Professional Documents
Culture Documents
to Work
Research report
June 2015
DEVELOPING
THE NEXT
GENERATION
Contents
Foreword 2
Introduction 3
1 What does existing research tell us?
3 Workplace skills
14
4 Development methods
19
23
Conclusion 27
References 28
Acknowledgements
This report was written by Ruth Stuart, Research Adviser at the CIPD. The research was supported by
Katerina Rdiger, Katherine Garrett and Stella Martorana at the CIPD. We are indebted to all of the
individuals in the case study organisations who took part in the research through interviews and focus groups.
In particular we would like to thank:
Temi Akinmoladun Apprentice, Barclays
Shajjad Ali Apprentice, ActionAid
Sarah Bampton Talent Programme Manager, Fujitsu
Joe Calvert Apprentice, Barclays
Demi Cameron-Smith Apprentice, Fujitsu
Mike Hill Community Leader, Barclays
Thomas McCumiskey Apprentice, Capgemini
Osmond McNellie Apprentice, Barclays
James Millar Apprentice, Capgemini
Rebecca Plant Head of Graduate and Apprentice
Programmes, Capgemini
Foreword
Introduction
We explore methods
of developing
1624-year-olds in
the workplace, and
identify what works
and why.
Learning to Work
The Learning to Work programme is led by the CIPD to promote the role of employers in reducing youth
unemployment. The CIPDs purpose is to champion better work and working lives, which starts with young
people being able to access the labour market.
The overall aim of the programme is to promote the business case for investing in the future workforce.
We encourage HR professionals to offer a wide range of access routes into their organisations and ensure
their recruitment and management practices are youth-friendly. We also promote direct contact with young
people via two youth volunteering programmes, Steps Ahead Mentoring and Inspiring the Future.
apprenticeship schemes in
ActionAid, Barclays, Capgemini
and Fujitsu
the industrial placement and
graduate scheme in Fujitsu
the work-based degree
programmes in Barclays and
Capgemini
the LPC/MA course in Reed
Smith.
Apprenticeships
Industrial
placements
Industrial placements typically involve a sandwich year in between the students second
and third years of their degree. Placements typically last for 12 months and the purpose
is to enable the young person to gain real-life work experience and apply the learning
back in their degree programme.
Work-based
degrees
Work-based degrees are often the product of collaborations between employers and
universities. They enable employees to study for a degree, while remaining in their job
and are often at undergraduate or postgraduate level.
Graduate
programmes
Graduate programmes typically last one to two years and involve a structured
programme of development. A common feature of many schemes is rotation across a
number of business areas.
There are three key access routes for young people at Fujitsu: an
apprenticeship programme (recruiting 90 people each year), an
industrial placement scheme (recruiting 30 each year), and a graduate
programme (recruiting 80 each year). The apprenticeship lasts for
two years, and recruits go into a real job from day one. The industrial
placement scheme recruits students in the third year of their degree
for one year of paid work experience. The graduate programme
involves two years of structured development and role rotations.
Diversity within
each generation can
be as different as
across generations.
Three-quarters of employers
now offer programmes aimed at
young people, the most popular
of which are work experience
and apprenticeships. Graduate
schemes, apprenticeships and
school-leaver programmes are
considered the most effective
pathways to work (See Table 1).
Generation Y and Z attributes
Technology is perceived to be
so significant within the lives
of Generation Y and Z that
researchers have labelled new
generations on the basis of their
familiarity with digital devices.
Prensky (2012) coined the term
digital natives to describe
a generation of tech-savvy
individuals with a positive attitude
to technology, accustomed to the
speed of the Internet and to multitasking. The net generation is goal
and achievement oriented, with a
preference for active learning and
social activities (Brown 2005).
One study defines Generation Y as
intelligent, ambitious, questioning
individuals accustomed to
Veterans
Baby Boomers
Generation X
Generation Y
Generation Z
Generation Y are
a group of smart,
ambitious and
questioning fastthinkers, able to
multi-task.
2B
uilding the business case for
investing in development
In this section we explore the
business imperatives for the
various programmes introduced in
our case study organisations, and
identify the impact theyve had.
We also outline considerations
for identifying the right roles and
business areas for young people to
go into.
Business imperatives
Meeting business needs
All of the case study organisations
recognise that investing in young
people has a connection to giving
back and the wider corporate
social responsibility (CSR) agenda.
For example, Graham Salisbury,
ActionAid, explains that the
decision to recruit apprentices was
partly based on a connection to
the organisations core purpose
and commitment to practise what
they preach:
If you are campaigning on policies
in Bangladesh, you cant ignore it in
Basingstoke or Bermondsey.
However, a CSR perspective or
desire to give back was not the
primary motivational factor in
the decision to widen access.
Instead, it was frequently driven by
business need. As Sarah Bampton
(Fujitsu) recognises, this is about
long-term talent management, and
reducing youth unemployment is
a great secondary benefit. So, we
want to make sure the business is
in it for the right reasons.
This link to talent management is a
common connection:
The Barclays Degree Programme
was designed to grow our own
The Fujitsu Future Leaders Programme is a leadership development programme for junior to middle managers.
Figure 1: Important factors in designing roles for young people, by organisation sector (%) (CIPD 2015)
72
72
71
88
49
48
52
49
45
40
39
39
38
12
10
0
38
20
23
20
All
34
44
40
Private sector
60
Public sector
80
100
Voluntary sector
On behalf of the CIPD, YouGov undertook a survey looking into views of HR professionals in relation to employing young people. The survey
was carried out between 7 November and 30 November 2014 and findings are based on responses from 868 HR professionals and employers.
3 Workplace skills
3 Technological understanding
Mike Thompson, Barclays, feels
that technological capability is one
of the primary skills young people
bring to the workplace:
They pick up technology very
quickly. In a contact centre
environment theyre able to work
with multiple systems really quickly.
Theyve also brought in digital
Figure 2: The top three skills to develop during the first year in work and the most challenging skill to develop (%)
64
Communication skills
19
Teamworking
60
5
45
Confidence
14
37
Time management/prioritisation
18
Commercial/business awareness
20
Problem-solving
6
13
Resilience
Analytical skills
11
6
8
Presentation skills
4
7
7
Creative thinking
2
2
Other
0
Base: All HR professionals (n=868)
26
13
20
Key focus for development
40
60
Most challenging to develop
80
Figure 3: Phrases graduates associated with being a lawyer, before and after the first term of the Reed
Smith masters course (McMullan 2013)
When you were at university, which words and phrases did you associate with being a lawyer at a City firm? (%)
Technical analyst
18.2
International perspective
72.7
Market understanding
45.5
Business advisor
36.4
54.4
Legal problem-solver
100.0
Business savvy
54.5
100.0
Financial understanding
36.4
Specialist
54.5
Economic awareness
45.5
63.6
Regulatory knowledge
63.6
Business problem-solver
36.4
Legal expert
81.8
9.1
Strategic
9.1
Figure 3: (continued)
Which words and phrases do you associate with being a lawyer at a City firm now, after the first term of the
masters course? (%)
Technical analyst
36.4
International perspective
90.9
Market understanding
100.0
Business advisor
54.5
81.8
Legal problem-solver
90.9
Business savvy
90.9
81.8
Financial understanding
81.8
Specialist
45.5
Economic awareness
72.7
63.6
Regulatory knowledge
100.0
Business problem-solver
90.9
Legal expert
81.8
72.7
45.5
4 Development methods
On-the-job learning
Mentoring
Formal qualifications
Networking
Classroom training
Giving presentations
Intensive inductions
70:20:10
The 70:20:10 model is an approach for learning popularised by Charles Jennings, director of the 70:20:10
Forum. The concept centres on the idea that the majority of our learning comes from experience, with the
remainder through learning from others and just 10% from formal learning experiences. While it is not a strict
formula, these principles continue to have a significant impact on the L&D profession. The model helps us to
see development holistically, and to move away from just focusing on the course as the main learning method.
Networking
Helping young people build a
network across the organisation
is commonly viewed as a helpful
development technique.
Mentoring
Different forms of mentoring are
frequently used to build capability.
In Reed Smith reverse mentoring
Formal learning
Intensive inductions
In Section 1 we highlighted the
importance of a quality induction
period, and this is also stressed in the
CIPD Managing Future Talent guide
(Peate and Taylor 2014). Entering
employment for the first time can be
a challenging period for many young
people, and so a quality induction
period can help young people feel at
ease and better understand their role
and the organisation. In recognition
of how critical this time is, Capgemini
have developed an intensive
induction programme for new
apprentices which they attend before
formally starting in their roles. The
training covers both corporate ways
of working and technical knowledge:
Whats really important for us is
having what we call project-ready
skills. We dont release them for
blocks of training. Instead they
have 11 weeks all up front. What we
found was that traditionally theyve
never got any experience of the
world of work, and no experience
of the technology were going
to teach them, and they need
to do some growing up first.
Its important to go through this
process because after 11 weeks
theyre out with clients. Rebecca
Plant, Capgemini
In a similar nature Barclays have
also introduced a pre-employment
traineeship, which lasts for five
weeks. As the apprentices come
from a NEET background, its
designed to help them make the
transition back into work and help
them build interpersonal skills:
It helps them understand what it
means to communicate effectively,
to understand body language,
to understand teamworking,
how to plan and a whole range
of core employment skills. Mike
Thompson, Barclays
Formal qualifications
Either as part of an apprenticeship,
or through a work-based degree,
formal qualifications are used to
build and enhance the individuals
technical knowledge base. Philip
Wampamba and Shajjad Ali,
apprentices at ActionAid, explain
how this works:
We go to college on Fridays
and that provides the theoretical
base, and because its an NVQ its
evidenced-based work. Philip
They give us the theory on how to
actually apply the work and then
you come into work and practise
what youve learned. Shajjad
For Rebecca Plant, Capgemini,
formal qualifications enable
individuals to take a step back and
think about the why. In an industry
that places high value on having a
degree, this also gives apprentices
the equal footing they need to be
able to continue to progress and
develop their career.
Classroom training
Young people on the various
schemes typically have access
to a range of classroom training
courses, which are available
throughout the organisation:
Weve got an open programme
of about ten or twelve employee
development modules delivered by
an external provider, on things like
facilitation skills, presentation skills
and managing multiple priorities.
Graham Salisbury, ActionAid
In some cases bespoke training or
workshops are also developed:
We have implemented a career
development workshop for those
coming towards the end of their
apprenticeship, to really help them
think about where they want to
take their career. Sarah Bampton,
Fujitsu
A significant part
of development is
dependent on the
cultural environment
in which the
individual operates.
Other techniques
Interestingly, none of our case
study organisations focused on
use of learning technologies as a
key development method (though
it was sometimes described as
part of the core organisationwide L&D offer). However, there
was a recognition that bite-sized
learning can be effective.
From a broader perspective,
the organisations highlight the
importance of creating a culture
which enables the young people
to have the space to fail, and then
learn from their mistakes. While
A blended approach
While we have identified a range of specific techniques, it is important to note that all of the organisations
featured use a blended approach, mixing development methods to best meet the needs of the learner and of
the business. Achieving the right blend depends on the skills you need to build, the cultural environment and
the resources you have available.
As we highlighted in Section
1, there is a need for greater
understanding of the learning
preferences of Generation Y and
Z, though many have sought to
identify the attributes and attitudes
of this group. Our research has
focused on organisations that have
developed programmes for young
people, typically aged between
16 and 24, the population within
the Generation Y group and on
the cusp of Generation Z. Here we
explore whether this generation
has any particular learning
preferences and highlight the
implications for L&D practitioners.
We also identify whats next for
our case study organisations.
The findings of
our literature
review suggest that
young peoples
relationship with
technology may be
more complicated
than we might first
think.
Figure 4: What is the primary difference youve seen in how young people like to learn? (%)
Preference for technology-based learning
(for example mobile learning)
55
17
13
Other
Base: All HR professionals who employ young people and have identified differences in how they like to learn (n=364)
Looking ahead
Whats clear is that each
organisation has experienced
substantial benefits from investing
in developing people at the start
of their careers. The impact
they have on the organisation is
substantial, both culturally and at
the bottom line.
Largely due to these benefits, all
of the organisations are planning
to continue their programmes and,
in many cases, expand activity. For
example, ActionAid are aiming to
create a not-for-profit, third-sector-
Conclusion
This report explores how best to
develop the next generation to
meet business and learner needs. It
highlights a range of considerations,
both for HR and L&D professionals
and business leaders.
Drivers for change
Weve identified that there are
clear drivers for establishing
development programmes for
young people. Whether prompted
by skills shortages, a need to build
future talent or shift organisational
demographics, the imperative for
taking action moves beyond that
of being a responsible employer.
Though the act of investing in
young talent can be considered
part of CSR activity, our case study
organisations were clear that the
real driver was business need.
Recognising strengths
By exploring the skills young
people have, and those they need
to build, weve also identified that
they bring substantial strengths
to an organisation. By taking a
fresh perspective and different
approach, they can often identify
areas for efficiency or improvement
and are frequently willing to take
the initiative to find solutions
themselves. Everyone within the
organisation will bring their own
specific skills and strengths the
value of identifying what young
people bring is in ensuring that they
have an opportunity to impact the
organisation at an early stage.
Plugging skill gaps
However, there are a number of key
skills and capabilities that employers
need to focus on building. Making
the transition between education
and employment can be a struggle
for some, and employers need to
take account of this when thinking
References
Learning
to Work
The Learning to Work programme is led by the CIPD to promote the role
of employers in reducing youth unemployment. The CIPDs purpose is to
champion better work and working lives, which starts with young people
being able to access the labour market.
The overall aim of the programme is to promote the business case for
investing in the future workforce. We encourage HR professionals to offer
a wide range of access routes into their organisations and ensure their
recruitment and management practices are youth-friendly. We also promote
direct contact with young people via two youth volunteering programmes,
Steps Ahead Mentoring and Inspiring the Future.
cipd.co.uk/learningtowork