1. What Employers want in young people
1 | P a g e
Researched and Compiled By:
Sharon Klue
Executive HR & Training Director

2. 2 | P a g e
Table of Contents
Introduction
Chapter I: Impact of Technology
· The Five-Generation Workforce
· "Linksters" A digital generation
· Gap through Technology
· Changes Technology has brought to the classroom
Chapter II: What Employers want
· The National Career Service
· CIPD
· The Learning Curve
Chapter III: The Solution
· What is the DISCflex Program
· Features & Benefits
· Learning Outcomes
· Who is using DISCflex
· Testimonials
· Sample Syllabus
Chapter IV: References

3. 3 | P a g e
Introduction
There are various areas Employers feel that applicants who have left school, college or university
lack; it is the soft skills they need to make a successful transition into the workplace.
Recent surveys and studies released by the National Career Service, CBI and UK Commission for
Employment and Skills (UKCES), have revealed that soft skills need urgent attention.
These skills are transferrable and can be used in many different types of jobs. They are personal
qualities, behaviours and attitudes that help an employee to work well with others and make a
positive contribution to organisations.
The ability to flex behaviours and adapt behaviour is the key to success. Knowing how to read
any situation and understand how and when to 'dial up' or 'dial down' leads to enhanced
persuasion abilities, the capacity to interact and communicate more effectively and greater
confidence when working with others.
This is such an important part of preparing young people for the workplace that there is a strong
case for methods to address the problem to be incorporated into the school curriculum as early
as 6th form or the first year of college/university.
Baker's experience is the norm, according to the UK Commission for Employment and Skills
(UKCES), a body launched last year by the government to help the UK achieve world-class
standing in employment, skills and productivity.
One of the first missions it has set itself is to address once and for all the age-old gripe from
employers that young people emerge from the education system ill-prepared for work.
Our members consistently say that new recruits do not have the skills they need to enter the
world of work, says Richard Lambert, director-general of the employers' body, the CBI. Firms
are having to spend time and money they can ill afford teaching new starters basic 'work
etiquette'. The Guardian 2009
The real breakthrough comes when young people can combine digital nous with the soft skills
that modern employers are looking for – problem-solving, inquisitive thinking, collaborative
problem-solving, and the like. The Guardian 2013
KAPital HR, in partnership with Indaba Global's eLearning methodology of blended learning
addresses these concerns, empowering young people and better preparing them for the world of
work.

4. 4 | P a g e
Chapter I: Impact of Technology
The Five-Generation Workforce
The generations can be broken down like so:
· TRADITIONALS (The Depression Babies) Born between 1922 - 1945, influenced
by the Great Depression, World War II
General Traits:
· Loyal
· Respectful of authority
· Stubbornly independent
· Excellent work ethic
· Dependable
· Have advanced
· Communication interpersonal skills
Engaged by:
· Retirement appropriate
incentives
· Option of flexible mobile work
environment
· Respect recognition (earned
through experience)
· BABY BOOMERS (The Woodstock Generation) Born 1946 - 1964, influenced by
the Vietnam War, the 1960s, postwar social change. Drivers of the economy
General Traits:
· Well-educated
· Question authority
· Excellent teamwork skills
· Thrive on adrenaline charged
assignments
Engaged by:
· Promotions job titles
· Future stability
· Retirement, pension stock option
plans
· Respect recognition (earned by
tenure)
· GENERATION X (The Latchkey Generation) Born 1965 - 1980 of whom many are
products of divorced parents
General Traits:
· Independent
· Family-focused
· Intolerant of bureaucracy
· Critical of others
· Hardworking
· Socially responsible
Engaged by:
· Better work/life balance
· Flexible mobility
· Charitability, eco-consciousness,
and volunteer opportunities
· Training opportunities
· Monetary recognition (earned by
individual performance)

5. · GENERATION Y (The Millennials) Born 1981 - 1995, influenced by technology,
doting parents
General Traits:
5 | P a g e
· Highly socialised
· Loyal
· Technologically savvy
· Socially responsible
Engaged by:
· Lifestyle fit
· Corporate social responsibility
· Constant communication
feedback
· Training opportunities
· LINKSTERS Born after 1995, influenced by a media - saturated world
General Traits:
· Technologically dependent
· Closely tied to parents
· Tolerant of alternative lifestyles
· Involved in green causes social
activism
Engaged by:
· Only time will tell for sure in this
area.
Corey Seemiller, Director of Leadership
Programs at the University of Arizona, said
“Generations continue to get shorter and
shorter. As they progress, technologically
and socially, they are beginning to change
more rapidly. So you can’t generalise
generational characteristics over a 30-year
period like we once did.” There are
estimates that Baby Boomers will cede the
majority of the workforce by 2015 to the
Millennials (due to their smaller size, Gen X
will never have the majority spot in the
workplace — and essentially an entire
generation will have been skipped by 2015).
Employee engagement differences exist
across generations, and these gaps have a
distinct impact on engagement. In this day
and age, employers especially need to focus
on and prepare to engage the younger
generations (X, Y, and Z) in consideration of
future employee engagement strategies.

6. 6 | P a g e
Linksters or Generation Z
A Digital Generation
Less is known, of course, about this
generation because of its youth and small
size. Much like Millennials, the Linksters
share a pervasive use of technology, and
are largely concerned with socio-political
issues. Because of the power of social
networking and the Internet, they are
incredibly aware of what is going on around
them in the world. They are incredibly
connected in that sense, and are more
aware of social justice issues and other
deep-seated problems, even more so than
the preceding generation. They have to
have an emotional connection to a problem,
and feel like they are addressing the
problem, not the symptoms. This is a
generational shift. They want their activity
to count for something, and delve much
deeper into the problem.
Like Generation Y, Generation Z will rely on
technology and their personal network to
facilitate their own professional learning and
development, and help them navigate
through the corporate world. Employers
need to understand that this upcoming
generation will be used to Googling
anything, and learn by sharing among
themselves. For example, why would a
Linkster attend a workshop when they can
simply Google its subject matter? This does
not necessarily mean that Generation Z will
be disengaged, but that they will need to be
engaged in different ways.
Hyperconnected. Always on. These terms
have been invented to describe the
environment created when people are linked
continuously through tech devices to other
humans and to global intelligence. Teens
and young adults have been at the forefront
of the rapid adoption of the mobile internet
and the always-on lifestyle it has made
possible.
The most recent nationally representative
surveys of the Pew Internet Project show
how immersed teens and young adults are
in the tech environment and how tied they
are to the mobile and social sides of it.
Some 95% of teens ages 12-17 are online,
76% use social networking sites, and 77%
have mobile phones. Moreover, 96% of
those aged 18-29 are internet users, 84%
use social networking sites, and 97% have
mobile phones. Well over half of those in
that age cohort have smartphones and 23%
own tablet computers like iPads.
People are tuning into communications
technologies at an ever-expanding level.
Some recent indicators:
Nearly 20 million of the 225 million Twitter
users follow 60 or more Twitter accounts
and nearly 2 million follow more than 500
accounts.
There are more than 800 million people now
signed up for the social network Facebook;
they spend 700 billion minutes using
Facebook each month, and they install more
than 20 million apps every day. Facebook
users had uploaded more than 100 billion
photos by mid-2011.
YouTube users upload 60 hours of video per
minute and they triggered more than 1
trillion playbacks in 2011 – roughly 140
video views per person on earth.

7. 7 | P a g e
The GAP through Technology
The rapid revolution in technology affected
our lifestyle drastically and led us to believe
that our lives have changed for the better.
Now communication with our distant friends
or relatives, buying branded products or
goods on-the-go and conducting business
meetings is possible with just a single click.
We believe that all these changes have
made our lives more comfortable than
before. However, there is a critical concern
that is eating up most parents from inside,
i.e., whether technology is affecting their
children for the good or bad? What are
some of the side effects of technology?
What are we to do about the tech overload
happening right now to students and
everyone else?
The minds of children are like blank pages.
As we know that the generation of this era
has a high level of dexterity. Their elevated
cleverness allows them to fill those pages
very fast with the provided information.
Such information can be extracted not only
from books and other educational materials
but also from games, TV shows and texting.
A limited use of gadgets can be quite useful
for children as it will allow them to be up to
date with the current technology. However,
the overuse of these advancements can
really hamper or even damage their
development in the personal growth,
communication and educational department.
Though we can’t deny the endowments that
the current era of advancement has
provided us with, but like any other thing,
we cannot deny the fact that there is always
two sides to everything: Good and Bad.
Let’s take a look at the top 4 ways that
overuse of technology has influenced our
children in an adverse manner:
1. Elevated Exasperation
These days, children indulge themselves in
internet, games or texting. These activities
have affected their psyche negatively,
consequently leading to increased
frustration. Now they get frustrated
whenever they are asked to do anything
while playing games or using the internet.
For instance, when their parents ask them
to take the trash out, they get furious
instantly. This behavior has shattered many
parent-children relationships.
2. Deteriorated Patience
Patience is a very precious virtue and its
scarcity could deteriorate a person’s Will.
Determination is a necessity that comes with
patience and without it no individual can
survive the hardships of life. According to
studies, tolerance in children is vanishing
quite increasingly due to the improper use
of technology. For example, children get
frustrated quickly when they surf the
internet and the page they want to view
takes time to load.

8. 3. Declining Writing Skills
Due to the excessive usage of online
chatting and shortcuts, the writing skills of
today’s young generation have declined
quite tremendously. These days, children
are relying more and more on digital
communication that they have totally
forgotten about improving their writing
skills. They don’t know the spelling of
different words, how to use grammar
properly or how to do cursive writing.
4. Lack of Physical Interactivity
No one can deny the fact that the
advancement of technology has produced a
8 | P a g e
completely unique method of interaction and
communication. Now, more and more
people are interacting with others through
different platforms like apps, role-playing
online games, social networks, etc. This
advancement has hampered the physical
interaction skills of many children. Due to
that they don’t know how to interact with
others when they meet them in-person or
what gesture they should carry.
The bottom line is that while technology is a
necessity to survive and flourish in this age
of advancement, it has created a GAP in
interpersonal skills which are vital skills to
succeed in the workplace.
Changes Technology has brought to the classroom
When we talk about what changes
technology has brought to classrooms
across the globe, the answers could
basically be never ending. Teachers could
talk about things like bringing ease to
researching all types of topics, bringing
organisation (and a lack of physical papers
to lose) to the classroom, and making
connections for professional development.
There could be a lot of discussion about the
millions of nuances of amelioration brought
to classrooms – both physical and virtual.
That said, the handy info-graphic below
takes a look at 4 ways technology is
changing how people learn. The things that
I find striking - and important - about this
particular graphic is how simple the concept
is. These four general concepts can be
applied across the board: to learners of all
ages, in all subjects, in any area of the
world or for any type of learner. Take a look
and see what you think: are there any other
very general principles of how technology is
changing learning that can be widely
applied?
4 Ways Technology is Changing How People Learn
· We’re moving away from individual learning towards more blended learning
methodologies
· We’re moving away from more passive learning to active learning
· Differentiated instruction and personalised learning are becoming more popular
· We’re becoming multi-taskers more than ever before

9. 9 | P a g e
Chapter II: What Employers want
We often read news stories about how
employers feel that applicants who’ve left
school, college or university lack the ‘soft
skills’ they want. Below we take a look at
some of the most common soft skills, and
how you can sell them to employers.
These skills are transferable skills, so they
can be used in many different types of jobs.
They are personal qualities and attitudes
that can help you to work well with others
and make a positive contribution to
organisations you work for.
However, this isn’t to say that technical skills
and knowledge aren’t also important,
particularly computer skills. But remember
that technical skills can be taught more
easily than soft skills, which tend to be
either personal characteristics or skills that
have been fine-tuned over a period of time.
Communicating
This is perhaps the most common entry on
person specifications for job vacancies, and
for good reason. Skilled communicators get
along well with colleagues, listen and
understand instructions, and put their point
across without being aggressive. They can
change their style of communication to suit
the task in hand – this can be invaluable in
many different situations, from handling
conflict to trying to persuade a customer of
the benefits of buying your product. If
you’ve got good communication skills you
should be able develop constructive working
relationships with colleagues and be able to
learn from constructive criticism.
Making decisions
There are different styles of decision
making, but the important thing is to be,
you guessed it, decisive. Gathering all the
important facts, seeking advice, looking at
the big picture, considering alternatives,
being aware of repercussions – these are all
things that go into making a good decision.
Things to be wary of are indecision and
making snap decisions.
Showing commitment
Employers want people who are
dependable, reliable, enthusiastic, and enjoy
hard work. Employees that are committed
need very little supervision or motivation to
do their best and get the job done.
Flexibility
We live in rapidly changing times in the
workplace, so if you’re adaptable and
flexible, you’ll be able to change with the
times. It’s a great asset if you are able to
step outside your comfort zone and try your
hand at something you haven’t done before.
Employers like people who are positive,
upbeat and have a ‘can-do’ attitude.
Time management
When deadlines are looming, good time
management is about prioritising the most
important tasks, and then deciding which
actions will produce the maximum output
with the minimum effort. Are you a good
juggler - can you work on several different
projects at once?

10. Leadership skills
Even if you’re not managing staff yet,
leadership qualities are valued by
employers. They look for people who lead
by example, constantly look to improve,
motivate themselves, are positive, and know
when to follow instructions and when to
show initiative.
Creativity and problem-solving skills
The ability to apply both logic and creativity
to solve problems is highly valued by
employers. If you are the kind of person
who tries to see the solution as well as the
problem, this will stand you in good stead.
Being a team player
A good team player has the team goals clear
in their mind and works with others to
achieve them. They are open and honest,
and offer constructive suggestions and listen
to others.
10 | P a g e
Accepting responsibility
Employers are on the lookout for people
who take pride in their work, and are
confident enough to put their name to it.
They also respect people who can hold their
hands up when things go wrong, and don’t
pass the buck. Everyone makes mistakes -
it’s how you react and learn from them that
counts.
Ability to work under pressure
Whether you’re trying to hit a challenging
deadline or an urgent job has just landed in
your lap, employers want to know you can
put the stress to one side and focus on the
job in hand. Can you decide quickly which
approach will achieve the maximum results
in a short period of time, and then get the
job done?
Survey by: National Career Service UK

11. Press Release
25 Apr 2013
CIPD research reveals a gulf in expectations between young people and employers that is
contributing to high levels of youth unemployment
There is a clear mismatch between
employers’ expectations of young people
during the recruitment process and young
people’s understanding of what is expected
of them. This is hindering young people’s
access to the labour market, contributing to
the high rates of youth unemployment
(currently almost one in five 16-24 year olds
are unemployed*) and fuelling a ticking time
11 | P a g e
bomb of skills shortages for UK businesses,
who may be unwittingly limiting their access
to this important and diverse pool of talent.
These are the findings of the latest research
from the Chartered Institute of Personnel
and Development (CIPD), being launched
today at a joint event with Business in the
Community (BITC).
CIPD Research Report: Employers are from Mars, Young people are from Venus (April 2013)

12. 12 | P a g e
Education Institutes need to assess their Curriculums
This year’s “The Learning Curve” report from Pearson takes a look at education across the
globe. What I find even more interesting is the focus on what skills current students need to
meet the ever changing needs of the global market, and some potential ways to address
shortcomings in our collective educational systems.
So what are the things that are becoming just as important as the ever-traditional ‘Reading,
Writing, and Math’? Take a look below. Do you already incorporate these ideas into all of your
classes? Which do you find hardest?
Necessary Skills For The Future
1. Leadership
2. Digital Literacy
3. Communication
4. Emotional Intelligence
5. Entrepreneurship
6. Global Citizenship
7. Problem Solving
8. Team-Working

13. What is the DISCflex™ Program
· The DISCflex Assessment
· The DISCflex Report
· Targeted Learning
13 | P a g e
1. Videos
2. Quizzes
3. Tests
Chapter III: The Solution

14. DISCflex™ teaches individuals how to build a conscious awareness of their behavioral tendencies
and other’s behaviors to build better relationships, work better in teams, and is a key tool to use
in management classes.
DISCflex™ Key Benefits:
14 | P a g e
– Students understand their general behavioral tendencies so that they can form
successful business teams and learn proper interaction amongst team members
– Learn why being “a chameleon on a rainbow” can give students the skills they
need to dial up, or dial down certain characteristics about themselves to adapt in
any situation.
– Students recognize the behavior tendencies of others, and learn how to work
together in a cohesive environment.
– Recognise why behavioral flexibility is the key to their success!

15. Features Benefits
1. An upcoming student, getting prepared to enter the business world, will gain an
understanding of their general behavioral tendencies - whether they are dominant,
influential, steady, or compliant.
2. DISCflex™ makes each student aware of their general behavioral tendencies, then
teaches them how to work with other students who have opposing traits, which creates
cohesiveness within group / company setting.
3. Students begin to understand that when entering the corporate world, they may have to
staff an organisation, and they cannot afford to make hiring mistakes. Therefore,
students need to be made aware that DISC assessments are an excellent way to assess a
person BEFORE they are hired into their workforce, to see if they are a good fit for their
organisation.
4. Students and professors can create a balance of team members for optimal performance.
Making use of the DISC Assessment assures that the team has the proper balance of
dominant individuals, influential individuals, steady individuals, and compliant individuals.
Learning Outcomes
Develops an understanding of the difference between self-perception and other people’s
perceptions of your behavioral tendencies. Students need to have this skill set to determine their
perception of themselves, versus how others perceive them.
Develops essential stills that students need, such as communication, teambuilding, and decision
making based on their personal DISCflex™ pattern.
Develops an understanding of how to become a “chameleon on a rainbow” and realise how to
adapt to other people’s personality styles and behavioral approaches to maximise effective
communication skills and create cohesiveness within an organisation.
Learn effective ways to give positive and constructive feedback to others.
Discover techniques used to minimise conflict and build group commitment.
15 | P a g e

16. 16 | P a g e
Who is using the Program
Testimonials
―Now, when I‘m in a meeting, whether it be with employees or clients, I am well-armed to deal
with sabotage, perfectly equipped to handle objections, and able to think faster on my feet. Most
important – I actually communicate better at home, too! Has it made a difference? You better
believe it!‖
Harry Salko, Top 50 Producer
Nationwide Financial Services Group
―We are analyzing problems and finding team solutions quickly with a LOT less politicking and a
lot more pro-activeness. We can joke and get the message across about expectations and
appropriate actions and behaviour. Being able to revisit the lessons you explained has been
invaluable to my success as a team leader and executive.
James Cohen, Vice President – Europe Far East Operations
ANAT Marketing
--With over 25 years in the field of behaviour change, the DISCflex™ is the most dynamic tool
that I have seen in years. The comprehensive nature of the Business Behaviours Report will
help individuals be more aware of strengths and weaknesses and companies better manage their
talent. The additional piece of 20+ hours of video training to guide the behaviour change knocks
the DISCflex™ out of the park.
Jon D. McKanna MS, LPC, LSW

17. Sample Syllabus
Flexibility for Professors
17 | P a g e
is a complete solution for
its own or used as supplementary material
Week(s):
any department or classroom
material.
1-2 DISCflex™ Business Behaviours Report/Receive 3rd party input
3-4 DISCflex™ Part 1
whether used on
- Session 1-4 - Complete Sessions/Activities in Sessions 2 4
(focus on Goal Setting Chart
activities) and turn in
5-6 Life Skills Part 1
The Escalation of Sub-factor involvement
- Sessions 6 9 - Complete Sessions/Activities
Pick 3 Sub-factors that are most relevant to you
7-8 Life Skills Part 2
and turn in
- Sessions 3 4 - Complete Sessions/Activities and turn in
- Session 2 - Complete DISCflex™ SWOT Analysis
DISCflex™ Part 1
turn in
9-10 Complete Sessions on the 3 Sub
Life Skills Part 2
- Session 6 Self Talk - Complete Session/Activities and turn in
11-12 Life Skills - Part 1
Life Skills Part 2
Sub-factors most relevant to your personality
- Session 10-11 - Complete Sessions/Activities and turn in
- Session 5 - Complete Session/Activities and turn in
13-14 Secrets to Land your first Real Job
- Complete Sessions/Activities
Activity and

18. 18 | P a g e
Chapter IV: References
· Research by Praxis from tomorrow's people January 2013 report, Future Digital Journeys
· Research report by CBI the voice of business CBI/PEARSON Education Skills Survey 2014,
Gateway to Growth
· Research by Profiles International, 2014 Employee Engagement in the Modern Workforce
· CIPD in Association with Business in the Community, April 2013, Learning to work
· Institute of Education (IOE) Education Endowment Foundation Cabinet Office, November 2013,
The impact of non-cognitive skills on outcomes for young people, Literature Review
· National Career Service UK
· UK Commission for Employment and Skills (UKCES)
· DISCflex Indaba Global Validation
· Research Report Aberdeen Group The missing skills 2013