DEVELOPING THE NEXT GENERATION - Learning to Work June 2015
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Learning
to Work
Research report
June 2015
DEVELOPING
THE NEXT
GENERATION
TODAY’S YOUNG PEOPLE, TOMORROW’S WORKFORCEThe CIPD is the professional body for HR and people development. The not-for-profit organisation champions better work and working lives and has been setting the benchmark for excellence in people and organisation development for more than 100 years. It has more than 135,000 members across the world, provides thought leadership through independent research on the world of work, and offers professional training and accreditation for those working in HR and learning and development.
Developing the next generation
Research report
Contents
Foreword 2
Introduction 3
1 What does existing research tell us? 6
2 Building the business case for investing in development 9
3 Workplace skills 14
4 Development methods 19
5 Generational learning preferences 23
Conclusion 27
References 28
Acknowledgements
This report was written by Ruth Stuart, Research Adviser at the CIPD. The research was supported by
Katerina Rüdiger, Katherine Garrett and Stella Martorana at the CIPD. We are indebted to all of the
individuals in the case study organisations who took part in the research through interviews and focus groups.
In particular we would like to thank:
Temi Akinmoladun – Apprentice, Barclays Graham Salisbury – Head of Human Resources, ActionAid
Shajjad Ali – Apprentice, ActionAid Susithaa Sathiyamoorthy – Apprentice, ActionAid
Sarah Bampton – Talent Programme Manager, Fujitsu Dan Snowdon – Industrial placement, Fujitsu
Joe Calvert – Apprentice, Barclays Nigel Spencer – Global Director of Learning &
Demi Cameron-Smith – Apprentice, Fujitsu Development, Reed Smith
Mike Hill – Community Leader, Barclays Irha Syed – Apprentice, Barclays
Thomas McCumiskey – Apprentice, Capgemini Claire Theijssen – Graduate, Fujitsu
Osmond McNellie – Apprentice, Barclays Mike Thompson – Director, Early Careers, Barclays
James Millar – Apprentice, Capgemini Dylan Valentine – Apprentice graduate, Fujitsu
Rebecca Plant – Head of Graduate and Apprentice Philip Wampamba – Apprentice, ActionAid
Programmes, Capgemini Nick White – Graduate Programme Manager, Fujitsu
1 Developing the next generationForeword
Tackling youth unemployment is and learning and development they design and implement a new
now recognised as a major issue (L&D) practitioner is key and why programme.
by policy-makers, charities and we have drawn on best practice
many employers. It is clear that case studies of the programmes There are many prevailing myths
too many young people are being used to develop young people in and generalisations about what the
overlooked for opportunities, more detail in this latest research youngest generation is like, such
despite businesses’ concerns report. The research is designed as they are more networked, less
about where their future talent to help anyone working on, or competitive and less loyal, meaning
is coming from. Employers play considering introducing, their own they more likely to move between
a central role when it comes to programme. organisations. Exploring the
improving young people’s access differences between the key broad
to the labour market, and it is vital A recurring challenge for those generational groups estimated to
that organisations bring in young seeking to bring in young people represent today’s workforce was a
people if they are to build the skills into their organisation is often key starting point for this research,
they need for future success. establishing the business case, as it helps to bust these myths and
which is why when we originally provides a useful starting point for
Getting employers involved in launched the Learning to Work HR and L&D professionals exploring
helping to prepare young people programme we explored this in the needs of young people in their
for work and making their own some detail and why we look at this organisation.
organisations more ‘youth friendly’ further in this latest report. It is no
is something the CIPD has been good introducing a new programme While it is important to avoid
leading on since we launched our for young people without first generalisations, gaining an
Learning to Work programme considering the wider business appreciation for some of the key
back in 2012. Over the past three case and ensuring it fits in with strengths and development areas
years we have seen an increase future resourcing needs. For many, for the younger generation can
in the number of employers including Barclays and Capgemini, help to ensure that programmes
who are interested in increasing who both feature in this report, it are designed in a way that gets
engagement with young people, is about attracting and retaining the most from young talent.
including by offering more access non-graduate talent, providing an Organisations such as Fujitsu and
routes into their organisations, such attractive alternative to university ActionAid, for example, share how
as Apprenticeships and graduate while also plugging skills gaps. they are taking advantage of the
schemes. energy and enthusiasm that their
In recent years we have seen apprentices have. Implementing
However, offering and recruiting substantial debate around the topic well-thought-out programmes
for these roles is only one half of of skills gaps, with the education that both draw out strengths and
the equation. It is also crucial that sector, and even young people address weaknesses is key to
when a young worker begins their themselves, facing public criticism getting the development of the
career, the experience sets them up for not developing the right skills younger generation right. These
for a long and successful working needed in the workplace. The role individuals have enormous potential
future. Line managers have a of the employer in plugging these to contribute to an organisation’s
crucial role to play here, a topic we gaps has been disputed by some success and it’s important that as
covered in our Managing Future but we know the tide is changing, a profession we recognise this and
Talent guide. But, also fundamental with skills development playing a play our part in making this happen.
to ensuring future success are the central role in the design of many
programmes themselves, their programmes targeted at young Katerina Rüdiger
content, structure and how they are people. However, it’s important Head of Volunteering and
integrated into the wider business. that employers do not oversimplify Employability Campaigns
Here is where the role of the HR the younger generation when CIPD
2 Developing the next generationIntroduction
Background to the research
During the last few years
Our purpose is to help
organisations understand how
‘We explore methods
we have seen a widespread they can build the business of developing
recognition of the challenge of case, not just for broadening
youth unemployment, and a access to employment, but for 16–24-year-olds in
corresponding rise in alternative investment in development to
entry-level development drive organisational performance.
the workplace, and
programmes – such as innovative
graduate schemes, new
It is relevant for anyone working in
HR, L&D or a line management role
identify what works
apprenticeships and work-based seeking to understand how they and why.’
degrees. Through our Learning can best meet the development
to Work programme we have needs of the next generation.
worked with young people and
organisations to promote and Throughout the report we refer
drive good practice, highlighting to what leading organisations
the benefits of broadening access in this space are doing, and the
to work and the importance of challenges they are overcoming,
employer action. so that others can learn from
examples of great practice. The
In this report we turn to consider findings build on our guide for
what happens in the workplace line managers, Managing Future
post-recruitment. We explore Talent (Peate and Taylor 2014). We
methods of developing 16–24-year- also connect the research to wider
olds in the workplace, and identify changes in the L&D profession
what works and why; which (which we explore in Stuart and
skills do young people enter the Overton 2015) and share the
workplace with and what’s the implications for HR and L&D
most effective way of building practitioners.
their capability? We also consider
learning preferences of young
people, and how these align to
interpretations of ‘Generation Y’
behaviours.
Learning to Work
The Learning to Work programme is led by the CIPD to promote the role of employers in reducing youth
unemployment. The CIPD’s purpose is to champion better work and working lives, which starts with young
people being able to access the labour market.
The overall aim of the programme is to promote the business case for investing in the future workforce.
We encourage HR professionals to offer a wide range of access routes into their organisations and ensure
their recruitment and management practices are youth-friendly. We also promote direct contact with young
people via two youth volunteering programmes, Steps Ahead Mentoring and Inspiring the Future.
3 Developing the next generationOverview of programmes for the basis of their use of innovative the business case for developing
young people programmes and learning methods. people at the start of their
Only a few years ago the graduate We have researched a range of careers. In Section 3 we reflect
programme was typically the main programmes with different target on the skills young people have
source of structured entry-level audiences, ranging from those and common skill gaps. Next, we
development for young people. leaving school at 16 to graduates. share key learning methods used
But this is now changing. Seventy- We have specifically explored: by organisations. In Section 5 we
six per cent of HR professionals then consider how young people’s
report that their organisation offers • apprenticeship schemes in preferences may influence learning
at least one programme aimed at ActionAid, Barclays, Capgemini methods deployed.
young people (CIPD 2015). Many of and Fujitsu
these programmes help to broaden • the industrial placement and
access, through schemes such graduate scheme in Fujitsu
as apprenticeships, work-based • the work-based degree
degrees and industrial placements programmes in Barclays and
(Table 1). And others have sought Capgemini
to evolve their existing graduate • the LPC/MA course in Reed
programmes to ensure they meet Smith.
both business and learner needs.
The research also draws on both
Research methodology findings and unpublished survey
The research was conducted data from the CIPD Learning to
between January and February Work survey report (2015). In
2015 with five case study addition we have conducted a
organisations (Table 2). Interviews literature review to explore existing
were held with senior HR and research.
L&D professionals. Focus groups
and interviews were also held Report overview
with young people currently on The report is organised into five
graduate programmes, industrial sections. Following the introduction
placements or apprenticeships. we share the findings of our
Each organisation was selected on literature review. We then explore
Table 1: Key programmes
Apprenticeships An apprenticeship is a combination of employment and training, culminating in the
apprentice receiving a national recognised qualification. Employers train individuals in
the context of their organisation, so apprentices develop their skills while contributing to
the organisation. Find out more in Apprenticeships that Work (CIPD 2014).
Industrial Industrial placements typically involve a sandwich year in between the student’s second
placements and third years of their degree. Placements typically last for 12 months and the purpose
is to enable the young person to gain real-life work experience and apply the learning
back in their degree programme.
Work-based Work-based degrees are often the product of collaborations between employers and
degrees universities. They enable employees to study for a degree, while remaining in their job
and are often at undergraduate or postgraduate level.
Graduate Graduate programmes typically last one to two years and involve a structured
programmes programme of development. A common feature of many schemes is rotation across a
number of business areas.
4 Developing the next generationTable 2: Case study organisations
ActionAid is a leading international ActionAid have recruited three apprentices to work in the HR,
charity which supports women and fundraising and campaigning departments. The initiative is based
children in extreme poverty, fighting on a partnership with Christian Aid, Plan UK and the City and
for their rights and for lasting change. Islington College. The apprentices have gone into genuine roles and
Their 180 employees and network of attend college on Friday to complete their formal learning as part
volunteers work across 45 countries of the business administration apprenticeship framework.
in partnership with 15 million of the
world’s poorest and excluded people.
Barclays is a major global financial The Barclays apprenticeship programme employs up to 2,000
services provider who move, lend, young people, and specifically targets those in the NEET category.1
invest and protect money for It includes both an intermediate and higher apprentice route,
48 million customers and clients and apprentices can join in a range of business areas, including
worldwide. They have over 300 investment banking. 120 people each year also go through the
years of banking history and employ Barclays degree programme (a three-year work-based degree).
140,000 people. Barclays also have an established graduate programme and there
are progression routes between each of the schemes.
Capgemini is a key provider Alongside a graduate programme, Capgemini have broadened
of consulting, technology and access to include a higher apprenticeship programme and work-
outsourcing services. They work with based degree at Aston University. They currently have 254 people
clients to create and deliver business completing the higher apprenticeship in software engineering,
and technology solutions. Their which takes two years. At the end of the apprenticeship they have
145,000 employees work in over 40 the option to move onto the three-year degree programme.
countries worldwide.
Fujitsu is the world’s third largest IT There are three key access routes for young people at Fujitsu: an
services company. Headquartered apprenticeship programme (recruiting 90 people each year), an
in Japan, they offer a range of industrial placement scheme (recruiting 30 each year), and a graduate
technology products and services. programme (recruiting 80 each year). The apprenticeship lasts for
Approximately 162,000 Fujitsu people two years, and recruits go into a real job from day one. The industrial
support customers in more than 100 placement scheme recruits students in the third year of their degree
countries. for one year of paid work experience. The graduate programme
involves two years of structured development and role rotations.
Reed Smith is a global law firm, The programme we have focused on in Reed Smith is a little
supporting many of the world’s different from the others, as the process of becoming a solicitor
leading companies in complex is regulated by the Law Society. The most common route is for
transactional work, litigation and individuals to complete a qualifying undergraduate law degree
disputes. The firm’s history stretches or conversion course. They then must gain a trainee position with
back to 1877, and they now employ a law firm (typically applied for in the second or third year of
more than 1,800 lawyers in 25 offices. their degree) and complete a Legal Practice Course (LPC). This is
followed by two years as a trainee solicitor within the firm.
Reed Smith have developed a programme which adapts the
mandatory year-long LPC course for new legal trainees into an
MBA-style master’s, incorporating business learning and practical
skills application to build commercial and client awareness, while
maintaining the regulated content. Each year approximately 25
trainees join after completing their undergraduate and graduate
degrees. The course combines formal learning at BPP University,
alongside client-based project work and upward mentoring with
senior leaders.
1
Those not in employment, education or training.
5 Developing the next generation1 What does existing research tell us?
‘Diversity within Overview of the different
generations
Three-quarters of employers
now offer programmes aimed at
each generation can Four generations are estimated young people, the most popular
to represent today’s workforce: of which are work experience
be as different as Veterans, Baby Boomers, and apprenticeships. Graduate
Generation X and Generation Y schemes, apprenticeships and
across generations.’ (Penna and CIPD 2008), with school-leaver programmes are
Generation Z due to join the considered the most effective
workforce soon (Table 3). Below pathways to work (See Table 1).
we draw out common themes
from existing literature regarding Generation Y and Z attributes
Generation Y and Z, but it is worth Technology is perceived to be
underlining that diversity within so significant within the lives
each generation can be as different of Generation Y and Z that
as across generations (Penna researchers have labelled new
and CIPD 2008). The attributes generations on the basis of their
outlined below will therefore familiarity with digital devices.
not apply to everyone and so Prensky (2012) coined the term
understanding specific needs and ‘digital natives’ to describe
drivers is still critical. a generation of tech-savvy
individuals with a positive attitude
Generation Y and Z to technology, accustomed to the
employment speed of the Internet and to multi-
According to the latest ONS figures tasking. The ‘net generation’ is goal
(2014), over 3 million young people and achievement oriented, with a
(aged 16 to 24) are part of the UK preference for active learning and
workforce, compared with 733,000 social activities (Brown 2005).
unemployed. There are also 2.72
million young people economically One study defines Generation Y as
inactive, mostly full-time students intelligent, ambitious, questioning
who will join the workforce soon. individuals accustomed to
Table 3: Generations in the workforce
Veterans Born between 1939 and 1947
Also known as traditionalists
Baby Boomers Born between 1948 and 1963
Generation X Born between 1964 and 1978
Generation Y Born between 1979 and 1999
Also known as Millennials
Generation Z Born after 2000
Often grouped with Generation Y
6 Developing the next generationnetworking, multi-tasking, always opportunities for upward Some studies indicate that
connected and often more communication and guidance on Generation Y looks for
academically qualified than their which skills they can develop or are information when it is needed,
managers, who are expected to be developing on the job. and therefore does not prioritise
mentors and coaches (Honoré and the memorisation of knowledge
Paine Schofield 2012). Further, they need a strong support in their mind (Honoré and Paine
network, according to most Schofield 2012, Tapscott 2008).
Some have suggested that employers. Suggestions include Consequently, they need help
Generation Y seeks personal mentoring and coaching support to understand which sources of
fulfilment, a meaningful job in a from an effective line manager information are reliable and how
friendly organisation, work–life (Peate and Taylor 2014). Buddies to verify information (Honoré
balance and is also strongly or other peer support can also and Paine Schofield 2012). The
motivated by career advancement be particularly helpful for young latter conclusion is not shared by
(Meier and Crocker 2010, Honoré people, who may feel less at ease Tapscott (2008), who surveyed
and Paine Schofield 2012). with their manager initially. 11,000 young people in the US,
Although, they conceive their career finding that the ‘Net Generation’
as a ‘scramble net’ and not a ladder A range of learning and scrutinises any information
(Penna and CIPD 2008) and 57% development methods are used encountered. These differing views
expect to leave their organisation to support ongoing development. suggest that further research is
in the next two years (Honoré and For example, individual and group required.
Paine Schofield 2012). According to teaching, guided study and social
research by PwC (Finn and Donovan learning are frequently adopted in Learning preferences
2013), unlike Generation X, they apprenticeship programmes (Peate There is a limited research body
prioritise support, appreciation and and Taylor 2014). Collaborations on the work-based learning
flexibility over salary. are often formed to offer young preferences of young people.
people the chance to work and However, while the literature is far
Learning and development gain formal qualifications. For from conclusive, it does indicate
for Generation Y and Z example, there has been an that the traditional classroom
When young people enter an increase in joint partnerships training model may not always be
organisation it is important to between private companies and the most effective.
provide an induction programme universities to deliver work-based
tailored to their specific needs, degrees (UKCES and UUK 2014). Some argue that young people
instead of a generic one have a short attention span
(Oxenbridge and Evesson 2012, Skill gaps (Honoré and Paine Schofield
Culliney and Broughton 2013). The According to research carried 2012, Tapscott 2008); therefore
induction is an opportunity to meet out by Ashridge Business School content needs to be broken down
colleagues, familiarise themselves (Paine Schofield and Honoré and constant feedback provided
with the new environment, 2010), young people need to to keep them engaged. For this
alongside being introduced to both develop writing skills, deeper and reason a bite-sized model of
the company and their specific analytical thinking, self-awareness, learning may be appropriate;
role (Culliney and Broughton acceptance of criticism and however, this may also be true of
2013). While this is applicable emotional intelligence. These skill other generations.
for all employees, it is especially gaps were apparent in both home
relevant for young people, as life, school and university. While some espouse the benefits
the transition from education to of technology in engaging young
employment might be ‘traumatic While often defined as the ‘tech- people in learning, one study
and disorienting’ and many lack savvy’ generation, some highlight published in 2005 (though still
confidence (Smith 2003, p17, in that the IT skills of young people capturing the views of Generation
Oxenbridge and Evesson 2012). cannot be assumed, as they vary Y) has a different conclusion. It
widely in the population (Honoré finds that young people have a
According to the CIPD Managing and Paine Schofield 2012) – perhaps strong preference for face-to-face
Future Talent guide (Peate and suggesting that young people’s interaction, whereas older learners
Taylor 2014), young people also relationship with technology may are more satisfied with courses
specifically benefit from clear be more complicated than it might fully delivered online (Oblinger and
objectives, regular feedback, first appear. Oblinger 2005).
7 Developing the next generation‘Generation Y are However, it’s important to consider
that learning technology has
Moreover, Generation Z needs more
dedicated research, as the literature
a group of smart, advanced significantly in the last largely focuses on Generation Y
ten years. at present. There is also a greater
ambitious and need for research exploring
Summary young people’s relationship with
questioning fast- Our review of the literature technology and their learning
thinkers, able to indicates that Generation Y are
a group of smart, ambitious and
preferences, particularly using a
behavioural science lens.
multi-task.’ questioning fast-thinkers, able to
multi-task. Their familiarity with In essence, the themes identified
digital devices and social platforms in this section provide a useful
does not necessarily imply a starting point for HR and L&D
preference for learning technology; professionals to explore the
the literature suggests technology needs of young people in their
should instead be conceived as a organisation. In this report we
tool to complement the learning build on the literature by delving
experience. deeper into the skills, development
methods and learning preferences
We should, however, bear in mind young people exhibit in our case
the limitations of existing studies. study organisations. First, we look
There are often differences in in more detail at the business case
sample groups, such as young for investment.
people active in the labour market
and those in higher education,
who are often studied together.
One must also take into account
whether the ‘life stage’ of those
participating in research may
influence their motivations and
attributes.
8 Developing the next generation2B
uilding the business case for
investing in development
In this section we explore the
business imperatives for the
non-graduate talent, high-potential
young people who we felt wanted
‘One of our biggest
various programmes introduced in an alternative to university. It challenges actually
our case study organisations, and meant we could begin to tap
identify the impact they’ve had. into, and identify, talent earlier is finding good
We also outline considerations than graduates.’ Mike Thompson,
for identifying the right roles and Barclays
technical graduates
business areas for young people to
go into. Addressing skills shortages
coming out of
For Capgemini the need to attract university. There’s
Business imperatives non-graduate talent has a link to
wider skills shortages in the industry: a gap in what’s
Meeting business needs
All of the case study organisations ‘If you looked at the software coming out onto
recognise that investing in young
people has a connection to ‘giving
engineering pipeline it was forecast
to be something like 150,000 jobs
the market and the
back’ and the wider corporate that were going to go unfilled. And demand that we
social responsibility (CSR) agenda. that’s only going to grow year on
For example, Graham Salisbury, year. The pool we were fishing from have for them.’
ActionAid, explains that the had got so small, we had to decide
decision to recruit apprentices was to do something else.’ Rebecca
partly based on a connection to Plant, Capgemini
the organisation’s core purpose
and commitment to practise what Fujitsu have experienced similar
they preach: shortages, and have introduced
apprenticeships and industrial
‘If you are campaigning on policies placements to help overcome this
in Bangladesh, you can’t ignore it in issue:
Basingstoke or Bermondsey.’
‘One of our biggest challenges
However, a CSR perspective or actually is finding good technical
desire to ‘give back’ was not the graduates coming out of university.
primary motivational factor in There’s a gap in what’s coming out
the decision to widen access. onto the market and the demand
Instead, it was frequently driven by that we have for them.’ Sarah
business need. As Sarah Bampton Bampton, Fujitsu
(Fujitsu) recognises, ‘this is about
long-term talent management, and In Reed Smith the requirement in
reducing youth unemployment is the graduate pool was to enhance
a great secondary benefit. So, we commercial awareness, and this
want to make sure the business is necessitated a different approach:
in it for the right reasons.’
‘Legal graduates, often with a
This link to talent management is a largely technical legal education,
common connection: enter an environment where
our customers are saying, “We
‘The Barclays Degree Programme want people who are commercial
was designed to grow our own business people who will add
9 Developing the next generationvalue not just from their technical ‘One of the things that encouraged the rest of the organisation.’ Nick
(legal) knowledge but also from us to go down the apprenticeship White, Fujitsu
their commercial, industry sector path was that a lot of the roles
awareness. Yes who are lawyers, that we have people in, where the While ActionAid is a much smaller
but actually we want them to think people are graduates or have MAs organisation than our other case
of themselves as business people or MScs, they don’t actually need studies, Graham Salisbury agrees
first and foremost.”’ Nigel Spencer, that qualification. … We’ve just that this does not detract from the
Reed Smith had a junior-level administration/ overall impact:
research post which we’ve been
Rebalancing the organisation trying to fill – we’ve had 272 ‘There is no reason why a smaller
Addressing organisational applications. All of our shortlisted organisation couldn’t benefit.
demographics is also a common people had either master’s degrees … When you spend the time
imperative for widening access or PhDs.’ Graham Salisbury, developing them, giving them
routes: ActionAid information and knowledge,
coaching them, then you see
‘One [driver] was the demographic Building the business case the benefits. That spin-off has a
issue within our workforce, where All of the case study organisations knock-on to you personally. You
we were hiring a lot of graduates agreed that, no matter what start thinking, “If we invested in
to fill some non-graduate positions business imperative, getting everybody and they all grew in
and seeing a high turnover, but line manager buy-in and senior that particular fashion, wouldn’t it
also, seeing an older age profile sponsorship is an essential factor be a good thing?” It creates a very
than we maybe would have liked of successful implementation. positive environment within the
to have seen. So, by bringing our While many organisations have business.’
apprenticeship programme entry similar business needs, we know
age down to 16, it meant that we it can be challenging to build the In Reed Smith, Nigel Spencer has
brought in a lot of younger people, business case for why investing in seen a clear difference in trainee
four or five years younger than development is important. So, here behaviour before and after they
typically we were bringing in.’ Mike we share examples of the impact have attended the year-long MBA-
Thompson, Barclays the various programmes have had style course, and is therefore able
in the case study organisations, to pinpoint the clear business
‘Ultimately the main demographic to help give you the evidence and impact:
of our organisation is a white insight you need to make the case
male in their forties, and upwards. for change. ‘One difference now is that they
Our president in Japan then enter the business having been out
said, “Actually we are here as an Broad business benefits at a client over the past summer,
organisation to create the human- In Barclays the schemes have been having known and spoken to lots
centric society.” We then needed a resounding success: of the partners, having sat in the
to ask, “Does the demographic commercial side of the client,
of our organisation really align to ‘The business benefits have been not just the legal side, so they
that vision? Can they make that very broad. Retention has been can actually add that experience
happen?” I think we took a long, great amongst young people, and and learning into conversations.
hard look at ourselves and said, diversity has been great.’ Mike The graduates self-assessed that
“probably no.”’ Nick White, Fujitsu Thompson, Barclays they were much more confident
in holding commercial, client
Interestingly, ActionAid found that Likewise, Fujitsu are starting to see conversations – not surprisingly as
stringent educational requirements, the demographic shift they were they had practised this over the
prevalent across the industry, aiming for: summer on the placement. … So
were actually leading to a lack of you’re fast-forwarding the “speed
diversity in the organisation and ‘We’re quite proud that in attracting to capability” and value delivery
an unnecessary over-qualification young talented individuals to the from when they walk in the door
of the workforce. They recognised organisation, we are starting to on day one. Given that in a law
that increasing diversity was change the demographic of the firm model it’s two years since you
critical to the charity’s success and organisation. For instance, we have recruited them and you’ve paid for
therefore altered their course: a more favourable gender diversity their courses, you want that ROI
in young talent than we do with back as quickly as possible.’
10 Developing the next generationShajjad Ali, Apprentice at ActionAid, ‘The positive engagement they ‘There are plenty of negative
agrees that companies should bring, the attitude and loyalty rub things that are said about banking,
actively invest in young people: off on other colleagues. … In the but actually on apprentices, it’s
contact centres they make a big something we are really proud of.’
‘Companies need the sort of person difference, they really do change Mike Hill, Barclays
that is hungry to learn, because the dynamic.’ Mike Thompson,
they are going to give back a lot. Barclays Impact on young people
Okay, they have to invest some Alongside these broad business
time training them, but what they Future talent benefits, the young people
are going to see by the end of it For Fujitsu there are also two interviewed also identified the
is someone who is better trained, additional benefits: recruitment tangible impact the programmes
better prepared in life and more costs have gone down and they are having on their lives and their
capable to do a great job.’ are creating a pipeline of future perception of work:
leaders:
Wider team impact ‘There’s not even one day that I
Sarah Bampton, Fujitsu, has also ‘Bringing young talent in means have thought “I don’t want to go to
noticed that the impact of young that we don’t have to spend a work”. There is everyone there to
people has spread across the lot of money on recruiting more support me, and it’s been a great
organisation: expensive experienced hires. Our journey so far.’ Irha Syed, Barclays
ratio has gone down dramatically
‘It makes a real difference to how and therefore our costs have.’ Sarah ‘It has helped us become more
people feel about who they work for, Bampton, Fujitsu independent and given us more
and therefore how they do their job. of a feeling of being responsible
You’ve got that intangible stuff, but ‘We can see real value in the for our own actions. Personally it’s
you’ve also got the tangible bottom- programmes and investing time, also made us more open-minded
line impact as well. Those two things effort and money into making the about the world because we see the
together mean it’s just a no-brainer programmes work. When you strip sort of changes the company are
for us. I think, if we decided to it all back it’s about making sure making, and how a little bit of input
turn graduates and apprentices off we have future leaders, and that can make a massive difference.’
tomorrow, there would be uproar. It is actually happening. Thirty per Shajjad Ali, ActionAid
would have such a massive impact cent of those on our Future Leaders
on how people view the business Programme2 started as graduates ‘With the background that I’ve
and our ability to provide great in the organisation.’ Nick White, come from, I’ve bounced from
service to our customers, and be a Fujitsu job to job and sometimes been
diverse and responsible employer unemployed. So it feels like “Wow,
that people want to work for.’ Brand and reputation I’ve got such a great opportunity
A number of the organisations in front of me. I never would have
Rebecca Plant, Capgemini, has also also feel that there has been an thought that I would be in this
identified a broader team impact: added benefit to their brand and position over a year ago.” I didn’t
reputation: have many qualifications and I
‘It almost switches something else didn’t know where I was going,
on in existing employees, that they ‘It’s given us a massive amount but coming onto this programme
can help and mentor and support, of positive publicity, especially I think is the best career move
which is fabulous. … Everybody’s our decision to pay them all the I’ve made in my whole life. The
game has been pushed up one, so London Living Wage. We can show opportunities are endless here
in effect the productivity has gone a child being taken out of poverty as long as I do my job.’ Osmond
up throughout the organisation.’ overseas, but now we can also say, McNellie, Barclays
“Look at the lives of these three
Others also reflect that recruiting people who have benefited from
more young people helps to foster us doing this.”’ Graham Salisbury,
positivity: ActionAid
2
The Fujitsu Future Leaders Programme is a leadership development programme for junior to middle managers.
11 Developing the next generationConsiderations for identifying primary consideration is reported This often means reviewing each
the right roles and business to be having the right support business area on a case-by-case
areas network in place. basis:
Alongside using insight to highlight
potential benefits, a key part The findings from our case study ‘I think some areas of the business
of building the business case is research reflect this data, particularly are better suited to the type
identifying which areas of the the need to ensure there is robust of on-the-job learning that an
business are suitable for young line management capability, and the apprenticeship brings with it. We
people to go into, and subsequently right development opportunities. As did try some apprenticeships in
which roles. This entails being clear Sarah Bampton, Fujitsu, explains: some of the more specialist areas
about the enablers or barriers in and had less success. I think it’s a
your organisation, and assessing ‘There is a lot of due diligence little bit horses for courses. We do
line management capability. that goes on before we open up look at each area, we think about
a vacancy. … We need to make the environment, we think about
The Learning to Work survey (CIPD sure the business has a supportive the learning journey for a young
2015) explores HR professionals’ environment for an apprentice, that person, whether an apprenticeship
views on which factors are vocational on-the-job learning is is the right fit.’ Mike Thompson,
important in designing roles for appropriate and that this is the way Barclays
young people (Figure 1).3 The to support the learning.’
Figure 1: Important factors in designing roles for young people, by organisation sector (%) (CIPD 2015)
Having the right support network in place 72
alongside the role (that is, mentor, buddy, 72
71
line manager) 88
49
Opportunities for growth and development 48
within the role 52
49
40
Allowing time for the young person to 39
transition into the workplace 45
40
39
Ensuring the young person has time to 39
complete their training/qualifications 38
44
29
Opportunities to learn about the organisation 27
within the role 34
38
20
The need to minimise business risk 23
12
10
0 20 40 60 80 100
All Private sector Public sector Voluntary sector
Base: All HR professionals who currently employ young people (n=553)
3
On behalf of the CIPD, YouGov undertook a survey looking into views of HR professionals in relation to employing young people. The survey
was carried out between 7 November and 30 November 2014 and findings are based on responses from 868 HR professionals and employers.
12 Developing the next generationA number of the organisations team. This in turn necessitates It’s clear that making sure you
spoke about the importance of the great people management: have the right support in place
business taking responsibility for is a key consideration in thinking
identifying the right roles: ‘We make sure, particularly for through which roles and teams are
apprentices and graduates, that right for young people. It’s also
‘We ask the business 12 months in the hiring manager is a really good apparent that for a programme
advance to forecast their need for people manager. We have an internal to be successful, investment must
graduate roles. They are funded accreditation that we use as evidence be made in the capability of both
by the business. They have to be of that.’ Nick White, Fujitsu line managers and young people.
responsible for saying, “Actually, Building the business case isn’t just
this is a role that is suitable for a The CIPD guide Managing Future about demonstrating the tangible
graduate. The graduate will add Talent (Peate and Taylor 2014) benefits, but also about outlining
value back to the organisation.” provides more insight on the how the wider organisation can
We then go about recruiting those importance of line management help a programme to flourish.
numbers.’ Nick White, Fujitsu capability, in particular providing
the robust structure and good
This helps to ensure that ownership communication, alongside
is firmly within the line of business, personalised development and
rather than with the HR or L&D support.
Managing future talent
The CIPD guide Managing Future Talent (Peate and Taylor 2014) is designed to help line managers
understand how best to support young people in the transition from education to the workplace. It provides
an overview of good practice and suggestions for how to provide the right level of support and help
inexperienced workers adapt to the workplace. For example:
• managing colleagues’ expectations when a young person joins the workforce
• how to build trust and create space for regular one-to-one discussions
• how to help a young person prioritise and manage their time
• facilitating open discussion about the challenges of managing an age-diverse workforce.
You may find it helpful to share this guide with line managers in your organisation.
Top five recommendations for HR and L&D practitioners
1 Gain senior sponsorship and a figure-head who can really drive the importance of recruiting and
developing young people in the organisation. Create a narrative which outlines the business benefits and
use line manager champions to share success stories.
2 Get clear on your business drivers and check that they are consistent across the organisation – make sure
business leaders are in it for the right reasons.
3 Find a good partner who can meet the needs of your organisation and help you establish and set up
programmes.
4 Think about your broader HR policies and how conducive they are to recruiting and developing young
people, for example questioning your requirements for particular academic qualifications or ensuring you
have the right line manager capability in place.
5 Make sure you’re prepared for high demand from the business – the benefits of investing in young people
are so apparent that the biggest challenge is often the need to expand programmes at pace.
13 Developing the next generation3 Workplace skills
‘Young people are There has been substantial public
debate about skills gaps between
‘The benefit of an apprentice is
that they’re so engaged. They’re
often maligned education and employment. Young grateful for the opportunity. The
people are often maligned for not world’s their oyster in that respect,
for not having the having the right skills needed in because they just come in with
the workplace and the role of the the right attitude.’ Rebecca Plant,
right skills needed employer in plugging these gaps Capgemini
in the workplace is often disputed. In this section
we get underneath the surface ‘Because of their different approach
and the role of of these debates to understand, to work, a fresh pair of eyes
based on the interviews with and their energy, they’re really
the employer in programme participants and delivering greater efficiency.’ Sarah
leaders, the skills young people Bampton, Fujitsu
plugging these gaps bring to the workplace and the
is often disputed.’ common skill gaps. This perspective was also reflected in
our discussions with young people:
Bringing skills to the
workplace ‘Youth unemployment is massive.
As we noted in Section 1, there But taking these energetic and
is substantial diversity within fresh minds into a workplace is also
generations, and therefore a massive, massive bonus for the
caution is advised in making company.’ Shajjad Ali, ActionAid
generalisations. The young people
interviewed all have different levels 2 New ideas and innovative thinking
of experience and educational Organisations have also seen young
attainment (some are 16 and have people bring new perspective and
just left school, while others are ideas:
22–24 and have graduated from
university). Each individual will ‘We’ve had a lot of great ideas
bring a certain set of skills and and innovations come from our
strengths to the workplace, and apprentices. They have been
therefore particular skills are not building apps for us, they’ve been
the domain of any one generation coming up with better ways of doing
or will be uniform across the age things, new processes, because
group. However, our interviews they bring that inquisitive mindset,
with young people and programme asking “Why do we do this?” “Why
leaders do point towards a number can’t we do it differently?” “Why
of skills and strengths that young don’t we do it this way?” All the good
people typically bring to the things that young people bring.’ Mike
workplace. These are represented Thompson, Barclays
here in three themes:
Claire Theijssen, graduate at
1 Enthusiasm, energy and drive Fujitsu, has a similar perspective:
Many of our case study
organisations spoke about ‘We bring creativity and fresh
apprentices having enthusiasm and thinking. When you’re in a company
energy for work: for a few years you get used to the
process and you just roll with it.
14 Developing the next generationWhereas someone coming from the skills and a confidence with digital. online video, but never have used
outside and having to experience As a bank that’s turning very digital programmes such as Microsoft Excel
it is like, “Why are we doing that?” we need young people who can before. What’s helpful in this scenario
I find that pretty much every week come in and be comfortable with is their general confidence in
I’m questioning one process we digital technology. They’ve really technology and ability to adapt what
have in the company and I think helped upskill some of our more they know to different platforms.
people listen.’ experienced staff.’
Skill gaps
Interestingly this perhaps contradicts The apprentices in Barclays share In our review of the literature we
the suggestion in our literature Mike’s views: shared a short overview of the skill
review that young people may lack gaps that have been identified for
analytical or critical thinking skills. ‘Everything is going digital. Generation Y, for example self-
Definitely I feel that because we awareness, analytical thinking and
3 Technological understanding are young and savvy to it, it’s been acceptance of criticism.
Mike Thompson, Barclays, feels easy to adapt to the new systems
that technological capability is one and just making lives easier in In our recent Learning to Work
of the primary skills young people terms of telling customers they can survey (CIPD 2015) we explore
bring to the workplace: do certain things online.’ Osmond HR and L&D professionals’ views
McNellie, Barclays on the key skills to help young
‘They pick up technology very people build during their first
quickly. In a contact centre It is important to note that young year in the job. The top three
environment they’re able to work people may not all have the same responses were communication
with multiple systems really quickly. level of skill. For example they skills (64%), teamworking (60%)
… They’ve also brought in digital may be experts in how to edit an and confidence (45%) (Figure 2).
Figure 2: The top three skills to develop during the first year in work and the most challenging skill to develop (%)
64
Communication skills
19
60
Teamworking
5
45
Confidence
14
37
Time management/prioritisation
18
26
Commercial/business awareness
13
20
Problem-solving
6
13
Resilience
7
Analytical skills 11
6
8
Presentation skills
4
Creative thinking 7
7
Other 2
2
0 20 40 60 80
Base: All HR professionals (n=868) Key focus for development Most challenging to develop
15 Developing the next generationBoth communication skills and ‘I didn’t know what to expect when ‘We always talk about learning and
confidence were considered the I came here. I didn’t know what I developing yourself on three levels:
most challenging to build, alongside was going to do. I didn’t have an manage yourself; manage your
time management/prioritisation. idea.’ Susithaa Sathiyamoorthy, team; manage the firm. You have to
Interestingly, analytical skills did not ActionAid start with good self-awareness, as
feature particularly highly. it’s the bedrock for so many things.’
Self-awareness and confidence Nigel Spencer, Reed Smith
We also explored this topic with A lack of confidence is often a
our case study organisations. key challenge for young people Communication
They identified four key areas of to overcome, and can often be Communication and relationship-
skills gaps, reflecting many of the influenced by life circumstances: building was highlighted as a
challenges identified through our challenge more by the young
survey data. ‘I’d say confidence is something people interviewed than
that is often lacking, particularly programme leaders (who tended
‘Working life’ skills if you have been in long-term to associate this area more broadly
A number of our interviewees unemployment. Every corner you’ve with general work skills and
highlighted that initial development turned around somebody’s said, confidence).
of young people is typically “No you’re not good enough.”
focused around work-readiness and It’s not necessarily about skills For example, as Thomas
professional behaviour: gaps, there are confidence gaps McCumiskey, Capgemini, shares:
and that’s a big issue, because
‘A big part is “life growing-up” then we’ve got to rebuild that ‘Learning how to talk to people
skills. Without being patronising, confidence.’ Mike Thompson, who don’t have your technical
that bridge from education to Barclays expertise and trying to convey
work is massive. It’s understanding that information is challenging.
what being a working professional Many of the young people You need a reasonable amount of
means.’ Rebecca Plant, Capgemini we spoke to also highlighted patience and resilience to not say
confidence as a challenge, but anything you shouldn’t.’
‘Some of the kids come from very recognised how far they had come
tough backgrounds, they struggle through experience: Dylan Valentine, Fujitsu, has
to leave the street behind on experienced a similar challenge:
occasions and we have to work ‘In my first couple of weeks I’d be
with them to help them.’ Mike scared about picking up the phone. ‘The amount of times I would speak
Thompson, Barclays But now it doesn’t faze me; I just to someone and say something
pick up the phone and approach completely inappropriate and not
‘I think the biggest challenge is people around me. It’s definitely a have an absolute clue about what
professionalism. It’s not everybody, confidence thing.’ Dan Snowdon, I did wrong at the time. I’ve really
and once they understand it they Fujitsu learned leadership skills about how
get it really quickly. But it is things you should actually talk to people in
like turning up to meetings on time, ‘I wasn’t very confident at first, but the last year.’
getting to work on time, putting now I approach customers rather
a tie on. How to word an email than them coming to me. That’s Commercial skills
correctly. Just what it means to something I’ve learned over the last For Nigel Spencer, Reed Smith,
work in an 11,000-strong business in few weeks.’ Irha Syed, Barclays the skill gaps in those leaving
the UK and everything that comes university were in commercial
with that.’ Sarah Bampton, Fujitsu This perhaps highlights that while capability, especially due to a lack
confidence may be difficult to of previous opportunities to ‘learn
The graduates and apprentices also actively build, work experience by doing’ outside the classroom. He
reflected on this challenge, and in has a significant role to play. Our wanted to ensure that new trainees
particular not always being clear on interviewees also suggest that at the law firm were thinking from
what to expect in advance: building self-awareness is a helpful the client’s perspective, and this
base for developing confidence, led him to develop new learning
‘Coming into an office was quite and this resonates with the findings methods to help build these skills
a scary thing to learn.’ Demi of our literature review: at an early stage (see Section 4).
Cameron-Smith, Fujitsu
16 Developing the next generationNigel assessed trainees’ perception ‘What the data shows is that they’ve prioritisation did not feature
of what the role is about, to re-framed what their career is about. significantly as a problem, though
see whether the gap had been They thought initially that it was many apprentices spoke about the
plugged. Figure 3 outlines the data about being a technician and you’ve challenge of combining work with
Nigel has collected. We can see recalibrated their mindsets, right at study. They also highlighted the
that, before attending the firm’s the beginning of their careers, into importance, and yet difficulty, of
innovative graduate course with being people who realise that they building a strong network.
the enhanced business learning will add value and develop best by
and client placement, graduates being more commercial and more Ultimately, while there are inevitably
thought that being a City lawyer business focused.’ skill gaps and areas that need focus,
was primarily about having young people also bring a variety
technical skill. But following Reed Other skills of skills and capabilities to the
Smith’s change in emphasis on Resilience is identified as a key workplace. The trick is to leverage
their new graduate programme, capability to build, often in the individual’s existing skill base
the graduates appreciate the connection with confidence-building. and strengths to then address key
commercial aspects of the role: Interestingly, time management/ development areas.
Figure 3: Phrases graduates associated with being a lawyer, before and after the first term of the Reed
Smith master’s course (McMullan 2013)
When you were at university, which words and phrases did you associate with being a lawyer at a City firm? (%)
Technical analyst 18.2
International perspective 72.7
Market understanding 45.5
Business advisor 36.4
Industry sector expert 54.4
Legal problem-solver 100.0
Business savvy 54.5
Giving a legal opinion 100.0
Financial understanding 36.4
Specialist 54.5
Economic awareness 45.5
Case law research 63.6
Regulatory knowledge 63.6
Business problem-solver 36.4
Legal expert 81.8
Understanding business performance 9.1
Strategic 9.1
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