1 AQR & Reachfor Bethan Greenall & Kath Wyke Innovations in Career Guidance – Mental Toughness and its central role in Employability

What is MENTAL TOUGHNESS? “A personality trait which determines in large part how people deal with challenge, stressors and pressure.... irrespective of prevailing circumstances” It’s universal – it’s important for everything we do.

Abilities – how you carry out certain types of mental activities Interests and motivations – what really interests you? Personality – how you react to people, situations and environments Personal Work Characteristics – characteristics displayed in work e.g. others may see you as risk-taking, optimistic in outlook, careful, cautious etc. Knowledge – information acquired through education and experience Skills – something specific you can do to a certain standard Work Environment – where and how you work 3 Employability is about…

Why is mental toughness important?  Performance – explains up to 25% of the variation in attainment  Behaviour – more engaged, more positive, more “can do”  Wellbeing – more contentment, better stress management, less bullying Attainment - Transition – Aspirations - Retention – Employability - Social Mobility – Career Guidance

Is it important? Yes! Pulls together notions which are important and are current but are nearly all poorly defined and poorly evidenced. Character Grit Tenacity Resilience Curiosity Temperament Attitude Mental Toughness is well evidenced and solid. It embraces all of the above.  APPG on Social Mobility 2013  National Career Council 1 st Report – July 2013  Cabinet Office 2013

Performance  Perform better in targeted settings – MBO, exams and tests  Produce better reports, coursework  Achieve more – cover more subjects/things  Work harder  Competitive Studies show that up to 25% of the variation in an individuals performance on tests can be explained by their mental toughness

Behaviour  More positive – “can do”  More likely to respond positively to change  More likely to engage – will volunteer for activities  More likely to accept responsibility  Better disciplined - attendance

Wellbeing  Deal better with stress and pressure  Sleep better!  Less likely to develop mental health issues  Can relax even after the most challenging time  Report much less bullying behaviour  Less likely to consciously adopt bullying behaviour

Employability (and aspirations)  More ambitious  Set higher standards  More confident  Adopt a competitive approach  More likely to get a job 2011 employability study showed that more mentally tough graduates found work: More quickly Related to what they wanted to do And performed better in the role

Transition Deal better with  New settings - schools/jobs/employers  New programmes & courses  New managers/tutors/colleagues, etc.  New experiences and opportunities  Change programmes, takeovers and mergers

Completion on Time and on Target  More stick-ability – will complete programmes  Better at project management  Take setbacks and change in their stride  Will respond to failure by saying “I can do better ….”

The Four C’s Mental Toughness has 4 components:  Challenge  Control  Commitment  Confidence Which combine to provide an overall measure of Mental Toughness Think of these as aspects of mindset.

Commitment “stick-ability”. Describes to what extent you will “make promises” and the extent to which you will keep those promises. Those promises can be made to others or to themselves. When asked to do something to a target by a certain time & date do you instinctively think:  I’ll go for that and I’ll do what it takes or  I’ll never manage that – I’ll look stupid when I fail.

Control “Can do”. Describes to what extent you believe you shape what happen to you and manage your emotions when doing it. There are two components :  Life-Control  Emotional Control When asked to do something, is your default response:  I can do it …. without needing to check if it is possible  I’ll stay in control of my emotions

Challenge “drive”. Describes to what extent you challenges, change, adversity & variety as opportunities or as threats. When asked to do something significant or challenging is your immediate response to say:  That’s great – I look forward to whatever emerges or  Oh no! I like things the way they are – I'm frightened by what might happen.

Confidence “Self Belief”. Describes to what extent you believe you have the ability to deal with what will face you and the inner strength to stand your ground when needed. There are two components :  Confidence in Abilities  Interpersonal Confidence When doing something and you face a problem, is your default response:  I have the capability to plough on?  I’ll deal with those who get in my way?

The Four C’s – a summary The MTQ48 provides a description of a young person’s…  Control - I really believe I can do it - I can keep my emotions in check when doing it  Commitment - I promise to do it - I’ll do what it takes to deliver it (hard work)  Challenge - I am motivated to do it – I can see the benefit - Setbacks make me stronger  Confidence - I believe I have the ability to do it - I can stand my ground if I need to Together these give rise to Mental Toughness

18 AQR Survey, 2013 Top 5…  Team working  Challenge  Control “Can do”  Conscientiousness  Commitment …Character and mindset count What traits are the most important to employers ?

Measuring Mental Toughness MTQ48 Questionnaire  Normative, valid and reliable measure  On-line format (can print off questionnaires)  Easy to use  On-line facility also helps to manage data  Short inexpensive licensed user training (2 days) 2 versions: 1. Occupational (all ages) 2. Young persons (age )

MTQ48 with Young People and Adults – examples of programmes  National Careers Service  Work with Offenders  Mid Life Review  New Horizons  Reachfor Right Track 20

Aims/Objectives To better prepare offenders in custody for transition to Education Training and Employment upon release To develop the online Employability Health Check tool for Virtual Campus To enable offenders take increased ownership of their ETE Self Action Plan (SAP) Meeting the Equality Duty: By maximising the impact of existing ETE services and increasing offender ownership of the SAP to improve equality in outcomes and opportunity for offenders leaving custody. 21 Using MTQ48 to Measure and Develop Offender Resilience

The Offender Journey Introducing the concept to Offenders Providing feedback and action planning – data protection Further coaching and support – the interface with relevant ‘preparation for work’ qualifications and materials Continued support and effective referral Relevance and impact – research and evidence 22

MTQ48 provides a ‘hook’ for engaging the individual Offender The project provides a personalised approach to continued progression The project has proved effective in helping Offenders become more confident; giving them the self belief to raise and frame their vocational aspirations Supported by coaching activities, as well as expert face to face information, advice and guidance Links to secure recording systems to develop an holistic profile of the Offender and their journey (including qualifications, employment ideas and referral information). 23 Benefits and outcomes

A Free Mid Career Review at Age 40+ Changing careers, looking for a fresh challenge, thinking about promotion, currently unemployed or inactive, not sure what’s out there, want to learn new skills, need direction, up skill and gain qualifications, help with your next steps or to overcome barriers The Mid Life Career Review seeks to: Enable customers to follow up on ideas Help to realise your aspirations Enhance confidence and motivation Empower customers to take control of your future Delivery - 1 session per week over 4 weeks, providing quality and expert face-to face support to help individuals make successful transitions. Timings and venues are flexible according to customer need (twilight and evening sessions are available). 24 NAS Mid Life Review

Programme Overview  Delivered across Liverpool City Region (DWP Innovation Fund)  Working with year olds who are in care or leaving care, young offenders or have a learning difficulty/disability  Raising aspirations, attainment and improving behaviour and attendance  Developing individual resilience using MTQ48  Exposure to the world of work and ‘end to end’ programme including employment opportunities

 2012/13 academic year  Worked with 1150 pupils in Key Stage 4  27% have had increase in attendance  42% have had increase in improved behaviour  285 pupils have achieved our OCN level 1 qualification in Skills for Further Learning and Employment – 80% pass rate to date.  20% of the Year 11 pupils we worked with achieved equivalent of five A* - C at GCSE against a 5% target and a further 65% achieved at least one Level against a target of 40%. 26 Outcomes to date

What is Right Track?...  A 10 week project for Years 6, 9, 10 & 11 students…  support from a Right Track Adviser  Group work activities  Assessment of mental toughness and resilience  Individual coaching to support development  Support with behaviour, attendance and achievement  Careers Information advice & guidance  Action planning & goal setting 27 The Right Track Programme

28 The Right Track Programme What has Right Track achieved so far?...  74% of young people can see the benefit of school after being on Right Track – an increase of 50% from the start of the programme  74% of young people who knew what they wanted to do after leaving school – again an increase of 50% from the start of the programme  Evidence collected from teaching staff showed that 48% of participants demonstrated an improvement in class-work following a Right Track Intervention  68% of those who had an attendance issue prior to Right Track showed an Improvement  51% who demonstrated low levels of mental toughness before the Right Track programme showed an improvement after the programme

Mental Toughness Development The Mental Toughness model is a fairly complete process Understanding – the model provides a structure around which to assess an important requirement for performance and wellbeing Diagnosis – the measure enables diagnosis, assessment and measurement at a useful level – the 4Cs What are my issues? What are their implications? What will I seek to develop/improve? Where is it best to start? Interventions – ability to direct interventions better and to select appropriate interventions –works with any intervention strategies. Evaluation – the ability to measure change and to relate it to action.

Mental Toughness Development - Positive Thinking affirmations, think three positives, turning negatives into positives, self talk thought stopping looking at role models what will I do tomorrow? attitude ladder The underlying principle - we are what we think.

Mental Toughness Development - Visualisation guided imagery pink elephant change your environment target practice penalty shoot out The underlying principle - We can imagine success or we can imagine failure and we can learn from that.

Mental Toughness Development - Anxiety Control controlled distraction controlled breathing muscular relaxation ear tap smiling and laughing self hypnosis sleep anchoring The underlying principle Psychological responses such as fear & worry have a physiological consequence controlling those physiological responses can help us to manage the mental responses.

Mental Toughness Development - Goal Setting smart goals balancing goals setting milestones The underlying principle Give meaning and direction as well as fuel and energy to achieve objectives & approach new challenges.

Mental Toughness Development - Attention Control minimising interruptions concentration stork stand shut out distractions The underlying principle Focus, sustained attention and concentration, enables us to work better and for longer Interruptions and distractions undermine that capability

Mental Toughness Development Kogan Page April 2012Nov 2013June 2014

Carrus – A Career Management Tool for the 21 st Century 36 Coming soon… The measure assesses: 4 areas of ability 12 aspects of personality based behaviour Abilities (What)Motivation & Drivers (Why) Numerical Verbal Spatial Mechanical Conscientiousness Concern for Standards Ambition Continuous Improvement Continuous Personal Development Skills in dealing with people (Who)Skills in dealing with problems (How) Team – working & Self Reliance Altruism Emotional Intelligence Assertiveness and Cooperativeness Problem solving Creativity Organisation

Any questions? Interest slips 37