Being Work Ready Guide PDF

BEING A GUIDE TO WHAT EMPLOYERS WANT  WHAT ‘WORK READY’ MEANS TO BUSINESS...

BEING A GUIDE TO WHAT EMPLOYERS WANT  WHAT ‘WORK READY’ MEANS TO BUSINESS Today, many employers are looking for potential employees to have more than a qualification. Many want them to have specific attributes before they will consider them suitable for a job. This guide defines what those attributes are. WHO SHOULD USE THIS GUIDE AND WORK READINESS HOW SHOULD IT BE USED? IS A MIXTURE OF THREE FACTORS 1 2 3 The guide can be used in a variety of ways. It can be used by: ⇐ ⇐ ⇐ individuals to help them assess whether they are work ready VALUES BEHAVIOURS SKILLS and to identify areas of weakness and areas of strength students who are looking to get a better understanding of employer expectations and the types of values, behaviours and skills an employer Values and behaviours can have different meanings to different will want them to demonstrate in a job application, during a job people. The values and behaviours business are looking for in interview and on the job potential employees have been defined for a work setting. people who are returning to work after an extended period of leave and The level of skill needed, particularly around literacy and numeracy would like to refresh their understanding of workplace expectations will vary according to the skill level of the job. However, businesses have a minimum expectation of the values and behaviours an individual  career counsellors, teachers and families to start a conversation will bring to an organisation regardless of their age, previous work about ‘work readiness’ experience, or the job they are applying for. At the same time, employers also understand that an employee will learn on-the-job teachers and careers counsellors to help ensure they are teaching and build behaviours and skills over time with the help of training the behaviours and skills required by business. and development, and support from their supervisors. THIS TABLE IS THE VALUES BEHAVIOURS SKILLS MINIMUM EXPECTATION BUSINESS HAS OF AN INDIVIDUAL’S Accountability ⇒ accepts responsibility Adaptable ⇒ is open to new ideas and Business literacy ⇒ ability to apply for actions, and their impact on the business concepts, and pro-actively changes the knowledge of the business environment WORK READINESS and others. way they work to stay effective in new and work processes/tasks to manage work settings. situations and achieve good outcomes. WHEN THEY APPLY Continuous improvement ⇒ has high FOR A JOB OR WILL standards and consistently tries to improve Authentic ⇒ is true to own personality and Critical analysis ⇒ can evaluate a own performance, and the performance values, while still working within the business’s situation/proposal, identify possible EXPECT AN INDIVIDUAL of the business. expectations. outcomes, assess pros and cons, and determine the right approach based TO DEVELOP AND Honesty ⇒ straightforward behaviour with Business-minded ⇒ understands all employees on desired outcome. DEMONSTRATE SOON no deceit and cheating. Is trustworthy, are responsible for business success, and fair and sincere. therefore looks for opportunities to make the Data analysis ⇒ collect and review data AFTER THEY HAVE business better. to identify trends, answer questions and STARTED THE JOB. Knowledge ⇒ develops understanding, test assumptions. skills, and expertise. Is committed to growth Collaborative ⇒ shares knowledge and and learning. learning, works cooperatively with others, Digital technology ⇒ ability to use ⇐ and works to build agreement to achieve information and communication Respect ⇒ takes into account other people’s an outcome for the business or client. technology. feelings, wishes, or rights. Customer focused ⇒ understands who the Literacy ⇒ ability to learn, read, write and Tolerance ⇒ willingness to recognise and customer is, what their needs are, and actively communicate verbally. respect difference and the beliefs, habits works to improve their experience. and practices of others. Numeracy ⇒ ability to reason and apply Flexible ⇒ effectively handles unexpected numerical concepts, and calculate Work ethic ⇒ diligent and committed to situations or last-minute changes. numbers or amounts. the business. Globally aware ⇒ has an awareness and Problem solving ⇒ ability to find solutions understanding of global interactions and is open to simple through to complex issues. to working with other nationalities and cultures. Technical skills ⇒ specific to the job Self-aware ⇒ knows own strengths, talents and gained through formal education. and passions. Recognises areas for learning and development and learns from their mistakes. Has a good understanding of their role in the business. Resilient ⇒ bounces back when things don’t go as planned. Doesn’t dwell on failures, learns from them or their own mistakes and moves forward. WHO IS RESPONSIBLE FOR ENSURING Developing work readiness is a joint responsibility between the individual applying for work, their family, PEOPLE ARE WORK READY? the education system, business and government. It is important, however, to have a common understanding and agreement about what role each group plays in developing work readiness. Ultimately, graduates ⇐ have to take responsibility for ensuring they have the required values and that they have (or will soon) This table summarises the views of business about who is responsible for ensuring people are develop the behaviours and skills needed to be work ready. work ready and what the different responsibilities of each group are. It is acknowledged some individuals have families that will not teach or role model work values and Work readiness applies to people starting a career, including young people transitioning from education behaviours. For this reason, it is crucial the other groups fulfil their responsibilities to ensure all young into work; workers moving between organisations or industries; and people returning to work after people have opportunities to be exposed to the required values and behaviours. extended time off. PARTY VALUES BEHAVIOURS SKILLS Individuals Develop an understanding of the Develop an understanding of the Develop the skills required through engagement in education and training. values business expects. behaviours business expects. Gain work experience through part-time work while studying. Demonstrates to future employers Demonstrates to future employers how how they meet the values. they will behave in their organisation. Family Teach and role model values, Teach and role model work behaviours. Provide educational and work opportunities. including work values. Business Specify the required values. Specify the required behaviours. Specify the required skills. Educate new employees about how the Educate new employees about how the Specify the skill levels required for each role and the expected technical skills. values work in the business’s setting. organisation expects the employees will demonstrate the behaviours. Provide opportunities for students to gain exposure to work, part-time work opportunities, Provide feedback to new employees meaningful work placements and mentorship for students. on how they are going, and if needed, Provide feedback to new employees provide support and/or training and on how they are going, and if needed, Train new employees in the systems, processes and skills specific to the organisation. development opportunities to build provide support and/or training and the required values. development opportunities to build the Provide feedback to new employees on how they are going, and if needed, provide support required behaviours. and/or training and development opportunities to build the required skills. Schools Reinforce the values employers Include expected work behaviours in Ensure students meet standards outlined in school curriculum and teaching frameworks. are looking for in a work setting. learning, social and sport environments. Ensure all graduates develop the required skills. Vocational Reinforce the values employers Include expected work behaviours in Ensure students achieve competencies as outlined in VET training packages and, education and are looking for in a work setting. learning, social and sport environments. if relevant, meet the standards set by professional associations. training (VET) providers Ensure all graduates develop the required skills. Higher Reinforce the values employers Include expected work behaviours in Ensure students meet the standards outlined in higher education teaching frameworks education are looking for in a work setting. learning, social and sport environments. and, if relevant, meet the standards set by professional associations. providers Ensure all graduates develop the required skills. Government Require the education system Require the education system to include Set standards for the quality of the education system. to reinforce work values. work behaviours in learning, social and sport environments. You can download an electronic version of this guide at www.beingworkready.com.au About this publication The Business Council of Australia brings together the chief executives of Australia’s largest companies to promote economic growth for the benefit of the nation. Business Council of Australia 42/120 Collins Street Melbourne 3000 T 03 8664 2664 F 03 8664 2666 www.bca.com.au © Copyright April 2016 ISBN 978-1-922058-66-9 Business Council of Australia ABN 75 008 483 216 All rights reserved. No part of this publication may be reproduced or used in any way without acknowledgement to the Business Council of Australia.