In a world of work that has become so graduate-centric, it can be hard for our young people to fully understand job requirements that may not be well pitched to their level. The language used by many employers can risk sounding a little daunting, particularly when received by 16 year olds with no formal experience of work. The worry is that it may leave them thinking that they have little to offer employers.
Yet that is not the case. Despite what we hear about youth unemployment figures, there are plenty of young people every year who make a successful transition into work, so we need to make sure our younger students do understand that they have what is needed. And that the ‘simple skills’ still hold much weight when it comes to impressing employers, despite the fact they may be dressed up in more sophisticated language. Part of the problem, and the solution, lies in the need to decipher the language and understand it in terms that becomes realistically achievable to these students.
This does not mean that the applicant needs to have the confidence to present a complex debate to a large audience. Communication can largely be assessed through a well-written application form, and a competent and well-prepared interview. Young people should bear in mind that the ability to listen well, to take instruction and not be afraid to ask questions are also key here. Encourage students to think about times they have conversed with a range of people and had to adapt their language accordingly – positions of responsibility at school and in outside school clubs may provide them with useful examples, as well as presenting information, verbally or written, at school.
Employers are not expecting school leavers to provide a new solution to a large scale mathematical problem. And this may not be about maths at all, but about data and information; the ability to sort, order and group accordingly; to read and understand data and to make a simple forecast. Maths, science and geography coursework can be ways in which this is shown effectively. It is also about being able to show a logical approach and working through issues step by step and identifying where and how things need to change. It can be as simple as making a new suggestion, or a prediction based on gathered facts.
A phrase that trips up graduates and experienced professionals, commercial awareness is about business sense. Whilst you don’t have to be a business studies student to prove it, you do need to be aware of the impact of decisions from both the organisations and the customers’ perspective. This can be as simple as understanding the importance of good customer service through a part time job. Schemes such as Young Enterprise can be a great starting point in understanding strategies that are key in increasing company profit.
Simply put, to be a successful student – at whatever age – you need to show this. It doesn’t necessarily mean you have helped to organise a large scale event (although there will be young people who can use examples gained through school committees or fundraising projects). It can be about managing a busy workload, juggling extra-curricular or family commitments and showing ability to multi-task and prioritise, where necessary. It is also about thoughtful planning and timetabling so that deadlines are met and not missed.
This is a starting point only, and these are just some of the key phrases that school leavers may be facing – and may find intimidating – when trying to access the job market. It is no wonder, after all, that a 16 year old with no real concept of the world of work may doubt their ability to prove ‘employability skills’, and it becomes our job to convince them otherwise. To aid their preparation, a very valuable exercise could be to spend time ensuring that they fully comprehend the key phrases that employers are asking for, and aren’t put off from the outset. Making sure that they have the confidence to understand that behind every complex sounding requirement there is probably a transferable skill that they have used time and time again.