs

• Develop our products, services and systems

• Develop our employer strategy and involvement

• Raise our profile and influence the careers agenda

• Support our staff in any way we can

• Improve our business sustainability

New initiatives 2014 - 2015

3

An integrated programme inc S5 Interviews

Parental Influence Research

Working with younger pupils

Student Events in Scotland

Data Reports UCAS and CDI Webinar contracts

Activity in Scotland

2014/15

Membership 36

Profiling schools 31

S5 Interview Schools 21

Enrolments 2,120

S5 Interviews 482

Futurewise New Generation

95.3%

Overall quality Staff delivery

83%90%

Futurewise What difference do we make?

5

Overall Quality83%

(81%)

92% of students knew more about how to plan for their future

(93%) (87%)

84% of students were clearer about their skills, abilities and personality style

(84%) (77%)

80% of students were more confident

about making the right choice to

succeed in the future(81%) (77%)

81% of students were more

motivated to work harder at school

(73%)

Quality of staff delivery

89%(85%)

Twitter accounts: www.twitter.com@myfuturewise 53 followers (03/09/15)@IFFCareers 2,489

http://www.twitter.com/

School Feedback

6

74% said that The Futurewise programme helped me make the right subject choices last year (23% said neither agree nor disagree)

92% said that following this session they were clearer about their next steps “It has been extremely helpful because I went in with a confused brain and I am a bit clearer now. Thank you!” Student, Strathallan School

“Futurewise helped me choose what was best for me in the future and I strongly believe that I have made the correct choice.” Student, Belmont House

“It was great. It was clear and helped me towards my decision.” Student, Hamilton College

Student Events in Scotland

Event 2015/2016 Nos Venue

Medic Insight Day June 6 2015 51 Glasgow

Careers in Creative Industries

June 102015

20 Edinburgh

Insight in Finance sector

w/c Feb 15 2016

Edinburgh

Professions allied to Medicine

Date tbc tbc

Careers Insight Day - Psychology

Date tbc tbc

Medic Insight Day June 2016 tbc

Insight into UKCAT June 2016

7

Parental Influence research

• Commissioned by Target Publishing (GTI Group) with Inspiring Futures and supported by EY

• Carried out by YouGov in June and July• 1018 parents of children 14 – 18 (111 Scottish)• Weighted according to demographics and type of

school• Purpose was to examine how parents access the

information, what they think of the information/guidance

available and what they think about the information and guidance being given to their children at school.

8

What kind of school attended?

9

All Scotland Futurewise0

10

20

30

40

50

60

70

80

90

100

47

75

773

90

4650

77

State Secondary Independent Parental university degree?

Who should be responsible for careers advice?

10

All

Scotland

Futurewise

0 10 20 30 40 50 60 70

65

63

61

16

19

16

Parents Teachers

How much careers advice has your child received?

11


10

20

30

40

50

60

0 03

1619

55

51

55

39

Too much About the right amount Some, but not enough

When is the best time for your child to start receiving careers info?

12


10

20

30

40

50

60

2 3

10

21

35

26

55

45

32

In primary School When they start secondary school When making subject choices at 14

When should parents start receiving careers info?

13


10

20

30

40

50

60

36

13

28

39

26

52

43

55

When children are in primary school When children start secondary school

When children are making subject choices

How do you rate the quality of the CEIAG that your child has/had in school?

14

3

11

28

All

2

14

30

Scotland

19

39

23

Futurewise

Excellent Good Satisfactory

Does you child often ask you for advice?

15

12

20

26 AllScotlandFuturewise

Has your child a clear idea of what to do after school?

16

22

27

39 AllScotlandFuturewise

Who has the biggest influence on child's career decisions?

17

Parents Teachers Employers Media Celebrities0

10

20

30

40

50

60

70

80

90

53

24

1216

19

58

2119

22

10

83

17

0

20

0

All Scotland Futurewise

How confident are you giving advice?

18

12

18

13

AllScotlandFuturewise

What would make you more confident?

19


10

20

30

40

50

60

70

80

64 64

71

38

44

26

39

31

45

Dedicated website Printed publications

Briefing by careers adviser or careers teacher

I think that what my child does outside school is very important

20

76

83

87

All

Scotland

Futurewise

21

How do you rate the following that your child receives in school?

Information about subject options S2 and S3 36 34 58

Classroom lessons in careers ed 20 5 10

Information about currebnt job market 13 13 7

One to one careers advice discussion 38 32 22Psychometric assessment 11 6 31

Practical skillsl workshops 13 17 13

Work experience 14 12 0

Visits to employers 4 8 20

Visits to universities 9 10 11

Careers Fairs 12 15 9

Information how school subjects relate to careers 25 30 43

Communicating Team Working Organising and Planning

Problem Solving Confidence Leadership0

10

20

30

40

50

60

70

80

22 22 22 23 24

14

32

2729

33 33

21

74

58

36

42

61

36

All Scotland Futurewise

%

How much does your school help your child develop?

Proposed Integrated Careers Programme

Year S5

Management Skills Conference

Futurewise Profiling

Futurewise Profiling S5

Transition Workshop

Careers Event Guidance Interviews

Guidance Interviews S5

Careers Clinics

Parents’ Evening Enterprise Skills Conference

Careers Clinics

Parents’ Evening

Years S1-2 Year S3 Year S4 Year S5 Year S6

Career Investigator

The Career Investigator plus lesson plans

The Career Investigator provides a simple, yet effective, way for student's aged 13 to 14 to start to understand how their interests, strengths and values relate to careers and the world of work.

15 minute on-line test

Introduction and CI questionnaire

Exploring career interests

Combining career interests

Year groups: Year 8 – 9 / S1 – 2

All school annual licence: Available now:

£235.00 plus VAT

£176.25 plus VAT for members

£117.50 plus VAT for member profiling schools

24

The Career Investigator will:

• Help students to understand their interests, strengths and values and what they means in relation to world of work and future careers

• Spark an interest in the world of work using six easy-to-understand career themes that will encourage students to explore different job families

• Encourage students to take ownership of their careers exploration with their own Career Investigator profile report

• Support students to look systematically at their options choices based on a greater understanding of themselves.

In addition, when used as part of a CEIAG programme, The Career Investigator can help students to:• Identify different kinds of work and understand why people’s job satisfaction varies• Recognise the qualities and skills needed for employability

25

School demographics

26

Academic Year Male Female Total Number of Students

2013 69 21 90

2014 64 33 97

77%

23%

Academic Year 2013-14

Male Female

66%

34%


Male Female

2013

2014

85 90 95 100

School Results• 2014-15 Academic year• 97 Anonymised Students• 6 Abilities

• 6 Career Interests• Personality • Preferred Learning Style

27

Abilities Career Interests

PFS_ID Numerical Verbal Abstract Accuracy Memory Decision Making Realistic Investigative Artistic Social Enterprising Conventional Type Thinking, Feeling & Behaviour Learning Style

18448 6 5 5 5 5 4 2 6 4 6 7 6 ESFP Activating Activating

18449 6 6 6 7 3 4 2 6 5 5 8 5 ENFJ Harmonising Exploring

18450 9 8 9 6 6 3 6 4 4 5 4 5 ESTP Activating Activating

18451 6 7 7 6 6 4 2 9 4 4 6 5 ENFP Exploring Exploring

18452 4 5 5 4 5 3 5 6 5 6 9 5 ISTJ Clarifying Clarifying

18453 6 4 5 1 4 2 6 5 4 5 8 8 ISFJ Clarifying Clarifying

18454 2 3 6 1 7 8 2 2 4 6 4 3 INFP Campaigning Innovating

18455 6 6 6 5 6 3 6 6 3 4 4 4 ISTP Analysing Clarifying




18459 6 5 7 4 6 2 5 6 1 3 5 3 ESFJ Harmonising Activating



18463 7 8 5 5 5 1 6 9 4 5 5 5 INFJ Innovating Innovating

18464 8 8 6 8 5 6 6 8 3 4 4 4 INTJ Innovating Innovating

18465 6 10 7 4 4 4 6 7 4 5 9 5 ENTP Exploring Exploring



18468 5 8 8 2 9 4 2 6 4 3 8 5 ENTJ Conducting Exploring

18469 4 4 6 3 9 3 2 6 4 3 7 5 ESTJ Conducting Activating









18478 5 9 8 7 6 5 4 8 8 5 5 4 INFJ Innovating Innovating




Aptitudes - year group comparison

28

Adviser Notes:

The ability to use numerical

information to solve everyday problems. Not indicative of

Maths results.

The ability to identify patterns in abstract shapes

and generate & test hypotheses.

The ability to remember and follow complex sets of instructions

and to respond quickly and accurately.

The ability to understand written

information & determine what follows logically

from that information.

Numerical Verbal Abstract Accuracy Memory Decision Making0.01.02.03.04.05.06.07.08.09.0

10.0

4.6

6.06.5

4.53.3

4.75.4 5.5

6.5

4.5 4.1

5.5

Academic Year 2013-14 Academic Year 2014-15

Graph shows the average STEN score for cohorts by academic year

High interest in Enterprising careers 2014-15

29

Lowest STEN score = 2 Highest STEN score = 10 Average STEN score = 6.4

Jobs which fall into this area are concerned with business and leadership. They seek to attain personal or organisational goals, or economic gain. Work activities include selling, marketing, managing, influencing, persuading, directing and manipulating others. Being self-employed (running your own business) falls into this category, as does work in politics.

Students with High Enterprising Career Interest

18452 18465 18485 18492 18503 18508 18521 18529 185388

9

10

Student ID's

Graph shows students with a high interest in Enterprising careers (STEN of 9 or above)

ISTP – Surveyors Are drawn to roles requiring

action and expertise

INFJ – Guides Warm, imaginative and

amiable

Preference of Thinking, Feeling & Behaviour 2014-15

30

ISTJ – Inspectors Careful, thoughtful & systematic

ISFJ – Protectors Patient, modest and

diligent

INTJ – Investigators Innovative visionaries

with a determination to achieve results

INFP – Idealists Are drawn towards others

who share their values and feel deeply about

certain issues

INTP – Architects Great thinkers and

problem solvers

ESFP – Energisers Are drawn towards others, engaging and optimistic

ENFP – Improvisers Personable imaginative and

sociable types

ENTP – Catalysts Energetic change agents

who are always looking for a new angle

ESTJ – Co-Ordinators Systematic and delivery

focussed

ESFJ – Harmonisers Sociable, friendly and

persevering

ENFJ – Advisers Enthusiastic, personable

and responsive

9%

10%

6%

2%

13%

5%15%

4%

4%1%

4%

2%

2%

3%

13%

4%

ENTJ – Executives Direct, goal focussed people who seek to influence and

get results

ESTP – Trouble-shooters Sociable, confident and adaptable pragmatists

ISFP - Supporters Quiet, friendly people who do not need to force themselves or their views on others

Graph shows the breakdown of preference of thinking, feeling and behaviour for the academic year cohort

Thinking, Feeling & Behaviour Academic Year 2014-15 Compared with the UK Population

31

Understanding of thinking, feeling and behaviour style will increase self-awareness helping the individual recognise why and when things will be more challenging or less motivating, this can help to make choices in school, careers and life. See descriptions on the previous page.

ENFJ

ENFP

ENTJ

ENTP

ESFJ

ESFP

ESTJ

ESTP

INFJ

INFP

INTJ

INTP

ISFJ

ISFP

ISTJ

ISTP

Advisers Improvisers Executives Catalysts Harmonisers Energisers Co-Ordinators Trouble-shooters

Guides Idealists Investigators Architects Protectors Supporters Inspectors Surveyors

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

Academic Year 2014-15 UK Population

Graph compares the preference of thinking, feeling and behaviour of the academic year to the UK population

Preferred Style – Academic Year 2014-15

32

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

9%

6%

4%

15%

22%

12%

23%

8%Innovating

Harmonising

Exploring

Conducting

Clarifying

Campaigning

Analysing

Activating

• Use their imagination to create radically new and different ideas or perspectives.• Use ever-changing ideas and images (from within the unconscious mind) to produce radical solutions to problems that

have a long term vision and an apparent understanding of the unknown. • Uses the imagination to observe the world from a number of different perspectives.

• Try to create harmony in the world around them, by building rapport with people, creating a positive team atmosphere, looking after peoples welfare, motivating people and/or providing a service to the satisfaction of others

• Values peoples contributions, seek to develop the role that others play and invest in building positive relationships • Tries to overcome differences in opinion and find ways which the team can agree.

• Try out new and better ways of doing things to uncover hidden potential in people, things or situations• Often look one step beyond the current situation to pursue unexplored avenues until all options have been exhausted • Challenge the status quo & experiment with the introduction of change to make improvements & uncover new potential.

• Introduce organisation and a logical structure into the way things are done• Organise and systematise the world by establishing appropriate plans, identifying and implementing the correct

procedures. They endeavor to make sure that they are followed • Try to ensure that roles and responsibilities are properly defined with appropriate resources or skills available.

• Bring clarity to the inner world of information, ideas and understanding• Listen, ask questions and absorb information to achieve as clear a picture or understanding as is possible• Expand knowledge by collecting experiences and looking to the foreseeable future by envisaging clear goals and clear

pathways to achievement of those goals. • Focus on clarity also brings greater attention to detail.

• Give importance to particular thoughts, ideas, or beliefs• Are value driven and in a team discussions often brings a sense of priority that is derived from strong convictions• Emphasise ideas or thoughts that have the greatest import, bringing them to the fore and stressing their significance• Evaluate the inherent value or importance of new ideas, focusing on those that stimulate the strongest feelings.

• Produce explanations of how and why things happen and bring structure and organisation to ideas and understanding• Formulate hypotheses & explanations of how things function & gather evidence to assess how true explanations are. • Produce mental models that replicate how particular aspects of the world work, and tries to understand the full

complexity of any situation.

• Bring things to fruition by getting things done, and getting them done now! • Very action-oriented, dealing with whatever tasks the current situation presents, and spurring others into action as well• Make use of experience and utilise tools or processes that are readily available or tried and trusted. • Have an immediate impact on things, injecting a sense of urgency, and aiming to achieve clear goals and high-quality,

tangible results.

Graph shows breakdown of preferred style for the academic year cohort

Preferred Style – Academic Year Compared to UK Population

33

Academic Year 2014-15 UK Population0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

9%16%

6%

10%4%

10%15%

21%22%

15%12%

13%23%

11%

8%4%

Innovating

Harmonising

Exploring

Conducting

Clarifying

Campaigning

Analysing

Activating

Graph compares the preferred style for the academic year cohort to the UK population

Preferred learning style – year group comparison

34

• Doing things differently

• Thinking about the future

• Learning by trial and error

• Discussing things with other people

• Having complex ideas to work on

• Thinking about the possibilities

• Discovering new ways of doing things

• Studying models & theories

• Looking for practical tasks

• Moving fast & working quickly

• Being part of a group or team

• Plenty of energy and excitement

• Asking lots of questions

• Gathering facts & details

• Having space to think

• Working at your own pace

Activating Clarifying Exploring Innovating0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

32%

20%

28%

20%

38%

23%

28%

11%

Academic Year 2013-14 Academic Year 2014-15

Graph shows the split of students in academic year cohort by preferred learning style

35

Preferred learning style – Gender Comparison

Students understanding how they prefer to learn can help them build better learning skills and make the most of their potential.

This can help them to:

• Choose between different school subjects and how they may approach them

• Understand the styles of teaching that they are likely to respond to best

• Make decisions about any further learning that they may enjoy.

Activating Clarifying Exploring Innovating

39%

19%

26%

16%

10%

24%

33% 33%


Activating Clarifying Exploring Innovating

44%

20%25%

11%

27% 27%33%

12%


Graphs show the preferred learning style for MALE and FEMALE students

New developments 2014 - 2015

• UCAS Contract – presentations on ‘The Student Journey’ Personal Statement and Reference writing• IBM Contract – support for business mentors• CDI Webinar partnership• University Access Project• Increased Employer engagement activities• The Career Investigator• Increase Direct to Parent activity• Data analysis and feedback to schools.

Any Questions?

Virginia IsaacCEO Inspiring Futures

11 September 201501276687501

[email protected]

Opportunities/solutions

update on if developments friday 11 september 2015 virginia isaac chief executive

Documents

careers advice

multiple careers

careers agendasupport

careers info

strathallan school futurewise

futurewise programme

school feedback674

kind of school