Update on IF developmentsFriday 11 September 2015
Virginia IsaacChief Executive
Key Strategic Aims 2015 - 2016
• Improve quality and impact on young people
• Be more responsive to changing customer needs
• Develop our products, services and systems
• Develop our employer strategy and involvement
• Raise our profile and influence the careers agenda
• Support our staff in any way we can
• Improve our business sustainability
New initiatives 2014 - 2015
3
An integrated programme inc S5 Interviews
Parental Influence Research
Working with younger pupils
Student Events in Scotland
Data Reports UCAS and CDI Webinar contracts
Activity in Scotland
2014/15
Membership 36
Profiling schools 31
S5 Interview Schools 21
Enrolments 2,120
S5 Interviews 482
Futurewise New Generation
95.3%
Overall quality Staff delivery
83%90%
Futurewise What difference do we make?
5
Overall Quality83%
(81%)
92% of students knew more about how to plan for their future
(93%) (87%)
84% of students were clearer about their skills, abilities and personality style
(84%) (77%)
80% of students were more confident
about making the right choice to
succeed in the future(81%) (77%)
81% of students were more
motivated to work harder at school
(73%)
Quality of staff delivery
89%(85%)
Twitter accounts: www.twitter.com@myfuturewise 53 followers (03/09/15)@IFFCareers 2,489
School Feedback
6
74% said that The Futurewise programme helped me make the right subject choices last year (23% said neither agree nor disagree)
92% said that following this session they were clearer about their next steps “It has been extremely helpful because I went in with a confused brain and I am a bit clearer now. Thank you!” Student, Strathallan School
“Futurewise helped me choose what was best for me in the future and I strongly believe that I have made the correct choice.” Student, Belmont House
“It was great. It was clear and helped me towards my decision.” Student, Hamilton College
Student Events in Scotland
Event 2015/2016 Nos Venue
Medic Insight Day June 6 2015 51 Glasgow
Careers in Creative Industries
June 102015
20 Edinburgh
Insight in Finance sector
w/c Feb 15 2016
Edinburgh
Professions allied to Medicine
Date tbc tbc
Careers Insight Day - Psychology
Date tbc tbc
Medic Insight Day June 2016 tbc
Insight into UKCAT June 2016
7
Parental Influence research
• Commissioned by Target Publishing (GTI Group) with Inspiring Futures and supported by EY
• Carried out by YouGov in June and July• 1018 parents of children 14 – 18 (111 Scottish)• Weighted according to demographics and type of
school• Purpose was to examine how parents access the
information, what they think of the information/guidance
available and what they think about the information and guidance being given to their children at school.
8
What kind of school attended?
9
All Scotland Futurewise0
10
20
30
40
50
60
70
80
90
100
47
75
773
90
4650
77
State Secondary Independent Parental university degree?
Who should be responsible for careers advice?
10
All
Scotland
Futurewise
0 10 20 30 40 50 60 70
65
63
61
16
19
16
Parents Teachers
How much careers advice has your child received?
11
All Scotland Futurewise0
10
20
30
40
50
60
0 03
1619
55
51
55
39
Too much About the right amount Some, but not enough
When is the best time for your child to start receiving careers info?
12
All Scotland Futurewise0
10
20
30
40
50
60
2 3
10
21
35
26
55
45
32
In primary School When they start secondary school When making subject choices at 14
When should parents start receiving careers info?
13
All Scotland Futurewise0
10
20
30
40
50
60
36
13
28
39
26
52
43
55
When children are in primary school When children start secondary school
When children are making subject choices
How do you rate the quality of the CEIAG that your child has/had in school?
14
3
11
28
All
2
14
30
Scotland
19
39
23
Futurewise
Excellent Good Satisfactory
Does you child often ask you for advice?
15
12
20
26 AllScotlandFuturewise
Has your child a clear idea of what to do after school?
16
22
27
39 AllScotlandFuturewise
Who has the biggest influence on child's career decisions?
17
Parents Teachers Employers Media Celebrities0
10
20
30
40
50
60
70
80
90
53
24
1216
19
58
2119
22
10
83
17
0
20
0
All Scotland Futurewise
How confident are you giving advice?
18
12
18
13
AllScotlandFuturewise
What would make you more confident?
19
All Scotland Futurewise0
10
20
30
40
50
60
70
80
64 64
71
38
44
26
39
31
45
Dedicated website Printed publications
Briefing by careers adviser or careers teacher
I think that what my child does outside school is very important
20
76
83
87
All
Scotland
Futurewise
21
How do you rate the following that your child receives in school?
Information about subject options S2 and S3 36 34 58
Classroom lessons in careers ed 20 5 10
Information about currebnt job market 13 13 7
One to one careers advice discussion 38 32 22Psychometric assessment 11 6 31
Practical skillsl workshops 13 17 13
Work experience 14 12 0
Visits to employers 4 8 20
Visits to universities 9 10 11
Careers Fairs 12 15 9
Information how school subjects relate to careers 25 30 43
Communicating Team Working Organising and Planning
Problem Solving Confidence Leadership0
10
20
30
40
50
60
70
80
22 22 22 23 24
14
32
2729
33 33
21
74
58
36
42
61
36
All Scotland Futurewise
%
How much does your school help your child develop?
Proposed Integrated Careers Programme
Year S5
Management Skills Conference
Futurewise Profiling
Futurewise Profiling S5
Transition Workshop
Careers Event Guidance Interviews
Guidance Interviews S5
Careers Clinics
Parents’ Evening Enterprise Skills Conference
Careers Clinics
Parents’ Evening
Years S1-2 Year S3 Year S4 Year S5 Year S6
Career Investigator
The Career Investigator plus lesson plans
The Career Investigator provides a simple, yet effective, way for student's aged 13 to 14 to start to understand how their interests, strengths and values relate to careers and the world of work.
15 minute on-line test
Introduction and CI questionnaire
Exploring career interests
Combining career interests
Year groups: Year 8 – 9 / S1 – 2
All school annual licence: Available now:
£235.00 plus VAT
£176.25 plus VAT for members
£117.50 plus VAT for member profiling schools
24
The Career Investigator will:
• Help students to understand their interests, strengths and values and what they means in relation to world of work and future careers
• Spark an interest in the world of work using six easy-to-understand career themes that will encourage students to explore different job families
• Encourage students to take ownership of their careers exploration with their own Career Investigator profile report
• Support students to look systematically at their options choices based on a greater understanding of themselves.
In addition, when used as part of a CEIAG programme, The Career Investigator can help students to:• Identify different kinds of work and understand why people’s job satisfaction varies• Recognise the qualities and skills needed for employability
25
School demographics
26
Academic Year Male Female Total Number of Students
2013 69 21 90
2014 64 33 97
77%
23%
Academic Year 2013-14
Male Female
66%
34%
Academic Year 2014-15
Male Female
2013
2014
85 90 95 100
School Results• 2014-15 Academic year• 97 Anonymised Students• 6 Abilities
• 6 Career Interests• Personality • Preferred Learning Style
27
Abilities Career Interests
PFS_ID Numerical Verbal Abstract Accuracy Memory Decision Making Realistic Investigative Artistic Social Enterprising Conventional Type Thinking, Feeling & Behaviour Learning Style
18448 6 5 5 5 5 4 2 6 4 6 7 6 ESFP Activating Activating
18449 6 6 6 7 3 4 2 6 5 5 8 5 ENFJ Harmonising Exploring
18450 9 8 9 6 6 3 6 4 4 5 4 5 ESTP Activating Activating
18451 6 7 7 6 6 4 2 9 4 4 6 5 ENFP Exploring Exploring
18452 4 5 5 4 5 3 5 6 5 6 9 5 ISTJ Clarifying Clarifying
18453 6 4 5 1 4 2 6 5 4 5 8 8 ISFJ Clarifying Clarifying
18454 2 3 6 1 7 8 2 2 4 6 4 3 INFP Campaigning Innovating
18455 6 6 6 5 6 3 6 6 3 4 4 4 ISTP Analysing Clarifying
18456 5 7 9 4 5 1 6 8 7 6 5 3 ENFP Exploring Exploring
18457 7 9 7 5 7 4 5 5 5 3 5 3 ENFP Exploring Exploring
18458 5 8 8 6 6 4 4 5 7 7 6 5 ENFJ Harmonising Exploring
18459 6 5 7 4 6 2 5 6 1 3 5 3 ESFJ Harmonising Activating
18461 3 2 5 8 3 4 7 8 5 7 8 7 ESTP Activating Activating
18462 7 8 8 7 5 8 8 9 5 4 4 2 ESTP Activating Activating
18463 7 8 5 5 5 1 6 9 4 5 5 5 INFJ Innovating Innovating
18464 8 8 6 8 5 6 6 8 3 4 4 4 INTJ Innovating Innovating
18465 6 10 7 4 4 4 6 7 4 5 9 5 ENTP Exploring Exploring
18466 8 6 8 7 9 8 7 9 5 4 8 7 ISTJ Clarifying Clarifying
18467 3 5 3 1 5 3 7 6 5 7 7 4 ENFP Exploring Exploring
18468 5 8 8 2 9 4 2 6 4 3 8 5 ENTJ Conducting Exploring
18469 4 4 6 3 9 3 2 6 4 3 7 5 ESTJ Conducting Activating
18470 4 3 8 5 6 1 6 3 8 6 6 3 ENFP Exploring Exploring
18471 7 4 10 6 6 5 4 6 5 3 7 3 ENFP Exploring Exploring
18472 8 7 4 4 3 8 2 5 1 3 7 4 ISTJ Clarifying Clarifying
18473 7 7 7 4 5 5 5 7 3 4 8 5 ISTJ Clarifying Clarifying
18545 7 8 3 5 4 4 5 6 4 6 7 4 ESFJ Harmonising Activating
18474 4 7 7 5 6 5 8 6 7 10 8 5 ENFJ Harmonising Exploring
18475 4 6 7 5 6 1 8 7 3 7 7 6 ESFJ Harmonising Activating
18476 7 9 8 7 6 5 4 7 5 4 8 8 ESTJ Conducting Activating
18478 5 9 8 7 6 5 4 8 8 5 5 4 INFJ Innovating Innovating
18546 7 7 5 5 5 4 5 10 1 4 7 7 ESTJ Conducting Activating
18479 6 3 6 5 6 4 7 5 5 7 6 3 ENFP Exploring Exploring
18480 4 5 8 5 6 3 7 5 5 5 7 5 ENFJ Harmonising Exploring
Aptitudes - year group comparison
28
Adviser Notes:
The ability to use numerical
information to solve everyday problems. Not indicative of
Maths results.
The ability to identify patterns in abstract shapes
and generate & test hypotheses.
The ability to remember and follow complex sets of instructions
and to respond quickly and accurately.
The ability to understand written
information & determine what follows logically
from that information.
Numerical Verbal Abstract Accuracy Memory Decision Making0.01.02.03.04.05.06.07.08.09.0
10.0
4.6
6.06.5
4.53.3
4.75.4 5.5
6.5
4.5 4.1
5.5
Academic Year 2013-14 Academic Year 2014-15
Graph shows the average STEN score for cohorts by academic year
High interest in Enterprising careers 2014-15
29
Lowest STEN score = 2 Highest STEN score = 10 Average STEN score = 6.4
Jobs which fall into this area are concerned with business and leadership. They seek to attain personal or organisational goals, or economic gain. Work activities include selling, marketing, managing, influencing, persuading, directing and manipulating others. Being self-employed (running your own business) falls into this category, as does work in politics.
Students with High Enterprising Career Interest
18452 18465 18485 18492 18503 18508 18521 18529 185388
9
10
Student ID's
Graph shows students with a high interest in Enterprising careers (STEN of 9 or above)
ISTP – Surveyors Are drawn to roles requiring
action and expertise
INFJ – Guides Warm, imaginative and
amiable
Preference of Thinking, Feeling & Behaviour 2014-15
30
ISTJ – Inspectors Careful, thoughtful & systematic
ISFJ – Protectors Patient, modest and
diligent
INTJ – Investigators Innovative visionaries
with a determination to achieve results
INFP – Idealists Are drawn towards others
who share their values and feel deeply about
certain issues
INTP – Architects Great thinkers and
problem solvers
ESFP – Energisers Are drawn towards others, engaging and optimistic
ENFP – Improvisers Personable imaginative and
sociable types
ENTP – Catalysts Energetic change agents
who are always looking for a new angle
ESTJ – Co-Ordinators Systematic and delivery
focussed
ESFJ – Harmonisers Sociable, friendly and
persevering
ENFJ – Advisers Enthusiastic, personable
and responsive
9%
10%
6%
2%
13%
5%15%
4%
4%1%
4%
2%
2%
3%
13%
4%
ENTJ – Executives Direct, goal focussed people who seek to influence and
get results
ESTP – Trouble-shooters Sociable, confident and adaptable pragmatists
ISFP - Supporters Quiet, friendly people who do not need to force themselves or their views on others
Graph shows the breakdown of preference of thinking, feeling and behaviour for the academic year cohort
Thinking, Feeling & Behaviour Academic Year 2014-15 Compared with the UK Population
31
Understanding of thinking, feeling and behaviour style will increase self-awareness helping the individual recognise why and when things will be more challenging or less motivating, this can help to make choices in school, careers and life. See descriptions on the previous page.
ENFJ
ENFP
ENTJ
ENTP
ESFJ
ESFP
ESTJ
ESTP
INFJ
INFP
INTJ
INTP
ISFJ
ISFP
ISTJ
ISTP
Advisers Improvisers Executives Catalysts Harmonisers Energisers Co-Ordinators Trouble-shooters
Guides Idealists Investigators Architects Protectors Supporters Inspectors Surveyors
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
Academic Year 2014-15 UK Population
Graph compares the preference of thinking, feeling and behaviour of the academic year to the UK population
Preferred Style – Academic Year 2014-15
32
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
9%
6%
4%
15%
22%
12%
23%
8%Innovating
Harmonising
Exploring
Conducting
Clarifying
Campaigning
Analysing
Activating
• Use their imagination to create radically new and different ideas or perspectives.• Use ever-changing ideas and images (from within the unconscious mind) to produce radical solutions to problems that
have a long term vision and an apparent understanding of the unknown. • Uses the imagination to observe the world from a number of different perspectives.
• Try to create harmony in the world around them, by building rapport with people, creating a positive team atmosphere, looking after peoples welfare, motivating people and/or providing a service to the satisfaction of others
• Values peoples contributions, seek to develop the role that others play and invest in building positive relationships • Tries to overcome differences in opinion and find ways which the team can agree.
• Try out new and better ways of doing things to uncover hidden potential in people, things or situations• Often look one step beyond the current situation to pursue unexplored avenues until all options have been exhausted • Challenge the status quo & experiment with the introduction of change to make improvements & uncover new potential.
• Introduce organisation and a logical structure into the way things are done• Organise and systematise the world by establishing appropriate plans, identifying and implementing the correct
procedures. They endeavor to make sure that they are followed • Try to ensure that roles and responsibilities are properly defined with appropriate resources or skills available.
• Bring clarity to the inner world of information, ideas and understanding• Listen, ask questions and absorb information to achieve as clear a picture or understanding as is possible• Expand knowledge by collecting experiences and looking to the foreseeable future by envisaging clear goals and clear
pathways to achievement of those goals. • Focus on clarity also brings greater attention to detail.
• Give importance to particular thoughts, ideas, or beliefs• Are value driven and in a team discussions often brings a sense of priority that is derived from strong convictions• Emphasise ideas or thoughts that have the greatest import, bringing them to the fore and stressing their significance• Evaluate the inherent value or importance of new ideas, focusing on those that stimulate the strongest feelings.
• Produce explanations of how and why things happen and bring structure and organisation to ideas and understanding• Formulate hypotheses & explanations of how things function & gather evidence to assess how true explanations are. • Produce mental models that replicate how particular aspects of the world work, and tries to understand the full
complexity of any situation.
• Bring things to fruition by getting things done, and getting them done now! • Very action-oriented, dealing with whatever tasks the current situation presents, and spurring others into action as well• Make use of experience and utilise tools or processes that are readily available or tried and trusted. • Have an immediate impact on things, injecting a sense of urgency, and aiming to achieve clear goals and high-quality,
tangible results.
Graph shows breakdown of preferred style for the academic year cohort
Preferred Style – Academic Year Compared to UK Population
33
Academic Year 2014-15 UK Population0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
9%16%
6%
10%4%
10%15%
21%22%
15%12%
13%23%
11%
8%4%
Innovating
Harmonising
Exploring
Conducting
Clarifying
Campaigning
Analysing
Activating
Graph compares the preferred style for the academic year cohort to the UK population
Preferred learning style – year group comparison
34
• Doing things differently
• Thinking about the future
• Learning by trial and error
• Discussing things with other people
• Having complex ideas to work on
• Thinking about the possibilities
• Discovering new ways of doing things
• Studying models & theories
• Looking for practical tasks
• Moving fast & working quickly
• Being part of a group or team
• Plenty of energy and excitement
• Asking lots of questions
• Gathering facts & details
• Having space to think
• Working at your own pace
Activating Clarifying Exploring Innovating0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
32%
20%
28%
20%
38%
23%
28%
11%
Academic Year 2013-14 Academic Year 2014-15
Graph shows the split of students in academic year cohort by preferred learning style
35
Preferred learning style – Gender Comparison
Students understanding how they prefer to learn can help them build better learning skills and make the most of their potential.
This can help them to:
• Choose between different school subjects and how they may approach them
• Understand the styles of teaching that they are likely to respond to best
• Make decisions about any further learning that they may enjoy.
Activating Clarifying Exploring Innovating
39%
19%
26%
16%
10%
24%
33% 33%
Academic Year 2013-14
Activating Clarifying Exploring Innovating
44%
20%25%
11%
27% 27%33%
12%
Academic Year 2014-15
Graphs show the preferred learning style for MALE and FEMALE students
New developments 2014 - 2015
• UCAS Contract – presentations on ‘The Student Journey’ Personal Statement and Reference writing• IBM Contract – support for business mentors• CDI Webinar partnership• University Access Project• Increased Employer engagement activities• The Career Investigator• Increase Direct to Parent activity• Data analysis and feedback to schools.
Any Questions?
Virginia IsaacCEO Inspiring Futures
11 September 201501276687501
Opportunities/solutions