10th July 2013

1. Operational Efficiencies, Customer Impact & Business Outcomes: Two proven tools 10th July 2013 • Kim Pattison, esg.Kim.pattison@esggroup.co.uk • Adele Holloway, esg.Adele.holloway@esggroup.co.uk • Bill Davies, JCAbill.davies@jcaglobal.com • Christian Morris, JCAChristian.morris@jcaglobal.com • Tim Warren, CSWtim.warren@careerssw.org Join in the debate #W2W2013

2. Who is • One of the UK’s leading business and employability psychology consultancies • Over 17 years’ experience delivering sustainable people assessment and development solutions in the Welfare sector, in the UK, across Europe , and the Middle East. • Innovative training and careers psychology services, underpinned by leading edge products and cutting edge technology

3. A prime contractor delivering welfare to work programmes since the beginning of New Deal Formed in 2007 through merger and acquisition Bringing together a history of employment related and skills provision Experience of delivering to Government departments for over 20 years including DWP and BIS Who is

4. Publicly accountable to the community through the organisations that are its corporate members Wholly owned and controlled by four local authority corporate members: Cornwall Council Devon County Council Plymouth City Council Torbay Council Who is

5. JCA tools (underpinned by an Emotional Intelligence based approach) deliver business results: Operational Efficiencies Customer Impact Adviser Impact Business Outcomes Overview

6. The Career Readiness Tool CareerReadiness Tool Helping you make the right choices for your future

7. Current Policy and Careers Guidance • Reasons why schools are struggling with career guidance: • Resource - No funding • Inexperience – a commissioning role thrown upon them (schools to arrange their own solutions) • Inconsistent - A bolt-on to a teachers role in some cases / or buying in expertise • Quality – the guidance produced is not good enough • Confusion - over what is “impartial” and “independent” Join in the debate #W2W2013

8. A tool to identify the most likely ‘band’ of need: 1. Case Managed 2. Technician support 3. Self-help Three key criteria for engagement: Can do Enjoyment Meaningful CSWWhat we wanted to achieve

9. The Career Readiness Tool: Identifies level of support required Reports on actions for progression Shows potential NEETs Is engaging for end user Provides general job-searchguidance Gathers essential MI for analysis Bridging the Gap CareerReadiness Tool

10. Measuring Career Readiness

11. Measuring Career Interest

12. Outputs

13. 929 number of pupils completed across the South West 140 (15.1%)have reported as Green overall – who can self help 688 (74.0%) Reported as Amber Overall – requiring online support 101 (10.9%) Students reported as Red Overall – requiring F2F support Findings and Analysis

14. Aspirations and Pathways • The majority of students will "work hard"to get their job and “would do any job short term” - which demonstrates high motivation. • Overall low scores on Aspirations (Amber and Red) – as expected. This impacts on Pathways, Decision Making and Career management. • Information needs aren’t being met in terms of Pathways – the majority of student don’t know which websites to use, or what qualifications they need (E6) , or how longthe will need to study – a consequence of not knowing what they want to do. • In general, if students know what they want– they become more focussed to research and seem to know what they need to do to get there.

15. Decision Making and Career Planning • Students report that they “make good decisions”but they procrastinate. More so for red customers. Not surprising if Aspirations and Pathways aren’t clear • Students say theyhave people around them to helpmake decisions • “I have the ability to have a successful career”is very low for Red students – a confidence issue. • Social Skills report very low – worryingly low for Red – but a concern for all students • Many students haven’t started career planning - they need help!

16. Personal and Educational Needs • Across all pupils – many think that their locality, transportand opportunitiesare stopping them – this might be a South West issue • Whist familyand their own behaviouris helping them • In terms of Red Students: • all have a high level of things stopping them, an indicator or potentialNEET. • IT Skills and Subjectsare the biggest helpers • Literacyand Numeracy and other Key skills are a big concern • Looking and Needs combined (Personal and Educational will identify potentialNEET.

17. High number of student do not have clear aspirations – this impacts on Pathways and Career Management – Student aren’t clear about what they want to do. Decision Making and having the confidence to make decisions is another major factor. Students feel they have the support to help them, but the evidence suggests they put decisions off. Personal and Educational needs are highlighting potential NEETs. The major flags seem to be locality, opportunity, and transport, with Literacy and Numeracy being potential issues at and Educational level. In terms of Career Interest – 39.9% of students rate Practical / Hands On Careers as one of their top two interests in comparison to Careers that involve Influencing – 20.5% Key Findings

18. The iDENTIFY tool

19. esg.what we wanted to achieve • An innovative assessment tool for customers on our Work Programme • Meaningful engagement • Partnership approach to our customers

20. esg.what we wanted to achieve • Means of carrying out bespoke psychometric tests • Ability to analyse engagement (attitude) and needs (barriers to employment) • Assign jobseekers to most appropriate caseload stream Individualassessmentof needs, barriersand motivation Referral andcommunicationfrom esg.

21. Reports from initial assessment gives a full understanding of every jobseeker’s : Level of engagement Level of need Re-assessing jobseekers during their time with us helps to understand distance travelled and plan in-work support Stage one of assessment

22. IdentifyWhat it measures Motivation Adaptability Confidence Health Challenges Skills & Experience Work Planning

23. Motivation • Green and Amber trends are consistent – regardless of the clients finding work or not. • The trend for Red clients who have found work is similar to Amber customers. Red clients who haven’t foundwork score much lower. • Motivation doesn’t appear to be a major factor for all Amber and Red clients. Motivated Red clients will (and have) gone into work. • Green customers need to maintain momentum – or motivation drops off. • Directing Motivational resource to the Red Customers that need it is essential to increase performance.

24. Adaptability • A high percentage of all clients say they are used to making changesin their life – its how they manage these changes that is the issue • Many clients say they wouldn’t work in difficult conditions. This is potential indicator that resilience may be a problem. • Very few will consider travelling more than an hourto work • A large proportion of Red and Amber clients do not try new things or think about doing things differently– they are more closed to opportunities than Green clients • Amber and Red clients need to broaden their horizons and be open to doing things differently. This needs to be facilitated by effective intervention. Acoaching / facilitative approachwill help improve adaptability.

25. Confidence • Green customers don’t need confidence building – the biggest issue for them is keeping motivated (with some needing to focus on being more adaptable) • Being positive about finding work is a major factor for Red clients– many don’t believe they have the opportunity to get work. • All customers seem to know what they are good at– Amber and Red cant seem to see how this can apply outside of “what they know” (Adaptability). • Confidence levels off over time - and people seem to become less adaptable as part of that. • Red clients out of work score very high “getting by on the money they get”

26. What it taught us • Helps with allocating finite resource most effectively • Gets training plans right from day one • Green clients need ‘encouragement’ • Adaptability an issue for harder to help (amber/red) customers. Coaching-based approach needed • Effective challenge to customers’ perceptions – prompts questioning of themselves

27. Using an EI Approach Feedback Customers were asked the following: a lot some a little not at all Did you enjoy the intervention? 15 11 4 1 Was the intervention relevant/useful to you? 12 12 6 1 Have your opinions about finding work 6 17 4 4changed? Has your confidence grown as a result of 11 9 8 3attending? Consultants were asked to consider if that after the EI based intervention, did your customer have: absolutely some not at all an improved state of confidence? 12 (34.3%) 21 (60.0%)2 (5.7%) an improved state of motivation? 15 (41.7%) 20 (55.5%) 1 (2.8%) an improved state of direction ? 9 (25.0%) 25 (69.4%) 2 (5.6%) an improved state of attitude? 13 (36.1%) 20 (55.5%) 2 (5.6%)

28. Using an EI Approach • Benefits of tools : • Engage, motivate and focus the client; • Useful and valued by the adviser; • Challenge and inform thinking • Support strategic and operational goals • Work at the front end and the management end • Help to shape strategies and challenge thinking

29. Thank you for listening do you have any questions? Join in the debate #W2W2013