Overcoming barriers to work
This element focuses on identifying personal, social, and practical barriers that prevent individuals from gaining or sustaining employment, such as lack of qualifications, health issues, or transport difficulties. Learners explore a range of support services and strategies to overcome these obstacles, building self-awareness and problem-solving skills essential for the workplace.
Assessment criteria
Quick Revision Summary (Key Takeaway)
The SEG Awards ABC Entry Level Award in Employability Skills (Entry 3) equips students with foundational workplace skills, including communication, teamwork, and problem-solving. This qualification focuses on practical employability competencies, preparing learners for further study or entry-level employment.
Topic Overview
The SEG Awards ABC Entry Level Award in Employability Skills (Entry 3) is designed to introduce learners to the core skills needed to succeed in the workplace. It covers areas such as communication, teamwork, problem-solving, and understanding workplace expectations. This qualification is ideal for those starting their career journey or preparing for further vocational study.
In today's competitive job market, employers look for candidates who not only have technical knowledge but also possess strong employability skills. This course helps students develop these transferable skills, which are applicable across various industries. By focusing on practical scenarios, learners gain confidence in real-world situations, from job interviews to day-to-day workplace interactions.
The qualification is part of the Skills and Education Group Awards Other Life Skills Qualification suite, which emphasises personal development and employability. It provides a stepping stone for students to progress to higher-level qualifications or apprenticeships, making it a valuable addition to any CV.
Key Concepts
Core ideas you must understand for this topic
- →Communication: verbal, non-verbal, and written communication skills in a workplace context.
- →Teamwork: working effectively with others, sharing responsibilities, and resolving conflicts.
- →Problem-solving: identifying issues, thinking of solutions, and implementing them.
- →Time management: prioritising tasks, meeting deadlines, and using time efficiently.
- →Workplace expectations: understanding dress codes, punctuality, and professional behaviour.
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
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for clearly stating and explaining at least two specific barriers to employment, with examples linked to personal context or a given scenario.
- Award credit for accurately matching each barrier to an appropriate and realistic source of support, such as a named agency, training programme, or personal strategy.
- Award credit for demonstrating awareness of both immediate job access barriers and longer-term factors affecting job retention, with a reasoned plan to address them.
Assessment Guidance
Guidance for achieving higher grades
- 💡Relate barriers directly to your own circumstances or provided case studies, avoiding generic statements that could apply to anyone.
- 💡When suggesting support, use actual organisation names (e.g., Jobcentre Plus, Citizens Advice, local college) and briefly explain how they would assist in overcoming the barrier.
- 💡Distinguish clearly between factors that help get a job (e.g., CV writing) and those that help keep a job (e.g., timekeeping), and address both in your responses where relevant.
- 💡Always use specific examples from your own experience or from given scenarios to illustrate your points – generic answers lose marks.
- 💡Read the question carefully to identify the command word (e.g., 'list', 'explain', 'describe') and tailor your response accordingly.
- 💡In longer answers, structure your response with clear points and link back to the question to ensure relevance.
Common Mistakes
Common errors to avoid in your coursework
- Listing dislikes or preferences as barriers without linking them to concrete employment challenges (e.g., 'I don’t like mornings' without explaining how it affects punctuality or shift work).
- Omitting internal barriers like low self-esteem or lack of motivation, focusing solely on external factors such as transport or childcare.
- Proposing support that is too vague (e.g., 'someone to help me') rather than naming specific services or actionable steps.
- Misconception: Employability skills are only needed for low-level jobs. Correction: These skills are essential for all roles, including management and professional positions.
- Misconception: You either have employability skills or you don't – they can't be learned. Correction: These skills can be developed through practice, feedback, and reflection.
- Misconception: Employability skills are the same as academic qualifications. Correction: Academic qualifications show knowledge, while employability skills show how you apply that knowledge in a work environment.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on communication and teamwork – review notes, practice active listening, and participate in group activities.
- 2Week 2: Cover problem-solving and time management – use case studies and plan your revision schedule.
- 3Week 3: Consolidate learning by completing past papers and self-assessment quizzes.
- 4Week 4: Practice exam-style questions under timed conditions and review mark schemes to understand expectations.
Exam Question Types
How this topic typically appears in the exam
- 📋Multiple-choice questions: Test knowledge of definitions and key concepts. Tip: Read all options carefully and eliminate obvious wrong answers.
- 📋Short-answer questions: Require brief responses, often asking to 'list' or 'state'. Tip: Be concise and use bullet points if helpful.
- 📋Scenario-based questions: Present a workplace situation and ask how you would respond. Tip: Apply the skills you've learned and explain your reasoning.
- 📋Reflective questions: Ask about your own experiences. Tip: Use the STAR method to structure your answer.
Command Word Expectations (SKILLS AND EDUCATION GROUP AWARDS)
What examiners look for when using specific command words in this specification
Provide a series of short points without explanation. Each point must be relevant and accurate.
Give a detailed account of how or why something happens, including reasons and causes.
Give a detailed account of what something is or what happened, including key features.
How Students Lose Marks (Examiner Pitfalls)
Common mark loss traps and how to write 100% full-mark answers
Step-by-Step Worked Solutions
Detailed solution breakdown for typical exam problems
Question: You are given a scenario: You have a job interview at 10am, but your bus is delayed by 30 minutes. List three employability skills you could use to handle this situation and explain how each helps.
- 1.Step 1: Identify the skills relevant to the scenario: problem-solving, communication, time management.
- 2.Step 2: For each skill, explain how it applies: Problem-solving – find alternative transport; Communication – phone the interviewer to inform them; Time management – plan to leave earlier in future.
- 3.Step 3: Conclude by linking these skills to employability in general.
Question: Explain the difference between 'working independently' and 'working as part of a team'. Give one example of each from a workplace.
- 1.Step 1: Define working independently: completing tasks without direct supervision, using own initiative.
- 2.Step 2: Define working as part of a team: collaborating with others to achieve a common goal, sharing ideas and responsibilities.
- 3.Step 3: Provide examples: Independent – a cashier managing the till alone; Team – a group of staff organising a promotional display together.
Active Recall Memory Test
Test your memory before revealing the key facts
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for SKILLS AND EDUCATION GROUP AWARDS 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.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •Basic communication skills (listening, speaking, reading, writing) at Entry 3 level.
- •Understanding of simple workplace scenarios and expectations.
- •Ability to work with others in a group setting.
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
Ready to learn?
AI-powered learning tailored to this unit