24 education & business


How to screw old heads on young shoulders


In the OECD area, youth (15-24 years old) unemployment rose by 6% during 2008 and 2009, to reach almost 19% (one in five) – that's nearly 15 million young people unemployed. This was taken from a paper published by the OECD in 2010; youth unemployment has not improved much since, writes Brian Mullis, director of Intregity


The perceived problem


The youth of today have little or no respect; they have no commitment or interest; kids believe the world owes them a living; they are sloppy dressers – tattoos, bad hair, piercings; they rebel against rules and authority and can’t communicate.


Employers have had poor experiences in the past, they fear economic and legal risks inherent in recruiting the wrong person; consequently they don’t bother to employ.


Students may have triple ‘A’s in all sorts of subjects but can’t express themselves effectively, do simple arithmetic or ‘sell’ themselves commercially.


So, do schools not prepare students for university and does university not prepare for business?


Nottingham University proudly proclaims that 70 to 80% of its students get their desired jobs within 6 months of graduation (Biology faculty).


Yet elsewhere, there is great concern amongst pre-graduates. One expressed her concern: “There is a huge market, I believe, of driven, high-potential graduates who aren’t obtaining graduate positions because of the tough market, exacerbated by the current economic climate and a reduction in graduate recruitment.


“I know, as one of these students, we are all trying to do everything we can to set ourselves apart and to excel in interviews. Many people would relish (and pay) for the opportunity to have a course that helps them to set themselves apart in a highly competitive market eg lessons on the current retail market, wider political and economic influences, the way markets are going, corporate awareness etc.”


Possible solutions Educational establishments


Universities and colleges must prepare students for the real world, the changes within the workplace


the way. This data may later form the basis of a ‘benefit sale’. They should research a company’s situation and demonstrate how they could be of benefit to that company.


Students also need to accept the opportunities that do exist – employers like to see ‘track record in the real world’, even if unrelated to their business.


Business


Resurrect apprenticeships or initiate internships and, thereafter, delegate really important tasks to students, under strict yet encouraging supervision – stretch them.


and promote the possibilities of entrepreneurship or freelance work.


They should not only listen to industry, but sell themselves to it. They should question business on what is required, on a weekly basis.


Instruction and practice in emotional intelligence should be given, as well as time-management, communication skills and commercial awareness.


For practical experience, some gurus say Formula 1 racing is the best business course, since every 2 weeks the business/team makes a profit/win or a huge loss/failure/2nd place. Hence one has to review performance constantly.


Students


Students should start composing their resumés from early teens and include all the lessons learned along


From apprentice to boardroom


Richard Bobbett understands the career benefits of an apprenticeship better than most.


He left school at 16 and started work as a BT radio apprentice. He is now CEO of Slough-based Airwave, one of the backbones of Great Britain’s critical national infrastructure and a world-leader in secure interoperable emergency communications.


Very few UK CEOs have risen from an apprenticeship position to the top, but Bobbett (pictured) is proof that it can be achieved.


Starting as an apprentice and moving up through the ranks has forged Bobbett as a hands-on CEO often be seen out in the field, ensuring that he has an upfront


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understanding of how every part of Airwave is operating.


Bobbett’s awareness of the practical knowledge and empathy that he gained from working at the coalface has resulted in Airwave now having an established apprenticeship programme.


Airwave’s commitment to apprentices was underlined by its involvement in the recent ‘100 in 100’ campaign, which staged a 100-day search to find 100 firms willing to hire 100 apprentices.


According to Kareen Donaldson, Airwave’s learning and development manager: “We launched apprenticeships in 2008 in order to attract talent into our organisation, filling it with creative


and dynamic people. Airwave considers growing new talent and the development of people within the company as an important vehicle for our future growth.


“As a former apprentice, Richard Bobbett is a passionate advocate of the scheme and is a good example of what apprentices can go on to achieve.”


After completing his apprenticeship with BT, Bobbett joined Vodafone (when it was just a 200-strong company). He ran its southern network, before moving in the 1990s to head Telewest’s national cable operations.


Bobbett joined Airwave in 2001 as COO and was promoted to CEO in 2006.


Employ/train managers and directors who know how to get the best out of ignorant, naive youngsters and do not take no, can’t or won’t for an answer. (The armed forces have plenty of candidates for such supervisory roles).


Bosses should sell their company into the universities, then tell them what is required.


Encourage their own staff to bring their offspring into the business and mentor them.


Train recruits in the ways of the business world, thereby developing loyalty along the way.


Last month David Cameron said that by 2015 he wants almost 20,000 young people to be taking degree- equivalent higher apprenticeships in eg aerospace and renewable energy.


A step in the right direction.


Details: Brian Mullis www.integrityltd.com


This year Airwave will underpin critical communications at the London 2012 Olympics and Paralympics.


THE BUSINESS MAGAZINE – THAMES VALLEY – MAY 2012


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