Whilst the above response may seem a little over the top, I like to 'reward' good customer service because, hopefully it makes the individual/s concerned feel good (about their work/role), counteracts (even if only minutely) inappropriate rude behaviour they may have received from customers, and will encourage the organisation to continue/spread/improve this good customer service practice.

My aim is for a positive ripple effect to continue.

Have you received/given positive feedback to someone about good customer service skills?

How did they/you feel?

What were the other outcomes?

Over the years, public service/funded departments, organisations and departments within organisations continue to change their name.

Higher Education is no exception, and University Careers Services are a good example of this. In some universities they are now known as: 'Careers and Employability Service', 'Careers, Employability and Enterprise Centre', 'Careers Centre', Careers Service'...

Some think changing the name of such a service is important, as it shows that the department has a wider remit than 'just' career guidance.

I disagree, for the following the reasons:

- Many careers services have had a wider remit for quite some time

- The relevance, quality and effectiveness of the department is what really matters

- Money (especially with rising student fees) can and should be better spent.

Do you think the name is important?

Presentation from talk I gave at the ICG Student Conference in London.

Practical assignment from micro teach:

Explain different methods of giving feedback and demonstrate good practice in giving feedback to your peers. Complete a self evaluation to reflect on and evaluate the effectiveness of your own teaching and feedback methods.

 

Assessment : 'Evaluate a range of ways to embed functional skills, in your specialist area'.

Assessment: Justify the need for keeping records and describe the types of records you would maintain.

Assessment: Summarise the key aspects of current legislative requirements and codes of practice relevant to your subject and the type of organisation within which you work.

Just back from the conference: 'Self-employment; making it happen for people with a learning disability' funded by the West Midlands Strategic Health Authority and organised by British Institute of Learning Disabilities .

The presentations mainly focused on examples of programmes and projects aimed at promoting and supporting people with a learning disability to engage in self-employment. I thought it was interesting that nobody (as far as I could tell) was represented from the Career Guidance Sector.

Whilst many delegates work with people with a disability, a number mentioned how they had not really considered self-employment as an option for their clients, or had been led to believe that clients' receipt of benefits would be adversely affected.

I started to think about how there has been a big push on self-employment and entrepreneurship in wider society and organisations, including Higher Education, but did not recall inclusion of clients/students with a disability. There are of course organisations that do provide support, but it seems to be far from mainstream or well funded.

The sharing of case studies was especially well received by the delegates, including me, as they brought to life the actual impact of projects and provided an insight to individuals' success stories.

One of the highlights of the day for me, was the presentation by the members of the forum Dudley Voices for Choice . The presenters, all members of the forum, were people with a disability. They spoke about the work they do, including delivering training to practitioners and putting organisations' paperwork and documents into 'easy read format'. My interpretation is that they inform 'officials' of what works and doesn't work (as recipients of their services), and that they translate long wordy jargon filled reports and documents into everyday English. I really like the whole principle and practice of this forum - 'people power', which is a reality rather than a rhetoric - well done to the members, and to Dudley Council for supporting them.

Thanks to the funders, organisers and presenters for a stimulating event. I will definitely be using and referring to the content.

Assessment: Discuss issues of equality & diversity and ways to promote inclusion with your learners. Review other points of referral available to meet the potential needs of learners.

 

Since summer of last year, one of my roles has been working with people who have been unemployed for 6+ months and who are seeking employment. The groups have included people seeking employment in motor vehicle repair, childcare and elderly care. It is mainly the latter two I'd like to focus on for a few minutes.

These job-seekers'/learners' genuine desire to help others and their personal life stories which have often initiated their desire to seek role in care work has been quite touching, especially those for elderly care. Most of the learners will present as having little or no relevant experience, only to go on to talk about how they cared for their parents, grandparents, aunts and uncles, friends, neighbours, children... It takes some time to bring them around to realising they have already acquired considerable relevant experience, even though it may not have been in a formal capacity.

Whilst exploring their motivation to work in elderly care, some of the learners have talked about quite tragic personal experiences. They, often unwittingly, have turned this pain into a desire to reduce the pain of others.

The experience of working with these clients has reminded me of the saying that 'giving is receiving', and how there are still people who are more concerned about others' well being than acquiring lots of money for personal consumption. Just today, one of the learners said, "I don't need lots of money. I want to enjoy my work, be able to pay the bills and make a difference through what I do".

It has been an honour to have the opportunity to meet and work alongside these individuals.

With Valentine's Day having just passed, I'm wondering how many people 'love' their work/career!

A couple of the definitions of 'love' according to the Oxford Dictionary online are:

Many people I meet would not use the word love to describe how they feel about their work. Most started off with an interest in their work, but have come to experience it as a necessary chore.

Career guidance/coach professionals in the UK tend to want to support clients in realising, securing and progressing in work they will love - this was one of the reasons I originally became a careers adviser.

A few questions for you:

- Do you love your work? If so, how did you manage to achieve what is for many just a dream?

- Is the goal of loving work even realistic (especially in the current financial climate)?