Learning to Work

Research report June 2015

DEVELOPING THE NEXT GENERATION

TODAY’S YOUNG PEOPLE, TOMORROW’S WORKFORCE The CIPD is the professional body for HR and people development. The not-for-profit organisation champions better work and working lives and has been setting the benchmark for excellence in people and organisation development for more than 100 years. It has more than 135,000 members across the world, provides thought leadership through independent research on the world of work, and offers professional training and accreditation for those working in HR and learning and development.

1 Developing the next generation Developing the next generation Research report

Contents

Foreword 2

Introduction 3

1 What does existing research tell us? 6

2 Building the business case for investing in development 9

3 Workplace skills 14

4 Development methods 19

5 Generational learning preferences 23

Conclusion 27

References 28

Acknowledgements

This report was written by Ruth Stuart, Research Adviser at the CIPD. The research was supported by Katerina Rüdiger, 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 Graham Salisbury – Head of Human Resources, ActionAid Shajjad Ali – Apprentice, ActionAid Susithaa Sathiyamoorthy – Apprentice, ActionAid Sarah Bampton – Talent Programme Manager, Fujitsu Dan Snowdon – Industrial placement, Fujitsu Joe Calvert – Apprentice, Barclays Nigel Spencer – Global Director of Learning & Demi Cameron-Smith – Apprentice, Fujitsu Development, Reed Smith Mike Hill – Community Leader, Barclays Irha Syed – Apprentice, Barclays Thomas McCumiskey – Apprentice, Capgemini Claire Theijssen – Graduate, Fujitsu Osmond McNellie – Apprentice, Barclays Mike Thompson – Director, Early Careers, Barclays James Millar – Apprentice, Capgemini Dylan Valentine – Apprentice graduate, Fujitsu Rebecca Plant – Head of Graduate and Apprentice Philip Wampamba – Apprentice, ActionAid Programmes, Capgemini Nick White – Graduate Programme Manager, Fujitsu

1 Developing the next generation Foreword

Tackling youth unemployment is and learning and development they design and implement a new now recognised as a major issue (L&D) practitioner is key and why programme. by policy-makers, charities and we have drawn on best practice many employers. It is clear that case studies of the programmes There are many prevailing myths too many young people are being used to develop young people in and generalisations about what the overlooked for opportunities, more detail in this latest research youngest generation is like, such despite businesses’ concerns report. The research is designed as they are more networked, less about where their future talent to help anyone working on, or competitive and less loyal, meaning is coming from. Employers play considering introducing, their own they more likely to move between a central role when it comes to programme. organisations. Exploring the improving young people’s access differences between the key broad to the labour market, and it is vital A recurring challenge for those generational groups estimated to that organisations bring in young seeking to bring in young people represent today’s workforce was a people if they are to build the skills into their organisation is often key starting point for this research, they need for future success. establishing the business case, as it helps to bust these myths and which is why when we originally provides a useful starting point for Getting employers involved in launched the Learning to Work HR and L&D professionals exploring helping to prepare young people programme we explored this in the needs of young people in their for work and making their own some detail and why we look at this organisation. organisations more ‘youth friendly’ further in this latest report. It is no is something the CIPD has been good introducing a new programme While it is important to avoid leading on since we launched our for young people without first generalisations, gaining an Learning to Work programme considering the wider business appreciation for some of the key back in 2012. Over the past three case and ensuring it fits in with strengths and development areas years we have seen an increase future resourcing needs. For many, for the younger generation can in the number of employers including Barclays and Capgemini, help to ensure that programmes who are interested in increasing who both feature in this report, it are designed in a way that gets engagement with young people, is about attracting and retaining the most from young talent. including by offering more access non-graduate talent, providing an Organisations such as Fujitsu and routes into their organisations, such attractive alternative to university ActionAid, for example, share how as Apprenticeships and graduate while also plugging skills gaps. they are taking advantage of the schemes. energy and enthusiasm that their In recent years we have seen apprentices have. Implementing However, offering and recruiting substantial debate around the topic well-thought-out programmes for these roles is only one half of of skills gaps, with the education that both draw out strengths and the equation. It is also crucial that sector, and even young people address weaknesses is key to when a young worker begins their themselves, facing public criticism getting the development of the career, the experience sets them up for not developing the right skills younger generation right. These for a long and successful working needed in the workplace. The role individuals have enormous potential future. Line managers have a of the employer in plugging these to contribute to an organisation’s crucial role to play here, a topic we gaps has been disputed by some success and it’s important that as covered in our Managing Future but we know the tide is changing, a profession we recognise this and Talent guide. But, also fundamental with skills development playing a play our part in making this happen. to ensuring future success are the central role in the design of many programmes themselves, their programmes targeted at young Katerina Rüdiger content, structure and how they are people. However, it’s important Head of Volunteering and integrated into the wider business. that employers do not oversimplify Employability Campaigns Here is where the role of the HR the younger generation when CIPD

2 Developing the next generation 3 Developing the next generation Introduction

Background to the research Our purpose is to help ‘We explore methods During the last few years organisations understand how we have seen a widespread they can build the business of developing recognition of the challenge of case, not just for broadening youth unemployment, and a access to employment, but for 16–24-year-olds in corresponding rise in alternative investment in development to entry-level development drive organisational performance. the workplace, and programmes – such as innovative It is relevant for anyone working in identify what works graduate schemes, new HR, L&D or a line management role apprenticeships and work-based seeking to understand how they and why.’ degrees. Through our Learning can best meet the development to Work programme we have needs of the next generation. worked with young people and organisations to promote and Throughout the report we refer drive good practice, highlighting to what leading organisations the benefits of broadening access in this space are doing, and the to work and the importance of challenges they are overcoming, employer action. so that others can learn from examples of great practice. The In this report we turn to consider findings build on our guide for what happens in the workplace line managers, Managing Future post-recruitment. We explore Talent (Peate and Taylor 2014). We methods of developing 16–24-year- also connect the research to wider olds in the workplace, and identify changes in the L&D profession what works and why; which (which we explore in Stuart and skills do young people enter the Overton 2015) and share the workplace with and what’s the implications for HR and L&D most effective way of building practitioners. their capability? We also consider learning preferences of young people, and how these align to interpretations of ‘Generation Y’ behaviours.

Learning to Work

The Learning to Work programme is led by the CIPD to promote the role of employers in reducing youth unemployment. The CIPD’s 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.

3 Developing the next generation Overview of programmes for the basis of their use of innovative the business case for developing young people programmes and learning methods. people at the start of their Only a few years ago the graduate We have researched a range of careers. In Section 3 we reflect programme was typically the main programmes with different target on the skills young people have source of structured entry-level audiences, ranging from those and common skill gaps. Next, we development for young people. leaving school at 16 to graduates. share key learning methods used But this is now changing. Seventy- We have specifically explored: by organisations. In Section 5 we six per cent of HR professionals then consider how young people’s report that their organisation offers • apprenticeship schemes in preferences may influence learning at least one programme aimed at ActionAid, Barclays, Capgemini methods deployed. young people (CIPD 2015). Many of and Fujitsu these programmes help to broaden • the industrial placement and access, through schemes such graduate scheme in Fujitsu as apprenticeships, work-based • the work-based degree degrees and industrial placements programmes in Barclays and (Table 1). And others have sought Capgemini to evolve their existing graduate • the LPC/MA course in Reed programmes to ensure they meet Smith. both business and learner needs. The research also draws on both Research methodology findings and unpublished survey The research was conducted data from the CIPD Learning to between January and February Work survey report (2015). In 2015 with five case study addition we have conducted a organisations (Table 2). Interviews literature review to explore existing were held with senior HR and research. L&D professionals. Focus groups and interviews were also held Report overview with young people currently on The report is organised into five graduate programmes, industrial sections. Following the introduction placements or apprenticeships. we share the findings of our Each organisation was selected on literature review. We then explore

Table 1: Key programmes

Apprenticeships An apprenticeship is a combination of employment and training, culminating in the apprentice receiving a national recognised qualification. Employers train individuals in the context of their organisation, so apprentices develop their skills while contributing to the organisation. Find out more in Apprenticeships that Work (CIPD 2014).

Industrial Industrial placements typically involve a sandwich year in between the student’s second placements 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 Work-based degrees are often the product of collaborations between employers and degrees universities. They enable employees to study for a degree, while remaining in their job and are often at undergraduate or postgraduate level.

Graduate Graduate programmes typically last one to two years and involve a structured programmes programme of development. A common feature of many schemes is rotation across a number of business areas.

4 Developing the next generation 5 Developing the next generation Table 2: Case study organisations

ActionAid is a leading international ActionAid have recruited three apprentices to work in the HR, charity which supports women and fundraising and campaigning departments. The initiative is based children in extreme poverty, fighting on a partnership with Christian Aid, Plan UK and the City and for their rights and for lasting change. Islington College. The apprentices have gone into genuine roles and Their 180 employees and network of attend college on Friday to complete their formal learning as part volunteers work across 45 countries of the business administration apprenticeship framework. in partnership with 15 million of the world’s poorest and excluded people.

Barclays is a major global financial The Barclays apprenticeship programme employs up to 2,000 services provider who move, lend, young people, and specifically targets those in the NEET category.1 invest and protect money for It includes both an intermediate and higher apprentice route, 48 million customers and clients and apprentices can join in a range of business areas, including worldwide. They have over 300 investment banking. 120 people each year also go through the years of banking history and employ Barclays degree programme (a three-year work-based degree). 140,000 people. Barclays also have an established graduate programme and there are progression routes between each of the schemes.

Capgemini is a key provider Alongside a graduate programme, Capgemini have broadened of consulting, technology and access to include a higher apprenticeship programme and work- outsourcing services. They work with based degree at Aston University. They currently have 254 people clients to create and deliver business completing the higher apprenticeship in software engineering, and technology solutions. Their which takes two years. At the end of the apprenticeship they have 145,000 employees work in over 40 the option to move onto the three-year degree programme. countries worldwide.

Fujitsu is the world’s third largest IT There are three key access routes for young people at Fujitsu: an services company. Headquartered apprenticeship programme (recruiting 90 people each year), an in Japan, they offer a range of industrial placement scheme (recruiting 30 each year), and a graduate technology products and services. programme (recruiting 80 each year). The apprenticeship lasts for Approximately 162,000 Fujitsu people two years, and recruits go into a real job from day one. The industrial support customers in more than 100 placement scheme recruits students in the third year of their degree countries. for one year of paid work experience. The graduate programme involves two years of structured development and role rotations.

Reed Smith is a global law firm, The programme we have focused on in Reed Smith is a little supporting many of the world’s different from the others, as the process of becoming a solicitor leading companies in complex is regulated by the Law Society. The most common route is for transactional work, litigation and individuals to complete a qualifying undergraduate law degree disputes. The firm’s history stretches or conversion course. They then must gain a trainee position with back to 1877, and they now employ a law firm (typically applied for in the second or third year of more than 1,800 lawyers in 25 offices. their degree) and complete a Legal Practice Course (LPC). This is followed by two years as a trainee solicitor within the firm. Reed Smith have developed a programme which adapts the mandatory year-long LPC course for new legal trainees into an MBA-style master’s, incorporating business learning and practical skills application to build commercial and client awareness, while maintaining the regulated content. Each year approximately 25 trainees join after completing their undergraduate and graduate degrees. The course combines formal learning at BPP University, alongside client-based project work and upward mentoring with senior leaders.

1 Those not in employment, education or training.

5 Developing the next generation 1 What does existing research tell us?

‘Diversity within Overview of the different Three-quarters of employers generations now offer programmes aimed at each generation can Four generations are estimated young people, the most popular to represent today’s workforce: of which are work experience be as different as Veterans, Baby Boomers, and apprenticeships. Graduate Generation X and Generation Y schemes, apprenticeships and across generations.’ (Penna and CIPD 2008), with school-leaver programmes are Generation Z due to join the considered the most effective workforce soon (Table 3). Below pathways to work (See Table 1). we draw out common themes from existing literature regarding Generation Y and Z attributes Generation Y and Z, but it is worth Technology is perceived to be underlining that diversity within so significant within the lives each generation can be as different of Generation Y and Z that as across generations (Penna researchers have labelled new and CIPD 2008). The attributes generations on the basis of their outlined below will therefore familiarity with digital devices. not apply to everyone and so Prensky (2012) coined the term understanding specific needs and ‘digital natives’ to describe drivers is still critical. a generation of tech-savvy individuals with a positive attitude Generation Y and Z to technology, accustomed to the employment speed of the Internet and to multi- According to the latest ONS figures tasking. The ‘net generation’ is goal (2014), over 3 million young people and achievement oriented, with a (aged 16 to 24) are part of the UK preference for active learning and workforce, compared with 733,000 social activities (Brown 2005). unemployed. There are also 2.72 million young people economically One study defines Generation Y as inactive, mostly full-time students intelligent, ambitious, questioning who will join the workforce soon. individuals accustomed to

Table 3: Generations in the workforce

Veterans Born between 1939 and 1947 Also known as traditionalists

Baby Boomers Born between 1948 and 1963

Generation X Born between 1964 and 1978

Generation Y Born between 1979 and 1999 Also known as Millennials

Generation Z Born after 2000 Often grouped with Generation Y

6 Developing the next generation 7 Developing the next generation networking, multi-tasking, always opportunities for upward Some studies indicate that connected and often more communication and guidance on Generation Y looks for academically qualified than their which skills they can develop or are information when it is needed, managers, who are expected to be developing on the job. and therefore does not prioritise mentors and coaches (Honoré and the memorisation of knowledge Paine Schofield 2012). Further, they need a strong support in their mind (Honoré and Paine network, according to most Schofield 2012, Tapscott 2008). Some have suggested that employers. Suggestions include Consequently, they need help Generation Y seeks personal mentoring and coaching support to understand which sources of fulfilment, a meaningful job in a from an effective line manager information are reliable and how friendly organisation, work–life (Peate and Taylor 2014). Buddies to verify information (Honoré balance and is also strongly or other peer support can also and Paine Schofield 2012). The motivated by career advancement be particularly helpful for young latter conclusion is not shared by (Meier and Crocker 2010, Honoré people, who may feel less at ease Tapscott (2008), who surveyed and Paine Schofield 2012). with their manager initially. 11,000 young people in the US, Although, they conceive their career finding that the ‘Net Generation’ as a ‘scramble net’ and not a ladder A range of learning and scrutinises any information (Penna and CIPD 2008) and 57% development methods are used encountered. These differing views expect to leave their organisation to support ongoing development. suggest that further research is in the next two years (Honoré and For example, individual and group required. Paine Schofield 2012). According to teaching, guided study and social research by PwC (Finn and Donovan learning are frequently adopted in Learning preferences 2013), unlike Generation X, they apprenticeship programmes (Peate There is a limited research body prioritise support, appreciation and and Taylor 2014). Collaborations on the work-based learning flexibility over salary. are often formed to offer young preferences of young people. people the chance to work and However, while the literature is far Learning and development gain formal qualifications. For from conclusive, it does indicate for Generation Y and Z example, there has been an that the traditional classroom When young people enter an increase in joint partnerships training model may not always be organisation it is important to between private companies and the most effective. provide an induction programme universities to deliver work-based tailored to their specific needs, degrees (UKCES and UUK 2014). Some argue that young people instead of a generic one have a short attention span (Oxenbridge and Evesson 2012, Skill gaps (Honoré and Paine Schofield Culliney and Broughton 2013). The According to research carried 2012, Tapscott 2008); therefore induction is an opportunity to meet out by Ashridge Business School content needs to be broken down colleagues, familiarise themselves (Paine Schofield and Honoré and constant feedback provided with the new environment, 2010), young people need to to keep them engaged. For this alongside being introduced to both develop writing skills, deeper and reason a bite-sized model of the company and their specific analytical thinking, self-awareness, learning may be appropriate; role (Culliney and Broughton acceptance of criticism and however, this may also be true of 2013). While this is applicable emotional intelligence. These skill other generations. for all employees, it is especially gaps were apparent in both home relevant for young people, as life, school and university. While some espouse the benefits the transition from education to of technology in engaging young employment might be ‘traumatic While often defined as the ‘tech- people in learning, one study and disorienting’ and many lack savvy’ generation, some highlight published in 2005 (though still confidence (Smith 2003, p17, in that the IT skills of young people capturing the views of Generation Oxenbridge and Evesson 2012). cannot be assumed, as they vary Y) has a different conclusion. It widely in the population (Honoré finds that young people have a According to the CIPD Managing and Paine Schofield 2012) – perhaps strong preference for face-to-face Future Talent guide (Peate and suggesting that young people’s interaction, whereas older learners Taylor 2014), young people also relationship with technology may are more satisfied with courses specifically benefit from clear be more complicated than it might fully delivered online (Oblinger and objectives, regular feedback, first appear. Oblinger 2005).

7 Developing the next generation However, it’s important to consider Moreover, Generation Z needs more ‘Generation Y are that learning technology has dedicated research, as the literature a group of smart, advanced significantly in the last largely focuses on Generation Y ten years. at present. There is also a greater ambitious and need for research exploring Summary young people’s relationship with questioning fast- Our review of the literature technology and their learning indicates that Generation Y are preferences, particularly using a thinkers, able to a group of smart, ambitious and behavioural science lens. multi-task.’ questioning fast-thinkers, able to multi-task. Their familiarity with In essence, the themes identified digital devices and social platforms in this section provide a useful does not necessarily imply a starting point for HR and L&D preference for learning technology; professionals to explore the the literature suggests technology needs of young people in their should instead be conceived as a organisation. In this report we tool to complement the learning build on the literature by delving experience. deeper into the skills, development methods and learning preferences We should, however, bear in mind young people exhibit in our case the limitations of existing studies. study organisations. First, we look There are often differences in in more detail at the business case sample groups, such as young for investment. people active in the labour market and those in higher education, who are often studied together. One must also take into account whether the ‘life stage’ of those participating in research may influence their motivations and attributes.

8 Developing the next generation 9 Developing the next generation 2 Building the business case for investing in development

In this section we explore the non-graduate talent, high-potential ‘One of our biggest business imperatives for the young people who we felt wanted various programmes introduced in an alternative to university. It challenges actually our case study organisations, and meant we could begin to tap identify the impact they’ve had. into, and identify, talent earlier is finding good We also outline considerations than graduates.’ Mike Thompson, for identifying the right roles and Barclays technical graduates business areas for young people to coming out of go into. Addressing skills shortages For Capgemini the need to attract university. There’s Business imperatives non-graduate talent has a link to wider skills shortages in the industry: a gap in what’s Meeting business needs All of the case study organisations ‘If you looked at the software coming out onto recognise that investing in young engineering pipeline it was forecast the market and the people has a connection to ‘giving to be something like 150,000 jobs back’ and the wider corporate that were going to go unfilled. And demand that we social responsibility (CSR) agenda. that’s only going to grow year on For example, Graham Salisbury, year. The pool we were fishing from have for them.’ ActionAid, explains that the had got so small, we had to decide decision to recruit apprentices was to do something else.’ Rebecca partly based on a connection to Plant, Capgemini the organisation’s core purpose and commitment to practise what Fujitsu have experienced similar they preach: shortages, and have introduced apprenticeships and industrial ‘If you are campaigning on policies placements to help overcome this in Bangladesh, you can’t ignore it in issue: Basingstoke or Bermondsey.’ ‘One of our biggest challenges However, a CSR perspective or actually is finding good technical desire to ‘give back’ was not the graduates coming out of university. primary motivational factor in There’s a gap in what’s coming out the decision to widen access. onto the market and the demand Instead, it was frequently driven by that we have for them.’ Sarah business need. As Sarah Bampton Bampton, Fujitsu (Fujitsu) recognises, ‘this is about long-term talent management, and In Reed Smith the requirement in reducing youth unemployment is the graduate pool was to enhance a great secondary benefit. So, we commercial awareness, and this want to make sure the business is necessitated a different approach: in it for the right reasons.’ ‘Legal graduates, often with a This link to talent management is a largely technical legal education, common connection: enter an environment where our customers are saying, “We ‘The Barclays Degree Programme want people who are commercial was designed to grow our own business people who will add

9 Developing the next generation value not just from their technical ‘One of the things that encouraged the rest of the organisation.’ Nick (legal) knowledge but also from us to go down the apprenticeship White, Fujitsu their commercial, industry sector path was that a lot of the roles awareness. Yes who are lawyers, that we have people in, where the While ActionAid is a much smaller but actually we want them to think people are graduates or have MAs organisation than our other case of themselves as business people or MScs, they don’t actually need studies, Graham Salisbury agrees first and foremost.”’ Nigel Spencer, that qualification. … We’ve just that this does not detract from the Reed Smith had a junior-level administration/ overall impact: research post which we’ve been Rebalancing the organisation trying to fill – we’ve had 272 ‘There is no reason why a smaller Addressing organisational applications. All of our shortlisted organisation couldn’t benefit. demographics is also a common people had either master’s degrees … When you spend the time imperative for widening access or PhDs.’ Graham Salisbury, developing them, giving them routes: ActionAid information and knowledge, coaching them, then you see ‘One [driver] was the demographic Building the business case the benefits. That spin-off has a issue within our workforce, where All of the case study organisations knock-on to you personally. You we were hiring a lot of graduates agreed that, no matter what start thinking, “If we invested in to fill some non-graduate positions business imperative, getting everybody and they all grew in and seeing a high turnover, but line manager buy-in and senior that particular fashion, wouldn’t it also, seeing an older age profile sponsorship is an essential factor be a good thing?” It creates a very than we maybe would have liked of successful implementation. positive environment within the to have seen. So, by bringing our While many organisations have business.’ apprenticeship programme entry similar business needs, we know age down to 16, it meant that we it can be challenging to build the In Reed Smith, Nigel Spencer has brought in a lot of younger people, business case for why investing in seen a clear difference in trainee four or five years younger than development is important. So, here behaviour before and after they typically we were bringing in.’ Mike we share examples of the impact have attended the year-long MBA- Thompson, Barclays the various programmes have had style course, and is therefore able in the case study organisations, to pinpoint the clear business ‘Ultimately the main demographic to help give you the evidence and impact: of our organisation is a white insight you need to make the case male in their forties, and upwards. for change. ‘One difference now is that they Our president in Japan then enter the business having been out said, “Actually we are here as an Broad business benefits at a client over the past summer, organisation to create the human- In Barclays the schemes have been having known and spoken to lots centric society.” We then needed a resounding success: of the partners, having sat in the to ask, “Does the demographic commercial side of the client, of our organisation really align to ‘The business benefits have been not just the legal side, so they that vision? Can they make that very broad. Retention has been can actually add that experience happen?” I think we took a long, great amongst young people, and and learning into conversations. hard look at ourselves and said, diversity has been great.’ Mike The graduates self-assessed that “probably no.”’ Nick White, Fujitsu Thompson, Barclays they were much more confident in holding commercial, client Interestingly, ActionAid found that Likewise, Fujitsu are starting to see conversations – not surprisingly as stringent educational requirements, the demographic shift they were they had practised this over the prevalent across the industry, aiming for: summer on the placement. … So were actually leading to a lack of you’re fast-forwarding the “speed diversity in the organisation and ‘We’re quite proud that in attracting to capability” and value delivery an unnecessary over-qualification young talented individuals to the from when they walk in the door of the workforce. They recognised organisation, we are starting to on day one. Given that in a law that increasing diversity was change the demographic of the firm model it’s two years since you critical to the charity’s success and organisation. For instance, we have recruited them and you’ve paid for therefore altered their course: a more favourable gender diversity their courses, you want that ROI in young talent than we do with back as quickly as possible.’

10 Developing the next generation 11 Developing the next generation Shajjad Ali, Apprentice at ActionAid, ‘The positive engagement they ‘There are plenty of negative agrees that companies should bring, the attitude and loyalty rub things that are said about banking, actively invest in young people: off on other colleagues. … In the but actually on apprentices, it’s contact centres they make a big something we are really proud of.’ ‘Companies need the sort of person difference, they really do change Mike Hill, Barclays that is hungry to learn, because the dynamic.’ Mike Thompson, they are going to give back a lot. Barclays Impact on young people Okay, they have to invest some Alongside these broad business time training them, but what they Future talent benefits, the young people are going to see by the end of it For Fujitsu there are also two interviewed also identified the is someone who is better trained, additional benefits: recruitment tangible impact the programmes better prepared in life and more costs have gone down and they are having on their lives and their capable to do a great job.’ are creating a pipeline of future perception of work: leaders: Wider team impact ‘There’s not even one day that I Sarah Bampton, Fujitsu, has also ‘Bringing young talent in means have thought “I don’t want to go to noticed that the impact of young that we don’t have to spend a work”. There is everyone there to people has spread across the lot of money on recruiting more support me, and it’s been a great organisation: expensive experienced hires. Our journey so far.’ Irha Syed, Barclays ratio has gone down dramatically ‘It makes a real difference to how and therefore our costs have.’ Sarah ‘It has helped us become more people feel about who they work for, Bampton, Fujitsu independent and given us more and therefore how they do their job. of a feeling of being responsible You’ve got that intangible stuff, but ‘We can see real value in the for our own actions. Personally it’s you’ve also got the tangible bottom- programmes and investing time, also made us more open-minded line impact as well. Those two things effort and money into making the about the world because we see the together mean it’s just a no-brainer programmes work. When you strip sort of changes the company are for us. I think, if we decided to it all back it’s about making sure making, and how a little bit of input turn graduates and apprentices off we have future leaders, and that can make a massive difference.’ tomorrow, there would be uproar. It is actually happening. Thirty per Shajjad Ali, ActionAid would have such a massive impact cent of those on our Future Leaders on how people view the business Programme2 started as graduates ‘With the background that I’ve and our ability to provide great in the organisation.’ Nick White, come from, I’ve bounced from service to our customers, and be a Fujitsu job to job and sometimes been diverse and responsible employer unemployed. So it feels like “Wow, that people want to work for.’ Brand and reputation I’ve got such a great opportunity A number of the organisations in front of me. I never would have Rebecca Plant, Capgemini, has also also feel that there has been an thought that I would be in this identified a broader team impact: added benefit to their brand and position over a year ago.” I didn’t reputation: have many qualifications and I ‘It almost switches something else didn’t know where I was going, on in existing employees, that they ‘It’s given us a massive amount but coming onto this programme can help and mentor and support, of positive publicity, especially I think is the best career move which is fabulous. … Everybody’s our decision to pay them all the I’ve made in my whole life. The game has been pushed up one, so London Living Wage. We can show opportunities are endless here in effect the productivity has gone a child being taken out of poverty as long as I do my job.’ Osmond up throughout the organisation.’ overseas, but now we can also say, McNellie, Barclays “Look at the lives of these three Others also reflect that recruiting people who have benefited from more young people helps to foster us doing this.”’ Graham Salisbury, positivity: ActionAid

2 The Fujitsu Future Leaders Programme is a leadership development programme for junior to middle managers.

11 Developing the next generation Considerations for identifying primary consideration is reported This often means reviewing each the right roles and business to be having the right support business area on a case-by-case areas network in place. basis: Alongside using insight to highlight potential benefits, a key part The findings from our case study ‘I think some areas of the business of building the business case is research reflect this data, particularly are better suited to the type identifying which areas of the the need to ensure there is robust of on-the-job learning that an business are suitable for young line management capability, and the apprenticeship brings with it. We people to go into, and subsequently right development opportunities. As did try some apprenticeships in which roles. This entails being clear Sarah Bampton, Fujitsu, explains: some of the more specialist areas about the enablers or barriers in and had less success. I think it’s a your organisation, and assessing ‘There is a lot of due diligence little bit horses for courses. We do line management capability. that goes on before we open up look at each area, we think about a vacancy. … We need to make the environment, we think about The Learning to Work survey (CIPD sure the business has a supportive the learning journey for a young 2015) explores HR professionals’ environment for an apprentice, that person, whether an apprenticeship views on which factors are vocational on-the-job learning is is the right fit.’ Mike Thompson, important in designing roles for appropriate and that this is the way Barclays young people (Figure 1).3 The to support the learning.’

Figure 1: Important factors in designing roles for young people, by organisation sector (%) (CIPD 2015)

Having the right support network in place 72 alongside the role (that is, mentor, buddy, 72 71 line manager) 88

49 Opportunities for growth and development 48 within the role 52 49

40 Allowing time for the young person to 39 transition into the workplace 45 40

39 Ensuring the young person has time to 39 complete their training/qualifications 38 44

29 Opportunities to learn about the organisation 27 within the role 34 38

20 The need to minimise business risk 23 12 10

0 20 40 60 80 100

All Private sector Public sector Voluntary sector

Base: All HR professionals who currently employ young people (n=553)

3 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.

12 Developing the next generation 13 Developing the next generation A number of the organisations team. This in turn necessitates It’s clear that making sure you spoke about the importance of the great people management: have the right support in place business taking responsibility for is a key consideration in thinking identifying the right roles: ‘We make sure, particularly for through which roles and teams are apprentices and graduates, that right for young people. It’s also ‘We ask the business 12 months in the hiring manager is a really good apparent that for a programme advance to forecast their need for people manager. We have an internal to be successful, investment must graduate roles. They are funded accreditation that we use as evidence be made in the capability of both by the business. They have to be of that.’ Nick White, Fujitsu line managers and young people. responsible for saying, “Actually, Building the business case isn’t just this is a role that is suitable for a The CIPD guide Managing Future about demonstrating the tangible graduate. The graduate will add Talent (Peate and Taylor 2014) benefits, but also about outlining value back to the organisation.” provides more insight on the how the wider organisation can We then go about recruiting those importance of line management help a programme to flourish. numbers.’ Nick White, Fujitsu capability, in particular providing the robust structure and good This helps to ensure that ownership communication, alongside is firmly within the line of business, personalised development and rather than with the HR or L&D support.

Managing future talent

The CIPD guide Managing Future Talent (Peate and Taylor 2014) is designed to help line managers understand how best to support young people in the transition from education to the workplace. It provides an overview of good practice and suggestions for how to provide the right level of support and help inexperienced workers adapt to the workplace. For example:

• managing colleagues’ expectations when a young person joins the workforce • how to build trust and create space for regular one-to-one discussions • how to help a young person prioritise and manage their time • facilitating open discussion about the challenges of managing an age-diverse workforce.

You may find it helpful to share this guide with line managers in your organisation.

Top five recommendations for HR and L&D practitioners

1 Gain senior sponsorship and a figure-head who can really drive the importance of recruiting and developing young people in the organisation. Create a narrative which outlines the business benefits and use line manager champions to share success stories. 2 Get clear on your business drivers and check that they are consistent across the organisation – make sure business leaders are in it for the right reasons. 3 Find a good partner who can meet the needs of your organisation and help you establish and set up programmes. 4 Think about your broader HR policies and how conducive they are to recruiting and developing young people, for example questioning your requirements for particular academic qualifications or ensuring you have the right line manager capability in place. 5 Make sure you’re prepared for high demand from the business – the benefits of investing in young people are so apparent that the biggest challenge is often the need to expand programmes at pace.

13 Developing the next generation 3 Workplace skills

‘Young people are There has been substantial public ‘The benefit of an apprentice is debate about skills gaps between that they’re so engaged. They’re often maligned education and employment. Young grateful for the opportunity. The people are often maligned for not world’s their oyster in that respect, for not having the having the right skills needed in because they just come in with the workplace and the role of the the right attitude.’ Rebecca Plant, right skills needed employer in plugging these gaps Capgemini in the workplace is often disputed. In this section we get underneath the surface ‘Because of their different approach and the role of of these debates to understand, to work, a fresh pair of eyes based on the interviews with and their energy, they’re really the employer in programme participants and delivering greater efficiency.’ Sarah leaders, the skills young people Bampton, Fujitsu plugging these gaps bring to the workplace and the is often disputed.’ common skill gaps. This perspective was also reflected in our discussions with young people: Bringing skills to the workplace ‘Youth unemployment is massive. As we noted in Section 1, there But taking these energetic and is substantial diversity within fresh minds into a workplace is also generations, and therefore a massive, massive bonus for the caution is advised in making company.’ Shajjad Ali, ActionAid generalisations. The young people interviewed all have different levels 2 New ideas and innovative thinking of experience and educational Organisations have also seen young attainment (some are 16 and have people bring new perspective and just left school, while others are ideas: 22–24 and have graduated from university). Each individual will ‘We’ve had a lot of great ideas bring a certain set of skills and and innovations come from our strengths to the workplace, and apprentices. They have been therefore particular skills are not building apps for us, they’ve been the domain of any one generation coming up with better ways of doing or will be uniform across the age things, new processes, because group. However, our interviews they bring that inquisitive mindset, with young people and programme asking “Why do we do this?” “Why leaders do point towards a number can’t we do it differently?” “Why of skills and strengths that young don’t we do it this way?” All the good people typically bring to the things that young people bring.’ Mike workplace. These are represented Thompson, Barclays here in three themes: Claire Theijssen, graduate at 1 Enthusiasm, energy and drive Fujitsu, has a similar perspective: Many of our case study organisations spoke about ‘We bring creativity and fresh apprentices having enthusiasm and thinking. When you’re in a company energy for work: for a few years you get used to the process and you just roll with it.

14 Developing the next generation 15 Developing the next generation Whereas someone coming from the skills and a confidence with digital. online video, but never have used outside and having to experience As a bank that’s turning very digital programmes such as Microsoft Excel it is like, “Why are we doing that?” we need young people who can before. What’s helpful in this scenario I find that pretty much every week come in and be comfortable with is their general confidence in I’m questioning one process we digital technology. They’ve really technology and ability to adapt what have in the company and I think helped upskill some of our more they know to different platforms. people listen.’ experienced staff.’ Skill gaps Interestingly this perhaps contradicts The apprentices in Barclays share In our review of the literature we the suggestion in our literature Mike’s views: shared a short overview of the skill review that young people may lack gaps that have been identified for analytical or critical thinking skills. ‘Everything is going digital. Generation Y, for example self- Definitely I feel that because we awareness, analytical thinking and 3 Technological understanding are young and savvy to it, it’s been acceptance of criticism. Mike Thompson, Barclays, feels easy to adapt to the new systems that technological capability is one and just making lives easier in In our recent Learning to Work of the primary skills young people terms of telling customers they can survey (CIPD 2015) we explore bring to the workplace: do certain things online.’ Osmond HR and L&D professionals’ views McNellie, Barclays on the key skills to help young ‘They pick up technology very people build during their first quickly. In a contact centre It is important to note that young year in the job. The top three environment they’re able to work people may not all have the same responses were communication with multiple systems really quickly. level of skill. For example they skills (64%), teamworking (60%) … They’ve also brought in digital may be experts in how to edit an and confidence (45%) (Figure 2).

Figure 2: The top three skills to develop during the first year in work and the most challenging skill to develop (%)

Communication skills 64 19

Teamworking 60 5

45 Confidence 14

Time management/prioritisation 37 18

Commercial/business awareness 26 13

Problem-solving 20 6

Resilience 13 7

Analytical skills 11 6

Presentation skills 8 4

Creative thinking 7 7

Other 2 2

0 20 40 60 80

Base: All HR professionals (n=868) Key focus for development Most challenging to develop

15 Developing the next generation Both communication skills and ‘I didn’t know what to expect when ‘We always talk about learning and confidence were considered the I came here. I didn’t know what I developing yourself on three levels: most challenging to build, alongside was going to do. I didn’t have an manage yourself; manage your time management/prioritisation. idea.’ Susithaa Sathiyamoorthy, team; manage the firm. You have to Interestingly, analytical skills did not ActionAid start with good self-awareness, as feature particularly highly. it’s the bedrock for so many things.’ Self-awareness and confidence Nigel Spencer, Reed Smith We also explored this topic with A lack of confidence is often a our case study organisations. key challenge for young people Communication They identified four key areas of to overcome, and can often be Communication and relationship- skills gaps, reflecting many of the influenced by life circumstances: building was highlighted as a challenges identified through our challenge more by the young survey data. ‘I’d say confidence is something people interviewed than that is often lacking, particularly programme leaders (who tended ‘Working life’ skills if you have been in long-term to associate this area more broadly A number of our interviewees unemployment. Every corner you’ve with general work skills and highlighted that initial development turned around somebody’s said, confidence). of young people is typically “No you’re not good enough.” focused around work-readiness and It’s not necessarily about skills For example, as Thomas professional behaviour: gaps, there are confidence gaps McCumiskey, Capgemini, shares: and that’s a big issue, because ‘A big part is “life growing-up” then we’ve got to rebuild that ‘Learning how to talk to people skills. Without being patronising, confidence.’ Mike Thompson, who don’t have your technical that bridge from education to Barclays expertise and trying to convey work is massive. It’s understanding that information is challenging. what being a working professional Many of the young people You need a reasonable amount of means.’ Rebecca Plant, Capgemini we spoke to also highlighted patience and resilience to not say confidence as a challenge, but anything you shouldn’t.’ ‘Some of the kids come from very recognised how far they had come tough backgrounds, they struggle through experience: Dylan Valentine, Fujitsu, has to leave the street behind on experienced a similar challenge: occasions and we have to work ‘In my first couple of weeks I’d be with them to help them.’ Mike scared about picking up the phone. ‘The amount of times I would speak Thompson, Barclays But now it doesn’t faze me; I just to someone and say something pick up the phone and approach completely inappropriate and not ‘I think the biggest challenge is people around me. It’s definitely a have an absolute clue about what professionalism. It’s not everybody, confidence thing.’ Dan Snowdon, I did wrong at the time. I’ve really and once they understand it they Fujitsu learned leadership skills about how get it really quickly. But it is things you should actually talk to people in like turning up to meetings on time, ‘I wasn’t very confident at first, but the last year.’ getting to work on time, putting now I approach customers rather a tie on. How to word an email than them coming to me. That’s Commercial skills correctly. Just what it means to something I’ve learned over the last For Nigel Spencer, Reed Smith, work in an 11,000-strong business in few weeks.’ Irha Syed, Barclays the skill gaps in those leaving the UK and everything that comes university were in commercial with that.’ Sarah Bampton, Fujitsu This perhaps highlights that while capability, especially due to a lack confidence may be difficult to of previous opportunities to ‘learn The graduates and apprentices also actively build, work experience by doing’ outside the classroom. He reflected on this challenge, and in has a significant role to play. Our wanted to ensure that new trainees particular not always being clear on interviewees also suggest that at the law firm were thinking from what to expect in advance: building self-awareness is a helpful the client’s perspective, and this base for developing confidence, led him to develop new learning ‘Coming into an office was quite and this resonates with the findings methods to help build these skills a scary thing to learn.’ Demi of our literature review: at an early stage (see Section 4). Cameron-Smith, Fujitsu

16 Developing the next generation 17 Developing the next generation Nigel assessed trainees’ perception ‘What the data shows is that they’ve prioritisation did not feature of what the role is about, to re-framed what their career is about. significantly as a problem, though see whether the gap had been They thought initially that it was many apprentices spoke about the plugged. Figure 3 outlines the data about being a technician and you’ve challenge of combining work with Nigel has collected. We can see recalibrated their mindsets, right at study. They also highlighted the that, before attending the firm’s the beginning of their careers, into importance, and yet difficulty, of innovative graduate course with being people who realise that they building a strong network. the enhanced business learning will add value and develop best by and client placement, graduates being more commercial and more Ultimately, while there are inevitably thought that being a City lawyer business focused.’ skill gaps and areas that need focus, was primarily about having young people also bring a variety technical skill. But following Reed Other skills of skills and capabilities to the Smith’s change in emphasis on Resilience is identified as a key workplace. The trick is to leverage their new graduate programme, capability to build, often in the individual’s existing skill base the graduates appreciate the connection with confidence-building. and strengths to then address key commercial aspects of the role: Interestingly, time management/ development areas.

Figure 3: Phrases graduates associated with being a lawyer, before and after the first term of the Reed Smith master’s 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

Industry sector expert 54.4

Legal problem-solver 100.0

Business savvy 54.5

Giving a legal opinion 100.0

Financial understanding 36.4

Specialist 54.5

Economic awareness 45.5

Case law research 63.6

Regulatory knowledge 63.6

Business problem-solver 36.4

Legal expert 81.8

Understanding business performance 9.1

Strategic 9.1

17 Developing the next generation 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 master’s course? (%)

Technical analyst 36.4

International perspective 90.9

Market understanding 100.0

Business advisor 54.5

Industry sector expert 81.8

Legal problem-solver 90.9

Business savvy 90.9

Giving a legal opinion 81.8

Financial understanding 81.8

Specialist 45.5

Economic awareness 72.7

Case law research 63.6

Regulatory knowledge 100.0

Business problem-solver 90.9

Legal expert 81.8

Understanding business performance 72.7

Strategic 45.5

Top five recommendations for HR and L&D practitioners

1 Assess which skills and strengths young people currently bring to your organisation (or could do in future). 2 Create a narrative which tells the story of the skills young people bring. 3 Consider how you can enhance young people’s strengths to build self-awareness and confidence. 4 Audit skill gaps across the organisation to identify the specific challenges you need to meet. Understand which gaps are critical to long-term organisational performance and therefore which to address first. 5 Collect insight and evidence to assess whether you are closing the gap.

18 Developing the next generation 19 Developing the next generation 4 Development methods

In this section we identify the here we highlight the components ‘Our case study key learning methods leading that are specifically used by the organisations are using to develop case study organisations to build research has skills and capabilities of people at the capability of young people. the start of their careers. These These elements are particularly identified the use of practices form the basis of many relevant for those at the start of of the programmes outlined in the their career, because alongside nine key techniques, introduction. building technical capability, they which correspond specifically address the skill gaps Our case study research has outlined in Section 3: namely, with the use of identified the use of nine key general working skills, confidence, techniques, which correspond with communication and commerciality. 70:20:10 principles, the use of 70:20:10 principles, and reflect the findings of our literature and reflect the review – that a blend of techniques findings of our are used in practice (Table 4). The 70:20:10 model is applicable to literature review.’ employees of every generation, but

Table 4: Development methods

70%: Learning from experience 20%: Learning from others 10%: Formal learning

On-the-job learning Mentoring Formal qualifications

Business problem exercises Networking Classroom training

Giving presentations Learning from peers and line manager 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.

19 Developing the next generation Learning from experience to present back to senior client is used, which means that trainees stakeholders and to Reed mentor more senior colleagues On-the-job learning Smith. This provides a fantastic on the business models they have One of the primary development opportunity to both work with learned as part of their university- methods used is learning from a client and understand the based learning: experience, on the job. While this is expectations of the firm. Nigel a central aspect of apprenticeships, Spencer shares one student’s ‘I was thinking, “How can we it also has relevance across every perspective on the project: engage this generation, and allow different type of programme. them to have the responsibility they For example, Graham Salisbury, ‘The client project was the best seek, plus get the opportunity to ActionAid, is focused on enabling learning experience I can remember network with future colleagues and apprentices to learn from having taken part in. … The project build confidence by learning more experience: had to be excellent and, just as about our business in readiness for important, was a real-world task of joining?” “What would it be like ‘What we thought we’d try and genuine use to the client. Not only if we actually changed the roles do is actually get them to do did this make the problem more and removed the hierarchy – so absolutely anything and everything engaging, it forced us to focus the graduates were in the position that is part and parcel of the normal entirely on the client’s needs. We where they were teaching others?” working daily life.’ were forced to constantly think: “Is The reverse mentoring sessions this relevant to the client’s specific worked well, because there was Business problem exercises problem?”’ mutual learning. … This is, in effect, In a number of organisations flipping forward by about five or business problem exercises Giving presentations six years when graduates would are used to help people gain Other organisations have also used naturally have such leadership experience of working on a project presentations as a development development experiences.’ Nigel and completing a challenge. In method, particularly as presenting Spencer, Reed Smith Fujitsu individuals on the industrial to senior leaders is a key way placement scheme are set a of gaining real-life experience Nigel shares a quote from one corporate responsibility challenge: of a challenging situation. In of the student ‘mentors’ which Capgemini the induction period illustrates the value of the ‘For the past few years we’ve split for apprentices ends with an approach: them into groups and given them a Apprentice-style presentation: red paperclip and said, “Swap this ‘The reverse mentoring sessions red paperclip for items of higher ‘All of their learning gets brought are a brilliant idea, perfect for us to value in order to make as much together and they present it to consolidate our new understanding, money as possible for our corporate the business.’ Rebecca Plant, but it’s also allowing knowledge charity partner.” That does quite a Capgemini to flow “upstream” to current lot of things. Not only does it teach staff, who seem to find the models them about working together as a ‘Senior management came down immediately applicable to the team, working to a brief, meeting for the day to play Alan Sugar. They clients they work with.’ customer expectations, it also helps each did something that had been with collaborating across different done to them at some point in a In Fujitsu peer mentoring is used, regions, networking internally client meeting, for example being so for example graduates will within the business, but also deliberately obtuse. It helped get mentor apprentices. externally outside of the business. the surprises out early, so that So it gives them a fantastic learning you’re not surprised by them when Networking experience.’ Nick White, Fujitsu you’re out in the field.’ Thomas Helping young people build a McCumiskey, Capgemini network across the organisation Reed Smith have taken a similar is commonly viewed as a helpful approach. During the year spent Learning from others development technique. completing the firm’s innovative Business Master’s LPC course, the Mentoring ‘One of the biggest things that was trainees also complete an MBA Different forms of mentoring are mentioned throughout ALE [an business intelligence project at frequently used to build capability. intensive induction period] is the a client. They are then expected In Reed Smith reverse mentoring importance of your network. You’ve

20 Developing the next generation 21 Developing the next generation got to put yourself out there and Formal learning Formal qualifications be keen to talk to people and get Either as part of an apprenticeship, to know them, and get your skills Intensive inductions or through a work-based degree, across to people before you can be In Section 1 we highlighted the formal qualifications are used to of any use to them on a project.’ importance of a quality induction build and enhance the individual’s James Millar, Capgemini period, and this is also stressed in the technical knowledge base. Philip CIPD Managing Future Talent guide Wampamba and Shajjad Ali, In Fujitsu the team encourage (Peate and Taylor 2014). Entering apprentices at ActionAid, explain the graduates and apprentices to employment for the first time can be how this works: build their own community and a challenging period for many young strengthen their networks: people, and so a quality induction ‘We go to college on Fridays period can help young people feel at and that provides the theoretical ‘They’ve created their own events. ease and better understand their role base, and because it’s an NVQ it’s Such as the speed networking and the organisation. In recognition evidenced-based work.’ Philip event. We got lots of senior people of how critical this time is, Capgemini in the organisation to come and have developed an intensive ‘They give us the theory on how to meet with them. They had five induction programme for new actually apply the work and then minutes with each person, and apprentices which they attend before you come into work and practise the apprentice could ask them formally starting in their roles. The what you’ve learned.’ Shajjad all sorts of questions. It’s a really training covers both corporate ways good networking event for young of working and technical knowledge: For Rebecca Plant, Capgemini, talent in our organisation.’ Sarah formal qualifications enable Bampton, Fujitsu ‘What’s really important for us is individuals to ‘take a step back and having what we call “project-ready think about the why’. In an industry Learning from peers and your line skills”. We don’t release them for that places high value on having a manager blocks of training. Instead they degree, this also gives apprentices While a number of these have 11 weeks all up front. What we the equal footing they need to be techniques are actively managed found was that traditionally they’ve able to continue to progress and and co-ordinated, informally never got any experience of the develop their career. learning from your line manager world of work, and no experience and from the team is still a critical of the technology we’re going Classroom training part of development: to teach them, and they need Young people on the various to do some growing up first. … schemes typically have access ‘I’ve got a really good manager and It’s important to go through this to a range of classroom training he pushes me really hard, which process because after 11 weeks courses, which are available although sometimes is a struggle, they’re out with clients.’ Rebecca throughout the organisation: it’s brilliant because I’m getting Plant, Capgemini further than where I thought I ‘We’ve got an open programme would’ve been at this point.’ Demi In a similar nature Barclays have of about ten or twelve employee Cameron-Smith, Fujitsu also introduced a pre-employment development modules delivered by traineeship, which lasts for five an external provider, on things like ‘The support is immense. From the weeks. As the apprentices come facilitation skills, presentation skills whole team, everyone. You could from a NEET background, it’s and managing multiple priorities.’ go to a mortgage adviser and if designed to help them make the Graham Salisbury, ActionAid you’ve got a little question, they’ll transition back into work and help answer it. Everyone teaches you, them build interpersonal skills: In some cases bespoke training or although they might not know that workshops are also developed: they are teaching you, they are just ‘It helps them understand what it doing their job and telling you what means to communicate effectively, ‘We have implemented a career they know. It really broadens your to understand body language, development workshop for those whole knowledge of the financial to understand teamworking, coming towards the end of their industry.’ Osmond McNellie, how to plan and a whole range apprenticeship, to really help them Barclays of core employment skills.’ Mike think about where they want to Thompson, Barclays take their career.’ Sarah Bampton, Fujitsu

21 Developing the next generation ‘A significant part Other techniques specific learning techniques can Interestingly, none of our case be identified, a significant part of development is study organisations focused on of development is dependent on use of learning technologies as a the cultural environment in which dependent on the key development method (though the individual operates. Therefore, it was sometimes described as as well as identifying the right cultural environment part of the core organisation- techniques, L&D teams should also wide L&D offer). However, there seek to ensure the wider culture in which the was a recognition that ‘bite-sized’ is conducive to learning. This is individual operates.’ learning can be effective. applicable for employees of any age, but is particularly crucial From a broader perspective, for those at the start of their the organisations highlight the career who may not yet have the importance of creating a culture confidence to accept that learning which enables the young people from mistakes is often a necessary to have the space to fail, and then part of development. 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.

Top five recommendations for HR and L&D practitioners

1 Evaluate the blend of development methods in your organisation: are they meeting business and learner needs? 2 Ensure you have a robust induction process in place. This could even start before the employee joins the workplace through reading material, business exercises, websites or apps. 3 Consider whether you are making the most of on-the-job learning. Can you create a community of practice among line managers to share advice and hints and tips to maximise development opportunities? 4 Decide what place formal qualifications should have in your organisation. If introduced, how can they complement workplace learning? 5 Assess whether employees feel they have the ‘space to fail’; if not, how can you start to shift the culture?

22 Developing the next generation 23 Developing the next generation 5 Generational learning preferences

As we highlighted in Section Are there any differences? ‘The findings of 1, there is a need for greater In our 2015 Learning to Work understanding of the learning survey we asked HR professionals our literature preferences of Generation Y and whether they had experienced any Z, though many have sought to differences with how young people review suggest that identify the attributes and attitudes (aged 16–24) liked to learn, in of this group. Our research has comparison with other generations young people’s focused on organisations that have of workers. This data was not relationship with developed programmes for young published in the main report and people, typically aged between is displayed here for the first time. technology may be 16 and 24, the population within Fifty-three per cent agreed that the Generation Y group and on they have seen differences, while more complicated the cusp of Generation Z. Here we 35% said no, and 12% were unsure. explore whether this generation Of those who said yes, 55% said the than we might first has any particular learning main difference they had identified think.’ preferences and highlight the was a preference for technology- implications for L&D practitioners. based learning (Figure 4). However, We also identify what’s next for the findings of our literature review our case study organisations. suggest that young people’s relationship with technology may be more complicated than we might first think.

Figure 4: What is the primary difference you’ve seen in how young people like to learn? (%)

Preference for technology-based learning 55 (for example mobile learning)

Preference for getting personal feedback 17 through the learning process

Preference for self-directed learning (for example through finding their own learning 13 content through sources such as YouTube)

Preference for face-to-face social learning (for example team discussion groups) 9

Other 6

Base: All HR professionals who employ young people and have identified differences in how they like to learn (n=364)

23 Developing the next generation Mixed views on learning read through everything and do forget about it, but when you’re technology it properly, whereas we just kind actually chucked into the situation Our case study research provides of flick through it. I think that’s then you have to learn it straight an interesting build on this data. probably the worst way of learning.’ away. Then by having support you As highlighted in Section 3, many Claire Theijssen, Fujitsu don’t get stuck.’ young people are ‘tech-savvy’ and therefore typically use technology ‘I think we probably don’t like it Nigel Spencer, Reed Smith, during their day-to-day lives, and because it’s not modern.’ Dylan reflects on the value of on-the-job make use of online tools to develop Valentine, Fujitsu experiences on the wider transition their knowledge: young people face: While young people may be tech- ‘They are much more disposed savvy, their expectations are high. ‘What really makes the difference to going onto the Internet to It’s a problem that Rebecca Plant, in going from the world of study to download Java seminars off Capgemini, has recognised: the world of work is the outside- YouTube.’ Rebecca Plant, Cap the-classroom experiences. That’s Gemini ‘How are we going to redevelop our why I was so passionate about learning tools to make sure they fit putting in place things like the client Many of the young people that generation?’ intelligence projects and the reverse interviewed agreed with this mentoring as they were workplace- perspective, and explained that This represents a genuine challenge based, real situations in which to they regularly use the Internet to for the L&D profession, as we apply their learning.’ access information – a form of self- continue to embed the use of directed learning. technology for learning. Bite-sized learning Some of the interviewees Technology is also used as a Preference for learning from highlighted that long documents networking tool: doing or traditional classroom training Many of the young people may not always suit young people’s ‘The use of technology between interviewed expressed a desire preferences – particularly if they generations is probably the starkest to learn from experience and for have only recently left school. difference. … We’ve got a very working collaboratively with others: active thriving online community, Rebecca Plant, Capgemini, has but when you look at the profile ‘I like to learn by doing. If we identified this challenge and finds of people using it, it does tend to get a project, I just like to dive in that ‘short bursts of learning, quick skew more towards the younger basically, and get a grasp for it. to pick up and put down’ are more generation.’ Mike Thompson, Particularly if you’re working with effective to ‘avoid going back to Barclays someone who has experience you classroom mentality’. can learn a lot very quickly.’ James These findings reflect the Millar, Capgemini Claire Theijssen, Fujistu, agrees: preferences young people exhibit for using technology, and the ‘tech- Shajjad Ali, ActionAid, agrees: ‘I think any kind of general 20-page savvy’ skills outlined in Section document is just too much. You 3. However, there is a significant ‘If I read about it I wouldn’t be able don’t have time to sit through it and challenge when applying this to just go in and do it the next day. read it and so it isn’t a good way of information to learning methods. I’d have to watch someone do it, or learning.’ In Fujitsu, the young people at least have some sort of guidance shared their frustration with or someone explain the best way to Making a difference and unwieldy learning technology and do it.’ getting feedback compliance e-learning. When asked The young people interviewed if there were any learning methods For Dylan Valentine, Fujitsu, a frequently expressed a preference they disliked, the answer was combination of hands-on experience for being ‘stuck in the deep end’, unanimously ‘online training’. and support is important: being given responsibility early and getting feedback for how they’re ‘It’s a generation thing, because I ‘I think it’s easy to learn in a classroom doing. This reflects the findings of find older generations actually do and pick up the knowledge and easily our literature review:

24 Developing the next generation 25 Developing the next generation ‘The responsibility is insane – but learning from doing. Therefore it’s ‘The young people in a good way. It’s brilliant really, best to gain a full appreciation because it’s helped my personal of learner views in your own interviewed development.’ Dan Snowdon, organisation, while keeping in Fujitsu mind the key preferences we have frequently identified here. Nick White, Fujitsu, shares his take expressed a on this: It’s also helpful to build up your own knowledge of the field. As preference for being ‘I think with the Gen Y learning Nigel Spencer explains, many of “stuck in the deep style, they want less theory and the initiatives he has put together they want to apply that theory to are formed out of an appreciation end”, being given make it different and add value to of generational needs: the organisation more quickly than responsibility learning about it.’ ‘We looked at all of the research about Generation Y and thought early and getting This sense of having responsibility about how to make learning fit all feedback for how and making a difference is also the motivational drivers that we connected to the desire for hear about to engage students. they’re doing.’ feedback: For example, research tells us that removing hierarchy is helpful, ‘It’s great to get immediate so doing the reverse mentoring, feedback when you’re working on where you make the graduates feel projects – especially when you can responsible and put them in charge see it contributing.’ James Millar, of something, is a good thing. I Capgemini think that connects really well.’

Gaining feedback, not just from In engaging with research and senior managers but also from evidence you can interpret how peers, was viewed as a great way the findings translate to your own to understand the difference that organisation, in order to best meet you’re making and how you can learner and business needs. learn and develop.

Applying these insights Our research suggests that making learning as practical as possible is best and that user experience is king when implementing learning technologies, as expectations among ‘digital natives’ are so high. This is not surprising given research emanating from behavioural science about how we process and take on new information and knowledge (Stuart 2014).

While these insights are directly applicable to young people, they cannot be classified as Generation Y or Z specific, as they may also resonate with other generations of workers. For example, those in Generation X may also prefer

25 Developing the next generation ‘What’s clear is that Looking ahead specific apprenticeship programme, What’s clear is that each while Barclays are considering how each organisation organisation has experienced they can progress young people substantial benefits from investing into more senior roles over time. has experienced in developing people at the start Reed Smith have gone further back of their careers. The impact down the educational pipeline and substantial benefits they have on the organisation is have designed and launched a new, substantial, both culturally and at practical undergraduate law degree from investing in the bottom line. (the LLB ‘Law in Practice’) with developing people Queen Mary University of London, Largely due to these benefits, all embedding more commercial at the start of their of the organisations are planning workplace learning in a Reed Smith to continue their programmes and, placement throughout the third year. careers.’ in many cases, expand activity. For example, ActionAid are aiming to create a not-for-profit, third-sector-

Top five recommendations for HR and L&D practitioners

1 Conduct research in your own organisation. Gather evidence to help you understand learner preferences and how successful current initiatives are. 2 Think about how you can maximise learning from experience. Can you involve young people in cross- functional projects or business challenges? 3 When introducing learning technology, use digital experts to test usability. Get their feedback and, ultimately, their advocacy. 4 Capture the desire for responsibility by introducing techniques such as reverse mentoring or pro bono client work, which can engage a young person and super-charge their learning. 5 Even if young people in your organisation are not on a formal development programme, consider how you can give them the tools to create their own network and the means to learn from each other.

26 Developing the next generation 27 Developing the next generation Conclusion

This report explores how best to about induction periods and time Understanding the next develop the next generation to to competence. Alongside these generation meet business and learner needs. It general skills, building confidence, In determining the right approaches, highlights a range of considerations, communication skills and commercial having an awareness of generational both for HR and L&D professionals capability are all essential. Many learning preferences is essential. Our and business leaders. of these competencies can be research finds that young people challenging to build. It’s therefore are keen to learn from practical, Drivers for change crucial to ensure that young people hands-on experiences, combined We’ve identified that there are go into appropriate roles, with the with having the right support in clear drivers for establishing right level of responsibility to have place. While formal learning and development programmes for the opportunity to make a difference, qualifications have a place, they young people. Whether prompted but also with support from the need to incorporate the opportunity by skills shortages, a need to build wider team. It might also be helpful to translate theory into practice. It’s future talent or shift organisational for policy-makers and educational also clear that young people have demographics, the imperative for leaders to consider how some of high expectations of technology. taking action moves beyond that these skills, and particularly self- While many are digitally proficient of being a responsible employer. awareness and confidence, can be and regularly use technology Though the act of investing in built at an earlier stage. as a communication tool and to young talent can be considered learn in their personal lives, they part of CSR activity, our case study Choosing the right may be reluctant to use learning organisations were clear that the development methods technologies which don’t meet real driver was business need. When identifying the best their expectations of simplicity development methods to plug these and ease of use. It’s therefore best Recognising strengths gaps, employers should take into not to assume that technology By exploring the skills young account the need for a blended will always be the right learning people have, and those they need approach. While a significant solution for young people. to build, we’ve also identified that proportion of development will be they bring substantial strengths gained from on-the-job experience, Our role to an organisation. By taking a innovative methods such as business It’s clear that the business benefits fresh perspective and different problem exercises or upward of developing young people approach, they can often identify mentoring can be complementary. are substantial. Our case study areas for efficiency or improvement The skill is in identifying which organisations have highlighted that and are frequently willing to take methods will help fast-track their programmes have helped drive the initiative to find solutions learning, and then performance, engagement, increase productivity, themselves. Everyone within the to substantially meet the needs efficiency and retention and helped organisation will bring their own of the business. Our research foster greater positivity. That’s specific skills and strengths – the L&D: Evolving roles, enhancing why getting development right is value of identifying what young skills (Stuart and Overton 2015) so important. Young people have people bring is in ensuring that they identifies the increasing shift of enormous potential to contribute have an opportunity to impact the L&D practitioners from training to an organisation’s success, organisation at an early stage. deliverers to performance if their strengths and skills are consultants. Our findings here enhanced. Therefore, as HR and Plugging skill gaps compound the need for this L&D professionals, we need to work However, there are a number of key change, as the skills required to together, to share the benefits and skills and capabilities that employers develop young people require explore how we can best develop need to focus on building. Making the analytical capability to the next generation to enhance the transition between education interpret evidence and insight, and organisational performance. and employment can be a struggle recommend the right solution to for some, and employers need to meet both business and learner I’d love to hear your views – you can take account of this when thinking needs. contact me at [email protected]

27 Developing the next generation References

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29 Developing the next generation Learning to Work

The Learning to Work programme is led by the CIPD to promote the role of employers in reducing youth unemployment. The CIPD’s 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

Chartered Institute of Personnel and Development 151 The Broadway London SW19 1JQ United Kingdom T +44 (0)20 8612 6200 F +44 (0)20 8612 6201 E [email protected] W cipd.co.uk Incorporated by Royal Charter Registered as a charity in England and Wales (1079797) and Scotland (SC045154) Issued: June 2015 Reference: 6943 © CIPD 2015