Sentences with phrase «develop skills employers»

Whether you choose to pursue a career in automotive, cosmetology, computers, trades or healthcare, our career programs will provide you with the tools and training you need to develop the skills employers actually want.

Problems can result in opportunities, since they can help you to develop skills employers are looking, such as leadership and people skills.

If you're considering a career in this area, it's worth bearing in mind that practical, hands - on work experience is highly valued by employers, so it's important to explore your options and make sure you develop the skills employers are looking for.

There are also many other ways to develop the skills employers are looking for when they recruit graduates for sales roles:

Hearing from employees in interesting jobs helps students make better informed decisions about what they need for their working life as well as develop the skills employers are looking for today.»

Seneca's Interdisciplinary Studies lets professionals develop the skills employers value — like communication, collaboration, critical thinking and problem solving

In this second part of our series,» Developing the Skills You Need to Succeed: Tales From Association Postdocs,» we'll hear from a former postdoc and her current boss about how volunteer work with a postdoc association can help you develop the skills employers seek.

Are you developing the skills employers are looking for?

Not exact matches

Partly as a result, Black has noticed that Gen Zers are a bit more inclined than Gen Y to favor the idea of developing skills and building career in one place, rather than hopping around from one employer to another.

About a third of employers say they are getting the workers they need, in part because they are engaged in the training process, communicating directly with schools and students to develop course work or to the let institutions know what skills new hires need.

Employers are adopting resilience training for their employees at a rate faster than any other intervention in the United States.1 Resilience — the ability to use positive mental skills to remain psychologically steady and focused when faced with challenges or adversity — contributes substantially to how workers deal with stress and perform at work.2, 3 Employers are developing resilience to achieve a competitive advantage, similar to how the military trains active duty soldiers and their family members to withstand challenges.4, 5

The reality is most employers are not interested in global talent; rather, they are looking for specific skills and capabilities, developed abroad perhaps but applied to a domestic market.

«Hands - on training is essential in our industry, and our guidelines ensure that apprentices are developing the documented culinary skills and professional work ethic that hospitality employers seek and value.»

RHI's unique curriculum and live - role playing develops each student's food server and customer service skill set so each graduate becomes a candidate employers will fight over to hire.

«The Growth Through People strategy highlights the importance of industry - wide collaboration and employer - led partnerships in developing a skilled workforce.

I am a passionate advocate of employers investing in training, skills and talent development to ensure the UK's economy can attract and develop the broadest range of talent.»

This provides students and their employers with an effective way to develop and demonstrate their skills as fully rounded tax professionals.

We are also a partner in ConstructionSkills, the Sector Skills Council (SSC) for the UK construction industry, and we are raising employer engagement in training, providing labour market insights on future skills needs and developing standards and qualifications for the sSkills Council (SSC) for the UK construction industry, and we are raising employer engagement in training, providing labour market insights on future skills needs and developing standards and qualifications for the sskills needs and developing standards and qualifications for the sector.

Having realized that formal educational institutions have been unable to fill the skills gap in Nigeria and the sub-region, the Kwara State government, he said, is showing the way through the establishment of the International Vocational, Technical and Entrepreneurship Center, (IVTEC) Ajase Ipo, whose curriculum was developed with the Nigeria Employers Consultative Association (NECA).

These skills and attributes — presentation skills, writing skills, a flexible work attitude, multitasking — are developed by most postdocs during their time at the bench, but they're often undervalued by employers and — especially — by ourselves.

While research training primarily prepares scientists for academic careers, it also allows young researchers to develop skills that are valued by a range of employers beyond academia.

Do some research into the general needs of employers (your careers service should be able to help with this) so you can work on developing core skills that will be attractive in a wide range of careers.

Indeed, says David Hollinshead, science policy director for AstraZenica, employers see work experience as about developing far greater skills than just the ability to use a coffee machine.

Highly qualified they certainly are, but many find that two decades in education have done little to develop the skills future employers are looking for.

Having identified your evidence of the qualities and skills the employer is seeking, decided on the headings which will market these most effectively, and developed some ideas about the format and «look» your CV will have, putting the CV and covering letter together should be reasonably straightforward.

Instead, it's that «they don't appreciate the skills and competencies they develop during research» — which means they often don't know to mention them to employers.

Young scientists develop skills during their postgraduate education that employers outside academia value.

In addition to benefiting the individual participant, PDO administrators will gain an example of exercises they can use to guide their trainees towards an understanding of the deeper value they will provide their future employers beyond the skills they have worked so hard to develop.

The modern industrial strategy is aligned with much of the work we're doing at the college to help young people develop skills that employers need now and in the future.

For example, a client who is hiring for a K - 12 course design project will not be looking for the same skills and abilities as an employer who is developing corporate eLearning activities.

I hope that the experience has given them an insight into the type of job they could take on in the future, as well as allowing them to gain and develop new skills that employers are seeking.»

«The primary aim of the Building My Skills programme is to equip young people with the employability skills they need to develop successful careers, getting the advice first - hand from emplSkills programme is to equip young people with the employability skills they need to develop successful careers, getting the advice first - hand from emplskills they need to develop successful careers, getting the advice first - hand from employers.

These are the skills our young people are developing, and according to Microsoft research presented at Bett 2011, these are the very same skills that employers are seeking from potential employees.

A new vocational NVQ level 2 Facilities Services qualification has been developed by the FM Sector Skills Council, Asset Skills, in consultation with MITIE and other employers and has been accredited as a national qualification.

Students will explore how they can develop and evidence their own employability skills even if they have little or no work experience, and discuss why employers value these skills.

All employers can offer existing members of staff the chance to go on to an apprenticeship programme to develop their skills at a higher level, including leadership, but the levy means that for the first time organisations such as NHS Trusts, government agencies and local authorities are offering apprenticeship opportunities to school leavers.

When working in teams, on real life examples, preferably their own ideas, students deepened not only formal knowledge of a subject but developed those softer skills employers said they needed.

The network began small, working first with four states to develop clear career pathways for young people that would, in turn, create a pipeline of skilled workers for employers.

Starts with a list of possible careers and then includes posters with quotes from employers about the importance of the skills developed in RE taken from various websites.

This includes recommendations suggesting that: primary schools should bring in outside experts to teach coding; all primaries should have 3D printers and design software; secondary schools should be able to teach Computer Science, Design and Technology or another technical / practical subject in place of a foreign language GCSE; the Computer Science GCSE should be taken by at least half of all 16 year olds; young apprenticeships should be reintroduced at 14, blending a core academic curriculum with hands - on learning; all students should learn how businesses work, with schools linked to local employers; schools should be encouraged to develop a technical stream from 14 - 18 for some students, covering enterprise, health, design and hands - on skills; and that universities should provide part - time courses for apprentices to get Foundation and Honours degrees.

Campus CMI is led by a board of employers including Centrica, Waitrose and The National Grid, which builds an essential dialogue between schools, colleges and employers to ensure that relevant and useful skills are developed that will benefit students in their future careers.

Three apprenticeships will be spearheaded by the National Skills Academy for Food and Drink (NSAFD) and will be developed by a consortium of employers and industry representatives working to enhance the sector's productivity.

«Community Heroes» is part of a broad initiative from Grofar to improve student aspirations and attainment while providing engagement with employers to develop core skills and provide experiences of the world of work.

By providing students with the opportunity to develop themselves both personally and professionally, employers can identify desired skill sets and therefore provide the organisation an opportunity for future recruitment, as well as affording the student the opportunity for future employment - win, win!

These opportunities allow students to gain real insight into what employers expect, as well as developing essential, transferable skills.

At Activate Learning we have been working with learners and employers to design learning programmes which develop the technical and soft skills our employer — and industry — requires.

Although it's possible to do all this on paper, Martin prefers digital media, which not only help students develop computer skills but also allow them to easily share their work with peers, mentors, admissions officers, and potential employers.

The reformed qualification is designed to ensure pupils are «equipped with the skills employers need» and will give them a chance to develop their own design briefs and projects ranging from furniture design to computer controlled robots.

We have partnered with employers who are also helping to map out career pathways, which develop the technical and soft skills required for entry into employment.

The new Career College, with its ethos of developing courses in partnership with employers, will provide a valuable career path for young people enabling them to develop the skills businesses value whilst helping those businesses access the staff they need to prosper.»