Overcoming barriers to work
ASDAN
Vocational
This element equips learners with the ability to recognise personal and external barriers to employment, such as lack of qualifications, transport issues, or health conditions, and to develop practical strategies for overcoming them. It focuses on building resilience and self-awareness, enabling individuals to access appropriate support services and resources. This knowledge is directly applicable to job searching, preparing for work, and sustaining long-term employment.
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Learning Outcomes
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Assessment Guidance
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Key Skills
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Key Terms
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Assessment Criteria
Assessment criteria
ASDAN Entry Level Award in Employability (Entry 2)
ASDAN Entry Level Certificate in Employability (Entry 2)
ASDAN Level 2 Certificate in Employability
ASDAN Level 2 Award in Employability
ASDAN Entry Level Award in Employability (Entry 3)
ASDAN Entry Level Certificate in Employability (Entry 3)
ASDAN Level 1 Certificate in Employability
ASDAN Level 1 Award in Employability
Topic Overview
The ASDAN Level 1 Award in Employability is a vocational qualification designed to equip students with the essential skills, knowledge, and attitudes needed to succeed in the workplace. This award focuses on developing practical employability skills such as communication, teamwork, problem-solving, and self-management, which are highly valued by employers across all industries. Students will explore key topics including job applications, interview techniques, workplace rights and responsibilities, and how to work effectively as part of a team.
This qualification is particularly valuable for students who are preparing to enter the workforce, undertake an apprenticeship, or progress to further study in a vocational context. By completing the award, students demonstrate that they can apply these skills in real-world scenarios, making them more attractive to potential employers. The ASDAN Level 1 Award in Employability also helps students build confidence and independence, which are crucial for personal and professional development.
Within the broader subject of Employability & Work Skills, this award provides a foundational understanding of how to navigate the world of work. It complements other qualifications by focusing on transferable skills that are applicable in any career path. Students will learn to reflect on their own strengths and areas for improvement, set personal development goals, and take steps to enhance their employability.
Key Concepts
Core ideas you must understand for this topic
- →Communication skills: Understanding how to communicate effectively in a workplace, including verbal, non-verbal, and written communication, as well as active listening.
- →Teamwork: Knowing how to work collaboratively with others, contribute to group tasks, and resolve conflicts constructively.
- →Problem-solving: Developing the ability to identify problems, generate solutions, and make informed decisions in a work context.
- →Self-management: Demonstrating reliability, time management, and the ability to work independently, including setting goals and meeting deadlines.
- →Job application process: Understanding how to search for jobs, complete application forms, write CVs and cover letters, and perform well in interviews.
Learning Objectives
What you need to know and understand
- Understand the factors that stop people getting and keeping jobs, Be able to identify factors that help people get jobs, Be able to identify barriers to accessing work and identify how to get support to help overcome them
- Understand the factors that stop people getting and keeping jobs, Be able to identify factors that help people get jobs, Be able to identify barriers to accessing work and identify how to get support to help overcome them
- Understand factors that enable successful entry and retention in employment
- Identify personal and systemic barriers to accessing work
- Identify sources of support to overcome employment barriers
- Plan a budget to manage financial changes when starting work
- Analyse personal strengths and development areas in relation to employment readiness
- Identify practical barriers to work and propose evidence-based solutions
- Evaluate the role of government and community support services in overcoming barriers
- Construct a realistic budget plan for the transition from benefits to earned income
- Demonstrate effective communication techniques for discussing barriers with employers or support providers
- Describe at least three common barriers to employment
- Identify individual strengths and skills that enhance employability
- Explain the role of local support agencies in job seeking
- Develop a simple action plan to address a personal employment barrier
- Recognise the importance of self-advocacy and persistence
- List factors that contribute to success in accessing and maintaining employment
- Identify common barriers that prevent individuals from getting or keeping a job
- Describe appropriate sources of support for overcoming employment barriers
- Develop a simple plan to address financial issues when starting a job
- Understand the factors that stop people getting and keeping jobs, Be able to identify factors that help people get jobs, Be able to identify barriers to accessing work and identify how to get support to help overcome them
- Identify at least three common personal, social or economic barriers to employment
- Explain how a named support service can help individuals overcome a specific work-related barrier
- Outline a basic budget plan that accounts for travel, clothing and other costs when starting a job
- Describe the importance of self-motivation in maintaining long-term employment
- Create a simple action plan with steps to address one identified personal barrier to work
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating the ability to list at least three specific barriers that prevent people from gaining or maintaining employment, such as childcare responsibilities, lack of experience, or disability.
- Award credit for clearly identifying positive factors that improve employability, including relevant skills, qualifications, and personal attributes like reliability and punctuality.
- Award credit for outlining realistic support mechanisms, such as Jobcentre Plus, local charities, or mentorship programmes, and explaining how they address identified barriers.
- Award credit for producing a personal action plan that summarises own barriers to work and the steps to overcome them, showing clear links between barriers and solutions.
- Award credit for accurately listing at least two external barriers (e.g., travel problems, no qualifications) and two internal barriers (e.g., low confidence, health).
- Credit is given when the learner explains how a specific type of support (e.g., Jobcentre Plus, careers advisor, family member) can help overcome an identified barrier.
- Evidence must include a personal action plan that matches at least one barrier to a realistic support solution, demonstrating the learner's ability to apply knowledge to their own situation.
- Recognise responses that show awareness of long-term vs short-term barriers and propose appropriate timelines for overcoming them.
- Award credit for clear identification of specific barriers (e.g., transport, skills gaps, health issues) and realistic support options (e.g., Jobcentre Plus, training providers, charities).
- Evidence should demonstrate a logical connection between a identified barrier and a proposed solution or support service.
- For financial planning, credit is given for accurate calculation of income, deductions (tax, NI), and work-related expenses (travel, clothing, childcare) in a realistic budget.
- Look for evidence of proactive steps, such as researching local support services or preparing a personal action plan.
- Credit for self-assessment that links specific barriers to potential employment sectors
- Award marks for naming at least two relevant support organisations with accurate contact details
- Expect a budget showing income, essential outgoings, and a contingency for unexpected costs
- Look for evidence of a proactive approach, such as attending an interview or training session
- Assess clarity of action plans with timescales and measurable steps
- Evidence of correctly identifying specific barriers with real-world examples
- Demonstrated understanding of how support services can be accessed and utilised
- Personalised reflection on own barriers and plausible strategies to overcome them
- Use of appropriate terminology related to employability and support
- Clearly identifies at least three personal or external barriers to work (e.g., lack of skills, travel difficulties, low confidence)
- Demonstrates understanding of how to access support such as career advisors, family, or local community organisations
- Produces a basic budget plan showing income from employment and essential outgoings (e.g., travel, meals, clothing)
- Explains how personal qualities like punctuality, reliability, and willingness to learn aid job retention
- Award credit for identifying at least three specific barriers (e.g., skills gap, health issues, language barrier) and explaining how each impacts job access.
- Award credit for demonstrating understanding of support mechanisms like job centres, training programs, or disability accommodations by matching them to relevant barriers.
- Award credit for producing a personal action plan that maps at least two barriers to specific support resources with clear steps to overcome them.
- Award credit for correctly naming at least three distinct barriers, such as lack of qualifications, health issues or transport difficulties
- Award credit for linking a barrier to an appropriate support service (e.g. Jobcentre Plus, a charity or a mentor)
- Award credit for a budget plan that includes realistic figures for income, essential outgoings and any changes in benefits
- Award credit for explaining how staying positive or determined can help someone stay in a job
- Award credit for an action plan that contains specific, practical steps with timescales
Assessment Guidance
Guidance for achieving higher grades
- 💡When completing assignments, always reference real-world examples or local support organisations to demonstrate applied understanding.
- 💡Use the ‘Plan, Do, Review’ model to structure evidence: plan how to address a barrier, carry out research or actions, then reflect on what worked.
- 💡For assessment tasks, ensure you differentiate between personal barriers (e.g., lack of confidence) and systemic barriers (e.g., poor public transport).
- 💡Keep a log of any interactions with support services (with permission), as this provides strong evidence of proactive behaviour.
- 💡When completing written tasks, use first-person examples from your own experience to show genuine understanding—this is more convincing to assessors.
- 💡In oral assessments, be prepared to describe not only the barrier but also how you felt about it, as this demonstrates deeper reflection.
- 💡Use simple, clear language and structure: state the barrier, explain why it matters, then identify who or what could help. This shows logical sequencing.
- 💡Practice role-playing scenarios where you ask for help, as your communication skills may be observed; remember to mention specific services or people by name.
- 💡Use real-life case studies or personal examples to demonstrate understanding of barriers and how to overcome them.
- 💡When creating a financial plan, show detailed workings and verify that total income vs. expenditure is balanced and realistic.
- 💡Refer to named local or national support organisations to strengthen evidence of research.
- 💡In portfolio evidence, annotate documents clearly to explain your decision-making process.
- 💡Maintain a reflective diary throughout the unit to capture real-time barrier encounters and strategies
- 💡Include original evidence, such as emails from advisors or receipts from job-related purchases
- 💡In budget plans, clearly state assumptions and compare benefit income with take-home pay
- 💡For each identified barrier, provide a named point of support and a justification for its suitability
- 💡Whenever possible, relate answers to your own experiences to demonstrate authentic understanding
- 💡Ensure portfolio evidence shows clear progression from identifying barriers to outlining solutions
- 💡Research and include contact details for at least two local employability support organisations
- 💡Use real-life examples to illustrate barriers and support, even if hypothetical, to show understanding of practical situations
- 💡For money planning, list all potential costs associated with employment to create a realistic budget
- 💡Practice explaining how specific support services (e.g., Jobcentre Plus, Citizens Advice) can help overcome particular barriers
- 💡Reflect on your own circumstances or those of people you know to make your responses authentic and detailed
- 💡Always link each barrier to a practical support service; avoid generic answers.
- 💡Use real-world examples where possible, referencing local support organisations to demonstrate contextual understanding.
- 💡Structure responses clearly: barrier, impact, support resource, and how it helps overcome the barrier.
- 💡Always relate barriers to real-life situations by referring to personal experience or case studies provided
- 💡When describing support services, name specific organisations and what they actually offer
- 💡Use sample figures to demonstrate your budget, and show calculations to prove you have considered all costs
- 💡For action planning, break goals into small, actionable steps and set achievable deadlines
- 💡When answering questions about teamwork, use specific examples from group projects or extracurricular activities. Explain your role, how you contributed, and what the outcome was. This shows the examiner you can apply the concept in practice.
- 💡For questions on job applications, focus on tailoring your CV and cover letter to the specific job. Mention keywords from the job description and highlight relevant skills and experiences. Examiners look for evidence that you understand the importance of personalisation.
- 💡In assessments about workplace rights and responsibilities, remember to reference key legislation such as the Equality Act 2010 and Health and Safety at Work Act 1974. Demonstrating knowledge of legal frameworks can earn you higher marks.
Common Mistakes
Common errors to avoid in your coursework
- Confusing personal preferences (e.g., not wanting to work in a particular sector) with actual barriers to employment.
- Overlooking mental health or hidden disabilities as significant barriers to accessing and maintaining work.
- Assuming all support services are readily accessible without considering eligibility criteria or waiting lists.
- Identifying barriers without proposing practical solutions or naming specific sources of support.
- Confusing barriers to work with personal dislikes (e.g., 'I don't like early mornings') rather than genuine obstacles (e.g., health prevents early shifts).
- Listing solutions that are unrealistic or unavailable, such as 'buy a car' when the learner has no driving licence or income, without considering public transport or lifts.
- Focusing only on external factors and ignoring internal barriers like lack of self-belief or poor communication skills.
- Failing to differentiate between a barrier and a consequence of a barrier; for example, identifying 'unemployment' as a barrier rather than the result of other barriers like lack of experience.
- Listing barriers without linking them to specific, actionable support mechanisms.
- Overlooking essential deductions like National Insurance and pension contributions when budgeting.
- Confusing internal factors (e.g., lack of confidence) with external barriers (e.g., discrimination) and vice versa.
- Failing to consider ongoing financial commitments alongside new work-related costs.
- Confusing generic advice services with specialist employment support agencies
- Overlooking mental health or lack of confidence as legitimate barriers to work
- Failing to account for initial employment costs like travel, clothing, or equipment in budgets
- Describing barriers without linking them to personal circumstances or realistic solutions
- Submitting vague action plans with no clear ownership or deadlines
- Listing barriers without explaining their impact
- Failing to distinguish between personal and systemic barriers
- Overlooking the availability of free local support services
- Confusing barriers to employment with solutions (e.g., stating 'lack of a job' as a barrier rather than underlying causes)
- Failing to specify actual support services or contacts, instead offering vague suggestions like 'get help'
- Overlooking ongoing work-related costs in financial planning, such as daily travel or uniform purchases
- Assuming all barriers are personal and ignoring systemic issues like discrimination or limited local opportunities
- Misidentifying personal preferences as barriers (e.g., 'I don't like early mornings') rather than genuine obstacles.
- Assuming barriers are insurmountable without considering available support services.
- Providing vague solutions like 'get help' instead of naming specific organisations or types of support.
- Confusing barriers with solutions, for example listing 'getting more training' as a barrier rather than a way to overcome low skills
- Failing to link chosen support services to the specific barrier mentioned, such as suggesting a health service for a skills gap
- Producing unrealistic budgets that ignore everyday costs like lunches or that assume benefits will continue unchanged
- Describing motivation in vague terms without connecting it to practical work scenarios
- Misconception: 'Employability skills are only about getting a job, not keeping one.' Correction: While these skills help you secure a job, they are equally important for career progression and workplace success. Employers value employees who can communicate, solve problems, and work well with others long after they are hired.
- Misconception: 'Teamwork means everyone must agree all the time.' Correction: Effective teamwork involves respecting different opinions, compromising, and working through disagreements constructively. It's about achieving a common goal, not avoiding conflict.
- Misconception: 'Self-management is just about being organised.' Correction: Self-management also includes taking initiative, staying motivated, and managing your emotions and stress levels. It's about being proactive and responsible for your own work and development.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for ASDAN Overcoming barriers to work
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Pass (P)
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Merit (M)
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Distinction (D)
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic literacy and numeracy skills at Entry Level 3 or above, as the course involves reading job adverts, completing forms, and basic calculations for tasks like budgeting.
- •Some experience of working in a team, either in school projects, sports, or part-time work, as the qualification builds on these practical experiences.
Coursework AI Review
Paste your assignment brief and check your draft against its P/M/D criteria
Key Terminology
Essential terms to know
- Understand the factors that stop people getting and keeping jobs, Be able to identify factors that help people get jobs, Be able to identify barriers to accessing work and identify how to get support to help overcome them
- Understand the factors that stop people getting and keeping jobs, Be able to identify factors that help people get jobs, Be able to identify barriers to accessing work and identify how to get support to help overcome them
- Barriers to employment
- Support services and referrals
- Financial transition planning
- Personal resilience and self-advocacy
- Rights and responsibilities in the workplace
- Barrier identification and classification
- Personal resilience and mindset
- Financial transition planning
- Accessing external support agencies
- Communication strategies for disclosure
- Employment barriers
- Enabling factors
- Accessing support services
- Personal development planning
- Overcoming obstacles
- Personal factors for success
- Identifying barriers to work
- Accessing support services
- Managing money as an employee
- Planning for employment challenges
- Understand the factors that stop people getting and keeping jobs, Be able to identify factors that help people get jobs, Be able to identify barriers to accessing work and identify how to get support to help overcome them
- Barrier identification and classification
- Accessing external support services
- Financial planning for new employees
- Personal motivation and resilience
- Action planning and goal setting
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