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Colloquium Elche, DEPICT

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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.

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

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

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?

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.

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!

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”

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?

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.

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.



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


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