This document provides an overview of three units on understanding the labour market:
[1] The Changing World of Work discusses trends like demand/supply mismatches, technological changes, and new career structures such as multiple jobs and unpaid internships.
[2] The Skills Employers Need notes employers seek interpersonal skills in addition to technical skills, and provides exercises to consider skills from an employer's perspective.
[3] The Concept of Career Pathways presents a framework of career pathways rather than single destinations, emphasizing planning, resilience, flexibility and an innovative mindset through exercises and case studies.
Executive Director Steven Tobin presented at the AAAE seminar Skills Shortages: What skills shortage? to discuss the differences between labour shortages and skills shortages, how to measure them, and how to adequately respond to them. View his presentation here.
Executive Director Steven Tobin presented at the CSLS Seminar to discuss the differences between labour shortages and skills shortages, how to measure them and how to adequately respond to them.
White Paper: Addressing Worker Shortages in the Skilled TradesTulsa Welding School
The popularity of America’s skilled trade careers has been in steady decline for the past few generations, and industries that have relied on American workers across the country are now feeling the effects of that. While the shortage puts employers at a disadvantage, it also creates huge opportunities for newcomers to the industry. - See more at: http://www.weldingschool.com/blog/how-to/white-paper-addressing-worker-shortages-in-the-skilled-trades/
This study is entitled “Employability Indices of Business Graduates in the Banking Industry”. The study was to establish the significant employability indices among business graduates in the banking industry. It sought to identify the significant commonalities and differences in the respondents’ assessment. The methodology used was descriptive-survey. The respondents of this study consisted of HR directors and bank managers from universal, commercial and thrift banks. The researcher made use of a Web-based survey known as harvested emails. Samples were derived from harvested e-mail lists which are non-probability samples because they were based on a convenience sample of e-mail addresses.
Executive Director Steven Tobin presented at the AAAE seminar Skills Shortages: What skills shortage? to discuss the differences between labour shortages and skills shortages, how to measure them, and how to adequately respond to them. View his presentation here.
Executive Director Steven Tobin presented at the CSLS Seminar to discuss the differences between labour shortages and skills shortages, how to measure them and how to adequately respond to them.
White Paper: Addressing Worker Shortages in the Skilled TradesTulsa Welding School
The popularity of America’s skilled trade careers has been in steady decline for the past few generations, and industries that have relied on American workers across the country are now feeling the effects of that. While the shortage puts employers at a disadvantage, it also creates huge opportunities for newcomers to the industry. - See more at: http://www.weldingschool.com/blog/how-to/white-paper-addressing-worker-shortages-in-the-skilled-trades/
This study is entitled “Employability Indices of Business Graduates in the Banking Industry”. The study was to establish the significant employability indices among business graduates in the banking industry. It sought to identify the significant commonalities and differences in the respondents’ assessment. The methodology used was descriptive-survey. The respondents of this study consisted of HR directors and bank managers from universal, commercial and thrift banks. The researcher made use of a Web-based survey known as harvested emails. Samples were derived from harvested e-mail lists which are non-probability samples because they were based on a convenience sample of e-mail addresses.
Producing skills: challenges and current trendsfmik_ppk_elte
Producing skills: challenges and current trends - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: InnoOmnia 2011.november 5. Espoo
Résztvevő: Halász Gábor, előadó
20% off the job training employers and trainers guideThe Pathway Group
The Apprenticeship levy 20% off the Job Training for Apprenticeships
Off-the-job training is defined as learning which is undertaken outside of the normal day- to-day working environment and leads towards the achievement of an apprenticeship. This can include training that is delivered at the apprentice’s normal place of work but must not be delivered as part of their normal working duties. The off-the-job training must be directly relevant to the apprenticeship framework or standard.
Here are our Top 20 for meeting the off the job training requirement for Apprentices
We take a look at the employment and unemployment figures for the fourth quarter of 2016.
For a closer look at the full report, visit http://www.statssa.gov.za/?page_id=1854&PPN=P0211&SCH=6698
The Geographic Mismatch & A Ranking of Indian States by their Labour Ecosystem (Labour Demand, Labour Supply, Labour Laws)
Background
India’s demographic dividend will increase our population from 1 billion in 2001 to 1.4 billion in 2026. 83% of this increase will be in the 15-59 age group.
If we harness this dividend by 2025, India will not only have 25% of the world’s total workforce but our per capita income will be $ 4100. This will rise to $9802 in 2040 and $20,836 in 2050. This will finally put poverty in the museum, it belongs.
But a demographic dividend does not mean people, but productive people. Converting our people into productive people requires radical reform of our labour market ecosystem that includes labour demand, labour supply, and labour laws.
India’s Three Mismatches
THE GEOGRAPHIC MISMATCH: Much of India’s demographic dividend will occur in states with backward labour market ecosystems. Between 2010 and 2020, the states of UP, Bihar and MP will account for 40% of the increase in 15-59 year olds but only 10% of the increase in income. During the same period, Maharashtra, Gujarat, TN and Andhra will account for 45% of the increase in GDP but less than 20% of the addition to the total workforce.
THE SKILLS / EDUCATION MISMATCH: About 89% of the 15-59 year olds have had no vocational training. Of the 11% who received vocational training, only 1.3% received formal vocational training. The current training capacity is a fraction of the 12.8 million new entrants into the workforce every year.
THE SECTORAL MISMATCH: Most employment opportunities will arise in sectors where people have little experience. The largest component of labour force growth is in rural areas but the most growth in employment is in areas that require greater human capital. Wage inflation projection till 2026 flag skill shortages.
India’s Failed Matching Ecosystem
Our employment exchanges are dysfunctional; they gave about 2 lac jobs to the 4 crore people registered.
The best performing employment exchanges were in Gujarat, Tamil Nadu, and
Maharashtra but the most new registration are in UP and West Bengal.
The Delhi Government budget shows that it costs the government Rs 228,381 for a single placement.
The employment exchange at Chitradurga in Karnataka has been unable to provide even a single job in the last four years.
India has only 0.25 million apprentices while Germany has 0.6 million, Japan has 2 million.
State Ranking of Labour Ecosystem
OVERALL LABOUR ECOSYSTEM RANKING: Andhra Pradesh tops followed by
Karnataka and Maharashtra. States that made significant improvements since 2005
include Bihar, Assam and J&K (though the last two continue to be below their levels of performance in 1995).
EMPLOYMENT ECOSYSTEM RANKING: Delhi tops followed by Andhra Pradesh and Rajasthan. Their ranking is mostly driven by all around infrastructure improvement e.g. the performance of Delhi and Gujarat is driven by power supply, high teledensity and low taxation, relative to the size of economy.
EMPLOYABILITY ECOSYSTEM RANKING: Karnataka tops followed by Delhi and Andhra Pradesh. The large infrastructure in education and professional education is one of the primary causes of Karnataka’s high ranking, which it has further improved on since the 2005 ranking.
LABOUR LAW ECOSYSTEM RANKING: Maharashtra tops followed by Andhra Pradesh and Karnataka. Maharashtra not only tops but has improved its performance since 2005 because of better performance in labour relations and average wages relative to minimum wages.
State governments are losing an important opportunity to differentiate themselves with specific reforms to their labour ecosystems. Over the next twenty years, this will be the difference between growth and poverty reduction.
States can take the lead in improving matching infrastructure by reforming employment exchanges, apprenticeship programs, assessment and certification capabilities, etc. This is the lo
Indian labor Market :Consists of 430 million workers in 2004-05, growing 2% annually, with a stable worker-population ratio of 40%.
Lower level of women’s participation in workforce (28%) – perhaps an underestimate.
Low level of open unemployment (3.1%) – high level of disguised unemployment (or under-employment), mostly in rural areas and in agriculture.
Child labour’s share in workforce declining – yet quite large in absolute numbers, at 13 million in 2001.
Producing skills: challenges and current trendsfmik_ppk_elte
Producing skills: challenges and current trends - Plenáris konferencia előadás
Típus: Tudományos-közéleti-társadalmi megjelenés a projektben elért tudományos eredmények elterjesztésének céljával
Alprojekt: 5.4.3 Tanulás/tanítás kutatása és fejlesztése a felnőtt- és felsőoktatásban
Megjelenés: InnoOmnia 2011.november 5. Espoo
Résztvevő: Halász Gábor, előadó
20% off the job training employers and trainers guideThe Pathway Group
The Apprenticeship levy 20% off the Job Training for Apprenticeships
Off-the-job training is defined as learning which is undertaken outside of the normal day- to-day working environment and leads towards the achievement of an apprenticeship. This can include training that is delivered at the apprentice’s normal place of work but must not be delivered as part of their normal working duties. The off-the-job training must be directly relevant to the apprenticeship framework or standard.
Here are our Top 20 for meeting the off the job training requirement for Apprentices
We take a look at the employment and unemployment figures for the fourth quarter of 2016.
For a closer look at the full report, visit http://www.statssa.gov.za/?page_id=1854&PPN=P0211&SCH=6698
The Geographic Mismatch & A Ranking of Indian States by their Labour Ecosystem (Labour Demand, Labour Supply, Labour Laws)
Background
India’s demographic dividend will increase our population from 1 billion in 2001 to 1.4 billion in 2026. 83% of this increase will be in the 15-59 age group.
If we harness this dividend by 2025, India will not only have 25% of the world’s total workforce but our per capita income will be $ 4100. This will rise to $9802 in 2040 and $20,836 in 2050. This will finally put poverty in the museum, it belongs.
But a demographic dividend does not mean people, but productive people. Converting our people into productive people requires radical reform of our labour market ecosystem that includes labour demand, labour supply, and labour laws.
India’s Three Mismatches
THE GEOGRAPHIC MISMATCH: Much of India’s demographic dividend will occur in states with backward labour market ecosystems. Between 2010 and 2020, the states of UP, Bihar and MP will account for 40% of the increase in 15-59 year olds but only 10% of the increase in income. During the same period, Maharashtra, Gujarat, TN and Andhra will account for 45% of the increase in GDP but less than 20% of the addition to the total workforce.
THE SKILLS / EDUCATION MISMATCH: About 89% of the 15-59 year olds have had no vocational training. Of the 11% who received vocational training, only 1.3% received formal vocational training. The current training capacity is a fraction of the 12.8 million new entrants into the workforce every year.
THE SECTORAL MISMATCH: Most employment opportunities will arise in sectors where people have little experience. The largest component of labour force growth is in rural areas but the most growth in employment is in areas that require greater human capital. Wage inflation projection till 2026 flag skill shortages.
India’s Failed Matching Ecosystem
Our employment exchanges are dysfunctional; they gave about 2 lac jobs to the 4 crore people registered.
The best performing employment exchanges were in Gujarat, Tamil Nadu, and
Maharashtra but the most new registration are in UP and West Bengal.
The Delhi Government budget shows that it costs the government Rs 228,381 for a single placement.
The employment exchange at Chitradurga in Karnataka has been unable to provide even a single job in the last four years.
India has only 0.25 million apprentices while Germany has 0.6 million, Japan has 2 million.
State Ranking of Labour Ecosystem
OVERALL LABOUR ECOSYSTEM RANKING: Andhra Pradesh tops followed by
Karnataka and Maharashtra. States that made significant improvements since 2005
include Bihar, Assam and J&K (though the last two continue to be below their levels of performance in 1995).
EMPLOYMENT ECOSYSTEM RANKING: Delhi tops followed by Andhra Pradesh and Rajasthan. Their ranking is mostly driven by all around infrastructure improvement e.g. the performance of Delhi and Gujarat is driven by power supply, high teledensity and low taxation, relative to the size of economy.
EMPLOYABILITY ECOSYSTEM RANKING: Karnataka tops followed by Delhi and Andhra Pradesh. The large infrastructure in education and professional education is one of the primary causes of Karnataka’s high ranking, which it has further improved on since the 2005 ranking.
LABOUR LAW ECOSYSTEM RANKING: Maharashtra tops followed by Andhra Pradesh and Karnataka. Maharashtra not only tops but has improved its performance since 2005 because of better performance in labour relations and average wages relative to minimum wages.
State governments are losing an important opportunity to differentiate themselves with specific reforms to their labour ecosystems. Over the next twenty years, this will be the difference between growth and poverty reduction.
States can take the lead in improving matching infrastructure by reforming employment exchanges, apprenticeship programs, assessment and certification capabilities, etc. This is the lo
Indian labor Market :Consists of 430 million workers in 2004-05, growing 2% annually, with a stable worker-population ratio of 40%.
Lower level of women’s participation in workforce (28%) – perhaps an underestimate.
Low level of open unemployment (3.1%) – high level of disguised unemployment (or under-employment), mostly in rural areas and in agriculture.
Child labour’s share in workforce declining – yet quite large in absolute numbers, at 13 million in 2001.
In this presentation, we will understand concept theories and types of wages, compensations and earnings.
To know more about Welingkar School’s Distance Learning Program and courses offered, visit:
http://www.welingkaronline.org/distance-learning/online-mba.html
Time to take the career myths you’ve been told over the years and heave them out the proverbial window. Your career (and paycheck) deserves better than to sit around languishing.
For more information, watch my Youtube Video by clicking the link in the description box:
https://youtu.be/zIG4XILJVvA
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Filling the Vacancy".
LMIC's acting executive director Tony Bonen was invited by the Canadian Association of Administrators of Labour Legislation (CAALL) where he spoke about labour market tightness, labour and skills shortages, and the future of work.
Future of work employability and digital skills nov 2020Future Agenda
Future of Work, Employability and Digital Skills
As the world of work changes, how will organisations, society and individuals adapt to ensure that the current and the next generation will be able to acquire the skills necessary for future jobs? Building on previous Future Agenda research that focussed on key policy areas primarily in the Asian market and, more recently, an updated outlook on the future of work and skills development developed in partnership with the University of Bristol, School of Management, we are very pleased to be starting a new phase of research. As well as an analysis of the future of work, this will specifically explore the shifting nature of employability and how and where digital skills will have impact.
Over the next few months, expert views from across Europe will be shared in order to develop a richer understanding of key issues and how they vary across different jurisdictions. As with all Future Agenda projects, the aim is to challenge assumptions, identify emerging trends and build an informed assessment of the changes ahead and their implications for policy and action.
If you would like to be involved and add your views into the mix, please get in touch.
Integrating an effective career development program in 2 and 4 year schools is outlined by Danny Huffman of Career Services International. All Rights Reserved.
Annamalai MBA 2nd Year Assignment Questions (2021- 2022) Solved Call 902581...palaniappann
Sir/ Madam
Prof.Dr.N.Palaniappan.,MBA.,MCom.,MPhil.,PhD. has 15 years of teaching experience in MBA Business schools. For last fifteen years Prof.Dr.N.Palaniappan.,MBA.,MCom.,MPhil.,PhD has taught various subjects from Marketing, Finance, Human Resource Management, Information Systems, International Business and General Specializations. He has written many research papers and case studies.
Prof.Dr.N.Palaniappan.,MBA.,MCom.,MPhil.,PhD organizes online MBA subject coaching / MBA Assignment help and MBA Project help. Many clients national and international has appreciated Prof.Dr.N.Palaniappan.,MBA., MCom.,MPhil.,PhD for his timely help in the assignments and projects and MBA subject coaching.
You can call him on his mobile no. 9025810064 (whatsapp available) or mail him at palaniappanmail@gmail.com. He does help/guide for the below question. If urgent or any query’s, Please feel free to call him on his mobile no. 9025810064 (whatsapp available) or do mail on palaniappanmail@gmail.com. He does help/guide for the below question
Contact:
Prof.Dr.N.Palaniappan.,MBA.,MCom.,MPhil.,PhD
Mail ID: palaniappanmail@gmail.com
Ph: - 9025810064 (whatsapp available)
Solved 2nd Year MBA Annamalai Assignment (2021–2022) Call 9025810064palaniappann
Sir/ Madam
Prof.Dr.N.Palaniappan.,MBA.,MCom.,MPhil.,PhD. has 15 years of teaching experience in MBA Business schools. For last fifteen years Prof.Dr.N.Palaniappan.,MBA.,MCom.,MPhil.,PhD has taught various subjects from Marketing, Finance, Human Resource Management, Information Systems, International Business and General Specializations. He has written many research papers and case studies.
Prof.Dr.N.Palaniappan.,MBA.,MCom.,MPhil.,PhD organizes online MBA subject coaching / MBA Assignment help and MBA Project help. Many clients national and international has appreciated Prof.Dr.N.Palaniappan.,MBA., MCom.,MPhil.,PhD for his timely help in the assignments and projects and MBA subject coaching.
You can call him on his mobile no. 9025810064 (whatsapp available) or mail him at palaniappanmail@gmail.com. He does help/guide for the below question. If urgent or any query’s, Please feel free to call him on his mobile no. 9025810064 (whatsapp available) or do mail on palaniappanmail@gmail.com. He does help/guide for the below question
Contact:
Prof.Dr.N.Palaniappan.,MBA.,MCom.,MPhil.,PhD
Mail ID: palaniappanmail@gmail.com
Ph: - 9025810064 (whatsapp available)
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What is the TDS Return Filing Due Date for FY 2024-25.pdfseoforlegalpillers
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Cracking the Workplace Discipline Code Main.pptxWorkforce Group
Cultivating and maintaining discipline within teams is a critical differentiator for successful organisations.
Forward-thinking leaders and business managers understand the impact that discipline has on organisational success. A disciplined workforce operates with clarity, focus, and a shared understanding of expectations, ultimately driving better results, optimising productivity, and facilitating seamless collaboration.
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Memorandum Of Association Constitution of Company.pptseri bangash
www.seribangash.com
A Memorandum of Association (MOA) is a legal document that outlines the fundamental principles and objectives upon which a company operates. It serves as the company's charter or constitution and defines the scope of its activities. Here's a detailed note on the MOA:
Contents of Memorandum of Association:
Name Clause: This clause states the name of the company, which should end with words like "Limited" or "Ltd." for a public limited company and "Private Limited" or "Pvt. Ltd." for a private limited company.
https://seribangash.com/article-of-association-is-legal-doc-of-company/
Registered Office Clause: It specifies the location where the company's registered office is situated. This office is where all official communications and notices are sent.
Objective Clause: This clause delineates the main objectives for which the company is formed. It's important to define these objectives clearly, as the company cannot undertake activities beyond those mentioned in this clause.
www.seribangash.com
Liability Clause: It outlines the extent of liability of the company's members. In the case of companies limited by shares, the liability of members is limited to the amount unpaid on their shares. For companies limited by guarantee, members' liability is limited to the amount they undertake to contribute if the company is wound up.
https://seribangash.com/promotors-is-person-conceived-formation-company/
Capital Clause: This clause specifies the authorized capital of the company, i.e., the maximum amount of share capital the company is authorized to issue. It also mentions the division of this capital into shares and their respective nominal value.
Association Clause: It simply states that the subscribers wish to form a company and agree to become members of it, in accordance with the terms of the MOA.
Importance of Memorandum of Association:
Legal Requirement: The MOA is a legal requirement for the formation of a company. It must be filed with the Registrar of Companies during the incorporation process.
Constitutional Document: It serves as the company's constitutional document, defining its scope, powers, and limitations.
Protection of Members: It protects the interests of the company's members by clearly defining the objectives and limiting their liability.
External Communication: It provides clarity to external parties, such as investors, creditors, and regulatory authorities, regarding the company's objectives and powers.
https://seribangash.com/difference-public-and-private-company-law/
Binding Authority: The company and its members are bound by the provisions of the MOA. Any action taken beyond its scope may be considered ultra vires (beyond the powers) of the company and therefore void.
Amendment of MOA:
While the MOA lays down the company's fundamental principles, it is not entirely immutable. It can be amended, but only under specific circumstances and in compliance with legal procedures. Amendments typically require shareholder
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Business Valuation Principles for EntrepreneursBen Wann
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2. Understanding the Labour Market Today
Unit1: The Changing World Of Work
Unit 2: The Skills Employers Need
Unit 3: The Concept of Career Pathways
Learning Objectives
3. • There are three units:
• Unit 1 The Changing World of Work considers labour market
trends with respect to demand and supply mismatches,
technological change, international mobility and the emergence of
new career pathways.
• Unit 2 The Skills that Employers Need. Notes that employers can
be rigid in their thinking. To overcome this candidates have to
emphasise their interpersonal skills and to differentiate
themselves from their competition. Two exercises will help your
training group to consider the recruitment challenge from the
perspective of an employer.
• Unit 3 presents a Careers Pathway framework for your training
group to consider. It lays particular emphasis on planning,
resilience, flexibility, hard work and having an innovative mindset.
Two exercises will focus each individual on understanding his/her
own make-up as a vital first step to enhancing their strengths and
ameliorating their weaknesses. A case study presents a number
of short videos of employees in various sectors in Northern Ireland
explaining how they got to where they are in their careers.
5. • Labour Market Trends - Demand/Supply
mismatches
o Changes in the pattern of demand
o Demand can surge then weaken
o Usually a lag between supply meeting demand
o Phenomenon of over-qualified manual workers (often
graduates) and the growing socio-economic exclusion
of the unskilled and under-educated
o Many employers undervalue their people assets
U.1
The Changing World Of Work
6. • Think about which labour market supply and demand
mismatches you are aware of. Emphasise that change in
the pattern of demand is particularly fast-paced in some
sectors (e.g.: financial services) and some countries (e.g.:
UK). Make the point that surges in demand don’t always
sustain. Cite construction booms as an example. Also the
‘dotcom’ bubble of 2000/2001 as another. Educators have
to adapt to change in the labour market and inevitably this
takes time.
• These changes have social consequences some of which
have yet to be revealed and understood: the disaffection of
underemployed highly educated graduates on the one hand
and the social exclusion of the unskilled under-educated on
the other.
• All of this is further complicated by the tendency among
many employers not to appreciate the asset value of their
workforce and employees generally.
7. • Labour Market Trends – technological
change
o Disruptive technologies: media (citizen
journalism); printing; retail; advertising
o Ubiquity of free information has seriously devalued
much of what used to be valuable intellectual
property
o In many economies in EU new or evolved sectors
have emerged
U.1
The Changing World Of Work
8. • Think about new technologies or business models
that have displaced once profitable product
providers. Examples you might want to consider
are Airbnb and Uber.
• Furthermore think about how the internet has
helped to devalue intellectual property – internet
users expect high grade information to be
provided for free.
• Consider examples of sectors in the EU which
have been subject to great change:
Lifestyle/personal services; biomedical; agri-
food; renewables; ICT; leisure tourism.
9. • Labour Market Trends – international mobility
o In EU free movement of labour has led to large shifts
of populations of young, fit often very well educated
workers from low-wage regions to high-wage regions
– this has changed the expectations of employers in
some sectors; has led to skills shortages in new
‘supplier’ regions and over-supply in new ‘host’
regions
o Ease of movement (air travel) and communication
(internet; mobile telecomms) has changed how
business is transacted
o Competition for jobs in some sectors in some labour
markets has now increased
U.1
The Changing World Of Work
10. • Consider the effects in your local labour market
of in or out migration - Is your region losing
skilled people or is it hosting an influx of new
people hoping to find employment?
• Competition in the labour market increases those
seeking to secure employment have to become
more competitive in their behaviours.
Demonstrating an understanding of how to ’work’
the new systems of transacting business (such as
e-commerce; e-marketing; social media) can be
important.
11. • New career structures:
o Pluri-activity – holding down more than one job at a time
and expectation of having many jobs over time
o Emergence of unpaid internships and zero-hour contracts
o Career advice in schools is an issue - Schools can be too
grades obsessed and not up-to-date with respect to labour
market trends and what employers need
o Rigidity of the educational system in responding to changes
in the world of work
o Cultural message that everybody can be what they want to
be
o Too little early constructive challenge with children/young
people with respect to what they might do in the future
U.1
The Changing World Of Work (cont)
12. • Few people today can expect to stay in the one career for
life or with the one employer for more than a few years.
Careers will be journeys marked by changes in direction,
periods of stop/go. Careers will be increasingly
kaleidoscopic. In some countries zero hour contracts and
unpaid internships present a further challenge for people
trying to make a career.
• Remember that everyone can be what they want to be and
to follow their dreams. However is it unrealistic to believe
that ‘Everyone can be a winner’
• Could it be that proposing that ‘Everyone can be a winner’
will not prepare the young people for the Darwinian realities
of today’s EU Labour Markets?
14. • The intention of Unit 2 is to focus on the
perspective of employers. Employers are the
buyers and they have a lot of choice. What are
they looking to buy? By understanding their
needs prospective employees can increase their
chances of getting ‘that job’.
15. o Importance of STEM (Science Technology
Engineering Maths) - greatest demand, highest
wages
o Employers are often very precise as to what they
think they want
o But sometimes employers are too rigid – can
expect too much too quickly
U. 2
The Skills Employers Need
16. • Some interesting facts to remember is that:
• - Demand is greatest and wages are highest in
Science, Technology, Engineering, Maths–based
disciplines (STEM).
• - Employers tend to be very precise in what they
think they want but they can also be too rigid &
expect too much.
17. o Interpersonal ‘people’ skills
o Confidence (but not too casual)
o A commercial understanding : for example, that deadlines
are deadlines with financial implications if they are not met
o An understanding of professional etiquette
o Good written and spoken language
o Numerate
o Evidence of good judgement, of common-sense, of
capability to take the initiative, of ability to think
independently
o Evidence of ability to work with others and take instruction
U. 2
The Skills Employers Need
The ‘ideal’ candidate?
18. • Think about the question ‘what constitutes the
ideal candidate for a job?’
• Consider these points:
• The importance of interpersonal skills and
demonstrable confidence;
• Evidence of appropriate competences;
• Evidence of an ability to make good judgements,
to demonstrate common sense;
• Evidence of being able to work both on one’s own
initiative and as part of a group as well as under
instruction when appropriative.
19. o Graduates can often sell themselves poorly by
not seeming to understand the employer
o At interview:
They need to demonstrate that they understand what the
employer is looking for
They need to show evidence that they have done research
on the employer and the job
They need to show that they have those competences
U. 2
The Skills Employers Need
20. • Exercise: Identify and rate skills that employers
require for different jobs (10 minutes)
Marketing executive
Policy researcher
Administrator
ETC
ETC
ETC
U. 2
The Skills Employers Need
21. • Exercise: Write a Job Description from the
perspective of an employer (20 minutes)
U. 2
The Skills Employers Need
23. • This final unit, Unit 3 presents a practical ‘what’
and ‘how’ perspective for your audience with
respect to their preparing themselves for their
career journey.
• The concept here is that a career maybe a series
of destinations rather than a single place.
• Today’s graduates need to scope out pathway
options and prepare themselves for what will be a
journey with challenges, changes of direction and
some unforeseen destinations.
24. oToo often pupils/students make subject
choices without clear rationale
oThis can carry through into decision making
with respect to employment and wider life
oFor humanities graduates to develop
successful careers in the current labour
market they will have to be INNOVATIVE
U. 3
The Concept of Career Pathways
25. • Too often the subject choices which have led
humanities graduates to where they are today
were not thought through.
• This approach can no longer be an option if one
wants to secure gainful and rewarding
employment in the future.
• Because the labour market in the EU is so
challenging for humanities graduates, they more
than almost any other group need to be
innovative in their approach to ‘breaking
through’.
30. oIn almost all EU jurisdictions there are, if one
looks in the right places.
oThey may not be the ‘dream jobs’ that
graduates may have expected to secure after
graduation.
oBut careers today are about progression along
pathways along which there may be some less
attractive destinations. The important thing for
graduates competing in tight labour markets to
demonstrate is their preparedness to work hard
and to be flexible.
31.
32. o Even within sectors that don’t appear to be growing retirees
are leaving on an ongoing basis and some of those will need
to be replaced – however such jobs are difficult to predict and
some may not be advertised externally.
oSo sometimes submitting speculative CV’s for employers to
keep on file can be a good approach so that organisations
know that there is a pool of potential new recruits whom they
can make contact with when they need to.
oJob hunting graduates should also lodge their CV’s with
recruitment agencies as these are increasingly used by
employers to source replacement staff.
33. It is important to
demonstrate that you are
sociable and work well
with people.
Outside activities (sports;
hobbies; volunteering) are
important!
34. oRemember: beyond qualifications it is the ‘real
you’ which will determine whether or not you
get the job.
oYou should assume that they will be
competing with others with qualifications at
broadly the same level and that therefore it is
the other differentiators which will decide
whether or not one is selected for interview.
39. • Be prepared for obstacles – overcoming
blockages, some deliberate and others
unintentional barriers.
• This is a normal part of making a modern career.
40.
41. • The skill that all seeking to carve out a rewarding
life in our complex, hyper-competitive world,
need is resilience.
• Always keep in mind the importance of a
positive attitude and learning from failure.
• If one fails it is for a reason – try to identify
that/those reason(s) are for you individually.
42.
43. • Being flexible and being prepared
to change route is also essential.
44.
45. • ‘The harder you work, the luckier you get’ – so
many of today’s successful people were knocked
back, discouraged by others, but they picked
themselves up and kept trying – they just didn’t
give up!
46.
47. • There are three essential human factors that
differentiate the successful and self-fulfilled from
the unhappy under-achievers – resilience,
flexibility and hard work.
48. • The 'innovator mindset‘
o Reflect – understand your own make-up
o Positive Attitude – see failure as a form of helpful
feedback; be prepared for some who will be negative
for the sake of it
o Flexibility – be prepared to change route to
destination or change the destination
o Resilience
o Scanning
o Analysing
o Deciding
o Acting
U. 3
The Concept of Career Pathways
49. • All of us will gain in our lives if we adopt an
‘innovator mindset’ i.e. to understand yourself,
be positive, be flexible and be resilient.
• Thereafter one should scan for opportunity,
analyse what one sees, clarify one’s decision
options and then, critically, act. It is
indecisiveness that so often neuters ambition.
50. • The 'innovator mindset‘
o See value in doing (rather than doing nothing) – life
skills: sports, volunteering, part-time work, caring –
from all of these experiences value can be mined
o Research
o Listen
o Value third party advice – collaborate where possible
o Its YOUR responsibility
o Time is a precious, finite resource – don’t waste it &
have a sense of the value which you would like to
place on your time
U. 3
The Concept of Career Pathways
51. • It is always better to be seen as someone who
does rather than someone who does nothing.
• Furthermore it is of great importance not just of
researching options but also of listening to the
perspective of others and of being open to
collaborating with others. Ask have any in your
group who have been recent students benefitted
from group study. Finish by stressing that time is
not an infinite resource – ‘procrastination is the
thief of time’.
54. • ‘Mapping Me’ is a very powerful exercise to help
people better understand themselves – the
central proposition here being that self-
awareness is the first step on the path to
fulfilment and success.
55. • Exercise: Compare the career path you thought
you would have been on at 12, 18 and now (20
minutes)
U. 3
The Concept of Career Pathways
56. • CASE STUDY: Research different careers (what
do they involve? How did employees get to where
they are now?)
• http://www.newrycareers.com/
U. 3
The Concept of Career Pathways
57. • As a concluding task it would be a useful exercise
to write down what career path you thought you
would have been on now back when they were 12
years old and when they were 18.
• What path do they actually think they are on
now? You should hold onto this also for review in
years to come. What it will demonstrate is how
almost inevitability they will have had to adapt.
If they expect to have to adapt then it won’t be a
destabilising shock when it has to happen.
Editor's Notes
Your responsibility………
Ask your audience members to begin considering in which direction they think they are heading and to ask themselves whether they think it is the right one……..
Emphasise that everything your group members do in their lives can have relevance for recruiters.