1. Colloquium Elche, 20.09.2012 DEPICT
Developing Employability Programmes
Using Interactive Technologies

2. Agenda 09.00h: Welcome 09.15h: Objectives of the Project (Salford)
09.30h: Presentation of the investigative research (Salford)
10.00h: Objectives of the WP4 (UMH)
10.30h: Presentation of the market research results from the workshops (UMH)
11.30h: Agreement of the four most important competencies/skills
13.00h: Lunch
14.15h: Guidelines on how can these competencies/skills be taught?
15.45h: Companies interested on participating in the delivery of WP6 seminars
16.30h: Conclusions
17.00h: Thank you and farewell

4. Thank you !!!!!!!

5. Objectives of the Project

6. Presentation of the investigative research

7. Objectives of WP4
To identify, thanks to companies in the Cultural and Creative Sector, four skills/competencies
Questionnaire
Business Workshop
Colloquium
To explore guidelines for the design online courses in order to train students and professionals in the competencies identified.
Report

8. Presentation market research results
Questionnaire Aims: to improve the knowlegde about the competences and skills most valued by professionals in the Cultural and Creative Sector.

9. ¿ What are employers looking for?

11. Importance when hiring new graduates
IP aand monetization of content
MOST VALUED COMPETENCES:
(General Skills):
Motivation
Communication
Team work
LOWEST RANKED COMPETENCES (skills expected from more experienced staff):
Fund Raising
Business and negociation skills

12. Level of the skills in existing employees
Management of information
Quality and improvement focus
Business and entrepreneurial skills
IP aand monetization of content
Ability to senthesize and analyze
Most valued skills:
Ethics
Responsibility
Digital Skills .
In Norway and Spain, requirement when hiring new staff higher than the requirement to existing employees
In UK requirement to existing employees higher than skills require when hiring new graduates.

13. Gaps in skills new applicants and employees
UK:
Creative and digital skills and web technologies
NORWAY
Entrepreneurial skills
No commercial thinking
Ungrateful when getting a job
SPAIN
No multi-skilling and versatile candidates.
Working under pressure
Responsibility
Professional attitudes and vision
Foreign languages.
LATVIA
Programming Skills
Issues with strict deadlines
Loyalty
Creativity
Common for all countries:
Lack of experience
Difficulty to apply the knowledge in the real professional world
Self-management
Problem-solving
Computers and new technologies skills

14. Barriers to recruiting graduates
Employers in the creative and cultural sector prefer to hire no graduates:
UK: 1/3 of companies employed “NO” graduates
1/2 the companies employed “NO” graduates last year
Norway: From the Companies taking the survey: 1,5-2% of the total workforce are graduates,
Companies employed only 1,3 graduates last year
Spain: 11 of the16 companies employ graduates
Other companies have no qualified employees or have a very low
Latva: Permanent job placement was offered on average to 4 students annually
Related to the graduate:
Lack of training even profesional and personal
Unexperience, and lack for appropriate skills
Unmotivated graduates
Ambitions & expectations too high.
Related to the Company:
Limited budget
Relatively expensive to hire a graduate.
Time used to train new graduates
Strict financial budgets and fiscal pressures
Allure of other job offers in the greater EU

16. Formal academic education it is not enough to adquire skills and competencies to succeed personal and professionally.

17. How can universities remove barriers?
Increasing the number of placements which offer more internship opportunities to gain experience before graduating and working more closely with employers.
More relationships between companies and students
In UK: “stop processing and start educating” and “Stop producing iPad/iPhone zombies”.
In Norway: closer and bigger dialogue and interaction with local businesses and a higher use of business case.
In Spain:
Increase the quantity but also the quality of trainees.
Companies should offer greater control to avoid abusive situations.
Better attention to the real needs of enterprises it’s also required.
Add in the degree specific training materials focusing on what enterprises are going to ask graduates for in the future.
Give to the graduates basic knowledge about responsibility and professional attitudes.
Change teachers mentality.
Use creative techniques for teaching.
In Latvia:
Fund and set-up various audiovisual and creative sector incubators to give the opportunities to the students develop their patents and work closely with companies while at school

18. … and the winner is…: INTERNSHIPS

19. Ranking of competences.UK
Verbal and Written Communication skills
Creativity
Motivation
Working under pressure
NORWAY
Commercial understanding
Creativity
Interpersonal skills
Ability/skill of getting things done and completing what´s begun

20. Ranking of competences.
SPAIN
Creativity
Information and Communication Technology skills
Teamwork
Know how to sell and sell oneself
LATVIA
Adaptation to changes
Business and Entrepreneurial Competence
Intellectual Property

21. Ranking of competences.
All competences are employability skills
THERE IS ONE COMMON COMPETENCE (UK, NORWAY AND SPAIN)
CREATIVITY

22. COMPETENCES UK (1)
COMPETENCE 1: Verbal and Written Communication skills
Dimensions:
How they present themselves.
How they talk
How they listen
How they write – press releases, blogs
Being able to pitch themselves
Talking about their work
Good handshake
Confidence to put yourself forward
Dyslexia – knowing how to overcome/get it checked etc
Body language
Negotiation – i.e negotiate salary
Construct an argument and present information
Persuasion skills- to give them a job to start with!
Ability to sell themselves
Able to articulate their skills/expertise
Ability to ask for help
Knowing the right questions to ask and who/when/how to ask
Interpersonal skills
Being able to communicate with team members
Social chameleon
Appropriate language
Literacy
Presentation skills
How they articulate themselves
Professional language
Being able to interpret responses and use information
COMPETENCE 2: CREATIVITY
Dimensions:
How can universities teach this?
Wide area!
Taking initiative
Innovative ideas
Creative approach to problems
Evolving nature of creativity
Growing
Encouraging to experiment
Having confidence to do things differently
Enjoying the challenge
Adopting technologies
Willingness to experiment and innovative
Trial and error
Not being afraid of failure
Trying things in new ways
Pushing things forward
Thinking differently – we’re creatives, we’re expected to do that
Synthesis and analysis – the taking ideas forward in a practical way
Being taught to think
Being able to create the product

23. COMPETENCES UK (2) COMPETENCE 3: MOTIVATION
Dimensions:
Energy
Enthusiasm
What are they motivated by?
What are they motivated to?
Self-awareness – who are they motivated to work with and in what way?
Wanting to continue learning – if someone has the raw ability and willingness to learn then they can be taught the technical parts
Financial – businesses want to make money, understanding commercial motivations to do well – in an SME money is directly commensurate with how well they do
What motivates them personally – development, benefits, learning
Motivated by having a job!
Understanding why you do what you do when you’re at your most productive – ‘in the zone’
To be motivated to solve problems – to want to make a difference
Self-directed
Learning from mistakes and keeping going
COMPETENCE 4: WORKING UNDER
PRESSURE
Dimensions:
How can universities teach this?
Wide area!
Taking initiative
Innovative ideas
Creative approach to problems
Evolving nature of creativity
Growing
Encouraging to experiment
Having confidence to do things differently
Enjoying the challenge
Adopting technologies
Willingness to experiment and innovative
Trial and error
Not being afraid of failure
Trying things in new ways
Pushing things forward
Thinking differently – we’re creatives, we’re expected to do that
Synthesis and analysis – the taking ideas forward in a practical way
Being taught to think
Being able to create the product

24. HOW TO TEACH COMPETENCES (UK)
Best education is where you’re taught to think
Giving people freedom and opportunity opt think – analyzing poetry or creating a film, something practical
Analysis
Showing expected route then challenging student to do something new
Teaching theory/history of discipline – how was this problem solved in the past – what learning can we take to the future?
Value in old fashioned academic disciplines
Challenge thinking – every time one piece of work is delivered, move onto the next challenge
Hack days – 12 hour session, 8am-8pm, have a brief, creatives come together, solve brief pitch to client at the end.
Timed brief with feedback
Is it about teaching skills or raising awareness?

25. COMPETENCES NORWAY (1) COMPETENCE 2: CREATIVITY
COMPETENCE 1: COMMERCIAL UNDERSTANDING
Dimensions:
Basic understanding of how a business works, and what will be the new employee's role in the value chain of the company.
The new employee must have an understanding of commercial mechanism and should be able to act accordingly, even if the candidate is not necessarily close to commercial business in his daily position.
One should generally consider the commercial understanding as a part of an entrepreneurial set of skill, which is required. At present commercial understanding is a close to non-existing part of the university curriculum.
That is a problem that the university has to cope with, partly through an increasing number of entrepreneurial learning programs and partly by encouraging companies across different industries to help solving this problem efficiently.
COMPETENCE 2: CREATIVITY
Dimensions:
Creative in terms of business in practice is to being able to take things further.
Creativeness is about problem solving and solving/avoiding conflicts.
Being creative makes you look for opportunities rather than limitations. You´re highly motivated, searching for innovative and alternative solutions.
Lack of curiosity among graduates is a problem for the companies, when hiring new people. To be creative is also to ask the right questions.

26. COMPETENCES NORWAY (2)
COMPETENCE 4: ABILITY/SKILL OF GETTING THINGS DONE AND COMPLETING WHAT´S BEGUN
Dimensions:
There is a wide understanding among the graduates, that it is more appropriate to ask "what can the job do for me" instead of the other way around; “What could I do for the company?”.
It is a trend considering the job as a necessary thing to do in order to get spare time.
The understanding of ability/skill of getting things done and completing what´s begun is in the eyes of the company representatives about applying gained knowledge to real life, having an inside “drive” and power, viewing things from different angels and with different eyes, the will to achieve and succeed, being responsible for the company development and the own actions, being result-orientated and motivated and finally being able to plan actions, cope with dilemmas and make necessary decisions.
COMPETENCE 3: INTERPERSONAL SKILLS
Dimensions:
Self-knowledge. The new employees should be conscious and aware
Interpersonal skills are about humility, respect, common understanding and communication between different people with different roles and personalities.
In the final round, when there are only a few candidates left for a current vacant position, the personal qualities are the ultimate and crucial decision makers.
The successful candidate will contribute with motivation, energy and curiosity to the company development.

27. HOW TO TEACH COMPETENCES (NORWAY)
There is a strong focus on success stories
Internship, practice period
Limits in terms of the number of students companies can deal with
Higher demands from those who teach regarding commercial understanding and business background. 
Invite people from industry, preferably someone who has experience of "recession“.
Universities should buy external competence from companies to train and prepare students for employment.
Train students on problem solving, using real-world problems in a real world business
Case studies and group dynamics: how do we work together ? How to create synergies?
Train students in creativity and commercial awareness.
Providing Business-Mentors for students
Training of cognitive skills.
Enable a university reward system for the development of these sets of skills.
Take students to a setting, that is outside their usual “comfort zone”, where they have to interact with others
Student Week may be converted from being a big drunken party into a learning arena of social skills.
Take the students out of the campus and do something completely different (rafting etc).
Task forcing student to be together for one day without digital communication
Initiate discussions and provide feedback on behavior
Allow students to examine how they themselves experienced things, and observe how their behavior affects others.
Train the students in new technologies, helping them find relevant knowledge.
Provide students or student groups with a number of apparently completely impossible creative tasks. 
Company loyalty and ethics
Using different verbal ability tests or numerical tests.
Encourage the students to take responsibility outside of their studies campus, in sports, in politics or starting their own companies!

28. COMPETENCES SPAIN (1) COMPETENCE 2: Team Work
COMPETENCE 1: INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS
Dimensions:
To train graduates in the use of social networking tools, outsourcing tools of process, video-conferencing, collaborative tools
To teach how to communicate and behave in a professional situation
Give the students some knowledge of data protection legislation.
To teach them in the Management of priorities: time, online relationships, using tools such as productivity factor
To show them how to prepare and check the documents you need to send or submit online. Let them know good forums to answer their questions and find interesting information
HOW TO TEACH THIS COMPETENCE:
Prepare a user’s guide with the most important steps to follow so as to use each communication told
This training should be complete with tutorial videos
COMPETENCE 2: Team Work
Dimensions:
To make the graduates aware of the requirements to create a good teamwork
To explain the different kind of teams and how the graduates must behave in different situations
To inform about the different stages to follow in a teamwork
To educate in management skills
To give information on the “delocalized collaborative team”
To emphasize on the singularities of the organizational models of creative teams
HOW TO TEACH THIS COMPETENCE:
Theoretical Guideline and then a presence practical session of 2 or 3 days with role playing exercises
Use of online meeting, video conferencing, teams works using the , and management tools like
PARTNERSHIPS:
To involve companies selling software

29. “how to proceed when you are completely lost”
Online Help can be useful….
Nurse!!: Get the computer, visit and click on
“how to proceed when you are completely lost”

30. COMPETENCES SPAIN (2) COMPETENCE 4: KNOW HOW TO SELL AND SELL ONESELF
Dimensions:
To teach how to become a reference and opinion leader. To bring knowledge in personal branding, online marketing, marketing mix, SEO, SEM, telephone, sales strategies and sales philosophy and approaches.
To give some guidelines about the different selling tools related to the product but also to the personal branding
Graduates must be able to identify customers’ attitudes to adapt their behavior on that.
“Consultative selling”.
To develop some personals skills so as to gain confidence  
HOW TO TEACH THIS COMPETENCE:
Final presentation where graduates have to persuade the teachers to invest in their project.
During the course, presentation of their CV and a portfolio.
COMPETENCE 3: CREATIVITY
Dimensions:
To present the most important creative tools and models
To focus on some skills that creative should have like fluency, flexibility and originality.
To train graduates in the determinants of creativity, strategic subordination, contingency principle (and to link the creativity with the practice.
To focus on the creativity applied to everything not only to the person but also to the process.
To give some guidelines about where to find sources, to try to fight against the uncertainty of the sector
To teach the different techniques to find the inspiration and create. Use of “pinterest scoop as “textbook”.
HOW TO TEACH THIS COMPETENCE:
Short theoretical training and a guide with the most important sources of inspiration.
A practical workshop to learn how to apply all the concepts studied

31. Online Skills are not useless….
Does anyone know how to play Microsoft Flight Simulator?

32. COMPETENCES LATVIA(1) COMPETENCE 1: ADAPTATION TO CHANGES
Dimensions:
Constant updates in technology, with a quick adaptation is required. A universally (with technical expertise across disciplines) trained graduate will less likely be hired.
Solution: Training should move away from highly specialized skills to all encompassing, comprehensive education.
COMPETENCE 2: BUSINESS AND ENTREPRENEURIAL
Dimensions:
In creative industries, it is important to understand business processes, as employees are negotiating with clients and suppliers. The graduates are expected to have general knowledge of business processes.
Solution: Introducing a business module to current curriculums.

33. COMPETENCES LATVIA (2) COMPETENCE 3: INTELLECTUAL PROPERTY Dimensions:
It is necessary to know and understand legal matters above average.
The local industry has to deal with the lack of expertise in the intellectual aspect.
Solution: Introducing an intellectual property module to current curriculums.
HOW TO TEACH THE COMPETENCES
Traditional training complemented with internet games, and online simulations, the simulations with real audiences: one can see the students’ potential straight away, and it is already ready to use instrument. M
Modifications to Bologna Accords are needed, as they are more applicable to business schools and less to those training graduates in arts, because the creative sector requires quick shifts in technologies taught and courses required according to the rapidly changing industry.

34. COLLOQUIUM RANKING OF COMPETENCES. DIMENSIONS OF EACH COMPETENCE
HOW TO TEACH

35. RANKING OF COMPETENCES
MOST VALUED SKILLS
VERBAL AND WRITTEN COMMUNICATION SKILL
CREATIVITY
MOTIVATION
WORKING UNDER PRESSURE
COMMERCIAL UNDERSTANDING
INTERPERSONAL SKILLS
ABILITY/SKILL OF GETTING THINGS DONE AND COMPLETING WHAT´S BEGUN
INFORMATION AND COMMUNICATION TECHNOLOGY SKILL
TEAMWORK
KNOW HOW TO SELL AND SELL ONESELF
ADAPTATION TO CHANGES
BUSINESS AND ENTREPRENEURIAL COMPETENCE
INTELLECTUAL PROPERTY

36. RANKING OF COMPETENCES
There was an open discussion among the participants on which where the most important competencies for companies based on all the previos information and on the participation on the business workshops.
It was agreed that behind all the work done before, there were four main headings under those competencies could be grouped:
personal development /Self-awareness/ interpersonal skills (be the best you can be)
Information and Communications Tecnology
Entrepreneruship
Creativity

37. Dimensions/Understanding of what is behind each competence/skill
personal development /Self-awareness/ interpersonal skills (be the best you can be)
Information and Communications Tecnology
Entrepreneruship
Creativity
Interpersonal skills
Communication skills
Understanding your strengths and abilities
Be able to Sell yourself
Motivation
-social media and digital footprint
-community management
-Digital technology and applications
-design applications
Asset management
Digital communication and sharing
Use IT in a professional and entrepreneurial way
how to set up a company?
Seaching for opportunities (projects, additional funding)
Commercial understanding
How the company operates
Entrepreneurial skills: open minded, ambition,
Innovation
IP rights
-Problem identification
-how to look for opportunities
Problem solving
Theories of creativity and creativity tools

38. How to teach those competencies/ Skills
Personal Development - Awareness
Information and commnunication tecnhology
Entrepreneurship
Creativity
- scenarios and case studies online?
NLP techniques
Team games / activities
Personal self reflection
E-Portfolios
MBTI / Psicometric questionnaires
Cross cultural communication (eg. Bafa bafa)
Personal branding
Time managing techniques
Game applications as a part of a case study as tool
Video conferencing, etc
Interactive content operation (interactive e-books, e- portfolio) above digital books, all cases studies,
Digital assets management (metadata, etc)
Build a blog + promote portfolio
E-commerce management
Netiquette
SEO/SEM
Case / own ideas/ groups
“Dragons den” program / pitching
Seminars with local entrepreneurs
International case
Marketing online
Innovations (technology, process)
Where do you/does your company money come from
Planification strategy
Sell your idea, find new ideas gloglaly
Experts conferences
IPR, intangigle assets
Valorizations, etc.
Business simulations (create and operate a company)
Business models
Collaborations platforms (public and private sector)
IP rights sell
Marketing
Demola example (patent, prochet, simulation)
App?
Take risks!
Idea creation session: idea Labs
Solving real business problem
Games: designing, playing Hack Days
Group tast to create i.e. Product marketing campaing film
Use Ict to promote
Colukd tie into entrepreneurship
Learn about creative tools
Learn how to use new creative tools
Find new relationships
Find new business ideas
Theoretical background
Techniques to foster creativity
Be creative synergies (brainstorm)

39. What next on WP4?? Prepare Research Report (UMH) 17.10.2012
Get feedback (All partners)
Circulate the final version of report

40. Lessons learned? Close Fun Nice Atractive
“Conclusions arrived at through reasoning have very little or no influence in altering the course of our lives.” – Carlos Castaneda

41. Competence = conciousness + willingness-
Know How - +
Consciousness +

42. YOU CHOOSE: ¿red or blue?

43. Being Example
“Setting an example is not the main means of influencing another, it is the only means.".
A. Einstein
- “Be the change you want to see in the world". M. Ghandi

44. Tell me and I will forget, Show me and I may remember,
Involve me and I will understand.
Confucius 44
Let me and I will do it

45. “You will do more things if you would not think they are impossible”
Chinese Proverb
Thank you for your presence

46. THANK YOU VERY MUCH!