Showing posts with label skills. Show all posts
Showing posts with label skills. Show all posts

Tackling homelessness through ETE

Research has shown that over a third of people who use homeless services don’t have the formal qualifications they need to find employment or to participate in and enjoy full and active lives.  Numerous reports have highlighted the need for coordinated and specialist education, training and employment support for homeless people.

Housing support services have long recognised that housing in itself will not provide a complete answer to the risks and consequences of homelessness.  There is a general consensus that the availability of specialist education, training and employment (ETE) services has improved over the last ten years and have played a key role at local level, usually being seen as flexible and supportive by other agencies and people.

Homeless people often experience significant barriers in engaging formal education; the advantages are clear and include greater social integration, confidence and self-esteem. This would give a boost to homeless people who have a strong academic background but need to update their qualifications or to re-familiarise with them. Successive governments have also taken the view that paid work is beneficial in a number of ways; it provides a route out of poverty and it can address the sense of purposelessness, lack of direction and poor self-image that may be present among people who have not worked for sustained periods.

However, many studies have emphasised the need to tackle the problems and barriers single homeless people face in securing training and employment. Some of these problems and barriers include low education attainment, little or no work experience which puts homeless people at a disadvantage, problematic drug use and poor physical and mental health which renders them unemployable.

There are also homeless people that have a history of employment, have qualifications and can perhaps with help, make a move back into paid work relatively simply. In some cases they have complex needs and need a great deal of support before the transition to seeking paid work is a viable option. This means that there are unmet support needs, low levels of self assurance, a lack of interpersonal skills and also an inability to structure their time means they cannot immediately use mainstream services designed to help with job seeking, let alone secure paid work for themselves.

Research carried out by St Mungo’s Broadway suggests that people in this group may benefit from activities that allow them to develop interpersonal skills; emotional literacy, assertiveness and self-esteem, as well from programmes designed to deliver meaningful activity or ‘sheltered’ forms of employment prior to acquiring more formal qualifications.

From experience, front-line housing support workers have frequently voiced concerns that recent legislative changes have failed to recognise adequately the vulnerability of young homeless people and that individuals with particularly traumatic histories were at risk of being pushed out into mainstream programmes before they were ready.

That put aside, there is clear evidence that education, training and employment (ETE) services are beneficial to homeless people. The ETE sector has grown very significantly over the years and is characterised by innovation, diversification and experimentation with many different forms of service being developed.

Poached Creative has been working with The Big Issue to provide practical training in communications and journalism for people who are homeless and long­-term unemployed or facing significant barriers to employment. The training has been really successful and has seen some of the trainees regain confidence to pursue recognised journalism qualifications, write articles for print media such as The Pavement, The Telegraph, and E9 magazine. Some have found work as photographers.

There is a very strong need for coordinated and specialist education for training and employment support for homeless people by service providers. This is imperative as resources might be subject to constraint in future. There is a need for caution, in that it is logical to expect that wider labour market conditions will have an effect on ETE effectiveness.  Realism is needed when considering the scale of barriers that a minority of homeless people face in relation to securing paid work. With appropriate ETE and support paid work can be secured, it can help a person overcome the material and psychological effects of being homeless. 


Interviewing - it's a juggle!

Writers and journalists on our training courses often struggle with the art of the interview. There's no doubt it's a difficult beast. No longer is a grubby notepad and half-chewed pen all you need. If you're lucky enough to have time to do a face-to-face interview you'll probably be wielding a flip camera, digital camera and smartphone for starters. However you're conducting it, there's a jumble of things you need to think about before, during and after your interview.

A checklist seems like a sensible option. Here's what we've come up with.

Interviews checklist

Whether you’re the interviewer or the interviewee, interviews are nervewracking. This handy checklist will help you put your interviewee at ease and get a good story or case study.


Before the interview – be prepared

If you can meet the interviewee in person that’s best but if not you might need to settle for a phone interview. Make sure that you’ll have somewhere quiet where you can freely have your conversation. If you’re meeting them in person, try to go to somewhere they’ll feel comfortable and where you might pick up some more information about them.

· Think about how and where you’re going to do it.

· Research the person and their organisation.

· Find out the facts of the story.

· Write your questions beforehand.

· Make sure your camera/dictaphone batteries are charged, make sure you’ve got a pen and notepad.

· Start with something easy.

· Build on it, reflecting back some of their answer in your next question.

· Put the tricky questions in the middle.

· Try to have a ‘wildcard’ question that will be different from everyone else’s.

· End on a light note or ask about the future.


During the interview

· Introduce yourself and say what the story’s about and who it’s for.

· Build a rapport, look for something in common.

· If you’re going to record, tell them you’re going to record it.

· Turn camera/dictaphone on.

· Ask your first question and LISTEN

- nod, use open body language

- make eye contact

- Make positive noises (but only if you’re not recording).

· Try to get your next question to flow from the previous answer.

· Be natural.

· Probe – if they haven’t answered fully, ask again from a new angle.


After the interview

· Check their details – full name and spelling, name of organisation, job role (if appropriate).

· Get their contact details (mobile, email, website) in case you need more information.

· Tell them what’s going to happen next. When and where can they see the story?

· Think about the most interesting/exciting thing. What was the one thing that stood out or stuck in your mind – this is what you should lead with.

· Write it up/edit as soon as possible, while it’s still fresh in your mind.

· Check any facts and get any missing information.


Good luck!


Find out more about Poached Creative's training and communications services.


If you were still wondering what Poached is about...

I couldn't put it any better than one of our trainees, Brij, who has just got his first full-time job as a care worker in Tottenham. What that has to do with writing and communications, you might well ask.

I've always wanted Poached to be about helping people to find out what they're good at and gain the confidence to go on and do the things they want to do with their lives. Communications is the world I know and understand, and it's a great way to help people open up to oneanother and to the thoughts and ideas within themselves.

The way Brij explains it really touched a chord with me (and, without wanting to be too soppy about it, his email did bring a warm tear to my eye).

On Fri, Jan 8, 2010 at 3:56 PM, Brij Burrun wrote:
Hey Jess,

I got your text, and thanks for sending the reference.

I'm also very thankful for the support you gave me whilst at Poached, as I think it has helped me a lot in finding a job that I am interested in (Health Care).

I honestly think, if it hadnt been for Poached, I probably wouldn't have even bothered looking for a job in the care field, so right now I would still probably be unemployed and very frustrated.

Thanks again for everything - your time, support, information, guidance, training, confidence, and motivation...

Will definatly be in touch, and let you know how it all goes.

Take care.

Brij

Read Brij's blog from his time at Poached Creative.

Poached Creative pilot - summary of results

Over six months, Poached Creative helped eight people to gain an understanding of, and skills in, either writing or design. The pilot project aimed to provide experience and a track record for Poached in working with people who were long-term unemployed. It was also intended that the experience would help Poached to begin to build its portfolio and attract commercial clients. From April to October 2009 all the aims were either met or exceeded.

  • 2 trainees completed a graphic design and communications programme
  • 5 trainees completed a writing and communications programme
  • of these, 2 trainees completed twelve-week programmes and 5 completed six-week programmes
  • 1 trainee did not complete the programme
  • 5 of the trainees were referred by the Careers Development Group (CDG), a charity specialising in getting long-term unemployed people back into work
  • 2 were referred from Camden Calling, a social enterprise giving vulnerable people access to the art and music scene
  • 1 trainee found us on a volunteering website.

Trainee outcomes

All trainees improved overall in their own assessment of their knowledge of, and their skills and experience in:

  • interpersonal communication
  • written communication (writers)
  • writing for the web (writers)
  • design principles (designers)
  • file formats and requirements (designers).

Knowledge of writing for the web, web standards and principles and web technologies were the areas that saw the greatest impact in terms of trainee knowledge. For all but two trainees, the experience demonstrably improved their overall confidence and sense of direction. Many of the trainees talked about how the programme raised their self-esteem, helped them find motivation and gave them a sense of pride in what they had achieved.

Some comments from the trainees included:

"I really like the fact that it’s real work that you’ve got to get it right. I was being trusted with that and it really raised my self-esteem - that’s pretty important."

“Confidence in my own ability, interview skills, experience writing for professional organisations, feedback about my writing…I wish it could have been more than one day a week.”

"You've been a huge help in helping me get my confidence back."

"Good just coming into Poached each day and working with everyone. Getting up early and getting into good habits and a routine. It was difficult at first but it got easier."

"For anyone who wants to do anything involving web pages, journalism or writing, I think it’s a good idea."

“Very stimulating.”

"I've learnt loads, loads!"

“It was good, thank you.”

Read the trainee blogs for their first-hand pictures of the programme and their development.

Poached Creative is happy to share its practice with other organisations with similar social goals. If you would like to find out more about the project, or to see the full report, please email us.

The gentle art of delegation

In my seven or so years as a manager, delegation was a skill I developed fairly organically. Like most things I do, I tried to put myself in the shoes of the other person, tried to understand what their questions and concerns might be and tried to make sure I gave them the right mix of freedom to do the job as they saw fit, backed up with instruction and support where needed.

I think my tendency, as a more junior manager, was to learn exactly what needed to be done through doing it myself, then walk the other person through it in detail. This is fine if the person is inexperienced and unsure of their abilities but it doesn't do much to foster self-sufficiency or even to improve what might have been a flawed process.

Over time I've taught myself to step away more and allow the people I'm delegating to the freedom to do things their way - a focus on outcomes over process. There's a very simple graph that illustrates this but the concept of leading an individual or team through the various levels of delegation is actually quite a powerful one.

Done well, delegation can really pay off for both sides. The employee benefits from having the freedom to do a job in a style that suits them and from the chance to develop their skills in a supportive environment. The employer is able to release time for other things and benefits from motivated staff who are continually building their skills and taking on new challenges.

Of course, this could all sound like wishful thinking except for the fact that it actually works. Over the last few weeks Angela has taken on lead responsibility for a major web project, has conducted interviews with case study subjects and is now seeking out two laptops for the new trainees who will start in a couple of weeks. This week she suggested that she'd like to keep volunteering with Poached beyond her 12 week traineeship, which is fantastic news for me.

So, what are my tips for successful delegation?
  • Ask what people want to do and how they want to develop - then find relevant tasks to delegate.
  • Explain why you need something done. Eg, we really need these laptops in two weeks' time and it would be incredibly helpful for me if you could sort it out.
  • Ask for the person's ideas of how to tackle a problem and talk through any differences in approach.
  • Be clear how much responsibility you are delegating. Eg, I'm happy for you to do this however you see fit, or, can you write up a plan and run it past me?
  • Give ample opportunity for questions and clarification.
  • Check that they are comfortable with the task and ask if there's any support they need.
  • Work out together how success will be measured.
  • Check progress.
  • Be sure to give clear feedback using real examples.