TRAIN TO GAIN BROKERS PRESENTATION

1
(No Transcript)
2

• TRAIN TO GAIN BROKERS PRESENTATION

3

• AGENDA

4
(No Transcript)
5
(No Transcript)
6
(No Transcript)
7

• SECTOR ISSUES

8
SECTOR PROFILE / CHARACTERISTICS

• Contributed 7.2 billion to England economy in
  2004
• 500,000 paid employees in 5 sub-sectors
• Whole sector employment is evenly distributed
  across England
• Sector includes paid workers, self-employment and
  unpaid voluntary work in over 30,425 public,
  private, voluntary and not-for-profit
  organisations
• 70 of sector organisations employ 10 people or
  less
• 5.8 million volunteers
• 1.2 million coaches, 81 are volunteers

Source Experian Business Strategies, 2005 and
Sport England
9
PAID EMPLOYMENT IN THE SECTOR
10
EMPLOYMENT BY JOB STATUS
11
REGIONAL EMPLOYMENT DISTRIBUTION 2004
Experian Business Strategies 2005
12
VOLUNTEERS

• Sport and exercise are the most popular field of
  interest for volunteering at 43
• Interest has grown by 6 since 2001
• Youth/ childrens activities also attracts 26 of
  volunteers
• Volunteers are concentrated into key occupations
• Coaching and officiating
• According to SkillsActive research, sector
  organisations only have 3 out of 4 of the
  volunteers they need
• They were only able to recruit 6 more volunteers
  in the last year

13
SECTOR GROWTH OVER LAST 5 YEARS

• Employment growth has soared over 4 times that
  of all industries in England with an average
  annual growth rate of 4.1
• Active Leisure and Learning has performed twice
  as well as the English economy over the last 10
  years in GVA output
• The sector is still expected to outperform the UK
  until 2014, despite slowing down
• Growth fuelled particularly by Sport, Fitness
  Outdoors and Playwork

14
(No Transcript)
15
CONSUMER AND GOVERNMENT DRIVERS
Positive drivers
Negative drivers
Drop in disposable income
Extended schools agenda
Playwork
Full employment
Increased taxes
Fuel prices
Increased concerns about child safety
Increasingly sedentary lifestyles
Sport
Government investment in Sport
Work / life balance
Increased leisure time
Consumer spending
Fitness
Luxury spend
Increasing participation rates
Perception of risk
Outdoors
Ageing population
Organised adventure holidays
Outdoor Education manifesto
Planning and licensing
Caravans
Customer expectations
Cheap flights and foreign holiday homes
The housing market
16
RECRUITMENT AND SKILLS

• 24 of establishments report a vacancy
• 42 of sector organisations with a vacancy found
  them hard-to-fill
• 54 of organisations with a hard-to-fill vacancy
  attributed it to a skills shortage reasons (lack
  of experience, qualifications or skills required)
• Skills shortage vacancies represented 19 of all
  vacancies
• 16 considered they had a skills gap.

Source NESS 2004
17
QUALIFICATION PROFILE FOR SKILLSACTIVE
NVQ equivalent level
18
SKILLS NEEDS FOR ACTIVE LEISURE AND LEARNING NEXT
3 YEARS
National Employer Skills Survey 2003
19
COACHING

• There are 1.2 million coaches in the UK
• 81 of these are volunteers only 230,000 are
  paid
• Only 1 in 4 are paid full time - 60,000
• 38 of coaches hold a coaching qualification
• 730,000 need a qualification
• Average age of a coach is 37
• Over 70 of the general public would take up a
  coaching course if funding was made available
• Half the funding to reach UK Coaching Certificate
  targets would 12 m

Source Sports Coaching in the UK, MORI 2004
20
REGISTER OF EXERCISE PROFESSIONALS

• Provides evidence of competence
• 30k first time registrations
• 8,000 instructors on provisional status
• Need to up-skill to Level 3 for special
  populations
• improved and rationalised training provision

21
TRAINING PRIORITIES FOR SKILLSACTIVE
TECHNICAL

• Statutory requirements OfSTED defined for work
  with under 8s treated as the norm for work with
  children
• Vocational Level 2 /3 REPS or National
  Governing Body of Sport, Playwork etc
• Few are publicly funded
• Customer service / communications
• Generic modules to be introduced to UK Coaching
  Certificate
• Management training
• Problem solving
• Basic skills including IT

GENERIC
22
KEY QUALIFICATIONS FOR SKILLSACTIVE
SPORT AND FITNESS

• Management - Professional bodies ILAM, ISRM
• Community / Junior Sport Activity Leader Award
  (CSLA / JSLA
• Fitness instructors REPS Lev 2
• Personal Trainer REPS Lev 3
• Exercise referral REPS Lev 3

• Recreation staff Statutory training NPLG for
  lifeguards, first aid, health safety
• National Governing Body Awards
• Coaching - NGB Level 1 - 4
• Officiating - NGB Level 1, 2 or 3
• Degree for Sport Development

OUTDOORS

• APIOL Accredited Practitioner of the
  Institute of Outdoor Learning
• In-house training for non-NGB activities
• Introductory Training Programme

• NGB Coaching Level 1,2 or 3
• Work-based NVQs
• Minibus driving qualification
• Degree for Adult education

23
KEY QUALIFICATIONS FOR SKILLSACTIVE
CARAVAN INDUSTRY

• CITO National Certificate in Park Management
• CITO Safe siting - Edexel
• NVQ2 Operational Services (Caravan Parks) - City
  Guilds
• NVQ 3 (Leisure Management) currently awaiting
  approval
• City Guilds Certificate for workshop
  technicians (touring caravans)

PLAYWORK

• NVQ 2 Playwork
• NVQ 3 Playwork
• Certificate in Playwork
• Diploma in Playwork
• Foundation Degree

24
Stage Two - Results
25
HIGHER EDUCATION

• The number of places has increased by 35 since
  1999
• c 15,000 students study courses in the
  SkillsActive sector
• over 14,000 are in sport or fitness
• Less than a third of graduates go on to get a job
  in sport or fitness
• Only 50 of those said it was a requirement for
  the job
• Employers think graduates lack vocational skills
• 500 in the Outdoors and just 80 for Playwork
• Most of these do find employment in the sector

26
TRAINING AND SPEND IN LAST 12 MONTHS
Whole economy
SkillsActive

• Proportion of staff trained
• Ave no. of days per employee
• Ave spend per employee
• Ave spend by organisation
• Playwork proportion of staff trained
• Ave no. of days per Playwork employee
  SkillsActive
• Ave spend per Playwork organisation
• Ave proportion of staff trained (Sport, Fitness,
  Outdoors)
• Ave no. of days per employee SkillsActive
  (Sport, Fitness, Outdoors)
• Ave spend per organisation Sport, Fitness,
  Outdoors)
• Ave no. of days per employee on training in
  Fitness
• Ave spend on training in Fitness
• Proportion of training in Fitness funded by
  employee
• Ave proportion of Caravan Parks providing
  training
• Ave no. of staff receiving training

• 71
• 6.1 days
• 139
• 2,390
• 90
• 9.5
• 2,000
• 91
• 5
• 7022
• 6
• 338
• 45
• 57
• 10

70 6.3 225 4150
Ness 2004 / Playwork / SFO Employment and Skills
Survey 2005 / Working in Fitness survey 2005 /
Caravan Parks Report 2004
27
FUNDING SOURCE FOR RVQ LEARNER AIMS
28
LSC PRIORITIES

• New LSC Funding Priorities unintended
  consequences?
• 5 cap on franchising and partnerships
• 19 FE funding 4 (06/07) 3 (07/08)
• 500,000 fewer learning opportunities for adults
• More support for longer more expensive courses
  at the expense of leisure learning
• The Level 2 entitlement, full NVQ achievement, or
  full fat VRQs and 16-19s

29
QUALITY OF TRAINING BY TYPE OF PROVIDER
Excellent
Disappointing
Employer Training Survey 2005
30
SCOPE FOR IMPROVEMENT
Employer Training Survey 2005
31
Stage Three ANALYSIS OF GAPS AND WEAKNESSES
32
STAGE THREE REPORT

• One pan-UK, pan-sector report
• Identifies common issues or challenges
• With some sector or country specifics
• Proposes range of solutions for the sector,
  stakeholders and delivery partners
• With some sector or country specifics
• Regional stakeholder fora will / have been
  arranged
• Regional action plans will be developed to
  promote national and regional solutions to
  SkillsActives Sector Skills Agreement

33
THE RIGHT PEOPLE WITH THE RIGHT SKILLS

• Seven KEY Priorities for action
• Improve quality and range of services
• Improve Recruitment
• Improve Retention
• Professionalise and Upskill Existing Workforce
• Match Supply to Demand
• Re-direct Funding
• Increase sector investment in our people

34

• Improve quality and range of services
• More sustainable public funding
• Better recognition of the value of Playwork
• Meet the skills challenge of the 2012 Olympics
• Constant drive to meet customer expectations
• Improve Recruitment and Retention
• Better Careers advice in schools and colleges
• Clear Career progression routes
• Develop Skills Passports
• Explore improvements to pay and conditions

35

• Professionalise and Up-skill Existing Workforce
• Improve percentage of coaches with a
  qualification
• Make coaching a priority skill
• Register of qualified playworkers / fitness
  instructors
• Up-skill Fitness instructors for special
  populations to level 3
• Improve qualification levels in the Caravan
  Industry
• Match Supply to Demand
• Oversupply of sports science graduates
  introduce HE Employability Index
• Too many graduates without practical skills -
  more vocational (Foundation) degrees
• Improve quality of FE delivery and FE content
  destination data
• Introduce qualifications where they are missing
• Standardise training so skills are transparent
  and transferable

36

• Re-direct Funding
• Reduce barriers to accessing training more
  local, flexible, work-based training
• Funding for coaching qualifications
• Funding for 25, job changers and volunteers
• Reduce bureaucracy of funding applications
• National contracts for National Governing Bodies
• Increase sector investment in our people
• Explore quality work experience for students,
  tutors and assessors
• Encourage employer use of workforce development
  plans
• Increase training levels of the sector
• Mentored and assessed volunteering experience

37
SSA STAKEHOLDERS

• RDA
• Regional Skills Partnership
• LSC
• Business Link
• Job Centre Plus
• GO
• TUC
• HEI and HE representatives

• Sport England
• Regional Sports Boards
• County Sports Partnerships
• Sportscoach UK
• National Governing Bodies of Sport
• Register of Exercise professionals
• Playwork Regional Centres

38
SSA STAKEHOLDER FORA
39
Warwick Andrews Lesli Godfrey (Play)
SkillsActive RDM Team 2006
Rob Williams Cat Ross (Play)
Dian Shaw Bev Amison / Mark Bryce (Play)
Jeff Spencer Julia Merivale (Play)
Stuart Wilson Julia Fallowfield (Play)
Sonia Birch Camilla palmer (Play)
Jackie Hayhoe John Fitzpatrick (Play)
Kim Egerton / Craig Wooldridge Leonie
Labistour (Play)
James Emmett Vanessa Roberts (Play)
40
A LEVEL PLAYING FIELD ACROSS ENGLAND

• SkillsActive organisations are present in every
  community
• Sector organisations want to see parity of
  support and investment across the regions
• They want to cut bureaucracy with
• joined up funding
• national contracts for funding and delivery of
  training
• The Chancellors budget provides 600m Olympic
  games, 200 m for Elite athletes and 6 m for
  school sports
• Need for a structural platform for the SSA to be
  assessed and encompassed within regional plans

41
SUMMARY OF PRIORITIES QUALIFICATIONS

• Establish a framework of technical qualifications
  linked to national standards
• Broaden Soft Skills training and assessment
  around technical qualifications
• A vocationally relevant qualification at level
  2/3 for each occupation to be on each National
  Qualifications Framework
• Initiate industry investigation into the pool of
  30 in the industry with no level 2
  qualifications
• Create new programmes with HE to develop sector
  linked management and business skills
• Explore ways to give increased value to the
  skills acquired in the industry especially
  volunteers

42
SUMMARY OF PRIORITIES - FUNDING

• Support for upskilling and professionalisation of
  existing workforce
• Support for short course, bite-size, flexible
  delivery programmes
• Recognise and support skill needs of volunteers
• Switch emphasis to work-based learning
• Support industry drive to create national
  frameworks that support career development
• Value our services recognise and support
  experiential learning (through adventure, sport
  and play) as a key part of skills development in
  the UK
• Work towards equality of funding across the UK
  the industry needs national solutions, accessible
  locally

43
OUR SECTOR DELIVERS

• Active People and Active Communities
• Improved Health and Social Integration
• Economic Growth Through Regeneration, Tourism and
  Growing Employment
• Personal and Social Development
• Fun and Adventure
• Improved Quality of Life
• National Pride

LET US DELIVER THEY TRAINING THEY NEED
44
REGIONAL SPECIFICS
45
(No Transcript)
46

• HOW IS SKILLSACTIVE STRUCTURED?

47
THE UK STRUCTURE
PATRONS
BOARD OF EMPLOYERS
England
Northern Ireland
Scotland
Wales
SECTOR COUNCIL
48
Wales Manager John Byers
SKILLSACTIVE TRADING LIMITED
REPS
Chief Executive Stephen Studd
Public Affairs Officer Will Pickering
Executive Assistant Mike Burrows
Account Officer Vicky Hembry
EOSE Secretariat Aurelien Favre
Head Of Business Development Florence Orban
Head of Unit Sport and Recreation Phil Collier
Head of Unit Playwork Paul Bonel
Finance and Administration Director Martin Ellis
Head of Unit Home Countries Ashley Pringle
Head of Unit Research Information Muriel
Bankhead
Head of Unit Technical John Thorpe
Marketing Manager Matthew Hickey
Professional Development Manager Steve Woolland
Programme Manager N.Ireland Siobhan Weir
Programme Manager Funding and Project
Management Honore Kitenge
Research Manager
Qualifications Manager Ben Gittus
Financial Controller Joy Marais
Community Development Manager Bansari Samani
Entry to the Workforce Manager Steve Mitchell
Programmer Manager Wales Richard Tobutt
Communications/ PR Manager Shelly Beresford
Research Manager Beth Fowler
Programme Manager Qualifications
Standards Dawn Newton
Facilities Manager Doug Burtenshaw
Programme Manager Exercise Council Wales Rhian
James
Outdoor Manager Peter Thompson
Research Analyst Liz Chan
9 Regional Managers WM Sonia Birch Lon Jackie
Hayhoe YH Rob Williams NW Dian Shaw SE James
Emmett SW Craig Wooldridge NE Warwick
Andrews East Stewart Wilson EM Jeff Spencer
Programme Manager
Cross Sector Manager Sue Hook
Communications Officer Playwork Uzma Ahmed
Programme Manager Scotland Pam Scott
Programme Manager Funding Policy Chris
Martin
Programme Manager (part-time) Children and
Young People Drew McCanney
Development Officer Standards Lee Buck
Communications and Marketing Officer Paul Durrans
Programme Manager - Regions Maggie Patchett
Finance Officer Shila Patel
Web Editor
Development Officer Frameworks and
Careers Nicola Temple
Programme Manager Playwork Policy UK
Senior Admin and QA Officer Kiran Sahota
Finance Officer Bo McDougal
Admin Officer Cheryl Francis/ Stacey Baker
Development Officer Youth Apprenticeships Katie
Couchman
Communications and PR Assistant Danielle Powell
Admin Assistant Valerie Pringle
Team Admin Julie Stancombe
Development Officer Outdoors and Cross Sector Kim
Harman
9 Regional Centres
Reception Sally Rensch
49
(No Transcript)
50

• HOW DOES SKILLSACTIVE DEVELOP STANDARDS?

51
DEVELOPMENT OF NATIONAL OCCUPATIONAL STANDARDS

• Requires
• A Standards Setting Body recognised and approved
  by government
• Funding and project management from the
  Qualifications and Curriculum Authority

52
DEVELOPMENT AND REVIEW PROCESS
Functional Map
Standards Plan
Convening of Working Groups
Approval/Accreditation by QCA
Development of N/SVQ Structures
Development of Standards
Industry Consultation
53
THE OCCUPATIONAL MAP

• The Types of Occupations in the Sector, Numbers
  Employed and Any Anticipated Changes in
  Employment Patterns
• Roles Played by Key Employers, Trade
  Associations, Professional Bodies, Trade Unions
  and Statutory Bodies
• Existing Qualifications, Application and
  Positioning
• Opportunities for Progression and Career Routes
• Relationship Between Existing Standards and
  Occupations
• Key Information Sources

54
The Functional Map

• A functional map is the framework for developing
  national occupational standards.
• It should provide
• A breakdown of all the functions staff in the
  industry need to carry out
• A model of good practice
• A forward-looking perspective
• In summary, everything that it necessary and
  sufficient for the workforce to achieve the
  overall mission of the industry

55
CONTENTS OF A FUNCTIONAL MAP

• A Key Purpose summarising the overall mission
  of the industry

• Key Areas describing very large areas of work,
  often undertaken by whole groups of staff

• Key Roles describing major functions carried
  out by teams or individuals

• Units of Competence describing the functions
  carried out by individuals.

56
Key Roles
What needs to happen to achieve?
Key Areas
A1. Plan the exercise and fitness business
A. Provide fitness professionals and facilities
that will meet peoples needs, abilities and
potential.
A2. Initiate the exercise and fitness business
plan
A3. Manage the exercise and fitness business
Key Purpose
A4. Review the exercise and fitness business
Enable everyone to develop and maintain their
health- and performance-related fitness by
providing and monitoring safe and effective
services and products that meet individuals
needs, cater to their abilities and help them
achieve their potential.
A5. Administer the exercise and fitness business
A6. Establish, maintain and develop business
relationships
B1. Promote and sell exercise and fitness
services and products
B. Provide and develop exercise and fitness
services and products for individuals
B2. Educate healthy adults by providing exercise
and fitness
B3. Educate special populations by providing
exercise and
B4. Research and develop exercise and fitness
services
C. Provide a safe and quality experience for
individuals
C1. Maintain safety within the facility
C2. Provide and improve customer service
C3. Provide and maintain quality equipment and
facilities
D. Support continuing professional development
D1. Continue to develop own professional skills
and knowledge
D2. Develop the professional skills and knowledge
of others
57
STANDARDS DEVELOPMENT

• Units are either

• Developed from scratch

• Identified from the National Database of
  Vocational Qualifications and tailored to the
  needs of the industry

In both cases using industry working groups
58
CONTENTS OF A UNIT

• Heavy emphasis on plain English and user
  friendly layout

• Front page summary of unit contents and target
  group

• Explanations and examples of terms used

• Performance standards

• Knowledge, understanding, values and skills

• Key and Core Skill signposting

59
N/SVQ DEVELOPMENT

• The N/SVQs are developed by packaging the units
  in the functional map, according to the
  information contained in the occupational map.

• The most favoured approach now is core and
  options. This provides maximum flexibility to
  the industry.

60
INDUSTRY WIDE CONSULTATION

• Postal consultations by structured questionnaire

• Focus groups

• Posting draft standards on the website

• Mediation of feedback by industry working group

61
(No Transcript)
62

• HOW DOES SKILLSACTIVE WORK CROSS SECTOR?

63
CROSS SECTOR WORK ADDING VALUE TO SECTOR
EMPLOYERS?

• The work is lead by the technical unit
• John Thorpe, Head of Unit
• Sue Hook, Cross Sector Manager
• Lee Buck, Development Officer
• The work falls into three main areas
• Management and Leadership National Occupational
  Standards (NOS) project
• Voluntary and Community Sector (VCS) workforce
  project
• Cross sector work through designated staffing of
  SSDA direct funded cross sector posts.

64
1. MANAGEMENT AND LEADERSHIP CHAMPIONS WORK

• We have 2 champions one from playwork and one
  from the regional development team.
• Maggie Patchett National Playwork Manager
• Rob Williams Regional Development Manager,
  Yorks
• Both have been
• reviewing M and L NOS importations into sector
  specific NOS (including 2 of our suites)
• raising awareness of M and L as a priority for
  our sector.
• contacted training brokerages to ensure
  management raining for playworkers in north yorks
  is mapped to the standards
• secured LSC funding for volunteers in sport to
  access m and l training

65
2. VCS INTO SECTOR SKILLS AGREEMENT (SSA)

• Jackie Hayhoe, RDM for London, is our VCS
  ambassador
• ran an event recently for VCS employers to enable
  them to input into the SSA process and up to
  August 60 of the SSA responses had come from the
  VCS.
• A cross sector VCS seminar run and hosted by us
  involved our employers and raised our profile
  significantly with some who were otherwise
  unaware of SSCs and the SfBN( Skills for business
  network)

66
3. LINKS TO OTHER SSCS

• This has resulted in good working relationships
  with many SSCs and sharing of good practice (e.g.
  careers IAG (information, advice and guidance)
  with Skillset).
• We have also formed useful relationships with
  Standard Setting Bodies (SSBs) including
  Management Standards Centre, SfEDI etc.
• This means questions or requests for help from
  our employers can be dealt with effectively and
  promptly.
• We have also been sited on several occasions as
  examples of good practice SSDAs approach to us
  to work with ENTO came out of our raised profile
  with them re Management and Leadership

67
4. OPPORTUNITIES FOR OUR EMPLOYERS

• Opportunities for our employers to pilot a
  business solutions website autumn 2005 showing
  real solutions to real problems contextualized
  for the sector.
• We are being funded to interface directly with
  employers and offer them a service.
• This is only possible because of our work on the
  steering group of this project and the resultant
  relationship with Skillsfast

68
5. RAISING PROFILE WITH PARTNER ORGS

• Greatly raised profile in the VCS and with our
  VCS employers via a (hard won) close working
  relationship with NCVO, SCVO, WCVO and NICVA via
  their Workforce Development Hub.
• Increased access to help and resources for our
  VCS employers via our VCS ambassador

69
6. NOS DEVELOPMENTS

• Our NOS contain more generic management materials
  both in the VCS and using management and
  leadership NOS.
• in playwork , operations and development and
  spectator safety management our sector managers
  of the future will have more transferable skills
• our employers will find it easier to recruit as
  they recognise generic management skills as
  relevant to them.
• Working with industry expert groups on standards
  development using generic NOS raises their
  awareness and widens their experience

70
7. PRODUCT DEVELOPMENT

• Careers development in partnership with Skillset
  has produced an excellent product benchmarked
  to the SSDA agreed standard via the Skillset led
  IAG project and for the first time offering an
  exciting careers service to our employers and
  potential employees
• www.skillsactive.com/careers

71
(No Transcript)
72

• HOW DOES SKILLSACTIVE WORK WITH SKILLS FOR LIFE?

73
SKILLS FOR LIFE

• THE FACTS
• 23 of adults in work in England struggle with
  maths or English
• 49 out of 50 jobs are closed to people with low
  literacy and numeracy skills
• 4 out of 5 jobs created now will require skill
  levels above A-level and only one third of
  Britons have these.
• 30 of graduates have literacy levels below level
  2
• 15 million people in the workforce have poor
  numeracy skills

74
WHAT ARE SKILLS FOR LIFE?

• Adult literacy, language and numeracy skills are
  often referred to using different terminology.
  Skills for Life is the definition used in
  England. It represents
• The ability to read, write and speak in English
  and to use mathematics at a level necessary to
  function and make progress at work and in society
  in general.
• Skills for Life is also known as the government
  strategy for improving adult literacy and
  numeracy and basic ITC skills in England.

75
TERMINOLOGY FOR LITERACY, LANGUAGE AND NUMERACY
USED ACROSS THE FOUR NATIONS

• England Skills for Life - covers basic skills,
  key skills and GCSE (English and Maths A-C
  grades). Skills for Life includes literacy and
  numeracy skills as documented in National
  Standards from entry 3 to Level
• Wales Basic Skills - covers literacy and
  numeracy skills as documented in National
  Standards from entry 3 to Level 1
• Northern Ireland Essential Skills - cover
  literacy and numeracy skills as documented in
  National Standards from entry 3 to Level 2.
• Scotland Core Skills or Literacies is also
  used. Literacies cover the range of skills
  identified as needed for family life, employment
  and citizenship.

76
TERMINOLOGY (cont)

• Employability and Generic skills are also terms
  that have been applied to the skills described
• And now the introduction of Functional Skills
  which will eventually replace Skills for Life.
• Functional English, functional mathematics and
  functional ICT will form a core element of
  English, maths and ICT GCSEs respectively, but
  they are being introduced for young people first.

77
THE BUSINESS CASE

• Why do Skills for Life matter?
• Do you want you employees to
• Be skilled enough to do their job now and in the
  future
• To stay with you and value the place in which
  they work
• Feel engaged and involved in the workplace

78
WHAT ARE THE IMPLICATIONS?

• Poor adherence to health and safety procedures
• Inaccurate/poor quality paperwork e.g. health and
  safety documents, reports
• Poor communication with customers and colleagues
• Staff reluctant to take on extra tasks/ transfer
  skills and be responsive to the needs of the
  environment
• Poor time management and planning skills
• High absenteeism and staff turnover
• Staff do not benefit from training/ chance to
  develop their skills
• Inability to read and understand written
  instructions
• Poor team working skills

79
BENEFITS IN THE WORKPLACE

• Improved performance
• Improved quality assurance
• Improved communication
• Improved compliance with regulations
• Improved customer relations
• Improved recruitment
• Improved retention
• Realising existing potential
• Increased profits

80
CASE STUDIES

• Businesses
• Greenwich Leisure,
• Liverpool Leisure Services
• Individuals
• Captain of Brighton and Hove FC

81
RESOURCES

• The Provider Toolkit
• www.thenetwork.co.uk/providertoolkit
• A comprehensive bank of information on workplace
  language, literacy and numeracy (LLN), for
  practitioners, learning representatives and
  brokers. guidance, case studies, proformas, and
  exemplar materials to support and supplement
  training and development activities. 

82

• Skills for Life Make it your Business
• A newly revised toolkit for employers wishing to
  look into literacy, language and numeracy skills
  gaps in the workforce. A step by step guide
  through the process from hints and tips on
  identifying LLN gaps to implementing provision.
  help you address issues, face challenges and find
  solutions to business problems arising from poor
  literacy and numeracy skills. 
• Skills for Life Make it your business is made up
  of four hard-copy sections, a CD-Rom and a
  video. 
• Order your free copy from dfes_at_prolog.uk.com or
  0845 60 222 60 quoting Ref ETKV2-2004.

83
USEFUL LINKS

• Skills for Life Strategy Unit - The Unit is
  responsible for implementing 'Skills for Life',
  the national adult literacy, numeracy and
  language strategy in England.
• Avanti Books - The most comprehensive supplier of
  resources to support basic skills teaching. The
  materials cover literacy, numeracy and ESOL key
  skills and workplace basic skills family
  literacy and lifelong learning.
• BBC Learning - BBC2's 'Working' series, year
  round television programmes on the Learning Zone
  that support learning for all those who want to
  get into or on in work.
• BBC Skillswise - Skillswise is an interactive
  adult literacy and numeracy resource from the BBC
  for tutors and learners. The website includes
  quizzes, games, activities and printable
  resources.
• BSAThe Basic Skills Agency - An independent
  organisation which mainly funded by the
  Government through grants from the Department for
  Education and Skills (DfES) and the Welsh
  Assembly Government.
• BSA Observatory - The Observatory is developed by
  the Basic Skills Agency. The Observatory of Basic
  Skills is the only place where information about
  literacy, numeracy and language as they impact on
  everyone from early years to adult life can be
  found.

84

• Campaign for Learning - They aim to stimulate
  learning that will sustain people for life.
• CBI Confederation of British Industry - The UK's
  premier independent business organisation. It
  exists to ensure that the government of the day,
  the European Commission and the wider community
  understand both the needs of British business and
  the contribution it makes to the well being of UK
  society.
• ELWa - Education and Learning Wales is the joint
  name for the National Council for Education and
  Training for Wales and the Higher Education
  Funding Council for Wales.
• Hertfordshire Professional Development Resource
  Centre - for basic skills providers and teachers.
• IiP Investors In People UK - Formed in 1993 to
  take national ownership of the Standard, protect
  its integrity and ensure its successful promotion
  and development.
• LSC 'Skills for Life' Quality InitiativeThe
  Learning and Skills Council (LSC) Skills for Life
  Quality Initiative is a major LSC programme that
  supports the implementation and delivery of
  Skills for Life the national strategy to improve
  adult literacy and numeracy skills. The Skills
  for Life strategy underpins both Success for All
  and the Skills Strategy.

85

• Move On - A national project aiming to share the
  success of a pilot project in Somerset and
  developing its approach further. It offers Level
  1 and 2 learners the new national Certificate in
  Adult Literacy and numeracy with a free brush-up
  course, aiming to reach new learners who dont
  see themselves as needing help with their basic
  skills.
• NATECLA (National Association for Teaching
  English and Other Community Languages to Adults)
  - A national forum for English and community
  language teaching issues.
• National Extension College - a non-profit-making
  educational trust. They provide a range of
  distance learning basic skills courses including
  mathematics, numeracy, English, reading, writing
  and languages.
• National Literacy Trust - The National Literacy
  Trust is an independent charity dedicated to
  building a literate nation.
• The Learning and Skills Council - Responsible for
  all post-16 education and training. The LSC's
  national office is based in Coventry, with 47
  local Learning and Skills Councils across
  England.

86

• National Research and Development Centre (NRDC)
  for Adult Literacy and Numeracy - National centre
  dedicated to research and development on adult
  literacy, language and numeracy. It was
  established as part of Skills for Life, the
  national strategy for improving adult literacy
  and numeracy skills. The Centre aims to improve
  practice and inform policy through the generation
  of knowledge, by creating a strong research
  culture and by developing professional practice.
• Research and Practice in Adult Literacy - RaPAL
  is the only British national organisation that
  focuses on the role of literacy in adult life. We
  are an independent network of learners, teachers,
  managers and researchers in adult basic
  education. RaPAL was established in 1985 and is
  supported by membership subscription only.
• Scottish Executive - Learning Connections -
  Learning Connections is part of the Regeneration
  Division of Communities Scotland. It is made up
  of two linked teams which are central to the
  Scottish Executive's strategies for social
  inclusion and the regeneration of Scotland's
  diverse communities.
• SEEOnline (South East England Online) - A website
  for sharing knowledge. It aims to encourage
  interaction between organisations in the South
  East through the easy transfer of information and
  experience online.
• Skills for Life - A guide to funding adult
  literacy and numeracy learning programmes.
• Skills for Life Network - On-line news and
  information resource for Skills for Life
  Professionals. The fortnightly e-news updates
  contain a round up of the latest Skills for Life
  news, developments, events, resources and jobs

87

• Social Exclusion Unit - The Social Exclusion Unit
  was set up by the Prime Minister to help improve
  Government action to reduce social exclusion by
  producing 'joined-up solutions to joined-up
  problems'.
• SEEDA (South East England Development Agency) -
  Established by the Government through the
  Regional Development Agency Act 1998, and came
  into operation on 1st April 1999 to take the
  strategic lead in promoting the sustainable
  economic development of the region. There mission
  is to work with our partners to make the South
  East of England a world class region, achieving
  sustainable development and enhanced quality of
  life as measured by Economic Prosperity,
  Environmental Quality and Social Inclusion -
  ensuring meaningful employment for all.
• Talent (Training Adult Literacy, ESOL and
  Numeracy Teachers) - Professional Development
  site for teachers of adult literacy, ESOL and
  numeracy, funded by the London Development Agency
  and hosted by Tower Hamlets College, London. This
  site is designed to support teacher training and
  the development of qualified language, literacy
  and numeracy teachers.
• TUC Learning Services - Provides the strategic
  framework to support the union role in learning
  and skills, and gives training and support to the
  growing number of Learning Reps.
• UfI / Learndirect - Ufi's learning services are
  being delivered through Learndirect, which
  provides access to innovative and high quality
  courses, over 80 percent of them on-line.
• WEA Workers' Educational Association - The WEA,
  which was founded in 1903, aims to provide high
  quality learning opportunities for adults from
  all walks of life, but especially those who may
  have missed out on learning in early life, or who
  are socially and economically disadvantaged.

88
(No Transcript)
89

• HOW DOES SKILLSACTIVE HELP EMPLOYERS?

90
INVEST IN SKILLS

• SkillsActive is Shaping Skills for the Future,
  through
• PEOPLE
• ensuring all people in the sector are
  appropriately trained and qualified.
• PRODUCTIVITY
• ensuring better performance through the
  professional development of the sector. 
• PROVISION
• ensuring the sector has accessible, relevant and
  funded training across the UK.
• PROMOTION
• ensuring the contributions of the sector are
  recognised at a governmental level.

91
MEMBERSHIP

• Employer Engagement is critical to our success!
• You are all now members
• We have developed a membership package which is
  to add benefit to your business
• The benefits of membership include
• INFORMATION electronic, quarterly funding
  updates
• SUPPORT on training, qualifications, standards,
  website
• EVENTS - discounts
• CONSULTANCY mapping of qualifications,
  development of training
• POLICY CONSULTATION quarterly updates
• RESEARCH facts, figures
• BROKERAGE SERVICE access to training providers
• DIALOGUE!!! With Government and the agencies

92
SKILLSACTIVECAREERS

• To be THE first point of contact for any
  individual, employer, or organisation enquiring
  about Careers in our Sector
• To improve the careers advice available (from
  other sources and careers professionals) to both
  current and prospective employees in our sector
  across the UK
• To work with Key Partners and Employers to ensure
  the right messages and the right advice is being
  offered
• To increase awareness of our employers, relevant
  qualifications, relevant skills and our sector as
  a whole
• To work with Connexions, Learndirect, Next Step
  and Job Centre Plus
• To develop links with the IAG professional bodies
  (e.g. ICG/AGCAS/NAEGA)

93
What do we have available??

• www.skillsactive.com/careers
• Virtual Careers Advisor Ask Dougie
• Learndirect UfI helpline
• SkillsActiveCareers Brochure
• Fact sheets and Case studies
• Technical advice
• Employer/Key Partner Links
• HC Careers Organisations Links
• Job Websites
• Introductory CD Rom
• B-Live and Sports Hub Products
• 28/29 September BE INVOLVED WITH JOB SCENE

94
CURRENTLY..

• SAC Strategy CoHesion
• SSDA IAG Project
• Updating LMI on the National Guidance Research
  Forum
• Developing presentation templates and delivering
  workshops to Careers IAG Professionals
• Cross Sector Careers Group Skillset Mentoring
• Collaborations with Careers Scotland, Careers
  Wales and Careers NI
• Learndirect Helpline Updates and Hot Courses
  Search

95
NANCY OVENS BURSARY

• We are working with the Nancy Oven Trust to
  sponsor an exciting skills development bursary
• It is aimed at paid or voluntary coaches, who
  work with children and young people
• It will be awarded to those who wish enhance
  their own skills
• The awards will be supported by a mentor
• Can last for up to 2 months and be worth up to
  2500!
• So who can apply????

96
NANCY OVENS BURSARY (cont)

• Open to all Coaches/Leaders who work in our
  Sectors, with limited access to training in their
  work
• Worked for a min of 2 years
• Open to both paid and unpaid
• Must be endorsed by Employer
• Must work with Children/Young People
• WE HAVE FOUR WINNERS THIS YEAR.

97
The SkillsActive Academy

• What Is It?
• How Can I Get Involved?

98
ContextOur Sector State of Play
Bad News Recruiting relevant staff. Retaining
good staff. Training provision and needs
mismatched. Unclear vocational routes. Lack of
quality volunteer training. Underdeveloped
customer care skills. Poor succession
planning. Over reliance on academic
qualifications. Estimated 26.6m training
shortfall.
Good News Vibrant times. 8.6bn GVA
contribution. 3.9 pa growth rate (4x UK
plc). 634,000 paid staff. 5.8m volunteers. 100,000
new jobs by 2014. Additional 70,000 leavers
pa. Extra 90,000 jobs for 2012 Olympics.

99
The Solution?

• Training delivery.
• Employer controlled.
• New.
• Innovative.
• One of a network of National Skills Academies.
• Sustainable

The SkillsActive Academy
100
CASH CONTRIBUTION
THE PROPOSITION
Further Ed
Higher Ed
National
Private TPs
101
What are National Skills Academies?

• Single most important reform facing skills
  training today.
• At the apex of new and existing learning
  networks.
• Designed by industry for industry.
• Facilitated by Sector Skills Councils, recognised
  by Government.
• Coordinate.
• Drive up standards.
• Accredit.

102
Our Model -UK wide, 3 levels

• Regional Hubs
• 12 physical locations
• Supporting local network of Centres of Excellence
  CoVES, FE/HE institutions, private training
  providers, schools and specialist sports
  colleges.
• National Faculties
• Subject based fora of employers, training
  providers, partners and trade associations.
• Examples in coaching, leisure management,
  outdoors, event management, playwork, caravans,
  management/leadership, sporting excellence.
• Virtual Platform
• Online HQ/Apex
• Coordinating mechanism, governance/financing,
  running complete structure.

103
Finance
10m set up costs. 3.5m government. 200k
London regional hub. LT revenue funding LSC and
employers. 60 training currently paid for in
house. 5m sponsorship target (charitable).
104
Whats In It For Me?Why Get Involved?
105
Next Steps How Do I Get Involved?
by 19 June 2006
106
(No Transcript)
107
Workforce Development Planning Workshop
108
Aim

• The aim of the workshop is to leave with a good
  working knowledge of workforce development and
  the role it can play in the development of a
  business or organisation

109
Outcomes

• By the end of this workshop you should be able
  to
• Describe the process of workforce development
  planning
• Identify the benefits of workforce planning.
• Relate workforce planning to the success of an
  organisation
• Create an action plan for your organisation

110
WORKSHOP PROGRAMME

• What is workforce development
• Key facts about workforce development
• Scenarios
• Skills gaps and skills shortages
• Practicality
• Solutions
• Action Planning
• Check outcomes

111
The Sport Recreation Workforce CURRENT STATE
OF PLAY

• A fragmented approach
• Low priority given to workforce development
• Little influence with key strategic partners
• Under investment
• Supply not meeting demand
• Little respect for professionalism of workforce

112
The Future VISION FOR 2012

• Successful partnerships
• Co-ordinated strategies
• Greater investment
• Mainstream education and training
• A recognised profession
• A great place to work

113
Research shows.

• 24 of establishments report a vacancy
• 42 of sector organisations with a vacancy found
  them hard-to-fill
• 54 of organisations with a hard-to-fill vacancy
  attributed it to a skills shortage reasons (lack
  of experience, qualifications or skills required)
• Skills shortage vacancies represented 19 of all
  vacancies
• 16 considered they had a skills gap.

114
How do we ensure success?

• Increase Participation Success
• Make Participation Essential Spend
• Retain Customers
• Improve Service Quality
• Deliver New Services Lifestyle
• Deliver for Government and LAs
• Capitalise on 2012 Olympics

115
Role of SkillsActive
Skills Active
116
Skills gaps and shortages

• Skills gaps
• People in work do not possess the required skill
  levels to perform their role (also known as a
  training gap).
• Skills shortages
• The skills are in short supply and it is
  difficult to recruit somebody with the required
  skills.

117
Examples

• Skills gaps
• A Sports Development Officer earning a promotion
  to a management position but not having any
  experience of managing people. This person has a
  skills (or training) gap and will require
  training to become a competent manager.
• Skills shortages
• The creation of a new position within an
  organisation such as Workforce Development
  Officer, requiring skills that the current
  workforce do not have.

118
What is workforce development?

• In groups
• Define workforce
• Define workforce development
• Without using either word!

119
Workforce Key Facts

• Contributed 8.6 billion to UK economy in 2004
• The sector employs 634,000 paid employees in 5
  sub-sectors
• Whole sector employment is evenly distributed
  across UK
• Sector includes paid workers, self-employment and
  unpaid voluntary work in over 36,500 public,
  private, voluntary and not-for-profit
  organisations
• 5.8 million volunteers

120
Scenario questions

• Who are the people?
• How would a workforce development plan help?
• What are the key issues?
• What do they need to do?

121
Scenarios

• Voluntary sports club
• Coach development
• Volunteer management
• Membership
• Small/medium enterprise (SME)
• Staffing
• Management
• Membership

122
Practical gaps and shortages

• Pick one of the roles from scenario
• Identify the main skills gaps and / or shortages
• Identify solutions

123
(No Transcript)
124
Action Plan

• Use the sheet to complete an action plan with a
  minimum of 3 and a maximum of ten actions

125
Outcomes

• Describe the process of workforce development
  planning
• Identify the benefits of workforce planning.
• Relate workforce planning to the success of an
  organisation
• Create an action plan for your organisation

126
The Guide

• The Guide to Successful Workforce Development
  Planning
• Glossary of Terms
• Audit Information
• Training Needs Analysis
• Skills for Life Screening
• Departmental / Organisational Needs Summary
• Annual Training Planner
• Useful Contacts
• Workforce Development Plan Templates
• Workforce Development Plan Blank

127
(No Transcript)
128
(No Transcript)
129
(No Transcript)
130
(No Transcript)
131
(No Transcript)
132
(No Transcript)
133
(No Transcript)
134
(No Transcript)