Social Value Recruitment
We believe in equal opportunity recruitment practices. We believe that attitude is as valuable as experience. We believe the recruitment industry across the Liverpool City Region needs to change. At least in part. Changing the way you recruit just one individual can make a huge difference to not just them but also their family and their community. To that end we have developed a Social Value Recruitment Charter that we want as many organisations as possible to sign up to…….from SME’s to the largest employers in the region. Together we can make a difference.
1. Senior leadership team to develop and support recruitment policies that offer the widest opportunity whilst reducing barriers to employment.
• Promote social recruitment and its benefits to all recruiting managers
• Promote social recruitment to partner and supply organisations
• Recruiting managers to be equality, diversity and inclusivity trained
• Review recruitment activity with referral agencies and representatives of underrepresented/hard to reach groups to ensure equal opportunity
2. Advertise vacancies in a way that encourages applications from underrepresented or hard to reach groups.
• Post job vacancies on a wide range of mediums not just job boards and traditional recruitment agencies – social media, jobcentre plus, company website, referral organisations
• Remove unintentionally biased language from job descriptions
• Avoid industry jargon and acronyms on job posts
• Be explicit on job descriptions and specifically list out core tasks and salary
• Make all company literature disability friendly and available in other formats
• Alongside job posts use case studies and success stories of non-traditional candidates that people can relate to
• Promote softer skill requirements such as attitude, commitment, organisation skills and timekeeping
• Partner with organisations who represent and work with non-traditional or hard to reach candidates
3. Offer transparent pre-application support to candidates with limited to no experience
• All job posts to have a corresponding telephone number to answer candidate queries
• Make a recruiting manager available for group question & answer sessions
• Partner with a social recruiter to develop industry/role specific employability short courses
• Attend jobs and careers fairs
• Organise a one day meet the employer event annually
• Offer work placements/experience up to two weeks to referred candidates and students
4. Value attitude and commitment whilst not precluding those without specific work / role experience
• Look beyond direct experience when selecting an interview shortlist
• Creating a list of transferable skills per job role
• Ask only relevant questions in interviews
• Create ‘soft setting’ interviews which are less formal
• Have a maximum of two interviewers
• Provide valuable interview feedback to all candidates where possible
5. Offer flexible induction programmes that take in to account the needs of the individual and appoint a designated buddy/mentor
• Offer flexible, clear and informative induction programmes without the need for prior job knowledge
• Encourage questions from inductees throughout the process
• Provide a company handbook with key contacts and site map
• Asign a mentor / buddy to all new starters
• Have a designated wellbeing officer
• Implement an early stage 360° review and use candidate feedback to help shape future inductions
6. To consider apprenticeships for all open vacancies where applicable.
• To offer apprentice opportunities across the business at all levels
• To provide in work support and designated time for learners to complete their apprenticeship tasks and support evidence collation
• To never release an apprenticeship learner during their apprenticeship. if this is a necessary and unavoidable business decision the company will seek to place the candidate to another employer.
7. To pay the living wage and eradicate the gender pay gap
• All staff will be paid the living wage as a minimum
• Staff will be paid equally for each role regardless of their gender
• Annual pay rises will be standardised or performance related and be equitable across the organisation
ITG works in the Careers Education, Information, Advice and Guidance sector (CEIAG). We support learners from year 7 right through to sixth form to better understand their Apprenticeship opportunities and work placement options. We work with schools to meet all their Gatsby Benchmarks and to bring in training providers and employers in line with Provider Access Legislation. We can run sessions for individuals, small groups, single year groups or provide a fully managed solution for schools across the key stages. All our work and the learners journey is tracked within our Flagstone App that provides demonstratable evidence for Ofsted.
We also work with any under-represented group seeking to enhance their own skills, knowledge and opportunities. Our projects cover women in construction, ex-forces personnel and the over 50s.
“…Secondary Schools must prepare students for future success in education, employment and training using the Gatsby benchmarks to develop and improve their careers provision.”
OFSTED Education Inspection Framework
Career guidance in the UK was often labelled as inconsistent or narrow. In 2013 the Gatsby Charitable Foundation commissioned Sir John Holman to determine and outline what good career guidance should be. The report listed the following eight benchmarks which have been adopted by the Government as best practice.
The eight benchmarks of good careers guidance are:
Stable careers programme
Every school and college should have an embedded programme of career education and guidance that is known and understood by students, parents, teachers, governors, employers and other agencies.
Learning from career and labour market information
Every student, and their parents should have access to good quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make the best use of available information.
Address the needs of each student
Young people have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s or college’s careers programme should embed equality and diversity considerations throughout.
Linking curriculum learning to careers
All subject staff should link curriculum with careers, even on courses that are not specifically occupation led. Study programmes should also reflect the importance of maths and English as a key expectation from employers.
Encounters with employers and employees
Every student should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes, and should include students’ own part time employment where it exists.
Experiences of workplaces
Every student should have first-hand experiences of the workplace through work visits, work shadowing or work experience to help their exploration of career opportunities and expand their networks.
Encounters with further and higher education
All students should understand the full range of learning opportunities that are available to them. This includes both technical and academic routes and learning in schools, colleges, universities and in the workplace.
Every student should have opportunities for guidance interviews with a careers advisor, internal or external, provided they are trained to an appropriate level.