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Learning Engine For Dstl
- 1. DSTL
- 2. Goals for the day
- 3. WHY WERE THE SKILLS ACADEMIES CREATED?
- 5. WHAT WILL MAKE A DIFFERENCE
- 6. WEAK LINK BETWEEN CRITICAL SKILLS AND BUSINESS OBJECTIVES
- 7. OVER EMPHASIS ON DELIVERY WITH LITTLE PREPARATION AND NO FOLLOW THROUGH
- 8. DELIVERY IS NOT WORLD-CLASS
- 9. FEEDBACK FROM TRAINING IS OFTEN LIMITED NO MEASURE MADE OF ACTUAL BENEFITS
- 10. BRING IT ALL TOGETHER
- 11. LEARNING ENGINE * * - with the trainer -
- 12. IN THE REAL WORLD
- 13. ANALYSE ©National Skills Academy for Manufacturing 2008
- 14. PREPARE ©National Skills Academy for Manufacturing 2008
- 15. DELIVER POWERFULLY META 4 EDUCATION ©National Skills Academy for Manufacturing 2008
- 16. FOLLOW THROUGH ©National Skills Academy for Manufacturing 2008
- 17. EVALUTATE HONESTLY ©National Skills Academy for Manufacturing 2008
- 18. Questions
Editor's Notes
- Outline who is the Skills Academy, what is the learning engine? Determine what challenges you all face in skills development and strategic workforce planning Begin to look at a strategy to determine how we can work together to support you in achieving this
- Sector Skills Councils (SSCs) are independent, employer-led organisations responsible for tackling the skills and productivity needs of their industry sectors UK-wide. SSCs aim to increase the competitiveness of the sectors they represent, by: providing labour market intelligence, identifying skill needs at all levels influencing the UK’s education and learning infrastructure mapping training and education supply to ensure it meets sector demand raising skills demand among employers in their sector The 25 Sector Skills Councils that make up the UK’s Skills for Business network are licensed by the Secretary of State for Innovation, Universities and Skills, in consultation with Ministers in Scotland, Wales and Northern Ireland. The newly formed UK Commission for Employment and Skills (UKCES) is responsible for funding and monitoring the performance of SSCs. It will also be responsible for re-licensing Sector Skills Councils during 2008-09. Semta received its Sector Skills Council licence in 2003, and is currently the one of the largest SSCs, representing the 76,000 businesses and 1.4 million employees throughout the science, engineering and manufacturing technologies sector. Approximately 85 percent of the UK workforce is currently covered by an SSC. The UKCES has responsibility for providing cover for those industries that fall outside the SSCs Semta Semta is the Sector Skills Council for Science, Engineering and Manufacturing Technologies, covering 76,000 businesses employing 1.4 million people in the UK. Semta works closely with Sector Strategy Groups to drive improvements in productivity by transforming skills. Semta is part of the Skills for Business network of 25 Sector Skills Councils, each one an employer-led, independent organisation. EAL EAL (EMTA Awards Ltd) is the UK’s leading awarding body for engineering National Vocational Qualifications (NVQs) and their Scottish equivalents(SVQs). Established with the sole purpose of helping the industry invest in its future through vocational qualifications, and as a sister company to Semta, EAL has unrivalled expertise in meeting the qualification needs of the engineering and technology sector. National Skills Academy for Manufacturing The National Skills Academy for Manufacturing has been created as a centre of excellence to tackle the skills priorities of the UK manufacturing sector. In this role the Academy will help raise the sector's global competitiveness by developing top quality, fit-for-purpose solutions to critical training and development needs. MetSkill MetSkill was established in 1990, by employers in the metals industry, as a mutual venture to help improve business performance and skills. Today, MetSkill is recognised by the industry as the strategic skills and performance body for the UK metals industry. Every part of the metals industry is represented from metals production to recycling, stockholding and distribution, in every part of the UK.
- The Government commissioned Sandy Leitch in 2004 to undertake an independent review of the UK's long term skills needs. It committed the Review, in its final report, to identify the UK’s optimal skills mix for 2020 to maximise economic growth, productivity and social justice, set out the balance of responsibility for achieving that skills profile and consider the policy framework required to support it. The final report of the Leitch Review of Skills, Prosperity for all in the global economy - world class skills, was published on 5th December 2006. The Review sets out a compelling vision for the UK. It shows that the UK must urgently raise achievements at all levels of skills and recommends that it commit to becoming a world leader in skills by 2020, benchmarked against the upper quartile of the OECD. This means doubling attainment at most levels of skill. Responsibility for achieving ambitions must be shared between Government, employers and individuals. The Government talk of a skills revolution in their response to the Leitch report published in 2007. The Leitch report and government response ‘world class skills’ provides the basis for The National Skills Academies – an integral part of delivering the Leitch targets and supporting UK manufacturing to be globally competitive through the skills of its current and future employees.
- ISSUE 1 - weak link between critical skills and business objectives Currently most training is not aligned to the knowledge, skills and understanding that a business requires in order to deliver its business objectives. Training is frequently aligned to individual’s requirements or wishes, often missing the bigger picture. Training is not aligned to delivering returns on investment in the main. Action: Creation of skills related analysis tools for corporate, functional and individual levels Evidence clearly shows that when critical skills and business objectives are linked the results speak for themselves. Examples include our programme completed with Clevedon that generated £0.3 M savings or the programme delivered with Lotus Cars that generated £1.25 M savings in the first few months of programme delivery. To support this approach The Skills Academy created analysis tools and services that facilitate linked business objectives and the skills required to deliver them. To drive our analysis products we use a best practice approach. By first understanding what is best practice we are able to generate easily digestible questions. The action plans created through the products provide organisations and individuals dedicated action plans and key performance indicators that are aligned to their skills needs and will deliver a return on investment when successfully addressed. Within this arena we have worked in close partnership with Semta, the Warwick Manufacturing Group (“WMG”) and many other experts and created tools that support skills analysis at the corporate, functional, and individual levels.
- ISSUE 2 – OVER EMPHASIS ON DELIVERY WITH LITTLE PREPARATION AND NO FOLLOW THROUGH. Many people can tell of times they have been sent on a training programme with little idea on the overall purpose or desired outcome. Even more people can describe how they have returned from a training programme, filed any notes and returned to the day job without a second thought of applying any new skills on knowledge they have learned. Currently all training is focussed on the delivery with the current split between preparation, delivery and follow through is 10:85:5. Action: Creation of learning programme support within learning engine Action Example – Introduction to Lean Programme Our Introduction to Lean Manufacturing combines lean methodology with Skills for Life and so is directly targeted at Level 1. Because of the nature of this programme and the target audience preparation is even more vital to ensure learners are comfortable and ready to learn. Our preparation materials clearly demonstrate what is required of both the organisation and individual. They promote buy in and support at all levels. We use a variety of media to ensure we address all learning styles. One example of this programme is spoken joining instructions through an audio file that accounts for individuals with literacy challenges. Best practice clearly shows an optimum time split for preparation, delivery and follow through is 25:25:50. This is easy to appreciate as how can benefit be obtained from training unless there is a real focus on delivering results in the workplace. This had led to the preparation, delivery and follow-through elements of the learning engine. Furthermore all programmes created or approved by the Skills Academy follow this model ensuring double the effort put into any delivery is dedicated to following programmes through in the work place.
- ISSUE 3 – Delivery is not world-class The delivery of a training programme is a vital element in its success. An engaging, informative, supportive trainer can deliver benefit far outweighing those using a poor delivery method with low underlying personal knowledge and competency. Currently very few work-based trainers are skilled in best practice methods. Trainers with the same qualifications have totally different abilities in relation to best practice training from limited to excellence. Action: Creation of advanced learning programmes for trainers and assessors To support our network of training providers we have created an Accelerated Training Programme (ALP) that supports the use of world-class training delivery and facilitation. This four module programme provides CPD to our partners on an ongoing basis. The programme blends traditional academic teaching and learning with many activities centred on work-based learning to help college staff understand and meet industry’s needs. It also introduces providers to the Learning Engine which is at the heart of the Skills Academy’s approach to successful learning. Experiential learning is used to turn theory into practice to help providers manage learners, the learning environment, self and materials. Candidates can advance to become licensed Neuro Linguistic Programming (NLP) practitioners. Over 300 trainers and assessors have completed the ‘training management’ modules 1 and 2. A pilot group has tested the ‘training excellence’ module 3. There is also interest from private providers, including those who deliver Train to Gain programmes, and from original equipment manufacturers who give product training to customers and want to improve this service.
- ISSUE 4 - Feedback from training is often limited no measure made of actual benefits The most common feedback mechanism from training programmes is limited to the delivery experience from the individual perspective. This covers venue and logistics as opposed to tangible outcomes. Without a focus on what has been achieved benefits will be limited. Action: Creation of a five stage evaluation model linked directly to return on economic benefit. As part of the learning engine The Skills Academy has created a five-stage evaluation model. Based on Kirkpatrick this tools supports determining actual return on investment and bottom line benefit as well as further intangible benefits including team work, collaboration and positive culture reinforcement.
- Avery Identified that company was not ready for level of anticipated change and also highlighted the need to re-direct training to managers not engineers Maxwell Demonstrated a strategic need to broaden customer base and therefore to enhance sales and marketing skills
- Re-designing the format of B-IT train the trainer programme lifted success rate from 18% to 100%! 520 trainer/assessors trained A range of up to date tools and methods for work based learning that have been proven to deliver superior results
- 6:1 return yielding £2.75m annual benefit extrapolated to £12m total benefit delivered by Academy programmes in first year Lotus Significantly shortened new product development time Tessla Evora £1.25m savings Tanfield 180 people trained £1.2m savings