2
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
1
5
Thursday 2 July 2015
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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6
Thursday 2 July 2015
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
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
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
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
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
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
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
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
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
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
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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Thursday 2nd July 2015
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
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)
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
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
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
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.
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
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
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
Meet Adam
Adam is:
• Studying Politics with Economics
• looking for work experience
• Has a good academic record
• What are your thoughts?
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
Adam
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Thursday 2nd July 2015
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
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
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
Zoe
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
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/
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.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
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
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
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
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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Thursday 2nd July 2015
Tom Harlos University of Oxford— Agency Service Showcase
Registered Charity No. 1011222 Charity registered in Scotland SC039725
www.changingfaces.org.uk
Thanks for your participation!
Any Questions?
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
NASES Annual conference 2015
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Thursday 2nd July 2015
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
NASES Annual conference 2015
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
Page 7NASES Annual conference 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
Page 8NASES Annual conference 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
Page 9NASES Annual conference 2015
July 14, 2015
Page 10NASES Annual conference 2015
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Thursday 2nd July 2015
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
Page 11NASES Annual conference 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
Page 12NASES Annual conference 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
Page 13NASES Annual conference 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
Page 14NASES Annual conference 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
Page 15NASES Annual conference 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
Page 16NASES Annual conference 2015
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Thursday 2nd July 2015
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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Thursday 2nd July 2015
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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Friday 3rd July 2015
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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Friday 3rd July 2015
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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Friday 3rd July 2015
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
2
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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Friday 3rd July 2015
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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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Friday 3rd July 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
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• 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)
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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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Friday 3rd July 2015
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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/
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Thank you, Q & A