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/skills13.00h: Lunch14.15h: Guidelines on how can these competencies/skills be taught?15.45h: Companies interested on participating in the delivery of WP6 seminars16.30h: Conclusions17.00h: Thank you and farewell
7 Objectives of WP4To identify, thanks to companies in the Cultural and Creative Sector, four skills/competenciesQuestionnaireBusiness WorkshopColloquiumTo 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.
11 Importance when hiring new graduates IP aand monetization of contentMOST VALUED COMPETENCES:(General Skills):MotivationCommunicationTeam workLOWEST RANKED COMPETENCES (skills expected from more experienced staff):Fund RaisingBusiness and negociation skills
12 Level of the skills in existing employees Management of informationQuality and improvement focusBusiness and entrepreneurial skillsIP aand monetization of contentAbility to senthesize and analyzeMost valued skills:EthicsResponsibilityDigital Skills.In Norway and Spain, requirement when hiring new staff higher than the requirement to existing employeesIn 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 technologiesNORWAYEntrepreneurial skillsNo commercial thinkingUngrateful when getting a jobSPAINNo multi-skilling and versatile candidates.Working under pressureResponsibilityProfessional attitudes and visionForeign languages.LATVIAProgramming SkillsIssues with strict deadlinesLoyaltyCreativityCommon for all countries:Lack of experienceDifficulty to apply the knowledge in the real professional worldSelf-managementProblem-solvingComputers 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” graduates1/2 the companies employed “NO” graduates last yearNorway: From the Companies taking the survey: 1,5-2% of the total workforce are graduates,Companies employed only 1,3 graduates last yearSpain: 11 of the16 companies employ graduatesOther companies have no qualified employees or have a very lowLatva: Permanent job placement was offered on average to 4 students annuallyRelated to the graduate:Lack of training even profesional and personalUnexperience, and lack for appropriate skillsUnmotivated graduatesAmbitions & expectations too high.Related to the Company:Limited budgetRelatively expensive to hire a graduate.Time used to train new graduatesStrict financial budgets and fiscal pressuresAllure 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 studentsIn 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
19 Ranking of competences. UKVerbal and Written Communication skillsCreativityMotivationWorking under pressureNORWAYCommercial understandingCreativityInterpersonal skillsAbility/skill of getting things done and completing what´s begun
20 Ranking of competences. SPAINCreativityInformation and Communication Technology skillsTeamworkKnow how to sell and sell oneselfLATVIAAdaptation to changesBusiness and Entrepreneurial CompetenceIntellectual Property
21 Ranking of competences. All competences are employability skillsTHERE IS ONE COMMON COMPETENCE (UK, NORWAY AND SPAIN)CREATIVITY
22 COMPETENCES UK (1)COMPETENCE 1: Verbal and Written Communication skillsDimensions:How they present themselves.How they talkHow they listenHow they write – press releases, blogsBeing able to pitch themselvesTalking about their workGood handshakeConfidence to put yourself forwardDyslexia – knowing how to overcome/get it checked etcBody languageNegotiation – i.e negotiate salaryConstruct an argument and present informationPersuasion skills- to give them a job to start with!Ability to sell themselvesAble to articulate their skills/expertiseAbility to ask for helpKnowing the right questions to ask and who/when/how to askInterpersonal skillsBeing able to communicate with team membersSocial chameleonAppropriate languageLiteracyPresentation skillsHow they articulate themselvesProfessional languageBeing able to interpret responses and use informationCOMPETENCE 2: CREATIVITYDimensions:How can universities teach this?Wide area!Taking initiativeInnovative ideasCreative approach to problemsEvolving nature of creativityGrowingEncouraging to experimentHaving confidence to do things differentlyEnjoying the challengeAdopting technologiesWillingness to experiment and innovativeTrial and errorNot being afraid of failureTrying things in new waysPushing things forwardThinking differently – we’re creatives, we’re expected to do thatSynthesis and analysis – the taking ideas forward in a practical wayBeing taught to thinkBeing able to create the product
23 COMPETENCES UK (2) COMPETENCE 3: MOTIVATION Dimensions:EnergyEnthusiasmWhat 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 partsFinancial – businesses want to make money, understanding commercial motivations to do well – in an SME money is directly commensurate with how well they doWhat motivates them personally – development, benefits, learningMotivated 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 differenceSelf-directedLearning from mistakes and keeping goingCOMPETENCE 4: WORKING UNDERPRESSUREDimensions:How can universities teach this?Wide area!Taking initiativeInnovative ideasCreative approach to problemsEvolving nature of creativityGrowingEncouraging to experimentHaving confidence to do things differentlyEnjoying the challengeAdopting technologiesWillingness to experiment and innovativeTrial and errorNot being afraid of failureTrying things in new waysPushing things forwardThinking differently – we’re creatives, we’re expected to do thatSynthesis and analysis – the taking ideas forward in a practical wayBeing taught to thinkBeing able to create the product
24 HOW TO TEACH COMPETENCES (UK) Best education is where you’re taught to thinkGiving people freedom and opportunity opt think – analyzing poetry or creating a film, something practicalAnalysisShowing expected route then challenging student to do something newTeaching 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 disciplinesChallenge thinking – every time one piece of work is delivered, move onto the next challengeHack days – 12 hour session, 8am-8pm, have a brief, creatives come together, solve brief pitch to client at the end.Timed brief with feedbackIs it about teaching skills or raising awareness?
25 COMPETENCES NORWAY (1) COMPETENCE 2: CREATIVITY COMPETENCE 1: COMMERCIAL UNDERSTANDINGDimensions: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: CREATIVITYDimensions: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 BEGUNDimensions: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 SKILLSDimensions:Self-knowledge. The new employees should be conscious and awareInterpersonal 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 storiesInternship, practice periodLimits in terms of the number of students companies can deal withHigher 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 businessCase studies and group dynamics: how do we work together ? How to create synergies?Train students in creativity and commercial awareness.Providing Business-Mentors for studentsTraining 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 othersStudent 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 communicationInitiate discussions and provide feedback on behaviorAllow 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 ethicsUsing 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 SKILLSDimensions:To train graduates in the use of social networking tools, outsourcing tools of process, video-conferencing, collaborative toolsTo teach how to communicate and behave in a professional situationGive the students some knowledge of data protection legislation.To teach them in the Management of priorities: time, online relationships, using tools such as productivity factorTo 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 informationHOW TO TEACH THIS COMPETENCE:Prepare a user’s guide with the most important steps to follow so as to use each communication toldThis training should be complete with tutorial videosCOMPETENCE 2: Team WorkDimensions:To make the graduates aware of the requirements to create a good teamworkTo explain the different kind of teams and how the graduates must behave in different situationsTo inform about the different stages to follow in a teamworkTo educate in management skillsTo give information on the “delocalized collaborative team”To emphasize on the singularities of the organizational models of creative teamsHOW TO TEACH THIS COMPETENCE:Theoretical Guideline and then a presence practical session of 2 or 3 days with role playing exercisesUse of online meeting, video conferencing, teams works using the , and management tools likePARTNERSHIPS: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 brandingGraduates 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: CREATIVITYDimensions:To present the most important creative tools and modelsTo 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 sectorTo 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 ENTREPRENEURIALDimensions: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 COMPETENCESTraditional 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. MModifications 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 SKILLSVERBAL AND WRITTEN COMMUNICATION SKILLCREATIVITYMOTIVATIONWORKING UNDER PRESSURECOMMERCIAL UNDERSTANDINGINTERPERSONAL SKILLSABILITY/SKILL OF GETTING THINGS DONE AND COMPLETING WHAT´S BEGUNINFORMATION AND COMMUNICATION TECHNOLOGY SKILLTEAMWORKKNOW HOW TO SELL AND SELL ONESELFADAPTATION TO CHANGESBUSINESS AND ENTREPRENEURIAL COMPETENCEINTELLECTUAL 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 TecnologyEntreprenerushipCreativity
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 TecnologyEntreprenerushipCreativityInterpersonal skillsCommunication skillsUnderstanding your strengths and abilitiesBe able to Sell yourselfMotivation-social media and digital footprint-community management-Digital technology and applications-design applicationsAsset managementDigital communication and sharingUse IT in a professional and entrepreneurial wayhow to set up a company?Seaching for opportunities (projects, additional funding)Commercial understandingHow the company operatesEntrepreneurial skills: open minded, ambition,InnovationIP rights-Problem identification-how to look for opportunitiesProblem solvingTheories of creativity and creativity tools
38 How to teach those competencies/ Skills Personal Development - AwarenessInformation and commnunication tecnhologyEntrepreneurshipCreativity- scenarios and case studies online?NLP techniquesTeam games / activitiesPersonal self reflectionE-PortfoliosMBTI / Psicometric questionnairesCross cultural communication (eg. Bafa bafa)Personal brandingTime managing techniquesGame applications as a part of a case study as toolVideo conferencing, etcInteractive content operation (interactive e-books, e- portfolio) above digital books, all cases studies,Digital assets management (metadata, etc)Build a blog + promote portfolioE-commerce managementNetiquetteSEO/SEMCase / own ideas/ groups“Dragons den” program / pitchingSeminars with local entrepreneursInternational caseMarketing onlineInnovations (technology, process)Where do you/does your company money come fromPlanification strategySell your idea, find new ideas gloglalyExperts conferencesIPR, intangigle assetsValorizations, etc.Business simulations (create and operate a company)Business modelsCollaborations platforms (public and private sector)IP rights sellMarketingDemola example (patent, prochet, simulation)App?Take risks!Idea creation session: idea LabsSolving real business problemGames: designing, playing Hack DaysGroup tast to create i.e. Product marketing campaing filmUse Ict to promoteColukd tie into entrepreneurshipLearn about creative toolsLearn how to use new creative toolsFind new relationshipsFind new business ideasTheoretical backgroundTechniques to foster creativityBe 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