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Inspiring Your Continuous Professional Development - October 2019

15 10.19

Using LMI

LMI is a crucial element in every career worker’s toolkit. This month we take a quick look at keeping your own knowledge up-to-date, and a longer look at some ideas for using resources in interactive ways to encourage and inspire clients.

CPD Newsletters offer ideas, not compulsory activities. Just remember that undertaking 25 hours of CPD each year is a condition of registration for Registered Career Development Professionals. For all members, undertaking CPD meets the principle in the CDI Code of Ethics relating to professional development.

Choose items and activities – here or elsewhere – that suit your role and your style so that you can explore a topic, interact with others and create a reflective record in the Members’ Area of the CDI website

 

A reminder of how the CDI helps you

The Training and Events tab on the CDI website homepage takes you to all upcoming events, including a Masterclass - LMI in career guidance practice: use, misuse or lack of use? (31 October or 06 February) and the CDI National Conference (02-03 December) where workshops on offer include LMI.

CPD resources are in the Members’ area, with the largest section arranged according to the National Occupational Standards: Career Development. This month’s topic of LMI falls largely within NOS:CD 07 (LMI), but some of the curriculum materials are in NOS:CD 06 (career learning).

 

Statistics matter …

And with regard to England, they are reported in NOMIS, the official  labour market statistics collated by the ONS. Detail is available down to local ward level, and it is important to know ‘your patch’ if you are an area-based worker. Similar sites exist for Northern Ireland, Scotland and Wales.

Local labour market insights are provided by EMSI, normally as a priced consultancy service. But their website includes useful reports, free-of-charge, including the recent British Talent Attraction Index. The ‘hot spots’ for job growth, skill demand and migration include some unexpected sites, from Bromsgrove to Cornwall to Corby. There’s also a link to obtain a free focus report for your own local authority area.

 

... but what about the future?

It is difficult to keep abreast of competing stories about the future of work. The Digitalisation of Future Work and Employment: possible impact and policy responses, prepared by Warwick IER for the EU, is useful in summarising predictions of change, but also asserts that digital technology will not ‘deterministically shape the future of work. Options and choices exist over how it is implemented.’ The report identifies these policy choices.

 

And what about you?

The mass of data in the sources above is daunting. Tristram Hooley recently shared Why is LMI important? Although the target audience was HE staff, all of us will find within it useful resources and questions for our own practice with any client group. An earlier post Thinking about labour market information ranges across what LMI is and how to use it.

 

Job vacancy analysis

Skills-OVATE (Skills online vacancy analysis tool for Europe) draws on the huge potential for using big data and machine learning techniques with vacancy information. Many millions of job vacancies from 18 EU countries (including the UK) were analysed to produce ‘word clouds’ on skills associated with specific occupations, interactive graphics on geographical spread of opportunities, the incidence of occupations within industrial sectors, and more. It’s worth setting aside just a bit of time to explore the potential of the site, which then can serve both your own needs and as a tool for clients, though it would best suit people who are fairly literate and tech-competent.

 

Using LMI with students and clients

Potential uses of LMI are mapped against the Gatsby Benchmarks in How to use LMI, a collaborative publication from the Careers and Enterprise Company, WorldSkillsUK and the CDI.

In Scotland (but useful more widely) the Career Education Standard 3-18 is supported by a suite of learning resources. Topic 2 (download items 3 & 4) relate to LMI.

If you use Cascaid’s Kudos and xello, or U-explore’s Start programme, you will already know that they are supported by extensive labour market information and job profiles.

 

Job vacancies as a resource for career exploration

Another use of real job adverts to spark career ideas occurs in a recent iCould article proposing this as ‘a great way to bring your ideas to life’. The article focuses towards younger clients, but could work with any age group. It is, of course, backed up by iCould’s extensive library of real-life career stories, associated career information and free teaching resources.

 

Further Education

Using labour market intelligence in a college context encourages the use of LMI for FE curriculum planning and as a resource for careers advice for students.

 

LMI for All

LMI for All is a crucial initiative that combines data from multiple official sources to make it available to a wide range of users. This poster gives an overview, and you can try out one example of using the data in the Careerometer widget.

 

What else matters?

A small scale study in Derbyshire recently examined what really matters for students in Using labour market information in career advice and guidance  (Centre for Progressive Policy, 2019).

 

LMI and older workers

In Avoiding the demographic crunch: labour supply and the ageing workforce the CIPD reviews the workforce age structure by industry. For career coaches working with older individuals or with organisations, this provides useful background, both in celebrating the contribution of older workers, and particularly in the analysis of age make-up of different industry sectors (table on page 4).

 

Using our LinkedIn groups – including a new one!

The CDI has long had a number of LinkedIn groups for members, which are a good place for discussing professional development issues and personal dilemmas with other members. A new, moderated group for Career Leaders launched in September, so if your work includes school-based activities, it could be a useful community for you.

Existing groups are:

National groups Northern Ireland | Scotland | Wales

Community of Interest groups Careers Education | Independent Coaches and Consultants | Learning Difficulties and Disabilities | HE Advisers | Research | Older workers. Visit the Communities of Interest.

  

Recording and reflecting on CPD – new web area now open

Access is through Your CPD diary > in the CPD Area.

Reading, talking and reflecting on topics and resources such as those above all count towards your CPD hours as long as you write a short reflective report in your CPD Record. It would be timely to undertake some small (or large!) CPD activity and then explore the new way of recording what you have just done.

Did you know? You can now record parts of an hour (e.g. half an hour recorded as 0.5 hours) making it easier to capture spontaneous events, as described in the Career Innovation resource above.

If you have any issues with the new pages please email lyn.burgess@thecdi.net and we will be able to sort these out for you.

For any questions relating to CPD Recording please contact: Claire.johnson@thecdi.net

 

Dr Lyn Barham
Project Associate (Research)

(If you have any questions relating to this email please contact claire.johnson@thecdi.net)