Getting employers involved: improving work-based learning through employer links, report and good practice guidelines

Introduction 2 Getting employers involved 3 Resources to do the job 4 Preparing for learning at work 5 Supporting effective learning in the workplace 6 Supporting learners' personal development Useful publications, contacts and websites Appendix 1 Case study leaders and sites Appendix 2 Developing good practice: key actions Appendix 3 Employers involved in the study Appendix 4 External Advisory GroupThe Agency is grateful to Nacro and YMCA training managers for their constructive and informed contribution to the development of the good practice guidelines.We are also indebted to trainees at Nacro and YMCA training centres, who took part in case study interviews to help inform us about their experience of work-based learning.Our particular thanks are due to Christa McGrath, Head of Quality and Development, Nacro, and to Diana Beardsell, National Training Systems Manager, YMCA Training, who gave willing advice at all stages of the project.Listed in an appendix to this report are the names of employers who gave us valuable information and guidance by attending an early workshop to plan the case studies, by giving up time to take part in case study interviews, or by serving as members of our external advisory group.Finally, we gratefully acknowledge the role played by our panel of external advisers, who helped to validate and refine the results of the project and whose names are also listed in an appendix. IV Getting employers involved Why guidelines are neededWe start with one conviction.Well-planned, on-the-job learning, with active employer involvement, leads to a better learning experience for learners and better outcomes in terms of their work-related skills and employability.Inspection evidence summarised in the annual reports of the Chief Inspector of the Training Standards Council shows that there is much scope for closer coordination between on-and off-the-job learning.Employers can be highly influential in making this happen.Although effective practice certainly exists, the features which define it, and examples demonstrating how it works, are poorly articulated.It is therefore difficult to replicate best practice or to develop better practice.The need for improvement is urgent, in view of the government's emphasis on workforce development to fuel economic growth.This message has particular significance for disadvantaged areas of the country, where helping local people to improve their employability is crucial in tackling the problems of social and economic disadvantage.As research by the government's Social Exclusion Unit has found, 'for most people, the prospect of employment, or of better-paid or more stable employment, is much the most powerful incentive to improve their skills' (Social Exclusion Unit, 1999).Residents of socially disadvantaged areas 'believe they have nothing to gain from improving their skills and that, no matter what they learn, it will make no difference to their prospects, in the labour market or more generally' (op.cit.).The visible involvement of employers in workbased learning initiatives can begin to make an impact on expectations and achievement. How the guidelines and case study illustrations were producedThe guidelines were written by staff at the Learning and Skills Development Agency (the Agency), following consultation with a number of organisations interested in work-based learning, including employers and training providers.In particular, Nacro (the crime reduction charity) and YMCA Training (part of the Young Men's Christian Association in England), worked on behalf of the Agency to conduct research into good practice.Case studies of practice by Nacro and YMCA were augmented by examples from members of our panel of advisers.Nacro and YMCA are large training organisations that prepare learners for a range of occupational sectors.Among their clients are adults and young people who need substantial help to gain qualifications and to get and keep a job.These clients may pose particular challenges both for trainers and employers.The terminology to describe learners needing substantial help varies.Young people at school may be referred to as having special educational needs, while adults and young people in further education colleges may be described as having learning difficulties and disabilities, and those in work-based learning -particularly people with moderate learning difficulties -as having special training needs.While some aspects of good practice identified by Nacro and YMCA derive from their focus on these types of clients, we believe that the guidelines have much wider relevance.In consultation with Nacro and YMCA, the Agency compiled a set of draft criteria for best practice in employer involvement in work-based learning.Four Nacro and four YMCA training centres were then selected as case study sites and each Nacro centre was 'paired' with a YMCA centre.Lead staff from the two organisations used the draft criteria in a critical appraisal of their provision, supported by the Agency.The process worked in the following way.Training managers from each of the eight sites reviewed their practice with colleagues.A manager from the partner organisation then conducted a case study, involving three elements: interviews with employers, learners and training centre staff.This process was repeated for each of the eight case study sites.Key outcomes were reviewed by the whole team of training managers and subsequently by a team of external advisers, working with the Agency.The case study sites are listed in Appendix 1.Taken together, they cater for a broad spectrum of clients, from mixed-ability adult learners to young people requiring help with literacy and numeracy or more substantial support.They represent a wide range of training activity, including, for example, pre-vocational courses and training in child care, retail and distribution.An Advisory Group comprising representatives of a range of organisations (see Appendix 4) reviewed the outcomes of the case studies and assisted the Agency in drafting the guidelines.