Leeds City Council spoke at the Northern National Apprenticeship Week (#NAW2014) partners event about their role as:
- An apprentice employer
- A promoter of Apprenticeships
- A co-ordinator of Apprenticeships across the city
Founders4Schools' mission is to improve youth employability by ensuring young people have at least four encounters with employers each year between ages 8-16 and 140 hours of work experience between 16-24. This progress briefing outlines Founders4Schools' values, priority areas including Dundee, services provided to educators, students, partners, and key performance indicators. It also lists planned activities in Dundee and other locations from July to December 2017 and provides calls to action for educators, businesses, corporates, local government, parents, students, and media.
GM600Focus.Hope.Finalpresentaiton.MM.TH-email.versionJacob Johnson
This document discusses approaches to leadership at an organization called Focus Hope in 2015. It summarizes their current programming in education, job training, and community development. It identifies strengths like proven concepts and job training programs, but also potential weaknesses in funding and partnerships. Opportunities for growth include new training programs, while threats include high unemployment. The recommendations are to strengthen strategic alliances with schools and businesses, implement a marketing strategy to grow funding sources, and manage costs through expense control and program consolidation. The goal is to increase beneficiaries through expanded programs and services.
Cometsa Human Capital Investments offers a wide range of human capital and professional development services including human capital planning, recruitment, outplacement, coaching, skills development, career management, and CIMA certification tuition. It provides these services through various partnerships and offers on-site training programs at Ezemvelo Nature Reserve, which contains diverse wildlife and plant species and offers hiking, horse safaris, and learning programs.
Deloitte Higher Ed Community of ExcellenceLinsey Sledge
This document outlines plans to establish a Higher Education Community of Excellence at Deloitte to promote the development of the Higher Education Sector. It will include practitioners interested in higher education and be led by an Advisory Council. The community will focus on areas like talent development, brand building, and developing solutions. It identifies proposed leads for areas like communications, training, and business development. The overall goals are to strengthen Deloitte's higher education practice and increase opportunities for practitioners.
This document is a curriculum vitae for Melinda J Greenstock that summarizes her professional experience and qualifications. She has over 14 years of experience working in the charity and not-for-profit sector, including 10 years of operational management experience and 6 years of management experience in the learning disability and care support sector. Her most recent role is as a Care and Support Manager at Alabare Christian Care & Support Services, where she is responsible for leading local service delivery and ensuring high quality services.
Paula Knight is an experienced L&D professional with over 30 years of experience developing learning programs across various industries including retail, hospitality, finance, and energy. She has a track record of defining strategy, building stakeholder relationships, and designing talent and leadership programs at the executive level. Her achievements include developing impactful talent programs at British Gas that enabled 50% of delegates to move into more senior roles.
Julie Inglis has over 15 years of experience in higher education, vocational education, and school sectors providing strategic leadership and project management. She has managed multi-million dollar projects locally, nationally, and internationally. Currently, she is the Managing Director of Learning Potential International Pty Ltd, a registered training organization that provides educational solutions globally. She has extensive qualifications in business administration, training and assessment, project management, and international development.
The document provides information to CityU BBA students about opportunities available to them through the College of Business, including career services, internship programs, exchange programs, student advising, and leadership opportunities. It introduces BBA majors and curriculum details such as credit requirements and the GPA system. The College of Business Leadership Club is also described as providing activities and events to support students.
Founders4Schools' mission is to improve youth employability by ensuring young people have at least four encounters with employers each year between ages 8-16 and 140 hours of work experience between 16-24. This progress briefing outlines Founders4Schools' values, priority areas including Dundee, services provided to educators, students, partners, and key performance indicators. It also lists planned activities in Dundee and other locations from July to December 2017 and provides calls to action for educators, businesses, corporates, local government, parents, students, and media.
GM600Focus.Hope.Finalpresentaiton.MM.TH-email.versionJacob Johnson
This document discusses approaches to leadership at an organization called Focus Hope in 2015. It summarizes their current programming in education, job training, and community development. It identifies strengths like proven concepts and job training programs, but also potential weaknesses in funding and partnerships. Opportunities for growth include new training programs, while threats include high unemployment. The recommendations are to strengthen strategic alliances with schools and businesses, implement a marketing strategy to grow funding sources, and manage costs through expense control and program consolidation. The goal is to increase beneficiaries through expanded programs and services.
Cometsa Human Capital Investments offers a wide range of human capital and professional development services including human capital planning, recruitment, outplacement, coaching, skills development, career management, and CIMA certification tuition. It provides these services through various partnerships and offers on-site training programs at Ezemvelo Nature Reserve, which contains diverse wildlife and plant species and offers hiking, horse safaris, and learning programs.
Deloitte Higher Ed Community of ExcellenceLinsey Sledge
This document outlines plans to establish a Higher Education Community of Excellence at Deloitte to promote the development of the Higher Education Sector. It will include practitioners interested in higher education and be led by an Advisory Council. The community will focus on areas like talent development, brand building, and developing solutions. It identifies proposed leads for areas like communications, training, and business development. The overall goals are to strengthen Deloitte's higher education practice and increase opportunities for practitioners.
This document is a curriculum vitae for Melinda J Greenstock that summarizes her professional experience and qualifications. She has over 14 years of experience working in the charity and not-for-profit sector, including 10 years of operational management experience and 6 years of management experience in the learning disability and care support sector. Her most recent role is as a Care and Support Manager at Alabare Christian Care & Support Services, where she is responsible for leading local service delivery and ensuring high quality services.
Paula Knight is an experienced L&D professional with over 30 years of experience developing learning programs across various industries including retail, hospitality, finance, and energy. She has a track record of defining strategy, building stakeholder relationships, and designing talent and leadership programs at the executive level. Her achievements include developing impactful talent programs at British Gas that enabled 50% of delegates to move into more senior roles.
Julie Inglis has over 15 years of experience in higher education, vocational education, and school sectors providing strategic leadership and project management. She has managed multi-million dollar projects locally, nationally, and internationally. Currently, she is the Managing Director of Learning Potential International Pty Ltd, a registered training organization that provides educational solutions globally. She has extensive qualifications in business administration, training and assessment, project management, and international development.
The document provides information to CityU BBA students about opportunities available to them through the College of Business, including career services, internship programs, exchange programs, student advising, and leadership opportunities. It introduces BBA majors and curriculum details such as credit requirements and the GPA system. The College of Business Leadership Club is also described as providing activities and events to support students.
Regional Learning Partnership - South West and Central Waleswalescva
The Regional Learning Partnership (RLP) in South West and Central Wales plans skills strategies and facilitates skills development across the region. It has three key pillars: partnership and skills brokerage, a regional skills observatory, and an e-portal. The RLP engages third sector organizations through representation on its groups and activities like profiling research and economic training. It also facilitates a regional employment and skills plan that identifies needs, coordinates responses, and supports activities across themes like engagement, employment preparation, and professional development. Moving forward, the RLP will conduct employer research, establish specialist working groups, update skills mapping, and contribute to the Welsh government's skills implementation plan.
CV TRAINING SPECIALIST BusinessEconomicsICTLecturer JULY 2016PETER RANDOLPH
Peter Randolph has over 15 years of experience in economics, business, and ICT training. He has worked in a variety of roles including lecturer, teacher, trainer, and project manager. His experience includes designing and delivering business and economics curriculum from secondary to undergraduate levels. He also has expertise in online learning strategies and blended learning methodologies.
This document outlines opportunities for education organizations to access apprenticeship funding through the Apprenticeship Levy. It discusses how the levy works, opportunities for co-investment and levy transfers between organizations, and apprenticeship programs available through the National College of Education focused on developing reading leaders and library leaders. The presentation concludes with information on next steps for interested organizations to learn more or sign up for the programs.
The document provides information from various employers around the UK on promoting apprenticeships and best practices for engagement events. It summarizes experiences from Plymouth City Council, NexteriaOne, Leeds City Council, and other organizations. Their events included school visits, career fairs, employer breakfasts, and competitions. Successful elements included giving apprentices leadership roles, tying events to broader themes like Comic Relief, and providing additional value like networking for employers. The document also provides tips for event planning, such as developing clear objectives, messaging, marketing, and using an online system to manage RSVPs.
The document provides an overview of economic analysis tools and support available from Economic Development Services to support local economic development planning. It discusses tools such as First Impressions Community Exchange, Business Retention and Expansion, Downtown Revitalization Services, and Community Economic Analysis. The tools are designed to help communities develop strategies through consultation, research, and analysis of the local economy. Communities can access the tools and support through Regional Offices.
Embedding excellence in work-based learningSophie Fryer
This document discusses embedding excellence in work-based learning (WBL) in Wales. It outlines initiatives taken over the past year to define and improve excellence in WBL, including a Quality Improvement Fund for practitioner CPD, best practice events, and developing a strategic vision for excellence in WBL. Feedback from consultation on the vision supported a collaborative approach and more CPD. The challenges outlined include raising skills levels, literacy/numeracy, defining excellence consistently, availability of training, and balancing collaboration and competition. Short and long term priorities proposed include continued quality networks, expanded National Training Federation of Wales role, and communities of practice.
This document outlines an agenda for a workshop on service-learning and how to apply it to Rotary's Programs for Young Leaders. The agenda includes: defining service-learning; how Rotary developed this approach; applying it to youth programs; the difference between traditional service and service-learning; the service-learning cycle model; the role of advisors; and a group exercise to design a service-learning project. Attendees will learn how service-learning involves assessing community needs, planning and conducting a project, reflecting on its impact, and celebrating the results. The goal is for youth and adult leaders in Rotary to gain skills in planning and carrying out effective service-learning initiatives.
This document provides an overview and agenda for an Illinois integrated regional planning project meeting. It discusses the passage of the Workforce Innovation and Opportunity Act (WIOA) and opportunity to enhance alignment among workforce development, economic development, and education. Key activities for the project include supporting regional planning, providing technical assistance to regions, and helping regions identify industry targets and partnerships. Participating groups in the project are listed. The agenda covers regional planning, team development, and upcoming regional meetings.
The document provides an overview of the key projects and activities carried out by the RIBA North West region in 2015. It discusses the regional awards program which saw 40 entries and nine regional award winners. It also summarizes CPD events, design review panels, the Northern Soul student design charrette, a student mentoring program linking 180 students with practices, and practice visits. Branch activities of the Cheshire, Liverpool, Lancaster and Westmorland, and Manchester societies are outlined. Committees, upcoming projects, and engagement activities are also summarized.
HRDF is a Saudi organization that aims to increase employment of Saudi nationals through various programs and services for employers. It supports employers from pre-employment through post-employment, including candidate placement, skills training, financial subsidies, on-the-job training, certification, and initiatives to increase employment tenure. HRDF has partnered with organizations to provide training and works with over 21,000 employers across Saudi Arabia to help them increase their Saudi national workforce.
CVS South Gloucestershire is a small organization that aims to strategically influence and work in partnership with the over 1000 voluntary and community sector (VCS) organizations in South Gloucestershire. In 2010, CVS established the South Gloucestershire Infrastructure Partnership with other specialist local infrastructure partners to better collaborate. At the Partnership's annual meeting in 2012, members agreed to work with CVS to introduce charges for some services as part of a national sustainable funding program. CVS will lead consultation and piloting of charging for services while addressing challenges around governance, valuing services, and impacts on small groups and community development. The goal is to diversify income sources through traded services and prepare for future national initiatives on sustainable funding.
Joanne Holland is a project manager and consultant with over 15 years of experience in education, training, HR, and recruitment. She specializes in planning, organization, and quality assurance. Currently self-employed, she has previously worked for Nord Anglia Education and other organizations, managing various projects in education and employment services. She possesses qualifications in areas such as project management, health and safety, and recruitment.
Ta1.01 chinganya.wdf capacity building for moderization of institutions1Statistics South Africa
This document discusses capacity building for modernizing institutions and governance. It outlines several issues to consider, including increasing demand and use of data, fostering strong institutions and data processes, effective governance structures, building partnerships, and establishing multi-year financing. Capacity building aims to enhance skills, abilities, resources, strengthen understandings and relationships, and address values and conditions to support sustainable development. It works best when locally driven with a long-term focus on building local capacities and ongoing learning through adaptation. Program activities that are results-oriented, cost-effective, support ownership, and stimulate regional interaction through peer learning are an effective means for capacity building.
The document summarizes the proceedings of a Technical Assistance Forum held on September 19th, 2017. It provides updates on technical assistance projects, skills support opportunities through partnerships, and findings from an ESF consultation. Participants engaged in a workshop on collaboration and partnership building. Presentations were given on leadership and management skills projects run by the LLEP to support workforce development through funded training. Key areas to consider for future ESF open calls include support for NEET youth, BME groups, rural access to services, and health as a growing issue.
Acting on skills locally: Building a skills strategy for leeds city regionOECD CFE
The document outlines the skills strategy of the Leeds City Region in the UK. It discusses the collaboration between local partners to address both supply and demand of skills. Key initiatives include developing intelligence on skills gaps, supporting business growth through grants and loans, expanding apprenticeships through hub networks, and engaging employers. Programs also aim to improve skills in education, transition from education to work, and raise skills levels overall to match the needs of local employers.
This document provides a mid-year update on the 2014 strategic priorities of the City of Toronto, including advancing customer service excellence, workforce development, and organizational performance. Key accomplishments were establishing new governance structures, completing service integration planning, launching employment programs, and conducting staff training on the new Social Assistance Management System to ensure smooth customer service during its implementation. Metrics are also provided on social assistance caseloads, response times, employment activities and outcomes, and benefits paid out.
The Leeds City Region Skills Network brings together further education colleges, higher education institutions, voluntary and community organizations, and private training providers across Leeds City Region to improve skills and employment opportunities. The network aims to strengthen partnerships between employers and skills providers, identify skills needs, and increase investment in skills development. It has collaborated on sector-specific projects and engaged employers to discuss their needs. The skills network has been recognized as a best practice model and works with the local enterprise partnership to address skills gaps. It continues to focus on joint working between employers and educators to manage initiatives that meet employer needs such as apprenticeships, youth employment, and leadership training.
This document discusses priorities and plans for developing practice managers based on feedback received. Over 1,600 practice managers provided input on their needs through workshops and a survey. They expressed needs for peer support through mentoring, coaching and sharing best practices. They also desired skills development including advanced training. The General Practice Forward View development program will focus on these priorities by supporting knowledge sharing between practice managers, providing peer appraisals and coaching for individual development, and training on skills like change management. Plans include a diploma in advanced practice management, online resources, and national conferences. Local teams will primarily handle funding and skills development aligned with local priorities.
The document provides information about engaging schools and young people in apprenticeships. It discusses national and local apprenticeship initiatives, facts and statistics about apprenticeships, how to search for vacancies, details about traineeships, and available resources. Contact information is also provided for the National Apprenticeship Service and National Careers Service.
The document provides instructions for creating videos using Vine and Instagram to showcase apprentices for the #madebyapprentices campaign. It discusses planning a Vine storyboard with six stages, each representing one second. It then gives step-by-step instructions for setting up accounts, filming, editing, adding hashtags, and publishing on various social media platforms. Professional film crews can also submit videos under six seconds and in common formats by using a VineClient extension.
The document provides guidance for teams participating in the Brathay Apprentice Challenge 2014 on completing and submitting their evidence portfolios. It outlines that teams must submit their portfolios electronically by March 28th for the next round of judging. It provides details on how the portfolio should be organized and indexed, including a title page, evidence tracker, and sections for the two main judging criteria. Examples of expected evidence are listed for raising awareness of apprenticeships and completing a community project. Teams are advised to follow the structure and guidelines to help the judges evaluate their work within the limited time frame.
Regional Learning Partnership - South West and Central Waleswalescva
The Regional Learning Partnership (RLP) in South West and Central Wales plans skills strategies and facilitates skills development across the region. It has three key pillars: partnership and skills brokerage, a regional skills observatory, and an e-portal. The RLP engages third sector organizations through representation on its groups and activities like profiling research and economic training. It also facilitates a regional employment and skills plan that identifies needs, coordinates responses, and supports activities across themes like engagement, employment preparation, and professional development. Moving forward, the RLP will conduct employer research, establish specialist working groups, update skills mapping, and contribute to the Welsh government's skills implementation plan.
CV TRAINING SPECIALIST BusinessEconomicsICTLecturer JULY 2016PETER RANDOLPH
Peter Randolph has over 15 years of experience in economics, business, and ICT training. He has worked in a variety of roles including lecturer, teacher, trainer, and project manager. His experience includes designing and delivering business and economics curriculum from secondary to undergraduate levels. He also has expertise in online learning strategies and blended learning methodologies.
This document outlines opportunities for education organizations to access apprenticeship funding through the Apprenticeship Levy. It discusses how the levy works, opportunities for co-investment and levy transfers between organizations, and apprenticeship programs available through the National College of Education focused on developing reading leaders and library leaders. The presentation concludes with information on next steps for interested organizations to learn more or sign up for the programs.
The document provides information from various employers around the UK on promoting apprenticeships and best practices for engagement events. It summarizes experiences from Plymouth City Council, NexteriaOne, Leeds City Council, and other organizations. Their events included school visits, career fairs, employer breakfasts, and competitions. Successful elements included giving apprentices leadership roles, tying events to broader themes like Comic Relief, and providing additional value like networking for employers. The document also provides tips for event planning, such as developing clear objectives, messaging, marketing, and using an online system to manage RSVPs.
The document provides an overview of economic analysis tools and support available from Economic Development Services to support local economic development planning. It discusses tools such as First Impressions Community Exchange, Business Retention and Expansion, Downtown Revitalization Services, and Community Economic Analysis. The tools are designed to help communities develop strategies through consultation, research, and analysis of the local economy. Communities can access the tools and support through Regional Offices.
Embedding excellence in work-based learningSophie Fryer
This document discusses embedding excellence in work-based learning (WBL) in Wales. It outlines initiatives taken over the past year to define and improve excellence in WBL, including a Quality Improvement Fund for practitioner CPD, best practice events, and developing a strategic vision for excellence in WBL. Feedback from consultation on the vision supported a collaborative approach and more CPD. The challenges outlined include raising skills levels, literacy/numeracy, defining excellence consistently, availability of training, and balancing collaboration and competition. Short and long term priorities proposed include continued quality networks, expanded National Training Federation of Wales role, and communities of practice.
This document outlines an agenda for a workshop on service-learning and how to apply it to Rotary's Programs for Young Leaders. The agenda includes: defining service-learning; how Rotary developed this approach; applying it to youth programs; the difference between traditional service and service-learning; the service-learning cycle model; the role of advisors; and a group exercise to design a service-learning project. Attendees will learn how service-learning involves assessing community needs, planning and conducting a project, reflecting on its impact, and celebrating the results. The goal is for youth and adult leaders in Rotary to gain skills in planning and carrying out effective service-learning initiatives.
This document provides an overview and agenda for an Illinois integrated regional planning project meeting. It discusses the passage of the Workforce Innovation and Opportunity Act (WIOA) and opportunity to enhance alignment among workforce development, economic development, and education. Key activities for the project include supporting regional planning, providing technical assistance to regions, and helping regions identify industry targets and partnerships. Participating groups in the project are listed. The agenda covers regional planning, team development, and upcoming regional meetings.
The document provides an overview of the key projects and activities carried out by the RIBA North West region in 2015. It discusses the regional awards program which saw 40 entries and nine regional award winners. It also summarizes CPD events, design review panels, the Northern Soul student design charrette, a student mentoring program linking 180 students with practices, and practice visits. Branch activities of the Cheshire, Liverpool, Lancaster and Westmorland, and Manchester societies are outlined. Committees, upcoming projects, and engagement activities are also summarized.
HRDF is a Saudi organization that aims to increase employment of Saudi nationals through various programs and services for employers. It supports employers from pre-employment through post-employment, including candidate placement, skills training, financial subsidies, on-the-job training, certification, and initiatives to increase employment tenure. HRDF has partnered with organizations to provide training and works with over 21,000 employers across Saudi Arabia to help them increase their Saudi national workforce.
CVS South Gloucestershire is a small organization that aims to strategically influence and work in partnership with the over 1000 voluntary and community sector (VCS) organizations in South Gloucestershire. In 2010, CVS established the South Gloucestershire Infrastructure Partnership with other specialist local infrastructure partners to better collaborate. At the Partnership's annual meeting in 2012, members agreed to work with CVS to introduce charges for some services as part of a national sustainable funding program. CVS will lead consultation and piloting of charging for services while addressing challenges around governance, valuing services, and impacts on small groups and community development. The goal is to diversify income sources through traded services and prepare for future national initiatives on sustainable funding.
Joanne Holland is a project manager and consultant with over 15 years of experience in education, training, HR, and recruitment. She specializes in planning, organization, and quality assurance. Currently self-employed, she has previously worked for Nord Anglia Education and other organizations, managing various projects in education and employment services. She possesses qualifications in areas such as project management, health and safety, and recruitment.
Ta1.01 chinganya.wdf capacity building for moderization of institutions1Statistics South Africa
This document discusses capacity building for modernizing institutions and governance. It outlines several issues to consider, including increasing demand and use of data, fostering strong institutions and data processes, effective governance structures, building partnerships, and establishing multi-year financing. Capacity building aims to enhance skills, abilities, resources, strengthen understandings and relationships, and address values and conditions to support sustainable development. It works best when locally driven with a long-term focus on building local capacities and ongoing learning through adaptation. Program activities that are results-oriented, cost-effective, support ownership, and stimulate regional interaction through peer learning are an effective means for capacity building.
The document summarizes the proceedings of a Technical Assistance Forum held on September 19th, 2017. It provides updates on technical assistance projects, skills support opportunities through partnerships, and findings from an ESF consultation. Participants engaged in a workshop on collaboration and partnership building. Presentations were given on leadership and management skills projects run by the LLEP to support workforce development through funded training. Key areas to consider for future ESF open calls include support for NEET youth, BME groups, rural access to services, and health as a growing issue.
Acting on skills locally: Building a skills strategy for leeds city regionOECD CFE
The document outlines the skills strategy of the Leeds City Region in the UK. It discusses the collaboration between local partners to address both supply and demand of skills. Key initiatives include developing intelligence on skills gaps, supporting business growth through grants and loans, expanding apprenticeships through hub networks, and engaging employers. Programs also aim to improve skills in education, transition from education to work, and raise skills levels overall to match the needs of local employers.
This document provides a mid-year update on the 2014 strategic priorities of the City of Toronto, including advancing customer service excellence, workforce development, and organizational performance. Key accomplishments were establishing new governance structures, completing service integration planning, launching employment programs, and conducting staff training on the new Social Assistance Management System to ensure smooth customer service during its implementation. Metrics are also provided on social assistance caseloads, response times, employment activities and outcomes, and benefits paid out.
The Leeds City Region Skills Network brings together further education colleges, higher education institutions, voluntary and community organizations, and private training providers across Leeds City Region to improve skills and employment opportunities. The network aims to strengthen partnerships between employers and skills providers, identify skills needs, and increase investment in skills development. It has collaborated on sector-specific projects and engaged employers to discuss their needs. The skills network has been recognized as a best practice model and works with the local enterprise partnership to address skills gaps. It continues to focus on joint working between employers and educators to manage initiatives that meet employer needs such as apprenticeships, youth employment, and leadership training.
This document discusses priorities and plans for developing practice managers based on feedback received. Over 1,600 practice managers provided input on their needs through workshops and a survey. They expressed needs for peer support through mentoring, coaching and sharing best practices. They also desired skills development including advanced training. The General Practice Forward View development program will focus on these priorities by supporting knowledge sharing between practice managers, providing peer appraisals and coaching for individual development, and training on skills like change management. Plans include a diploma in advanced practice management, online resources, and national conferences. Local teams will primarily handle funding and skills development aligned with local priorities.
The document provides information about engaging schools and young people in apprenticeships. It discusses national and local apprenticeship initiatives, facts and statistics about apprenticeships, how to search for vacancies, details about traineeships, and available resources. Contact information is also provided for the National Apprenticeship Service and National Careers Service.
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The document provides instructions for creating videos using Vine and Instagram to showcase apprentices for the #madebyapprentices campaign. It discusses planning a Vine storyboard with six stages, each representing one second. It then gives step-by-step instructions for setting up accounts, filming, editing, adding hashtags, and publishing on various social media platforms. Professional film crews can also submit videos under six seconds and in common formats by using a VineClient extension.
The document provides guidance for teams participating in the Brathay Apprentice Challenge 2014 on completing and submitting their evidence portfolios. It outlines that teams must submit their portfolios electronically by March 28th for the next round of judging. It provides details on how the portfolio should be organized and indexed, including a title page, evidence tracker, and sections for the two main judging criteria. Examples of expected evidence are listed for raising awareness of apprenticeships and completing a community project. Teams are advised to follow the structure and guidelines to help the judges evaluate their work within the limited time frame.
The document provides guidance for teams participating in the Brathay Apprentice Challenge 2014 on completing and submitting their evidence portfolios. It outlines that teams must submit their portfolios electronically by March 28th for the next round of judging. It provides details on how the portfolio should be organized and indexed, dividing evidence into sections for raising awareness of apprenticeships and completing a community project. Specific examples are given of the types of evidence that could be included for each section to illustrate how the judging criteria have been met.
This document is an evidence tracker for raising the profile of apprenticeships. It tracks two pieces of evidence: 15 screenshots posted on an intranet to promote apprenticeships, and two articles in an internal company newsletter promoting apprenticeships that appeared in February and March 2014 issues. Page references in a portfolio are provided for each evidence item.
The document provides information for teams participating in the Brathay Apprentice Challenge regional heats. It outlines the requirements and judging criteria for the heats, which involve raising awareness of apprenticeships, completing a community project, and participating in National Apprenticeship Week. Teams are encouraged to promote apprenticeships internally and externally using various media like newsletters, school visits, social media, and traditional media. The toolkit offers guidance and examples to help teams complete the regional heat tasks successfully.
The Brathay Apprentice Challenge is an annual competition that searches for the apprentice team of the year. Teams of nine apprentices from a single employer or group of employers compete in regional heats by raising awareness of apprenticeships and completing a community project. The top teams advance to the national finals, which involves further awareness-raising, fundraising, and an adventure-based team building event. Participating in the challenge provides apprentices with opportunities to develop skills like teamwork, leadership, project management, and communication that are valuable for their careers.
The document provides answers to frequently asked questions about the Brathay Apprentice Challenge 2014. Key details include:
- Teams must submit their apprentice names by January 31st, 2014. As long as an apprentice is still completing their apprenticeship on January 6th, they can participate even if they finish before regional or final heats.
- The team mentor can provide support and guidance but cannot do any of the tasks or research - the apprentices must plan and complete all aspects of the challenge themselves.
- Apprentice teams can use existing social media accounts but may not be able to use their company name on accounts due to marketing policies.
- Substitute apprentices are allowed if
The document discusses writing strategies for social media. It recommends writing in a short, punchy style tailored for quick scanning on screens. Content should be engaging with short paragraphs, subheadings and imagery. For social media, writing should be short and shareable in under 100 characters, timely, conversational and call readers to action. Successful content taps into human emotions and bonds to encourage sharing and focuses on topics people discuss like other people, feelings and their daily lives.
The National Apprenticeship Awards recognize outstanding achievement in apprenticeships in the UK. Employers and apprentices can enter various categories, and winners gain recognition, media coverage, and membership in advisory boards. Judges look for commitment to developing workforces, business benefits from apprenticeships, and personal achievements exceeding expectations. The deadline to enter is March 28, and winners are selected through regional and national judging panels between April and November. Support is available to help applicants through marketing materials, FAQs, and a helpdesk.
The document outlines plans for National Apprenticeship Week 2014 from March 3-7. It discusses the importance of the week in promoting apprenticeships. Suggestions are provided for activities employers can do during the week, such as pledging apprenticeship vacancies, hosting open houses, and engaging with local schools and politicians. Resources are available at apprenticeships.org.uk to help employers participate successfully.
The 'messaging and reputation' breakout session from the January 2013 NAS partner workshop looked at some new DRAFT messaging for Apprenticeships and invited feedback.
This document discusses engaging with schools to promote apprenticeships. It provides tips on engaging before, during, and after events. Research shows teachers and careers advisors strongly influence students. The document offers examples of good practice from organizations that successfully partner with schools. It also discusses overcoming challenges through relationship building and utilizing existing opportunities. Working together, stakeholders can better promote apprenticeships to students.
The document discusses new ideas for effective media relations in 3 or fewer sentences. It suggests using words like creating a Twitter cue and SEO-friendly press releases. It also recommends using data through open datasets and infographics. For images, it advises having photos ready on Flickr and featuring apprentice work. Creating video through job swaps or editing existing footage is also outlined. Spending a small amount on tools like a press phone and promoted social media posts can further media outreach goals.
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Understanding User Needs and Satisfying ThemAggregage
https://www.productmanagementtoday.com/frs/26903918/understanding-user-needs-and-satisfying-them
We know we want to create products which our customers find to be valuable. Whether we label it as customer-centric or product-led depends on how long we've been doing product management. There are three challenges we face when doing this. The obvious challenge is figuring out what our users need; the non-obvious challenges are in creating a shared understanding of those needs and in sensing if what we're doing is meeting those needs.
In this webinar, we won't focus on the research methods for discovering user-needs. We will focus on synthesis of the needs we discover, communication and alignment tools, and how we operationalize addressing those needs.
Industry expert Scott Sehlhorst will:
• Introduce a taxonomy for user goals with real world examples
• Present the Onion Diagram, a tool for contextualizing task-level goals
• Illustrate how customer journey maps capture activity-level and task-level goals
• Demonstrate the best approach to selection and prioritization of user-goals to address
• Highlight the crucial benchmarks, observable changes, in ensuring fulfillment of customer needs
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2. Context-City Wide
□ Leeds City
Council –Employer perspective
□ Leeds City Council’s commitments to
Apprenticeships is reflected throughout its key
strategic documents and remain as a key
priority for the city
□ Currently there are 221 apprentices across the
organisation in 5 differing directorates
undertaking a range of frameworks
3. Benefits
□ Increasing resources via a bespoke business
facing service with specific responsibilities for
Apprenticeship starts.-Employment Leeds
□
□ Working with providers in the creation of new
frameworks in response to business needs
which had not previously been involved in
delivery of apprenticeships
4. Benefits
□ Embedding Apprenticeships as an integral part
of recruitment and workforce development
strategy
□ Commissioning the delivery of pre
Apprenticeship programmes
□ A fully embedded recruitment strategy for key
areas of the businesses
5. Benefits
□ Supported over the years a sustainable
workforce development route for front line
services
□ Flexibility of Apprenticeships to meet
ongoing/future skills needs of the business
□
□ Addressing the age profile of the workforce
through targeted initiatives
6. Benefits continued
□ recruitment to a real vacancy with commitment
to the salary for the role starting at £12,614
□ recognition for contribution in the work place Leeds Apprenticeship Awards introduced Feb
2012.
□ recognition for contribution to the Council
through staff awards - dedicated apprentice
category as of November 2012.
8. forefront of a strategic partnership
□ supporting businesses which secure major
contracts from the Council to include
apprentices within their workforce
□ supporting developers to sign planning
agreements to provide Apprenticeships in both
the construction phase and supply chain
9. □ working with partners in the Leeds City Region
Local Enterprise Partnership to seek additional
funding and flexibilities to deliver more
Apprenticeships which meet local business
needs – e.g. City Deal
10.
11. Apprenticeship Hub: Background
□
30th January 2013, Alan Gay, Director of Resources agreed to
receive the City Deal grant of £4.6m for this element of the City
Deal programme and, for Leeds to act as the accountable body
on behalf of the LEP. From there Hubs were established in each
of the key cities in Leeds City Region
□
Leeds, Bradford, Calderdale, Wakefield, Kirklees, Sheffield,
Barnsley, York and North Yorkshire
□
Apprenticeship Training Agencies in Leeds and Bradford only
□
Funding until October 2015
□
Increase number of SME offering apprenticeships, increase
apprenticeship starts
12. Leeds Apprenticeship Hub
□ Team- Apprenticeship Hub manager, 16-18
Apprenticeship Hub Coordinator
□ Leeds Apprenticeship Hub sits within the Employment
Leeds team gaining support form employer account
managers and existing service delivery
□ Supported by National Apprenticeship Service
13. Hub Activity
□
Call Centre Sessions
□
Area & City Centre Events
□
SME Call Centre Sessions
□
Sub Planning Group/Area
Events
□
Winning Applications
□
Vacancy Distribution
□
School Engagement
14. Call Centre Sessions
□
□
□
□
Aim:
Identify and make contact with NEET Young People (YP) to
fill provider Apprenticeship vacancies
How:
Provision of lists of NEET YP in Leeds aged 16-19
Providers can contact NEET YP directly to offer interviews
Achieved:
38 offers to interview
NEET to EET: 41
cross referrals between providers
Future Developments:
Increase frequency – now being scheduled to take place
every two weeks
15. SME Call Centre Sessions
□
□
□
Aim:
To increase the number of employers offering Apprenticeship
vacancies
How:
Facilitate collective contacts with SMEs in Leeds
Provision of companies data and warm leads
Encourage cross referral between providers
This includes strict protocols on ensuring relevant evidence
is captured and partners who participate will introduce
themselves from Leeds Apprenticeship Hub.
Future Developments:
Seek agreement from providers
Source premises, agree frequency and arrange first session
16. Winning Applications
Workshops
□
□
□
□
Aim:
Assist YP to make successful applications for
apprenticeship job vacancies
How:
register YP onto www.apprenticeships.org.uk site
Assist YP to search and apply for vacancies
Provide support, guidance, hints and tips
Achieved:
Four set sessions; East, South, West, City Centre. 14
sessions delivered to date
35 attendees submitting improved applications
Future Developments:
Booked appointments
IAG support
Delivery to a captive audience
Mapping of pre Apprenticeship activity to support
17. School Engagement
□
□
□
□
Aim:
To increase awareness of Apprenticeships
How:
Presentations to schools learners and staff
Workshops/interactive workshops
Drop in sessions
Careers/progression Fairs
Apprenticeship displays
Apprenticeship Ambassadors
Apprenticeship Vacancy Registration/Application Process
sessions
Achievements:
26 learner events delivered to date
Future Developments:
Display boards in each school showing upcoming
vacancies and workshops available.
18. Target Audience
Activity
Partners Responsible
Suggested Duration
Young People
Presentation to full year groups (via assemblies)
National Apprenticeship Service
Training providers
Apprenticeship Hub
30mins to 1 hour
Group sessions/workshops (practical sessions to vary in duration
and numbers)
Lunchtime drop in sessions
National Apprenticeship Service
Training providers
30mins
Taster and Tour sessions
Training providers
30mins to 1 hour
Apprenticeship Ambassadors
National Apprenticeship Service 30mins
Education Business Partnerships
Apprenticeship Vacancy Register/application process
National Apprenticeship Service
Training providers
Apprenticeship Hub
1 hour – full day whole
year groups
Input at Senior Management Team Mtg
Apprenticeship Hub
Input at staff meeting
Apprenticeship Hub
Apprenticeship Academy School Engagement Offer
Apprenticeship Hub
10mins +10mins
Discussion
10mins +10mins
Discussion
Up to 3 hours
Employing an apprentice in school
Apprenticeship Hub
10mins+10mins
Discussion
Parents
Stand - Careers Evenings
Post 16 Option Evening
Parents Evening
Yr 9 Option Evening
National Apprenticeship Service
Training providers
Apprenticeship Hub
As required
Governors
Input at Governing Body meeting
Apprenticeship Hub
Input at Head Teacher/Governor Briefings
Apprenticeship Hub
10mins +10mins
Discussion
10mins +10mins
Discussion
Groups of schools (cluster, feeder, partnerships).
Staff in School
□To book a session please e mail Nicholas.hart@leeds.gov.uk or simon.hewitson@leeds.gov.uk or ring 0113 247 6220
□
□Please also encourage your learners to fill in our new ‘I’m interested’ form available on the work and apprenticeships tab from the
Leeds Pathways homepage. They will then be contacted directly by a training provider in Leeds that can talk to them about the area they
19. Area & City Centre Events
□
□
□
□
Aim:
Increase awareness of Apprenticeships across the city
How:
Organising local recruitment fairs
Display stands in city centre locations
Attendance at events organised by partners, e.g. Job
Centre Plus
Achieved:
Leeds Apprenticeship Evening – engaged over 1000 YP
Pudsey area event - 26th Nov with every secondary in
West and inner N/W attending
Future Developments:
Partner with Youth Hub Roadshow events to ensure
different areas and City Centre have coverage
E/NE and South events
20. Sub Planning Group/
Breakfast Meetings
□
□
□
Aim:
To involve key partners in planning and organising events
across the city
How:
Meeting facilitated by the hub every six weeks
Breakfast meetings every quarter to network, share good
practice and deliver hub updates
Future Developments:
Increase attendance
Attendance by regional hubs (Bradford, Wakefield etc.) to
share best practice
21. Vacancy Distribution
□
□
□
□
Aim
To increase the number of applicants
How:
Capture NAS data, sift geographically & circulate to key
personnel: LCC job shops, schools, cluster managers, locality
based PA’s, parents
Achieved:
Area sorting achieved & feedback from Area Leadership
Teams confirmed that data is more user friendly
Future Developments:
Sort data by sector
22. Leeds Online Sorting System
□
-
Aim
To improve access to information on apprenticeships /traineeships and
to allow young people to register an interest
□
-
How
Set up via Leeds pathways – online prospectus which has over
100,000 hits per year. New apprenticeship area developed
Has new teacher/parent/professional area from which schools can
book apprenticeship sessions
YP can send in CV. This will be sent to a provider that currently
delivers relevant framework or has a relevant live vacancy . May also
be sent on directly to employers where appropriate
-
□
□
Achieved
2085 hits in November. 35 CVs forwarded to Providers
□
-
Future Developments
Being extended to include young people up to 24.