Jo PyeSenior Researcher

SLIM – www.swslim.org.uk

Making Ends Meet:

Emerging learning broker models for Train 2 Gain

GOALS FOR TRAIN TO GAIN

• A service to help businesses get the training they need to succeed

• Hard to reach employers are the primary target • Offer basic literacy and numeracy training (through

Skills for Life)• Enable many people in the workforce to achieve a

first and full Level 2 qualification• Enable many people to move beyond Level 2• Encourage growth in business-based training that

could lead to referrals in HE

KEY MESSAGES

• An independent & impartial skills brokerage service to diagnose business need & source appropriate training provision (free2learn has helped over 28,000 learners & 3000 employers in the SW)

• If businesses are to be successful they need to compete, and to compete they need to train their staff (over one third of adults in UK do not have basic school leaving qualifications)

LINKS TO PUBLIC SECTOR AGREEMENT TARGETS

Train to Gain directly supports the following PSA targets

• Reduce by 40%, working adults without NVQ 2 or equivalent, by 2010.

• Improve basic skills of 2.25 million adults 2001/10, with a milestone of 1.5 million 2007

• Increase those completing apprenticeships by ¾ in 2007/8 compared with 2002/3

• Increase by 3% those 19 year olds achieving Level 2 or better in 2006 and by 2% in 2008

PARALLEL / RELATED ACTIONS

What has been achieved so far?

• Established a network of 25 sector skills councils• Transferred to RDAs, the management of Business

Link services from April ’05• Launched an updated Investors in People standard• Introduced the 1st phase of Employer Guide to

Training• Developed a new programme for Leadership and

Management

PARTNERS IN THE SERVICE

• LSC - Specialist Skills Brokerage• RDAs - Generalist Brokerage (IDB service)• Regional Skills Partnerships• Job Centre Plus• Skills for Business Network• Providers • Trade Unions • HE

Source: : localknowledge, Local Futures

LSC’S COMMITMENT

• Together with Department for Education and Skills (DfES) the LSC has developed a funding model up to 2010.

• Around 400 Skills Brokers will be available by 2006

• The LSC national investment of £230m in the first year will rise to £399m in 07/08

• £38m available for wage compensation for businesses with fewer than 50 employees

TRAIN TO GAIN NATIONAL TARGETS

ETPs and Train to Gain April ‘06 Remaining 27 LSC areas August ‘06 Fully available across England, financial year ‘07/08 33,000 employer training engagements ‘06/07 52,000 employer training engagements ‘07/08 185,000 NVQ2 (or equivalent) qualifications ‘06/08

Hard to reach employers are the primary target

DIFFERENCES TO ETP IN THE SOUTH WEST

• A service to employers not a programme• Builds on the lessons learnt – not simply an

extension of the ETP pilots• A national service from August 2006• Focuses on new & hard to reach employers• April launch in Devon & Cornwall and Wiltshire

& Swindon• Introduced by August 2006 at the latest in

Gloucestershire, Bournemouth, Dorset & Poole, West of England & Somerset

THE CORE OFFER

Key features:

• Analysis and recommendation of skills training solutions

• Access to relevant and flexible, high quality training

• Information and support to access a wide range of training packages including higher level qualifications and non-qualification-based training

WHAT CAN EMPLOYERS EXPECT?

Training and skills advice which is impartial, flexible, responsive and offered at a time and place to suit businesses:

• impartial, skills assessment to identify the skills and support a business needs

• help choosing the most suitable training providers and training solutions

• training providers encouraged to provide training around the clock to suit business needs.

WHO IS ELIGIBLE?

• Available to businesses of all sizes nationwide• Particularly targeted at ‘hard to reach’ employers• Hard to reach defined as: • Businesses without Investor in People recognition • who have not accessed substantial

Vocational/Apprenticeship/NVQ training within the last twelve months.

• Note: Large (>5000 employees), national and multi sited employers are serviced by NES brokers

FIVE KEY STEPS IN THE PROCESS

Skills brokerage means Skills Brokers work with the customer (employer) to “broker” a deal with one or more training provider

• Skills Broker conduct a skills analysis to assess skills needs (for now and the future)

• Skills Broker makes training recommendations which include the most suitable: training providers, types of training, delivery mechanisms, qualifications

• Employer, Skills Broker and training provider agree the training package

• Skills Broker recommends best funding solution• Skills Broker provides ongoing support and review

The 14 Elements of the Skills Brokerage Standard

Core competencies for business support

 

Core competencies may be viewed at: http://www.sfedi.org.uk/businesssupport/standard.php

LSC REGIONAL AWARENESS WORKSHOPS

Content• the key features of the south west labour market and

future trends • how skills and learning are delivered in the region• how and why employers access skills and how to make

the application of skills in the workplace more effective(Content developed by SLIM)

Delivery• series of three, two day residential workshops • to take place a month apart from each other (Workshop Administration – Learning South West)

Workshop 1Day 1Session 1 – WelcomeSession 2 – BackgroundSession 3 – Business Link BidLunchSession 4 – The Offer Session 5 – Marketing MessagesSession 6 – Learning SolutionsTea/Coffee BreakSession 6 – Learning InfrastructureSession 8 – Broker Standard & CPD Session 9 – Equality & Diversity and Health & SafetySession 10 - Summary

Workshop 2 – Regional awareness workshop • Knowledge management and exchange• Understanding the SW labour market and working with

sectors

Workshop 3 – Regional awareness workshop• Key regional policies, strategies and partners• Learning infrastructure, including Skills academies and

COVEs• Relationships with providers• Regional protocols • Skills brokers – reflective practice

Workshop 4 – Regional awareness workshop

• Skills for Life, diversity and learner support – IAG etc

• Understanding employer demand for skills • Links between skills acquisition and productivity

– regional case studies • Improving the transfer of skills within the

workplace to support productivity

Regional case studies of brokerage good practice*

• Charles Farris Ltd, candlemaker, Wiltshire• Country Leisure, fibreglass manufacturer, Wiltshire• Willow House, care home• Amesbury Abbey, care home• Pencarrie, clothing distributor• Magnate Grey Box, railway signals• Fields of Sidmouth, retailer• Kennet District Council, local authority• Royal Devon & Exeter Hospital• Pork Farm Bowyers, food manufacturer

*Thanks to Gareth James of OtterKli for case studies and practice analysis)

Key learning points for skills brokers:        Training can ‘enliven’ the workforce, where the work

is repetitive and progression opportunities very limited.

        The knowledge and confidence gained from training can empower staff to make changes to working practices.

        A key role for the broker is to make sense of a confusing training system in the employer’s particular context.

        A sustained broker-client relationship can enable a gradual skills development process that encompasses leadership and management.

Lessons learned

Lessons learned (2)

Key learning points for skills brokers:        IiP can provide a route to engagement and underpin

the training process.

        It can be difficult for employers to visualise the full benefits of training before it has taken place.

        Incompatibility between training provider and client can be a major barrier to progress, unless swiftly resolved.

        Training can have a discernible influence on the bottom line.

Lessons learned (3)

• Key learning points for skills brokers:        Training can play a key role in an organisational

transformation.         Providing training is part of a package of measures

needed to retain staff in the care sector.        IiP can help companies to improve customer service.        Choice of trainers and assessors affects individual

enjoyment and participation.         Training can have an impact on the culture of an

organisation, including care home residents.        Training builds confidence, empowering staff to raise

standards of care.        Providing training is seen as important for retaining

staff.

Lessons learned (4)• Key learning points for skills brokers:        Accreditation through NVQs can be a useful way of

rewarding loyal staff.        Brokered training can support succession planning.        Once expectations of employers and employees have

been raised, the response needs to be swift to take advantage of momentum.

        But slow and/or poor service from IAG or training providers can have a major impact on progress made.

        NVQ training can enable staff to fulfil mentoring roles that help to develop skills within the business.

        Training has to be flexible to fit in with down time and the periods when staff are away on site.

Lessons learned (5)• Key learning points for skills brokers:        NVQs can boost self esteem and give people the confidence to

make better use of the skills they have.        Skills brokers can add weight to internal proposals for investing

on training and development.        Choice of provider should take account of the stage of

development of the client in terms of training.        An NVQ programme can make a real difference to team working

and reinforce health and safety issues.        Choices on both provider and the specific assessor or tutor need

to fit the organisation and its staff.        There is a key question about whether a whole organisation

approach to Skills for Life should mean compulsion or choice for the individual. If appropriate, the former needs very careful handling.

Lessons learned (6)• Key learning points for skills brokers:        Accreditation through NVQs can be a useful way of

rewarding loyal staff.        Brokered training can support succession planning.        Once expectations of employers and employees have

been raised, the response needs to be swift to take advantage of momentum.

        But slow and/or poor service from IAG or training providers can have a major impact on progress made.

        NVQ training can enable staff to fulfil mentoring roles that help to develop skills within the business.

        Training has to be flexible to fit in with down time and the periods when staff are away on site.

Contacting the Skills and Learning Module

South West Regional ObservatoryUniversity of Exeter St Luke’s Campus T 01392 264 500Heavitree Rd F 01392 264 966Exeter EX1 2LU

www.swslim.org.uk

Swslim@exeter.ac.uk