€¦  · Web viewFeedback collected by the CDC as part of our Employer Liaison activities has also highlighted the degree to which graduate recruiters are increasingly looking for

  Career Development Centre Skills Award

  Final report to:

Linking London Lifelong Learning Network 

Dr Wayne Clark

Career Development Centre 

April 2011

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CONTENTS  

1. Introduction 3

2. Background 3                                                                   3. Aims 3

3.1 Reasons for undertaking project 33.2 Aims of the project 3

4. Overview 4

4.1 What is the Skills Award? 44.2 Structure 5

5. Project team 5

6. Schedule 5

6.1 Project development 56.2 Student recruitment 66.3 Skills Award events 6

7. Virtual Learning Environment 6

8. Evaluation and impact 8

8.1 Marketing feedback 88.2 Event feedback 88.3 Video interviews 8

9. Project outcomes 10

10. Future developments 11

11. Dissemination 11

References 12

Acknowledgements 12

Contact details 12

Appendices 13Appendix 1: Application formAppendix 2: Skills Award StructureAppendix 3: Instructions and guidelinesAppendix 4: e-portfolio – Google Sites guide for Careers ConsultantsAppendix 5: e-portfolio – Google Sites guide for studentsAppendix 6: Marketing evaluationAppendix 7: Example student evaluation formAppendix 8: Launch event feedback summaryAppendix 9: Interview GuideAppendix 10: Verification form (example)

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1. Introduction

This report presents the outcomes of the pilot Career Development Centre Skills Award at University of Westminster.

This project was funded to the value of £4,000 by Linking London Lifelong Learning Network via the Development Project stream (project reference number 62)1 between October 2010 and April 2011.

The Skills Award project has been designed and delivered by the Career Development Centre (CDC) at University of Westminster.

The main aim of the project was to create and deliver the first part of a Skills Award to current undergraduates at University of Westminster. This scheme is designed to enhance student employability by developing ‘soft’ skills, enabling students to acquire paid work or voluntary experience, and improving forward career planning.

2. Background

Over the last few years, there has been growing interest in the ways in which Higher Education Institutions (HEIs) can enhance the ‘employability’ of graduates. There is clear evidence of increasing demand from employers for graduates with ‘soft’ skills reflective of the changing needs of knowledge-based global economies and an increasingly competitive graduate labour market (CBI 2009; UKCES 2010). Feedback collected by the CDC as part of our Employer Liaison activities has also highlighted the degree to which graduate recruiters are increasingly looking for applicants who can offer a wide range of experiences beyond the undergraduate curriculum.

University careers services tend to be at the hub of employability initiatives within HEIs. Recently, there has been a proliferation of skills awards and personal development schemes designed to enhance graduate employability and improve the forward career planning of students. A recent survey of skills award schemes conducted by University of Bedfordshire showed that 25 HEIs were delivering such schemes, although only 3 were credit bearing. 16 of the schemes had employer endorsement, 4 had sponsorship, and 6 had neither (Scott & I’ons 2010). The national body of university careers services, Association of Graduate Careers Services (AGCAS) has also recently established a Skills Award Task Group.

In early 2010 the Senior Management Team in the CDC began researching existing skills/personal award with a view to developing a University of Westminster award scheme. Following preliminary development work, the CDC secured funding from Linking London Lifelong Learning Network in October 2010 to develop and deliver the first stage of a pilot Skills Award targeted at first and second year undergraduate students. Building upon our previous work with the Network on vocational learner progression into higher education2 (Clark 2010), places were reserved on the Skills Award for students who had entered university through non A-level routes.

3. Aims

3.1 Reasons for undertaking project

Enhancing student employability skills and career planning at levels 4 and 5 Aiding student transition and retention at levels 4 and 5 Meeting growing employer demand for improved ‘soft skills’ Delivering targeted vocational learner support

3.2 Aims of project

A set of objectives was agreed with Linking London in October 2010:

1 The project was funded under the stream: ‘The development of short, accredited course at HE levels 4, 5 and 6’2 FE to HE transitions: Understanding vocational learner experiences in higher education, Development Project 28, May 2010

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• Design and deliver a pilot Skills Award to run flexibly alongside undergraduate courses

• Establish employer endorsement and input• Design a Skills Award e-portfolio and establish a Virtual Learning Environment (VLE)• Produce a set of online student ‘talking heads’ videos• Evaluate the Skills Award pilot using student feedback

4. Overview

4.1 What is the Skills Award?

The Skills Award is a new initiative from the University of Westminster's Career Development Centre designed to enhance student employability and develop forward career planning through participation in a programme of ‘value added’ activities.

The Skills Award is designed to support students in developing and articulating key skills valued by employers. Using the framework developed by the CBI and other bodies, the Skills Award is based on higher level skills valued by employers:

Business and commercial awareness People skills (customer care, networking) Project management (planning and organisation) Team working Self management (time management, flexibility and resilience) Problem solving Communication

The Award is also intended to provide students with the opportunity to acquire work-related experience (paid and unpaid) via the CDC vacancies hosting service and volunteering opportunities.

Students are also required to attend careers and employability-related events including employer events and skills workshops. Skills Award students are able to access all CDC events as well as exclusive events delivered only to Skills Award participants.

Students are provided with one-to-one career coaching support with a view to improving the student’s CV and application form through diagnostic work. The career coaching is also designed to develop forward career planning.

More broadly, the scheme is intended to improve student integration into the services of the CDC from an early stage of the undergraduate degree, which in turn should impact positively upon student retention across levels 4 and 5.

The pilot scheme was available to all first and second year undergraduate students at University of Westminster. Students were required to submit an application form and all applications were assessed on a competitive basis (see appendix 1 for the application form). Four places were reserved for vocational (or non A-level) entrants with a view to supporting transitions to higher education for non-traditional learners. Particularly, the Award is intended to raise aspiration and improve confidence amongst non-traditional learners.

Employer endorsement for the Award was provided by Gary Argent (Business Operations Manager, Association of Graduate Recruiters) who provided the following quote used in the marketing of the Award to students and employers:

‘The current economic climate means that it is more important than ever to consider the range of skills that graduate employers are looking for. Candidates who can demonstrate a combination of academic skills through the achievement of a good degree and the crucial ‘softer skills’ that are so important in business are most in demand. Active participation in a well structured careers award such as the one run by the Career Development Centre at the University of Westminster will help you to develop those soft skills, and will give you a wide range of experiences to draw on

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when you engage with employers. Ultimately, the experience will make you stand out from the crowd and help you to demonstrate what you can bring to their business.’

4.2 Structure

The Award is structured around four main components requiring regular participation in careers events and activities:

1. Preparation 2. Skills development activities 3. Work experience (paid or unpaid) 4. Reflection

Students are required to undertake activities for each element including: self-diagnostic; careers coaching; attendance at Career Development Centre events (including employer networking, volunteering, job fairs, careers workshops); acceptance of place on a scheme; acquiring a position of responsibility in an organisation; undertaking a minimum of 30 hours paid or unpaid work; and delivering a presentation to a panel including an employer. Participants are required to accrue a minimum points total of 100 to achieve the Skills Award and successful students will receive a Career Development Centre certificate. Attendance at events and completion of activities is recorded using a verification form (see appendix 10 for an example). All participants are assigned a designated Careers Consultant from the CDC to provide students with tailored one-to-one career coaching.

See appendix 2 for the full structure and points system.

5. Project team

Role NameProject Manager Wayne Clark Project Management team Monica Deshpande

Jayne BakewellWayne Clark

Project Co-ordinator Norma McEneryCareers Consultants Jayne Bakewell

Stephen ColeElishba ZachariahJohn McMenaminLouise BamfordFrances GowMargaret Clements

IT support (e-portfolio) Federica Oradini (Online Learning Team - Westminster Exchange)

Marketing John McMenaminInterview transcriber Judith Osae-Larbi

Myszka Guzkowska (Pro-Vice Chancellor with responsibility for external relations at University of Westminster) also provided input into the project at an early stage (September 2010).

Advice on the scheduling and development of the project was provided on an ongoing basis by Andrew Jones at Linking London Lifelong Leaning Network.

6. Schedule

6.1 Project development

7 September Initial project meeting at Linking London Lifelong Learning Network1 October Draft programme completed8 October Feedback on programme from Gary Argent (AGR) and students

completed29 November Skills Award website live

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5 & 13 January Meetings with Federica Oradini (e-portfolio and Blackboard)18 January Meeting with Careers Consultants8 February e-portfolio training for Careers Consultants8, 9, 16 March Video interviews

A Project Co-ordinator has been employed since November 2010 (two days per week).

6.2 Student recruitment

1 - 15 December Advertisement of Skills Award and receipt of applications15 December Skills Award application closing date16 - 17 December Skills Award shortlisting20 December Announcement of student ID numbers of selected candidates on

website11 January Applicants contacted with results

The Award was advertised to students via:

Skills Award webpage and CDC website CDC Facebook page CDC blog Skills Award brochure (student and employer versions) Skills Award poster Bulk emails to students registered on ProspectsNet

Following promotion of the Award to students in November 2010, 26 students were recruited to the Award through a competitive application process including 4 non A-level HE entrants.

6.3 Skills Award events

26 Jan2 February

Launch events & e-portfolio training

8 - 28 February Career coaching sessions #12 March Drop-in advice session9 March Microsoft Office Specialist - Induction 24 March& 8 April

Graduate Game workshop: Assessment Centres & Dealing with rejection

March - April Career coaching sessions #2

The launch event included e-portfolio training for students. Participants were also provided with an induction pack including an instructions/guidelines document (see appendix 3).

In addition to the existing programme of events and workshops advertised and delivered by the CDC, a series of exclusive Skills Award activities have taken place:

All day drop-in advice session Microsoft Office Specialist qualification induction ’Graduate Game’ workshops on assessment centres and dealing with rejection

In order to enable students to take advantage of these extra events, a ‘High Achievers’ scheme was established as part of the Skills Award in March 2011. This scheme will allow students to accrue extra optional points over and above the minimum score of 100 required to complete the Skills Award. The students with the three highest points total in January 2012 will be awarded prizes.

7. Virtual Learning Environment

The Skills Award makes use of a dedicated online Virtual Learning Environment working space established by the project team in January 2011. The VLE comprises:

1. e-portfolio

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In conjunction with Federica Oradini (Online Learning Team - Westminster Exchange), the project team designed an e-portfolio using Google Sites in January 2011.

See Appendix 4 and 5 for instructions given to students and Careers Consultants on the e-portfolio.

The e-portfolio is designed as a space in which students can: store and update key documents; record details of activities; write up reflection and action planning:

Each e-portfolio is ‘owned’ by the Skills Award student, and as such the Careers Consultant can only access the e-portfolios of their allotted students if the student chooses to provide them with access. It is expected that the e-portfolio will form the basis of the student presentations in the final stage of the scheme.

2. Blackboard page

Using the University’s Blackboard system, a Skills Award page has been in use since January 2011. This is the main method through which the project team communicates with students (supported by email). Content includes: key documents; links to CDC website, Facebook page, ProspectsNet and blog; regular weekly updates of events and reminders

3. ProspectsNet system integration

All Skills Award students have registered with the CDC vacancy hosting and events system ProspectsNet. The CDC’s main online platforms (website, Facebook, blog, ProspectsNet) are integrated such that announcements are published simultaneously across all platforms.

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8. Evaluation and Impact

8.1 Marketing feedback

Four students provided feedback on the first draft of the Skills Award brochure and the proposed structure of the scheme in December 2010. See appendix 6 for an overview of the marketing feedback results.

8.2 Event feedback

Feedback has been collected from students at Skills Award events on an ongoing basis including:

Launch event Microsoft Office Specialist induction Graduate Game workshops

See appendix 7 for an example of the event feedback questionnaire. Appendix 8 contains a summary of the feedback from the launch event.

One participant described the launch event as ‘very informative, well explained’ with students welcoming the chance to meet fellow Award participants and meet ‘helpful and motivated staff you can ask for advice in the future’.

Comments from attendees at the Graduate Game workshops included:

‘Very informative and relevant’ ‘It helped us know what to expect when applying for jobs’ ‘The event gave me a good insight into the process of applying for graduate jobs and

what is expected of a candidate to be successful’. ‘Helped me feel more at ease about applying for a job’. ‘Hearing other people’s stories was useful’ ‘Each step of gaining a job clearly explained with examples’

Feedback on the Microsoft Office Specialist induction included:

The course ‘is flexible so it can be done around your degree’. ‘Relaxed atmosphere, plenty of space to work in...it catered for all experience levels’.

8.3 Video interviews

Three ‘talking head’ videos featuring Skills Award students have been produced. The interviewees included two students who had entered university through non A-level routes and one student who had entered university via A-levels. The edited interviews are due to go online at the Skills Award website in May 2011. See appendix 9 for the interview guide used for the video interviews.

The video interviews provide qualitative evidence of the emerging positive impact of the Skills Award pilot in the following areas:

a) The importance of being able to articulate skills and work experience to employers

‘…being able to express that to an employer which I’m kind of learning now. Whereas before, I just thought you’ve got my CV, you either like it or you don’t. But it doesn’t work like that. If you fill out an application form, you have to be able to express what you’ve learnt on paper, so that they can actually see what you’ve done and be able to express if you get to interview verbally as well. It might seem simple but it’s not that simple.’

b) Impact of one-to-one coaching with Careers Consultants

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‘So to me, it’s made a difference from that point of view. I have my careers consultant if I’ve got any kind of issues, I can speak to her about it and she can direct me in the right path, what I need to be looking at. So for me, I know that the Skills Award is going to help me stand out from the crowd. My CV when I’ve finished, will be as it should be. And I will be able to tailor my CV to different employers. I will be able to present myself at an interview.’

‘We went through the CV, we went through the application process again, because I wanted to make sure that I’ve written it well. And then there were still some errors to still look at it, and but then I could see there had been an improvement from the last application form. So I could see that I’ve developed in that way.’

c) Gaining confidence ‘It’s going to give me the confidence to not think about what I can’t do, what positive things that I’ve done that I can articulate to an employer and persuade that employer in a round about terms to say I am the person you need to take for this job.’

d) Improving independent working:

And it helps you to actually be independent. And actually you as a person, you go and find out what you want to find out.

e) Gaining an advantage in the graduate labour market

‘You need to put your CV together so that it can stand out from the crowd in terms of going for a graduate job. So the Skills Award is helping me to be, have an edge against people going for the same jobs as me.’

f) Improving preparation for job applications

‘In the longer term, I feel that it’s going to be two years before I graduate, I feel that when I go for an interview, I’m going to know what’s coming or have an idea of the questions that a graduate employers can ask.’

‘I think the Skills Award will benefit me in the long term because it will put me in a position of when I go for an interview or I fill and application form, or the way I look at my CV, I think I will have the edge because of the training that’s come from the Skills Award. And I can be confident that I’ve tried my best when I go to interview or I fill an application form.’

g) Improving forward career planning

‘It will help me to structure all the skills that I have and be able to actually put them in order and try to make it more structured. It will make me see what I have to do to get the employment I want and to be more focused and try to get those soft skills.’

‘I’ve started to realise how important it is for me to start to build up my employability skills…and make me stand out from the crowd.’

h) Increased integration into use of CDC services

‘I also read some of the literature that they have in the library. It was very useful I managed to note down some useful websites, best employers and all that…there is quiet a lot of information you can get from there. The receptionists were also very helpful. They directed you, if you need to see someone they called them up and it was really, really good.’

The interviewees also commented positively on the delivery mechanisms used for the Skills Award:

a) Value of the e-portfolio

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‘I’ve found it very useful and, because you’ve got the work space which is like computer-generated area where, if for example if I went on a CV workshop, I can type in what I’ve learnt and the feelings at the time, just to make notes of it at that time rather than going back later on. And only my careers consultant can actually see that, so she can actually see my thoughts of how I’m feeling about certain things.’

‘…like I have to submit my e-portfolio on the 4th of April so I’m ahead of the class. No one even knows how to make an e-portfolio. And I’ve got my done, I’ve got my CV done, I’ve got my covering letter done, I’ve started applying for part-time jobs which is part of one of our modules; professional competencies. So I’m already ahead of the game, whereas other people are still struggling.’

b) Flexibility of the scheme

I think it’s very helpful because you’re used to having everything structured for you. Because if it was structured I would have to think about how I would fit it in into what I’m doing. Because that would have maybe put me off with the application process and everything. Because I want something which is, which is easier to fit around my studies, family life and everything else I do.

c) Value added aspect of the Award

‘And these things are not taught anywhere. People just do the best that they can and muddle through as much as they can. It’s not taught anywhere, no one teaches you to fill out a CV, they only give you the guidelines. But with the Skills Award, I’ve been given a careers consultant who can guide me. And you have these workshops that can help.’

‘So many people graduate, they get a first class, but when it comes to employability skills there is none at all. And most degrees do not provide that. So if Westminster wants say to have students standing out of the crowd, then I think that is something they need to consider. Because I have barely started yet, but I can see the benefits already.’

One interviewee summed up their overall verdict on the Skills Award in the following way:

‘It’s a good award to be in, to actually get because it helps you to stand out. And also, it helps you to go into much depth. It helps you to evaluate the skills that you want, the employers want and the skills that you want to develop. At the moment I’m trying to develop leadership skills as much as possible. And also it helps you, it gives you the confidence and through doing the different parts like work experience and going to fairs, things like that, you’re actually getting more experience and you’re actually showing that you’re doing more than following what your course is saying and that you are a student who will be more fitted into the job market because you’ not just reading your text book and just saying things from it. You can deal with people, people skills is very important. So yes, join. Applying for the Skills Award is very good.’

9. Project outcomes

The key outcomes of the project between October 2010 and April 2011 include:

• Delivery of pilot Skills Award scheme at levels 4 and 5 (January-April 2011)• Production of online student ‘talking head’ video interviews (non A-level entrants)• Production of VLE supporting the Award (e-portfolio, website, system integration and

Blackboard)• Evaluation of pilot Award using student feedback• Collection of original qualitative research data on vocational learner educational

progression and career planning

Parts 3-5 of the Skills Award structure will take pace between May and December 2011. An awards ceremony will be held in January 2012.

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10. Future developments

Overall, the pilot Skills Award has been a success. We have achieved all of the aims that were agreed with Linking London Lifelong Learning Network at the outset. We also have evidence of the Award being well received by students, and some initial qualitative data suggesting that the scheme is having an impact in strengthening student forward career planning and in raising levels of student confidence and efficacy.

Nonetheless, there have been notable challenges during this pilot stage:

1. A core of active students has been established, but there are approximately 5 students who are not fully engaged with the Award scheme

2. Attendance at some events has been low

3. The logistics of co-ordinating student availability has been very complex given that the cohort contains students from a wide variety of different courses across a number of campuses

4. Engagement with the e-portfolio has not been as high as the project team had hoped

5. The administration and delivery of the Skills Award is highly resource intensive

If the Award is to continue beyond the current cohort’s completion date of January 2012, resource will need to be allocated by the University to cover staffing costs. Currently, there is no funding to cover the Project Co-ordinator post beyond June 2011.

Potential future developments include:

• Enhancement of Skills Award model via portable awards, bitesize awards and/or online awards

• Development of impact assessment via longitudinal tracking of pilot participants

• Investigate employer sponsorship

• Source appropriate software to facilitate group delivery

11. Dissemination

During 2010-11, the outcomes of the Skills Award have been disseminated via Linking London Lifelong Learning events and publications:

Case study in: The Linking London Development Fund 2006-11: A catalyst for change (p. 11) – published April 2011

Presentation at the Linking London Lifelong Learning Network Development Fund Dissemination Event (Birkbeck, University of London, 8 April 2011)

Poster presentation at the Linking London Fifth Annual Conference 2011 (Birkbeck, University of London, 5 May 2011)

The Skills Award website (including downloadable marketing materials) can be found at: http://www.westminster.ac.uk/skillsaward

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References

Clark, W. (2010) FE to HE transitions: Understanding vocational learner experiences in Higher Education – Final report to Linking London Lifelong Learning Network, Development Project Reference: 28, Careers and Student Employment, University of Westminster. Available at: http://www.linkinglondon.ac.uk/

Confederation of British Industries/Universities UK (2009) Future Fit: Preparing graduates for the world of work, London: CBI/UUK.

UK Commission for Employment and Skills (2010) Skills for jobs: Today and tomorrow - The National Strategic Skills Audit for England 2010 - Volume 1: Key findings, London: UKCES.

Scott, E. & I’ons, S. (2010) Survey of HEIs offering Skills Awards, Centre for Professional and Career Development, University of Bedfordshire.

Acknowledgements   The author and the project team would like to thanks Andrew Jones and Stuart Mitchell at Linking London Lifelong Learning Network for their advice and support throughout the project

Contact details

Dr Wayne ClarkSenior Manager - Research & Development Career Development Centre1st Floor Cavendish House 101 New Cavendish StreetLondonW1W 6XH Tel: 020 7911 5000 ext 66091

Email: [email protected]

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APPENDICES

Appendix 1

University Of Westminster – Career Development Centre Skills Award

Confidential Application Form

Selection for the Career Development Centre Skills Award is made based on your application form so you must fill in all relevant sections. Please complete the whole form and attach additional sheets if necessary. Please ensure there are no spelling or grammatical errors (Note: the spellchecker will not function on this form so we recommend you type your responses in a new document and paste them into the form).

How did you hear about the Career Development Centre Skills Award? (Check ONE box)

Website Bulk email Career Development Centre Friend Event

Other, please specify:      Personal Details

Title (e.g. Mr, Miss, Dr, Prof):       Forename:     Middle name:       Surname:      

Contact Address               Postcode:      Tel No. (Home):      

Tel No. (Mobile):      

University email:      Personal email:      

Student ID number:      Please state what course you are currently enrolled on:      What level are you currently at (e.g. level 4):      

What year of your programme you are currently in:      

What were your entry qualifications to the University of Westminster?

A Level NVQ Access Course (check boxes as applicable)

Other, please specify:      

Home student EU student International Student (check ONE box)

Do you consider yourself to have a disability which requires special arrangements?

Yes No (Check box as applicable)

If Yes, please give details:      

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Preferred email for contact: Personal University (Check ONE box)

(This is important as you will be contacted at the email address you select here)

Additional Information

The following questions are of the type that you will encounter in graduate recruiters’ application forms and selection interviews. They are designed to identify your key skills and motivation. You should use examples drawn from all areas of your life, not just from your studies. You should not exceed 250 words for each answer.

1. Business/Commercial Awareness

What do you understand by commercial awareness? How do you think you might develop your commercial awareness while you’re still a student?     2. People Skills

a) Give an example of when you have provided a service to a customer beyond their expectations.     b) Describe a time when you have had to build a collaborative relationship with someone who had a different working style to yourself, in order to achieve a goal.     3. Project Management

a) Describe a project that you have managed and brought to a successful conclusion. What did you do to ensure that it was successful?     b) Describe a situation where a project or task did not work out as you had planned. How did you deal with the situation?      4. Team Work

Give an example of a time when you were a member of a successful team. What was your role and contribution? Why was the team successful?     5. Self Management

a) Give an example of a time when you had to manage multiple tasks. How did you ensure that you coped successfully with this challenge?     b) What do you consider to be your biggest achievement to date?     

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6. Problem Solving

Describe a difficult problem you have solved. How did you decide what action to take, and what did you learn from the experience?     7. Communication

Describe a time when you had to persuade or negotiate with an individual or a group. What did you do and what was the outcome?     8. Motivation

Why do you want to participate in the Skills Award and how will you ensure that you complete the programme successfully?     By typing my name below, I declare that the information given on this application form is true to the best of my knowledge.

Signature :       Date:      Data Protection Act 1988: Some Data which is given on this form will be entered onto a computer for the purpose of recruitment administration and equal opportunity monitoring.

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Appendix 2(see attachment)

Appendix 3

Career Development Centre Skills AwardGuidelines & Instructions

1. Preparation__________________________________________________________________________

Contact your designated Careers Consultant by email by 18 February at the latest

Register on ProspectsNet (via Career Development Centre website) to find out a about events, workshops and vacancies

Set up your e-portfolio via Google Sites & upload your CV and Skills Award application form to the e-portfolio (this will be done at the launch event)

2. Activities__________________________________________________________________________

You should complete one activity from each of the following sections:

Attendance Acceptance of place Position of responsibility

If you are unable to complete one or more of these sections at any point during the Skills Award, you should contact us at the earliest opportunity

You will need to complete the relevant Activity Validation form in order to provide evidence of the completion of activities (all forms will be available from the Blackboard site)

Activities part 1: Attendance at events

The Career Development Centre organises a series of workshops and events – check our website and ProspectsNet for more info and to register for relevant events

You should only attend events that are relevant to you (i.e. do not attend an event that is for a School other than yours) – there are a large number of events aimed at all students

We strongly encourage you to attend more than one event for your own personal employability development but you will only receive points for attending a single event

Activities part 2: Acceptance of place

This includes being accepted onto a scheme (including those run at the University of Westminster) but it does not include being accepted on to the Skills Award

You may be able to arrange a ‘school based internship or placement’ via School based tutors or via BEIU (for Westminster Business School students) or Harrow Placement Officer

ProspectsNet also hosts advertisements for placements and internships

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An internship or placement can count toward points under ‘Acceptance of place’ but does not count as ‘work experience’ (see section 3 below)

For advice on professional body membership, please speak to your Careers Consultant or make use of the Career Development Centre Information room (at 101 New Cavendish Street)

We may accept enrolment on other schemes – please contact us if you need advice on what is accepted for the Skills Award

Activities part 3: Position of responsibility

This could include holding a post in organisations such as the Student Union or a local community group (community based groups can include not-for-profit organisations, church or religious groups, charities or other similar groups)

It could be about becoming a mentor or a course rep or something similar

Or it could be anything that is an equivalent – please let us know if you have anything else in mind and we will assess it

3. Work experience__________________________________________________

This can be either paid or unpaid work experience as outlined below:

You may already be working part-time outside of the University – this can qualify as work experience

Unpaid work experience includes volunteering with a registered charity or industrial placements undertaken as part of your course

You can find employment and volunteering vacancies on ProspectsNet

You will need to complete the Work Experience Validation form in order to provide evidence of the completion of activities (all forms are available from the Blackboard site)

In line with the University’s Student Employment Policy, we advise that you undertake no more than 20 hours of work per week during term time.

4. Reflection__________________________________________________

You will receive more information about the third and fourth career coaching sessions and the final Skills Award presentation at the mid-term event

Prior experience and activities________________________________________________________________

You may have already undertaken activities that could count towards your points tally

These activities must have taken place since September 2010

If you would like any of your previous activities or experience to be considered for points, please contact the Skills Award team – you will be required to complete the Prior Experience/Activities form

Using the e-portfolio________________________________________________________________

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The e-portfolio is an opportunity for you to store and update your CV and application form as you progress through the Skills Award

You should also log all of your Skills Award activities - we will use this to keep an updated tally of your points in your e-portfolio

Use the e-portfolio to reflect on your activities and produce action plans – what did you learn? How useful was the activity? What are you going to do next?

You will need to decide whether you want your Careers Consultant to view your e-portfolio and comment on your entries – please discuss this at your first meeting

You can develop the design and layout of your e-portfolio

Remember, your e-portfolio can be used after you leave University of Westminster

And finally…

Remember to check the Skills Award Blackboard site as often as possible

If you have any questions, please contact Wayne Clark ([email protected])

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Appendix 4

Google Site guide for staffReceiving a Google Site Invitation

1. If you have been invited to view a Google Site by a student, you will receive an email to the account that has been invited. Click on the link in the email.

2. Staff will be prompted to sign in again, however since they don’t have an account on the student domain, they will need to use the option below and ‘Sign in with a different account’ using their email address e.g. [email protected]

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Adding comments to Google SitesAs you navigate the site, you will notice that you leave comments on many of the pages. Simply type in the message and on the ‘Add comment’ button

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Appendix 5

Google Sites guide for Skills AwardGoogle Sites is an online application that makes creating an electronic portfolio as easy as editing a document. With Google Sites you can quickly gather a variety of information in one place – including videos, text, attachments and presentations, and easily share it for viewing or editing with one other person or a small group. The key features are:

Customise your site look and feel

Create a sub-pages

Choose different page types: webpage, announcements, file cabinet

Embed rich content ( video, Google Docs, iGoogle gadgets) into any page and upload file attachments

Manage permission settings to keep your site as private or widely editable as you’d like

Check out the Google Site Help online http://sites.google.com/support/These are the steps to follow

1. Sign up to your Google Account

2. Create your site

a. Click the Create site button.

b. Choose a Blank Template

c. Enter your site name and the URL where it will be located (for example, sites.google.com/site/yoursite) as well as an optional description of the site. The name and URL you choose can't be changed after you create your site, or used again if the site is deleted.

d. Choose a Theme – you can pick a different theme at a later stage, should you change your mind.

e. Select this sharing option: 'Only people I specify can view this site.'

f. Click the Create site button.

3. Create Pages

a. The Home page is created by default. You can use this page to write a short bio, including your personad and professional interesterts. To edit this page, clikc on the ‘Edit page’ button on the toolbar at the top of the

webpage

b. Create a new page by clicking the Create page button.

You will need to create the following 3 top level pages and their subpages

1. Document storage

Application form

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CV Employer testimonial

2. Activity log

Log of events Log of work experience Points total

3. Reflection and planning

Events Progress Action plan(s)

c. The first top-level page you need to create is the Document Storage area. Select the ‘File Cabinet’ page type, and give it the name Document Storage. Select where you want to locate the page, in this case ‘Put page at the top level’, and click the Create Page button at the bottom of the page.

A File Cabinet allows you to manage documents from your hard drive and organize them into folders. This can be used to organise common documents in one place. Version history is stored for documents so you can always return to an earlier version. Page subscribers are notified of new files, updated files, and delete files.

d. On the next page you will have the chance to add some descriptive text about the page and then click the Save button, on the top right hand corner.

You should now be able to see the page listed under the main menu of the site.

e. The second top-level page you need to create is the Activity Log area. Create a new page by clicking the Create page button. Select the ‘Web Page’ type, give it the name Activity Log, and select where you want to locate the page, in this case ‘Put page at the top level’. Click the Create Page button at the bottom of the page.

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A Web Page allows you to create a page which includes text, images and links.

f. You will now need to add three more pages: Log of Events and Log of Work Experience and Points Total. Create a new page by clicking the Create page button. Select the ‘Announcements’ page type, give it a name and select where you want to locate the page, in this case ‘Put page under Activity Log’. Click the Create Page button at the bottom of the page.

An Announcement page is a page which makes it easy for an individual to post chronological information like news, status updates, or notable events. Page subscribers are notified of new posts, and updates on existing posts.

g. On the next page you will be able to write your first Post.

h. Repeat steps e and f to create the Log of Word Experience page and the Points Total page.

The menu at this point will look like this

i. The third top-level page is Reflection and Planning. Create a new page by clicking the Create page button. Select the ‘Web Page’ type, give it the name Reflection and Planning, Select where you want to locate the page, in this case ‘Put page at the top level’. Click the Create Page button at the bottom of the page. Missing the subsections in this main section.

j. You will now need to add three more pages: Action Planning, Events and Progress. Create a new page by clicking the Create page button. Select the ‘Announcements’ page type, give it the name Action Planning and select where you want to locate the page, in this case ‘Put page under Reflection and Planning’. Click the Create Page button at the bottom of the page.

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An Announcement page is a page which makes it easy for an individual to post chronological information like news, status updates, or notable events. Page subscribers are notified of new posts, and updates on existing posts.

k. On the next page you will be able to write your first Post.

l. Repeat steps i and j to create the Events and Progress pages.

4. Share your site with your Career Consultant

You can control who can view or edit your site by changing the sharing settings on your site. You can specify which people can do certain actions on your site by setting their access level to "Can view," "Can edit," or "Is owner:"

Users set to "Can view" can:

View pages

Users set to "Can edit" can – You need to use this option when you share it with the Career Consultant

Create, edit, delete pages Move pages Add attachments Add comments Subscribe to site and page changes

Users set to "Is owner" can:

Do everything that users set to "Can edit" can do Set other people as "Can view," "Can edit," and "Is owner"

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Change site themes and layout Change the site name Delete the site

Note that anyone you set as "Can view," "Can edit," or "Is owner" must have a Google Account to access your site.

In the More actions menu, click ‘Share this site’.

Add the emails you want to invite. Remember that owners are able to invite others and manage the site, collaborators can edit content, and viewers can only read. Enter the email address of your Careers Consultant, select ‘Can edit’, select ‘Send email notifications’ and click Share button.

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You can find further help about working with pages online

http://sites.google.com/support/bin/topic.py?topic=14987

Adding Content

Guide to different page types Uploading images Customizing how your images are displayed Adding a link to an image (Steegle.com) Embedding Google Docs, Spreadsheets, Presentations, and

Forms Embedding Google Calendars on your site Embedding photos from Picasa Inserting maps Embedding audience input forms (Google Moderator) on your

site Linking to non-existent pages

Editing Page

Adding links to your page Linking to files or text within your site Adding a table of contents Page names and titles Page URLs Deleting a page Recovering a deleted page Adjusting tables within a site

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Appendix 6

Career Development Centre Skills Award Marketing evaluation

1. Brochure & Structure Overview (hard copies) - Students

Name Feedback method Course etc Date Comments (in addition to feedback sheet)Maurya Brady Student feedback

questionnaire UG (L6) Psych&Soc Mature

student

03/11/10 What happens if not enough points after a year? Number of hours needs clarifying (got the 30 and 75 mixed up) The fact that the scheme does not provide a placement needs

clarifying A ‘leader board’/student of the year competition would be attractive The ability to ‘quantify’ your skills + identify skills you already have is

attractiveShazia Ramzan

Student feedback questionnaire

04/11/10 Do students work together on in groups? Where will workshops take place? How long will workshops last? Employer quotes + details would improve the brochure Add pictures of people to the brochure Expand to level 6 and more student places if successful

Aysha Goni Student feedback questionnaire

UG Level 6

10/11/10 Include a link to SA webpage on the CDC homepage/Facebook How long do coaching sessions last? The fact that the scheme does not provide a placement needs

clarifying Do applicants need pre-existing skills set to be accepted? Selection criteria needs clarifying Employer details would improve the brochure

Sevara Ismailova

Student feedback questionnaire

PG 17/11/2010 Expand the award to include postgraduate applicants Suggestion of monitoring the professional careers of SA participants in

terms of employability, career development and growth to analyse the project’s success (perhaps for inclusion in future promotion).

Role of the SA on securing employment upon graduation?

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2. Brochure & Structure Overview (hard copies) - Employers

Name Feedback method Organisation Date CommentsGary Argent Email AGR 04/11/10 Overall it looks like a good initiative and well thought through.  I like the competitive element of

making students apply to do it, the numerous references to developing the skills that employers need, and the clear message that "a degree is just the start - there are lots of other skills that graduate employers look for". I think you have captured the main skills areas - the only other area I might have added would be "Fexibility and Resilience" - the ability to work in a changing environment, and the ability to "bounce back" when things don't go according to plan first time.  Those are great skills to have in the current (uncertain) business environment!  Both of those could potentially come under number 5 (self management) I suppose? The "process" bits looks great - I really like the activities section which makes it very clear to a prospective student what the things are that will give them credit, both for the award, but also on application forms.  As you know employers look for positions of responsibility, mentoring, placements, attendance at skills sessions to show evidence of interest / research and so on. One question - under "Part 2: activities", it was not clear to me whether you could attend multiple events and gain 5 points for each one.  Is that the case?  is there a max number you can gain the points for?  Ditto the various elements under "acceptance of place" and "position of responsibility". I really like the reflection elements in parts 4 & 5 - I think that is where the real value is, helping students look at what they have learned and think about how to present it back to an employer in an application form or at an interview. The "endorsed by employer" comment is interesting - I hope that you'll be able to get enough firms to participate to allow that to happen.  Would add a nice sense of credibility if you do, and I'd imagine would encourage students to get involved. Anyway, I think it is a really strong initiative - and perhaps a candidate for an article in Graduate Recruiter next year once it gathers momentum?  Might be a nice way to generate some publicity for the Uni?

3. Name change suggestions

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Keep: Skills Award / Employability Skills Award / Skills Triumph / Skills Capability Award / The Future Leaders scheme / Skills Factory

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Appendix 7

CAREER DEVELOPMENT CENTRESKILLS AWARD - MOS INDUCTION

9 March 2011STUDENT EVALUATION FORM

1. How useful did you find this event (please circle)

1 2 3 4 (1 = Very useful; 4 = Not useful all)

2. What was the best thing about this event?

3. How could the event have been improved?

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4. What other types of events would you like to attend in the future for the Skills Award?

5. Please enter any further comments below

All information is treated as confidential and is used for the purpose of monitoring the uptake of CDC services and for implementing continuous quality improvement.

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Appendix 8

Skills Award Launch Event feedback

Best thing about the event?

The overall view of the event by guest speaker and meeting my Careers Consultant. Getting Feedback from a graduate employer in terms of what graduates need to do,

to prepare for the jobs market. The e-Portfolio workshop was invaluable. Practical guidance is always useful just to immediately confirm instructions were

followed correctly and progression with the programme can be made. Being able to clarify knowledge about what the award is and what we have to do to

attain it. Being able to go through the process of making the e-Portfolio step by step. The details of the Skills Award were covered very thoroughly and I now feel much

clearer about what I need to do. Also, I found the support in setting up the e-Portfolio very helpful. Everything was made clear about this award and what we need to expect. Everything

was explained and the information pack was everything I need. Very informative, well explained. Fascinating, inspiring, unique. Setting up the portfolio. Highlighted the direction in which the scheme is headed. Meet helpful and motivated staff you can ask for advice in the future. Meet fellow students who have a similar way of thinking, are a bit more ambitious and

do not mind to walk that extra mile. Important information (even if very general) about the current job market and

employers’ requirements.

How could the event have been improved?

The event was as useful as it can be. I think the event went well and there was nothing that could be improved on as I got

all of the information needed. Everything was fine, very easy to understand. More info on work experience. More info on activities. More networking with other students that are also part of the award. Some more information during the application process as I did not really know what

exactly this project would involve.

Other types of Events would you attend in the future?

Mostly review sessions to recap anything needing support with and identify any areas that need to be explored.

Meeting employers. I would like to attend events involving employability skills, volunteering and work

experience. Maybe and event that helps you with ways of getting work experience in the NHS,

paid work (where not many qualifications are needed). Employment related. Employer events. CV Advice.

Any other comments

Very enlightening workshop. Looking forward to the entire program.

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Appendix 9

Career Development Centre Skills AwardStudent Interview QuestionsFebruary 2011

Background

1. Can you tell us a bit about your background

Educational Employment

2. Why did you apply to university?

3. What are your career plans (if known)?

4. Why are you interested in that career?

The Skills Award - skills

1. What appealed to you about the Skills Award and made you decide to apply?

2. Before starting the Skills Award, do you think you had any of the skills that employers are looking for?

3. What skills do you think employers are looking for?

4. What skills and/or knowledge have you developed since starting the Skills Award?

5. Are there any specific skills you want to develop? Why these skills?

6. In what ways do you think that the Skills Award will make you more employable/ help you to get a job upon graduation?

7. How do you think this will benefit you in the long term?

8. Is the Skills Award of particular value to students who have entered uni from vocational routes? In what ways?

The Skills Award – the scheme

1. How did you find the career coaching experience? In what ways was it useful?

2. So far, how has the Skills Award compared to your expectations?

3. What do you think could be improved upon?

4. Would you recommend the Skills Award to a friend/classmate? Why?

5. Has the Award made you more likely to use the Career Development Centre? Why?

6. Have you been to the CDC? Tell us about your experience

7. How else has the Award benefitted or helped you so far?

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Appendix 10Verification form (example)

Career Development Centre Skills AwardWork Experience Validation

PLEASE COMPLETE IN CAPITAL LETTERS (IF HANDWRITTEN) AND USE SEPARATE FORMS FOR EACH ACTIVITY Please return completed form to Reception at Career Development Centre, University of

Westminster, 1st Floor, 101 New Cavendish St, London W1W 6XH

Career Development Centre Skills Award Work Experience Validation

PLEASE COMPLETE IN CAPITAL LETTERS (IF HANDWRITTEN) AND USE SEPARATE FORMS FOR EACH ACTIVITY

Please return completed form to Reception at Career Development Centre, University of Westminster, 1st Floor, 101 New Cavendish St, London W1W 6XH

Student Name:

Job Title:

Company/Organisation:

Number of Hours:

Duties undertaken:

_______________________________________________________________

Validation (for completion by your Line Manager)

Name:

Job Title:

Company/Organisation:

Signature:

If you have any queries please contact Wayne Clark on [email protected] 020 7911 5000 ext. 66091

The Career Development Centre reserves the right to contact event organisers and relevant employers or organisations for the purposes of verifying attendance and work experience related to the Skills Award

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