Career Coach: Create a career vision using local labour market insight

1. Career Coach: Create a career vision using local labour market insight • NAMSS Conference 17th March 2014 • Andy Duman | Vice President for UK Opertions | EMSI • Ben Owen| Head of Student Services | Chesterfield College Andy Durman, VP for UK Operations andyd@economicmodelling.co.uk 07720 641651 WWW.ECONOMICMODELLING.CO.UK

2. Contents • 1. About EMSI • 2. The labour market challenge • 3. How labour market information can help • 4. Enter Career Coach • 5. Case study: Chesterfield College • 6. The future of Career Coach • 7. Questions Andy Durman, VP for UK Operations 07720 641651 andyd@economicmodelling.co.uk WWW.ECONOMICMODELLING.CO.UK

3. About EMSI Andy Durman, VP for UK Operations 07720 641651 andyd@economicmodelling.co.uk WWW.ECONOMICMODELLING.CO.UK @EMSI_UK

4. About EMSI Detailed Local LMI NOMIS Skills and Competencies O*NET, US Department for Labor Strategic Forecasts Working Futures, Warwick Institute for Employment Research, UKCES Intuitive and easy to use tools and reports Curriculum development and planning Marketing and recruitment Employer engagement Careers advice and guidance Andy Durman, VP for UK Operations 07720 641651 andyd@economicmodelling.co.uk WWW.ECONOMICMODELLING.CO.UK @EMSI_UK

5. About EMSI Andy Durman, VP for UK Operations 07720 641651 andyd@economicmodelling.co.uk WWW.ECONOMICMODELLING.CO.UK @EMSI_UK

6. The labour market challenge • The Skills Gap – Employer Skills Survey 2013 (UKCES): • “Economic growth and recovery may be constrained by skill shortages as the labour market responds to employer requirements.” • “Skill-shortage vacancies represent more than one in five of all vacancies”. • “Skill shortages differ by occupation and pockets of shortages remain largely unchanged since 2011.” • But… • “Half of UK employers report skills under-use, and 4.3 million workers are reported as being over-skilled and over- qualified for the jobs that they are currently doing.” Andy Durman, VP for UK Operations 07720 641651 andyd@economicmodelling.co.uk WWW.ECONOMICMODELLING.CO.UK

7. The labour market challenge • My take on some underlying issues: • General lack of good data with enough detail to actually do something about the challenge! • Skills gap or information gap? • How do we address this? • Detailed understanding of future employment need, not just rely on what worked in the past • Move from a supply-led to demand-led system • Greater partnership between education, agencies and employers/LEPs • Transferrable skills critical to future economic sustainability Andy Durman, VP for UK Operations 07720 641651 andyd@economicmodelling.co.uk WWW.ECONOMICMODELLING.CO.UK

8. How labour market information can help • Detailed, localised evidence base to: • Support/challenge popular opinion • Contextualise qualitative/anecdotal evidence • Identify gaps/new opportunities • In order to: • Offer the right courses • Communicate and promote why you offer the courses you do • Engage employers in workforce development • All specifically relevant to locallabour market conditions Andy Durman, VP for UK Operations 07720 641651 andyd@economicmodelling.co.uk WWW.ECONOMICMODELLING.CO.UK

9. Enter Career Coach Andy Durman, VP for UK Operations 07720 641651 andyd@economicmodelling.co.uk WWW.ECONOMICMODELLING.CO.UK

10. Enter Career Coach • Branded website • Local labour market information for all SOC occupations • Wages • Employment trends and projections • Live vacancies • All linked to the college’s current course portfolio • Transferrable skills compatibility • Better describe relevant skills developed through work experience • Recommend other occupations with similar transferrable skills requirements • Fully hosted and maintained by EMSI Andy Durman, VP for UK Operations 07720 641651 andyd@economicmodelling.co.uk WWW.ECONOMICMODELLING.CO.UK

11. “Career Coach supporting the Admissions journey” Ben Owen Head of Student Services

12. Background ‘Pupils need not only access careers guidance but also the knowledge and skills to use the information and guidance provided to plan and manage their career choices and transitions’ Careers Education in schools. Andrews, D (2011). Highflyers Publishing:Staffordshire

13. Background “What support has the LA provided to schools to assist them in taking on the new duty for securing access for pupils to independent and impartial careers guidance?” Source: Langley et al 2014

14. Local picture - Derbyshire • In Derbyshire the LA have developed a traded Universal Career Service • However, many schools have brought in external provision as well • Many schools have reduced the level of Careers Support, in one example one school reduced Careers Adviser support from 4 days per week to ½ day per week • With this local picture post 16 advice and guidance has greatly diminished, which in turn could have had a significant impact on recruitment of post 16 students onto the right course

15. Student feedback

16. Student feedback

17. Student feedback

18. Concept • Adding in a Guidance and Assessment stage that all applicants receive, greatly improving the consistency of the first experience of college • This stage will also allow the Guidance Team to work with applicants on why they are coming into college, using career research tools and LMI to see where their course choice leads them • Initial assessment at this stage will ensure that applicants will start to look at what their entry level will be, as well as ensuring all applicants receive this as part of their admissions journey

19. Concept

20. Process • Guidance activity to ensure the student is on the right course • Fast Tomato or the Skills Health Check (National Careers Service site) • Use Career Coach to explore study path to career goal • Ask set questions from the Interview Record Form

21. The personal approach

22. The personal approach

23. The personal approach

24. 2014 Admissions survey – feedback (student) • “I was interviewing a young lady who started a L3 Art & Design course in September 2013, she said her attendance wasn’t too good and she realised too late that she didn’t like the course and couldn’t transfer onto another course. She has now applied for L3 Business here at College as she feels this will help her achieve her goal of owning her own business. • While in the interview she told me that if her interview had been this process last year she may have changed her option.”

25. 2014 Admissions – feedback (Curriculum Manager) • 12 people were down to attend and 100% attended (although one person was late with a plausible reason). • There was one applicant who had previously disclosed that she had colour blindness and it was a good opportunity to chat with her about this and her father wanted to pass on favourable comments. The applicant has also applied to Aldecar 6th form and he expressed that our college seemed to be a lot more professional with its interview system, initial assessment, the mini-public service taster (we did last night prior to the interview) and interview. At Aldecar they attended a talk about A-levels and that was it, he pointed out. • Mel, thanks for letting me know about the colour blindness prior to interview. The time in between the initial interview and our interview last night gave me the opportunity to find out some info on this that I was able to discuss with the applicant and the amount of time in between these interviews was just right to cope with a busy CM schedule. • From our area point of view the pre-area interviews allowed the team to discuss each applicant and highlight any support needs and our mini-taster gave us the opportunity to observe these and comment in the interview stage. • Tim Binns, CM Public Services

26. 2014 Admissions – feedback

27. 2014 Admissions – feedback

28. 2014 Admissions – feedback

29. 2014 Admissions – feedback

30. 2014 Admissions – feedback (Ofsted) During our recent Ofsted Inspection, where the College received an overall “good” grade I was the lead on the Learner Support theme meeting, we received some extremely positive feedback from inspectors, such as; “particularly good information, advice and guidance ensures learners are on the appropriate programmes” “the student services team provides highly effective and timely support for learners” “Managers and staff use LMI very well to plan provision in their areas”

31. Thank you for your time Are there any questions?

32. The future of Career Coach Andy Durman, VP for UK Operations 07720 641651 andyd@economicmodelling.co.uk WWW.ECONOMICMODELLING.CO.UK

33. Further information • Website www.economicmodelling.co.uk • Case studies www.economicmodelling.co.uk/blog • Twitter @EMSI_UK • In person Andy Durman, Vice President for UK Operations • andyd@economicmodelling.co.uk • 07720 641651 Andy Durman, VP for UK Operations 07720 641651 andyd@economicmodelling.co.uk WWW.ECONOMICMODELLING.CO.UK