Points for Skype Meeting
What we have on this Forum is a unique combination of volunteers who are both careers and business professionals. This means that we can do a lot for both young people and adults’ opportunities, if we work together to share our ideas. So, ahead of our arrangements for the proposed Skype meeting, here is a summary of what I would like to discuss:
Mentoring-Internships
Firstly to the careers officers who have kindly joined this network. As per my messages so far, I am impressed by what you have told me about your schemes to help the students and non-graduates connect with businesses. These are all very good schemes, and will definitely help to create man good opportunities for the students. But here is my suggestion to you, based on a very good idea from a fellow Alumnus.
Why not combine your existing student mentoring and internship schemes, to make a formal two-way process, in which the mentor coaches the student: and in return, the student works, to help the mentor solve a long term problem/issue in his or her business? This would ensure knowledge transfer both ways, and would be a perfect incentive for both the student and the mentor.
I have been asked: what would be in it from the Alumni/mentor’s point of view? Likewise, I am told that some students are reluctant to engage with mentors, for various reasons. To deal with both challenges, a combined mentoring-internship scheme could motivate the student, by making this assignment a formal part of the course for his/her final year of study. The scheme would also motivate the mentor to give up time away from work, in exchange for one long term problem resolved, and hence one less headache to worry about. As someone in full time work, I’m sure you’d agree with me, that one less headache to worry about makes life a lot easier!
This kind of scheme would give students direct access to contacts in their chosen industry, and allow them to learn the working culture of that organisation. In much the same way as a placement or an apprenticeship, it would give them real experience, working with the mentors, so that even if they were unsuccessful in securing a job, they would have the contacts to help them find one. The mentors/Alumni in turn, would be able to use the students’ knowledge and insight, to improve their businesses and help their professions. This would ensure growth, and lead to job creation in the localities.
As ambitious as this idea may seem, I believe that you, the careers officers, have the connections to arrange this between your students, and the mentors of local businesses, and would like to trial this at one of your universities. If it is made a clear two-way process, then both sides will be more motivated to use it. I therefore put this for your consideration, as a way that could make a real difference to student-Alumni relations.
Non-Graduate Assessment
As I have said before, I believe that the most effective way to help non-graduates, is by assessing and qualifying them, according to their skills and abilities. On the job assessment has certainly helped me gain both a Customer Service, and a Music qualification. It can be a very effective way to help non-graduates, who are already working to a high level of service.
I have not yet heard back from the assessors I was hoping to engage, but this remains an important area of opportunity creation that must not be forgotten. I will continue to push for full assessment of all non-graduates, and hope that you may have some useful ideas about this.
An App for Entrepreneurs
To help business start-ups, an arrangement could be made between the careers officers’ universities, and the businesspeople present, to create a new kind of Toolkit for entrepreneurs.
Student-Alumni networks could upload their innovations to this new app/database. Newly qualified non-graduates, who obtain a certificate qualification could be automatically registered on it, by agreement with the governing bodies of their awards. Adults aged 25+ could register to seek one another out for employment, in much the same way as for recruitment networks, like Priority Jobs.
This would mean that anyone who wanted to start a business would have access, not only to the people he or she needed, but also to new products and services to trial. I have not yet seen a database or app that can do this, but I vote that we try it. Your universities and businesses could be the first.
I am hoping that Priority Jobs may be modified to do this. If not, then perhaps Linkedin could be used, to build a new kind of network. It would be a way for student-Alumni networks; non-graduates; and business start-ups can all help one another.
The Future
Looking forward to the future, I would like to make this forum into a co-operative, self-sustaining operation, in which participants each have a hand in running the proceedings. Opportunity is a universal need, and so I would like to offer this forum as a platform to all who are interested in creating it.
Conclusion
These are the points that I put to you, the careers officers, recruitment professionals, and business people of the various organisations, whose insight has proved invaluable to this Forum so far. Many would ask; why make so much effort to create opportunities, and the answer is simple. Because we can. We in this group have the power to make a real difference to the lives of many young people and adults alike. Every business, university or college ever founded was done so, because someone chose to create an opportunity. And big trees from little acorns grow. I believe that by taking these measures above, we will do just that.
I look forward to discussing this with you.
Let's Build Bridges
There are many bridges we can build
Friday, 27 June 2014
Friday, 6 June 2014
Festival Networking: A New Resource
As a great many festivals are currently sweeping the UK and indeed the wider world, they offer a lot of networking for young people and for adults, and could be a useful resource for creating new opportunities.
As I had suggested in an article on performing arts networks, the students and Alumni could collaborate both on stage and behind the scenes, to create a lot of good networking opportunities for both:
http://jamesperformingarts.blogspot.co.uk/2013/03/arts-networks-one-idea.html
The same goes for all professions. If the students/non-graduates and Alumni work together on the organising committees of each festival, and present their work together out front; then a lot of valuable connections can be made. Granted there are currently showcases that are organised to do just that, but I say we should take advantage of the connections the festivals offer, and use them as important social networks; for students, for non-graduates, and for adults.
To establish its networking power, each festival could have a social media network set up on Linkedin, for more formal, long term business. Universities and colleges could make formal arrangements with the organisers, to trial their innovations as part of the festivities, depending on the format in question.
And let's not forget, that an ongoing annual event is an unofficial training school for volunteers. I've known volunteer stagehands, who were trained in lighting and sound, who then built up enough experience to apply for stage lighting companies, and others. So again, formal arrangements could be set up, to assess and grade non-graduates, who have done a lot of volunteer work.
With so many festivals out there, we ought to consider their potential as opportunity providers, and use a lot of the existing arrangements, to create new opportunities for jobs, networking, and new careers.
As I had suggested in an article on performing arts networks, the students and Alumni could collaborate both on stage and behind the scenes, to create a lot of good networking opportunities for both:
http://jamesperformingarts.blogspot.co.uk/2013/03/arts-networks-one-idea.html
The same goes for all professions. If the students/non-graduates and Alumni work together on the organising committees of each festival, and present their work together out front; then a lot of valuable connections can be made. Granted there are currently showcases that are organised to do just that, but I say we should take advantage of the connections the festivals offer, and use them as important social networks; for students, for non-graduates, and for adults.
To establish its networking power, each festival could have a social media network set up on Linkedin, for more formal, long term business. Universities and colleges could make formal arrangements with the organisers, to trial their innovations as part of the festivities, depending on the format in question.
And let's not forget, that an ongoing annual event is an unofficial training school for volunteers. I've known volunteer stagehands, who were trained in lighting and sound, who then built up enough experience to apply for stage lighting companies, and others. So again, formal arrangements could be set up, to assess and grade non-graduates, who have done a lot of volunteer work.
With so many festivals out there, we ought to consider their potential as opportunity providers, and use a lot of the existing arrangements, to create new opportunities for jobs, networking, and new careers.
Thursday, 22 May 2014
My Recommendations so far
As
the plan takes shape
Based on feedback, as well as some useful insights
from members of this forum, and my own thoughts on these, here are my
recommendations so far:
Student
Alumni-Networking
· Students Internships and mentoring schemes could be combined, to make a formal two-way process, in which the
Alumnus/adult mentors and coaches the student; and the student in turn helps
the Alumnus by solving a long term issue for their business or within their
profession (this can be a module/dissertation of the student’s final year of
study).
· Each school of study could have its own specific
network, to connect the students with the Alumni of that profession: while
still having a main network, for all students and Alumni of that university/college.
This would allow students and Alumni to share detailed information on a
subject, in specialised groups, but safely in confidence, and under the
supervision of the University/college’s administrators.
· Innovations developed between students and Alumni
could be uploaded to special databases (see below) for trial by start-up
businesses.
Assessment of
Non-Graduates
The key stages to assess 16-24 year olds not in full time
education would be:
·
Recommendation
by an Appropriate Adult. A process could be set up, to allow any parent,
guardian, teacher, employer, or official, to make a Formal Recommendation on
the young person’s behalf, for him/her to be assessed and qualified for a
skill.
·
School
leavers; 16 year olds and above who are going straight into full time work.
·
Job
seekers. As well as the normal courses offered to those seeking employment,
a comprehensive assessment could be carried out on non-graduates, to give them
the chance to qualify for key grades.
·
Long term
unemployed. Statistics show that non-graduates between 16-24 have been hit
hardest by the Recession, so full assessment should also be offered to anyone
who has been actively looking for employment for more than a year.
·
Registered
disabled. Any non-graduates who are prevented from working full time due,
to a handicap or disability, should be offered full assessment of their skills,
to allow them to adjust fairly, and give them opportunities to find the work
they want.
·
Incarcerated
or long term detained. All 16-24 year old non-graduates in care, detained,
or incarcerated, could be fully assessed as part of their
rehabilitation/treatment.
Business Start-Ups
for Adults
· A full Toolkit should be offered, for any adults
aged 25+ who want to start a business.
· In additions to the existing resources and schemes now offered, a comprehensive, all-in-one database could be developed.
· Innovations from the universities and colleges could be included; and newly assessed non-graduates could be registered on the database as a matter of course.
· This would allow new entrepreneurs to find not only the people they want to work with (both graduate and non-graduate); but also potential new products and services not yet produced; as inspiration for them.
· Existing databases like Priority Jobs could be modified to accommodate this.
· Social media networks such as Linkedin could also be approached, to build this as a new kind of network.
· The Government could establish a national database, to include student-Alumni innovations, recently assessed and registered non-graduates; and all adults looking to start a business. This would ensure a good model for growth, and opportunities for all.
· In additions to the existing resources and schemes now offered, a comprehensive, all-in-one database could be developed.
· Innovations from the universities and colleges could be included; and newly assessed non-graduates could be registered on the database as a matter of course.
· This would allow new entrepreneurs to find not only the people they want to work with (both graduate and non-graduate); but also potential new products and services not yet produced; as inspiration for them.
· Existing databases like Priority Jobs could be modified to accommodate this.
· Social media networks such as Linkedin could also be approached, to build this as a new kind of network.
· The Government could establish a national database, to include student-Alumni innovations, recently assessed and registered non-graduates; and all adults looking to start a business. This would ensure a good model for growth, and opportunities for all.
These are my recommendations for creating opportunities. I
hope that you may consider implementing some of these measures, and I welcome
your thoughts on them.
James M
Founder
Friday, 16 May 2014
Putting it Together: How Assessment, Student-Alumni Networks and Business Start-Ups Can Help Each Other
Here is one way that assessment of non-graduates; student-Alumni networking; and business start-ups could all help each other, by being put together into one comprehensive database, and by other means as well:
“Jane Doe has worked for technology companies in a senior role for over 30 years, and has always wanted to start a business of her own. Her chance comes, when a restructuring at her organisation leaves her redundant. Rather than approach her contacts for employment, she decides it is time to start a business herself.
A few phone calls and emails later, Jane has a list of potential partners and associates from old contacts and friends. They in turn have contacted people they know, and build up a sizeable team. Jane knows that her business will be a technology based provider to the corporate clients she knows. She has already mapped out strategies and scenarios for moving forward. But first, she needs a product to sell.
Sumera is an electrical engineering student at a nearby university. In the course of her studies, she has worked to develop the component parts for a new kind of robotic air control system, that is fully self-sufficient. The university tutors are impressed, and have patented her design. She has received many commendations and even a few awards. But although the university’s partner organisations have shown interest in its manufacture; many have insisted on a pilot project on a smaller scale, before it is put into production.
Jodie is a school leaver and trainee nurse. The oldest of her brothers and sisters, she chose to go straight into work to support her family. Her mother could not afford to send her to university, but she has managed to find night school courses in nursing, and medical science.
To pay for these, and help her family, she has taken a day job at a nearby fast food restaurant. Originally, this was to pay the bills. But her organisational skills, and learning potential have caught her manager’s attention. Following his Formal Recommendation, an Assessor comes to analyse her work, and duly awards Jodie a [fictional grade] Level 2 Certificate in Culinary Arts.
With this new qualification, Jodie decides that a change in career might be in order, and after finishing her medical course, applies for full time work in the city’s restaurants. She approaches the colleges for possible bursaries and sponsorships to support an apprenticeship. Their response is lukewarm: while the colleges are keen to offer her support, she will need to demonstrate more experience. Jodie accepts their conclusion, and registers online, in search of temporary contracts.
Meanwhile, Jane is searching for products and services for her business. A [fictional] database, called Initiate, allows her to search for employees, newly qualified candidates, and recently uploaded products and services - developed by agreement, with the universities and colleges. She comes across Sumera’s design for the robot technology, and decides on this as the product of choice.
Through the admins of the university’s student-Alumni network, Jane contacts Sumera, and is given access to the design, and implementation agreements. With her teams assembled, and the legal and financial plans in place, Jane Doe Technologies [fictional company] is born. Direct communication between the technical consultants, and the student-Alumni network, makes the technicians’ and engineers’ work very effective. Jane’s technicians and engineers begin construction of the robots, while she and others, contact the corporate clients to market to.
A few months later and Jane’s business is growing. The uniqueness of Sumera’s design, and Jane’s years of marketing experience, have combined to grow her client base considerably. Jane has moved her business from her house to new premises, and will now need to upgrade several of her volunteers, to being paid staff. No onsite catering has yet been arranged, so Jane looks on the database for contractors. And one of the candidates on her list is a freelance catering contractor, by the name of Jodie.
Not long afterwards, an official launch is held at the new premises. This is Jodie’s first time catering on site to a business, and it has been a nerve wracking operation behind the scenes. A last minute change has meant that the Team Leader did not turn up, and Jodie has had to step in to replace him. But her years of organising experience at home pay off, and she rises to the challenge. Under her guidance, the catering team have prepared, a full buffet on time, for the assembled guests.
At the launch are a great many guests, including Sumera, who has come to unveil the official display case of her robot designs. Representatives from other technology companies have already approached her, to work on new designs for them. Jane’s new colleagues toast Sumera and Jane for their efforts. And little do the guests know, but Jodie’s work that day will get her noticed by some full time catering contractors, who will secure her full time training for the roll as Assistant Chef at a big chain of restaurants.
All in all, opportunity has paid off for everyone.”
That is how it could work.
DISCLAIMER: THE ABOVE SCENARIO IS A HYPOTHETICAL EXAMPLE, ADAPTED FROM EXISTING NETWORKS, QUALIFICATIONS, AND ORGANISATIONS, TO DEMONSTRATE POSSIBLE DEVELOPMENTS; AND SHOULD BE REGARDED AS SUCH. NO MISREPRESENTATION OF EXISTING INDIVIDUALS, PROFESSIONS, ORGANISATIONS, NETWORKS, UNIVERSITIES, COLLEGES, BUSINESSES, OR INSTITUTIONS IS INTENDED, NOR SHOULD IT BE INFERRED.
“Jane Doe has worked for technology companies in a senior role for over 30 years, and has always wanted to start a business of her own. Her chance comes, when a restructuring at her organisation leaves her redundant. Rather than approach her contacts for employment, she decides it is time to start a business herself.
A few phone calls and emails later, Jane has a list of potential partners and associates from old contacts and friends. They in turn have contacted people they know, and build up a sizeable team. Jane knows that her business will be a technology based provider to the corporate clients she knows. She has already mapped out strategies and scenarios for moving forward. But first, she needs a product to sell.
Sumera is an electrical engineering student at a nearby university. In the course of her studies, she has worked to develop the component parts for a new kind of robotic air control system, that is fully self-sufficient. The university tutors are impressed, and have patented her design. She has received many commendations and even a few awards. But although the university’s partner organisations have shown interest in its manufacture; many have insisted on a pilot project on a smaller scale, before it is put into production.
Jodie is a school leaver and trainee nurse. The oldest of her brothers and sisters, she chose to go straight into work to support her family. Her mother could not afford to send her to university, but she has managed to find night school courses in nursing, and medical science.
To pay for these, and help her family, she has taken a day job at a nearby fast food restaurant. Originally, this was to pay the bills. But her organisational skills, and learning potential have caught her manager’s attention. Following his Formal Recommendation, an Assessor comes to analyse her work, and duly awards Jodie a [fictional grade] Level 2 Certificate in Culinary Arts.
With this new qualification, Jodie decides that a change in career might be in order, and after finishing her medical course, applies for full time work in the city’s restaurants. She approaches the colleges for possible bursaries and sponsorships to support an apprenticeship. Their response is lukewarm: while the colleges are keen to offer her support, she will need to demonstrate more experience. Jodie accepts their conclusion, and registers online, in search of temporary contracts.
Meanwhile, Jane is searching for products and services for her business. A [fictional] database, called Initiate, allows her to search for employees, newly qualified candidates, and recently uploaded products and services - developed by agreement, with the universities and colleges. She comes across Sumera’s design for the robot technology, and decides on this as the product of choice.
Through the admins of the university’s student-Alumni network, Jane contacts Sumera, and is given access to the design, and implementation agreements. With her teams assembled, and the legal and financial plans in place, Jane Doe Technologies [fictional company] is born. Direct communication between the technical consultants, and the student-Alumni network, makes the technicians’ and engineers’ work very effective. Jane’s technicians and engineers begin construction of the robots, while she and others, contact the corporate clients to market to.
A few months later and Jane’s business is growing. The uniqueness of Sumera’s design, and Jane’s years of marketing experience, have combined to grow her client base considerably. Jane has moved her business from her house to new premises, and will now need to upgrade several of her volunteers, to being paid staff. No onsite catering has yet been arranged, so Jane looks on the database for contractors. And one of the candidates on her list is a freelance catering contractor, by the name of Jodie.
Not long afterwards, an official launch is held at the new premises. This is Jodie’s first time catering on site to a business, and it has been a nerve wracking operation behind the scenes. A last minute change has meant that the Team Leader did not turn up, and Jodie has had to step in to replace him. But her years of organising experience at home pay off, and she rises to the challenge. Under her guidance, the catering team have prepared, a full buffet on time, for the assembled guests.
At the launch are a great many guests, including Sumera, who has come to unveil the official display case of her robot designs. Representatives from other technology companies have already approached her, to work on new designs for them. Jane’s new colleagues toast Sumera and Jane for their efforts. And little do the guests know, but Jodie’s work that day will get her noticed by some full time catering contractors, who will secure her full time training for the roll as Assistant Chef at a big chain of restaurants.
All in all, opportunity has paid off for everyone.”
That is how it could work.
DISCLAIMER: THE ABOVE SCENARIO IS A HYPOTHETICAL EXAMPLE, ADAPTED FROM EXISTING NETWORKS, QUALIFICATIONS, AND ORGANISATIONS, TO DEMONSTRATE POSSIBLE DEVELOPMENTS; AND SHOULD BE REGARDED AS SUCH. NO MISREPRESENTATION OF EXISTING INDIVIDUALS, PROFESSIONS, ORGANISATIONS, NETWORKS, UNIVERSITIES, COLLEGES, BUSINESSES, OR INSTITUTIONS IS INTENDED, NOR SHOULD IT BE INFERRED.
Thursday, 15 May 2014
Warwick's Student-Alumni Service
Here's a good example of the closer links that we could develop between students and Alumni, courtesy of Claudia C. at the University of Warwick:
https://www.linkedin.com/groups/Warwick-Alumni-5133737.S.5871931131049320448?qid=b22c81bb-e681-4572-8de7-70a18e5917b5&trk=groups_most_recent-0-b-ttl&goback=%2Egmr_5133737
I am still convinced that specific Linkedin networks should exist for each school of study: ie engineering students and Alumni; medical students and Alumni etc. This would allow students and Alumni to share confidential information about their profession, under clear guidance from the University, whose careers officers could be the administrators of each Linkedin group.
What do you think? Discussion on Linkedin goup if you're interested.
https://www.linkedin.com/groups/Warwick-Alumni-5133737.S.5871931131049320448?qid=b22c81bb-e681-4572-8de7-70a18e5917b5&trk=groups_most_recent-0-b-ttl&goback=%2Egmr_5133737
I am still convinced that specific Linkedin networks should exist for each school of study: ie engineering students and Alumni; medical students and Alumni etc. This would allow students and Alumni to share confidential information about their profession, under clear guidance from the University, whose careers officers could be the administrators of each Linkedin group.
What do you think? Discussion on Linkedin goup if you're interested.
Thursday, 8 May 2014
We Need More Enterprise
As this recent articles from the Washington Post shows us, business start ups in America seem to be on the decline:
http://www.washingtonpost.com/blogs/wonkblog/wp/2014/05/05/u-s-businesses-are-being-destroyed-faster-than-theyre-being-created/
Granted that this may not be the whole story; and in fairness to the Americans on this forum, I will say that the situation is the same here in Britain, and most of continental Europe.
But what this article illustrates is a simple truth: that opportunities are being lost. More enterprise is needed for jobs; new ideas are needed for enterprise; and more student-Alumni networking/non-graduate assessment is needed, for new ideas.
Every chance that is lost to create a new product or service is potentially costing someone a job. Of course, the need for enterprise doesn't mean we should be reckless. It is not an excuse to waste efforts on sub standard projects; nor to play games with large sums of money. The results of those catastrophes are all too evident from the Recession. No, the need for enterprise is the need for innovation. People with original ideas must keep creating, and becoming successful entrepreneurs. Our economies need this now more than ever.
That is why we can take action now, to change this: and push hard on all fronts to develop new opportunities for everyone. It matters, and we can do it.
http://www.washingtonpost.com/blogs/wonkblog/wp/2014/05/05/u-s-businesses-are-being-destroyed-faster-than-theyre-being-created/
Granted that this may not be the whole story; and in fairness to the Americans on this forum, I will say that the situation is the same here in Britain, and most of continental Europe.
But what this article illustrates is a simple truth: that opportunities are being lost. More enterprise is needed for jobs; new ideas are needed for enterprise; and more student-Alumni networking/non-graduate assessment is needed, for new ideas.
Every chance that is lost to create a new product or service is potentially costing someone a job. Of course, the need for enterprise doesn't mean we should be reckless. It is not an excuse to waste efforts on sub standard projects; nor to play games with large sums of money. The results of those catastrophes are all too evident from the Recession. No, the need for enterprise is the need for innovation. People with original ideas must keep creating, and becoming successful entrepreneurs. Our economies need this now more than ever.
That is why we can take action now, to change this: and push hard on all fronts to develop new opportunities for everyone. It matters, and we can do it.
Sunday, 4 May 2014
Mentoring-Internships: A New Kind of Scheme
Based on a very original suggestion by an Alumnus to the 'Let's Build Bridges' project, there is a special kind of scheme that I would like to put for your consideration.
It is true that long standing arrangements already exist between most universities and colleges, and the larger organisations. But there is something new that could be tried with the small to medium enterprises.
As per existing mentoring schemes, careers officers could arrange with students to work with specific mentors, selected from the small to medium enterprises, in their chosen field of study. The Alumnus (or selected adult), could mentor and coach the student. Most contact could be as and when the student and Alumnus agree, and by email.
However, the crucial difference with this scheme, would be that the student must help the Alumnus in return, by researching and solving a long term problem in their business or profession for them. This could be a formal module/assignment, integrated into the student’s final year of study.
To maximise the effect, the internship could be made a formal module of the student's final year of study, and the students and Alumni could all compare notes and experiences on the university or college's student-Alumni network. This would guarantee good knowledge transfer on all levels, and to all partner organisations.
In effect, we would be rolling student mentoring and internships into one: so that the mentoring schemes become the formal two-way process that they aspire to be, between students and Alumni. The knowledge transfer to small to medium enterprises, hit hardest by the Recession, could be profound. The students’ knowledge and research could prove integral to helping their long term recovery: and the University would be accredited.
I think this could be done. It really could make a lot of difference to students’ careers, and to Alumni’s businesses. What are your thoughts on this?
It is true that long standing arrangements already exist between most universities and colleges, and the larger organisations. But there is something new that could be tried with the small to medium enterprises.
As per existing mentoring schemes, careers officers could arrange with students to work with specific mentors, selected from the small to medium enterprises, in their chosen field of study. The Alumnus (or selected adult), could mentor and coach the student. Most contact could be as and when the student and Alumnus agree, and by email.
However, the crucial difference with this scheme, would be that the student must help the Alumnus in return, by researching and solving a long term problem in their business or profession for them. This could be a formal module/assignment, integrated into the student’s final year of study.
To maximise the effect, the internship could be made a formal module of the student's final year of study, and the students and Alumni could all compare notes and experiences on the university or college's student-Alumni network. This would guarantee good knowledge transfer on all levels, and to all partner organisations.
In effect, we would be rolling student mentoring and internships into one: so that the mentoring schemes become the formal two-way process that they aspire to be, between students and Alumni. The knowledge transfer to small to medium enterprises, hit hardest by the Recession, could be profound. The students’ knowledge and research could prove integral to helping their long term recovery: and the University would be accredited.
I think this could be done. It really could make a lot of difference to students’ careers, and to Alumni’s businesses. What are your thoughts on this?
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