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Planning for the un-plannable. Anne Chant. What is the Labour Market? ...supply and demand. A market for …. Labour Knowledge Abilities and attributes Skills. What about the supply?.
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Planning for the un-plannable Anne Chant
A market for ….. • Labour • Knowledge • Abilities and attributes • Skills
What about the supply? • We need to encourage young people to have as many skills, qualifications and qualities to ‘sell’ as possible • They need to understand the competition, locally, regionally, nationally and internationally and be able to compete • There needs to be a change in mind-set from ‘what I am going to be/do’ to ‘what I am going to be able to do’ • This is not just about transferable employability skills
Demographics are changing . . . = Working age
Qualitative Lived experience or witness testimony – stories Often called ‘soft’ data Quality not automatic Quantitative Statistical survey or sample (representative if generalised from) Often called ‘hard’ data Quality not automatic What is Labour Market information?
What do we think about when we hear the term LMI? • Data • e.g 2/3 employers are operating a recruitment freeze. Many are very unsure about when levels of recruitment might return to 07/08 levels. Varies from 32% who say not for 2 yrs, 27% don’t know, 14% within a year
What do we think about when we hear the term LMI? • Data • Predictions and trends
Going up: Jobs in service industries Demand for degree qualified workers Part-time, shift and weekend workers Self employment Need for key skills Number of job changes in a lifetime Need for lifelong learning Going down: Jobs in manufacturing and agriculture Unskilled and semi-skilled jobs Jobs in some manual trades % of young people with no qualifications Number of people who work for one employer all their working lives Working 9-5, M-F Employment trends
What do we think about when we hear the term LMI? • Data • Predictions and trends • Facts and figures • Graduates are still in demand • Especially in STEM related industries (88% recruiting in energy and water, 78% in the public sector and 72% of professional services • But less so in construction (46%) and manufacturing (47%) • Many companies are using other ways of attracting graduates e.g part time work or internships
Top 10 jobs in 2009 – in terms of growth and demand • Engineer • Environmental consultant • Cosmetologist • Public relations specialist • Human resources professional • Advertising executive • Teacher • Accountant • Counsellor • Data communications analyst
What’s wrong with that? • Young people can find it difficult to relate to data
What’s wrong with that? Young people can find it difficult to relate to data Data doesn’t allow for the individual
What’s wrong with that? Young people can find it difficult to relate to data Data doesn’t allow for the individual Predictions are often wrong and can be dangerous
What’s wrong with that? Young people can find it difficult to relate to data Data doesn’t allow for the individual Predictions are often wrong and always dangerous Young people are making choices now for 5-10 years ahead
What young people really need • Access – to information, insight, stories and possibilities • How do I train to be a qualified electrician? • What’s it like to run your own business? • “A woman came to talk to us about how she re-trained to be a solicitor when she was in her forties……” • If I take these A levels what could I do next?
What young people really need • Access – to information, insight, stories and possibilities • Understanding – of themselves and the working world • Work experience, in chosen and unfamiliar placements • How do the skills and knowledge base needed relate to subjects in school? • Reflection on part time work • ‘Work’ roles in school • Awareness of their work ‘inheritance’
What young people really need • Access – to information, insight, stories and possibilities • Understanding – of themselves and the working world • Flexibility – of attitude, opportunity and goal • Challenge stereotypic choices (as per statutory principles) • Risk taking (PLTS) • Understanding of own cultural capital
What young people really need • Access – to information, insight, stories and possibilities • Understanding – of themselves and the working world • Flexibility – of attitude, opportunity and goal • Confidence – to explore, experience and dream!
Allow young people to explore it for themselves Work experience, let’s make the most of it! Local survey of employment opportunities – what do they offer and where could it lead? Use of web based LMI Interview family/ friends/ member of the community about their experience of the labour market So what else could we do with LMI to meet these needs?
So what else could we do with LMI? • Allow young people to explore it for themselves • Make it local and real • Use local paper ‘jobs’ section as well as online vacancy lists • Use map of the area to plot main areas of employment/ types/ size of companies • Invite the local chamber of commerce to talk about the labour market picture in the area
So what else could we do with LMI? • Allow young people to explore it for themselves • Make it local and real • Challenge how ‘who does what?’ is determined in our society and others • Use data to demonstrate inequalities/ under-represented groups in different areas of work. e.g male primary teachers. What it the picture in other societies? • Refer to Milburn Report on access to the professions • Invite a speaker who can tell their story of overcoming such barriers
So what else could we do with LMI? • Allow young people to explore it for themselves • Make it local and real • Challenge how ‘who does what?’ is determined in our society and others • Tackle the issue of ‘travel to work’ limitations • Use Nomis or a local map to look at the limitations imposed by not wanting to travel (work and higher education) • Work out bus/train timetable for travel to an alternative area of work, then do it!
