Embedding Skills for Life in the workplace Colin Butler, UK HR and CSR Manager, DHL Hubs and Gateways

Embedding Skills for Life in the workplaceColin Butler, UK HR and CSR Manager, DHL Hubs and Gateways

Page 2London Development Agency Presentation 21 March 2007

Introduction Introduction

Who are DHL Hubs and Gateways Who are DHL Hubs and Gateways

The Skills for Life Introduction The Skills for Life Introduction

The DHL Hubs and Gateways Model The DHL Hubs and Gateways Model

Agenda

The Story so far ..... The Story so far .....

Targets and measures Targets and measures

Questions Questions


Introduction

DHL is the global market leader in international express, overland transport and air freight. It is also the world's number 1 in ocean freight and contract logistics.

DHL offers a full range of customised solutions - from express document shipping to supply chain management.

Divisions:

DHL Express

DHL Freight

DHL Global Forwarding

DHL Global Mail

DHL Exel Supply Chain


Introduction

DHL Hubs and Gateways are part of DHL Express division

Global Facts and Figures

Operations in 220 countries and territories

More than 130,000 employees

More than 4,700 facilities worldwide

420 aircraft operating on behalf of DHL

Around 72,000 vehicles

No. 1 in European express and ground transport

Road, rail and combined transportation of shipments


Who are DHL Hubs and Gateways

Total UK employees = 800

Based at two main airport locations; Nottingham East Midlands Airport and London Heathrow

Satellite operations at Belfast, Edinburgh, Luton, Dublin, Shannon and Cork

Responsible for the import, export and transhipments of consignments that have been generated both in the UK and overseas

Predominantly a manual workforce

Mainly work night time


DHL Corporate Values

I. To deliver excellent quality

II. To make our customers successful

III. To foster openness

IV. To act according to clear priorities

V. To act in an entrepreneurial way

VI. To act with integrity internally and externally

VII. To accept social responsibilities


Value VI: “To act with integrity internally and externally“

Integrity determines the way we work within the Group as well as our conduct towards our business partners, shareholders and the general public.

Each employee has the opportunity for personal development – independent of gender, religion or culture. We do not tolerate discrimination.

Each executive respects each employee’s personal dignity and personality within his staff and is responsible for creating an atmosphere of mutual trust within the team.

Executives delegate tasks effectively, however, they remain responsible for the results.

We stick together!

This means...

We do not tolerate discrimination We support new colleagues We create an atmosphere of mutual

trust

We all have the opportunity for personal development



We are committed to goals that generate benefits for the communities where we work.

We respect the traditions, structures and values of the countries where we operate.

The protection of our environment is part of our corporate strategy.

We promote our employees’ social commitment.

Value VII: “To accept social responsibilities“

We live our responsibility!

This means …

We commit ourselves to corporate citizenship (e.g. donations for catastrophes)

We protect our environment

We promote our employees’ social commitment

We generate benefits to the communities where we work



The Business Case – our concerns

Productivity- with better skills the roles could be carried out more effectively

Absence- would offering learning opportunities result in employees being less inclined to be absent?

Turnover- there are a significant number of employees who leave in the early months of employment, is this because they cannot understand the information they are being provided with? Do all employees understand the information they are being provided with?

Temp to perm workers- Some temp workers cannot become permanent as they cannot pass the test yet they are able to carry out the role satisfactorily

Promotion and progression- In a changing organisation, the requirement for reports and analysis is increasing. How do we know that our people have the skills?

Morale- how many people struggle with their child's homework?


The potential solution

Looking at the concerns, is there a solution that could address them and deliver the benefits?

The answer could be Skills for Life!

Case study evidence (First Bus, Serco, Royal Mail) shows that there are benefits.

Meeting with BITC, discussed various options of involvement with the community and various initiatives, including Skills for life

Then explored in a meeting with BITC (Tracey Theo) and KPMG (Craig Robinson and Nick Taylor) – January 2006 and decided that ‘Skills for life’ could be of benefit to the organisation

Put together a project team – UK HR Manager, HR Services Manager, Training and Development Advisor and HR Advisor

Team briefed with determining benefits and whether the business wanted it

Met with Operational Managers and Employee Consultative group to ‘sound out’ initial feelings

All positive!!


The Story so far …

The Options

Three options for literacy and numeracy in the workplace

1. Adopt a programme and publish generally

2. Run a coordinated programme for development

3. Holistic approach – re-define the recruitment and training model to incorporate literacy and numeracy as a key requirement.

We decided that the best approach for the business would be to take a holistic viewpoint and fully integrate key skills into the workplace

It is not the easiest route but will deliver the greatest benefits.


The DHL model

Is there a need?

Assess need?

Raise awareness

Implement and integrate solutions- Profile the roles- Map to adult curricula- Incorporate into role profiles- Select assessment tool- Select training provider- Select SMOG levels- Review documentation- Train relevant employees- Communicate and rollout!

Evaluate and review

Sustainability


The basis!


Role Profiling

Focus Groups

Questionnaire

National Curriculum


Focus Groups

Meeting with groups of employees to discuss requirements of their roles

KPMG facilitated the initial groups to ensure consistency

Structured questions asked, for example:

1. Do you ever have to count the total number of something without the use of a calculator?

2.What range and type of numbers? negative/fractions/decimals- 10,100,1000 +? Do you have to write this detail down?

3. Carry out calculations with numbers of any size using efficient methods? What methods?

4.Do you have to combine sets of numbers together without the use of a calculator?

The results of these are then cross matched against the relevant curriculum to determine the levels


Role profiles

All job descriptions now contain a section to cover the key literacy and numeracy standards

Area Assessment and comments

Overall level

Information obtained by

English

Speaking and Listening

Listen and Respond

Speak and communicate

Engaging in discussion

Reading

Writing

Maths

Numbers

Measures, shape and space

Handling data


Role profiling

Outcome from focus groups will look like:

Area Assessment and comments Overall level

English

Speaking and Listening

Listen and Respond

Entry 3 (SLlr/E3) Level 1 (SLlr/L1)Level 1 (SLlr/L1) Level 1

Speak to communicate

Entry 2 (SLc/E2)Entry 3 (SLc/E3.4) Entry 2

Engaging in discussion

Entry 2 (SLd/E2.1)Entry 2 (SLd/E2.2) Level 1 (SLd/L1)

Entry 3

Reading Entry 3 (Rt/E3.7) Level 1 (Rt/L1.5) Entry 2 (Rs/E2.4) Entry 3 (Rw/E3.1) Entry 3 (Rw/E3.2) Entry 3 (Rw/E3.5)

Entry 3

Writing Entry 2 (Wt/E2.1) Entry 1 (Ws/E1.1) Entry 2 (Ws/E2.3) Entry 3 (Ww/E3.1)

Entry 3

Maths

Numbers Level 1 (N1/L1.1) Level 1 (N1/L1.8)Entry 2 (N2/E2.2)

Level 1

Measures, shape and space

Level 1 (MSS1/L1.2) Level 1 (MSS1/L1.7) Level 1 (MSS1/L1.3)

Level 1

Handling data Entry 2 (MSS2/E2.3) Level 1 (HD1/L1.1) Level 1


Role profiling

A profile analysis has been carried out for all roles (114 of them)

This gives a clear progression for literacy and numeracy skills

Ensures transparency

Enables self development


Assessment tool

We chose ‘Target Skills’

Gives screen and diagnostic in one tool

Gives spiky profile - not all roles have the same requirement for each of the areas

Better profile matching- Setting one level for each of literacy and numeracy could put requirements on areas that are too high which could mask development areas

Targeted development


CTAD skills example


Recruitment standards

Following assessment:

If all levels are at the minimum requirement then OK

If 1 or 2 measures are one step below (i.e. Entry 2 when Entry 3 required) then offer can be made, subject to reaching the required levels within probationary period, either internal promotion or external appointment.

More than 2 measures are below the requirement or one measure is more than 2 steps below then the following:

- If all other measures are OK then the individual will be referred to college/learndirect and given a provisional offer pending improvement within 6 months.

- If problems in other areas then declined with reasons including English and Maths levels and advised of external colleges.


SMOG levels

Calculating the SMOG level of a text

1. Select a page of a book

2. Count 10 sentences

3. Count the number of words which have three or more syllables

4. Multiply this by 3

5. Circle the number closest to your answer

1 4 9 16 25 36 49 64 81 100 121 144 169

6. Find the square root of the number you circled

1 2 3 4 5 6 7 8 9 10 11 12 13

7. Add 8 = Readability level

Most people will understand a readability level under about 10.

Source: The National Literacy Trust 2006/Skills for Life Employer toolkit page 8


SMOG levels

Mapping SMOG scores to reading levels

As a rough indication, SMOG 9-10 = Entry 3, 11-12 = Level 1 and 13-14 = Level 2

Internally the following levels have been chosen

General Communications - <12 and ideally 10Management Communications < 14Senior Management Communications no limit but ideally <18

What does this mean?

All communications/core documents now have a SMOG rating

Employee handbook/offer letters/interview questions/training materials have been/are being re-written

The manual method is labour intensive, alternative method is online at http://www.wordscount.info


College selection

Sourced training

- Local college to deliver literacy and numeracy

- Met with colleges

- Chose Stephenson College, Coalville

- Business/professional focus on meeting with them

- Flexible – all learning is delivered in the evening/whenever we want it

- Experienced in delivery of Skills for Life


Training to rollout

Train HR Teams- to understand skills whilst interviewing (not covered through Target Skills)- speak to communicate- engage in discussion

Workplace Learning Champions- appointed amongst junior employees peer group- predominantly trainers or coaches – access to all individuals- Internal marketing amongst peers

Managers and Supervisors briefing- Verbal and written communication of Skills for Life- Q&A to assist with questions from staff- Will complete themselves


Internal Communication


Launch and marketing

Launch roadshow at main sites with training providers (Sept 06)

Marketed as English and Maths as opposed to Literacy and Numeracy

Training is in employees own time but 50% paid by Company

Can complete assessment and attend training for any reason:- Self development- Career progression- Help children with homework

All Supervisors and above are being assessed as part of role

All new job applicants (internal and external) complete assessment


Targets and measures

All employees to reach minimum Level 1

Increase productivity (3% for 2007)

Reduce Turnover

Reduce Absenteeism

Increase skills of workforce

Decrease accidents

Increase workforce morale

Initial assessment available to all

Number of employees attending a session

Number of employees progressing by one step or more

Total steps progressed/average per employee


Resources

The resources required

No additional resources have been required!

As programme is integrated, is part of day to day work

Initial effort to profile the roles


First results

To date:

Employees are asking to be assessed!

Regular assessment sessions scheduled

Over 450 assessments have been carried out

The accident rate amongst learners in 50% lower than the Company average

The absenteeism rate amongst the learners in 0.86%, the Company average is 5.3%, representing an annual saving of £120,000

Employee turnover has fallen significantly since the launch of the programme, producing savings of £250,000 – 2% of the Company salary bill

Employees are more satisfied with working for DHL

Supervisors are championing employee development

First national tests taken and passed

Productivity since the launch has increased by 12%

Learners have commented about - ‘giving me a second chance in life’ and ‘I know how to progress in DHL’.


Leitch and the next steps

Community Initiatives

- Reading clubs in schools- Volunteering- Young enterprise scheme

Embed literacy and numeracy in broader qualifications

Take the pledge!

Vision is an ‘employability’ generic qualification covering literacy, numeracy, ICT, Communication, Team Building skills.

Transferable between departments (and employers)

Add on technical elements from a department to give a qualification


And finally …

I would like your help!

I am researching approaches to Skills for Life and their associated benefits and would welcome the opportunity to interview people on their experiences/knowledge later in the year.

The research has the support of the DfES.

Thank you and any questions?


Aoccdrnig to rscheearch at an Elingsh uinervtisy it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer is at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae we do not raed ervey lteter by it slef but the wrod as a wlohe.

Documents

Embedding Skills for Life in the workplace Colin Butler, UK HR and CSR Manager, DHL Hubs and Gateways