Giffgaff: could it work for universities?
Part two — Matching jobs with people
In the first part of this article we posed the question, could the collaborative service model offered by Giffgaff work for universities? The technology for the model exists, so might it be a possibility in the future?
‘When we think about how dramatically the world of work has changed, it is remarkable that the methods utilized to prepare students to enter it have remained static,’ says Andy Chan in Roadmap for Transforming the College-To-Career Experience.
There are lots of highly-skilled graduates out there, but they might not be aware of the companies that are looking for them. How many job applications can a graduate reasonably fill in on leaving university? We all know how long such forms can take to fill in; and to maximise the chances of getting the job, they need to be tailored to the company the applicant is trying to get noticed by. Often, job applicants have to fill in templates supplied by the employer which mean you can’t cut and paste — you have to manually enter information into different boxes.
All this is extremely time-consuming. It’s inefficient and frustrating for the applicant, and it means companies are missing out on potential as a result. There’s hard evidence that this problem is real. Nicholas Wyman, CEO of the Institute of Workplace Skills and Innovation wrote last year that ‘as 2015 begins, 9 million Americans are unemployed. Youth unemployment hovers at 15%.’ But at the same time, ‘4.8 million jobs are unfilled because employers lack the skilled workers they need. This gap between jobs and the skilled talent needed to fill them isn’t going away any time soon. 63% of CEOs globally are worried that a lack of skilled workers will continue to threaten the growth of their businesses.’ Clearly, something needs to change.
For Wyman, ‘people without jobs and jobs without people’ is a problem that ‘won’t be solved by one sector alone.’ Short-term fixes won’t work, he argues, and the way forward has to be ‘the creation of innovative partnerships between educators, policy makers, and industry leaders.’ Fortunately, ‘there is growing momentum’ for this. ‘The future of workforce development in the US hinges on collaboration between the companies that will hire the next generation of workers, and those charged with educating them.’ Wyman points out that while companies need skilled workers, educators need more understanding of what skills are required by business, both general and specific. ‘The good news is, collaboration between policy makers, educators, and industry is growing.’
Wyman outlines four key qualities that innovative collaborations and partnerships demonstrate to ‘change the game for students and job seekers at any stage of life, creating clear pathways to a promising career and a stable economic future.’ These qualities also ‘bolster local economies and strengthen local communities’:
1. Have a shared vision. ‘Partners need to share the same goal and commitment to solving a shared problem.’ It’s in collaborators’ interests to ensure that graduates are equipped for work in today’s fast-moving environment. But to achieve this, ‘partners need to really listen to one another, and determine what each brings to the table. What unique resources can they each contribute to further that shared vision and how, specifically, will they do so?’
2. Be flexible. ‘Not only do successful partners share a common goal, they also know how to meet each other halfway,’ Wyman argues. ‘Educators need to be willing to adapt curriculum and training programs to meet the changing realities of the world of work.’ Additionally, ‘business leaders have to learn to be flexible and adaptive in their approaches to training and mentorship.’
3. Start before university. ‘Offering students the opportunity to get a taste of vocational and real-world skills early in their educational journey only results in a more engaged, and motivated workforce.’ Wyman quotes the example of a school in South Carolina where high school students can study robotics, machine technology and industrial electronics with industry professionals coming into the school to help them. Not only that, but as a result, ‘international talent recruiters who want to invest in promising students’ post-secondary education’ are also present at the school. This aligning of study with ultimate career is invaluable and as the example shows, cannot start too early.
4. Stay up to date. ‘A hallmark of successful skills training models throughout the world is ongoing efforts between educators, employers, and industry groups to stay on top of the newest technologies and trends.’ The South Carolina region referred to above has a Business-Education Alliance, where ‘local business leaders and managers meet regularly with the district’s teachers, guidance counselors, and school superintendents to collaborate and share information.’
Taking the initiative
Graduates are taking the situation into their own hands too, by using social networking sites like LinkedIn to provide a ready-made shop window for their skills and experience. Learning how to get this right can be invaluable; if you have a strong profile, are well-connected and have recommendations, you will get alerts to specific job adverts that you might be well-suited for. You might even get headhunted. The algorithms involved here are used in ways that are still relatively crude; but the canny student can take by advantage of it by thinking strategically and using LinkedIn’s community model to narrow their focus on jobs that they standing a good chance of getting.
Collaborative models are only going to increase as the gap between unemployed people looking for work and businesses looking for workers continues to be a problem. Technology can help crunch this; and the sophisticated student will find their own new ways to get jobs. But schools, universities, governments and businesses could all find that by working together more, the benefits add up for national economies, the university sector and businesses as a whole.