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26 th September 2011 Kathy Cox and Vic Myko. Hinwick Hall College. Homefield College. Landmarks College. Linkage Community Trust. Portland College. RNIB.

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Presentation on theme: "26 th September 2011 Kathy Cox and Vic Myko. Hinwick Hall College. Homefield College. Landmarks College. Linkage Community Trust. Portland College. RNIB."— Presentation transcript:

1 26 th September 2011 Kathy Cox and Vic Myko

2 Hinwick Hall College. Homefield College. Landmarks College. Linkage Community Trust. Portland College. RNIB College, Loughborough.

3 Explore the range, extent and value of existing college enterprises. Produce a best practice guide to support colleges when establishing new, or developing existing, enterprises. Enable colleges to learn from each other, thereby sharing best practice.

4 There is a lack of information and support for colleges wishing to establish enterprise activities. Many ISCs are small and as a result there may be a lack of knowledge and skills within the staff body to be able to get the enterprise right first time. Government agenda – employability skills.

5 A number of ISCs already operate extremely successful projects. We visited : Derwen College: Farm ShopFarm Shop Homefield College: Barrow of Treats café; Sip & Surf e-bay shopBarrow of Treats caféSip & Surf e-bay shop Linkage College: Image Lab; Gatehouse CafeImage LabGatehouse Cafe Strathmore College: Apedale café, Jasmine florist/cafe, woodwork workshop.Apedale caféwoodwork Thanks to all the above!

6 Types of enterprise Majority focus on: catering outlets. Retail outlets. Woodwork. ICT outlets – internet / Media. Also aware of Vehicle valeting, Art / Craft centre, Horticultural activities. Training through internal placements followed by working at college external venues, leading to work placements in the community.

7 You need to have a clear vision. Be sure of what you are doing and why Know what the outcomes need to be from the start. Eg: skills and knowledge acquisition is more important than retail turnover. Use what youve got start small, in-house, trial and build, eg: from a classroom-based eBay street enterprise to a high eBay outlet.

8 Location: Are there enough passing customers? Can learners get there using public transport? Can you purchase stock from local businesses easily? Can you work in partnership with any local groups? Local need: Survey the needs of the local community and know your competition.

9 Use expert advice. Visit similar existing enterprises to share their experience first hand. Develop and nurture local links such as: Council services. Local attractions. Investigate any potential bids.

10 Ensure learner involvement in all the initial and on-going decision making. Match opportunities to learner needs and abilities using their long term goals and Destination Statements. Make goals/targets realistic and challenging.

11 Conduct thorough baseline assessments which are then used to provide individualised objectives for learners. Teach transferable work skills, include: learning skills specific to the vocational area, personal effectiveness skills - personal hygiene, time management and mobility. Recognise learner achievement eg employee of the month.

12 Devise application forms and interview learners for positions at the enterprises. Provide induction packs for learners: include H&S information and work rights, advice about bullying and harassment. Job coaching- LAs or more able learners demonstrating how to work/complete tasks. On-going CPD opportunities.

13 Consult with staff so they buy-in to the ethos behind the enterprises. Employ staff to specifically work at the Enterprise. Conduct a training needs analysis for staff eg Food Hygiene, IT, CTTLS. Develop an induction programme for staff working at the enterprise. Encourage good communication between the staff working at the enterprises.

14 Embed quality assurance processes, eg self assessment including auditing, checking risk assessments, observations and customer satisfaction surveys. Support learners and staff through your usual performance management processes ie annual appraisal and quarterly reviews.

15 Give learners a realistic experience by introducing an appraisal and review process, including sales target. Accreditation: There are few specific vocational qualifications at Entry Level 2 and below but evidence can be used towards many areas in foundation learning and in non-accredited learning.

16 Dont forget - Have high expectations of learners - raise the bar the learners will meet it! For further info contact: Kathy Cox / Vic Myko.


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