Developing my Employability and Enterprise Skills A workbook to help you identify and develop skills during your work experience Please keep this with your work experience diary
Name ............................................................................................................................... School/College ................................................................................................................. Employer .......................................................................................................................... Dates of placement .........................................................................................................
This resource was developed by The Staffordshire Partnership with the help and support of The Young People’s Enterprise Centre of Expertise. (YPCOE)
Pete Walthorne would like to thank the staff and students of the Schools and Colleges in Staffordshire and Stoke on Trent for their help in designing this resource
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This booklet is in four sections: Section 1 – learning to learn This workbook aims to help students to develop the ability to manage their own learning. Students need the right vocabulary and tools to use the rest of the workbook – so this section is really important. Some students may be able to work through this section by themselves but in most cases these materials will need to be covered within the school or colleges briefing process before the placement begins.
Section 2 – learning on placement This section provides a selection of templates for the student and employer to select from, adapt and use during the placement.
Section 3 – preparing a summative statement When you return from your placement you will need to summarise what you have learned into a single statement which you will then be able to use elsewhere.7
Section 4 – Advice to tutors and employers This section gives some ideas on how tutors and employers might help the student with Sections 1 and 2 of the workbook.
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Section 1 – learning to learn In this section you will: 3 Learn some important words and ideas 3 Practice using these words and ideas 3 Prepare to use the rest of the workbook during your work experience placement You will probably need help with this section.
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What are Enterprise and Employability? You will learn these by following this workbook, but here are some starting points:
‘Enterprise’ v
Ability to handle uncertainty
v
Responding positively to change
v
Creating and implementing new ideas
v
Assessing and managing risk
‘Employability’ v
The importance of skills attitudes and qualities
v
The need to keep knowledge and understanding up to date
v
The ability to manage your career within a changing work environment
These involve three sets of skills Enterprise Capability: 3
Decision making
3
Personal and social skills
3
Risk management skills
3
Presentational skills
Financial Literacy: 3
Budgeting
3
Financial planning
3
Personal risk management
Economic and Business understanding: 3
Decision making
3
Making Judgments
3
Investigating a hypothesis
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Apply an idea or theory to solve a problem
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Activity 1: The learning pyramid
The Learning Pyramid
This picture shows how we learn
Creating Evaluating Analysing Applying Understanding Remembering
Discuss it with someone.
Do you know what all the words mean?
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Here are some questions to get you started: Can you remember facts without understanding what they mean? For example - have you ever seen the equation E = mc2? What does it mean? Is there anything you can understand and describe but cannot actually do? For example - can you juggle? Can you remember the last thing you learned by watching someone else do it? – What was it? For example - have you ever followed instructions to make or do something? – What was it? Remember watching someone do something well and try to break it down into small steps For example - how do you clean a window really well? Did the right person win the last series of X factor/ Strictly Come Dancing? – explain why For example - what should the runner up have done to win? Do you know of anyone who had a completely new idea? For example - do you know of anyone who put two ideas together and came up with a new idea?
Why are the questions in different colours? This workbook will take you up the learning pyramid – these will be the steps: Helping you know and Helping you
remember what enterprise is
understand enterprise skills and ideas
Helping you use your skills and
apply them in different situations
Helping you
analyse what you are doing
Helping you
evaluate how well you are doing
Helping you create your own opportunities to develop your enterprise and employability skills
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Activity 2: Identifying Attitudes and Qualities
Attitudes & Qualities So let’s describe some enterprise attitudes and qualities, see if you can remember them and show that you understand their meaning….. Self-reliance: independence, self-sufficiency, autonomy Are you able to work on your own, solve problems and make decisions without help? Give an example or explain why this is difficult. Open-mindedness: tolerance, liberalism, non-judgmental Are you interested in other people’s ideas and prepared to work with people you disagree with? Give an example Pragmatism: practicality, expediency, common sense, matter of fact, simplicity Are you able to find simple practical solutions that will work and just do what it takes? Give an example or explain why this is difficult. Adaptability: flexibility, adaptableness, and compliance Can you change what you are doing if the situation changes? Give an example or explain why this is difficult. Perseverance: persistence, determination, pushiness, diligence, and resolution Do you keep going when it gets difficult or there are obstacles? Give an example or explain why this is difficult. Determination: strength of mind, willpower, resolve, purpose, fortitude, grit Once you have decided something do you make it happen? Give an example or explain why this is difficult.
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Flexibility: give, change, adaptable Are you able to cope if things need to be done slightly differently from your original plan? Give an example or explain why this is difficult. Creativeness: creativity, artistic, originality, and vision Do you have original ideas? Give an example or explain why this is difficult. Improvisation: invention, creativeness, lateral thinking, inventiveness,. Do you find yourself developing different ways of doing things? Give an example or explain why this is difficult. Confidence: self assurance, self confidence, belief On the whole do you think that you can do things rather than worry that you can’t’? Give an example or explain why this is difficult. Initiative: Inventiveness, enterprise, have ideas Do you find that you don’t wait to be told to get on with things? Give an example or explain why this is difficult. Self-confidence: Self assurance, Self possession, Confidence, poise, assurance, Do you believe in your abilities? Give an example or explain why this is difficult.
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Now that you have answered each of the questions above write a description of your attitudes and abilities without looking at the previous pages – try to use the words you have just learned.
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Cover up your description. Then ask a friend to look at the previous pages and without discussing it with you, write a statement about your attitudes and qualities:
If the two descriptions are different then perhaps your friend has observed something about you that you had not noticed yourself.
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Activity 3: Skills awareness
Skills Awareness We are not always fully aware of what we are like and what we can do. This picture describes how we develop and become aware of skills and abilities:
Acquiring Abilities Model
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2 Unconscious Incompetence:
Conscious Incompetence:
I don’t know I can’t do this.
I know that I am not very good at this.
Unconscious Competence:
Conscious Competence:
I can do this without thinking.
I know that I am quite good at this.
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To give an example – riding a bicycle. Stage 1 – When you are very young you don’t even know about riding bikes, or the fact that you can’t’ do it yet (your lack of ability) Stage 2 – When you get your first two-wheeled bike you are very aware of the need to learn how to ride it and you are aware of your incompetence (your inability to do it) Stage 3 – As you develop the skill of riding a bike you have to think about what to do next – which lever applies the rear break, where the gear change is etc – but you can do it – you have some competence Stage 4 – After years of riding a bike you don’t have to think about it – you just do it and you can think about other things - you become unaware of how competent you are at the skill.
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Now list three practical skills or abilities that go through the four stages as you learn them: 1
2
3 This model is very important when developing skills and techniques
To test if you have understood the model please put a tick next to the correct statements below, a cross next to the ones that are wrong and leave the ones you don’t understand:
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We can do some things without thinking
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When we get really good at something we can do it automatically
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We always have to think about every step when we walk
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We are fully aware of all the skills we will need
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We can develop skills we don’t even know about yet
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Sometimes people will spot a skill we have, without us knowing we have it
This is why it is important to: 3
Ask for help in identifying and developing skills
3
Not give up the moment you realize that a skill is difficult
3
Not to assume you have no skills
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Now list some of your skills and abilities in stages 2, 3 and 4
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I know that I am not very good at
I don’t know I can’t do these
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I can do these without thinking
I know that I am quite good at
Why can’t you list any stage 1 skills?
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2
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Activity 4: Learning from experience
Learning from experience experience
Creating Evaluating Analysing
reflection
application
Applying Understanding
generalisation
Remembering
Reflection = remember what has happened by listing, defining, describing, labeling, naming, quoting and describing who, what, when and where
Generalisation = understand analyse evaluate what you have learned by assessing, classifying, comparing, concluding, contrasting, distinguishing, explaining, interpreting, judging, ordering, selecting and, summarizing
Application = apply what you have learned in new situations or activities. By completing, creating, demonstrating, designing, formulating, illustrating, planning, preparing, presenting, Do you agree with these statements v
It is possible to have an experience and not learn from it.
v
It is possible to have the same experience again and again without learning from it.
v
If you follow the four steps above you should learn from an experience.
When you learn from experience
you do things better next time.
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Let’s practice analysing our learning using the ideas on the previous page Give an example of how you have learned from experience (look at the example first) Example Experience
I tripped over a vacuum cleaner cable
Reflection remember (simply describe what happened)
When I was cleaning the carpet with the vacuum cleaner I left it out, went away to do something else and forgot that it was still there.
Generalisation understand analyse evaluate (say what you have learned from thinking about the experience)
That I can be forgetful. That I should try to do one thing at a time That I should put equipment away when I have finished using it
Application Apply (what will you do different next time?)
Next time I finished using a piece of equipment I put it away before doing the next task. When I was interrupted before I had finished a job I tidied up the equipment before leaving it.
How I have learned from an experience
A good example of learning from experience is when you learn from mistakes. Learning from experience also involves managing risks
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Activity 5 Risk management
Risk Management
Before taking any risk: Find out as much as you can about the risk Has anything like this been done before – what happened?
Ask the experts first Do people with real experience think this is a sensible risk?
Question your assumptions What do you really know and what do you only think you know and understand?
Communicate Tell people what you are going to try before you go ahead and lose them money, customers or equipment. Don’t go ahead without permission!
Be transparent Allow people to see what you are doing – so there are no big surprises
Be disciplined Don’t suddenly change your mind or direction before going through all these steps again
Use common sense It’s too expensive and dangerous to just try anything, hoping you will make a wonderful discovery
If you manage risks this way others will think you are enterprising not just a reckless liability!
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Activity 6: Problem Solving
Problem solving Problem solving is usually a mixture of working on your ideas alone and
working with others. Try using the following step when problem solving 1. Define the problem as clearly as possible. What exactly is required? 2. Set priorities. What must be done first? What can be left until later? 3. Develop an appropriate strategy What steps must you take to address the task? 4. Use experience from similar problems What do you already know or what have you already done? 5. Set targets What steps must you accomplish by when? How will you know you have achieved each target? How will you measure your progress? 6. Develop an action plan. List all the steps necessary to achieve each target. accomplishing each step and a deadline for each.
Identify the best order for
7. Get started. Do not wait until the last minute, start early on the tasks that you can begin straight away. 8. Monitor your performance against targets and indicators. Check regularly whether you are meeting your targets and revise your action plan accordingly. 9. Evaluate your performance. How well did you achieve your targets? What did you learn that will be of use to you for future problems and tasks?
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Problem solving tools Mindmapping Here’s How You Do It
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Take a sheet of plain paper and turn it sideways (if using flipchart paper you don't need to turn it sideways - it is large enough);
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Using coloured felt pens, draw a small picture (or write a phrase) in the centre of the paper representing the issue you want to solve;
• • • • •
Draw lines out from the main problem (it helps to use different colors for each line).
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If you want, add images next to your main line that illustrate what each line means to you (some people think better with pictures, others with words).
Each line should represent a different aspect of your problem or issue; Write down what each line represents either on top of or on the line; Add other lines flowing off these main lines; Write a word or short phrase on the smaller lines indicating what each new line represents (you may find that mind mapping works best for you if you write down the phrases or draw the images first and then connect them with the lines); and
Here is a mindmap about problem solving:
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Now do your own mindmap for one of these topics: How to save more money How to get fitter How to improve my grades How to have more fun
……or chose your own ‘problem’
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Activity 7: Action Planning
Action Planning An action plan pulls together all the steps in problem solving Here is a simple action plan format:
The task /problem
What are you trying to do/achieve
Intended outcome (s)
What will it be like, what will be the final result?
What
Who
When
Resources
List the steps and tasks
Who should do each task?
Give a start and finish date for each step and task
List the resources required to achieve each task (this includes money and equipment)
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How will we know that this task or step has been successfully completed
Section 2 – learning on placement
In this section you will: 3 Record your use of skills 3 Practice using words to describe your skills and learning 3 Plan, carry out and evaluate projects tasks and challenges which help you develop enterprise and employability
You should select the pages that help. You can adapt the layout to suit what you are doing.
You will probably need help from your employer with this section
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Recording Personal Learning and Thinking Skills:
Throughout your placement you will be developing skills. Use the following tables to identify and record your use of skills. You will be able to use this section even if you don’t have any enterprise challenges or projects whilst on placement.
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Independent Enquirer
Evidence of using this skill (tick or initial)
This skill involves:
Researching and investigating information for a task or project
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Taking responsibility for planning what to do and how to go about it
Making sensible decisions and looking at things from a different point of view
Carrying out a survey to find out staff views and suggestions for change
Thinking of questions to ask or answer to get the information you require
Solving a customer enquiry effectively
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Supporting your findings with evidence
Presenting or communicating information to suit different people
Analysing information and judging what is valuable
Explaining to your supervisor why you have carried out a task in a particular way
Other examples of how I used this skill
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Creative Thinker
Evidence of using this skill (tick or initial)
This skill involves:
Adapted/changed my approach to a task as circumstances changed
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Generating and exploring ideas
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Trying different ways to tackle a problem
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Working with others to find imaginative solutions and outcomes
Asked more questions to gain greater understanding of a task
Had lots of appropriate ideas for dealing with a problem
Thought ideas through and explored different possibilities in a meeting or discussion Other examples of how I used this skill
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Reflective Learner
Evidence of using this skill (tick or initial)
This skill involves:
Adapted/changed my approach to a task as circumstances changed
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Identifying your strengths and limitations Asked more questions to gain greater understanding of a task
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Setting realistic goals for success
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Reviewing progress and acting upon the outcomes
Had lots of appropriate ideas for dealing with a problem
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Asking for feedback and dealing with it positively and constructively
Thought ideas through and explored different possibilities in a meeting or discussion
Other examples of how I used this skill
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Self Manager
Evidence of using this skill (tick or initial)
This skill involves:
Planning work carefully
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Taking personal responsibility for organising yourself
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Using your initiative, creativity and enterprise to learn and improve
Organising time and resources
Working towards a goal
Meeting deadlines
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Responding positively to change
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Coping with new challenges and opportunities
Following instructions
Prioritising work
Following induction instructions
Asking for help and guidance
Sticking with tasks in difficult situations
Taking on responsibility
Other examples of how I used this skill
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Team Worker
Evidence of using this skill (tick or initial)
This skill involves:
Attending a project meeting or team briefing
• •
Working confidently with others Interacting with staff by performing basic tasks e.g. distribution of post Taking responsibility for your own part
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Listening and taking account of others point of view
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Working together to resolve issues
Cooperating with staff on a specific task towards a common goal
Showing fairness and consideration to staff members /customers
Managing discussions to achieve results and reach agreements Other examples of how I used this skill
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Effective Participator
Evidence of using this skill (tick or initial)
This skill involves:
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Active in involving yourself with issues around you
Help promote the company at an event
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Playing a full part in work, and community life
Help with a social event/ fundraiser
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Helping to improve things for others as well as yourself
Have a discussion about issues that affect staff and suggest areas for improvement
Other examples of how I used this skill
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Enterprise Challenges and projects Either before or during your placement you, your employer or your tutor may identify a particular project for you to complete, a problem to for you to solve or a challenge for you to do. Use the templates which follow to organise and record your challenges and projects. You will probably have to adapt the templates. Keep referring back to section 1 to help.
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Enterprise Challenge Describe the challenge: (What are you going to try to do? What are you going to try to find out?)
Now break your challenge down into tasks/steps: Task/step 1:
Task/step 2:
Task/step 3:
Task/step 4:
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How will you prepare for the challenge? (e.g. Resources or equipment needed, people you need to talk to, information you need to find‌) You could start by doing a mindmap or simply writing a list.
Now put together an action plan. You can use the template in section 1 or you can design your own.
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Risk Management checklist Some parts of your challenge may involve risk – use this checklist before you start: o I have found out as much as I could about the risks o
Has anything like this been done before – what happened?
o I have asked the experts o
Do people with real experience think this is a sensible risk?
o I have questioned my assumptions o
What do you really know and what do you only think you know and understand?
o I have communicated o
I have told people what I am going to try before I start and I have got permission!
o I will be transparent o
People will be able to see what you I am doing.
Remember: Be disciplined Don’t suddenly change your mind or direction before going through all these steps again
Use common sense It’s too expensive and dangerous to just try anything, hoping you will make a wonderful discovery
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What did you learn from the challenge? Reflection = remember what has happened Describe what happened:
Generalisation = understand analyse evaluate what you have learned Write down what you learned:
Application = how will you apply what you have learned in new situations or activities. Desribe how you would approach a similar problem or challenge differently next time
Comments from supervisor
Signed:
Date:
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Enterprise project During my Work Experience I have had the opportunity to:
Identify a problem or need
Initials
Plan a project to tackle the problem or meet the need
Initials
Implement an action plan
Initials
Evaluate the process
Initials
Describe your enterprise project
Reflection = remember what has happened
Generalisation = understand analyse evaluate what you have learned
Application = how will you apply what you have learned in new situations or activities
Please ask your employer to initial against the four stages to show that you completed them * Include any paperwork or evidence from your project in the back of this diary
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Section 3 – preparing a summative statement The purpose of this section is to draw together all your learning into a single statement for use in:
3 Your record of achievement 3 Your school report 3 HE Card 3 Your UCAS application You will probably need help from your teacher or tutor with this section
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Preparing a summative statement Use these questions to prepare a statement about your enterprise and employability (on pages 38 & 39) How did you feel on your first day? How did this change? Describe your induction to the workplace. What were the highs and lows of your placement? What key incidents happened during your placement? What tasks did you undertake? What skills did you practice? Who was your supervisor and how did you get on with them? What did you find most interesting/useful/important/boring/difficult about your job? How did the reality match your expectations? What work was going on in the workplace? What working environments did you experience? Can you describe them? What feelings did you have whilst visiting the workplace? Would you like to work there? What roles did the people have? What were their job titles and what did they do? Were there differences in the jobs being undertaken by men and women/younger and older people/people from minority ethnic and majority ethnic groups? What work processes did you observe in action? How were people using ICT at the workplace? What did you find out about pay and conditions/working hours/trade unions, and so on? What did you learn about working in the kind of work environment you were in (out of doors, in an office, and so on)? What did you learn about health and safety? What did you conclude about your readiness to join the workforce? Which personal skills or qualities do you need to work on? What did the manager and supervisor try to put across to you? What explanation did your co-workers have for things going wrong? Did you agree with their reasons? What did you learn about what makes a good manager? What makes good employee and a good employer? What did you learn about production, marketing, personnel, and so on? How could the working conditions have been improved for the staff? What did you learn about public relations? Why does the company host school visits? What makes a good working environment?
Don’t forget to use the words and ideas you learned in the first section of this workbook
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My enterprise learning and employability skills Name: Employer Dates of placement
Details of the placement including tasks challenges and projects:
Knowledge and understanding I developed:
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Skills I practiced and developed:
Attitudes and Qualities I needed to display and develop whilst in the workplace:
Signed:……………………………………………………………………………......……………… Date:……………………………….
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Section 4 - advice to tutors and employers on supporting a student with this workbook The purpose of this section is to provide guidance to tutors and employers on how to support the student by: 3 Helping them understand section 1 3 Helping them to identify projects, problems and challenges to develop their skills 3 Helping them identify and record their learning
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Advice to tutors More able students may be able to work through section 1 by themselves, but it is strongly recommended that you use some of the briefing time allocated before the placement to go through this with them to check their understanding. Section 1 is divided into 7 activities. In most cases these activities will be reminders of enterprise activities delivered by the school. If this is the first time the students have been taught these skills you may wish to develop each activity with help from employers or your local Education Business Partnership. You may wish to set the students some ‘practice’ enterprise projects or challenges before the placements starts.
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Advice to employers The student using this workbook is interested in developing their employability and enterprise skills. The intention is not to turn your workplace into a classroom – it is much better if you can present the student with real/realistic problems and challenges which they would have to deal with if they worked in your sector. The following pages provide some prompts to help students learn from the opportunities you provide
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Clarify the purpose of the Work experience:
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To experience a particular work environment To develop enterprise skills
If the student is using this workbook then the student intends to focus on developing their enterprise and employability skills
Clarify what is possible during the placement:
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By setting challenges By identifying a problem for them to solve
These challenges/ problems may be:
• • •
Made up to suit the ability of the student Real problems and challenges that you are currently facing Problems or challenges that you have faced in the past and know the solution too
To reduce the impact on your business:
• • •
Students can learn from using old data or information Students can learn from using waste or out of date resources Members of staff can act as customers or clients
Whilst students are involved in planned activities and challenges
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Encourage students to use the resources in this booklet to learn from their experiences.
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Help the student learn how risk management, problems solving, decision making, and financial planning are used in real situations
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Help the student take sensible risks Help the student learn from success and failure
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Towards the end of their placement encourage the student to reflect on their experiences by asking them some of these questions How did you feel on your first day? How did this change? What were the highs and lows of your placement? What key incidents happened during your placement? What tasks did you undertake? What skills did you practice? Who was your supervisor and how did you get on with them? What did you find most interesting/useful/important/boring/difficult about your job? How did the reality match your expectations? What work was going on in the workplace? What working environments did you experience? Can you describe them? What feelings did you have whilst visiting the workplace? Would you like to work there? What roles did the people have? What were their job titles and what did they do? Were there differences in the jobs being undertaken by men and women/younger and older people/people from minority ethnic and majority ethnic groups? What work processes did you observe in action? How were people using ICT at the workplace? What did you find out about pay and conditions/working hours/trade unions, and so on? What did you learn about working in the kind of work environment you were in (out of doors, in an office, and so on)? What did you learn about health and safety? What did you conclude about your readiness to join the workforce? Which personal skills or qualities do you need to work on? What did the manager and supervisor try to put across to you? What explanation did your co-workers have for things going wrong? Did you agree with their reasons? What did you learn about what makes a good manager? What makes good employee and a good employer? What did you learn about production, marketing, personnel, and so on? How could the working conditions have been improved for the staff? What did you learn about public relations? Why does the company host school visits? What makes a good working environment?
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Encourage the student to apply what they have learned by asking them some of these questions What advice would you give to other students about working at your placement? What will you do differently the next time you are employed or on work experience? What are you going to do about improving on any weakness identified in your personal skills and qualities through work experience? You might also ask the student to: Describe your induction to the workplace. Construct an organisation chart for the company. Construct a flow diagram to show the processes you saw at the workplace Write a short report on your visit. Prepare a presentation showing what you learnt and how you are going to try to change as a result of your work experience. Prepare a dos and don’ts checklist for students going on work experience next year. Imagine they were an entrepreneur setting up a company ask them to explain what good points would you want to take from the company and what problems you would try to resolve? Demonstrate how you would greet a new customer. Plan an induction programme for a new recruit to your business.
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Appendix: Framework for economic wellbeing 11–19: career, work-related learning and enterprise All students between the ages of 11 and 19 are expected to learn the following from their work related learning programme at school or college. This workbook will have helped you with those shown in bold
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understand and demonstrate the main qualities, attitudes and skills needed to enter and thrive in the working world
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evaluate the usefulness of a range of skills for gaining and sustaining employment and self-employment
• • •
manage their continuing career development, including transitions
• • •
demonstrate an understanding of the concept of ‘career’
take risks and learn from mistakes apply their functional skills and personal, learning and thinking skills (PLTS).
recognise and respond appropriately to the main influences in career choice identify, select and use a range of information sources to research, clarify and review career options and choices, including financial support for post-16 and higher education
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assess their needs, interests, values, skills, abilities and attitudes in relation to options in learning, work and enterprise, and use this process to make creative and realistic choices for progression
• •
access and use an interview with a career guidance specialist to progress their plans make, review and adapt their individual learning plan for transition into, through and beyond the 14–19 phase
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complete application procedures for their next steps, including a CV, personal statement and preparation for interview.
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understand the range of opportunities in learning and work (local, national, European and global), and the changing patterns of employment
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understand the significance of the changes happening in the world of work and relate them to their career plans
• •
explain the chief characteristics of employment, self-employment and voluntary work
• •
identify what they have learned about work from their experiences
recognise and challenge stereotypical views of opportunities in learning and work.
understand what motivates people to work identify the qualities and skills needed for enterprise and employability
• •
understand the importance of lifelong learning to employability and progression apply learning gained from their experiences of work to their curriculum and to their career planning.
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• • •
understand the career motivations and pathways taken by individuals
• • •
outline the main types of business and what motivates them
understand the importance to employers of skills, attitudes and qualifications appreciate the benefit of further learning and personal development.
understand how different businesses are organised and structured give examples of rights and responsibilities at work, work roles and identities, and attitudes and values in relation to work and enterprise
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demonstrate a basic knowledge and understanding of a range of economic and business concepts and terms, including the connections between markets, competition, price and profit.
• •
understand how and why working practices and environments differ understand the main hazards associated with particular types of workplace and how these hazards are minimised
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relate knowledge about work to their learning and career development.
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understand the relevance of curriculum subjects to the world of work and to their own career development
• • •
demonstrate an understanding of economic and business terms
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know and understand important enterprise concepts demonstrate enterprise skills,
analyse how examples of learning within the curriculum can be applied to work contexts evaluate their experiences and learning to inform future progress and career plan.
including decision making, leadership, risk management and presentation
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demonstrate enterprise attitudes, including a willingness to take on new challenges, self-reliance, open-mindedness, respect for evidence, pragmatism and commitment to making a difference
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demonstrate enterprising qualities, including adaptability, perseverance, determination, flexibility, creativity, ability to improvise, confidence, initiative, selfconfidence, autonomy and the drive to make things happen.
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The Staffordshire Partnership St Joseph’s Court, 2-4 Lichfield Street, Rugeley, Staffs WS15 2EH Tel: 01889 571999 Fax: 01889 586732 Web: www.staffpart.org.uk e-mail: workexperience@bestaffordshire.co.uk