Choices and pathways: finding your purpose

In this module, we’re going to go over choices and pathways.

Young people need to be prepared for a world that is changing rapidly. Jobs you might end up doing do not even exist yet! It’s incredibly important to develop the skills and attitudes to cope with an unpredictable future and be prepared and ready for the world of work, including self-employment. Enterprise encourages young people to develop skills for life, learning and employment and from an early age, children have a natural ability to be enterprising. 

Throughout education, there is an infrastructure there which tells us where to be, and largely, what to do. This will partially disappear if you choose higher education, and completely disappear within the world of work. The importance of our choices becomes paramount. 

“The quality of your life is built on the quality of your decisions.”

Wesam Fawzi

Key questions

1. Do you know what options are available to you at 18 years of age?
2. Have you considered the respective pros and cons of higher education, a gap year, alternative employment options or starting work immediately?
3. Do you know how to set goals which will inspire you to achieve rather than intimidate you into inaction?

Within this module, we’re going to cover;

Lets get into it!

Enterprising Mindset & qualities of an entrepreneur

What is an Enterprising Mindset?

Young people today often say they want to be their own boss, to start their own company or to make a living from a personal passion (Research shows that six in 10 young adults now plan to be their own boss by the age of 30!). An enterprising mindset will help them to do that successfully, to their own benefit and that of the economy and their local community. ‘Financial choices’ is a standalone module, and therefore we will focus here on the mindset and skills which make up an enterprising mindset, or that of an entrepreneur. Whether you want to start your own business or have a great career in an organisation, the skillsets have significant overlap.

Enterprise capability is the ability to be innovative, to be creative, to take risks and to manage them, to have a can-do attitude and the drive to make ideas happen.

Employers want to see young people coming into the labour market with good communication skills, team working and problem-solving skills, business and customer awareness and an enterprising attitude.

Qualities of an entrepreneur

Entrepreneurs usually have to display the following skills:

This can be an intimidating list – you don’t need to be good at all these things. Being an entrepreneur doesn’t necessarily mean you have to be on your own. In fact, the wonderful thing about working in partnership is the cross over in skills, and how you can compliment and offset each others areas for development.

Businesses have to adapt and develop new ideas, products and services to keep up with technology and new trends. Business ideas can come about through the development of an original idea, or the adaptation of existing products and services.

Thinking of a new product or a new idea can be challenging for anyone.

Entrepreneurs need to be creative but also insightful about what customers want. For example, Trunki designed a unique suitcase product for children that many other companies are now trying to copy. Original ideas can be an invention or an innovation:

• Invention means creating something that did not previously exist, eg/ ..a smart watch that can detect diseases! Entrepreneurs are always trying to think of new products and services to launch. Its extremely challenging to both come up with a new, unique idea, AND make it commercially viable.
• Innovation is the successful commercialisation of an invention, or the adaptation of a product over time. It involves creating new, more effective processes, products and ideas. Some examples of innovation would be Dollar Shave Club (delivery of razors to your door!), or Amazon using robots in the warehouse to save on costs.

Case Study One – A Coffee Shop

To offer services, or goods, a business will need to make various decisions around what resources to utilise, and how much risk they’re willing to take. The resources involved will often include land, labour and capital (though not always all these things!)

For the coffee shop example;

• Land; it is likely that physical space will be required
• Labour; human effort, skills and knowledge. Staff who can facilitate customer requests (make coffee!)
• Capital; money to buy or hire equipment (and the land and labour) to provide the services, coffee and cake etc

Case Study Two – Shipping Containers

In the past few years, the challenge of starting and growing a business has been idealised. TV shows such as Dragons Den and the Apprentice, as well as podcasts such as Diary of a Millionaire, have proved hugely popular by showcasing the challenges faced in setting up a business. Entrepreneurs such as Steven Bartlett, Lord Sugar and Sir Richard Branson have made significant (further!) wealth by inspiring the next generation of leaders. Additionally, there are thousands of books by entrepreneurs and others describing “how they made it”, “my first million” etc.

Entrepreneurs play an important role in society. They make a major contribution to economic activity. Imagine how many jobs are created by the thousands of new businesses that are set up every year and by the small businesses that prosper and take on more staff.

Entrepreneurs encourage innovation through investment and risk-taking. Many of the products and services you use every day have been developed through entrepreneurial activity rather than in the research laboratories or board-rooms of large multinationals.

However, it is important to realise that starting a business is rarely glamorous. In fact it is nearly always very hard work. For every success story there are almost certainly many more business failures or businesses that don’t meet the expectations of the people who set them up.

Task one – Preparing for the workplace

Take 10 minutes to create a list of the skills you think you’ll need for the workplace. Then, put a tick next to the ones you believe school is helping you to develop.

Finding opportunities and a job has been considered within the ‘work and career’ module, and in the next section we consider alternatives to starting work immediately. If you have secured a new job however, a few tips on what to expect in your first few weeks;

• Transition period; the first few weeks of a role, particularly your first, will feel like a ‘transition period’ where you will be expected to attend training and meet your co-workers. This will also be where the details of your role are outlined.
• Schedule; most education courses do not operate 9-5, therefore the change in working patterns can be a shock. Where you can, take breaks when you can in your first week, so that you don’t get worn out. Its not uncommon to be exhausted by 4pm for the first week or so!
• Workload; education and particularly university often means setting your own deadlines,  projects or priorities. However, it is likely that your manager will decide this for you. Working collaboratively on predetermined projects may be different to university, but you will get used to it and get to know your teammates better too!

Alternatives to starting work immediately

Higher education

There are lots of different types of higher education level courses available.

Higher education means any sort of nationally recognised qualification which is at Level 4 or above (A Levels, BTEC Diploma and Extended Diploma, Advanced Apprenticeships are all Level 3).

The skills you can gain from a higher education course can give you an edge in the job market and help you progress in your career. Employers are often looking for people with graduate level skills – irrespective of the degree subject studied.

• People with higher level skills are less likely to be unemployed, partly because their higher-level skills allow them to do a range of jobs. And with new jobs being developed all the time, a higher level qualification will put you in a stronger position.
• Many professional jobs require a university degree – architecture, dentistry, physiotherapy and lots more.
• Many professions only employ graduates and many of the opportunities they offer can be open to graduates with any degree subject.
• Even if you have no career in mind you can, through a degree, develop skills employers want such as team working, communication skills, research skills.
• Many universities will give students the opportunity to do work experience or a placement as part of their course, either in this country or abroad, where you work which will add to your CV. You can find out more about a ‘sandwich course’ (with a placement).
• You will meet new people and build a network of contacts that can really help with your future career.

Graduates will earn on average 20% more over their working life than those who did not go to university. Graduates and postgraduates often have higher employment rates, with a greater proportion in high-skilled employment. Graduates can enjoy better health outcomes by being less likely to smoke, more likely to exercise, and less prone to depression.

Additionally, you might choose to continue your studies after a degree to:

• Study a subject you enjoy in more depth
• Get a qualification you need for your career, like teaching or psychology
• Change career, by taking a course like Graduate Entry Medicine or a law conversion course
• Cover topics you need for a professional body to recognise your degree
• Develop skills that add to your degree subject and are likely to improve your job prospects
• Give yourself time to develop your career idea

You can find postgraduate courses on websites like:

• UCAS
• Prospects
• Postgrad.com
• Open University
• Postgraduate Search

You can get a Postgraduate Master’s Loan or Doctoral Loan to help pay your course fees and living costs. In some subjects you may also be able to get a scholarship, stipend or bursary. The university, a sponsor or research awarding body pays these to you. Some universities offer reduced fees if you did your undergraduate degree with them.

Gap Year

You should consider activities around the skills that may benefit you most in the future, such as leadership, teamwork and problem solving. Depending on your circumstances you could:

• A year in industry placement
• Get a paid job, such as in a bar or a restaurant
• Volunteer or find work experience
• Travel or work abroad
• Learn a language or take online courses
• If necessary, resit your exams

When talking to your gap year on your C.V. or within interviews, make sure to highlight the things you’ve done or experienced, the skills you’ve learned or developed and how you’ll apply them going forward.

Work Experience

Work experience can be important for getting into certain careers, but more broadly can be useful for anyone, regardless of age or stage of career. Having this experience can make you stand out on applications for jobs or courses.

Most work experience is unpaid, but there are some opportunities where you can earn at the same time. Choosing what to do in your career might be easier if you have experience of differing jobs and sectors to further establish what you like, dislike, are good at or not. If you manage to narrow down your career choices, you can look for opportunities that will help you to develop skills for that career.

That said, any work experience is better than none. Whatever experience you gain, you’ll learn about work, dealing with people and yourself. You’ll also gain skills in the process. It may even lead to more suitable experience with the same company. It could be good preparation for another opportunity that’s closer to what you want to do.

Employers look for employees who can show that they are trustworthy and reliable, good communicators, great team players, able to solve problems and willing to learn new things.

These soft skills are common skills that are not specific to any one job but useful for most. You can learn and practise these skills in any workplace. Use your experience to show an employer that you have them.

Ways in which to obtain work experience include;

• Shadow someone at work to see what their job is like
• Visit different workplaces
• Go to work with a parent or guardian
• Do a 1 or 2 week work placement
• Go into a workplace for one day a week over a period of time

Work shadowing provides a chance to watch someone doing a job for a day or a few days. You could do this to find out about a job role.

If you’re in a job, you could use it to explore opportunities for personal development or a promotion. It gives you an idea of what a job involves, rather than hands-on experience.

Internships are paid periods of work experience lasting around 2 to 3 months in the summer. They’re usually aimed at undergraduates and recent graduates. There are some opportunities for school leavers.

You can get information from your university careers service. There may be internship schemes dedicated to students at your university.

A placement year is a paid year in the workplace as part of a higher education course. You apply for these in the same way as graduate jobs. University careers services can help you to find opportunities relevant to your course.

Insight events are usually organised by companies or careers organisations. You spend a day or a few days finding out about a specific sector such as:

• Finance
• Law
• IT

Other options to gain work experience include;

• Do some volunteering
• Get a part-time job
• Go to face-to-face or virtual company events and open days
• Help friends or family with a business
• Set up your own small business
• Enter competitions and skill challenges like World Skills

Apprenticeships

Apprenticeships combine study with training in a paid job.

Apprentices spend most of their time at work, with at least 20% of their time spent learning on the job.

Apprenticeships are offered at all levels, but most 16-year-olds would enter an apprenticeship at Level 2 or 3. Level 2 is equivalent to GCSEs and Level 3 is equivalent to A-levels and T-levels.

Apprenticeships are offered by employers, who advertise when they have vacancies. Vacancies are also advertised locally, for example through colleges, or on national websites.

Workplace landscape and setting career goals

The changing workplace landscape

The workplace is changing dramatically, and we must consider our behaviours in light of this. Young people need to be prepared for a world that is changing rapidly, some jobs they will end up doing do not even exist yet.  The job market is undergoing a significant shift towards a more globalized and interconnected landscape. With advancements in technology and increased mobility, employers and job seekers alike are facing new opportunities and challenges in the global job market.

 So how is the workplace changing?

• Talent pool;  
  • The globalization of the job market has expanded the talent pool for employers. With advancements in communication and transportation, geographical boundaries are no longer barriers to finding and hiring skilled individuals from around the world. Companies can access a diverse range of talent with specialized skills and expertise, enhancing their ability to innovate and compete on a global scale.
  • For job seekers, the global job market offers the opportunity to explore employment options beyond their local or national boundaries. They can pursue international career paths, work remotely for companies in different countries, or take advantage of the growing number of digital platforms that connect global freelancers with job opportunities.
• Skills for Global Employability; specific skills and competencies become increasingly valuable for employability such as strong cross-cultural communication skills, adaptability, and the ability to work effectively in multicultural teams. Proficiency in foreign languages, knowledge of international business practices, and familiarity with diverse cultures are additional assets in a global job market.
• Career pathways; Predictable careers are a thing of the past, with the average employee spending 4 years at a job, compared to what in some cases may have been a lifetime, previously
• Generational shift; the workplace is getting younger, and generally speaking, workplaces are more of a meritocracy than ever before. Historically, promotions were predominately determined by experience. Work for 10 years = promotion! Moving to a meritocracy model creates opportunity – if we are willing to strive for it.
• Team structures; teams are becoming flatter, with leadership positions having more direct reports. This means that firstly, individuals are likely to receive less coaching and mentorship, and secondly, there are fewer and less obvious roles to progress into.

Setting realistic career goals

Goals give us a sense of purpose and something to aim for in life. Career goals can be especially valuable – they can set you on track to a change or new role that you find fulfilling and rewarding.

Plenty of us have career goals, but we’re often faced with stumbling blocks as we pursue them. Many of us find setting career goals overwhelming and aren’t updating career goals as often as they’d like to. 

It’s great to aim big, but if a goal isn’t realistic, it can be harder to stick to – and you might set yourself up to miss. A positive, realistic goal that you reach one step at a time will keep you motivated, and there’s no greater sense of achievement than reaching a hard-won goal.

When we think about where we want to get to, and our perception of what that might take, it can be overwhelming, even to the extent that we don’t start. ‘Paralysis through analysis’.

If you can ignore the necessary steps as the starting point – and just articulate where you need to go – you will be ahead of most people. Once that’s established, it is far easier to build the bridge to get there – however many steps it requires.

• Be specific with your goals; Any major change takes time and several steps before achieving it, which can sometimes feel frustrating and overwhelming. If you have a goal in mind, try using the SMART method. Ask yourself whether your goal is
  • Specific – what do I want to accomplish, why, and how?
  • Measurable – what evidence is going to show that I’m making progress?
  • Achievable – is it something I can reasonably do, or do I need to break it down further?
  • Relevant – does the goal really matter to me? Is it the right time?
  • Time-bound – when can I achieve it by? What deadlines can I break it down into?
• Have a timeframe in mind; As you break the process down into small steps, set a realistic deadline to each step. This will help keep you accountable.
• Break into manageable steps; Work backwards from the big goals, to yield related goals. Ie/ What would need to happen for that to be achieved? Micro goals are more achievable and will mean we are less likely to get disillusioned during the journey.
• Get ready to focus; Achieving a major goal takes time, energy and commitment. Thinking about why your goal is important to you can help you stay focused and committed for the long-term

TASK two – Capturing what success means to you

Either through writing it down or recording a voice note, ask the following question…
What does career success look like to you in the next 5 years? How about 10 years?

Tip; This doesn’t need to be particularly sophisticated or even realistic at this stage! You will be better served having career goals – even if they become out of date because you change role / industry / career path – than not planning at all.

Example 1: Simple or more general goals; ‘Within 18 months of starting work, having job security by being an adequate performer in my role, and earning a sufficien amount to cover my living expenses and start a small amount of saving’

Example 2: Sophisticated or more specific goals; ‘By the Age of 25, work for my dream employer, McLaren Racing, as part of their engineering team, travelling the world as part of the F1 team. Have 2 direct reports within my team. Be on the path for further promotion by 28.’

Here’s what success means to the Co-Founder of Edventurous Leadership, Lewis:

Staying accountable – what does it mean?

• Accountability is not what you have to do, but a state of mind
• Because so few people adopt accountability, it’s a sign of leadership that sets you apart

Accountability differs from responsibility – while multiple people or teams can be responsible, for delivering a project for example, 1 person is usually accountable. While this is typically the most senior person, for ‘3^rd party’ accountability, any person can succeed by holding themselves accountable.

• If holding yourself accountable is so great, why don’t we all do it? For the same reason that not everybody completes marathons, or speaks multiple languages – its hard work.
• However, it will set you apart.

In order to keep ourself accountable, there are some internal strategies we can put in place;

• Mindset; Getting in the right mindset. Think about what kind of person you want to be – what do you want people to say about you when you leave the room?
• Self-talk; When something goes wrong, notice your reaction. Is your “inner critic” blaming something other than yourself? Flip those thoughts around and think about how you can improve in the future. That’s personal accountability.

Additionally, there are some external steps we can take;

• Mentor; having a mentor you share your goals and vision with, and even vocalising it out loud, will force you to plan in advance and monitor your progress
• Peer network;  leverage your peers and colleagues for feedback to keep you honest to your targets, and can have the added benefit of identifying your blindspots.

GIST – good ideas for starting things…

• Planning your GAP year guide
• Career planning template

Want to learn more?

• Stories from 5 young entrepreneurs
• Read this about how can work experience help you
• An article from the Harvard Business Review about starting a business
• Check out this book called by Ikigai to discover the secret to a long and happy life