Using empowerment theory to contextualise employer engagement evidence

Using empowerment theory to contextualise employer engagement: evidence from a teacher externship intervention Vanessa Dodd, University of Derby Sensitivity: Internal

Overview The rationale The study Methods Empowerment Theory Findings So what? Sensitivity: Internal

The rationale “Employers, including those who are self-employed, have an important part to play if we are to succeed in our ambition to support individuals to grow and develop. ” (Df. E, 2017, p. 3). • Gatsby benchmarks • Seven employer encounters across secondary and further education • Previous research on links between developing capitals and employer engagement (Mann, et al. 2018) Sensitivity: Internal

The Study • 10 qualitative interviews of employers participating in a career education intervention • One component of the evaluation of Give Yourself the Edge 20172018. Business Externship Sensitivity: Internal Student Project Student Presentation

For employers it’s about the young people Most important factors to employer engagement Professional obligation Supporting schools needs Pupils prior knowledge Meets personal needs Pupil Engagement Organisational / Logistical Factors Pupil demographics Sector/Business promotion Sharing knowledge/best practice Supporting career development of young people Number of times identified 1 2 2 4 4 5 5 6 8 10 Hodgson, unpublished Sensitivity: Internal

Empowerment theory • Popular in the 80 s and 90 s • Levels of analysis: individual, community and organisational • Includes both processes and outcomes Empowering processes. Improving access to control [over lives], needed resources and critically appraise social context (Zimmerman, 2000). “The process is empowering if it helps people develop skills so they can become independent problem-solvers and decision-makers” (p. 46). Empowered outcomes. Defined outcomes of empowering processes. Sensitivity: Internal

Findings Level of analysis Empowering process (Perceived) empowered outcome Individual • ‘Help’ a young person • Understand recruitment processes • Make organisation more accessible “less scary or daunting” • Participate in apprenticeship or graduate scheme • Smoother transition from schooling to working Organisational • Reiterate career journey and professional accomplishments of employees • Motivated employees Community • Awareness as a community actor “reach out • Future workforce secured for the to the community” community • Help address skills gap • Create partnerships Sensitivity: Internal

So what? • Empowerment agendas have previously been used in employee engagement initiatives within business. It can serves as a useful framework to take stock of employer engagement in education. • It is social justice oriented and can be used to empower employers to contribute to education-employer partnerships. • The processes and outcomes were articulated by employers themselves – they were describing empowerment. It is a useful insight into what motivates employers to participate in career education interventions. • Empowerment theory can add value to discussions around what is considered “meaningful” employer engagement. Sensitivity: Internal

References Department for Education, (2017). Careers Strategy: making the most of everyone’s skills and talents. [Online] Available at: https: //www. gov. uk/government/uploads/system/uploads/attachment_dat a/file/664319/Careers_strategy. pdf. (Accessed on: 5 June 2018). Hodgson, R. (unpublished). What are the common motives behind employer engagement in English Secondary Schools? Zimmerman, M. A. (2000). Empowerment theory: Psychological, organizational and community levels of analysis. In: Rappaport, J & Seidman, E. Handbook of Community Psychology. New York, NY: Kluwer Academic. Sensitivity: Internal