Progression Opportunities by PHd design

Progression Opportunities

Birmingham & Solihull

and Job-getters Manual

Achieve more through vocational qualifications

1. About Aimhigher… Aimhigher is a national initiative that aims that: Raise the aspirations and motivation among young people from under-represented groups, to enter Higher Education (HE) in line with the Government’s target that by the year 2010, 50% of individuals aged between 18-30 have the opportunity to benefit from HE Raise the attainment level of students and workers from under-represented groups, so that they gain the academic or vocational qualifications to enable them to enter HE Raise awareness and understanding of the different progression routes into HE including vocational courses Offer information, advice and guidance to potential students, teachers and families about the various routes into HE

Activities open to you… Aimhigher encompasses a wide range of activities to engage and motivate learners who have the potential to enter HE, but who are under-achieving, undecided or lacking in confidence Most Aimhigher activities take place at a local level, allowing them to be tailored to the needs of specific individuals and communities

Activities include: Campus visits to colleges and universities Residential summer schools Master classes, workshops and taster days Mentoring programmes

What are the benefits of HE? Going into Higher Education can help make your dreams a reality. It will open up more possibilities than you might not have thought possible and most learners have the time of their lives in the process. Whether you’re in training, in work or unemployed, HE can improve your career prospects and help you find your ideal job. Whatever your interests, there’s something for everyone There are numerous organisations that will offer you on-going advice and support to help you along the way With hundreds of courses to choose from and many different ways of studying, there’s something to suit everyone’s personal circumstances

This document has been produced by Aimhigher, Birmingham & Solihull.

CONTENTS

Page

1. About Aimhigher 2. An introduction to Apprentice Prospects 3. Apprenticeships 4. What is Higher Education (HE)?

2 4 5 8

The QCA Framework What are the benefits of studying to HE level? What’s it like learning as an adult? Common fears about HE? GET UP.GO... A website for vocational learners

9 10 11 12 14

5. Time management Managing your time effectively

6. Apprentices in HE Improving access to Higher Education The UCAS tariff explained

7. Getting into HE Choosing the route that’s best for you ALPS – Aimhigher Learning Pathways System Foundation Degrees

Some useful links… The Aimhigher related websites below provide useful information to help you get started on the road into HE. They include practical links to places where you can find all the answers to your questions. www.aimhigher.ac.uk The Aimhigher website that covers the whole of the UK.

ALPS (Aimhigher Learning Pathways System)

10. Personal goal-setting Short and long-term goals The five steps to goal-setting Action planning and goal-setting

11. Getting the job you want Using ALPS as a resource Accessing information, advice and guidance about jobs and training

12. My motivators 13. Personal stock-taking Working styles Personal strengths and weaknesses Personal qualities and capabilities Employment experience Job preference

www.aimhigherwm.org The Aimhigher website for the West Midlands region. www.alps-wm.ac.uk ALPS – Aimhigher Learning Pathways System shows the various routes into HE for vocational learners. http://getupgo.aimhigherwm.org The interactive site for vocational learners that includes games, quizzes and useful information about HE. Log on now and check them out.

8. QCA sectors... subjects that you can study 9. Where to study in Birmingham & Solihull

14. Creating a Curriculum Vitae (CV) Sections of a CV Building your personal profile - prompt list Suitable layout for a CV

15. Finding job leads Analysing vacancies and telephone techniques

16. Writing good letters Sample letter for an advertised vacancy requesting an application form Sample letter for an advertised vacancy accompanied by a CV Sample letter for a speculative approach

17. Completing application forms 18. Interview techniques Appearance and personal presentation Communication Before the interview Interview checklist Possible interview questions Other commonly asked questions for you to think about Follow-up letters

Where to study Foundation Degrees

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Achieve more through vocational qualifications

15 15

16 17 18

19 19 19 20

24 26 28

30 32 34 40

42 44 48

49 51 51 52 54 57 58

62 63 64 66

67 68

71 74 75 76

77 82 82 83 84 86 88 92 95

100

2. An introduction to Apprentice Prospects… The aim of this manual is to encourage and help Apprentices and other work-based learners to think positively about further training and study that’s related to their work. It will be helpful to you in the following ways: If you are already studying, it will highlight the on-going benefits of continuing your studies to the next level and eventually into Higher Education It’s sometimes difficult to separate studying from work, so this guide will give you information on courses that you can study whilst working, as well as offering the practical help and support for getting the job you want You may be at the start of your training, or looking to find your first job, but it’s still worth taking the time to think about training opportunities that are open to you over the next several years. It’s important to set yourself goals to achieve. See ‘Personal goal-setting’ on page 30

A definition of work-based learners Work-based, work-related or vocational learners are terms that refer to individuals who are employed either on a full or part-time basis and are also engaged in study or training related to their work. Generally, the training will be National Vocational Qualifications (NVQs) or Apprenticeships. For practical purposes, individuals who are seeking employment with these types of training opportunities are also included within this definition Compared to 95% of A-level students who progress into HE, only 3% of work-based learners progress into HE after finishing an Advanced Apprenticeship or equivalent qualification Statistics show that this figure depends upon the sector in which the apprentice is employed. For example, many learners have progressed into nursing via the NVQs route and into engineering via the Advanced Apprenticeship route

3. Apprenticeships What is an Apprenticeship? As an Apprentice, you learn on the job, building a foundation of important skills and knowledge, as well as achieving vocational qualifications whilst earning money. The Apprenticeship that’s right for you will depend upon your age, experience and available employment opportunities in Birmingham and Solihull. These may include construction, leisure, travel & tourism, health, public services, care, and many more.

What qualifications do I get when I’ve finished my Apprenticeship? On the successful completion of your Apprenticeship, you’ll get a package of qualifications including: A National Vocational Qualification (NVQ) at either Level 2 (Apprenticeship) or Level 3 (Advanced Apprenticeship) Key Skills such as teamwork, communication and using new technology A technical certificate such as a BTEC National Diploma or City and Guilds, which depending on your occupation will be an industry specific qualification An Advanced Apprenticeship can also help you to get into Higher Education and study to a higher level, should you choose.

How do NVQs relate to other qualifications? There are five levels of NVQs. Their merits are recognised in industry as indicated below: Level 1

Equivalent to 5 GCSEs at grades D-G

Level 2

Equivalent to 5 GCSEs at grades A-C

Level 3

Equivalent to 2 A-levels/1 vocational A-level

Level 4/5 Equivalent to HNC, HND and Foundation Degree

Am I eligible to do an Apprenticeship? There are no set qualification entry requirements to do an Apprenticeship. You need to be aged 16-24 and if you start an Apprenticeship before your 25th birthday, you can continue until you have completed it. It is recommended that you have 5 GCSE passes at A-C (level 2) to do an Advanced Apprenticeship.

How does an Apprenticeship work? Your employer pays your wages and gives you on-the-job training, which allows you to achieve NVQs. You will also spend time with a training provider who will teach you the key skills you need in the workplace. These include team working, problemsolving, communication and using new technology. Some training providers will carry out all assessments in the workplace, others will expect you to attend at their premises for up to one day each week. In addition, you’ll study for a technical certificate, which will give you further knowledge and understanding of your job.

Birmingham & Solihull

Achieve more through vocational qualifications

How much do I get paid?

What do I do next?

When you start an Apprenticeship, ideally, you will be working for an employer who will pay you a wage.

If you would like to know more about Apprenticeship opportunities, follow these four easy steps:

Some young people first start an Apprenticeship programme with a training provider and seek employment in their first few months there. This will allow you time to find the right employer, or to achieve some of the skills needed before entering the workplace. Alternatively, there may be opportunities for a work placement (Level 2 only) which the training provider will help you find. If you are not employed and are doing your Apprenticeship with a training provider, you will be eligible to apply for an Education Maintenance Allowance (EMA). Ask your training provider for more information.

Step 1. Decide if an Apprenticeship is right for you. If you need further guidance speak to your Connexions Personal Advisor. Step 2. Have you decided which Apprenticeship(s) you would like to apply for? If yes go to step 4. If no speak to your Connexions Personal Advisor. Step 3. Are you currently working? The job you are in could turn into an Apprenticeship, speak to your employer to see what they think. Go to step 4. Step 4. Refer to the ‘Directory of Apprenticeships’ in the booklet ‘Apprenticeship Opportunities in Birmingham & Solihull’ and contact the providers that offer those you are interested in. The information is also available on www.aimhigherwm.org under Birmingham & Solihull, work-based learning.

In addition, your training provider will pay for some travel costs associated with travelling between your home and their premises. Upon gaining employment, your wage will replace the need for an EMA and travel costs. To undertake an Advanced Apprenticeship, you must be fully employed and your employer will pay you a wage or salary.

What are my rights to time off for study? Employees who meet the following criteria have the right to paid time-off work to study or train for approved qualifications: Aged 16 or 17 Not in full-time education Not qualified to Level 2

Do I get holidays? Employed learners will be entitled to holidays provided by the terms and conditions of employment. Non-employed learners are entitled to paid holidays as per the terms and conditions of their training provider.

Some useful tips… Make sure that you phone the training providers, they can’t help if they don’t know that you are interested. Keep a list of who you have phoned and make a note of the person’s name that you spoke to. Keep a note of any interview dates and times and make sure you know where they are located. Check the local press for job/Apprenticeship vacancies.

What happens when I contact a training provider? 1. When you telephone a training provider, you will be asked for information about yourself such as your name, address, contact details, and what types of course you may be interested in. Make sure that you have this information to hand before you phone them. 2. This is a useful opportunity for you to ask your own questions, so think about these beforehand. It’s your chance to get some additional advice and guidance. Some training providers offer ‘taster sessions’ and the opportunity of an informal chat, so remember to ask about these. 3. You will need to complete an application form – either with the training provider or Connexions. Sometimes this may be done in the workplace. 4. After completing the application form, an interview will be arranged to assess your suitability for an Apprenticeship. This may include a literacy/numeracy test, but don’t let this put you off as it will be what you’ve covered in school. 5. Some training providers will take unemployed individuals who want to study at level 2. They will help you find a placement to do your Apprenticeship, although learners are encouraged to actively seek their own training placements. 6. Once a placement is found, an assessor will be allocated to you and your training programme begins. 7. Learners who have achieved up to a level 2 qualification (5 GCSEs grade A to C) must be employed, to do an Advanced Apprenticeship. Further information about Apprenticeship opportunities may be found on each training providers website.

Higher Education progression opportunities for Advanced Apprentices There are part-time and full-time opportunities for Advanced Apprentices to progress into Higher Education (HE) where they can study for the following qualifications: • NVQ4 • Certificates and Diplomas in HE • Higher National Certificates (HNC) • Higher National Diplomas (HND) • Foundation Degrees (FD). Most of these qualifications can be topped up to Honours Degree level by further part-time or full-time study. For further information see www.aimhigherwm.org

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Achieve more through vocational qualifications

4. What is Higher Education (HE)? Higher Education includes qualifications studied at levels 4, 5 and 6 as illustrated in the QCA (Qualifications and Curriculum Authority) framework on page 9.

Higher Education (HE) courses include: National vocational qualifications at level 4 - NVQ 4 Certificate in Higher Education - Cert.HE Diploma in Higher Education - Dip.HE Foundation Degree - FdA, FdSc, Fd Eng Higher National Certificate - HNC Higher National Diploma - HND Honours Degree - BA, BSc, BEng (Hons) As a work-based learner, you have the opportunity of studying whilst you work. The main qualification route is normally via NVQ or Apprenticeships, but alternatively you may follow BTEC qualifications.

Other vocational qualifications, which you may come across include: OCN - Open College Network OCR - Oxford, Cambridge and RSA AAT - Association of Accounting Technicians CACHE - Council for Awards in Child Care and Education ILEX - Institute of Legal Executives These qualifications also provide a route into HE when studied at the appropriate level.

The QCA Framework The Qualification Curriculum Authority (QCA) framework below illustrates the various learning routes that you can take to enhance your career progression. As you can see, it offers a flexible means of helping you to achieve your goals.

7-8

Postgraduate Level

NVQ Level 4

HNC/HND Foundation Degree, Diploma in HE

Degree

NVQ Level 3 Advanced Apprenticeship

BTEC National Diploma

A2+AS AVCE

NVQ Level 2 Apprentice

BTEC First Diploma

GCSEs Grade A-C

NVQ Level 1

BTEC Intro Diploma

GCSEs Grade D-G

4-6

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What are the benefits of studying to HE level? For some people, the reasons for going into HE may be unclear at first, but here are just a few benefits: Statistically speaking, the more qualified you are, the more money you can earn Whatever your age, background or aspirations, HE can often help you realise your goals faster than other routes Employers generally look more favourably on candidates who continue to develop their skills and knowledge (see Birmingham Airport below) HE often exposes you to people from a wider range of backgrounds, giving you the chance to develop your interpersonal skills and share your experiences with others HE gives you many opportunities to explore the career path that you’re really interested in pursuing Achieving to a HE level improves your confidence and gives you a greater sense of personal achievement

Support and facilities At universities and colleges you will have access to the following: Library facilities Canteen facilities IT facilities Membership of the Students Union

‘Learner Support’ _ provides one-to-one help and guidance with presentation skills and structuring and writing assignments. They may also provide specialist group work or short courses ‘Student Support’ _ provides information, advice and guidance on courses, careers, part-time jobs, finance, student loans, help with personal problems and counselling services Most colleges and universities offer some sort of childcare provision Remember, wherever you choose to study, you will meet people just like you

Birmingham Airport... supporting staff development Birmingham Airport is the UK’s 6th largest airport and the third largest for charter traffic. Its primary role is the provision of access to the worldwide air transport network for the Midlands. This requires the provision of facilities and services which meet the requirements of the company’s key customers, these being airlines, tour operators and passengers. An engaged and skilled workforce is important for productivity and performance in highly competitive markets and therefore there is a strong business and ethical case for Birmingham International Airport to support skills development. “It is the company’s policy that training is viewed as a continual improvement/ development resource and represents a tool to effectively equip its workforce with the necessary skills and knowledge through structured systems, which are in line with company objectives. A wide range of learning opportunities are available to employees including ‘Skills for Life’ programmes to develop literacy, numeracy and IT skills, Apprenticeships, NVQs, academic and professional qualifications. Many staff take advantage of the opportunities to learn new skills and develop their careers, participating in Higher Education programmes with the reward of promotion and increased income. In the last financial year the number of employees who have gained a nationally recognised qualification has risen from 8% to almost 15% and this promotes a learning culture as well as enhancing the business.” Jayne Howle, Training and Development Manager, Birmingham International Airport Ltd.

What’s it like learning as an adult?

What motivates you to learn? You may have a particular skill or interest that you want to develop further such as ICT, cooking or sport and one that will help you find suitable employment in that sector

Learning as an adult is very different from learning in school. It gives you more control over:

You may not want to undergo any work-related study, but develop specialist knowledge on a topic purely for your own satisfaction and enjoyment, such as music, art or history

The subject that you want to study… whether it’s engineering, healthcare, accountancy, IT, agriculture, sport, health or beauty

You may have decided that you want to do a particular job such as being a nurse or a car mechanic, but to achieve this you have to undertake specific training

The learning path that you take… a choice of NVQ, Apprenticeship, BTEC, HNC, Foundation Degree or Honours Degree Where you want to study… at home, a private training provider, an FE college, or at university How you want to learn… full-time, part-time, flexible learning, e-learning or distance learning As an adult learner you will find that as long as you are motivated to learn, the learning environment is supportive and less directive than at school. Trainers, assessors, tutors and lecturers all want to help you to do well and achieve your career aims and aspirations.

In practice, the course that you want to do may be a combination of all these factors. If you choose wisely, and if you are motivated, you will often find that learning as an adult comes easier to you because it’s more relevant to your daily job, it’s where your interests lie and it’s what you want to do. It can also be fun. Remember, whatever your reasons for learning, it’s an investment and it can help you make the best of yourself.

From Apprenticeship to HNC, Ben… “My name’s Ben. I’m a project engineer and manager for a brewery. I’ve built up to this position over the last eight years. I found that the NVQ level 2 and the Apprenticeship were a very good springboard to lead onto the HNC programme, mainly because the HNC programme focuses on the theory side of engineering, whereas the NVQ level 2 and 3 focus on the practical side of things. It was a really good match in that you undertake some kind of work-based experience before you do the theory. The thought of a HNC was originally a bit daunting to me. But I found that once I actually got stuck into it and got to know some of the tutors, it wasn’t daunting at all. I think generally there were a few places where I was afraid of failing. The first was on the Maths side of things, and then the Maths led into some of the applied mechanics stuff which I found quite difficult. I wasn’t a very strong mathematical person at school and I found it quite difficult, but the tutors were available to help me through it.”

Birmingham & Solihull

CASE STUDY

Postgraduate Level

NVQ Level 4

HNC/HND Foundation Degree, Diploma in HE

Degree

NVQ Level 3 Advanced Apprenticeship

BTEC National Diploma

A2+AS AVCE

NVQ Level 2 Apprentice

BTEC First Diploma

GCSEs Grade A-C

NVQ Level 1

BTEC Intro Diploma

GCSEs Grade D-G

Achieve more through vocational qualifications

Common fears about HE? Many learners who haven’t studied since school often think that they won’t be able to cope, but in fact it’s the contrary once they get into it. Taking the first step is the hardest, but once done they soon realise that many others have the same fears and their concerns soon diminish. Do some of these concerns seem familiar? “I didn’t do A-levels so I’ve got no chance” “I have to work nine to five so I can’t fit study in” “I can’t get childcare” “I have dyslexia, so I wouldn’t be able to cope” “I don’t want to leave my job”

Does financing your studies worry you? Did you know that: Part-time students have to pay their tuition fees up-front. However they can get non-repayable grants for fees as follows: Course grants to help with costs like books and travel Tuition fee grants depending on the intensity* of your course Part-time tuition fee and course grants depend on your household income and other personal circumstances. Disabled students are entitled to an allowance to help with additional study costs due to their disability.

“I have a family and I don’t want to go away to university”

Extra help may be available to some students from the Access to Learning Fund – money for students who find themselves in financial difficulty, e.g. to help with childcare.

“I’m too old for HE”

Full-time students can benefit because:

“I don’t have the time”

“I’m not bright enough” All of the above are common misconceptions that many people have about studying as an adult. But remember: Work-based courses are designed to fit around your job, so you don’t have to make any special provisions about going away to study Many work-related courses mix theory with practical applications of your job, so you may find it easier than you think If you have a disability such as dyslexia, there is additional support to help you get through your studies

They no longer have to pay their tuition fees up-front They can take advantage of a new loan to help cover tuition fees Those from lower income households could be eligible for a non-repayable grant Many colleges and universities offer non-repayable bursaries They study first and pay back the loan when they are earning A graduate only pays back 9% of their earnings above £15,000 a year, so someone earning the average graduate starting salary of £18,000 would repay around £5.19 per week They can apply for a loan, based on their personal circumstances, to help with their living costs For more information about student finance see www.aimhigherwm.org or www.aimhigher.ac.uk Tel: 0800 587 8500

* Course intensity is related to the time it takes to complete your part-time course compared to a full-time equivalent course.

From NVQ level 3 to Foundation Degree, Angelika… “I work at a hotel in Meriden. I completed NVQ3 food prep and cooking and I’m now doing a Foundation Degree in hospitality and tourism. I’m going into my third year and it’s brilliant. Before I started my Foundation Degree, I spoke to my employer and told him that I wanted to get as much experience and education as I can to do my job better. He gave me an extra day off work to do my studies, as he sees it as part of my learning and development. It definitely helps to be earning a little bit of money while you’re studying because I’ve done it and I’m not in any debt. I got a promotion after I passed my NVQ level 3. Practical work is incorporated into the college course, so that work and college complement each other. It’s good to study part-time because it gives you a bit of both areas, so you’re not just bombarded by theory. The thing I’ve enjoyed most about the Foundation Degree is finding the confidence in myself. You gain a lot of confidence by doing the essays and presentations, handing in the work and saying: ‘I did that’, I know what I’m doing.”

CASE STUDY

Postgraduate Level

NVQ Level 4

HNC/HND Foundation Degree, Diploma in HE

Degree

NVQ Level 3 Advanced Apprenticeship

BTEC National Diploma

A2+AS AVCE

NVQ Level 2 Apprentice

BTEC First Diploma

GCSEs Grade A-C

NVQ Level 1

BTEC Intro Diploma

GCSEs Grade D-G

Birmingham & Solihull

Achieve more through vocational qualifications

GET UP.GO... A website for vocational learners http://getupgo.aimhigherwm.org This unique tool was developed specifically for learners following a work-related course. The website highlights the various opportunities open for people to re-train and up-skill themselves whilst still working. These days, there’s much emphasis put on the importance of getting qualifications at school, but many young workers choose to get extra qualifications while they are at work, and many are supported by their employers, who benefit in the long-term. For those studying work-related courses, it’s still NVQs that are the most popular. The website aims to increase the popularity of the next level, NVQ3, by pointing out the extra benefits such as improved quality of life, often a work promotion, increased self-confidence, renewed passion for learning and much more. The simple to use website gives you the confidence to continue studying after NVQ2. And a section entitled ‘After NVQ2’ gives you the encouragement and support to finish your NVQ2 qualifications. The website also contains useful exercises and a resource of useful contacts. Log on now... http://getupgo.aimhigherwm.org

From NVQ3 to NVQ4, Graham…

Postgraduate Level

NVQ Level 4

HNC/HND Foundation Degree, Diploma in HE

Degree

NVQ Level 3 Advanced Apprenticeship

BTEC National Diploma

A2+AS AVCE

NVQ Level 2 Apprentice

BTEC First Diploma

GCSEs Grade A-C

NVQ Level 1

BTEC Intro Diploma

GCSEs Grade D-G

“My name’s Graham. I work at a company in Kidderminster. I’ve completed my NVQ2 and 3 and I’m currently doing an NVQ4 in Association of Accounting Technicians (AAT). It’s a fully-funded course which the company asked me to do as part of my contract. It will give the company and myself a lot of benefits in years to come. Doing an NVQ3 is a brilliant stepping stone for doing an NVQ4. If you started off doing an NVQ4 from scratch you wouldn’t understand the basics. It gives you that extra bit of knowledge to make you understand it, and you can progress a lot faster. It’s a mixture of theory and practical work and tutors will give you plenty of support if you ask them. Doing the AAT has given me lots more confidence to go on to do a higher course. It’s made me more involved with accounting at work, it makes me want to do more and makes me want to go on to further my education. It makes me feel like I’m doing something and not just sitting here.”

CASE STUDY

5. Time management...

Managing your time effectively If you feel that you haven’t got the time to fit study in, it’s time for you to gain some time management skills. The personal time-sheet below will help you to estimate how much time you spend on typical activities. To do this, you first need to have a clear idea of how your time is currently spent. To get a more accurate estimate it may be worthwhile to keep a log of how your time is spent over one week. This will also help identify your ‘time-wasters’. How to complete the time-sheet: 1. Estimate the amount of time in hours that you spend on each activity in one day. 2. Multiply this by 7 to calculate the time spent on this activity per week. 3. Add all the weekly times together to calculate the total hours spent on total activities in one week (A). 4. Subtract this total from 168 hours total hours in a week (B). 5. This is the remaining time that you have left to study each week (C). Personal time-sheet 1.

Guidelines: You may over-estimate the times taken on each task and end up with a negative balance. If this is the case, keep a log of your activities over a week’s period to get a more realistic result Completing this exercise will enable you to see where your main time is spent and you can choose to increase/decrease time spent on certain tasks to fit time in for study Studying doesn’t have to be done in large blocks of 2 to 3 hours; it can be done to fit around your timetable, such as three 20-minute sessions a day, 1 hour last thing at night on weekdays or a 5 hour block on a weekend You will need to find the right times for you and your family, then work yourself into a routine Hours per day

Number of hours sleep each night

Hours per week x7=

Number of hours spent on grooming per day Number of hours for meals/snacks 3. (include preparation time) per day 4a. Total travel time - weekdays per day

x7=

4b. Total travel time - weekends per day

x2=

x7=

Number of hours per day for chores and errands

x7= x5=

6. Number of hours per week for regularly scheduled functions (clubs, sport, etc) 7.

Number of hours per week for work

Number of hours per week in class/college

9. Number of hours per week socialising A. Total hours used per week (A) B. Subtract the above figure (A) from 168 hours (i.e. the total hours in a week) (B) C. These are the remaining hours that you have left to study per week (C)

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6. Apprentices in HE Strengths

Improving your study skills

As an Apprentice, you learn many new skills, both on the job and when at a college/training provider. Remember, some skills such as practical decision-making are not taught formally, but are acquired and developed in a real-life work situation.

If you are unsure, or afraid of the thought of going back to study and you worry about tasks such as note-taking, essay writing, critical analysis and referencing etc. then it is possible to practice beforehand in a safe environment.

Strengths you gain as an Apprentice include: Portfolio skills Supervisory skills Practical decision-making Working with others

This can be a great confidence boost, allowing you to prove to yourself that it’s not as difficult as you thought and that you really can do it. Aimhigher run a 30 hour OCN accredited course ‘Progression Skills for Foundation Degrees’, with 7 hours tutor led study, where you can learn and practice these study skills before you get into HE. If you are interested in this course please contact Aimhigher Birmingham & Solihull on Tel: 0121 331 7646.

Written communication skills Problem solving Team working Basic IT Maths skills

Where help might be needed Areas where apprentices will probably have less experience are in the following areas of learning. However this does not mean that they cannot be learned and developed. Note-taking Research

Time management for study

“I found the Aimhigher course invaluable, without it I certainly would never have got through the foundation degree course. As someone returning to education after 22 years I felt it was an essential commodity and would highly recommend it to everyone.”

Theoretical analysis

Trish, “I am at present an Adult Education Tutor in Early

Comparative reasoning

Years, and gained my NNEB level 3 many years ago, I also hold a teaching certificate in Adult Education Teaching but had a desire to further my knowledge. I was very fortunate to be given the opportunity to complete a ‘Bridging Course’ before I attended the Early Years Foundation Degree course. I found it extremely useful and would recommend it to anyone who has been out of Higher Education for some time. It was an excellent lead into the Foundation Degree course.”

Spreadsheets Reflection

Debbie, “I have a NVQ level 3 in Early Years Care and Education and am just completing my Foundation Degree in Early Years, moving to do my BA Honours in September.”

Improving access to Higher Education Recently, access to Higher Education for Apprentices has been improved in significant ways. A protocol with the Higher Education Funding Council has been agreed. This allows Apprentices to be funded for higher-level qualifications, such as HNCs and Foundation Degrees whilst they are still completing their Advanced Apprenticeship. The University and College Applications Service (UCAS) have agreed a process to award UCAS tariff points to Advanced Apprenticeships so that university admissions tutors better understand the value of an Apprenticeship for admission to Higher Education courses. This is important as it enables those who choose work-based learning, rather than A levels or other vocational qualifications, to know the value of the qualification that they have chosen. This sends out the important message that Advanced Apprenticeships are a valid route to Higher Education. From September 2007, UCAS planned to approve tariff points for certain level 3 Apprenticeships including engineering and e-skills. From 2009, anyone with a level 3 NVQ awarded by the Association of Accounting Technicians (AAT) will hold 160 UCAS Tariff points, 40 points more than one A-level at grade A. Between October 2007 and February 2008 Higher Education Institutions are expected to publish admissions policies and course specific entry requirements on how they will use the tariff for Advanced Apprenticeships.

From NVQ3 to BA (Hons), Morgan… “I’m Morgan. I’m doing a BA (Hons) in Graphic design. I did an NVQ level 3 in desktop publishing and I now work for a newspaper.

It’s not difficult to afford – my company actually pay me to go to university and fitting it in isn’t hard at all, work gives me Monday morning and Thursday all day to go to university. As long as you get the work done on time, it’s not hard to fit in at all.

CASE STUDY

I encouraged my employer to send me on the course so that I could help the company and become better at my job, so I got the support I needed.

Postgraduate Level

My NVQ level 3 in desktop publishing helped me a lot with an understanding about type layout and typography, and using different software to get the finished result. I enjoy all sorts of different aspects about going to university: the different types of people that I meet, and they’re all friendly, they’re all outgoing. You tend to bounce off everyone who can help you out with ideas for different pieces of work, and all sorts of stuff like that; and just to know that at the end of it I will have a degree, and I can say I’ve done three to four years, maybe, of work to get this final thing. I can be proud of myself.”

Birmingham & Solihull

NVQ Level 4

HNC/HND Foundation Degree, Diploma in HE

Degree

NVQ Level 3 Advanced Apprenticeship

BTEC National Diploma

A2+AS AVCE

NVQ Level 2 Apprentice

BTEC First Diploma

GCSEs Grade A-C

NVQ Level 1

BTEC Intro Diploma

GCSEs Grade D-G

Achieve more through vocational qualifications

The UCAS tariff explained 1. The UCAS tariff is a points system used to report achievement for entry into HE in a numerical format. 2. It establishes agreed comparability between different types of qualifications and provides comparisons between applicants with different types and volumes of achievement. For more information about the UCAS tariff see www.ucas.ac.uk GCE/VCE qualifications / grades GCE AS/AS VCE

GCE AS Double Award

GCE A level/ AVCE

GCE/ AVCE Double Award

UCAS tariff points awarded

Diploma

320

DDM

280

DMM

220

200

180

160**

140

120

MMM

MMP

MPP

Distinction

PPP

Merit

110 B

100 90

CD A

Certificate

DDD

240

BC CC

Award

360

BTEC Nationals* / grades

80 70

60 50

Pass

* The points shown are for the newly specified BTEC National award, Certificate and Diploma introduced into centres from September 2002.

** Tariff points to be awarded for NVQ3 AAT.

Key:

Other examples; CACHE Diploma - Grade C theory pass = 160 tariff points BTEC Diploma - Pass at PPP = 120 tariff points

P= Pass M= Merit D= Distinction

7. Getting into HE…

Choosing the route that’s best for you The QCA framework on page 9 demonstrates how you can access HE courses using different qualification routes. Apprentices can move from level 2, through the level 3 Advanced Apprenticeship route into NVQ4, HNC/D, or Foundation Degree, depending on the sector and subject being studied. Please note that whilst this manual focuses mainly on the Apprenticeship route, bear in mind that there are other routes that you can take.

ALPS – Aimhigher Learning Pathways System www.alps-wm.ac.uk

This on-line resource is designed to help you find your perfect learning route. It contains a detailed database of available qualifications and courses in your local area and gives you a one-stop-shop for information on:

Some interesting facts:

Planning your education and training options

It is possible to move between the NVQ, Apprentice and BTEC routes at different levels and this is demonstrated in some of the case studies presented in this manual

Mapping routes into HE and beyond Exploring career opportunities in your local area

It is also possible, depending on the similarity between sectors (see QCA Sector/Subject list page 24), to switch sectors. For example, a student with an Advanced Apprenticeship in childcare could be accepted onto a Dip. HE nursing course, as both courses involve working with the public in a caring capacity

From NVQ3 to NVQ4, Liz… “Hi I’m Liz. I’m currently an NVQ tutor/assessor.

See page 28 for more details on ALPS.

CASE STUDY

In the world of HE, anybody over the age of 21 is considered a mature student. For these individuals, entry requirements to certain courses may be relaxed, as HE institutions often value life experience over recent academic achievement

Up-to-date information on how various sectors are performing, including healthcare, construction, media, finance and so on

Level 4 is certainly worth it, the same as the level 3 which I never thought I would be able to do. Level 4 was the icing on the cake for me really. I still had my fears, didn’t think I’d be able to do it, but I have! Higher level education is an opportunity for so many people who never thought, or never dreamed that they could go on to higher level education. I’m living proof of that. I didn’t realise, or think I was capable of doing this course. But I couldn’t sit here and not try, and I’m glad I did. Thinking you’re too thick to go on to Higher Education is a very common thing. Absolutely not! You’d be surprised what you know, and what you can offer, and don’t forget you’ve also got your fellow students who probably think the same about themselves. If you have the thought in mind, go and enquire – you’ll be surprised.”

Birmingham & Solihull

Postgraduate Level

NVQ Level 4

HNC/HND Foundation Degree, Diploma in HE

Degree

NVQ Level 3 Advanced Apprenticeship

BTEC National Diploma

A2+AS AVCE

NVQ Level 2 Apprentice

BTEC First Diploma

GCSEs Grade A-C

NVQ Level 1

BTEC Intro Diploma

GCSEs Grade D-G

Achieve more through vocational qualifications

Foundation Degrees What is a Foundation Degree? A Foundation Degree (FD) is a Higher Education (HE) qualification that combines study with work-based learning. FDs are developed by training providers in partnership with employers, to equip learners and those already in work with the knowledge, understanding and skills to progress in the workplace.

Whatâ&#x20AC;&#x2122;s the route to a Foundation Degree? The diagram below shows the various routes that can lead to a Foundation Degree.

Routes into a FD...

A FD leads to...

Work Level 3 vocational qualifications (e.g. NVQ3, BTEC)

Work

Advanced Apprenticeship A-levels Access to HE

Honours degree

Foundation

Degree

Professional qualifications (e.g. AAT, ILEX) Non-vocational HE

Higher level NVQs (e.g. level 5) Higher vocational qualifications (e.g. CPD) Professional qualifications Voluntary/community activity

Voluntary/community activity Contributed by Foundation Degree Forward

Where can I do a Foundation Degree?

Who can do a Foundation Degree?

Foundation Degrees are usually delivered by FE colleges, HE colleges and universities. Some courses offer flexible teaching arrangements such as part-time or evening study, distance learning or learning via the Internet. In Birmingham and Solihull you can study for a FD at 11 different providers.

FDs are for everyone with the ability and motivation to succeed. Learners who are already employed take a FD to help them get ahead in their career. Others take up a FD because they want to return to work or change their career and so want to gain the skills and knowledge to help them do so. Many companies offer employees the opportunity to study for a FD while they work.

Where can a Foundation Degree lead me? FDs are a qualification in their own right and after completing a FD you can go on to study for an Honours Degree if you choose, which usually takes about a year. FDs may also offer a route to professional qualifications in some sectors.

Where can I find a FD course? There are various ways in which you can find out about FD courses and where you can study them. These include: www.fdf.ac.uk for courses list www.ucas.ac.uk UCAS Course Finder www.alps-wm.ac.uk College and university websites HE institutions also produce course prospectuses which you can usually order via their website, or by giving them a call See the matrix in the ‘Foundation Degrees (FDs) in Birmingham & Solihull’ booklet to get a better idea of the courses on offer and find out where you can study them. The matrix will also be available at www.aimhigherwm.org

From NVQ2 to Foundation Degree, Laura… “I’m Laura. I’m doing a Foundation Degree in hairdressing and salon management. I am a senior stylist, salon manager and also a verifier at a salon in Newport. When I first came into hairdressing I did my NVQ level 2 which took me two years. Then I did my level 3 and from that I became a stylist in the salon. So far I have done two years of the Foundation Degree. I’m in my final year. It hasn’t cost me anything to do the degree, apart from providing myself with a computer and the Internet and because I do my studies via the Internet I can do it anywhere. You can log onto anyone’s computer with your password and user name. I feel you need to have your NVQ level 2 and 3 before doing a Foundation Degree because you still have to be able to do the practical work such as cut and colour hair, and learn other aspects of hairdressing.

CASE STUDY

Postgraduate Level

NVQ Level 4

HNC/HND Foundation Degree, Diploma in HE

Degree

NVQ Level 3 Advanced Apprenticeship

BTEC National Diploma

A2+AS AVCE

NVQ Level 2 Apprentice

BTEC First Diploma

GCSEs Grade A-C

NVQ Level 1

BTEC Intro Diploma

GCSEs Grade D-G

The foundation degree is half and half practical and theory. I really enjoy the practical side of it, even though there’s not a lot of it, because I like to do different things, show off my work and I enjoy the photo-shoots that we do. I’m doing it because I want to do it and I want to achieve something higher than what anybody else has got.”

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What are the entry requirements for a Foundation Degree? You don’t necessarily need traditional academic qualifications to gain entry to a FD course. The institution offering the course will advise you of their individual entry requirements. Admissions tutors are usually happy to talk to you about your experience and suitability for the course.

What’s the application procedure? Applications for some FD courses (usually full-time) are made via UCAS (University and College Application Service) www.ucas.ac.uk. In other cases, applications are made directly to the institution offering the course.

What about fees and funding? The institution offering the course will be able to supply information on tuition fees and bursaries if offered. FD students are entitled to the same financial support as other HE students. Some employers also offer financial support for employees studying FDs. The following websites provide useful information on student finance. www.dfes.gov.uk/studentsupport www.aimhigher.ac.uk

What next? Check out the matrix in the ‘Foundation Degrees (FDs) in Birmingham & Solihull’ booklet and see if there is a course that suits you, then contact the college, university or HE provider to find out how to make an application. For more information on FDs in other areas in the West Midlands visit www.aimhigherwm.org For individual Foundation Degree courses visit www.foundationdegree.org The ‘Directory of FD’ will also be available on www.aimhigherwm.org under Birmingham and Solihull. Remember that if you do not see a course that interests you in Birmingham and Solihull there are universities and colleges in Wolverhampton, the Black Country, Herefordshire & Worcestershire, Coventry & Warwickshire, Staffordshire & Stoke-on-Trent, Shropshire, Telford & Wrekin.

The Open University... an alternative route to HE The Open University (OU) offers an extremely flexible way of learning You choose the course and level at which you want to study The OU do not offer Apprenticeships, but they offer modules at lower levels, which you can build upon to give you a Foundation Degree or eventually a degree You can choose different modules to suit your interests or support the type of job you eventually want to do Student support is provided and fees can be paid in staged amounts More information can be found at www.open.ac.uk

From Degree to MBA, Dean… “My name’s Dean. I’m now a company manager for an electrical company. My background was originally as an Apprentice and mechanical engineer. From that point onwards, I moved into supervision at 25, and through a series of promotions ended up as company manager in 2002. I’ve since passed a project management degree and moved on to do an MBA. Higher Education was definitely worth it to me, personally it was probably one of my top three ever personal achievements. Career-wise, and personally, it was a great help. I come from a pretty average academic background, so the first thing I thought was could I work at that level, and obviously confidence was gained from that. The time element of the Foundation Degree was quite difficult – I have three children, so time was very precious to me. It took a lot of organisation, a lot of planning, but ultimately I think it was like everything else in life, you get out of it what you put in. There was a lot of theory but I found this more interesting at times than the practical, because the practical was my day job, whereas the theory covered procedures, tools and techniques that I was learning which I enjoyed. It was quite amazing at times how much you already knew, but you didn’t realise that you knew, so it was very good.”

Postgraduate Level

NVQ Level 4

HNC/HND Foundation Degree, Diploma in HE

Degree

NVQ Level 3 Advanced Apprenticeship

BTEC National Diploma

A2+AS AVCE

NVQ Level 2 Apprentice

BTEC First Diploma

GCSEs Grade A-C

NVQ Level 1

BTEC Intro Diploma

GCSEs Grade D-G

CASE STUDY

Birmingham & Solihull

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8. QCA sectors... subjects that you can study Industry sector Agriculture, Horticulture & Animal Care

Subject

Agriculture Animal Care & Veterinary Science Environmental Conservation Horticulture and Forestry Art, Media, & Publishing Crafts, Creative Arts & Design Media & Communication Performing Arts Publishing & Information Services Business, Administration & Law Accounting & Finance Administration Business Management Law & Legal Services Marketing & Sales Construction, Planning, & Architecture The Built Environment Building & Construction Urban, Rural and Regional Planning Education and Training Direct Learning Support Teaching and Lecturing Engineering & Manufacturing Engineering Technologies Manufacturing Technologies Transportation Operations & Maintenance Health, Public Services & Care Child Development & Well-being Health & Social Care Medicine & Dentistry Nursing and subjects/vocations allied to Medicine Public Services History, Philosophy Archaeology & Archaeological Studies and Theology History Philosophy Theology & Religious Studies Information Communication ICT for User Technology (ICT) ICT Practitioner Languages, Literature & Culture Languages, Literature, Culture of the British Isles Linguistics Other Languages, Literature & Culture Leisure, Travel & Tourism Sports, Leisure & Recreation Travel and Tourism Preparation for Life & Work Foundation for Learning Preparation for Work Retail & Commercial Enterprise Hospitality & Catering Retailing & Wholesaling Service Enterprises Warehousing & Distribution Science & Maths Mathematics & Statistics Science Social Sciences Anthropology Economics Geography Politics Sociology and Social Policy

The QCA has produced a list of 15 key sectors, each of which is divided into different subject areas. You can use this table to: Identify the general sector that you are interested in working within, and then narrow it down to a more specific subject Find more information about different types of job roles which you may not know about, but which are included within a sector you are interested in e.g. you may want to work with patients but not in the traditional nursing setting. Exploring this sector will lead you to information on physiotherapists, podiatrists, occupational therapists, radiographers, operating department practitioners and speech therapists Additional information about job roles, entry requirements and prospects can be found using Aimhigher Learning Pathways System (ALPS), see page 28 www.alps-wm.ac.uk

Example: Construction Industry Sector You may be interested in practical skilled jobs such as carpentry, bricklaying or plumbing, which belong to the Construction, Planning & The Built Environment sector. But, not many people are aware of the other related jobs and careers that are included within the Building and Construction sector as a whole (see below). There may be more opportunities open to you than you realise. First tier Construction, Planning and the Built Environment

Second tier Architecture

Definition: types of work involved and indicative content job-roles Studies and skills in the design, construction and erection of structures. Combines design creativity with technical competence. The study of the design, construction and management of land-based scenery.

Building & Construction

Example: Architecture; Architectural Design Theory; Architectural Technology; Landscape Design; Technical Drawing (Built Environment); Technical Design (Built Environment) Studies and skills in building and building materials and techniques. Includes building and environment law, and economic architectural engineering and quantity surveying. Also includes trades and crafts in building, machinery operation, and aspects of business that relate to building, construction and the built environment.

Urban, Rural & Regional Planning

Example: Brick working; Building; Building Control; Civil Engineering; Cladding; Construction Contracts Management; Construction Plant and Equipment Management; DIY; Electrical Installation and Maintenance; Fenestration and Glazing Installation and Maintenance; Hazardous Waste Removal; Highways Construction; Insulation Installation; Painting and Decoration; Piling Operations; Plastering; Plumbing; Quantity Surveying; Roofing (including Thatching and Slating); Site Management; Specialised Plant Machinery; Stone Masonry; Structural Engineering; Surveying; Tiling; Tunnelling Operations; Water Jetting; Wood Occupations Studies and skills in the interaction between town and country land use. Includes the use of land for building. Example: Planning; Regional Planning; Rural Planning; Urban Planning

For further information visit the QCA website www.qca.org.uk

Birmingham & Solihull

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9. Where to study in Birmingham & Solihull Once you have decided upon the sector and the course that you wish to study, you will need to decide where you want to study. You can study Apprenticeships with a private training provider (see separate document, called Apprenticeship Opportunities in Birmingham & Solihull) and at colleges of FE. You can study Foundation Degrees at universities, Higher Education Institutions (HEI) and colleges of FE. HNC/HND are also offered by colleges of FE, HEI and universities. In Birmingham and Solihull there are a number of places to study including: Private Training Providers - Approximately 40 FE Colleges - 7 Universities - 4 (includes Open University) Higher Education Institutions - 1 For full details please see back page.

My Road to Success, Scott… Scott left school with no qualifications, and yet today, he is a graduate with a university certificate. Scott had spent seventeen years driving lorries when he was made redundant. This prompted him to learn something new and he chose to do a course in computers. “They didn’t have computers when I was at school: I didn’t know how to use spreadsheets or anything like that and I thought it would be a useful skill to learn.” Scott went on to do much more than learn about spreadsheets. His first stop was to complete a Diploma in System Support. Since then, he has completed a part-time HNC in computing and realises that a whole new world has opened up for him. “I was happy being a driver before, but now my ambitions have changed. The course was very hard work but I’m glad I’ve done it. My success has proved to me that I am capable of doing more and I have big plans for the future.”

CASE STUDY

Scott has already gone on to do more technical training in networking and wants to become a Network Engineer. He says to others. “I wouldn’t hesitate in recommending re-training to anyone who wants to improve their career prospects. I didn’t have any qualifications when I left school, if I can do it, anyone can.”

Birmingham & Solihull

Postgraduate Level

NVQ Level 4

HNC/HND Foundation Degree, Diploma in HE

Degree

NVQ Level 3 Advanced Apprenticeship

BTEC National Diploma

A2+AS AVCE

NVQ Level 2 Apprentice

BTEC First Diploma

GCSEs Grade A-C

NVQ Level 1

BTEC Intro Diploma

GCSEs Grade D-G

Achieve more through vocational qualifications

ALPS (Aimhigher Learning Pathways System) In the West Midlands

It covers 15 different sectors including:

www.alps-wm.ac.uk

Agriculture, Horticulture & Animal Care

What is ALPS?

Art, Media & Publishing

ALPS is a web-based learning resource and IAG (information, advice and guidance) tool that focuses specifically on student progression.

Business, Administration & Law Construction, Planning & The Built Environment Education & Training Engineering & Manufacturing Technologies Health, Public Services & Care History, Philosophy & Theology Information & Communications Technology Languages, Literature & Culture Leisure, Travel & Tourism Preparation for Life & Work Retail & Commercial Enterprise

The straight-forward mapping aspect of ALPS provides a detailed database of qualifications and courses across the whole of the West Midlands region.

Science & Maths Social Sciences

Course search is made easy Searching for the right course can be a nightmare, with endless trawling through one prospectus after another, but ALPS makes this process simple.

Example

In order to start using ALPS, log onto www.alps-wm.ac.uk

Select ‘course search’ from the right hand menu.

2. Click on the arrow to the right of each field to bring up the various options, then select the one that you want. 3. Go through all of the fields that you want to specify a preference for, then simply click on ‘Search’ at the bottom of the screen.

Share best practice ALPS contains areas where you can share ideas and experiences with others, including case studies, industry profiles and labour market information.

Latest news Find out what’s new in the world of education with up-to-date news.

Clear Progression Maps show the way The in-built Progression Maps of ALPS allow you to discover clear routes into Higher Education across a range of different career sectors.

ALPS Birmingham & Solihull

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10. Personal goal-setting Use this section to help you plan your career pathway Setting goals is vital. Goals give you a sense of direction and purpose, but once set you need to plan how you are going to achieve them. This can be done effectively using a step-by-step approach. We often hear about ‘goals’ or targets in relation to work performance but they can equally apply to your life as a whole, which can include career progression, education and training. Another term we often hear is ‘aims’. Goals and aims are general statements concerning the intended outcome, the overall end point or desired achievement such as passing an exam or getting a particular job. A further term ‘objectives’ refers to the individual stages that must be achieved along the way, in order to reach the goal.

Goal-setting and success Training and development do not just happen to you. For any type of learning to have a beneficial effect you have to take an active role to: 1. Identify your own learning needs – what you want to learn about i.e. sector, subject and level. 2. Seek out learning opportunities that will meet those needs – what courses are available and where? 3. Review your learning to see if the original needs have been met – have you chosen the right course to get you to where you want to be? This whole process starts with goal-setting.

Why have goals? In any walk of life, whether in our jobs or our personal lives, we set ourselves goals to achieve. Examples include: 1. Going on a particular holiday. 2. Deciding when we want to move house. 3. Planning what we’re going to do over the weekend.

For example, if you decide that you want to go on a particular holiday in the next few years, setting goals can help you focus on where exactly you want to go, where you want to stay and how you want to travel. You will need to think about: Who will go with you? What visas you might need? How long before travel do you need to apply? Inoculations and how long before the date of travel you need to have them Perhaps most importantly, how much will it all cost you? You can then work out a timetable of when each activity needs to happen and how much you need to save each month to accomplish all of this. Goals give you a ‘yardstick’ against which you can measure your progress and achievements. For example, if you set yourself the job of decorating a bedroom over the weekend, and you don’t complete the job, then you haven’t met your target. But, if you look back and analyse why you ‘failed’ it allows you to plan more successfully next time. Having goals allow you to learn from your experiences. Goals can be long-term (planning to retire, aiming for promotion) or short-term (what you’re going to do on Saturday). We need both. The trouble is that few of us make our goals explicit: we rarely use them as the genuine focus for our actions. For too many of us, the majority of our goals remain hazy dreams that we don’t expect to make a reality. But this needn’t be so.

Think about your life so far 1. Would you say you had a ‘life plan’ or do you feel that things just ‘happen’ to you? (Take a moment to think about this!) Yes, I have a life plan

No, things just happen to me

2. How would you summarise your life’s achievements so far?

3. Are you happy with the above? What would you like to change?

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Short and long-term goals Now think about the future Take a few moments to think about your own personal goals at the moment. Can you clearly identify THREE short-term goals (months) and THREE long-term goals (years)?

Short-term: 1. 2. 3.

Long-term: 1. 2. 3. Not everyone finds this an easy exercise to complete. Only about 5% of the population have clear goals. The other 95% are busy helping the other 5% to achieve their goals instead of their own! Yet goal-setting helps you focus on what you really want and how to achieve it. Successful people have clear goals, and in many cases, they are guided by one overwhelming purpose, which they are determined to achieve. In case you donâ&#x20AC;&#x2122;t believe in the importance of goal-setting, look at the results of a survey carried out in 1953 in the USA. A group of graduates were asked if they had goals, only 3% had. A follow up survey 20 years later showed that the 3% with clear goals were financially, far better off than the remaining 97%. Success doesnâ&#x20AC;&#x2122;t necessarily mean money, of course, or at least not to everyone, but the same principles apply to whatever you want most.

Goal-setting Think back to your childhood. What did you really want to be or do when you grew up?

The chances are, that if you wrote ‘ballet dancer’ or ‘pilot’ or something similar, very few of you achieved this. That is not because the task is necessarily impossible, but because you probably received very little positive encouragement from your parents and teachers, or because you realised it was going to be a struggle and that you might fail.

Failure has a positive side too... We all have an in-built ‘failure mechanism’ that stop us from realising our full potential. This is sometimes called the ‘comfort zone’: we prefer the easy, the fun, and the not-so-difficult options to the challenging ones that demand effort and possibly failure. Fortunately, the act of goal-setting helps us to override our failure mechanism by allowing us to focus on what we want and then to act positively to achieve it. You may be asking ‘What happens if I fail to achieve my goals?’ The more you fail, the nearer success comes. As sure as anything, if you don’t try you won’t achieve. But failure is a necessary part of success. Thomas Edison, who invented light bulbs, failed thousands of times before he eventually succeeded. However each time he failed he learned something different that could be applied the next time he tried. Colonel Sanders thought he had a great recipe for fried chicken. At the age of 66 he approached one thousand restaurants in Kentucky, and they all turned it down. But then one accepted and the rest is history. When asked the secret to success, the founder of IBM replied ‘Double your failure rate.’ Success and failure go hand-in-hand.

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The five steps to goal-setting Step 1... take control of change All change is scary. It’s a natural part of life and is both inevitable and continuous, but because it’s scary, we try to resist it and want to creep back to our ‘comfort zone’. Experiences Think back to the last time there was a major change in your life – perhaps leaving school, a new job, becoming a parent or buying a new house. How did you feel?

Mostly, we’re afraid because events seem outside of our control. Yet if change is goal-directed, we can take control of the direction of change, and it stops being scary.

Step 2... identify your ‘areas of excellence’ Everyone has a range of skills and talents that fall above and below average. For every person, there will be some skills and talents that fall into the ‘exceptional’ range. One of our ‘life tasks’ is to find our areas of excellence. Areas of excellence Try answering the following questions to determine what your areas of excellence are: What interests you? What would you like to learn more about? What are you good at?

What activity or topic is able to absorb your attention completely, when either. watching it, doing it or reading about it?

Step 3... start from where you are now One of the rules of goal-setting is that everything that you need to achieve your goal is to hand. You don’t normally need to move or travel to achieve them (unless moving or travelling is itself part of the goal). All the opportunities you need – skills, talents, contacts, etc. are right ‘under your feet’, and if you start looking for them you’ll find them. But opportunities often come disguised as hard work, and if you don’t know that, you’re likely to miss them. Identify current opportunities around you E.g. is there a college, does your employer support vocational training, can you join a class with a friend or colleague?

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Step 4... setting a balance of goals There are three different types of goals: 1.

Personal/family goals, which determine the quality of your emotional life. These are the most important goals and give the most meaning to your life.

2. Business/career goals, which are about your contribution to society. These are important for self-esteem and for financial reward. 3. Self-improvement goals, which help you to realise your full potential and may be instrumental in helping you achieve your other goals. You will need to set yourself a mix of between 3 and 5 of the above. We will look at these on page 39.

Step 5... set goals over different time scales All high achievers seem to have one goal that’s bigger, more important, than all the others. This is what gives them purpose. But any goal must also be measurable and achievable. There is no point at all in having goals such as ‘achieve world peace’ or ‘be happy’. What is wrong with goals such as ‘achieve world peace’ or ‘be happy’?

You can only achieve your goals if you make them specific enough; otherwise you won’t know where to start and where to focus your attention. Many people set huge, unbounded goals and dream about the resources they need to achieve them. This can be a very good excuse for having no goals at all and for doing nothing. Remember that you have to start from where you are and move to where you want to be. Otherwise you can begin the very unproductive cycle of saying ‘Well, I could have achieved… if only I’d had the money/ the contacts/the talent/the opportunity…’ More about setting SMART goals is discussed on page 40.

It is important to have a balance of short-term and long-term goals As a guide, short-term goals work best over a period of 3-6 months, and long-term goals over 2-3 years. A major purpose should be planned for 2-3 years although it may well take much longer. Making your goals work for you Knowing that goals are important is one thing, but few people actually write their goals down and make them work for them. Most surveys show that about 80% of people want to be in another job. So either these people are just responding negatively, perhaps through habit, or they want something better but cannot achieve it.

Mind power

Success in achieving your goals does not depend on your looks, intelligence, education, luck, contacts, etc. Although these undeniably may help in some circumstances. So what holds us back?

1. A very bright college student mistakenly read a report about himself that led him to think his IQ was only 98 (below average). He started to fail at all his college courses until it was revealed to him that the score of 98 was a percentage and he was really in the top 2% of the population! He then went on to great achievement.

Birmingham & Solihull

The key to success lays in your mind. Our thoughts produce feelings and together these prompt us to act in a certain way. So the first step in the chain is to control our thoughts; this then lets us take control and enables us to change our circumstances. Two examples of mind power are described below.

2. Three teachers were told that they had been specially selected to teach very bright students whose IQ was expected to jump up within the following year. The teachers weren’t allowed to tell either the students or the students’ parents that this was expected. At the end of a year, the results for each class were excellent. One student jumped 27 IQ points in the year, almost unheard of.

But the reality was the students were not especially bright at all – they were the same as every other class and had been randomly selected.

The only difference was the teachers’ expectations. If teachers’ expectations can have that amount of influence, think how much more influence our parents expectations may have.

But the key, as the first example shows, is our own expectations – our own thoughts. If you expect something with confidence it has a way of happening. If you don’t believe there are opportunities, you won’t see them. You can see how important it is to cultivate a positive attitude towards life. This means having achievable goals to focus on.

Achieve more through vocational qualifications

Your values and goals Answer the following questions but don’t think too hard about them. You should spend no more than a minute on each, so get a friend or relative to time you if possible. We can’t tell you what to do here, but we can offer some insights into what your answers might show. Let’s take the questions one at a time. 1. Write down your FIVE most basic values in life (e.g. friendships, self-fulfilment, helping others). What is most important to you? a. b. c. d. e. 2. Looking at your answers above, what are your THREE most important goals in life? 1st. 2nd. 3rd. 3. Suppose you were given six months paid holiday by your firm – what would you do with your time?

4. Suppose you became an instant millionaire – how would you change the way you live your life?

5. What have you wanted to do in the past, but felt held back from by others or circumstances?

6. What activities give you a feeling of worth or self-esteem?

7. If failure was impossible, what single goal would you dare to dream of achieving?

What your answers tell you 1. This question asks you to look at what you hold most dear. This is your ‘inner life’. If your outer life (your job, relationships, etc.) conflict with your inner values, you will be stressed and possibly blocked and unable to achieve your goals. Your basic values should drive your outer life. Now that you know what these are, check for consistency. 2. Your three most important goals should indicate your sense of direction. 3. This question (effectively giving you six months in which to do what you like) refers you back to your basic values again. Check that it fits in with your answers to the first question. If not, are you sure you know what your basic values are? 4. Becoming an instant millionaire shows you what you would like to achieve if money were no object. Don’t allow lack of funds to limit you more than it has to. Examine these goals – could you achieve them anyway? 5. Again, make sure that you have not been held back from achieving these goals by your own lack of belief in yourself. It’s common for us to blame others or circumstances beyond our control for not achieving something, when really it’s of our own making. 6. Generally, the activities you identified will point you in the clearest direction for your areas of excellence. We feel a sense of worth when we have made a valued contribution to others or to society as a whole. Your answer will point to your special talents. 7. This question allows you to identify what would be a major goal if fear of failure were removed. Remember that failure is necessary to succeed. This is almost certainly an important goal for you if you dare to aim for it.

Draw up a written list of goals in each of the three areas identified earlier (i.e. personal, career and self-improvement) You should set a timescale for each and draw up an Action Plan for achieving these goals. Keep these confidential: don’t expose them to the negative thinking of others, because there will always be those who hope, either consciously or subconsciously, to undermine the person who wants success. a.

Personal goals

Career goals

Self-improvement goals

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Action planning and goal-setting It is essential that you feel that you have ownership of the goals you set. Without this feeling of ownership you will not have the full commitment to any action plan that you put together and you are unlikely to meet your targets. When setting big or complex goals it is often easier to break down the final goal into smaller achievable parts that are called objectives. These objectives will form your action plan and be a list of identified actions that you have to take in a timely or sequential manner to ensure everything comes together at the right time. You may already have heard of SMART objectives when setting goals and they are a practical way of ensuring you achieve your goal.

Setting SMART goals and objectives SMART stands for: Specific: Make sure that all targets are clear and specific. For example: A goal of ‘Study Biology’ is vague – Is there a textbook to study? If so, which pages? Or should the goal be revising class notes? A much more specific goal would be: ‘Read chapter 2 in biology textbook, write out questions about the chapter, and practice answering those questions after reading.’ Measurable: It feels good to have something in front of you indicating a job well done! ‘Read chapter 3’ can’t be assessed – a much better target would be ‘Read chapter 3 of the Computer Service Manual and summarise from memory.’ A correct summary shows that the goal has been completed and the chapter has been understood. Achievable: Make sure that if a target is set, you have everything that you need to complete it. For example, for a Business Admin NVQ, ‘Receive and assist at least two visitors by Wednesday, supply appropriate evidence and complete personal log by Friday’ is a good target, but only if you know that visitors are expected by Wednesday. Realistic: It’s OK to stretch yourself a little, but there is no point jumping to ‘Carry out a full 12,000 mile service’ when you have only just learned how to change the engine oil. Try realistic goals first, like ‘changing spark plugs’ and ‘fitting break pads’, ensuring these are completed to the appropriate standard, and then build up from there. Time-frame: A goal must have a target date – we all know what its like to have the ‘someday’ dream goal – we never get round to doing them. Deadlines help you focus on the target. Make sure that deadlines are not too soon nor too far away, and not too long!

Action plan Spend some time drawing up an Action Plan for your own personal short-term and long-term goals.

Short-term goals (3-6 months)

Long-term goals (2-3 years)

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11. Getting the job you want The following sections can be used by anybody who is looking for a job, whether it’s your first job or a move into a senior or managerial role after completing a HE course. The basic principles are the same. The Job Application Form and Interview sections can also be adapted for application forms and preparing for interviews associated with training and educational courses.

Generally Employers value individuals who are focused, committed and who have taken time out to think about what they want. Job-hunting is a bit like a game where there are rules, regulations and expectations. Learn the rules and expectations, play properly and you will stand more chance of getting the job you want. Examples of these are: completing application forms in black ink when asked, dressing and behaving appropriately at interviews and not sending a CV instead of completing an application form when asked. All of these can rule you out of a job before you have had the chance to talk with an employer. It is likely that at all stages of the application process someone will judge you i.e. phone enquiry, letter, application form, and of course at an interview. It is important to make sure that you always create a good impression but it is equally important that you don’t create a bad impression. You may have all the expertise, skills and qualifications an employer wants but it is no use submitting a CV when you have been sent an application form. You may look like someone who is lazy or can’t follow instructions.

Preparation

What job do I want to do?

Make it easy for an employer to select you. The more you know about the job and what sort of person is wanted the more you can match your skills, knowledge and experience to the employer’s needs and show them why you fit the bill. Jobs with a Job Description and Person Specification are the best way of finding this out. But if these are not available you can take the initiative and find extra information yourself by phoning with particular questions. Clear neat application forms and thorough preparation for an interview can help you convince an employer that you are the best person for the job.

Have you decided on the job you want to do? If yes then you may find some of the later sections in this manual useful.

Selling yourself Generally, people are not good at writing and talking positively about themselves i.e. selling themselves. You need to be able to clearly demonstrate to employers in writing and verbally, your skills, experience and why you want the job and how well you will be able to do it. Be positive, be honest, and let the employer decide.

If you are not sure of what you want to do then you may need to think about whether you want a particular job or whether you want to develop a particular interest, as discussed in ‘What’s it like learning as an adult’ see page 11.

Build on your existing strengths and interests You may want to look for a job based on what you are good at, or what you have a natural aptitude for: What do you get satisfaction out of doing? Think about your hobbies and past-times. Do you enjoy being part of a team, if so what aspects of teamwork do you like? Are you good at looking after or organising people? What responsibilities do you take on in everyday life? Are you practically competent e.g. working on car engines, cooking? Are you competitive or good at selling? The ‘Personal stock-taking’ section (page 51) will help you do this. It is also important that you know what you personally want to get out of a job i.e. job satisfaction. The ‘My Motivators’ exercise on page 49 will give you some ideas about what is important to different people and help you think about what is most important to you. Once you know more about the type of job you want and what you want to get out of a job the easier it will be to focus on finding that job: Look at the QCA sector/subjects framework on page 24 to get a feel for the wide range of opportunities available, with fifteen sectors to choose from.

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Using ALPS as a resource If you have already identified a sector that you want to work in, check what aspects of a subject you are interested in, for example if you are interested in Information Communication and Technology (ICT) is it web-design, programming, maintenance, or help-desk that attracts you. You can use ALPS (see page 28 for more information) to look at entry requirements, training, qualifications, tasks within different job roles and progression opportunities.

Example: 1. Go to www.alps-wm.ac.uk 2. Select ‘General progression map’ 3. Select region = Birmingham & Solihull 4. Select sector = Information and Communication Technology 5. Select subject = ICT Practitioners 6. Press ‘GO’ to display the ‘General progression map’ 7. Select the right hand arrow against level 3. This will show the following jobs Computer Games Technical Support Person (see page 45) Computer Service Technician (see page 46) Technical Support Person (see page 47) 8. By selecting the right hand arrow against each job, detailed information will be given 9. You can use this information to compare salaries and working hours 10 Remember, other information you may need to consider may include the geographic location of the job.

Are you willing to move or relocate if the job you want is not available locally? Many IT jobs are in London and along the M4 corridor.

Jot down here, things that are of particular interest to you when considering jobs and training e.g. pension schemes, flexitime, public transport, childcare facilities, paid time-off for training.

Example: Computer Games Technical Support Person

Computer Games Technical Support Person This job belongs to job family > Computers and IT Further details >> A computer games technical support person's job is to sort out any technical problems that occur during the designing of a computer game. They are usually involved with games at three key stages - building game levels, research and design, and testing. Tasks vary, but are likely to include:

• • • •

discussing problems with designers, programmers and game testers running tests to identify bugs which need to be rectified solving problems by rewriting code or adding new code using a variety of software packages.

Computer games technical support people typically work around 37 hours a week, Monday to Friday. However, as deadlines approach, they are likely to have to work longer hours. Technical support staff are office based and spend much of their time sitting at a desk using a computer. Salaries may range from around £14,000 to £45,000 or more a year. A computer games technical support person should:

• • • • •

have strong IT skills and be fluent in a number of programming languages have good problem-solving skills and be able to think laterally have good communication skills be able to work to tight deadlines enjoy computer games.

Around 8,800 people work in the UK computer games industry. They are employed by game development studios, which are either independent companies or owned by computer game publishers. Competition for vacancies is fierce. There are no set entry requirements for this job, but the majority of computer games technical support people are graduates. Most degrees are acceptable, but as employers are looking for candidates with strong IT skills degrees in subjects such as interactive or multimedia technology, computer science or software engineering may be particularly relevant. A number of programmers have degrees in maths and physics. Skillset is piloting an Apprenticeship in QA and Games Production. Most computer games technical support people train on the job. They may receive some mentoring from more experienced colleagues. It is important for technical support people to stay up to date with technological developments and new software packages. This may mean learning new programming languages. There is no formal promotion structure in the computer games industry, but skilled, experienced technical support people may have the opportunity to move into different roles such as other programming jobs, testing or management. Some technical support people become self-employed, offering their services on a freelance basis.

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Example: Computer Service Technician

Computer Service Technician This job belongs to job family > Computers and IT Further details >>

Computer service technicians install, repair and maintain computer equipment. This can range from laptop computers, and equipment such as printers and scanners in a small office, to highly complex equipment in a large banking or retail operation. Technicians may:

• • • • • • •

prepare estimates for the cost of new installations transport, install and provide support for new equipment run maintenance software for clients upgrade existing computer equipment trace faults and carry out routine testing maintain servers, IT security systems and email systems be involved in administration tasks such as issuing passwords.

Technicians usually work 37 to 40 hours a week. Additional hours are sometimes required, and they may have to be on call to deal with urgent problems. The work is mainly indoors, with occasional visits to clients’ premises. Salaries range from around £13,500 to £40,000 a year. Technicians should:

• • • • •

have a good understanding of computer hardware and software be patient and persistent be good at working with their hands be able to work quickly and efficiently be interested in computer technology.

The main employers of computer service technicians are financial companies, supermarkets and retail stores, government organisations, the health service, utility companies, IT manufacturers and retailers, and contractors who service and support contracts. Technicians may also be self-employed. It is possible to start as a trainee without specific academic qualifications. However, most applicants have first studied for qualifications such as City & Guilds or BTEC/SQA awards in relevant subjects. Young people may be able to enter through an Apprenticeship. Training is on the job and may cover areas such as hardware and software support, network systems management, customer support systems, repair centre procedures, networking and problem solving. A number of relevant NVQs/SVQs are available, and technicians may also train in vendor-specific systems. Experienced technicians may become self-employed or work freelance, supporting small and medium-sized businesses. With continued study, they can apply for qualified status with the title EngTech through the Institution of Engineering and Technology.

Example: Technical Support Person

Technical Support Person This job belongs to job family > Computers and IT Further details >>

A technical support person is responsible for supporting computer users with any technical issues. They aim to resolve any hardware or software problems, either over the phone or in person. Tasks may include:

• • • • •

logging a technical issue resolving the problem helping users with the ICT packages they are using installing, configuring and upgrading new equipment and software packages testing faulty equipment and fixing it where necessary.

Technical support people work between 37 and 40 hours a week. They are likely to work shifts to give 24-hour cover. Weekend and evening work is common. Salaries range from around £13,500 a year to £25,000 or more. A technical support person should:

• • • • •

have strong ICT skills be adaptable and able to pick up new ICT packages and techniques have good interpersonal and communication skills be good at troubleshooting and problem solving be interested in keeping up to date with how computers work.

The IT industry is a rapidly expanding global market place. There are around 68,000 people employed in technical support in the UK, across all industry sectors, from finance, retail and IT consultancies to public organisations and local government. There can be strong competition for initial entry-level technical support roles. Most employers expect applicants to have a degree-level education, often with relevant work experience and vocational skills. Employers consider applicants from traditional academic degree courses such as computer science, maths and physics as well as graduates of other business and arts/humanities degrees who have a flair for logical problem solving. Training is done on the job, and includes in-house and external training courses. As the IT industry continues to develop, it is vital for technical support people to keep up to date with new technologies. Professional bodies and a number of private sector companies offer training courses and computing qualifications. Technical support people can choose whether to stay in a technical, hands-on role and develop their skills, or move into people or team management. Experienced technical staff may use the combination of their product knowledge and customer service skills to move into technical sales.

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Accessing information, advice and guidance about jobs and training It’s a good idea to start information before you start applying for jobs. It can help you focus on what you really want to do. Help and information about career planning, education courses, apprenticeships and jobs can be found at Connexions. If you are over 19 years of age a charge may be incurred see www.connexions-bs.co.uk If you are 20+ you can access information from the nextstep Birmingham and Solihull network - Tel: 0800 073 0634 or visit: www.nextstepbirminghamandsolihull.org.uk

You can also access information from: Afro-British Support Service - Tel: 0212 773 9426 Email: afrobritish@hotmail.com or visit: www.afrobritish.org.uk Bangladesh Women’s Association - Tel: 0121 766 7990 Email: bwerc@hotmail.co.uk Bloomsbury Cyber Junction - Tel: 0121 250 5533 Email: heidi@bcjunction.org or visit: www.bcjunction.org Crossmatch Solutions Ltd - Tel: 0121 693 8883 Email: simonf@crossmatchsolutions.co.uk or visit: www.linkupbirmingham.co.uk East Birmingham Community Forum - Tel: 0121 327 9877 Email: shaffi000@hotmail.com or visit: www.jetshop.org.uk Enterkey - Tel: 0121 773 3410 Email: enterkeytraining@hotmail.co.uk Learndirect - Freephone: 0800 100 900 or visit: www.learndirect.co.uk Phoenix Training Services (Midlands) ltd - Tel: 0121 772 4551 Email: tcox@phoenixtraining.org or visit: www.phoenixtraining.org Platinum - Tel: 0121 245 7200 Email: liz@the-platinum-group.net or visit: www.the-platinum-group.net RNIB - tel: 0121 665 4200 Email: sue.huyton@rnib.org.uk or visit: www.rnib.org.uk St Basil - Tel: 0121 772 2483 or Email: matthew.green@stbasils.org.uk or visit: www.stbasils.org.uk The Learning Centre (Birmingham) & The Learning Shop (Solihull) Tel: 0121 303 4306 or Freephone: 0800 073 0634 or visit: www.nextstepbirminghamandsolihull.org.uk

When thinking about jobs and training: Try to focus on what you really want to do Make sure the training matches the job you eventually want to do Try not to go into a job with training just because it has training attached to it. For example, don’t go into childcare because someone else suggests it is a good idea when deep down you may want to go into travel or tourism. If you are not sure of what you want to do the next section may help

12. My motivators What motivates you?

Check list:

What do you need out of a job?

Continuous employment/job security

What gives you job satisfaction?

Respect for me as a person

Everybody is different and you may want different things from a job compared to family, friends or current work colleagues. The better you know yourself and the more you know about a job the better choice you can make for long-term job satisfaction. Read through the list opposite and tick the 6 aspects that are most important to you. These should figure prominently in the job you are looking for.

Pay â&#x20AC;&#x201C; better than average Job promotion prospects Status - benefits associated with the level of the job Communications â&#x20AC;&#x201C; knowing what is going on in the organisation Opportunity to do challenging and interesting work Teamwork - getting on with others Company perks (benefit plans, car, health insurance, pension scheme etc) Support from senior staff Feeling my job is important Knowing what is expected of me Recognition and being told how well I am doing Sufficient responsibility and authority Opportunity for further education and training Having set goals and objectives to work to Opportunity to use my own initiative Having a manager whom I respect Not having to work too hard Flexible hours Getting good holidays Freedom to plan my own work Working with like-minded people

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My personal order of importance From the exercise on page 49 prioritise your answers in order of importance to you. 1st. 2nd. 3rd. 4th. 5th. 6th. Do these match the type of job you are currently in or does this match the type of job you are looking at? What changes do you need to make?

13. Personal stock-taking

Working styles

If you are going to find the job and training that is right for you, first of all you need to consider: What are you good at? What sort of places would you like to work/train? What sort of things do you enjoy?

Before writing your job objective, consider your preferred way of working and tick the qualities that characterise your work style, or if not in work the options you most identify with.

Check list:

Innovative/artistic

Admit mistakes

Instruct clearly

Adventurous

Leader

Ambitious

Neat and orderly

Analytical

Meet challenges

Artistic

Motivate others

The aim of these sections is to help you to find the right job, not just another job. The right job should challenge you to maximise your strengths and retain your interest.

Assertive

Plan ahead

Committed

Patient

Co-operative

Persistent

You may find such a position by sheer luck but the odds are much better if you truly know yourself, your strengths, what motivates you and what makes you of valuable to others.

Courteous

Positive

Deal well with others Decisive

Practically/ mechanically minded

Disciplined

Precise

Energetic

Responsible

Enlist others help

Spontaneous

Fair minded

Strategic sense

Financially aware

Supportive

Generous

Takes the initiative

Good communicator

Trustworthy

Good in a crisis

Well-liked

What sort of person are you? Then think about: What would you have to do in a particular job? Where would you have to work? What qualifications/training do you need?

Remember, the first step in looking for a job is to develop an objective that clearly and accurately describes the kind of work that is best for you. An effective objective will reflect your abilities, interests and temperament, as well as your experience.

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Personal strengths and weaknesses By working out what your greatest strengths are, confirmed by your interests and achievements, you can establish what you can perform best at and be most happy in your employment. Ability can be defined as something you do well. However not every ability is supported by an interest: some things that you do well, you may do for survival reasons alone. These might include balancing a cheque book, fixing a bike etc. An interest can be defined as something that motivates you positively. Not every interest is supported by ability. You will however, have some abilities that match your areas of interest. Think of the strengths you have in different areas: 1. Personal settings – do you have strong convictions? 2. Relationships – do you meet people easily? Do you get on well with others? Do you listen to others/show an interest? 3. Social – do you help others? Do you do anything to help the environment? 4. Practical abilities – are you skilled with your hands, making/repairing things? Can you cook, garden, decorate? 5. Artistic abilities – do you have an ability in music, dance, painting, design, writing etc.? 6. Intellectually – can you solve problems? Are you curious? Do you absorb and understand new things and ideas quickly? Are you good with numbers? Are you willing to train? Do you want a recognised qualification? 7. Active pursuits - do you keep yourself fit? Do you enjoy outdoor activities? Do you have any special skills in any sport? 8. Leisure time - what do you do in your spare time? Do you read, make or collect things? Do you enjoy concerts, theatres, clubbing etc?

List your strengths (abilities, interest) and try to give a practical example of each: Area

Example: Personal settings

Example of strengths

Good time keeping, multitasking and managing my time between work and home effectively.

Personal settings Relationships Social Practical abilities Artistic abilities Intellectually Active pursuits Leisure time Now list what you are not so good at, in other words your weaknesses. Try to think of ways in which these can be improved. Area

Example: Artistic abilities

Example of weakness

Ability to visualise ideas and feelings to others through visual references.

Personal settings Relationships Social Practical abilities Artistic abilities Intellectually Active pursuits Leisure time

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Personal qualities and capabilities Skills assessment

Work skills

One way to develop your confidence is to be aware of your skills and capabilities. To be successful in finding the right job, you need to assess the skills and attributes that you have to offer an employer.

Tick the skills that you would like to use and develop in a job. Feel free to add to the list. Weigh/measure things Lift and carry Work with figures Use hand tools Handle money Cook Use a computer Draw/paint Look after animals Sew Use the phone Look after children Build Clean Repair machines Write neatly Organise people Speak another language Rewire a plug Paint a room Pack parcels Use a calculator Take photographs Calm people down Sell things Read maps Garden

Your skills can be organised into 4 areas: 1. Formal qualifications: Qualifications for which you will have gained certificates. 2. Work skills: These are practical skills that you will have gained through work, such as filing, cash handling, computer skills etc. 3. Personal qualities: These include communication skills, your ability to work with others, personality. 4. Transferable skills: Skills you have attained in either work or personal life which you can transfer to other areas e.g. experience working with computers might indicate that you could understand other types of computer software. Formal qualifications Make sure that you are fully up-to-date with courses you have studied, the level, the qualification and the subject e.g. Level 2, Apprenticeship in Health and Social Care. An Apprenticeship is more than an NVQ. Advise employers of any continued study.

List any others here

Complete the questionnaire to find out more about yourself. Rate each question that best describes you. There are no right or wrong answers. Your answers will help you to identify your strengths and weaknesses. Statement I am a confident person

Agree

Unsure

Disagree

I get on with people easily I like to spend time by myself I liked to spend time with others I prefer to help others who are leading the team I like to feel safe and secure I am patient When I get angry I show it I can cope with lots of things at once I am a hard worker I am strong I am fit and healthy I like doing active things I am good at thinking of new ideas I am musical I enjoy being outdoors I am good at mathematical problems I am a good problem-solver I am good at making/mending things I am good at looking after people I am good at art and design I am good at reading and writing I donâ&#x20AC;&#x2122;t mind being told what to do I stand up for what I believe in I am honest with others I am well organised I am usually punctual I like competing with others I donâ&#x20AC;&#x2122;t mind getting up early I can make people laugh I donâ&#x20AC;&#x2122;t give up easily I worry too much I am a good listener I am a good communicator

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Deciding your personal qualities Listed below are some of the ‘personal qualities’ that employers tend to look for in an employee. In the ‘DEMONSTRATION’ column give an example (from your own life/experience) that could be used to demonstrate the quality on an application form or at the interview. Personal quality Drive

Problem solving

Patience

Enthusiasm

Originality

Responsibility

Communication (written, verbal) Flexibility

Ambition

Decisiveness

Methodical

Practical

Team player

Demonstration of quality (say what you did)

Employment experience If you are looking to change job, make a list of the activities you carry out in your current job, or carried out in your previous jobs. Then list the tasks associated with each activity. List the skills/qualities associated with the task. Work activity

Task

Skills/qualities

Example: Shop assistant

Cash handling

Numeracy skills, honesty, responsibility

Dealing with customers

Patience, politeness, listening skills, ability to explain and handle queries.

If you are looking for your first job, make a list of the activities you carry out at home and/or in you leisure time, include any voluntary work. List the tasks associated with each activity. Then list the skills/qualities associated with the task. Home/leisure activity

Task

Skills/qualities

Example: Looking after the home

Managing money

Planning and numeracy skills

Caring for others

Food planning and preparation, awareness of othersâ&#x20AC;&#x2122; needs, flexibility and organisation.

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Job preference This activity will help you clarify the kind of area you would be best working in. Instructions: 1. Give each activity a score of between 0 to 6 indicating the extent to which you would enjoy doing it (6 being the highest). You do not have to have experience of the activity. 2. Add the totals within each type, so you end up with a total for A, B, E, P & R. 3. Enter the scores in the summary table on the facing page. This will highlight where your work preferences lie. Type B P R A E B P R A E B P R A E B R A E B P R A E B P R

Activity Run a restaurant Train sales staff Check pollutant levels in a river Design textiles Wire a public address system Value property Give speech therapy to children Analyse statistics Work as an illustrator/designer Test electronic components Manage the catering for large establishments Deal with travel enquiries/ make holiday bookings Carry out scientific experiments Produce advertising designs Plan heating and lighting for offices Interview candidates for administration work Test computer systems Report news for local media Install radio and TV transmitters Check/analyse a companyâ&#x20AC;&#x2122;s annual accounts Help young people with educational problems Administer drugs to hospital patients Perform through an art form Design structures for a petroleum plant Brief a sales team about the launch of a new product Give mortgage/personal finance advice Work on a conservation project

Type A E B P R A E B P R A B P R A E B P R A E B P R A E B P R A E

Activity Make and sell jewellery/crafts Do technical drawings Calculate insurance premiums Train young unemployed persons Plan treatment for patients with limb disorders Design the landscaping for a leisure centre Install kitchens and bathrooms Advise clients on computer software Teach in a secondary school/college Develop health products Restore furniture Advise companies on finance/loans Supervise and advise people on probation Write technical manuals Freelance press photography Design electric circuits Organise shipping for exported goods Work for a charity Analyse blood samples Edit magazines/books Renovate old buildings Organise tours for tourists Find accommodation for the homeless Work in forensic laboratory Commission publicity materials Estimate the cost of building projects Manage a building site Organise conference and exhibitions Carry out surveys for a mining company Design graphics for film/TV Service computer hardware

Interpreting the test results This exercise highlights the areas of work to which you are best suited. When your total scores are similar, this highlights an ability to be flexible in your choice of career. The highest score should demonstrate the area of work to which you are best suited.

Code A B E P R

Score

Interest Artistic/creative Business/organisation Engineering/practical People/social Research/scientific

Do the results confirm what you feel you already know about yourself or have they given you something to think about?

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Possible job goals Think of a job you would like to do, matching it to the most important features you have chosen on page 58. 1. Is it achievable now?

Yes

2. Is it achievable with training?

Yes

From the activity completed on page 58, you should be able to generate some possible goals. A clear job goal ought to: Identify an area of work with local organisations or a specific job with a specific employer Recognise what experience you need for the job Show that you understand the work involved and that you could do it Identify a need to undertake any necessary training Think about some jobs you might like to do, list the main tasks, decide what training is necessary and what you need to do now to achieve it.

Job

Main tasks

What training is necessary?

What do I need to do?

Example: Admin Assistant

IT Skills

Microsoft Office

Customer care

Telephone Skills

Look for local courses Practice on home computer

Knowing what you want to do Knowing what you want to do starts by taking a long hard look at yourself and asking yourself a number of questions. By answering the questions honestly you will be able to build up a picture of your skills, personal attributes, interests and ambitions. This will allow you to form a clearer picture of possible career paths. Remember that work is not a job to fill; it is what you do with your life! Think ahead, 5 years from now. You are in your dream job… 1. What kind of company are you working for?

2. What does your work involve?

3. The job makes best use of your skills and abilities. What are they?

4. You enjoy the job because it incorporates one of your interests. What is this interest?

5. Last year you received the ‘Employee of the Year’ award for a significant accomplishment. What was it?

6. What areas are you most proud of having developed?

An employer will hire any individual as long as he/she is sure the hiring will bring more value than it will cost.

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14. Creating a Curriculum Vitae (CV) This section will help you:

Understand the uses of a CV Produce your own CV A CV should be a selected life history that interests an employer enough to want to interview you. You have to tell the truth but you don’t have to tell them everything. Save something for the interview. You can also tailor your information for a particular field so you can apply for more than one job?

Important tips Advertise and be positive about yourself so that people will be interested in you Ask yourself what potential employers are looking for – if you’ve got it, make it known Stand out from the competition – make sure you can offer everything a potential employer might need Presentation counts – don’t send a scruffy looking or badly copied CV. The information is no good unless it can be read Emphasise your successes, especially if they are related to a particular job you are going for

Uses for a CV To give potential employers an indication of what you have to offer – you wouldn’t buy a sound system until you knew what it could do! A good thing to have to hand for a telephone interview – you have all the relevant information To apply for an advertised vacancy To send speculatively to a company you might wish to work for To include with an application form – but NEVER replace an application form with a CV To help as a source of information when completing application forms. NEVER write, ‘see CV’ in the place of an answer on a form – your application will probably end up in the bin As a reminder when preparing for an interview A suitable layout for a CV is shown on page 66.

Sections of a CV Basic details

Hobbies and interests

Name: Preferred first name and surname Address: Don’t forget the postcode Telephone: Include the area code

These could directly affect the way your CV presents you. Don’t invent hobbies to fit a job application but if you have hobbies and interests do include them.

References

Personal profile and key skills Many people choose to include a short statement about themselves and what they can offer an employer at the beginning of their CV. The purpose of this is to give a positive picture of you and to encourage the employer to read on.

These could be character or employer references. Providing a name and address/phone contact would be very helpful to an employer, particularly where a vacancy needs filling quickly. Don’t forget to seek permission as a matter of courtesy from referees. Also ensure that you have current contact details.

Make it positive

Comments taken from an employer survey

Keep it brief

“Increasingly concerned at the poor quality of CVs. It’s depressing to see good candidates falling at the first hurdle because of lack of care.”

Emphasise your strengths Highlight important qualities, skills and knowledge See pages 64 and 65 for help in writing these.

“If applying for a management job you must stress your supervisory experience and ability to motivate people.”

Employment history

“A CV of no more than 2 pages is preferred…”

You will need to give dates here, but for a functional CV, months and years will be sufficient. An employer will want a FULL employment history. Start with your last employer and work back.

“A scruffy or much photocopied one went straight in the bin.”

Education and qualifications Dates are also relevant here. Remember; only include passes when it comes to qualifications.

“Concentrate on specialised knowledge and practical abilities.” “CVs should have titles in CAPITALS and the remainder in lower case letters.”

Start with your earliest qualifications and work forward. If you did not do well at school do not leave the section blank, write ‘general secondary education’.

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Building your personal profile - prompt list The words and phrases listed here are only a guide. You will have words and skills that best describe your personal qualities and previous experience but these might help if you are struggling. Tick 6-8 of the words that you think best describe you and build your profile and list of key skills around what you highlight.

Personal qualities

Personal skills

Flexible

Outgoing

Advising others

Articulate

Co-operative

Operating equipment

Calm

Alert

Arranging events

Punctual

Reliable

Sensible

Loyal

Organising work and others

Organised

Persuading others

Practical

Tactful

Polite

Responsible

Calculating numerical data

Lively Dedicated

Quick to learn

Corresponding with clients Recording data Counselling Repairing Delegating tasks

Versatile

Checking for accuracy Planning agendas

Designing

Creative

Able to meet deadlines

Classifying records

IT literate

Confident

Capable

Preparing materials

Listening

Approachable

Competent

Coaching individuals

Able to use tools

Assertive

Humorous

Accurate

Works under pressure

Perceptive

Thorough

Consistent

Independent

Imaginative

Committed

Careful

Team member

Strong

Decisive

Direct

Enthusiastic

Adaptable

Cautious

Bright

Patient

Thoughtful

Dynamic

Dependable

Methodical

Friendly

Sensitive Self motivated

Promoting events Constructing buildings

Programming computers

Selling

Examples of personal profiles nment, in a team enviro g in rk o w y g jo in e8 en I 1. Kate - Cater structions. I hav in young person. w le b llo si n fo o d sp an re deadlines nge. An enthusiastic, y, can work to on a new challe kl ic ke u ta q s to ill en sk ke now very can learn new tering and am ca in ce n ie er p years ex

2. Scott - Sports A responsible, reliable, well presented person seeking to further my career in the sports industry. I am committed to maintaining my own physical fitness. Main sports are football, swimming and cricket, both as a participator and spectator also having a thorough knowledge of the rules.

3. Juliu s - Admin istrator A compe tent and co administ rator wit nscientious h useful o skills. Us rga ed very cap to working in a nisational ab team, wh ilst Skilled in le of using own in d it resource ealing with prob iative. fu l lems in a construc manner and ne g tive ot A wealth ly to achieve ag iating reement. of skills ga busy off ice envir ined in running o a n processin m g and da ent, including w o tabase m anageme rd nt.

4. Parminder - Team lea der Enthusiastic and self mo tivated, always working to high standards. Abilit others to achieve the be y to motivate st that they can produc e. Proven leadership qu building skills. An interes ali ties with team t in and understanding of customer service and its aims. Laboratory 5. Gemma technician and reliable A trustworthy loyed within individual emp ils high work that enta ygiene and standards of h gether with cleanliness, to ty. Works health and safe am and is well within a te rds otherâ&#x20AC;&#x2122;s receptive towa ible and ideas, also flex ous. very conscienti

g th a flair for 6. Neville - Warehousin ng capabilities. Keen, wi lvi so lem ob pr g on str th rking A practical person wi thorough approach, wo A s. ion lut so ek se to e stenc ividual improvisation and persi in a job well done. An ind ide pr es tak d an cy ra cu d workers. to a high degree of ac t of many employers an ec sp re d an ing lik e th who has earned

ell under ber who works w em m 7. Abi - Retail am te ed ssessing at self motiv own initiative. Po on ng ki An enthusiastic, or w of ing to equally capable w skills and seek ne n pressure and is ar le to g in ill mpany. humour, w a good sense of rward thinking co fo e iv ss re og pr ithin a build a career w

8. Robert Sales A good com municator a t all patient, help ful, honest a levels, nd able to preserve co nfidentiality . A person who rises to the challenge, w orks well as member of a a team or on own initiativ e.

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9. Josh - Customer se rvice A personable and artic ulate person who has the ability to get on with all types of peop le and offer high stand ards of customer care. A flexible self-sta rter who is eager to lea rn new skills.

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lay Suit out ab for le aC V

YOUR NAME (AS BOLD AS THIS) Address: Tel: Email: Personal profile:

Describe yourself, include a bit about past work experience and knowledge, what you are doing now and your current goal. See page 65 for examples.

Key skills: 4 to 6 bullet points showing the main skills that you want to offer an employer e.g. proficient in all aspects of Microsoft Office, able to deliver rehabilitation care package to stroke patients, able to calibrate equipment to national performance standards, knowledge of ionising radiation rules and regulations.

Capabilities and personal attributes: (optional) Attributes that are part of your character and have supported you in all aspects of life, not skills you have learnt e.g. caring and supportive, objective and analytical, will persevere to solve and find ways around problems, flexible and adaptable.

Selected work achievements: (optional dependent on experience) e.g. employee of the week; apprentice of the year; specific targets that you have met; schemes or systems you have improved/introduced. Recent career history: (in reverse chronological order) Dates - Job Title - Company - Town/City List what you did, not what your job was, e.g. swept the floor, designed a rocket, initiated a change, improved a system, filed 3000 folders in 2 days. e.g. 10/06/2001 to 12/09/2006 - Laboratory technician - Metropolitan Hospital - Solihull Maintained health and safety procedures; received, registered and prepared blood samples for testing; cleaned centrifuges and other laboratory equipment; calibrated pipettes; made up test reagents.

Education and training: (in chronological order) Dates - School/College/Training Organisation - Town/City Qualifications obtained and when. Do not include subjects which you studied but did not get examined in or which you didn’t pass. Do not lie about your grades. e.g. 3 Sep. 2000 to 18 July 2003 - Marlborough Road High School - Gloucester GCSE English Grade C 2003 GCSE Maths Grade C 2003 GCSE Science Grade D 2003 GCSE History Grade B 2003 1 Sept. 2003 to July 2007 - Top Training College - Birmingham NVQ 2 Hospitality Advanced Apprenticeship Hospitality Management

Passed Passed

2005 2007

Interests: Confirms to an employer that you are a well-rounded individual. If interested in music state clearly what type of music and if you listen to it or play an instrument. Similarly if you state ‘sport’ make it clear if you watch it or play it yourself.

Personal Information: Driving licence Car owner

15. Finding job leads A Job lead is a piece of information, which could make you aware of a job vacancy that you could apply for. The list below is by no means exhaustive and the serious job hunter will try a variety of these. Friends Family

Radio and TV news reports

Telephone directories

Mailing lists

Company notice boards

Passing vans

Work colleagues (recent and past)

Local and national newspapers

Premises boards

Self-advertising

Jobcentre Plus

Trade journals

Recruitment drives

College notice boards

Factory visits

Situations vacant

Planning applications

Internet/websites

Agencies

Business directories

Specialist publications

Newspaper articles

Trade fayres

List any others here:

Friends and acquaintances may: Know of specific job openings. Agree to look out for job opportunities for you. Know of someone leaving a job. Know about particular companies that could be worth approaching. Have heard about new companies moving into the area that could be worth approaching. Other people who are looking for work may come across the sort of vacancies you are looking for.

People who work at a company or organisation you are interested in may: Know of openings at their workplace, or know of people leaving. Arrange for you to talk to the supervisor or manager about possible job openings. Tell the supervisor/manager about you just in case they are thinking of recruiting. Give the supervisor/manager a copy of your CV. Information on how to follow up some of these leads is included in the following sections.

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Analysing vacancies and telephone techniques Analysing vacancies

Telephone techniques

It is important to analyse vacancies so that you can make a more informed decision as to whether to apply or not. For example:

This section will help you:

1. What does the advert tell you? 2. What doesnâ&#x20AC;&#x2122;t it tell you? 3. Do you meet the criteria -- all, some or none? 4. Does the job meet your criteria -all, some or none? Taking some time to analyse a vacancy properly, maybe ringing to find out further details may help you to match vacancies to your needs. This could save you time in the long run from wasted application forms and interviews.

Develop efficient and confident telephone techniques Accept that telephoning is the most effective way to follow up leads Telephoning employers on a speculative basis is one of the more difficult aspects of job seeking but is probably the most effective. A positive approach to an employer by phone can often secure an interview or at least offer a new lead.

Application form request Before you telephone to ask for an application form to be sent to you, make sure you have the following information to hand: The name of the person you need to speak to. Pen and paper in case you need to make notes. Reference number of the vacancy â&#x20AC;&#x201C; if appropriate. The job title and details of where you saw or heard of the vacancy. Any other information the advert may have asked you to provide. When asked for your name and address, speak clearly and spell out any awkward sounding words. You will not receive the application form if they do not have the correct address. Be aware that it may be an answering machine, or alternatively it may be a person who asks you questions as part of the initial sifting process. If so have your CV ready. If you are unsure or unclear about anything, telephone the organisation to clarify or request additional information.

Requesting details on a vacancy Prepare the questions you want to ask before you phone. You may be phoning in response to an advertisement or as a direct approach. In either event, the aim of your call is to generate a meeting. It is not to get a job. Remember: 1. Prepare for the call. 2. Stand up and smile â&#x20AC;&#x201C; it really does work. Standing up gives you better voice projection and smiling can affect the tone of your delivery. 3. Explain your call. 4. Have some questions prepared and listen to the answers. 5. Match yourself to the needs they express. If you listen to information given to you carefully, you will pick up clues for this. 6. Ask for a meeting. 7. Thank them for their time and help. 8. If a meeting cannot be arranged at this time, ask if you can send a copy of your CV for them to hold on file. This gives you the opportunity to follow up at a later date with another call. 9. Be persistent. 10. Be positive. 11. Maintain control. 12. Be polite.

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Speculative phone calls 1. Choose a time when they aren’t likely to be busy. 2. Decide the questions you would like to ask and have your CV to hand. 3. Introduce yourself and ask to speak to the manager/personnel officer; if you have the name of the person, even better. 4. If the person taking the call asks why, tell them, “it’s a business call”. 5. When you get put through, explain why you are calling and ask how they recruit new staff, as you would be interested in any vacancies they may have. PREPARATION is vital, but especially for a speculative call. It is you who has control over the call, so take the initiative and lead the conversation. Establish quickly who you are and what you have to offer. GETTING A NAME of the person in the company responsible for recruiting has advantages. You don’t waste time and effort talking to others who aren’t in a position to offer jobs. Being able to address the employer helps reduce psychological distance. A favourable impression is created, as it shows that you have taken the trouble to find out who to speak to. GETTING PAST THE GUARDS! If a receptionist or other gate-keeper wishes to know why you are calling, do not mention you are calling about a job directly, you can say it is to do with recruitment or that it is something you wish to discuss personally with… Avoid saying it is a personal issue. If the person is busy, avoid speaking to someone else, rather ask when they will be available and arrange to call back. SELLING YOURSELF IS IMPORTANT It is the purpose of a ‘speculative call’ to generate enough interest for the employer to want to meet you. Sell your skills and personal qualities and what you have to offer. Sound interesting and positive. Say you are calling to arrange a meeting to discuss any possible future openings instead of saying you are calling to see if there are any jobs going. PERSIST KEEP THE CALL GOING Give the employer time to think. END POSITIVELY AND POLITELY Be rational about speculative phoning. Not all calls to employers will work out well, but it won’t be so terrible that you can’t try again. You cannot predict what will happen so don’t try to.

Telephone a potential employer Use the Yellow Pages or a newspaper as a source. Identify a potential employer and make a speculative phone call, following the advice given. Speculative call self check list, did you:? Prepare for the call Have your CV to hand Introduce yourself well Ask for the person by name If unavailable, get a convenient time to call back Address the person by their name and give your own name Tell the employer about your skills/experience/qualifications Ask for an interview Write down any instructions given End the call well, remembering to thank them for their time

16. Writing good letters There are at least three types of letters that you will need to produce for use in your job search activities. These are: 1. A letter in reply to an advertisement, requesting an application form. 2. A covering letter to accompany your CV when applying for a particular job. 3. A speculative letter to be used when writing to companies who are not necessarily advertising a job, but who may have vacancies in the near future. Any contact or interaction you have with a potential employer should be viewed as an opportunity to impress. To create the best impression when writing letters you should use a business format for your letter. This looks professional and shows you are interested in the job/organisation. Ensure that your address (written in full) and the date, is placed on the top right hand side of the page and if possible include a telephone contact number. The employer’s full name and address should start underneath yours, but on the left hand side. Do not include punctuation marks. See example on page 74. Obviously, these letters will vary in content, but there are some general rules which apply to all letters you will write. 1. Your letter may well be the first contact you will have with a potential employer – always remember first impressions count. 2. Your completed letter must be clean and neat. Write legibly or, if you can, word process it (bear in mind however that some employers may like to see your handwriting). 3. Always check your spelling before sending (you can ask someone to check for you if you’re not sure). 4. Use unlined A4 paper and black ink (it photocopies better). 5. If you are handwriting your letter, place a piece of ruled paper underneath, to act as a guide. Remember good presentation is vital. 6. Try to find out the name of the person to whom you should be writing. If this is not possible, begin the letter, ‘Dear Sir or Madam’. 7. The ending of the letter is just as important as the beginning.

If you have addressed the letter to a named person, then you should sign off, ‘Yours sincerely’.

If you don’t know the name of the person then sign off, ‘Yours faithfully’. Sign the letter with your normal signature and print your name underneath, to avoid any misunderstanding with title i.e. Mr, Miss, Ms.

8. Keep a copy of your letter for future reference.

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The following are more specific guidelines for particular types of letters 1. The request for an Application Form If an advertisement asks you to write requesting an Application Form, then you must do just that. There will be a reference number included in the advert, don’t forget to use it in the letter. 2. The covering letter Produced in response to an advertisement that asks you to ‘apply in writing enclosing a CV.’ The letter should be written in such a way that it highlights the most positive selling points on your CV relevant to the post you are applying for.

The first paragraph of your letter should be used as an introduction, explaining why you are writing. State clearly which job you are applying for, where you saw it advertised and on what date.

The second (and possibly third) paragraph should summarise the skills and experience you have which make you suitable for the job. Keep this brief and to the point, (your CV will also back up the points you want to make).

The closing paragraph should tell the employer what you would like to happen next, e.g. ‘I am available for interview at your convenience’, ‘If you require any further information’ etc.

Don’t forget to enclose a copy of your CV.

3. The speculative letter The content of this letter will be very similar to that of the ‘covering letter’. Aim to sell not only your skills and experience, but also how you can be of benefit to the company. General advice on letters Use letters in all areas of your job search. Remember when sending an application form back, send it with a covering letter, it will be better received. If you have time before an interview, send a letter to confirm that you will attend. After an interview, you can send a letter of thanks to the person who interviewed you, it keeps you at the front of their mind when making a decision, on which applicant to take on.

Suggested sentences which may help you write the letter I would like to apply for the position of (job title) advertised on (date) in the (name of paper) I would like to enquire if you have any vacancies for a (enter job title / position) I am interested in working for your company because (state your reasons) Thank you for considering my application I enclose my curriculum vitae for your attention I look forward to hearing from you soon I am available for interview at any time I would be grateful for the opportunity to attend an interview

Remember To write or word process your letter on good quality paper. State your reason for writing and make it enthusiastic Tell them why you would like the job Tell them why you want to work for them State your skills and experience Say when you are available End on a positive note

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p a d ues ve le le tin rtis tter g a ed fo n a va r a ppl can n ica cy tio nf orm

req

Sam

23 Ladysmith Road Aston Fields Birmingham B96 2XZ Tel. 01234 98745 30 January 2008

Mr N. Meredith Personnel Manager Brume International 40 Rover Way Bradley Heath Birmingham B83 9QR Dear Mr Meredith, RE: Administration Assistant Vacancy â&#x20AC;&#x201C; Reference BC/139. I would be grateful if you would send me an application form for the above vacancy advertised in the Birmingham Evening Mail on 26 January 2008. I have two years administrative experience and have gained an NVQ level 2 in Business Administration. I look forward to hearing from you.

Yours sincerely,

Suzanne Nightingale (Ms)

adv ple acc ert lett om ise er pan d v for ied aca an by ncy aC V

Sam

23 Ladysmith Road Aston Fields Birmingham B96 2XZ Tel. 01234 98745 30 January 2008

Mr N. Meredith Personnel Manager Brume International 40 Rover Way Bradley Heath Birmingham B83 9QR Dear Mr Meredith, RE: Administration Assistant Vacancy – Reference AA/226. I would like to apply for the above vacancy advertised in the Birmingham Evening Mail on the 26 January 2008. As you will see from my enclosed CV I have four years experience of administration work within the business sector. I am also skilled in the following. • Dealing effectively with customers. • Communicating well with others. • Microsoft Office. I look forward to hearing from you soon and I would welcome the opportunity of an interview.

Yours sincerely,

James Roberts (Mr)

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a s Sam pec ple ula let tiv ter e a fo ppr r oac h

23 Ladysmith Road Aston Fields Birmingham B96 2XZ Tel. 01234 98745 30 January 2008

Personnel Manager Brume International 40 Rover Way Bradley Heath Birmingham B83 9QR Dear Sir or Madam, I wish to enquire if you have any administration vacancies, which may be suitable for someone with my background and qualifications. I read with interest a recent report in the local newspaper, which stated your company will be expanding in the near future and are looking to increase the workforce. As you will see from my enclosed CV I have four years administration experience together with NVQ level 2 in Business Administration. In addition I am an excellent communicator and effective team player. I am aware that you have an excellent reputation as an employer and would very much like to be part of your team accepting the new challenges that an expanding business can bring. If no openings exist at present I would be very grateful if you would keep my details for any future openings that may arise.

Yours faithfully,

Jamie MacDowell (Miss)

17. Completing application forms This section will help you to: Understand the purpose and use of application forms Understand the importance of presentation and content in completing forms Be able to present potentially negative information in a positive way

Why do employers use application forms? There are various reasons, here are three for you to consider: 1. Because information is presented in a standard format. 2. It is easier to compare candidates and see how each fits the requirements of the job. 3. Some companies use the application form as a basis for the personnel file if the candidate is chosen. For these reasons alone it is important to make sure that the application form is filled in accurately and completely. The information given here will help you to achieve this and will also make it easier for you when the application form arrives.

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What is an employer looking for when he receives the application form Clean and neat appearance – this is the first impression the employer may have of you. Don’t let it get crumpled, dirty or show any signs of coffee rings or spills! To establish if the candidate fits the requirements in the job description and person specification? Make sure that all the information is given – DO NOT write ‘see CV’ in any of the sections, they won’t bother to look at it if you haven’t bothered to fill it in properly.

Tips for completing the application form Only fill in the application form if you meet 70% of the Person Specification, otherwise you will be wasting your time Take a copy of the application form to use for your first attempt Read it through thoroughly, before you answer any of the questions. Get all the information required together before completing the form Use black ink if specified. Why? To see if you can follow instructions and pay attention to detail! Consider carefully the all-important section that asks why you want the job, what you have to offer and what you think should make them offer you an interview When asked: ‘When would you be able to start work if you are successful?’

When your copy is completed, check for spellings, missed answers and incorrect answers. Get somebody else to read it for sense and spelling Complete the original application form only when you are totally satisfied that everything is completed properly Never send your CV in place of your application form, unless it asks you to If there are questions or parts of the form that are not applicable write N/A or put a line, do not leave blank. Employers will not know whether questions are not applicable or whether you have forgotten to complete the section and information is missing Photocopy the completed original for reference, should you be invited to attend an interview

DO state: ‘Immediately’ or ‘straight away’ - your meaning and answer is clear DO NOT state: ‘When convenient’ - do you mean for them or you? ‘After my holiday in two weeks time’ - when exactly is that? What is more important - your holiday or your job?

References As a matter of courtesy, ring the people you want references from before you put their names and contact details on the application form. This allows you to confirm their current contact details and to check if they are available to give you a reference Referees may want some information about the job before providing a reference or they may not want to give you a reference

Supplementary information In addition to the application form you may get a job description and person specification. The job description is a list of the tasks and responsibilities associated with the job The person specification is a list of the knowledge, skills, experience and capabilities required by a person to carry out the job If you have been provided with a person specification this gives you an excellent opportunity to be specific in showing an employer how your skills, experience and abilities match their needs. You can do this in the section of the form that allows you to write additional supporting information. Take each specification and confirm exactly how you meet it

Examples of person specifications include: 1. Technical skills/academic achievement. This is the extent to which an individual shows clear and well developed skills through educational, training and practical experience. 2. People skills. This has become more important over the past 5 to 10 years as we have moved away from manufacturing towards service industries. This is basically your ability to get on with others. 3. Ideas and innovation. This is the ability to formulate ideas that can be used to improve the job you are in and contribute to the success of the company. 4. Communication skills. This is your ability to write in a clear and understandable way as well as being able to talk to people. 5. Personal drive. This is the extent to which you are motivated and keen to get the work done and produce results. 6. Self-confidence. Organisations want people who are confident with their abilities and confident with other people. 7. Decision making. The ability to make decisions after looking at the pros and cons of various courses of action and being able to explain your choices. 8. Networking. The ability to build relationships inside and outside of the organisation that could be useful to improve the success of the company. 9. Planning and organisation. The ability to prioritise and manage workloads.

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Matching your skills Match your skills, achievements and experience to the employerâ&#x20AC;&#x2122;s needs. If you only have a job description complete Exercise 1 If you have a person specification complete Exercises 1 and 2 This exercise is about knowing yourself and what you have got to offer the employer to convince them that you are the right person for the job. Look back over the skills and achievements you have identified in your CV to help you with this. As part of your interview preparations, fill in the table, listing key tasks you would be involved in, and opposite each one, list a skill/ achievement/experience that you could emphasise at interview. Try to link your skills, experience and achievements etc to the benefits, which they would bring to the potential employer. Use examples of jobs/tasks you have done which have produced good results. Real life stories are much more likely to be remembered by an interviewer and to promote their interest. Also, you will be talking about things that are familiar to you and this will help you feel at ease and more confident.

Exercise 1 - Job description Key Tasks

Relevant skills, experience and achievement you have

Keeping manager up-to-date with programmes

In my current job I produce weekly reports of activities using Microsoft Office

Exercise 2 - Person specification

Specification

Relevant skills, experience and achievement you have

Report writing

IT literate in Microsoft Office. Ability to take data from various sources and compile it into a report

Use of language on forms Many words in business documents and forms are complicated and unfamiliar. To familiarise yourself, match the words below to the correct meanings and write down your answers as per the example. Word

Your answer

Word

Your answer

1. Prior

11. Disability

2. Confidential

12. Nominated

3. Authorise

13. Next of kin

4. Character

14. Maiden name

5. Employee

15. Current

6. Forename(s)

16. Particulars

7. Designation

17. Qualifications

8. Spouse

18. Affirm

9. Summary

19. Liability

10. Dependant(s)

20. Referee

Meanings

A. Person most closely related to you by birth or marriage

K. Skills, tests, certificates gained

B. Gives permission

L. Person(s) who depends on another for financial support

C. First names or Christian names

M. Previous/before

D. The worker

N. Someone who knows your character well and will comment on your suitability favourably

E. Name, label or description; could be Mr, Mrs, Miss, Ms or single, married, divorced, separated, widowed

O. Responsibility for something

F. Declare to be true

P. A womanâ&#x20AC;&#x2122;s surname before marriage

G. Facts or details

Q. Put forward by

H. Information spoken or given in private

R. Personal qualities and reputation

I. A brief account giving main points

S. Present/now

J. Person married to you

T. A condition such as epilepsy, deafness

Answers are given on page 95:

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18. Interview techniques This section will help you to: Realise that interviews are predictable and can be planned for Understand the importance of presentational skills Prepare and practice for potential interviews

Introduction All of the previous activities you have done have focused on getting you to that all important stage – the interview. The aim of the interview is to get you the job. The recruitment process can be very time consuming and expensive for employers so it is important for them to get it right. They have to make sure that the organisation ends up with someone who will carry out the tasks of the job and also, in some cases, the ability to progress, adding to the success of the organisation. Also, and most importantly for them, someone who fits in with the other people already employed. They will employ people who are like themselves. Most people do not enjoy the interview process; it is a very un-natural situation to find yourself in. It is only human for the interviewer(s) to form some of their opinions by how you simply walk into a room, how you are dressed and how you talk.

The selection process The aim of the recruitment process is to find the right person for the job. Employers will have drawn up selection criteria against which you will be assessed or judged. You will have already met some of these criteria because you have made it to the interview stage.

Judgement day On the day of the interview the employer will be judging your abilities, skills, knowledge, appearance, attitude and behaviour.

First impressions Whoever said ‘You only get one chance to make a first impression so make it count’ never said a truer word. Creating a good first impression can give you a head start in an interview. You may be nervous, shy, or a little bit unsure, but you still have to convince the interviewer that you are confident and worth giving serious consideration to.

Appearance and personal presentation Appearance is important. People are affected by your appearance whether or not they think they are. Decisions can be made about you in the first 10 seconds of an interview, even before you speak. The rest of the interview may, in some cases, merely be to confirm or disprove the first impressions you make. Your appearance strongly influences other people’s perception of your: Intelligence Honesty Suitability for hire or promotion Your personal presentation influences people’s behaviour towards you, including: Trusting you with information Giving you access to decision makers Paying you a certain salary Hiring you

Communication Being an effective communicator significantly improves your chances of having a successful career. Communication is not just limited to verbal interaction. The communication process begins with your letter or telephone call and continues right throughout the interviewing process. Understanding that first impressions are lasting impressions can be the key to success.

Verbal patterns include:

Negative body language and voice include:

Remember that everything you do with your body during a meeting is a gesture that will be interpreted in some way. Be aware of the messages you are giving out. You will communicate these messages by your:

Little or no animation/gesture. Infrequent eye contact Poor body posture/slouching Uncontrolled/distracting gestures Unrefined voice tone/quality Talking too fast/slow/loud/soft

Speech having too many ‘ers’, ‘ums’ etc General inability to communicate due to a limited vocabulary and/or unfocused thinking Inability to act naturally

Body language and posture

Facial expression Eye contact Gestures Use of personal space Body aroma Non-verbal vocalisation Body contact Posture Does your walking/sitting posture look good? Do you have any nervous mannerisms/bad habits? If you are not sure about these ask someone who you can trust. If they are not good, you will have to do something about it. It is impossible to fake a positive attitude. However, adopting a positive approach to your posture and the way you use your body during an interview can often create a sense of well-being and, as a result, a more positive and confident manner.

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Before the interview Preparation

How to prepare

Ensuring a successful outcome is difficult, but with the right amount of preparation, it is possible. Your performance will largely be determined by the preparation you put in beforehand and the attitude you have towards yourself and the job.

1. Obtain as much information as possible on the structure and products or services of the organisation. Read any literature about the organisation. Look at relevant publications.

Preparation will: Boost your confidence by making the interview much easier to handle Concentrate your mind on why you have applied for a particular job

Use any contacts you have, speak to someone doing a similar job if possible. Find out where and how the job fits into the organisational set-up. Look at the job advert (basic description of the employer may be offered) and any information sent to candidates, which may include: Prospectus

Improve your chances of success

Company fact sheets Annual reports Press reports Personal contacts 2. Find out as much as possible about the job itself.

Read your letter and application forms.

Get a job description. This should give areas of responsibility and give you an idea of what is expected in the position.

A person specification will list the knowledge, skills and abilities you will need to do a job. Check and understand how you match these, re-read what you have written in your application form. Can you add to this information at the interview?

The important thing is for you to find out exactly what the employer is looking for and to be able to demonstrate to the interview panel that you have relevant experience in these areas.

3. Anticipate and prepare answers to questions that you may be asked.

Practice saying answers out loud. Can you be heard clearly when speaking? If not, what can you do about it?

When you speak, what are you saying and how well are you saying it?

Review your strengths and weaknesses Re-read the advertisement, your CV and application form/letter. How well do you meet the requirements? Ensure you can explain any mismatches Be aware of your strengths and weaknesses Be prepared for the inevitable ‘tell me about yourself’ Identify any questions that might be difficult for you

4. Prepare the questions that you want to ask and list them on a plain postcard. You can get this out at the end of the interview. This will demonstrate planning and make sure you don’t forget anything. 5. Set up an interview file in which all relevant paperwork can be kept. Keep background literature, notes on specific questions, CV, application forms, certificates, person specification and job description. Prepare and take relevant supporting documentation to the interview

6. Know how to get to the interview. When confirming attendance at the interview clarify: The location, time and date How the interview will be conducted Find out the name of the person who is interviewing you and their position within the company. If travelling, anticipate the unexpected and leave in plenty of time. Aim to arrive 20 minutes early. Check bus/train route and times and if driving, check car parking arrangements 7. Ensure you know what a realistic salary would be. Only discuss if the opportunity to negotiate exists and the subject is brought up by the employer. 8. Check what you are going to wear. Ensure your appearance is smart and that you are well groomed. Consider removing piercings and other jewellery which may be perceived in a negative way. 9. Relax the night before. It is not a good idea to indulge in heavy drinking, curries or late nights before an important interview.

Factors outside your control Some factors will remain outside your control especially those related to the interviewer. It may be obvious that the interviewer is nervous, might not be trained or not experienced The interviewers may not be very good at putting you at ease, establishing a rapport with you or conducting a two-way conversation. In this case, you should keep calm and try and help the interviewer On the other hand an interviewer might be deliberately unfriendly or aggressive to test how you react under pressure – so again keep calm

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Interview checklist Before the interview Do Dress appropriately Wear good quality clothing

Don’t Carry unnecessary bags Wear too much perfume/aftershave

Make sure your grooming is impeccable Make sure you have any necessary documentation Arrive on time

At the interview... entering the room Do

Don’t Walk forward confidently, body straight, head up Walk in with hands in pockets, head down Smile

Burst into the room and be over enthusiastic

Be ready to shake hands briefly and positively if the interviewer offers to shake yours

Ignore an outstretched hand / hand shake Give a limp handshake

Make eye contact

Sitting down and settling in Do Move the chair discreetly if necessary Sit straight, but in a relaxed and comfortable position Keep your hands relaxed, preferably in your lap

Don’t Put anything down until the interviewer suggests it Sit down until invited to do so Slouch or hunch forward Lean back, legs outstretched Sit on the edge of the seat Grip the arms of the chair Fold arms defensively

Answering questions Do

Don’t Interrupt. Let the other person finish their question before you respond

Smile Maintain good eye contact Be sensitive to the body language of the other person. Any inconsistency between verbal and non-verbal behaviour is significant and the non-verbal cues generally send the more accurate message Develop good voice quality. A lower pitch is usually more pleasing to the ear and projects more authority Listen. Make sure you have heard and understood the question before you answer

Mumble Swear Talk too quickly Use trendy phrases or punctuate your answers in meaningless phrases such as “you know” etc Panic if there is a period of silence Fidget or display signs of nervousness Argue Allow yourself to be put off if the interviewer seems bored or uninterested

Pause and think about an answer before speaking

Be evasive in your answer or try to bluff or guess

Speak slowly and clearly

Ask questions about holidays, time off or pay unless they mention it first

Get information across that will help your application

Joke or be over familiar

Be willing to defend your viewpoint in a polite way

Criticise former employers

Look and sound enthusiastic and interested

Talk about personal problems

Concentrate on the idea of making a contribution in a team environment If you didn’t hear the question properly ask for it to be repeated If you can’t remember the answer to a question ask to come back to it later Say if you don’t know the answer

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Possible interview questions It is essential that you are prepared as much as possible for an interview. Below are questions that are commonly asked at interviews. Make notes of your own answers for particular jobs you might apply for.

Q1. Why do you want to work here? A. Example answer: The good reputation of the company (any other positive information you have about the company). It will give you a chance to do work that interests you. It has the training/progression opportunities that you want. Write your own answer here

Q2. Why did you leave your last job? A. Example answer: Explain briefly and honestly the reasons why your last job ended. If there is anything positive to say, say it. For example: if you left for health reasons point out that you are now fit and reassure the employer that you can do the duties required. If you were dismissed, point out that you take responsibility for your actions and have learnt from the experience. Write your own answer here

Q3. Have you done this kind of work before? A. Example answer: Yes, tell them the skills you have and how you can use them. No, describe other work experiences which will help you learn the job quickly. Emphasise your interest and enthusiasm to learn. Write your own answer here

Q4. What did you do in your last job? A. Example answer: Describe the skills and duties that are relevant to the new job, e.g. machines/equipment used, your responsibilities, what you did, people you dealt with, how long you were there and if you were promoted. Write your own answer here

Q5. What kind of equipment can you operate? A. Example answer: Mention the name and any type of equipment relevant to the new job; your training/qualifications and length of time you have operated the equipment. Write your own answer here

Q6. How long have you been out of work/how do you spend your time? A. Example answer: Describe your job search activity, voluntary work undertaken, further education or hobbies etc. Write your own answer here

Q7. Why should I take you on/what will you bring to this job? A. Example answer: Be ready for this question and answer confidently and positively. Describe your skills and experience and how they relate to the job. Demonstrate that you are hard working, reliable and capable. Write your own answer here

Q8. Why have you had so many jobs/only one job? A. Example answer:

So many jobs... Mention that you wanted to widen your experience in different types of work/ companies. Many of the jobs were temporary. You would rather be in work than out of work.

Only one job... Mention that you had several different jobs within your last employment because of the opportunity to develop and their good record in training and development. Write your own answer here

Q9. How do you get on with people? A. Example answer: Describe how you have previously worked as part of a team. Mention your ability to get on with people at all levels. Give examples. Write your own answer here

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Q10. What makes a good team member? A. Example answer: Describe the skills required, e.g. good communication, flexibility, adaptability, co-operation and sense of humour etc. Write your own answer here

Q11. How do you cope with pressure? A. Example answer: Describe the pressures in previous jobs using a recent example, e.g. how you coped with a changed deadline, completed a rushed order or dealt with staff shortages. Write your own answer here

Q12. What are your strengths and weaknesses? A. Example answer: They should already know your strengths from your application. You could plan to add to this by telling a ‘real life story’, which highlights a strength that is relevant to the job.

If they ask about weaknesses;

Start by describing parts of your last job that you found testing and explain how you overcame these problems.

Be fairly brief but honest, e.g. ‘I can sometimes be a little bit too enthusiastic’.

Note: Employers value people who can admit their mistakes rather than blaming their failing on others. Write your own answer here

Q13. What would you like to be doing in 5 years time? A. Example answer: Explain that you would ideally like to be working for the same company but to have developed within it. Write your own answer here

Q14. How often were you absent from your last job? A. Example answer: If rarely, say so. If absence has been a problem, explain why and reassure the employer that you are now completely fit. Write your own answer here

Q15. When would you be available to start? A. Example answer: As soon as possible! Do not put any barriers in their way. If you need to put in your notice you can negotiate that, if and when you are offered the job. Write your own answer here

Q16. Do you have any questions? A. Example answer: Prepare for this as it is almost always asked at the interview. Try to ask one or two questions which will demonstrate your interest in the job and highlight your value to the organisation. 1 or 2 of these may be appropriate:

Who would I report to?

What training will I do, if any?

Does the company carry out a job review? If yes – how often?

How soon will I hear about the result of my application?

Are there opportunities for further study? Any others?

Questions about wages or salary If the wage level is negotiable then be prepared to negotiate. The dilemma is ‘Where to pitch your bid?’ Too high, you could price yourself out. Too low, you could lose out. Before going for the interview find out about wage levels in the company. If possible negotiate only after you have been offered the job.

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Other commonly asked questions for you to think about Qualifications What do you study on your course? Why did you study this? How important do you think qualifications are? Are you willing to undertake training, even if this takes place in your spare time? What particular further study are you interested in?

Work experience What does/did your present/last job involve? What did you enjoy most/least about it? What did you find easiest/most difficult in your last job? What are your greatest achievements/failures at work? Why did you choose this career? Why did you leave your previous job? What kind of work are you looking for? Have you ever done this kind of work before? Give evidence of a time when you demonstrated initiative in your job? Give evidence of your problem solving ability in your last job? What experience do you have of working with figures? Have you worked with computers before?

Working style Do you prefer to work alone or as part of a team? How do you get on with your current boss? How would you change things if you came to work here? Can you work under pressure? What evidence do yo have to show that you are used to meeting deadlines? How do you motivate others?

Ambition and personal motivation Where do you want to be in five years time? What sort of work would you most like to do, given the choice? What would you do if you inherited/ won a large sum of money? Which is more important to you, money or power? What sort of people do you get on with best? What sort of people do you get on with least? What sort of people do you find it difficult to get on with? Are you a competitive person? How long do you think you will stay in this job? How much do you know about this organisation? Do you know the name of the head of this company?

Interests What are your leisure interest/activities? Which newspapers do you read? What television programmes do you watch? Tell me about yourself?

After the interview It is important to use the interview as a learning experience even if you are unsuccessful. Try to do a full interview follow up. This is invaluable if you are called to second interview and it will strengthen your performance. Try and identify what you did well in addition to the areas where you felt you could make improvements.

Analysing the interview

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After a real or simulated interview carry out the following self-analysis: What was the best part of the interview? Your answer

What could I have done better? Your answer

Is there any additional information about myself I would like the employer to know about or that I could reinforce? Your answer

Are there any questions about the job I still need to ask? Your answer

Follow-up letters

If you donâ&#x20AC;&#x2122;t get the job

Opinion is divided on sending follow up letters. You must decide whether or not you think a letter would do more harm than good. Consider sending a letter to:

Rejection is hard to cope with but use it as a learning experience Try and get feedback about how you performed at the interview

Emphasise the benefits you can bring

Since you got to the interview it is likely that there wasnâ&#x20AC;&#x2122;t too much to choose between you and the other candidates

Provide any additional information you might have missed

Be positive and look towards preparing for the next opportunity that comes your way

Thank the employer

Ask any additional questions about the job

Seeking feedback These days more and more companies are willing to provide feedback

In this way your letter is not just a thank you letter but another opportunity to stress why you should get the job

It is useful because they can confirm the areas in which you did well and point to areas where you could improve

If you do write, keep it brief and to the point. Thank the interviewer for seeing you and re-affirm your interest

This can be useful when applying for other jobs

If you are successful in securing a job, remember to await confirmation in writing. If you should be lucky enough to be offered more than one position, write back to the company that you are rejecting thanking them for their interest and giving some indication of why you have chosen an alternative Keep in mind that many companies take weeks to come to a decision so do not end your job search prematurely. Keep all your options open. To avoid disappointment do not put all your hopes onto one job If you do not hear from the company within a day or two of the date promised, phone them. If you were not successful, ask for feedback

Answers to exercise on page 81: 1=M 2=H

3=B 4=R

5=D 6=C

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7=E 8=J

9=I 10 = L

11 = T 12 = Q

13 = A 14 = P

15 = S 16 = G

17 = K 18 = F

19 = O 20 = N

Achieve more through vocational qualifications

Where to study Foundation Degrees: Below is a list of the providers that offer Foundation Degrees. Remember that some of these have several campuses, so even though their main site may seem some way from your home, there may be a study centre closer to your neighbourhood. Aston University Aston Triangle, Birmingham B4 7ET T: 0121 204 3000 www.aston.ac.uk Aston University does not offer part-time undergraduate courses. The contact details are for part-time post-graduate opportunities. Childcare provision is available for 59 children aged 6 weeks to 5 years.

The Open University 66 High Street, Harborne, Birmingham B17 9NB T: 0870 333 4340 E: west-midlands@open.ac.uk www.open.ac.uk The Open University does not offer childcare services, as most courses are offered on a distance-learning basis. However, students can apply for financial assistance if they need childcare to attend residential courses/summer schools.

Birmingham City University Franchise Street, Perry Barr, Birmingham B42 2SU T: 0121 331 5595 E: choices@bcu.ac.uk www.bcu.ac.uk Nurseries offering low-cost childcare for children aged between 12 months and school age is available at the City North campus and from 18 months to school age at the Edgbaston campus.

Solihull College Blossomfield Road, West Midlands B91 1SB T: 0121 678 7000 E: enquiries@solihull.ac.uk www.solihull.ac.uk South Birmingham College High Street, Deritend, Digbeth, Birmingham B5 5SU T: 0121 694 5000 E: info@sbc.ac.uk www.sbc.ac.uk

Bournville College Bristol Road South, Northfield, Birmingham B31 2AJ T: 0121 483 1000 Course enquiries: 0121 483 1111 E: info@bournville.ac.uk www.bournville.ac.uk

Nursery facilities are available at the Hall Green Centre only, but

No on-site nursery, but the college offers advice on local childcare providers.

City College East Birmingham, Garrets Green Lane, Birmingham B33 0TS T: 0845 0501144 E: enquiries@citycol.ac.uk www.citycol.ac.uk Nurseries available at East Birmingham and Handsworth.

Matthew Boulton College Jennens Road, Birmingham B4 7PS T: 0121 446 4545 College information centre: 0121 503 8500 E: ask@matthew-boulton.ac.uk www.mbc.ac.uk

the college will help you find other childcare providers.

Sutton Coldfield College Adult Learning Directorate, Lichfield Road, Sutton Coldfield, West Midlands B74 2NW T: 0121 362 1176 E: heenquiries@sutcol.ac.uk www.sutcol.ac.uk A nursery with 60 places at the Sutton Coldfield Campus takes children from 6 weeks old to 5 years. Nursery facilities are also available at the Erdington and Great Barr campuses. Sutton Coldfield and Josiah

Nursery available.

Mason College have now merged to be united in excellence.

Newman University College Birmingham Genners Lane, Bartley Green, Birmingham B32 3NT T: 0121 476 1181 E: registry@newman.ac.uk www.newman.ac.uk

University College Birmingham (UCB) Summer Row, Birmingham B3 1JB T: 0121 693 5959 E: marketing@bcftcs.ac.uk www.ucb.ac.uk

There are a small number of nursery places available on campus and other nursery facilities available locally.

Childcare is offered via a link with a local nursery.

If you donâ&#x20AC;&#x2122;t see a Foundation Degree that interests you, refer to www.fdf.ac.uk for up-to-date information. Information was believed to be correct at time of print (06/08). It is advisable to contact training institutions for up-to-date information.

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Herefordshire & Worcestershire

Tel: 0121 415 8176 E-mail: m.a.thompson@bham.ac.uk

Tel: 01905 855554 E-mail: m.crosbie@worc.ac.uk

Black Country Tel: 01902 323592 E-mail: r.hart@wlv.ac.uk

Aimhigher West Midlands

www.aimhigherwm.org

Shropshire, Telford & Wrekin Tel: 01902 323814 E-mail: k.hayward@wlv.ac.uk

Coventry & Warwickshire

Staffordshire & Stoke-on-Trent

Tel: 02476 887945 E-mail: r.hutchinson@coventry.ac.uk

Tel: 01782 294522 E-mail: j.m.robinson@staffs.ac.uk