New research, has been commissioned to identify the ”drivers” and “facilitators” that motivate both employers and employees to get involved in education and training in the workplace. The research was carried out on behalf of Learning & Skills Development Agency (LSDA) by the Institute for Employment Studies and funded by the Learning and Skills Council (LSC).
- Most employers consider their main purpose is providing goods and services, not education or training.
- Many employers, particularly small and medium-sized enterprises (SMEs), do not see the need for formal workplace training and prefer a more informal approach.
- When training is encouraged, it is usually offered to those in higher level occupations. Those in the lowest skilled occupations are more likely to be expected to learn from each other, rather than through formal training.
- The lack of any progression routes or job promotion prospects for some employees restricts employers’ willingness to provide training.
- It is often difficult to organise staff release or fit training around shift patterns. Nor is the workplace a suitable location to deliver off-the-job training or education, in most cases.
- Negative views of education, lack of confidence, the fear of being stigmatised and lack of awareness of opportunities are all barriers to learning experienced by employees with poor educational attainments.
Researchers found many examples of facilitators - specific actions that make it easier for employers and employees to get involved in learning activities at work. These include the following:
- Marketing and promotion. Common techniques include personal contact with employers and employees, newsletters, flyers and posters. The use of ICT as a hook into learning is particularly effective. Example: When Southern Rail updated its customer IT infrastructure, its Passport to Learning scheme (a joint employer/union learning initiative) supported IT training courses in the workplace. (See notes to editors for more information.)
- Brokerage and ‘learning champions’. Intermediaries, such as learning reps and guidance professionals, are seen as key to engaging the ‘hard to reach’ in learning. Example: An NVQ accredited qualification was established in the NHS to support the training of employees to act as tutors and champions of learning in the workplace.
- Flexibility. The introduction of roll-on/roll-off education programmes, “bite-sized” courses, experiential learning, and online, electronic and blended learning are important facilitators. Example: Basic skills tutors working for the First Bus Learning Centre provide workshops and drop-in sessions to fit around employees’ work patterns.
- Financial incentives. Fee remission and grants are available for some individual learners. Subsidies and funding for employers include the National Employer Training Programme. Many courses supported by the Learning and Skills Council (LSC), particularly those targeted at people with qualifications below Level 2 (five GCSEs) are free to individuals.
The removal of barriers alone, however, will not necessarily persuade employers or employees to get involved in learning activities. The research identified the need for a greater focus on drivers – those policies or other interventions that either influence the desire for learning among employers and employees, or stimulate education and training providers to supply it.
Drivers that stimulate learning in the workplace include:
- quality standards such as Investors in People
- corporate policies, such as the development of the skills escalator in the NHS
- licenses to practice and legislation. The rules about minimum standards in the construction and care sectors, for instance, have had a positive effect on the demand for literacy and numeracy courses.
‘It is important that we understand what motivates people to engage in learning and how best to get employers on board,’ says Darshan Sachdev, LSDA research manager. ‘This research suggests that learning is not a primary concern for most employers, but rather a means to an end. We need to give more attention to the activities that drive up demand for learning, by encouraging employers to demand higher levels of skills and by motivating employees to seek ways to improve their career prospects.’
David Way, Director of Skills at the Learning and Skills Council said: ‘Breaking down barriers to learning in the workplace is vital if we are to achieve a truly world class workforce. This research reinforces the message that colleges and other providers need to be more flexible in how they deliver workplace training, and that public funding needs to focus on those who have the least skills and are less likely to be trained by their employers. The success of the Employer Training Pilots has demonstrated that these barriers can be overcome. The pilots make it as simple as possible for employers to provide training for their staff, for example by working around shift patterns and offer “bite-sized sessions” rather than a more formal training course. All of this will be incorporated into the National Employer Training Programme, Train to Gain.’
The research was carried out by the Institute for Employment Studieson behalf of LSDA. It involved
- a scoping study – finding information on workplace learning initiatives and consultation with key stakeholders,
- a review of literature and data,
- telephone interviews with stakeholders responsible for supporting workplace learning and
- an expert seminar in July 2005.
The focus of the research was in three areas: employees without qualifications at Level 2 (five GCSEs or the equivalent at grades A*-C); formal rather than informal learning; and organisations in key sectors such as retailing and distribution, transport, care and health.
The report includes a typology of the influences on workplace learning. These are based on four dimensions:
- Demand-side drivers – policies that directly or indirectly influence the desire for employers or employees to engage in learning.
- Supply-side drivers – policies that directly or indirectly influence the desire for education and training providers to support workplace learning.
- Demand-side facilitators – initiatives or other interventions aimed at encouraging or facilitating the implementation of workplace learning activities.
- Supply-side facilitators – initiatives or other interventions aimed at supporting the assessment, delivery or accreditation of workplace learning.
At the end of March 2006, LSDA will evolve into two separate organisations. Its policy and strategic work will develop into the Quality Improvement Agency for Lifelong Learning (QIA) - an NDPB (Non-Departmental Public Body) which will provide a strategic focus for quality improvement in the learning and skills sector. LSDA’s existing programmes, research, training and consultancy work will continue as normal under the banner of the Learning and Skills Network (LSN).
The role of the QIA will be to: lead the development of a three-year Quality Improvement Strategy for the sector; build providers' capacity for self-improvement; secure the commitment of the learning and skills sector to national strategic priorities; and speed up the pace of improvement among providers. The Learning and Skills Network (LSN) will continue LSDA’s hands-on delivery work with the learning and skills sector, building on LSDA’s existing skills and knowledge. LSN will bid for contracts to provide services for our sector, for the QIA and for other agencies. Its work will include support programmes, research, training and consultancy work.
Quelle: Publictechnology, 22.11.2005
