- Email: [email protected]
Insight into Employment: Job search courses at the University of Bristol
International Congress Series 1282 (2005) 1195 – 1199
www.ics-elsevier.com
Insight into Employment: Job search courses at the University of BristolB Paul Sullivan University of Bristol, Centre for Access and Communication Studies, 4th Floor, Union Building, Queens Road Clifton, Bristol BS8 1LN, United Kingdom
Abstract. The paper reports on two unique employment skills courses at the University of Bristol and suggests that they offer some helpful insights into how more visually impaired people can be assisted into employment. In 2000, with financial support from the European Social Fund, the Centre for Access and Communication Studies ran a 23 Day employment skills course for 10 Visually impaired job-seekers from the South West of England. Entitled bInsight into EmploymentQ, it took place in short residential blocks, from February to June. As well as covering general topics, such as CV preparation and interview practice, the curriculum included topics of particular significance for visually impaired people. At the end of the course the students set up their own bJob ClubQ and 70% went on to find work. A second course took place from April to December 2004. This time students came from all over England and they were all graduates, so the curriculum was adapted to meet their particular needs. It is too early to say how many will go on to find appropriate employment, but feedback suggests that as well as developing appropriate job-search skills, their confidence and motivation has increased considerably. D 2005 Elsevier B.V. All rights reserved. Keywords: European Social Fund; Insight into Employment; Residential; Job Club; Graduate
1. Introduction The Centre for Access and Communication Studies at the University of Bristol has provided a programme of accessible part-time courses for visually impaired people since 1981. These include day schools and weekly courses for local people and an annual programme of Summer Schools which recruit students from all over the UK. B A third Insight into Employment course, supported by the European Social Fund, will be starting at the University of Bristol on 5 May 2005. E-mail address: [email protected].
0531-5131/ D 2005 Elsevier B.V. All rights reserved. doi:10.1016/j.ics.2005.05.078
1196
P. Sullivan / International Congress Series 1282 (2005) 1195–1199
2. Insight into Employment 2000 In the year 2000, with financial support from the European Social Fund (ESF), a 23 Day employment skills course was organized for 10 Visually impaired job-seekers from the South West of England. Entitled bInsight into EmploymentQ, it took place in 3- and 4-day residential blocks from February to June. The course was free of charge and students had their accommodation and travel expenses met. Course materials were provided in appropriate formats and support workers were provided to act as sighted guides, provide assistance at meal times, take notes and help with other practical activities. The students varied in age from early 20s to mid-50s. They had varying degrees of visual impairment, which they had acquired at differing stages in their lives. They also had widely differing employment histories. This diversity ensured that the students learned as much from one another as they did from the official tutors. A safe, mutually supportive atmosphere was created in which they were able to discuss personal issues of confidence and assertiveness, isolation, fear of discrimination and disclosing visual impairment. The main course venue was Burwalls Centre for Continuing Education, a Victorian house in 7 acres of grounds, which is adjacent to the historic Clifton Suspension Bridge in Bristol. Following an Information and Selection Day–during which candidates were able to meet some of the tutors, familiarize themselves with the venue and find out what would be expected of them on the course–there was a 2-day induction during which the students looked at their individual learning styles and differing access needs. This was followed by five blocks of 3, 4 and 5 days which covered the following topics: ! ! ! ! ! ! ! !
Understanding the job market Finding appropriate vacancies Preparing a curriculum vitae Completing application forms Writing a covering letter Interview practice Self-employment Further training needs
As well as covering these general topics, which you might expect to find on any jobsearch course, the curriculum included topics of particular significance for visually impaired people. Amongst these were: ! ! ! ! ! ! !
Confidence and assertiveness Disability equality The Disability Discrimination Act Support from the government’s Access to Work scheme Support from visual impairment organizations Access technology Managing a personal support worker
P. Sullivan / International Congress Series 1282 (2005) 1195–1199
1197
Many of the tutors were themselves visually impaired. Where a suitable visually impaired tutor could not be found, information and practical support was given to ensure that the sessions were both relevant and accessible to visually impaired people. In addition to the official tutors, visually impaired people who had been successful in finding and retaining employment gave talks on their personal career paths. These brole modelsQ included a secretary, a radio producer, a freelance trainer and a university lecturer, among others. At the end of the course the students set up their own bJob ClubQ with accommodation and volunteer readers provided by RNIB Bristol. Seventy percent of them eventually went on to find work. We would not want to claim all the credit for this, as some of the students were also participating in other employment schemes, but the course certainly was a major contributory factor in their success. The time it took them to find work varied from 3 months to 3 years, but all except one student said that the course had helped them into employment. Some of their comments were: bIt made me a lot more confident.Q bIt helped me to be organized in my approach.Q bIt made me aware of Disability Employment Advisers and Access to work, plus the option of having a support worker.Q bIt made me more positive about myself and the skills I could offer.Q Even those who did not go on to find work said that the course had benefited them. One of them told us: bI could have got a job but I would have earned less than I get on benefit.Q 3. Insight into Employment 2004 A second Insight into Employment course, also supported by the ESF, took place from April to December 2004. On this course, unlike the previous one, students came from all over England and they were all graduates. Consequently, the curriculum was adapted to meet their particular needs. For example, sessions were introduced on: ! ! ! !
assessment centres psychometric testing extended selection processes professional presentation skills.
It is too early to say how many of the students on this second course will go on to find work and whether that work will match their qualifications and abilities. However, the signs are encouraging. Even before the course finished last December, one student had secured a job with a company that sells specialist computer equipment to visually impaired people, and another student had begun to test trade as a self-employed IT trainer.
1198
P. Sullivan / International Congress Series 1282 (2005) 1195–1199
Other students report that their confidence has increased and that they are clearer now about the kinds of work they are looking for. Feedback collected three months after the course included the following comments: bThe course has broadened my horizons. I am considering more options than I was before, including jobs with visual impairment organizations.Q bI am being more realistic now about the sort of things I could feasibly do.Q bI have more confidence as I am now coming into contact with people who understand my situation.Q bI am thinking about working for myself now, which I was not before.Q There are many reasons why the Insight into Employment courses were so successful, not least being that we received appropriate funding from the ESF. Other reasons were: The length of the courses–23 days and 25 days, respectively–meant that the students had ample time to work on issues and learn in depth. The predominance of visually impaired tutors and guest speakers meant that there were lots of positive role models. The provision of information in appropriate formats meant that the students could access the course materials. The availability of trained support workers meant that students had appropriate assistance with practical activities and mobility. The support we received from partner organizations such as RNIB, Action for Blind people, Blind in Business, the Blind Business Association and others was important. As well as helping us to plan and deliver the curriculum, recruit the students and find appropriate tutors, the involvement of these organizations has meant that the courses became a gateway to a large and dynamic network of Support and information. According to the students though, it is the mutual support and encouragement that they derive from being brought together with other visually impaired job seekers over a sustained period of time that made the difference for them. When asked what was the best thing about the course, they consistently replied bGetting to know others in the same position as myselfQ. This should not surprise us, as visually impaired people are often isolated and lack opportunities for social contact and networking with one another, particularly if they are of working age. Some of the students had never spent time with other visually impaired people before they came on the courses. 4. Conclusion Extended residential courses that attract participants from a wide area are obviously very expensive and we would not have been able to run them in the way we did without the support of the ESF. However, if organizations work together and share
P. Sullivan / International Congress Series 1282 (2005) 1195–1199
1199
resources it might be possible for similar courses to be provided in the future. It may be that they have to be a bit shorter and have a local, rather than a national focus, but if they could reproduce the main features of the Insight into Employment courses they could go a long way to reversing the appalling statistics on the employment of visually impaired people.
www.ics-elsevier.com
Insight into Employment: Job search courses at the University of BristolB Paul Sullivan University of Bristol, Centre for Access and Communication Studies, 4th Floor, Union Building, Queens Road Clifton, Bristol BS8 1LN, United Kingdom
Abstract. The paper reports on two unique employment skills courses at the University of Bristol and suggests that they offer some helpful insights into how more visually impaired people can be assisted into employment. In 2000, with financial support from the European Social Fund, the Centre for Access and Communication Studies ran a 23 Day employment skills course for 10 Visually impaired job-seekers from the South West of England. Entitled bInsight into EmploymentQ, it took place in short residential blocks, from February to June. As well as covering general topics, such as CV preparation and interview practice, the curriculum included topics of particular significance for visually impaired people. At the end of the course the students set up their own bJob ClubQ and 70% went on to find work. A second course took place from April to December 2004. This time students came from all over England and they were all graduates, so the curriculum was adapted to meet their particular needs. It is too early to say how many will go on to find appropriate employment, but feedback suggests that as well as developing appropriate job-search skills, their confidence and motivation has increased considerably. D 2005 Elsevier B.V. All rights reserved. Keywords: European Social Fund; Insight into Employment; Residential; Job Club; Graduate
1. Introduction The Centre for Access and Communication Studies at the University of Bristol has provided a programme of accessible part-time courses for visually impaired people since 1981. These include day schools and weekly courses for local people and an annual programme of Summer Schools which recruit students from all over the UK. B A third Insight into Employment course, supported by the European Social Fund, will be starting at the University of Bristol on 5 May 2005. E-mail address: [email protected].
0531-5131/ D 2005 Elsevier B.V. All rights reserved. doi:10.1016/j.ics.2005.05.078
1196
P. Sullivan / International Congress Series 1282 (2005) 1195–1199
2. Insight into Employment 2000 In the year 2000, with financial support from the European Social Fund (ESF), a 23 Day employment skills course was organized for 10 Visually impaired job-seekers from the South West of England. Entitled bInsight into EmploymentQ, it took place in 3- and 4-day residential blocks from February to June. The course was free of charge and students had their accommodation and travel expenses met. Course materials were provided in appropriate formats and support workers were provided to act as sighted guides, provide assistance at meal times, take notes and help with other practical activities. The students varied in age from early 20s to mid-50s. They had varying degrees of visual impairment, which they had acquired at differing stages in their lives. They also had widely differing employment histories. This diversity ensured that the students learned as much from one another as they did from the official tutors. A safe, mutually supportive atmosphere was created in which they were able to discuss personal issues of confidence and assertiveness, isolation, fear of discrimination and disclosing visual impairment. The main course venue was Burwalls Centre for Continuing Education, a Victorian house in 7 acres of grounds, which is adjacent to the historic Clifton Suspension Bridge in Bristol. Following an Information and Selection Day–during which candidates were able to meet some of the tutors, familiarize themselves with the venue and find out what would be expected of them on the course–there was a 2-day induction during which the students looked at their individual learning styles and differing access needs. This was followed by five blocks of 3, 4 and 5 days which covered the following topics: ! ! ! ! ! ! ! !
Understanding the job market Finding appropriate vacancies Preparing a curriculum vitae Completing application forms Writing a covering letter Interview practice Self-employment Further training needs
As well as covering these general topics, which you might expect to find on any jobsearch course, the curriculum included topics of particular significance for visually impaired people. Amongst these were: ! ! ! ! ! ! !
Confidence and assertiveness Disability equality The Disability Discrimination Act Support from the government’s Access to Work scheme Support from visual impairment organizations Access technology Managing a personal support worker
P. Sullivan / International Congress Series 1282 (2005) 1195–1199
1197
Many of the tutors were themselves visually impaired. Where a suitable visually impaired tutor could not be found, information and practical support was given to ensure that the sessions were both relevant and accessible to visually impaired people. In addition to the official tutors, visually impaired people who had been successful in finding and retaining employment gave talks on their personal career paths. These brole modelsQ included a secretary, a radio producer, a freelance trainer and a university lecturer, among others. At the end of the course the students set up their own bJob ClubQ with accommodation and volunteer readers provided by RNIB Bristol. Seventy percent of them eventually went on to find work. We would not want to claim all the credit for this, as some of the students were also participating in other employment schemes, but the course certainly was a major contributory factor in their success. The time it took them to find work varied from 3 months to 3 years, but all except one student said that the course had helped them into employment. Some of their comments were: bIt made me a lot more confident.Q bIt helped me to be organized in my approach.Q bIt made me aware of Disability Employment Advisers and Access to work, plus the option of having a support worker.Q bIt made me more positive about myself and the skills I could offer.Q Even those who did not go on to find work said that the course had benefited them. One of them told us: bI could have got a job but I would have earned less than I get on benefit.Q 3. Insight into Employment 2004 A second Insight into Employment course, also supported by the ESF, took place from April to December 2004. On this course, unlike the previous one, students came from all over England and they were all graduates. Consequently, the curriculum was adapted to meet their particular needs. For example, sessions were introduced on: ! ! ! !
assessment centres psychometric testing extended selection processes professional presentation skills.
It is too early to say how many of the students on this second course will go on to find work and whether that work will match their qualifications and abilities. However, the signs are encouraging. Even before the course finished last December, one student had secured a job with a company that sells specialist computer equipment to visually impaired people, and another student had begun to test trade as a self-employed IT trainer.
1198
P. Sullivan / International Congress Series 1282 (2005) 1195–1199
Other students report that their confidence has increased and that they are clearer now about the kinds of work they are looking for. Feedback collected three months after the course included the following comments: bThe course has broadened my horizons. I am considering more options than I was before, including jobs with visual impairment organizations.Q bI am being more realistic now about the sort of things I could feasibly do.Q bI have more confidence as I am now coming into contact with people who understand my situation.Q bI am thinking about working for myself now, which I was not before.Q There are many reasons why the Insight into Employment courses were so successful, not least being that we received appropriate funding from the ESF. Other reasons were: The length of the courses–23 days and 25 days, respectively–meant that the students had ample time to work on issues and learn in depth. The predominance of visually impaired tutors and guest speakers meant that there were lots of positive role models. The provision of information in appropriate formats meant that the students could access the course materials. The availability of trained support workers meant that students had appropriate assistance with practical activities and mobility. The support we received from partner organizations such as RNIB, Action for Blind people, Blind in Business, the Blind Business Association and others was important. As well as helping us to plan and deliver the curriculum, recruit the students and find appropriate tutors, the involvement of these organizations has meant that the courses became a gateway to a large and dynamic network of Support and information. According to the students though, it is the mutual support and encouragement that they derive from being brought together with other visually impaired job seekers over a sustained period of time that made the difference for them. When asked what was the best thing about the course, they consistently replied bGetting to know others in the same position as myselfQ. This should not surprise us, as visually impaired people are often isolated and lack opportunities for social contact and networking with one another, particularly if they are of working age. Some of the students had never spent time with other visually impaired people before they came on the courses. 4. Conclusion Extended residential courses that attract participants from a wide area are obviously very expensive and we would not have been able to run them in the way we did without the support of the ESF. However, if organizations work together and share
P. Sullivan / International Congress Series 1282 (2005) 1195–1199
1199
resources it might be possible for similar courses to be provided in the future. It may be that they have to be a bit shorter and have a local, rather than a national focus, but if they could reproduce the main features of the Insight into Employment courses they could go a long way to reversing the appalling statistics on the employment of visually impaired people.