Meet the Employer Day
A presentation by your BSF
contractors
31st March 2011
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Welcome
 Today’s speaker
 Bill Munn
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Agenda
 Introduction
 Careers in construction
 Skill sets
 Trainees / Apprenticeships
 Case studies
 Work experience
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Introduction to Stoke BSF
Building Schools for the Future is the
largest capital investment programme for
50 years that will provide world-class
teaching and learning environments for all
pupils, teachers and communities in
England
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Introduction to Stoke BSF
The city of Stoke-on-Trent BSF
programme is worth circa £250
million and will deliver 18 schools by
the end of 2013
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Your BSF contractors
BB office
TVW office
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Supply chain opportunities
 Main contractor
 Subcontractor
 Material supplier
 Plant supplier
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Project
locations
Refurbishment
New Build
TVW/BB
offices
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Objectives of today
 Show the sort of job opportunities potentially
available within the BSF scheme and supply
chain
 Explain the skill sets we look for
 Outline apprenticeships and trainee schemes
 Showcase some real life examples
 Discuss work experience
 Give you an opportunity to talk to us
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Careers in construction
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Working with schools
 Support careers events
 Work experience
 Site visits
 Careers advice/guidance
 CV writing
 Interview mentoring
 Taster days
 Work shadowing for teachers & pupils
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Apprenticeships
 Carpentry /
 Painting &
joinery
decorating
 Brickwork
 Roofers
 Plumbing
 Scaffolders
 PV Installation
Electrical
 Plastering / tiling
 Window Fitters
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Technical / professional trainees
 Quantity surveying
 Planning
 Site management
 PR / marketing
 Architect
 Customer care
 Civil engineering
 Estimating
 IT
 Buying
 Administration
 Design coordination
 Accounts
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Skill sets
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Recruitment – what do we look for?
 Good education
 Commitment
 Enthusiasm
 Honesty
 Reliability
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CV Writing
 Put key details up front
 Name
 Position you are applying for
 Qualifications
 Outside interests that demonstrate reliability,
leadership skills and time in evolved
 Demonstrate you have done some research on
the company and say why you would add to
value to it. Short paragraph
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Interview techniques

Punctual

Dress appropriately

Firm handshake

Research company

Eye contact - do not fidget

Answer all questions with a sentence – not just YES
or NO – elaborate

Write down questions to ask at end of interview

SELL YOURSELF – you are the best candidate!
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The Interview
 All major contractors are now appointing
trainees through a selection process
 To assess communication skills, body
language, confidence and basic attributes
 Aptitude testing to see what they are like over 2
days, tasks are set to see how they cope under
different circumstances.
 Additional interviews by senior managers
 Scoring matrix evaluation
 Selection notification
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Trainees and
Apprenticeships
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Trainee routes into construction
 Undergraduates
 Cognitive and non cognitive
 Career changers
 Management training schemes
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Trade Apprentices

Application via web sites

Hardcopy applications

National skills web site

Trades we recruit for with our supply chain
 Carpenters
 Bricklayers
 Painter decorators
 Plumbing
 Electrical

All taken on after passing the first year
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Case Studies
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What we are looking for
Behaviours
Skills

Reliability
 English

Adaptability

 Maths
Flexibility

Honesty
 ICT

Commitment

Respect for others

Keen to collaborate
 Time management

Focus on customer
 Organisation
care
 Ability to influence
 Communication
 Analysis
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Take, for instance…
…a Mechanical & Electrical Engineer
 Maths
 English
 IT
 Communication
 Collaboration
 Influencing skills
 Leadership
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 Maths
 English
 IT
 Communication
 Collaboration
 Influencing skills
 Leadership
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Meet…. Peter.… M&E Engineer
Take, for instance…
…an ICT Project Manager
 Accountability
 Flexibility
 Well organised
 Communication skills
 Negotiation skills
 English
 Maths
 ICT
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 Accountability
 Flexibility
 Well organised
 Communication
skills
 Negotiation skills
 English
 Maths
 ICT
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Meet…. Sarah…. ICT Project Manager
Take, for instance…
…an Estimator
 Maths
 IT
 English
 Communication skills
 Work to deadlines
 Influencing skills
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…an Estimator
 Maths
 IT
 English
 Communication skills
 Work to deadlines
 Influencing skills
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Tom….
An
Estimator
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Work Experience
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Working with schools
 Offer 1-2 week(s) work experience places
 Carry out site visits with local schools / colleges
and training providers
 Take an active part in careers awareness
including taster sessions for a hands on
experience
 Deliver careers talks to local schools and
colleges
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Work placements
 We offer a wide variety of placements over all
disciplines ranging from trades to technical
 Relevant contractors will carry out an interview
with each pupil individually
 A ‘work plan’ will be put together
 Relevant risk assessments undertaken
 Full site induction given
 Mentor designated to each student
 Relevant PPE issued
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Next steps…..
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How to contact the employer
 Via the web site pull of the
application forms
 In writing to the HR department
 Pick up the phone and arrange a
meeting
 Send in your CV
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Useful Websites
www.bconstructive.co.uk
www.cskills.org.uk
www.thomasvale.com
www.wates.co.uk
www.balfourbeatty.com
www.rmeducation.com
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Implications of recent changes
to the Education Landscape
Kevin Mattinson
Pro Vice-Chancellor, Keele University
Themes and issues in Presentation
 Schools
 Curriculum
 Performance and
accountability
 Student aspiration and
attainment
 Universities
 Funding
 Access to Higher Education
 Schools and Universities
 Initial Teacher Education &
Training
 Continuing Professional
Development
Summer 2010
 Change to base line – 35% %A*-C at GCSE
 English Baccalaureate and league tables –
retrospective publication
 Debate around vocational qualifications
Education White Paper
 Review of National Curriculum




Background
Purpose
View(s) of what is an appropriate curriculum
Content vs pedagogy (are they mutually
exclusive?)
 Membership of review group
White Paper




Coalition Government Academies
Free Schools and Studio Schools
University Technology Colleges
Raising standards in the quality of teachers
 The contradictions in respect of Free Schools
 The potential impact of the immediate response to
the Wolf Report (QTLS)
League tables
 Proposed Changes
 The place of vocational education
 Contextual Value Added?
The English Baccalaureate




What is it?
Impact upon the curriculum?
Impact upon labour supply?
Impact upon student aspiration,
attainment and self esteem?
 University entrance?
 Vocational Education – The Wolf Report
Initial Teacher Education
 Proposals to change the balance between HEIs and
Schools
 Teaching Schools
 Training Schools
 Evidence (or not) to support change?
 Changes to entry requirements (in part, to enable access
to funding for individuals)
 2.ii degree
 Place of skills tests
 Requirement – use of psychometric tests
ITE – Cuts for 2011 entry





Secondary HEI Mainstream (26%)
Changing the balance between HEI and ‘other’
Local impact!
Allocation and reference to quality?
Sustainability of HEI provision, even before
legislation to change the balance!
 Allocations and the relationship to curriculum
change
CPD
 Ending of funding support for MTL
 Positive for MTL in a new framework
 Expectations in respect of M Level for the
profession in the future
 New partnerships – HEIs and Teaching
Schools
 Role of Local Authorities
Access to Higher Education
 Continued cap on numbers in 2011
 Last year of old fee regime in 2011
 End of the Life Long learning Network (in
this region, January 2011)
 End of Aim Higher in summer 2011
 Hope to maintain the activity and build on
the success
University entrance from 2012
 New fee level of £6 000
 New maximum fee level of £9 000
 What do HEIs have to do if they wish to charge more
than £6000?
 Implications of the Sector charging more than an average
of £7.5k?
 Other routes?




Apprenticeships
Part Time
HE in FE
Private providers




Access to HE and support for influencers
and students
What will HEIs do under their Access
Agreements?
Collaborative activity – collaboration vs
competition
The importance of independent IAG
How do we ensure that schools and
colleges play their part?
OPPORTUNITY FOR QUESTIONS