Automotivate
The Sector Skills Agreement for the Motor Industry
Sector Skills Agreement – Stage 2 – Assessment of
Current Provision
Welsh Final Draft Report
August 2006
Institute of the Motor Industry
Fanshaws
Brickendon
Hertford
SG13 8PQ
01992 511521
www.motor.org.uk
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Contents Page
PREFACE ................................................................................................................... 8
1
Executive Summary: Assessing Education and Training Provision for
the Retail Automotive Sector in Wales ................................................................... 9
1.1
Introduction................................................................................................................ 9
1.2
Assessment of Current Provision - Methodology...................................................... 9
1.3
Training and Workforce Development..................................................................... 10
1.4
The Funded Training Structure in Wales ................................................................ 11
1.5
Mapping Provision................................................................................................... 12
1.6
Funded Learner Data Review ................................................................................. 12
1.7
Private Sector Training Provision............................................................................ 12
1.8
Quality of Provision ................................................................................................. 14
2
Introduction and Background to the Report.......................................... 16
2.1
Automotive Skills Sector – an overview .................................................................. 17
2.2
Data Sources........................................................................................................... 18
3
Training and Workforce Development in the Automotive Sector ........ 20
3.1
Key Messages and Issues ...................................................................................... 20
3.2
The Role of Automotive Skills in Training and Workforce Development ................ 20
3.3
Level of Training Activity ......................................................................................... 21
3.4
Business Plans and Training Budgets .................................................................... 22
3.5
Training Volume ...................................................................................................... 23
3.6
Types of Training..................................................................................................... 24
4
Overview of the Funded Training Structure .......................................... 26
4.1
Key Messages and Issues ...................................................................................... 26
4.2
Introduction.............................................................................................................. 26
4.3
Departments, Institutions and Stakeholders ........................................................... 26
4.3.1
The Welsh Assembly Government: Department for Education, Lifelong Learning
and Skills (DELLS).......................................................................................................... 26
4.3.2
The Welsh Assembly Government: Department for Enterprise, Innovation and
Networks (DEIN) ............................................................................................................. 29
4.3.3
LearnDirect Wales ............................................................................................. 30
4.3.4
Fforwm ............................................................................................................... 30
4.3.5
Welsh Trades Unions Congress Cymru (WTUC) .............................................. 30
4.3.6
Quality Assurance Bodies.................................................................................. 30
4.4
Policies .................................................................................................................... 31
4.4.1
Department for Education and Lifelong Learning: ‘Wales: The Learning Country’
........................................................................................................................... 31
4.4.2
Welsh Assembly: Wales: A Better Country: The Strategic Agenda of the Welsh
Assembly Government.................................................................................................... 32
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4.4.3
Department for Economic Development and Transport: Wales: A Vibrant
Economy ......................................................................................................................... 32
4.4.4
4.5
Skills and Employment Action Plan 2 (2005)..................................................... 33
Qualifications Framework........................................................................................ 34
4.5.1
GCSEs and GCEs ............................................................................................. 34
4.5.2
GNVQs, VCEs, GCSEs in Vocational Subjects and GCEs in Applied Subjects 35
4.5.3
BTEC Qualifications........................................................................................... 36
4.5.4
NVQs.................................................................................................................. 36
4.5.5
Modern Apprenticeships and Foundation Modern Apprenticeships.................. 37
4.5.6
Modern Skills Diplomas for Adults ..................................................................... 37
5
Mapping Provision ................................................................................... 38
5.1
Key Messages and Issues ...................................................................................... 38
5.2
Introduction.............................................................................................................. 38
5.3
Distribution of FE Provision ..................................................................................... 38
5.4
Distribution of HE Provision .................................................................................... 40
6
Funded Learner Data Review .................................................................. 42
6.1
Key Messages and Issues ...................................................................................... 42
6.2
Methodology............................................................................................................ 42
6.3
Further Education.................................................................................................... 43
6.4
Work Based Learning.............................................................................................. 49
6.5
Higher Education..................................................................................................... 55
7
Private Sector Training Provision........................................................... 57
7.1
Key Messages and Issues ...................................................................................... 57
7.2
Methodology............................................................................................................ 58
7.3
Incidence of Training ............................................................................................... 58
7.4
Funding the Provision of Training ........................................................................... 59
7.4.1
Indirect and direct costs of training .................................................................... 61
7.4.2
Increased costs of training................................................................................. 62
7.4.3
Availability of external funding ........................................................................... 63
7.4.4
Drivers of external automotive funding .............................................................. 64
7.4.5
Improving the model of public funding of provision ........................................... 64
7.5
Drivers of Training ................................................................................................... 65
7.5.1
Internal drivers of training .................................................................................. 65
7.5.2
External drivers of training ................................................................................. 66
7.5.3
Occupational drivers of training ......................................................................... 67
7.5.4
Profitability as a driver of training....................................................................... 69
7.6
Training Plans and Budgets .................................................................................... 70
7.6.1
Formal Training Plans........................................................................................ 70
7.6.2
Formal Training Budgets ................................................................................... 71
7.6.3
Individual Training Plans.................................................................................... 72
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7.7
Identifying Training Needs: Employers ................................................................... 73
7.7.1
Employees most likely to receive training.......................................................... 73
7.7.2
Determining the type of training to be delivered ................................................ 74
7.8
Identifying Training Demands: Training Providers .................................................. 75
7.8.1
Type of Training in Demand .............................................................................. 75
7.8.2
Levels of Training in Demand ............................................................................ 77
7.9
Recruitment and Retention of Learners .................................................................. 78
7.9.1
The quality of recruits......................................................................................... 80
7.9.2
Collaboration between providers ....................................................................... 81
7.9.3
Changes in sector training composition............................................................. 82
7.10
Employer Engagement............................................................................................ 82
7.10.1
7.11
Use of Internal and External Training...................................................................... 84
7.11.1
Use of internal training schemes ................................................................... 84
7.11.2
Use of external training schemes .................................................................. 85
7.11.3
Employers using a combination of internal and external provision ............... 85
7.11.4
External provider selection processes........................................................... 87
8
9
Employer involvement in the design of training/courses ............................... 82
Quality of Provision ................................................................................. 90
8.1
Key Messages and Issues ...................................................................................... 90
8.2
Introduction.............................................................................................................. 90
8.3
Estyn Reports.......................................................................................................... 91
8.4
Employers’ Perceptions of Quality .......................................................................... 92
8.5
Provider Evaluation of Training ............................................................................... 95
Conclusions.............................................................................................. 97
Appendices.............................................................................................................. 99
Appendix 1: Institute of the Motor Industry (IMI) Qualifications .......................................... 99
Appendix 2: City and Guilds Automotive Qualifications .................................................... 100
Appendix 3: Automotive Training Provider Depth Discussion Guide................................ 101
Appendix 4: Automotive Employer Depth Discussion Guide ............................................ 115
Appendix 5: Automotive Employer Telephone Questionnaire .......................................... 133
Appendix 6: Overview of Stage 2 Methodology and Sampling......................................... 158
Secondary Research .................................................................................................... 158
Provision ....................................................................................................................... 158
Funded Learner Data.................................................................................................... 158
Private Sector Training Provision ................................................................................. 159
Quality of Provision ....................................................................................................... 159
Primary Research ......................................................................................................... 160
Qualitative Research..................................................................................................... 161
Quantitative Research .................................................................................................. 161
Glossary................................................................................................................. 164
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Courses and Qualifications ............................................................................................... 164
Courses......................................................................................................................... 164
Qualifications ................................................................................................................ 164
Types of Skills ................................................................................................................... 164
Basic Skills.................................................................................................................... 164
Core Skills ..................................................................................................................... 164
Essential Skills .............................................................................................................. 165
Generic Skills ................................................................................................................ 165
Key Skills....................................................................................................................... 165
Life Skills ....................................................................................................................... 165
Technical Skills ............................................................................................................. 165
Types of Training Provision............................................................................................... 166
External Training Provision ........................................................................................... 166
Internal Training Provision ............................................................................................ 166
Formal Training Provision ............................................................................................. 166
Informal Training Provision ........................................................................................... 166
Abbreviations..................................................................................................................... 167
Bibliography .......................................................................................................... 170
General .............................................................................................................................. 170
Wales Specific................................................................................................................... 172
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List of figures
Figure 1. Data sources for Stage 2 ....................................................................................... 18
Figure 2. Training activity in the Automotive Skills sector ..................................................... 21
Figure 3. Automotive Skills employers who have a business plan, training plan or budget . 22
Figure 4. Automotive Skills employers who have a business plan, training plan or budget . 23
Figure 5. Types of training arranged by employers in the Automotive Sector in the last 12
months
................................................................................................................................ 24
Figure 6. Types of training provided by employers in Wales ................................................ 25
Figure 7. Distribution of Automotive Sector FE provision in Wales – South and Southwest 39
Figure 8. Distribution of Automotive Sector FE Provision in Wales – North and Central...... 40
Figure 9. Number of enrolments in Welsh FE sector by gender ........................................... 43
Figure 10. Number of enrolments in Welsh FE sector by demographic group ....................... 44
Figure 11. Number of enrolments in Welsh FE sector by ethnicity ......................................... 45
Figure 12. Number of FE students in learning in Wales by subject area and credit level....... 46
Figure 13. Number of enrolments in Welsh FE sector by location .......................................... 46
Figure 14. Number of enrolments in Welsh FE sector by location .......................................... 47
Figure 15. Number of enrolments at each level in Welsh FE sector by location..................... 48
Figure 16. Number of FE students in learning by mode of attendance................................... 49
Figure 17. Number of enrolments in Welsh work based learning sector by gender ............... 49
Figure 18. Number of enrolments in Welsh work based learning sector by age..................... 50
Figure 19. Number of enrolments in Welsh work based learning sector by ethnicity ............. 51
Figure 20. Number of enrolments in Welsh work based learning sector by subject area and
credit level................................................................................................................................ 52
Figure 21. Number of enrolments in Welsh work based learning sector by location .............. 53
Figure 22. Number of enrolments in Welsh work based learning sector by location and
qualification type ...................................................................................................................... 53
Figure 23. Number of enrolments in Welsh work based learning sector by location and
qualification level ..................................................................................................................... 54
Figure 24. Number of enrolments in Welsh work based learning sector by mode of attendance
................................................................................................................................ 55
Figure 25. Automotive Engineering HE students by nation/region.......................................... 55
Figure 26. Automotive Engineering HE students by qualification aim and nation/region ....... 56
Figure 27. Number of Automotive Engineering HE students by qualification aim and
nation/region ............................................................................................................................ 56
Figure 28. Level of training provided by employers in Wales, 2003 ....................................... 59
Figure 29. Split of Internal/External training within the automotive sector .............................. 84
Figure 30. Inspection Grades for FE Colleges in Wales ......................................................... 91
Figure 31. Quantitative Survey: Perceived Business Benefits of Training.............................. 94
Figure 32. IMI national qualifications (VRQS) ......................................................................... 99
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Figure 33. City and Guilds automotive qualifications ............................................................ 100
Figure 34. Primary Research Activities ................................................................................. 160
Figure 35. Retail Automotive Sector Head Offices................................................................ 162
Figure 36. Responses to the Quantitative Survey................................................................. 163
Figure 37. Abbreviations........................................................................................................ 167
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PREFACE
This report is one of a suite of reports prepared as part of the sector skills agreement (SSA)
negotiated between stakeholders in the retail automotive sector.
The SSA process
commenced in 2004 and most reports present a view of the sector in 2006.
The SSA represents a milestone in the development of processes that will ensure the United
Kingdom has sufficient numbers of appropriately skilled people to meet the future needs of
the retail automotive industry and in particular to meet the targets identified by Lord Sandy
Leitch in his 2006 report, a Prosperity for all in the global economy - world class skills.
This report reflects the work of Automotive Skills Ltd (ASL), which was the original sector
skills council (SSC) for the retail automotive sector. Readers should be aware that in July
2007 ASL merged with the Institute of the Motor Industry IMI, the industry’s professional body
since 1920, and in September 2007, the Sector Skills Development Agency (SSDA) issued
IMI with a licence to be the SSC for the sector. The name ‘Automotive Skills’ is still used by
IMI in relation to its role in developing national occupational standards and qualification
frameworks.
The nature of the retail automotive sector means that research and policy development is
ongoing.
Also, there are ongoing changes to the sector’s footprint.
Details of current
research, the wide range of policy issues being addressed in the sector and the most recent
definition of the sector’s footprint can to be found on the IMI’s website, www.motor.org.uk.
Sarah Sillars
Chief Executive Officer
The Institute of the Motor Industry
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1
Executive Summary: Assessing Education
and Training Provision for the Retail
Automotive Sector in Wales
1.1
Introduction
This is the Welsh national report of a UK-wide study carried out for Automotive Skills, titled
‘Assessing Education and Training Provision for the Retail Automotive Sector’. As such, this
report forms part of the Assessment of Current Provision, which is Stage Two of the Five
Stage Sector Skills Agreement (SSA) process led by Automotive Skills, the Sector Skills
Council (SSC) for the Retail Automotive sector. The overall process is overseen by the Sector
Skills Development Agency (SSDA).
This document has drawn on information from a wide variety of sources, both from within
Wales and UK wide. This has included extensive primary research activity, composed of indepth interviews with employers and training providers and a quantitative survey of employers
from across the sector.
1.2
Assessment of Current Provision - Methodology
Stage 2 of the Sector Skills Agreement draws on information obtained from a range of
secondary and primary research activities.
Secondary data was sourced in order to identify:
•
The characteristics of current provision; by using a database of courses serving the sector
from the University for Industry (UfI) Learn Direct database.
•
The take-up of learning, learner demographics and achievement; by assessing data
sourced from the Lifelong Learning Wales Record (LLWR) and the Higher Education
Statistics Agency (HESA).
•
The extent of training delivered by employers in the workplace; via assessment of data
obtained from a range of sources including the SSDA Matrix and Futureskills Wales.
•
The quality of provision serving the sector; by examining assessment undertaken by the
relevant inspection body in Wales (Estyn).
In addition, a number of large scale quantitative and qualitative investigations were conducted
in order to explore the issues behind the secondary data. The qualitative components of the
research involved focus groups and depth interviews:
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•
Focus group activities centred on a series of six Regional Employer Workshops which
focused on key issues for workforce development and training in the sector.
•
An additional focus group was conducted with members of the retail automotive CoVE
Quality Improvement Group to examine key issues facing public sector training, in the
short, medium and long term.
•
40 depth interviews were conducted with UK employers and training providers highlighted
by Automotive Skills as being either ‘exemplar’ or highly knowledgeable. This involved
small, medium and large scale employers and both public and private sector training
providers.
ƒ
Training provider questioning focused on market assessment activities, funding
issues, quality assurance, networking activities, and future training within the
sector.
ƒ
Employer enquires focused on the drivers of training, priorities for upgrading
skills, training plans and budgets, the delivery of training, and return on
investment assessments.
To support this qualitative information, a quantitative survey of employers operating within the
retail automotive sector was also conducted. A total of 599 interviews were completed across
the UK, stratified by geographic location and company size in order to offer a reflective
representation of the views of employers. The quantitative questionnaire examined a number
of issues, including training plans and budgets, the drivers of training, training activities, and
the impact of training.
Further detail on the methodological approach adopted for Stage 2 can be found within the
main report.
1.3
Training and Workforce Development
The Automotive Skills footprint covers, broadly speaking, the automotive retail sector, rather
than the automotive manufacturing sector. This includes the sale and rental of vehicles; their
servicing, maintenance and repair; the sale and distribution of vehicle parts, tyres and other
related goods; and roadside rescue and recovery services.
Businesses in the Welsh automotive sector provide marginally less external training to their
employees than those in other sectors, with 51% providing this compared to 53% in the wider
Welsh economy. According to UK-wide data, smaller employers were dramatically less likely
to provide training.
Approximately 35% of automotive sector employers in Wales were found to have a business
plan and less than a tenth had either a training plan or a training budget. According to UK-
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wide data, smaller employers were significantly less likely to have any of these. For a majority
of Welsh automotive sector companies, training spend did not exceed £500 per annum.
Training provision in the Welsh retail automotive sector concentrated mainly on technical
skills; training in other skills was significantly below the average across all sectors. 87.5% of
Welsh employers had provided technical skills training in the last 12 months, compared to just
12.5% providing management training. The UK-wide data suggested smaller companies were
the most likely to provide only technical skills training.
1.4
The Funded Training Structure in Wales
Education and training in Wales is the responsibility of the Welsh Assembly Government and
is administered and funded via the newly established Department for Employment, Lifelong
Learning and Skills (DELLS). There are no enterprise agencies in Wales; their functions are
carried out by the Department for Enterprise, Innovation and Networks (DEIN), which works
together with DELLS to promote workforce development. DELLS also funds all education and
training in Wales except Higher Education, which is funded via the Higher Education Funding
Council for Wales (HEFCW). Qualifications in Wales are also accredited by DELLS, via their
Qualifications and Curriculum Group (QCG), working in collaboration with the London-based
Qualifications and Curriculum Authority (QCA) and other partners such as SSCs.
An outline of the key policies guiding these organisations is provided in the main report.
The framework for qualifications in Wales is very similar to that in England and Northern
Ireland. A major change in recent years has been the ongoing integration of vocational and
academic school courses into one system and, specifically in Wales, the introduction of the
14-19 Learning Pathways, which allows students to select a mix of vocational and academic
learning to suit their specific needs. Additionally in Wales, students in pilot areas are able to
take the Welsh Baccalaureate. The Baccalaureate is currently offered to some students and
will be available to all learners at 16 in 2010.
School students typically take GCSEs at 16, and, optionally, A Levels at 18, both of which
now include vocational subjects within a very similar framework. Many of these qualifications
are also offered at Further Education (FE) colleges. After A Levels, students can move on to
higher education.
After GCSEs, students can take alternative vocational qualifications (VQs) offered on a
proprietary basis by various qualification providers, such as City and Guilds, or Edexcel’s well
known BTEC courses (which include HNCs and HNDs). Alternatively, National Vocational
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Qualifications (NVQs) are available. All these qualifications are typically taken in FE colleges,
and may lead into Higher Education.
For those already in employment, NVQs are offered at various levels through two levels of
Modern Apprenticeship and through the Modern Skills Diploma for Adults (MSDA).
Almost all courses available to school or immediate post school students can also be taken by
older learners, although funding is mainly targeted at the under 25 age range.
1.5
Mapping Provision
Further Education (FE) courses relevant to the automotive sector are available in most parts
of Wales, although potential trainees and students may have to travel long distances in the
West and North West of the country to find the specific course they require. Provision is
concentrated in the South East, in and around Cardiff and Newport.
Dedicated Automotive Engineering Higher Education (HE) courses are available at only one
institution in Wales, the Swansea Institute of Higher Education, offering degree courses and
HNC/HNDs.
1.6
Funded Learner Data Review
There were 4,672 enrolments in automotive sector related courses in Wales in 2005. Level 2
courses were the most common level of study, with the most popular FE course being Vehicle
Maintenance/Repair. The majority of FE enrolments were for day rather than evening
courses. Analysis of the geographical distribution of students enrolling on automotive sector
related FE courses showed that the distribution of students approximately followed the
distribution of population, with the largest number in South East Wales.
The vast majority of learners on all automotive sector related courses were under 25 and the
vast majority of learners for all course types were White and male.
All HE courses in Automotive Engineering undertaken in Wales in 2002/03 were at HNC or
HND level.
1.7
Private Sector Training Provision
This section covers training of all types, as provided by employers, drawing on a variety of
sources including an in-depth survey of employers and training providers across the UK and a
wide-ranging quantitative survey, which included a representative proportion from Wales.
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Unlike the previous sections, it covers informal training and training sourced from independent
providers.
On the subject of funding of training, no consensus emerged. While few employers demanded
full funding for training their workforce, most believed some kind of funding should be
provided. Costs of training were, however, identified as a significant problem by many
employers, although equally the logistical difficulties of training were a serious issue,
particularly for smaller businesses. Many training providers were aware of this issue.
Employers also highlighted the implications of training for relations between senior and junior
staff.
Sourcing funding for training was reported to be a major source of confusion for employers
across the UK, although now that all funding in Wales is controlled by a single department,
DELLS, this may become less of a problem. Training providers believed that the funding
system had to become more flexible, to cover a broader age range of course provision and to
allow more innovation in course delivery and design. They also believed that in general
employers should meet the full cost of work-based training, given the benefits incurred to
them.
Management training was seen as a high priority among larger and ‘exemplar’ employers;
smaller employers, in contrast, tended to concentrate mostly or exclusively on technical
training. General and basic skills training were not generally seen as a priority by any group,
although employers were alarmed at the increasing amount of basic skills training new
recruits required. Training providers suggested that there was a widespread problem with
management skills, as well as with the basic skills of new recruits. As a consequence, they
felt that expansion of provision in these areas should be prioritised, although existing
technical provision also needed to be brought up to date.
Formal training plans, either for individual employees or a whole company, were relatively
uncommon both for very small and very large businesses; for the former because of the
predominance of informal procedures and for the latter because of the difficulty of coordination across the whole organisation. Formal training budgets were widespread among
businesses with more than 10 employees.
For school age recruitment, providers felt they were hampered by the negative perception
among parents and teachers of careers in the automotive sector, as well as a general
perception of the Apprenticeship route as inferior. This was believed to cause automotive
sector courses to be used as a ‘dumping ground’ for the less able. Adult recruitment was
limited by funding difficulties, although policy in Wales is addressing this as more of a priority
than in many parts of the UK, with a Level 3 entitlement being discussed and an extended
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Apprenticeship system already implemented. The main limitations when promoting courses to
employers were felt to be the difficulty of fitting courses around businesses’ busy schedules,
and employers’ fear of ‘poaching’ of trained staff.
Training providers also highlighted obstacles to collaboration caused by the introduction of
competition to the Further Education (FE) sector, meaning that providers were often unwilling
to refer potential recruits to more suitable courses elsewhere. They were also concerned that
consolidation in the sector would lead to a reduction in choice for employers.
While employer involvement in courses has been promoted in Wales, providers noted that
larger employers found it much easier to contribute. Trade Unions believed that too often
contributions from industry were only from senior management, neglecting the views and
needs of frontline employees, and that the social and cultural roles of FE colleges were at risk
of being marginalised in the rush to realign FE as purely a service to employers.
Employers used a variety of methods to measure the effectiveness of training, although
overall they found this difficult. Despite this, all of the employers surveyed in the Welsh retail
automotive sector found a strong link between training and business performance. Reasons
for preferring internal training included relative convenience and low cost, dissatisfaction with
courses on offer and ease of quality control. Take-up of external training was driven by a lack
of skills to train internally, contractual requirements, or perceived good quality of an external
course. While the quality of provision and variety of courses available were major factors in
choosing an external provider, the convenience of the location was also very important, as
were industry links and logistical flexibility. Some employers were dissatisfied with quality of
provision; it is notable that the framework for inspecting FE colleges in Wales does not
include satisfying employer requirements as a specific area of assessment.
1.8
Quality of Provision
The performance of Further Education colleges serving the automotive sector across Wales
was found to be satisfactory by Estyn (HM Inspectorate for Education and Training in Wales),
with few institutions receiving Grade 4 or below (indicating serious shortcomings) for any
inspection criteria. The most frequently achieved grade across the provision was Grade 2,
indicating good features and no important shortcomings, closely followed by Grade 3,
indicating good features outweigh shortcomings.
Levels of satisfaction among employers with training recently undertaken were in general
high. The largest impacts were felt to be on productivity of employees and staff retention. It
should, however, be remembered that employers dissatisfied with a form of training would be
unlikely to continue to use it if they were unhappy with the results. Many employers not
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undertaking external training, for example, justified their decision by citing experiences where
trainees had returned with little additional knowledge. Training required contractually by
manufacturers was particularly criticised by employers for its ineffectiveness.
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2
Introduction and Background to the Report
Automotive Skills Limited is the Sector Skills Council for the retail motor industry. The Council
is led by employers on behalf of the Government and is championing the drive to enhance
competitiveness through skills development. The sector is widely diverse and covers a broad
range of activities and occupations in all aspects of the sale, maintenance and repair of
vehicles. 1
The Assessment of Current Provision is stage two in the Five Stage Sector Skills Agreement
Process led by Automotive Skills on behalf of the sector. Broadly, the Sector Skills Agreement
process is designed to ensure that the skills the sector wants are the skills the sector gets and
this requires work to be undertaken to understand employer needs and map current provision.
Stage Three of the process will involve reviewing skills demand with the current supply of
training and education, both public and private, to identify any gaps in provision.
To achieve this, Automotive Skills commissioned Ci Research to deliver an extensive piece of
research involving both primary and secondary information. This document is the report for
Wales and its objective is to provide an overview of training and education provision across
the sector in that country. It provides a snapshot of provision in Wales, and covers the whole
Automotive Skills footprint. Other reports have been produced for the UK as a whole, and the
three other home nations.
The Automotive Skills sub-sectors cover:
1
•
New vehicle sales,
•
Used vehicle sales,
•
Regular maintenance and repair,
•
Parts suppliers, including factories, wholesalers and retailers,
•
MOT testing and certification,
•
Vehicle body repairs,
•
Restoration services,
•
Valeting services,
•
Fast-fit operations,
•
Other fitting operations,
•
Roadside rescue and recovery services,
•
Vehicle leasing and contract hire,
•
Daily rental fleets.
http://www.automotive-skills.org.uk/auto/control/RegionalEngland
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The scope of the assessment includes the identification of provision, a quantification of
student numbers, analysis of learner demographics and a review of the quality of provision.
Where available, information has been included regarding the costs of training. This
information has been sourced from a variety of stakeholders and partners including the
Department for Education, Lifelong Learning and Skills and Estyn. The secondary data has
been supplemented with a wide variety of employer engagement activities including focus
groups, in-depth interviews and a quantitative survey of 599 employers across the UK sector,
a representative proportion of which were from Wales.
2.1
Automotive Skills Sector – an overview
Data from Automotive Skills indicates that the automotive sector in Wales comprises at least
3,408 businesses and employs 22,911 people.
Although specific Welsh data is not available, findings from elsewhere in the UK suggest that
the greatest number of establishments in the Automotive Skills sector (about 70%) fall into the
category of Vehicle Maintenance. Motor Trade Sales has almost as many employees as
Vehicle Maintenance, but despite this contains around a quarter of establishments,
suggesting the presence of larger establishments in this sub-sector. 2
In regard to the geographical scope of the market for vehicle maintenance and repair, it was
found that for the UK automotive sector as a whole, the primary market is local (66%)
followed by regional (18%). 14% of respondents said their main market was national and only
2% reported that their main market was international. 3 For Wales, this is supported by the
finding that 92% of Welsh automotive sector businesses had no commercial need for foreign
language skills, suggesting that international customers were not a major part of their
business. In addition, only a third had any need for Welsh speaking skills, which suggests that
many businesses had a local focus, not dealing regularly with customers from the areas of
Wales with a large proportion of Welsh speakers. 4
2
Some organisations are often assigned to the sales SIC code. However, in addition to sales they also operate
maintenance, repair and other activities.
3
Skills for Business (May 2005) Raising sector skill levels: how responsive is local training supply? p24, figure 10
4
Futureskills Wales: Generic Skills Survey 2003, Automotive Sector
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2.2
Data Sources
This study draws on a wide variety of data sources, both primary and secondary, as
summarised in the table below.
Figure 1.
Data sources for Stage 2
Title
Ci
Research
Quantitative
Employer
Chapters
Coverage
Primary research carried out for Stage 2 of the
3, 7, 8
UK
7, 8
UK
SNA. 599 employers were surveyed, stratified
Survey
(2006)
(‘the
Description
to reflect the retail automotive sector in terms
of regional/national distribution and company
quantitative
survey’)
size. For this reason the survey contains more
small employers (with less than 10 employees)
than many other relevant surveys.
Ci
Research
depth
In-
Primary consultation carried out for Stage 2 of
Qualitative
the SNA, gathering opinions from a wide range
only
of
limited
Employer
Survey
(2006)
(‘the
in-depth
employers
who
were
highlighted
by
but
Automotive Skills’ as being exemplars of
coverage
good/best practice.
in Wales
survey’)
Ci
Research
In-
Primary consultation carried out for Stage 2 of
Qualitative
the SNA, gathering opinions from a wide range
only
Provider
of private and public sector training providers
limited
Survey (2006)
who were highlighted by Automotive Skills’ as
coverage
(‘the
being exemplars of good/best practice.
in Wales
depth
Training
in-depth
7, 8
UK
but
survey’)
Automotive
Skills
A series of six Regional Employer Workshops
Regional Employer
held
Workshops
Loughborough
facilitated
–
by
Research (2005)
Ci
in
2005
in
(06/09),
Thatcham
Bristol
7
UK
(01/09),
(08/09),
Manchester (13/09), Newcastle (14/09) and
Edinburgh (23/11). Groups were well attended
and discussions focused on key issues for
workforce development and training in the
retail automotive sector.
Assessment of Current Provision
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August 2006
Title
Description
Chapters
Coverage
for
The UfI course database is used by the
5
UK
(UfI),
LearnDirect website and by careers advisers
Learndirect Course
to source vocational training courses across
Database
the UK It includes both public and private
(December 2005)
provision.
Education
and
Raw data from the Lifelong Learning Wales
6
Wales
Learning
Wales
Record (LLWR) was provided by ELWa. It
(ELWa),
Lifelong
covers all students in both Further Education
Learning
Wales
and Work Based Learning in Wales. The
6
UK
7
UK
7
Wales
8
Wales
University
Industry
Record (2005)
statistics
include
distance
learning
and
electronic learning, making comparison with
other UK datasets difficult.
Higher
Statistics
Education
The
Higher
Education
Statistics
Agency
Agency,
collects data covering all aspects of Higher
Enrolment Statistics
Education across the UK These are their
(2002/03)
enrolment statistics.
Sector
Skills
This survey of the UK Labour Force, provided
Development
by the SSDA, includes data on employment
Agency
(SSDA),
and skills needs across the UK, broken down
Sector Skills Matrix
into sectors corresponding to the individual
(2005)
Sector Skills Councils (SSCs).
Future Skills Wales
This survey, carried out by Future Skills
Sector Skills Survey
Wales, provides a snapshot of skills needs and
(2003)
employment in Wales in 2003. However, as
originally published, it contains no data specific
to the retail automotive sector. Automotive
Skills have worked with Future Skills Wales to
create
a
breakdown
of
sector-specific
information where possible.
Estyn,
Further
Estyn assess colleges using a series of graded
Education
questions which inspectors must answer with
Inspection Reports
respect to an individual college. The figures
(2001-2005)
used are grades for whole colleges offering
relevant courses.
Assessment of Current Provision
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August 2006
3
Training and Workforce Development in the
Automotive Sector
3.1
Key Messages and Issues
•
Automotive Skills endorse a number of qualifications and standards for training in the
sector, and co-ordinate the relationship between the sector and training providers.
•
Research carried out for Stage 2 indicates that 35.5% of employers in the sector in
Wales had a business plan or strategy. Only 6.5% had a training plan and the same
proportion had a specific budget for training expenditure. Smaller companies were
much less likely than larger companies to have any of these.
•
75% of sector employers questioned in Wales had provided less than 10 days
training per member of staff receiving training, compared to 69.3% in the UK as a
whole.
•
The most common type of training was Technical, followed by Health and Safety.
Training in Basic Skills, ICT or Supervisory Skills was less frequently provided.
•
47.5% of sector employers in the UK devoted 90% of more of their training time to
workshop occupations. This figure increased substantially for smaller employers.
Only a minority of small companies (less than 10 employees) in the sector across the UK
provided training other than technical training.
3.2
The Role of Automotive Skills in Training and Workforce
Development
Automotive Skills are responsible for developing qualifications for all sectors of the retail
motor industry alongside setting national standards. Automotive Skills offer standards and
qualifications in the following industry sectors: Vehicle Fitting; Vehicle Maintenance and
Repair; Vehicle Body and Paint Operations; Roadside Assistance and Recovery; Vehicle
Parts Operations; Vehicle Sales; Vehicle Rental and Leasing Operations. 5
Automotive Skills offer fourteen NVQs over three levels covering each sector of the industry,
some of which have been broken down further to accommodate specialties. Although open to
anyone, they are often obtained within apprenticeships. Adjacent to the educational route,
training in Key or Core skills is offered. These are generic skills to aid individual improvement,
self learning and performance in education, training and work 6 . In addition, the sector has
5
www.automotive-skills.org.uk/auto/control/standards, 12/04/2006
6 www.automotive-skills.org.uk/auto/control/standards,
Assessment of Current Provision
12/04/2006
Page 20 of 173
August 2006
developed a range of technical certificates for most motor industry sectors. These are now a
mandatory requirement for all Automotive Skills apprentice programmes. 7
To improve productivity and competitiveness of the retail motor industry, Automotive and
Retail Management Standards have been developed and approved for managers and
potential managers. 8
Research also suggests that the motor industry needs help towards taking responsibility for
defining and developing the skills of its employees. The current approach of the industry to
meeting their needs is to ‘poach’ from other companies, in preference to developing the skills
of their own staff. In addition, to enable educational courses to be industry led, the sector
must collaborate with the learning and skills sector in identifying skills needs and assist with
the way in which courses are designed and delivered. This partnership may become more
important as predicted technological and sectoral changes occur resulting in a change in
demand of the skills required. 9 As such, the management and coordinating role of Automotive
Skills will be crucial to ensuring that effective relationships are fostered.
3.3
Level of Training Activity
The Welsh employers consulted in the quantitative survey undertaken for Stage 2 of the SSA
were in general more likely than the UK average to have funded or arranged training or
development for their staff in the last 12 months, although the figures here should be treated
with caution due to the small base size.
Figure 2.
Training activity in the Automotive Skills sector
Over the past 12 months, have you
funded or arranged any training or
development for staff?
Automotive Skills
Yes
54.01%
No
44.92%
Don’t Know
1.07%
66.67%
33.33%
0.00%
41.38%
56.90%
1.72%
10 – 99
67.92%
32.08%
0.00%
100 – 1000+
94.44%
5.56%
0.00%
Nation
Wales
Size of Company
1–9
Source: Ci Research 2006 Automotive Employer Quantitative Survey
As can be seen, when the data from the whole UK is analysed by company size, larger
businesses were more likely than medium sized and small businesses to have funded or
7
www.automotive-skills.org.uk/auto/control/standards, 12/04/2006
8
www.automotive-skills.org.uk/auto/control/standards, 12/04/2006
9 Motorsport
Valley Workforce Development plan, 2003, Motorsport Industry Association
Assessment of Current Provision
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August 2006
arranged training for their staff over the last 12 months (94.4% of large companies compared
to 67.9% of medium sized companies and 41.4% of small companies).
3.4
Business Plans and Training Budgets
The quantitative survey, conducted as part of the Stage 2 research, found that only 35.5% of
employers in the retail automotive sector in Wales had a business plan or strategy that
outlined their objectives for the coming year. Only 6.5% had a training plan and the same
proportion had a specific budget for training expenditure.
The quantitative survey, unlike some other surveys which produce higher figures for take-up
levels of initiatives such as training budgets, was stratified to reflect the overall business
population of the retail automotive sector and was therefore predominantly focused on small
businesses (511 of the 599 completed interviews in the UK were with businesses with 1 to 9
employees). Smaller companies throughout the UK were dramatically less likely than medium
or large size companies to have a business plan (23.1% as compared to 50.6% for medium
size companies), a training plan, a HR handbook, individual training plans, a training budget,
a dedicated HR or training manager, or a formal staff appraisal process.
Figure 3.
Automotive Skills employers who have a business plan, training plan or budget
Q1: Which of the
following exist
at your
establishment?
A Business Plan or
Strategy that outlines the
objectives for the coming
year
A company Training Plan
or Strategy
A Training or Human
Resources Handbook for
Staff
Individual Training Plans
for employees
A Training Budget
A Dedicated Human
Resources or Training
Manager
A Formal Staff Appraisal
Process
Automotive Skills
27.55%
12.02%
13.19%
12.69%
7.18%
8.18%
14.69%
35.48%
6.45%
19.35%
16.13%
6.45%
6.45%
16.13%
23.09%
5.68%
7.83%
6.85%
2.94%
3.72%
6.85%
Nation
Wales
Size of
Company
1–9
10 – 99
50.63%
45.57%
43.04%
45.57%
25.32%
27.85%
58.23%
100 – 1000+
77.78%
77.78%
55.56%
55.56%
88.89%
88.89%
77.78%
Source: Ci Research 2006 Automotive Employer Quantitative Survey
Automotive Skills conducted a survey of employers in Wales, finding that 41% of automotive
sector employers had a business plan, 25% a training plan and 22% a training budget. The
discrepancy between the figures could be explained by a differing sampling policy; the Stage
2 quantitative survey was designed to reflect the distribution of sizes of business within the
sector; therefore there was a strong representation of small businesses in the sample.
Assessment of Current Provision
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August 2006
Figure 4.
Automotive Skills employers who have a business plan, training plan or budget
What proportion of
Welsh automotive
sector businesses
have…?
Total
Business Plan
41%
Training Plan
25%
Training
Budget
22%
All Three
14%
Source: Automotive Skills Welsh Employers Survey, Fieldwork 2004, http://www.automotiveskills.org.uk/auto/docs/Welsh Employers Survey 2004.pdf
3.5
Training Volume
The quantitative survey found that the 75% of employers questioned in Wales had provided
less than 10 days training per member of staff receiving training, as compared to 69.3% in the
UK as a whole. 50.0% of employers in Wales provided 1-5 days training per trainee,
compared to 51.5% for the UK as a whole.
Another finding from the quantitative survey was that smaller organisations across the UK
were significantly more likely to provide long periods of training over 20 days (23.4%), than
medium sized organisations (6.5%). This could be due to the practicalities of providing
training in an environment where the loss of one member of staff presents operational
problems; concentrating training in longer periods might allow a temporary replacement to be
found for the trainee.
In terms of spend, the vast majority (92.7%) of respondents in Wales who provided training
for their employees spent less than £500 in total per annum on that training, with the majority
paying nothing at all, implying the use of informal or publicly subsidised training schemes.
Across the UK, 62.1% of employers fell into the same category. However, very small base
sizes mean that this comparison should be treated with caution. For example, in Wales only
one respondent spent more than £500 per year on training; in the UK as a whole this category
accounted for over 38% of all responses.
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3.6
Types of Training
Figure 5.
Types of training arranged by employers in the Automotive Sector in the
last 12 months
21.78 27.72
Any other training
38.61
General IT Training
Job-Specific IT
Training
Financial or Financial
Compliance Training
Supervisory Skills
Training
Management and
Leadership Training
Technical Skills
Environmental
Compliance Training
Generic Skills Training
Basic Skills Training
Health & Safety
Training
Induction Training
Q10: Which
types of
training
have you
arranged
for your
employees
over the
past 12
months?
Total %
50.50 69.31 26.73 37.62 79.21 31.68 23.76 16.83
4.95
Nation
Wales %
Size of
Company
1-9 %
37.50 50.00 37.50 25.00 87.50 12.50 12.50 12.50
37.50
12.50 25.00 0.00%
31.91 51.06 12.77 27.66 87.23 12.77
4.26
27.66
10.64 14.89
2.13
10-99 %
65.22 84.78 39.13 41.30 73.91 45.65 34.78 23.91
50.00
28.26 36.96
8.70
100+ %
75.00 87.50 37.50 75.00 62.50 62.50 50.00 50.00
37.50
50.00 50.00
0.00
8.51
Source: Ci Research 2006 Automotive Employer Quantitative Survey
The Stage 2 quantitative survey identified that the most common type of training arranged for
employees in the sector in Wales in the last 12 months was Technical (provided by 87.5% of
the employers asked). Health and Safety (50.0%) was also provided by half of employers.
This broadly reflects the UK picture in that Technical Skills are given priority; although there
appear to be many differences in the other categories at first glance, discrepancies in many
areas are most likely to be because of the small base size.
Overall, the largest proportion of training taking place in the Automotive Sector was in the
broad category of workshop occupations; 47.5% of employers across the UK devoted 90% or
more of their training to this. Automotive Skills found that 29% of automotive sector employers
in Wales had trained employees whose job was primarily in skilled trades, compared to only
18% and 14% for managerial roles and sales roles respectively 10 . While these figures are not
directly comparable to the results from the quantitative survey carried out for this report, since
they do not take into account the amount of training provided in each of these categories, it
does provide a general indication of priorities.
Figure 5 shows that more than half of automotive sector employers in Wales provided training
in new technology. An even larger proportion provided job specific training, although it is
unclear what proportion of this was technical in nature.
10
Automotive Skills: Welsh Employers Survey, Fieldwork 2004,
Assessment of Current Provision
Page 24 of 173
August 2006
Figure 6.
Types of training provided by employers in Wales
Training Type
Job Specific
%age of employers
78%
Health and Safety
70%
Training in New Technology
52%
Induction
47%
Supervisory
44%
Management
39%
Source: Automotive Skills: Welsh Employers Survey, Fieldwork 2004, http://www.automotiveskills.org.uk/auto/docs/Welsh Employers Survey 2004.pdf
On a UK-wide basis, it was found that particularly for smaller companies, with less than 10
employees, technical skills training dominated, with 72.9% of all these companies carrying out
90% or more of their training in this subject area. For many organisations, this was the only
form of training provided; across the UK, 89.6% of small companies did not provide any Sales
training, 81.3% no Management training and 79.2% no Administrative training.
Even in the case of medium sized companies (between 10 and 100 employees), 61.1%
provided no Sales training, 41.7% no Management training and 50.0% no Administrative
training.
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4
Overview of the Funded Training Structure
4.1
Key Messages and Issues
•
The Welsh Assembly Government places the responsibility for all aspects of training
and education under the remit of the Department for Education, Lifelong Learning and
Skills (DELLS).
•
DELLS is responsible for funding Further Education and Modern Apprenticeships in
Wales. Higher Education is funded separately by the Higher Education Funding
Council for Wales (HEFCW).
•
Qualifications in Wales are similar to those in England, divided into primary,
secondary, further and higher education.
•
Qualifications in Wales are accredited by DELLS.
•
The quality of school-level education, Further Education and workplace training in
Wales is monitored by Estyn (Her Majesty’s Inspectorate of Education in Wales or
Arolygiaeth Ei Mawrhydi dros Addysg a Hyfforddiant yng Nghymru). Higher Education
is monitored by the Quality Assurance Agency (QAA), a UK-wide body.
•
The guiding framework for education and training in Wales is outlined in the policy
document ‘Wales: The Learning Country’.
4.2
Introduction
This section describes the institutional and policy structure within which automotive sector
training takes place in Wales. This includes coverage of the policies and strategies of
government departments, their partner agencies and selected industry and trade union
bodies.
4.3
Departments, Institutions and Stakeholders
4.3.1
The Welsh Assembly Government: Department for Education, Lifelong
Learning and Skills (DELLS)
The Welsh Assembly Government now places the responsibility for all aspects of training and
education under the remit of the Department for Education, Lifelong Learning and Skills
(DELLS). Prior to April 2006, it was a smaller department, the Department for Education and
Lifelong Learning. Its new responsibilities were previously split between four main Assembly
Sponsored Public Bodies (ASPBs); ELWa (Education and Learning Wales), Dysg (the Welsh
division of the former Learning and Skills Development Agency), the Wales Youth Agency
and ACCAC (the Qualifications, Curriculum and Assessment Authority for Wales). Currently
most of these operate as sub-departments within DELLS, but will gradually be integrated over
the coming years.
Assessment of Current Provision
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The policies upon which DELLS bases its activities are set out in the document ‘The Learning
Country’ 11 , published in 2001 by the former Department for Education and Lifelong Learning.
Its broader priorities were set out in the three Welsh Assembly Government policy documents
‘Wales: A Better Country’ 12 , ‘Wales; The Learning Country’ and ‘Iaith Pawb’ 13 , the Welsh
language strategy for Wales.
DELLS’s key objectives include:
•
Promoting high expectations and performance for all learners and having effective
regulation, inspection and support.
•
Ensuring that all children and young people have a flying start in life and the best
possible basis for their future growth and development.
•
Having properly accommodated, funded and well-governed education establishments
which meet the demand for places, deliver high standards of education and offer
facilities for the community.
•
Promoting inclusion, reducing disadvantage and tackling poverty of educational
opportunity.
•
Ensuring that the education system in Wales has excellent practitioners who are
supported and developed to deliver for learners.
•
Funding and developing post-16 provision, aside from HE, throughout Wales, with
targeting of low (including basic), intermediate and high skill levels to enable more
individuals, communities and employers to succeed in Wales.
•
Securing high-quality higher education whilst maximising its economic, social and
cultural impact on learners and the wider community.
•
Delivering financial support to students and other learners in partnership with key
stakeholders.
In 2001, ELWa took over responsibility for the funding of Further Education from FEFCW (the
Further Education Funding Council for Wales, which was established in 1992). ELWa has
also funded and administered Modern Apprenticeships in Wales since their inception, unlike
in some parts of the UK where they are funded and administered by various Enterprise
Agencies. Both these responsibilities have now transferred to DELLS. Higher Education
continues to be funded separately by HEFCW (the Higher Education Funding Council for
11
National Assembly for Wales (2001): ‘Wales: The Learning Country
12
Welsh Assembly Government (2003): ‘Wales: A Better Country: The Strategic Agenda of the Welsh Assembly
Government’
13
Welsh Assembly Government (2003): ‘Iaith Pawb: A National Action Plan for a Bilingual Wales
Assessment of Current Provision
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August 2006
Wales), although the umbrella body that formerly linked FEFCW and HEFCW, the Welsh
Funding Councils (WFC) has now been abolished.
Prior to the merger to form DELLS, ELWa was working on a new framework for planning and
funding further education in Wales, called the National Planning Framework and Funding
System (NPFS), including both FE colleges and workplace training. This should be carried on
by DELLS, although they have not yet published any detailed plans.
Key initiatives from ELWa relevant to the automotive sector prior to the merger included: 14
•
Implementing the NPFS by 2008 to bring provision into line with the skills demand of
the Welsh economy.
•
To bring work-based learning providers into the same funding framework by 2007.
•
To create integrated provider networks to meet the needs and demands for learning
in ten ‘pathfinder’ areas. Six of these are geographically based and four sectorally
based, with SSDA involvement.
•
To provide support for businesses wanting to train their staff via the WDA (now part of
DEIN).
•
To provide an enhanced programme of management and leadership training.
•
To create a new ‘Workforce Development Account’ to provide direct support to
employers, similar to the new ‘Business Learning Account’ pilot project in Scotland.
•
To improve the new Credit and Qualifications Framework for Wales (CQFW).
•
To prioritise the Welsh language in workforce development.
•
To encourage self-assessment in FE colleges across Wales.
•
To withdraw funding for failing providers (those not scoring Estyn grade 3 or above in
every area).
•
To promote bilingual (Welsh/English) learning.
Since April 2006, DELLS has also taken over the former functions of ACCAC (the
Qualifications, Curriculum and Assessment Authority for Wales, or Awdurdod Cymwysterau,
Cwricwlwm ac Asesu Cymru) with regard to designing and accrediting qualifications in Wales.
The former ACCAC is the basis for the Qualifications and Curriculum Group (QCG) within
DELLS.
DELLS is therefore now responsible for advising the Minister for Education and Lifelong
Learning at the Welsh Assembly Government on all aspects of the 16+ curriculum. In
developing such advice, they work closely with key partners to ensure their recommendations
14
ELWa Website: ‘Key Work’, http://www.elwa.ac.uk/ElwaWeb/elwa.aspx?pageid=3447
Assessment of Current Provision
Page 28 of 173
August 2006
are appropriate not just for schools, but also for colleges and other settings where learners
may be based.
The QCG collaborate with other groups within DELLS and with Sector Skills Councils, as well
as the London-based Qualifications and Curriculum Authority (QCA), on a range of initiatives
to help learners in Wales, to ensure that skills needs and demands in Wales continue to be
met with an appropriate range of courses. Apart from Sector Skills Agreements (SSAs), the
QCG is also developing Wales-only Sector Qualifications Strategies (SQSs) to provide
qualifications meeting the needs of each economic sector across the whole educational
spectrum.
The QCG also responsible for regulating all external qualifications (outside higher education)
that awarding bodies offer learners in Wales. The Joint Council for Qualifications (JCQ) and
the Federation of Awarding Bodies (FAB) are coordinating organisations, which contain many
of the awarding bodies offering qualifications in Wales.
4.3.2
The Welsh Assembly Government: Department for Enterprise, Innovation and
Networks (DEIN)
Wales no longer has an independent economic development agency, unlike most of the rest
of the UK. In April 2006, the former Welsh Development Agency (WDA) was merged with the
Welsh Assembly government to form part of the new Department for Enterprise, Innovation
and Networks 15 . So far, the policies of the former WDA are still in force; the services they
offered to businesses have been transferred across to the new department. Among the WDA
projects for which responsibility has been transferred to DEIN is the Knowledge Exploitation
Fund (KEF), which funds a variety of sector-specific training initiatives. These include the
Performance Engineering Training Consortium, which funds a number of automotive retail
sector related courses in FE and HE institutions.
The objectives for the department are set out in the key policy document ‘Wales: A Vibrant
Economy’. Among its key priorities are 16 :
•
Supporting job creation and helping individuals to tackle barriers to participation in the
world of work.
•
Investing to regenerate communities and stimulate economic growth across Wales.
•
Helping businesses by supporting entrepreneurship, innovation, inward investment,
trade and skills as drivers to growth.
15
BBC News: Questions over quango replacement (1 Apr 2006), http://news.bbc.co.uk/1/hi/wales/4866732.stm
16
Welsh Assembly website: DEIN
Assessment of Current Provision
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August 2006
•
Ensuring that all economic programmes and policies, especially those for clean
energy generation and resource efficiency, can support sustainable development.
4.3.3
LearnDirect Wales
LearnDirect Wales promotes the University for Industry (UfI) initiative in Wales. They primarily
promote lifelong learning to businesses and individuals and maintain databases of courses
and information centres throughout Wales in pursuit of that aim, as well as a comprehensive
online learning service. They also provide information on demand to learning providers, to
improve the link between supply and demand in the sector.
4.3.4
Fforwm
Fforwm is the independent support body for the 23 Further Education colleges in Wales and
advises particularly in areas such as curriculum and staff development. 17
4.3.5
Welsh Trades Unions Congress Cymru (WTUC)
The Welsh Trades Unions Congress Cymru (WTUC) has a department, WTUC Learning
Services, with responsibility for education and training policy. They also run the national
Union Learning Representatives scheme, a scheme designed to promote training in the
workplace through specially recruited Union representatives. They aim to provide the best
training opportunities to members by working with the Welsh Assembly Government, the
Basic Skills Agency and SSCs. WTUC also financially supports training for members, through
the Wales Union Learning Fund (WULF) 18 .
4.3.6
Quality Assurance Bodies
The quality of school-level education, Further Education and workplace training in Wales is
monitored by Estyn, also known as Her Majesty’s Inspectorate of Education in Wales or
Arolygiaeth Ei Mawrhydi dros Addysg a Hyfforddiant yng Nghymru. It is funded by, but not
controlled by, the Welsh Assembly 19 . Higher Education is monitored by the Quality Assurance
Agency (QAA), a UK-wide body 20 .
17
Fforwm Website: About Us, http://www.fforwm.ac.uk/
18
WTUC Learning Website, http://www.wtuclearn.org.uk/
19
Estyn Website, http://www.estyn.gov.uk/
20
QAA Website: http://www.qaa.ac.uk/
Assessment of Current Provision
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4.4
Policies
4.4.1
Department for Education and Lifelong Learning: ‘Wales: The Learning
Country’
Wales: The Learning Country is the policy document that provides the guiding framework for
the new department covering education and training in Wales, DELLS. It aims to fulfil a
number of key goals:
•
Wales should be a learning country, where high quality, lifelong learning provides the
skills people need to prosper in the new economy.
•
Young people should have the best start in life, the opportunity to reach their full
potential and a clear entitlement to influence the services that affect them.
•
Standards of teaching and attainment in schools should be driven up.
•
The benefits of improvements should be enjoyed by all.
•
Learning should be an everyday part of working and non-working life and the
interests of learners should come first.
•
The contribution of education and training to economic development should be
strengthened.
There are also a number of initiatives and policy targets relevant to the automotive sector in
the document:
•
The introduction of progressive measures to promote greater access to lifelong
learning post-16, particularly through further education.
•
The establishment of a new credit based qualification and transfer framework.
•
To produce Wales-specific strategies to tackle skills deficits and engage business
more thoroughly, sector by sector, to design learning provision in all settings.
•
To introduce a Modern Skills Diploma for Adults.
•
To extend Modern Apprenticeships beyond 25.
•
To introduce a new Skill Development Fund.
•
To introduce a Knowledge Exploitation Fund to help FE and HE institutions and
business to work together to contribute to wealth generation.
•
To extend the qualifications available for work-based learning.
•
To launch a Basic Skills Strategy covering both pre- and post-16 phases of education.
Assessment of Current Provision
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August 2006
4.4.2
Welsh Assembly: Wales: A Better Country: The Strategic Agenda of the Welsh
Assembly Government
Published in 2003, ‘Wales: A Better Country’ is a key policy document of the Welsh
Assembly, covering a wide range of topics.
It makes creating better jobs and skills one of only four key areas for improvement in Wales in
the coming years, suggesting that “raising levels of educational attainment, skills and
innovation, is critical if Wales is to compete on adding value.” The Assembly see technical
skills as an area in which Wales already excels and hopes to extend that success to other
sectors.
At the centre of their Education and Training strategy is a call to “ensure education and
training contributes to personal fulfilment, wealth, creation, social cohesion and cultural
enrichment.” (p.15)
The Assembly particularly highlight the need to build a higher level skills base to attract
headquarters of companies, rather than local branches and production facilities. The current
situation is that many of the higher level skills produced in Wales are being used elsewhere in
the UK. Specifically, they commit to providing Individual Learning Accounts, to reform and
extend the 14-19 curriculum, to eliminate the Basic Skills gap. Most interestingly from a sector
skills viewpoint, they also commit to pilot completely free skills training for all adults up to
NVQ Level 3.
4.4.3
Department for Economic Development and Transport: Wales: A Vibrant
Economy
‘A Vibrant Economy’ is a policy document published by the Welsh Assembly Government’s in
2005, covering the whole of the Welsh economy. Training and skills are mentioned in relation
to a number of sections of the report:
•
Increasing Employment: High levels of unemployment are closely correlated with low
levels of skills, for example in the Heads of the Valleys area.
•
Supporting Employers: Effective, tailored education and training will be provided in a
joined-up fashion across schools, colleges, private providers and employers by the
new Department for Education, Lifelong Learning and Skills.
•
Raising Earnings: Improvement of skills is part of the wider strategy toward meeting
this objective.
•
Key Drivers to Business Growth: An effective strategy for using skills development to
drive business growth is critical.
A number of achievements in the area of training and skills are listed:
Assessment of Current Provision
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•
Half of all employers now offer off-the-job training compared to around a third in 2002.
•
The intake of Modern Apprenticeships (MAs) has been increased to nearly 15,000.
The document leaves much of the detail of how the skills are to be raised in Wales to the
Skills and Employment Action Plan 2005, covered in the next section of this report.
4.4.4
Skills and Employment Action Plan 2 (2005)
The Skills and Employment Action Plan 2 seeks to address the following challenges:
•
Reducing the Basic Skills deficit.
•
Providing high quality, joined-up, competitive support for business.
•
Creating a more inclusive labour market.
•
Tackling Wales’ entrenched economic inactivity problem.
•
Coping with the continued loss of low skilled jobs in certain sectors.
•
Helping employers, in particular SMEs, to move up the value chain.
•
Helping employers adapt to new technologies and advances.
•
Improving the quality of jobs in Wales.
•
Retaining graduates and other key workers within Wales.
•
Ensuring everyone has the generic skills needed by employers.
•
Ensuring that there are enough people with Welsh language skills.
Key messages on the subject of workplace learning in the Action Plan were taken from
ELWa’s Workplace Learning Review; these included the findings that:
•
Learning must provide employer-responsive provision.
•
Greater bespoke provision for employers is needed.
•
A drive for quality and improved learning products are required.
•
Processes must be improved to deliver this.
The report notes that while there have been some successes in Wales, such as the greater
success in widening Higher Education participation, the country is starting from a lower skills
base in comparison to other parts of the UK. The percentage of hard-to-fill vacancies that
remain unfilled due to skill shortages is significantly higher (7% compared to 4%) in Wales
than it is in England. Intermediate skills are particularly poor, with only 28% of the population
qualified to this level. The problem is also geographically concentrated; 30% of people in
Blaenau Gwent do not have a qualification, compared with 12% in Monmouthshire.
Assessment of Current Provision
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The report also notes the tendency for employers to provide training particularly to the already
well qualified and also that those wanting to learn in Welsh have a severely limited choice of
courses.
4.5
Qualifications Framework
Qualifications in Wales are very similar to those in England, divided into primary, secondary,
further and higher education. There are two broadly parallel qualification routes; academic or
vocational. Qualifications in Wales are accredited by the qualifications and curriculum group
of DELLS (the Department for Education, Lifelong Learning and Skills). Until April 2006 this
responsibility was held by an independent public body, ACCAC (the Qualifications,
Curriculum and Assessment Authority for Wales), which is now defunct. The main differences
between Wales and England are in the provision of Apprenticeships and related qualifications
and in the accreditation of a variety of additional Welsh language qualifications, both for those
wanting to study in Welsh and for those studying the language itself.
4.5.1
21
GCSEs and GCEs
There are two main categories of academic qualification taught to school age students in
Wales, General Certificates of Secondary Education (GCSEs) and Advanced General
Certificates of Education (GCE A Levels), as in England.
GCSEs are part of the compulsory education system, covering a wide range of subjects,
typically taught at age 14-16. After this, students can choose to take a number of different
routes. They may switch to vocational qualifications, or even leave to take up employment;
however, the traditional route has been to move on to GCEs, more usually called A Levels.
AS Levels are usually taken in the first year of the GCE, followed by A2 Levels in the final
year. An AS Level and A2 Level together make a full GCE/A Level qualification. This route
can potentially lead to Higher Education (HE) at 18. A Levels can be extended further through
optional Advanced Extension Awards (AEAs) aimed at students with high achievement
22
levels . Both GCSEs and A Levels have recently been extended to include vocational as well
as academic subjects; this is covered in detail below.
A Welsh Baccalaureate is now also available to those aged 16-18 in school, covering a broad
range of academic and vocational subjects and resulting in a single qualification 23 .
21
ACCAC Website: Welsh Language Qualifications, http://old.accac.org.uk/eng/content.php?mID=280
22
ACCAC website: AEAs, http://old.accac.org.uk/eng/content.php?mID=490
23
Careers Wales website, http://www.careerswales.com/youngpeople/choices17/16to19_fe.asp
Assessment of Current Provision
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4.5.2
GNVQs, VCEs, GCSEs in Vocational Subjects and GCEs in Applied Subjects
GNVQs (General National Vocational Qualifications) have for many years been the main
school/college age vocational qualifications. They were designed to develop knowledge in
broad career areas, as well as providing ‘employability’ skills, leading on to employment,
Further Education or Higher Education. GNVQs are in the process of being completely
replaced in Wales with a new framework for vocational learning 24 ; however, these new
qualifications are still frequently referred to as GNVQs 25 .
Most recently, Foundation and Intermediate GNVQs have been replaced by GCSEs in
Vocational Subjects (also sometimes referred to as Vocational GCSEs, VGCSEs, Applied
GCSEs, or GCSEs in Applied Subjects). These are narrower in scope than the GNVQs they
have replaced, and are intended to be equivalent in workload to two rather than four GCSEs.
They are also taught directly alongside GCSEs in schools at age 14-16, unlike GNVQs which
were usually taken after GCSEs in FE colleges. 26
Advanced GNVQs were replaced by VCEs in 2000 (sometimes called Vocational A Levels, or
AVCEs). They were intended to be equivalent in status and workload to GCEs (A Levels) and
could be studied at either AS Level (typically taking one year) or A Level (typically taking two
years). There was also a VCE Double Award available, intended to be taken in two years, but
to be equivalent to two standard A Levels, equivalent to the discontinued Advanced GNVQ.
These qualifications were offered by either schools or FE colleges, usually to the 16-18 age
group, as full time courses. 27
VCEs are now being replaced by GCEs in Applied Subjects, in line with the goal of integrating
vocational and academic qualifications into the same framework, as has been done with
GCSEs in Vocational Subjects. These now follow the same framework as standard GCEs,
typically featuring a two year course composed of an AS Level and an A2 Level resulting in
the award of an A Level qualification, although an AS Level may be taken alone. Double
Awards which are equivalent to two standard A Levels remain available and are composed of
two AS Levels and two A2 Levels. 28
24
WJEC website: Qualifications
25
BBC website: Schools in Wales
26
UK National Reference Point for Vocational Qualifications: Vocational Qualifications in the UK,
http://www.uknrp.org.uk/Pages/UK_Voc_Quals/National_Qualifications.asp
27
UK National Reference Point for Vocational Qualifications: Vocational Qualifications in Wales,
http://www.uknrp.org.uk/Pages/UK_Voc_Quals/National_Qualifications.asp
28
QCA Website
Assessment of Current Provision
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4.5.3
BTEC Qualifications
BTEC Qualifications are vocational courses usually taught in FE colleges and are offered in
all parts of the UK except Scotland by the English examinations board Edexcel. They are the
best known of the ‘branded’ Vocationally Related Qualifications, offered by individual
independent exam boards (VQs). Similar alternatives are offered by other independent exam
boards such as City and Guilds or OCR. 29
Edexcel offer five levels of qualification. The Introductory Diploma and First Diploma are at
Levels 1 and 2 respectively, at a similar level to a GCSE course but involving a comparable
workload to four GCSEs or two Applied GCSEs. The National Certificate (NC) and National
Diploma (ND) are both at Level 3; the NC is the equivalent of two A Levels and the ND is the
equivalent of three.
Higher National Certificates (HNCs) and Higher National Diplomas (HNDs) are relatively
broad ranging vocational qualifications, at Level 4 and Level 5 respectively. Both are
vocationally based modular courses, taken either in an FE college or HE institution. Both are
two year courses, but HNDs are usually full time and cover a broader subject area than part
time HNCs 30 .
4.5.4
NVQs
Designed for those already in employment, NVQs (National Vocational Qualifications) are
based on the skills, knowledge and competence required as defined by specific industry
sectors. They are based upon a framework of NVQ units, designed to assess ability to
perform tasks in the workplace. NVQ units are based upon the National Occupational
Standards (NOS), which define the skills and knowledge required to work in particular
occupations. These are produced in consultation with, among other stakeholders, SSCs.
Automotive Skills is involved in the provision of a number of NVQ qualifications. 31
Level 1 is the lowest level of NVQ and Level 5 is the highest. Level 3 is approximately
equivalent to an A Level and Level 5 is approximately equivalent to a Masters degree. They
are designed to be carried out mainly by those in employment, especially at the start of their
careers. NVQs can also be studied as part of a Modern Apprenticeship or Modern Skills
Diploma, as explained in the next section.
29
NAA website, http://naa.org.uk/examsoffice/help/index_qualifications_overview.html
30
ELWa Website, http://www.elwa.ac.uk/elwaweb/elwa.aspx?pageid=520
31
ACCAC Website: NVQs, http://old.accac.org.uk/eng/content.php?mID=582
Assessment of Current Provision
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4.5.5
Modern Apprenticeships and Foundation Modern Apprenticeships
Modern Apprenticeships are the main delivery system for formal work-based training in
Wales. The curriculum for a Modern Apprenticeship is set with input from the industry,
combining on-the-job and off-the-job training, so that an Apprentice can train and earn at the
same time. These courses may lead to an HND, an HNC or a degree. A Modern
Apprenticeship in Wales consists of: 32
•
A Level 2 key skills qualification.
•
A Level 3 NVQ.
•
A job-specific technical certificate.
Apprenticeships are primarily aimed at the under 25s. Apprenticeships were originally
implemented through collaboration between a large number of agencies, but many of these
have now been merged into the Department for Education, Lifelong Learning and Skills
(DELLS).
•
DELLS provide funding, since their takeover of ELWa (Education and Learning
Wales).
•
DELLS also set the curriculum and accredit the qualifications, via their Qualifications
and Curriculums Group.
•
Training is provided by FE colleges throughout Wales, as well as by employers.
•
Careers Wales and WTUC promote the scheme to potential trainees.
•
Quality of Apprenticeships is monitored by SSCs, as well as the normal education
and training quality monitoring agencies such as Estyn (HMIe Wales).
Unlike the rest of the UK, where they have been discontinued, Foundation Modern
Apprenticeships are still available in Wales. These target the 16-18 age group and are similar
to Modern Apprenticeships, but all the qualifications are at NVQ Level 2. 33
4.5.6
Modern Skills Diplomas for Adults
The Modern Skills Diploma for Adults (MSDA) is a new qualification which is only available in
Wales. It provides a way for people in employment to extend their vocational and key skills to
NVQ Level 4, using the same framework as for Modern Apprenticeships. 34
32
ACCAC Website: Apprenticeships, http://old.accac.org.uk/eng/content.php?mID=475
33
ACCAC website: Apprenticeships, http://old.accac.org.uk/eng/content.php?mID=475
34
ACCAC website: Apprenticeships, http://old.accac.org.uk/eng/content.php?mID=475
Assessment of Current Provision
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5
Mapping Provision
5.1
Key Messages and Issues
•
The largest range of retail automotive sector FE was in the South East, as might be
expected given the population distribution. Within this a particular concentration
around Cardiff and Newport was evident.
•
Areas of West and Central Wales were remote from any FE provision.
•
In North Wales FE provision was also relatively sparse, and was concentrated close
to the North Coast. The most extensive provision was in Flintshire, Wrexham and
Denbighshire.
•
All of the Higher Education related to the sector in Wales took place at the Swansea
Institute of Higher Education, with learners in North Wales in more convenient reach
of HE courses in England, for example in Liverpool or Manchester.
5.2
Introduction
Many Welsh courses in the automotive sector are classified according to different subject
areas, making comparisons with the rest of the UK in terms of courses available is difficult.
The data below is gathered from the UfI database for Further Education and UCAS for Higher
Education, and shows the distribution of courses available across Wales.
5.3
Distribution of FE Provision
To create the maps below, a list of colleges was obtained from Fforwm and UfI, and lists of
available courses offered were collated from college websites. These were checked for the
numbers of automotive courses available; the maps below therefore illustrate the choice of
courses and providers available to learners in different parts of Wales. Many colleges in
Wales have multiple campuses – all those campuses offering automotive sector provision are
shown.
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August 2006
Figure 7.
Distribution of Automotive Sector FE provision in Wales – South and Southwest
Source: UfI database and individual college websites, sourced through Fforwm (http://www.fforwm.org.uk).
The area of Wales with the largest range of available automotive sector FE courses was, as
might be expected given the population distribution, the South East. Within this a particular
concentration in and around Cardiff and Newport was evident, with a number of smaller
centres scattered throughout the South Wales valleys and Swansea area. The institution
offering the largest range of courses outside the South East was in Carmarthen. Large areas
of West and Central Wales were remote from any provision; in the Ceredigion (Cardigan Bay)
area there was only one institution, which provided less than five possible courses.
Assessment of Current Provision
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August 2006
Figure 8.
Distribution of Automotive Sector FE Provision in Wales – North and Central
Source: UfI database and individual college websites, sourced through Fforwm (http://www.fforwm.org.uk).
In North Wales, as might be expected given the low population density, provision was
relatively sparse, and concentrated close to the North Coast. The most extensive provision
was in Flintshire, Wrexham and Denbighshire, although there were also locally significant
centres of provision in Northern Powys (Newtown) and Anglesey. There was very little
provision in Gwynedd; here the only automotive sector courses on offer were focused on
agricultural vehicles. In Conwy, while a college offering motor vehicle courses (Coleg
Llandrillo Cymru) was based in the county its motor vehicle workshop, where most courses
would be taught, was just over the border in Denbighshire.
5.4
Distribution of HE Provision
As will be seen in the next section, Wales in 2002/03 had a participation rate in Automotive
Engineering Higher Education courses approximately in line with its’ share of the UK’s
population. UCAS data 35 shows that all of these courses were taken at the Swansea Institute
of Higher Education, the only institution in Wales offering any Automotive Engineering
35
UCAS Course Search, http://www.ucas.ac.uk/
Assessment of Current Provision
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August 2006
courses, which it offers at HND and degree level. Learners in North Wales remain within more
convenient reach of Automotive Engineering courses in England than in Wales, for example
in Liverpool or Manchester.
Assessment of Current Provision
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August 2006
6
Funded Learner Data Review
6.1
Key Messages and Issues
•
Further Education – 2004/05
ƒ
The most frequently studied course, by a considerable margin and for all
demographic, ethnic and gender groups, was Vehicle Maintenance/Repair.
ƒ
Vehicle Engine Maintenance/Repair made up over a third (34%) of all Level 3
courses studied.
ƒ
The widest variety of courses was studied in North Wales, even though the
majority of enrolments were in South East and South West Wales (a total of
59%).
•
ƒ
The number of females enrolled on courses in the sector was low (6.4%).
ƒ
The majority of enrolments were by under 19s.
Work Based Learning – 2004/05
ƒ
The most frequently studied course, by a considerable margin and for all
demographic, ethnic and gender groups, was Vehicle Maintenance/Repair.
ƒ
The number of females taking part in courses in the sector was very low (1.4%).
ƒ
Level 3 qualifications were the most frequently studied; however, in all regions
except South East Wales, a higher proportion of learners were studying at Level
2.
ƒ
•
In 2004/05, very few learners in the sector were over 24 and most were under 19.
Higher Education: Automotive Engineering – 2002/03
ƒ
4.6% of the UK’s Automotive Engineering related Higher Education took place in
Wales; this was roughly in line with its share of the UK population (4.9%).
6.2
Methodology
This section of the report attempts to quantify provision. Rather than mapping the number of
courses offered, using data from the funders of publicly available courses, this section of the
report attempts to provide information on the take up of learning, learner demographics and
achievement.
Data was provided by Lifelong Learning Wales. However, due to variations in data collection
systems between Wales and the other parts of the UK, the data is not necessarily comparable
across the UK. Where information gaps were identified, funding councils were approached for
additional detail, however the data was either unavailable or resources did not permit the
supply of such data. This is something that will need to be addressed in future assessments.
Assessment of Current Provision
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August 2006
This section represents the most up-to-date and comprehensive overview of publicly funded
learner data that was available at the time of publication.
6.3
Further Education
Figure 9.
Number of enrolments in Welsh FE sector by gender
Subject Area
Bicycle Maintenance/Repair
1
Male
0.0%
0
Female
0.0%
Total
1
Motor Trade Operations
60
1.4%
43
15.2%
Motorcycle Maintenance Repair
62
1.4%
7
2.5%
103
69
Vehicle Body Maintenance/Repair
285
6.5%
11
3.9%
296
Vehicle Electrical/Electronic Systems
185
4.2%
5
1.8%
190
Vehicle Engine Maintenance/ Repair
389
8.9%
16
5.7%
405
Vehicle Maintenance/Repair
2985
68.0%
161
56.9%
3146
Vehicle Maintenance/Repair/Servicing
35
0.8%
28
9.9%
63
Vehicle Steering/Braking/Transmission
297
6.8%
9
3.2%
306
Vehicle Wheel & Tyre Fitting
42
1.0%
1
0.4%
43
Vehicle Workshop Practice
48
1.1%
2
0.7%
50
4389
100%
283
100%
4672
Grand Total
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005, rounded to one decimal place.
The total number of male enrolments on Further Education automotive courses in Wales was
significantly higher than that for females (4389 compared to 283 females).
Over half of both male and female enrollers studied Vehicle Maintenance/Repair (68.0% of
males and 56.9% of females). The majority of the remaining male enrolments were in Vehicle
Engine Maintenance/Repair (8.9%), Vehicle Steering/Braking/Transmission (6.8%) and
Vehicle Body Maintenance/Repair (6.5%). The majority of remaining female enrolments were
in Motor Trade Operations (15.2%) and Vehicle Maintenance/Repair/Servicing (9.9%).
The most frequently studied course in England, Vehicle Maintenance/Repair (86.9% of
males/91.1% of females) was also the most frequently studied in Wales, although significantly
less dominant (68.0% of males and 56.9% of females). This is likely to be due to the different
selection of courses on offer in Wales, clustered more closely around the main Vehicle
Maintenance/Repair course than in England. Vehicle Body Maintenance/Repair is slightly
more frequently studied in Wales than in England, but, conversely, Motorcycle
Maintenance/Repair is more frequently studied in England than in Wales. It should be borne
in mind that these figures may not reflect demand; the number of learners on some of these
courses may be restricted by the level of provision available.
Assessment of Current Provision
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August 2006
Figure 10. Number of enrolments in Welsh FE sector by demographic group
Age Group
1
Total
0.0%
Not Known
0
60+
0.0%
25-59
0
19-24
Under 19
Subject Area
Bicycle Maintenance/Repair
0.2% 0 0.0% 0 0.0%
1
Motor Trade Operations
13
0.4% 26 3.2% 63 11.1% 1 3.7% 0 0.0% 103
Motorcycle Maintenance Repair
13
0.4%
Vehicle Body Maintenance/Repair
196 6.0% 69 8.6% 29 5.1% 2 7.4% 0 0.0% 296
Vehicle Electrical/Electronic Systems
134 4.1% 36 4.5% 18 3.2% 0 0.0% 2 7.4% 190
9
1.1% 45 7.9% 1 3.7% 1 3.7%
69
Vehicle Engine Maintenance/Repair
222 6.8% 77 9.6% 97 17.0% 2 7.4% 7 25.9% 405
Vehicle Maintenance/Repair
2325 71.7% 515 63.9% 271 47.6% 20 74.1% 15 55.6% 3146
Vehicle Maintenance/Repair/Servicing
29
0.9%
7
0.9% 26 4.6% 1 3.7% 0 0.0%
63
Vehicle Steering/Braking/Transmission 237 7.3% 58 7.2% 11 1.9% 0 0.0% 0 0.0% 306
Vehicle Wheel & Tyre Fitting
Vehicle Workshop Practice
Grand Total
33
1.0%
8
1.0%
2
0.4% 0 0.0% 0 0.0%
43
41
1.3%
1
0.1%
6
1.1% 0 0.0% 2 7.4%
50
3243 100% 806 100% 569 100% 27 100% 27 100% 4672
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005, rounded to one decimal place
Within each age group, the majority of learners were on Vehicle Maintenance/Repair courses;
this was especially the case in the 60+ age group where 74.1% of automotive related learning
was in this subject and in the under 19 age group where the figure was 71.7%. Within the 19
to 24 age group, although the majority of learners were on Vehicle Maintenance/Repair
courses (63.9%), Vehicle Engine Maintenance/Repair and Vehicle Body Maintenance/Repair
also had a relatively significant proportion of learners (9.6% and 8.6% respectively). Within
the 25 to 59 age group the majority of learners were again on Vehicle Maintenance/Repair
courses, although this was a smaller majority (47.6%); 17% studied Vehicle Engine
Maintenance/Repair courses whilst 11.1% were on Motor Trade Operations courses.
Although the statistics are not generally directly comparable, this pattern reflects that seen in
all other parts of the UK, with the vast majority of learners on all major FE courses being
under the age of 25.
Assessment of Current Provision
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August 2006
Figure 11. Number of enrolments in Welsh FE sector by ethnicity
Ethnicity
Subject Area
Bicycle Maintenance/Repair
Motor Trade Operations
Motorcycle Maintenance/Repair
Vehicle Body Maintenance/Repair
Vehicle Electrical/Electronic Systems
Vehicle Engine Maintenance/Repair
Vehicle Maintenance/Repair
Vehicle Maintenance Repair/Servicing
Vehicle Steering/Braking/Transmission
Vehicle Wheel & Tyre Fitting
Vehicle Workshop Practice
White
Black
Asian
Mixed
Background
Other Ethnic
Background
NA/NR
Total
0.0%
2.1%
1.5%
6.5%
4.1%
8.6%
67.2%
1.4%
6.8%
1.0%
1.0%
0.0%
5.9%
0.0%
11.8%
0.0%
0.0%
70.6%
0.0%
0.0%
0.0%
11.8%
0.0%
19.6%
2.2%
4.3%
0.0%
6.5%
65.2%
0.0%
0.0%
0.0%
2.2%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
92.9%
0.0%
0.0%
0.0%
7.1%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
2.4%
1.2%
6.0%
19.0%
69.0%
0.0%
1.2%
0.0%
1.2%
1
103
69
296
190
405
3146
63
306
43
50
Grand Total
100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 4672
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005, rounded to one decimal place
Ethnicity also followed the same trend as age and gender; the learners from each ethnic
group primarily studied Vehicle Maintenance/Repair courses. A higher proportion of Asian
learners studied Motor Trade Operations courses (19.6%) than any other ethnic group, while
a higher proportion of Black learners studied Vehicle Body Maintenance/Repair and Vehicle
Workshop Practice courses than other groups (11.8%).
Assessment of Current Provision
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August 2006
Figure 12.
Number of FE students in learning in Wales by subject area and credit level
Num ber of Further Education Students in Learning in Wales by Subject Area and Credit Level
100%
25
80%
306
357
24
981
60%
1082
445
18
196
40%
85
132
220
49
20%
141
143
55
14
71
0%
Entry
Level 1
Level 2
68
Level 3
Vocational
HND/HNC
NA/NR
Bicycle Maintenance/Repair
Motor Trade Operations
Motorcycle Maintenance/Repair
Vehicle Body Maintenance/Repair
Vehicle Electrical/Electronic Systems
Vehicle Engine Maintenance/Repair
Vehicle Maintenance/Repair
Vehicle Maintenance/Repair/Servicing
Vehicle Steering/Braking/Transmission
Vehicle Wheel & Tyre Fitting
Vehicle Workshop Practice
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005
Entry Level and Level 1 courses were nearly all Vehicle Maintenance/Repair. While Level 2, 3
and Vocational courses were also predominantly Vehicle Maintenance/Repair, Vehicle Body
Maintenance/Repair also had a significant share of total Level 2 courses (10%), Vehicle
Engine Maintenance/Repair had a significant share of total Level 3 courses (34%) and
Vehicle Workshop Practice and Bicycle Maintenance/Repair had a significant share of
Vocational courses (19% and 18% respectively). All HND/HNC courses were Motor Trade
Operations courses.
Figure 13. Number of enrolments in Welsh FE sector by location
Num ber of Further Education Students in Learning by Location
693
15%
1639
35%
North Wales
Mid Wales
South East Wales
South West Wales
2075
44%
265
6%
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005
Assessment of Current Provision
Page 46 of 173
August 2006
Over two fifths of learners in automotive related courses studied in South East Wales (44%),
while over one third studied in North Wales (35%). South West and Mid Wales had the
smallest proportion of automotive related students (15% and 6% respectively). 36
Figure 14. Number of enrolments in Welsh FE sector by location
North Wales Mid Wales
South East
Wales
Subject Area
Bicycle Maintenance Repair
1
0.1%
Motor Trade Operations
36
2.2%
0
0.0%
56
2.7%
Motorcycle Maintenance/Repair
0
0.0%
0
0.0%
30
1.4%
Vehicle Body Maintenance/Repair
79
4.8%
0
0.0%
189
9.1%
Vehicle Electrical/Electronic Systems
122
7.4%
1
0.4%
53
2.6%
Vehicle Engine Maintenance/Repair
247
15.1%
23
8.7%
132
6.4%
Vehicle Maintenance/Repair
Vehicle Maintenance Repair/ Servicing
0.0%
1
11
1.6%
103
39
5.6%
69
28
4.0%
296
14
2.0%
190
3
0.4%
405
794
48.4% 162 61.1% 1594 76.8% 596 86.0%
3146
33
2.0%
28
Vehicle Steering/Braking/Transmission
286
17.4%
11
4.2%
Vehicle Wheel & Tyre Fitting
41
2.5%
0
0.0%
0
0.0%
40
15.1%
10
Vehicle Workshop Practice
Grand Total
0
0.0%
10.6%
0
0
0.0%
South West
Total
Wales
0
0.0%
2
0.3%
63
9
0.4%
0
0.0%
306
2
0.1%
0
0.0%
43
0.5%
0
1639 100% 265 100% 2075 100% 693
0.0%
50
100%
4672
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005
When considered by region, it was evident that learners from each area were predominantly
on Vehicle Maintenance/Repair courses. In North Wales there were also a significant
proportion of students on Vehicle Steering/Braking/Transmission courses and Vehicle Engine
Maintenance/Repair courses (17.4% and 15.1% respectively - both a significantly higher
proportion than any other Welsh region). In Mid Wales there were a significant proportion of
learners on Vehicle Workshop Practice and Vehicle Maintenance/Repair/Servicing courses
(15.1% and 10.6% respectively – both significantly higher than any other Welsh region). In
South East Wales there was a significant proportion of learners on Vehicle Body
Maintenance/Repair courses (9.1% - higher than any other region).
36
The regions used in this analysis are ELWa regions, which are the same as the officially defined Welsh Assembly
Government regions.
Assessment of Current Provision
Page 47 of 173
August 2006
Figure 15. Number of enrolments at each level in Welsh FE sector by location
North Wales
Mid Wales
South East
Wales
South West
Wales
Total
Credit Level
Entry Level
117
7.1%
31
11.7%
296
14.3%
26
3.8%
470
Level 1
290
17.7%
66
24.9%
515
24.8%
290
41.8%
1161
Level 2
247
15.1%
61
23.0%
882
42.5%
138
19.9%
1328
Level 3
203
12.4%
38
14.3%
353
17.0%
52
7.5%
646
Vocational
26
1.6%
34
12.8%
0
0.0%
74
10.7%
134
HND/HNC
18
1.1%
0
0.0%
0
0.0%
0
0.0%
18
NA/NR
738
45.0%
35
13.2%
29
1.4%
113
16.3%
915
Grand Total
1639
100.0%
265
100.0%
2075
100.0%
693
100.0%
4672
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005
Learners on automotive related courses in Wales predominantly studied at Level 1 or Level 2
(25% and 28% respectively). In the North of Wales it was unknown at what level nearly half of
learners studied at (45%) and while 17.7% of learners studied at Level 1 and 15.1% at Level
2, both of these were below the average for Wales as a whole. In Mid Wales the proportion of
learners who studied at Levels 1 and 2 were close to that of Wales as a whole (24.9% and
23.0% respectively); proportionately more students studied at Vocational Level in this area
than any other part of Wales. In South East Wales over two fifths of learners (42.5%) studied
at Level 2, which was significantly higher than any other Welsh region. 17% of learners also
studied at Level 3 which was also higher than any other Welsh region. In South West Wales
proportionately more learners studied at Level 1 than any other Welsh region (41.8%); this
region, along with Mid Wales were the only regions of Wales with a significant proportion of
Vocational learners. South West Wales had proportionately fewer learners at Entry Level
(3.8%).
Assessment of Current Provision
Page 48 of 173
August 2006
Figure 16. Number of FE students in learning by mode of attendance
Num ber of Further Education Students in Learning by Mode of Attendance
100%
90%
264
59
7
80%
70%
60%
50
Vehicle
Repair/Servicing
42
Vehicle
M aintenance
299
Vehicle Electrical
Systems
56
40%
2760
185
Vehicle Body
M aintenance
333
284
1
55
50%
84
Vehicle S/B/T
Vehicle
Wheel/Tyre
Fitting
Vehicle
Workshop
Practice
30%
20%
19
10%
0%
Bicycle
M aintenance
M otor Trade
Operations
M otorcycle
M aintenance
Vehicle Engine
M aintenance
Day Time
Evening
Other
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005
The majority of automotive related courses in Wales were made up of learners who attended
during the day (whole day). 20% of Motorcycle Maintenance courses were attended in the
evening, which was a higher proportion than any other type of course. Vehicle Electrical
System, Vehicle Steering/Braking/Transmission, Vehicle Wheel and Tyre Fitting and Vehicle
Workshop Practice courses had no learners who attended in the evening. Learners on Motor
Trade Operations courses mainly attended on a morning or afternoon basis.
Because of the different way in which modes of attendance are classified in Wales, as day or
evening rather than part time or full time, these statistics are not directly comparable with
those for other parts of the UK.
6.4
Work Based Learning
Figure 17. Number of enrolments in Welsh work based learning sector by gender
Subject Area
Motor Trade Sales
Vehicle Body Maintenance/Repair
Vehicle Finishing
Vehicle Maintenance/Repair
Vehicle Maintenance Repair/Servicing
Vehicle Parts/Accessories
Vehicle Workshop Practice
1
339
18
2290
0
109
17
Male
0.0%
12.2%
0.6%
82.6%
0.0%
3.9%
0.6%
0
3
0
36
1
0
1
Female
0.0%
7.3%
0.0%
87.8%
2.4%
0.0%
2.4%
Total
1
342
18
2326
1
109
18
Grand Total
2774
100%
41
100%
2815
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005
Assessment of Current Provision
Page 49 of 173
August 2006
The vast majority (83%) of work based learning activity in the automotive sector in Wales was
in Vehicle Manufacture/Repair, while 99% of the learners were male. There were no
significant differences in terms of gender across the subject areas.
Figure 18. Number of enrolments in Welsh work based learning sector by age
Age Group
Subject Area
Under 19
19-24
NA/NR
Total
Motor Trade Sales
Vehicle Body Maintenance Repair
Vehicle Finishing
Vehicle Maintenance/Repair
Vehicle Maintenance/Repair/Servicing
Vehicle Parts/Accessories
Vehicle Workshop Practice
0
168
11
1415
1
71
17
0.0% 1 0.1% 0 0.0%
10.0% 158 14.8% 16 25.8%
0.7% 7 0.7% 0 0.0%
84.1% 865 80.9% 46 74.2%
0.1% 0 0.0% 0 0.0%
4.2% 38 3.6% 0 0.0%
1.0% 0 0.0% 0 0.0%
25-59
0
0
0
0
0
0
0
60+
-
0
0
0
0
0
0
1
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
100%
1
342
18
2326
1
109
18
Grand Total
1683 100% 1069 100% 62 100%
0
-
1
100% 2815
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005
The majority of automotive learners on Work Based Learning courses in Wales were under 19
(60%), while another 38% were between 19 and 24 years of age. There were no learners who
were over 60 years. In each age group a significant number of learners were on Vehicle
Maintenance/Repair courses; this proportion fell as age increased. The only other subject
area that had a significant proportion of learners was Vehicle Body Maintenance/Repair; older
learners were more likely to study this subject than younger age groups, to such a degree that
it made up over a quarter of all learners in the 25 to 59 age group (25.8%).
Several subject areas had 1% or less of learners in each age group, these were; Motor Trade
Sales, Vehicle Finishing, Vehicle Maintenance/Repair/Servicing and Vehicle Workshop
Practice.
Assessment of Current Provision
Page 50 of 173
August 2006
Figure 19. Number of enrolments in Welsh work based learning sector by ethnicity
Ethnicity
Mixed
Background
Other Ethnic
Background
NA/NR
Total
Vehicle Maintenance/Repair
Asian
Vehicle Finishing
Black
Vehicle Body Maintenance/Repair
White
Subject Area
Motor Trade Sales
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
1
12.1%
9.1%
0.0%
0.0%
22.2%
26.1%
342
0.6%
0.0%
0.0%
0.0%
0.0%
8.7%
18
82.9%
54.5%
100.0%
80.0%
66.7%
65.2%
2326
Vehicle Maintenance/Repair/Servicing
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
1
Vehicle Parts/Accessories
3.7%
36.4%
0.0%
20.0%
11.1%
0.0%
109
Vehicle Workshop Practice
Grand Total
0.7%
0.0%
0.0%
0.0%
0.0%
0.0%
18
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
2815
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005
When subject area was crossed by ethnicity it was evident that the majority of each ethnic
group studied Vehicle Maintenance/Repair. However, within this there were large differences;
all Asian learners studied this subject compared to 54.5% of Black learners.
Over a third of Black learners (36.4%) and a fifth of Mixed Background learners (20%) studied
Vehicle Parts/Accessories courses whereas the proportion of White or Asian learners on the
same course was negligible (3.7% and 0% respectively).
22.2% of Other Ethnic Background learners, 12.1% of White and 9.1% of Black learners
studied Vehicle Body Maintenance/Repair courses, while no learners from (0%) Asian or
Mixed Background groups did.
Assessment of Current Provision
Page 51 of 173
August 2006
Figure 20. Number of enrolments in Welsh work based learning sector by subject area
and credit level
Number of Work Based Learning Students in Learning in Wales by Subject Area and Credit Level
100%
109
78
90%
80%
70%
60%
50%
892
1201
232
2326
18
40%
30%
20%
10%
198
144
Level 1
Level 2
Level 3
342
1
0%
NA/NR
Grand Total
Motor Trade Sales
Vehicle Body Maintenance/Repair
Vehicle Finishing
Vehicle Maintenance/Repair
Vehicle Maintenance/Repair/Servicing
Vehicle Parts/Accessories
Vehicle Workshop Practice
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005
Work Based automotive related learning was predominantly Vehicle Maintenance/Repair, with
all Level 1 courses of this subject type.
A significant proportion of Level 2 courses were also Vehicle Body Maintenance/Repair
(16%). The only other subject types that were studied at Level 2 were Vehicle
Parts/Accessories and Vehicle Finishing, although both of these together constituted only
10% of Level 2 courses.
10% of Level 3 courses were Vehicle Body Maintenance/Repair courses with 6% on Vehicle
Parts/Accessories.
Of the few courses with no Credit Level known, all but one were Vehicle Workshop Practice
courses.
Assessment of Current Provision
Page 52 of 173
August 2006
Figure 21. Number of enrolments in Welsh work based learning sector by location
Num ber of Work Based Learning Students in Learning by Location
592
21%
40
1%
555
20%
142
5%
North Wales
Mid Wales
South East Wales
1486
53%
South West Wales
NA/NR
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005
Automotive Work Based Learning in Wales predominantly took place in South East Wales
(53%). A fifth of learning took place in South West Wales and North Wales (21% and 20%
respectively). Only 5% of Welsh automotive Work Based Learning took place in Mid Wales. 37
Figure 22. Number of enrolments in Welsh work based learning sector by location
and qualification type
1
0.2%
0
1
0.0%
0.7%
0
0.0%
1
Total
Vehicle Maintenance/Repair
0.0%
NA/NR
59 10.6% 14 9.9%
South West
Wales
0
Vehicle Body Maintenance/Repair
Vehicle Finishing
South East
Wales
Mid Wales
North Wales
Subject Area
Motor Trade Sales
0.2% 0 0.0%
203 13.7% 66 11.1% 0 0.0%
8
0.5%
8
1.4% 0 0.0%
1
342
18
490 88.3% 125 88.0% 1,194 80.3% 496 83.8% 21 52.5% 2,326
Vehicle Maintenance/ Repair/Servicing
0
0.0%
0
0.0%
0
0.0%
Vehicle Parts/Accessories
5
0.9%
2
1.4%
81
5.5% 21 3.5% 0 0.0%
109
0
0.0%
0
0.0%
0
0.0%
18
Vehicle Workshop Practice
Grand Total
0
0
0.0% 1 2.5%
0.0% 18 45.0%
1
555 100% 142 100% 1,486 100% 592 100% 40 100% 2,815
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005
Each region in Wales was split by subject area; learners in each Welsh region were most
likely to study Vehicle Maintenance/Repair courses although the proportion was highest in
North Wales (88.3%) and lowest in South East Wales (80.3%).
37
The regions used in this analysis are ELWa regions, which are the same as the officially defined Welsh Assembly
Government regions.
Assessment of Current Provision
Page 53 of 173
August 2006
The only other subject type that had a significant proportion of learners in each region was
Vehicle Body Maintenance/Repair; this was highest in South East Wales (13.7%) and lowest
in Mid Wales (9.9%). It was not identified where any of the Vehicle Workshop Practice
learners studied.
Figure 23. Number of enrolments in Welsh work based learning sector by location
and qualification level
Total
NA/NR
South West
Wales
South East
Wales
Mid Wales
North
Wales
Credit Level
Level 1
27
4.9%
6
4.2%
136
9.2%
55
9.3%
9
22.5%
233
Level 2
302
54.4%
88
62.0%
461
31.0%
287
48.5%
1
2.5%
1139
Level 3
225
40.5%
48
33.8%
889
59.8%
250
42.2%
12
30.0%
1424
NA/NR
1
0.2%
0
0.0%
0
0.0%
0
0.0%
18
45.0%
19
555
100%
142
100%
1486
100%
592
100%
40
100%
2815
Grand Total
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005
Despite the fact that the proportion of work based learning trainees who studied at Level 1
was low in each region (highest in South West Wales (9.3%) and lowest in Mid Wales (4.2%),
looking at the Credit Level in each region did identify some interesting differences. Nearly two
thirds of learners in Mid Wales studied at Level 2 (62%) and a third at Level 3 (33.8%),
whereas the proportions were reversed in South East Wales (31% at Level 2 and 59.8% at
Level 3). The ratio of Level 2 to Level 3 learners was more even in North Wales and South
West Wales although, in both areas, there were more proportionately more Level 2 learners.
Assessment of Current Provision
Page 54 of 173
August 2006
Figure 24. Number of enrolments in Welsh work based learning sector by mode of
attendance
Num ber of Work Based Learning Students in Learning by Mode of Attendance
100%
90%
80%
70%
60%
1883
443
50%
40%
30%
20%
10%
314
28
0%
0
Evening
Day Time
Other
Motor Trade Sales
Vehicle Body Maintenance/Repair
Vehicle Finishing
Vehicle Maintenance/Repair
Vehicle Maintenance/Repair/Servicing
Vehicle Parts/Accessories
Vehicle Workshop Practice
Source: Lifelong Learning Wales Record (LLWR) - Data taken as at 16th June 2005
No Work Based Learning took place in the evening. 90% of day time learning was on the
subject of Vehicle Maintenance/Repair, with the remaining 10% split into Vehicle Body
Maintenance/Repair and Vehicle Workshop Practice.
6.5
Higher Education
As can been seen in the figure below, Automotive Engineering related Higher Education (HE)
learning in the UK was geographically concentrated, with around 4.6% taking place in Wales,
roughly in line with its’ share of the national population, at 4.9%.
Figure 25. Automotive Engineering HE students by nation/region
Nation/Region of institution
North West
Yorkshire &
The Humber
East Midlands
West Midlands
East
London
South East
South West
Wales
Scotland
Northern
Ireland
Total
Automotive engineering
North East
Subject of study
0
167
271
328
601
455
209
320
30
116
18
0
2515
0.0% 6.6% 10.8% 13.0% 23.9% 18.1% 8.3% 12.7% 1.2% 4.6% 0.7% 0.0% 100%
Source: Higher Education Statistics Agency Limited, 2002/03
Assessment of Current Provision
Page 55 of 173
August 2006
Within the majority of the UK nations or regions, First Degree Level courses were the most
common form of HE Automotive Engineering study, although the distribution of Masters
students was restricted to certain areas of England. However, Wales did not follow this
pattern; instead all the Automotive Engineering courses studied in Wales were at HND/HNC
level.
Figure 26. Automotive Engineering HE students by qualification aim and
nation/region
Nation/Region of institution
1
82
0
0
8
First degree
0
5
0
0
0
0
0
12
0
0
0
4
0
0
0
0
0
157 172 182 292 278 177 219
Total
0
Postgraduate diploma
0
Northern
Ireland
121 170 177
Masters degree
0
Scotland
0
Wales
West Midlands
10
South West
East Midlands
0
South East
Yorkshire &
The Humber
1
London
North West
0
East
North East
Qualification aim
Doctorate degree
0
0
11
0
0
563
0
0
17
18
0
1,495
Foundation degree
0
0
0
0
10
0
0
0
0
0
0
0
10
HND/HNC
0
2
9
10
9
0
32
85
30
116
0
0
293
Other formal HE qualification
0
6
0
0
120
0
0
0
0
0
0
0
126
No formal qualification
0
0
0
0
0
0
0
0
0
0
0
0
0
Grand Total
0
30
116
18
0
2,515
167 271 328 601 455 209 320
Source: Higher EducationError! Bookmark not defined. Statistics Agency Limited, 2002/03
Figure 27. Number of Automotive Engineering HE students by qualification aim and
nation/region
100%
No formal qualification
90%
% of training
80%
70%
Other formal HE undergraduate
qualification
60%
HND/HNC
50%
30%
Diploma or Certificate in Higher
Education
20%
Foundation degree
40%
10%
First degree
Postgraduate diploma
Masters degree
sh
i
re
No
rt
No h E
r th as t
&
T h We
e
s
Ea Hu t
st m
W Mi be r
e s dla
t M nd
id s
lan
ds
Ea
Lo s t
So n d o
ut n
So h E
u t as
t
h
W
es
W t
a
No S les
r th c o t
er la n
n
Ir e d
lan
d
0%
Yo
rk
Doctorate degree
Region
Source: Higher Education Statistics Agency Limited, 2002/03
Assessment of Current Provision
Page 56 of 173
August 2006
7
Private Sector Training Provision
7.1
Key Messages and Issues
•
In Wales, establishments in the retail automotive sector were slightly less likely to fund
off-the-job training than establishments in the economy as whole (51% compared to
53%).
•
Most employers felt there should be a mixture of employer and public funding for training,
although opinion varied as to where the division should be.
•
Costs of training go beyond the financial cost of the training course. For smaller
employers, loss of productivity and/or the cost of finding temporary cover for an employee
undergoing training may be more significant.
•
The majority of employers thought the cost of training to their organisation was
increasing, mainly because of demand and the pace of change in the sector.
•
A need for closer partnership between training providers and employers was identified.
•
Training was recognised to improve job satisfaction and consequently employee loyalty
and retention.
•
Many larger and ‘exemplar’ employers saw management training as a priority; however,
survey data indicates that most small companies in the sector tend to concentrate on
technical skills.
•
Basic literacy and numeracy were seen as an increasing problem among young people,
by both employers and training providers.
•
Employers used a wide variety of methods to determine which skills were critical to the
business.
•
The most popular method of identifying training needs was to monitor the performance of
individual employees.
•
Formal planning and budgeting of training was most likely in medium-sized companies.
Larger companies sometimes found company-wide schemes difficult to administer. In
some cases high turnover of staff was felt to be a difficulty.
•
Training providers used a wide variety of data sources to assess and plan for demand for
training. In general they felt that demand from the sector was increasing.
•
Employers were believed to demand training mostly at Level 3.
•
The structure of provision and funding of courses was felt to be confusing for employers.
•
Apprenticeships were broadly thought to have been a success in attracting employers,
but more flexibility was felt to be needed.
•
Training providers felt that the range of courses in technical skills was already adequate,
so additional provision would be best focused in other areas. However, it was also
recognised that technical courses needed to be kept up to date with modern technology.
Assessment of Current Provision
Page 57 of 173
August 2006
•
Training providers believed that retail automotive sector training had a negative image
among many parents and school teachers, and as a result tended to be seen as a low
status option.
•
The level of cooperation between training providers was felt to have been reduced by the
introduction of competition in the FE sector.
•
Engagement with employers was made difficult by a lack of interest among many
employers, and intense competition and fear of ‘poaching’ of staff meant that sometimes
employers were reluctant to use the same training provider as any rival firm.
•
Employer input into course design was felt to be significant for larger employers, although
limited by the rigidity of some of the qualifications involved.
•
Almost 85% of employers offering training in workshop occupations carried that training
out internally. Generic training such as Health and Safety or finance was more likely to be
provided externally.
7.2
Methodology
In addition to the training supplied by the public sector through further and higher education
institutions, schools and work-based learning providers, training is also delivered by
employers in the workplace. Therefore, as part of the assessment of current provision, it is
important that this activity is also captured. To achieve this, data has been taken from a range
of secondary sources such as the SSDA Matrix and Futureskills Wales.
This data has been supplemented by a series of in-depth interviews with providers of training
from across the United Kingdom as well as interviews with employers who were known to be
advocates of training, either through in-house training schemes or through links with public or
private sector providers. In addition, a large scale quantitative survey of employers in the
sector was also conducted to provide additional evidence of the level of training and
perceptions of the quality of training available to the sector.
7.3
Incidence of Training
Using data from employer and labour force surveys in Wales, it is possible to build a picture of
the level of training carried out within the workplace. This data can be used as an indication of
whether employers in the automotive sector have a higher or lower propensity to train than
employers in the economy as a whole.
In Wales, establishments in the retail automotive sector were slightly less likely to fund offthe-job training than establishments in the economy as whole (51% compared to 53%).
Assessment of Current Provision
Page 58 of 173
August 2006
Figure 28.
Level of training provided by employers in Wales, 2003
Automotive
Skills
51.0%
Incidence of training
Proportion of establishments funding off-the-job training
Whole
Economy
53.0%
Source: Future Skills Wales, Generic Skills Survey 2003, Automotive Skills Report
Note: The Automotive SkillsError! Bookmark not defined. Industrial definition is SIC 50.1 to 50.5 and 71.1.
7.4
Funding the Provision of Training
According to the interviews conducted as part of the primary research for Stage 2, the
majority of employers had paid for training themselves. Where external funding was provided
to companies, it usually contributed up to 50% of the training costs. The amount and type of
funding or payment required for training was dependant on the type of course being
undertaken. Partial funding for apprenticeships was the type most commonly received by
employers, although they had to pay the apprentices’ wages whilst being trained. In Wales,
Apprenticeships are subsidised by DELLS who offer varying levels of funding to employers
depending on the course taken and the circumstances.
38
“If we need training we pay for it ourselves. Apprenticeships obviously carry a degree of
funding and we currently have around 22 apprentices.”
Employer – Retail Automotive Sector
There was no common consensus between employers in the UK when considering who
should pay for training. The answers were split three ways, with people generally thinking that
either the employer should be responsible for training costs, public agencies should contribute
more, or a combination of both. Those who thought employers should pay usually gave the
reason that they were ones who benefited from having a well trained employee. Again, it was
acknowledged that there was apprentice funding available, but that it was unfair that it only
applied to employees under 25 and therefore in some cases people over that age were not
able to access these courses. In Wales, unlike in many parts of the UK, this difficulty is being
addressed by the recent introduction of the Modern Skills Diploma for Adults scheme, which
extends part-funded apprenticeship style training to certain priority groups among the over
25s. Specifically, there is a new Level 3 entitlement exclusive to Wales, guaranteeing funding
for employees to improve their skills to reach a single Level 3 qualification. This can be
compared to the Level 2 entitlement which is being made available in England. As can be
seen from the quotes over, this has been a major issue for employers and remains so in other
parts of the UK.
38
ELWa website, http://www.elwa.ac.uk/ElwaWeb/elwa.aspx?pageid=2950
Assessment of Current Provision
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“If it’s looked upon as part of their education in terms of getting a qualification then maybe
there should be funding similar to that available for universities courses or other qualifications.
Essentially it’s employers that are benefiting from the training in the long term and I don’t see
any difficulty with them paying for it.”
Employer – Retail Automotive Sector
“If there’s an area where I think it would be helpful it is if there was some funding for over 25s.
It seems to me from what knowledge I have that pretty much all of the funding available for
development is targeted at 16 to 25 year olds which is great and I understand why that would
be the case, but the bulk of our employees would be typically over 25 and fall out of the
funding criteria.”
Employer – Retail Automotive Sector
Using the quantitative survey conducted for Stage 2, it is possible to determine the overall
prevalence of some of these views within the retail automotive sector. Although the majority of
employers in Wales thought that they should receive some kind of support with training costs,
only 37% of them were of the opinion that employers should not pay anything at all toward
training costs.
While there was clearly a belief that employers should be supported financially in some form,
they were reluctant to rely solely on state funding; 50% of the limited number of respondents
in Wales believed that public bodies should not pay any of their training costs; none believed
this figure should be 100%. Furthermore, there was clear and strong opposition to payment
by employees for their own training, with 87% opposed to any trainee contribution at all.
An overwhelming number of UK training providers were also of the opinion that it should be
the employer who should be paying to train their own staff, especially where they benefit
directly from training in terms of increased productivity and profit. However, the providers did
acknowledge that there was a gap in the funding provided by the Government in terms of
providing financial support for people over the age of 19 who wished to move into the sector
and required re-training. Again, this may not apply in Wales because of the difference in the
funding structure; recent developments such as the Modern Skills Diploma for Adults (MSDA)
and the new Level 3 entitlement provide a degree of funding for older learners, particularly in
priority skills and sectors.
“I think for people who are employed obviously you’ve got to expect a contribution from the
employer and or the employee. What percentage of that should be full cost to them, that’s
difficult to say.”
Training Provider – Retail Automotive Sector
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“The up skilling should be from industry, public money should not pay for companies to make
more money. We have said in the past, that if you are paying for something you tend to stick
with it, if you get it free you tend to waver.”
Training Provider – Retail Automotive Sector
7.4.1
Indirect and direct costs of training
Apart from the actual monetary costs of sending an employee away to be trained (travel,
overnight stay, course costs etc.), the main indirect cost of training cited by respondents was
the loss of productivity. In particular, employers recognised how training impinged not only
the rest of the workforce in terms of employees having to provide cover, but in terms of the
lack of productivity which also cost the companies’ money, especially if they were paying for
training as well as paying wages.
The Welsh Generic Skills survey 39 covered this issue particularly strongly. Employers were
asked to choose the single most critical barrier to training that they faced. 25% of automotive
sector respondents cited the direct cost of training, but the most commonly chosen response,
given by 32% of automotive sector employers, was ‘cannot afford staff to have time off’. This
was broadly in line with the 31% of Welsh employers across all sectors choosing this answer.
In the same survey, only 25% of automotive sector employers felt that the most critical
deterrent to training was the direct cost, again broadly in line with the picture across all
sectors.
Similarly, the multiple response Automotive Skills Welsh Employers Survey 40 found that 47%
of automotive sector employers had problems with ‘lack of time’ and 44% with ‘lack of cover’
when seeking to organise training. 50% of respondents mentioned the problems caused by
direct costs.
“The actual cost of the course is only one thing and then you are taking the person away from
the business for a substantial period of time. This puts a burden on others, maybe working
longer hours.”
Employer – Retail Automotive Sector
“Costs include travel – getting everyone together. We were looking at running training for
employees from all of our distribution centres but it was expensive. The cost of a 3 year
programme was £40-60K.”
Employer – Retail Automotive Sector
39
Futureskills Wales, Generic Skills Survey 2003, Automotive Skills Report
40
Automotive Skills Welsh Employers Survey 2004, f
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In the quantitative survey, employers emphasised the indirect costs of training over the direct.
The majority of responses from employers in the UK who had not provided training for staff
(for reasons other than satisfaction with their existing skills base, cited by 76.0% who had not
provided training), indicated that time pressure on employees requiring training (6.6%), or on
employees who could provide internal training (3.9%), were more significant factors than the
direct financial cost, such as fees and expenses (3.4%). Due to the low base size, a separate
analysis of these trends in Wales was not possible.
7.4.2
Increased costs of training
The majority of employers thought the cost of training to their organisation was increasing,
mainly because of demand and the pace the industry was moving at.
However, some
employers felt the cost had remained constant over recent years and because of this, they felt
they were getting good value for money. No employers believed the cost of training had
decreased.
“The cost of training is increasing. It is the pace the industry is moving at. Body construction
on vehicles is moving at a real pace and we have to keep abreast of the techniques.”
Employer – Retail Automotive Sector
“Looking overall the cost of training is staying the same, I feel it is good value for money.”
Employer – Retail Automotive Sector
In general employers felt they were not able to meet all of their training needs. The main
reason given for this was lack of funding, although employers with flexible or sufficient
budgets often felt that not being able to find suitable provision was more of an issue. There
was also an opinion among some in-depth survey respondents that a larger budget for
training would not have a significant impact on the amount of training provided, as there was
still the issue of not being able to release a large number of employees for training at the
same time due to the loss in productivity.
“We only have so much money so you have to prioritise what is needed immediately and what
we are prepared to invest in.”
Employer – Retail Automotive Sector
“There is always something else you can do, but if someone gave me twice as much money
to spend I probably wouldn’t spend it because the other side of the equation operationally is
how many people can I afford to take away from a centre on a daily basis before it affects the
organisation.”
Employer – Retail Automotive Sector
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The issue about whether employers are able to, or should fund employee training, was put
into context in the focus groups with employers who stated that the increasing financial
constraints of operating businesses in the motor trade meant that there was a limit to what
training could be supported. Profit margins were reported as being significantly lower than in
the past for a number of reasons, including the increased service intervals for customers who
had bought new cars, resulting in less work for garages. In addition, it was felt that as
technology had moved on so quickly that the cost of updating equipment was also a
constraint on the business and this had to be the priority over and above training. 41
7.4.3
Availability of external funding
The vast majority of training providers felt that the current level of external funding was not
sufficient to meet the needs of the sector for a number of reasons, including not being able to
keep up with the pace of technology and the skills gaps of newly qualified people who often
required significant induction. It was also commented that there was a severe lack of funding
for over 19’s and this was in need of being addressed.
“What they never seem to take into account is that most people… are expecting us to work
with cars little over 3 years old, but who’s paying for that? There is no funding.”
Training Provider – Retail Automotive Sector
“No, I don’t think there is sufficient funding… for these modern technologies, electronic[s]…
etc, … There is a lack of training.”
Training Provider – Retail Automotive Sector
The general consensus amongst UK training providers was that the characteristics of external
funding did make the provision of certain types of automotive training commercially unviable.
This was mainly due to the fact there was a lack of flexibility with the external funding which
consequently made it difficult to invest the finance in areas that would benefit.
“I think it’s more difficult to deliver day release programmes. I think if you are a small provider
it’s very difficult to make it viable. If you are a larger provider like us, I wouldn’t say it’s easy,
but you have the economies of scale, but you need to be delivering achievement rates
significantly above the national average in order to make it viable.”
Training Provider – Retail Automotive Sector
“The amount of investment required, particularly on body and paint work, is very high. We
have a £4.5 million facility here and we are still missing some things.”
Training Provider – Retail Automotive Sector
41
CI Research SSA Pre-Work Regional Focus Groups May-June 2005
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“Well, I think once you get into the team leading and supervisory level 4 qualifications then I
would say most of these courses are not viable.”
Training Provider – Retail Automotive Sector
“Sometimes there’s too many links in the chain. Funding isn’t direct, for example as a college
I might be commissioned to do a technical certificate for a group of young people. The
delivery of that technical certificate in terms of the workshop practice that they do, the
resources that they use, the administration from beginning to end, that is all entirely within the
college, but I know that colleges only get 90% of the available funding. The training provider
keeps back 10% and in some cases I’ve heard of 20%, but on what basis?”
Training Provider – Retail Automotive Sector
7.4.4
Drivers of external automotive funding
Training providers felt that the Government was a strong driver for external funding of
automotive training with their policies, targets and budgets being a large influence. In addition
to Government policy, skills shortages were also commonly thought to be a strong driver as
there was a genuine need to raise skills throughout the United Kingdom. These shortages
were highlighted most recently for Wales in the Generic Skills Survey 2003, commissioned by
ELWa. 42
“Skills shortages drive funding - if there were no skills shortages there would be no
Government funding.”
Training Provider – Retail Automotive Sector
“It is a case of raising skills – there is a genuine need to raise skill levels regardless of the
sector. Many young people change careers having been trained up and this does not help the
situation - apprenticeships will help to bridge that gap.”
Training Provider – Retail Automotive Sector
“Government budgets and availability of funding; the whole thing is about money and politics.”
Training Provider – Retail Automotive Sector
7.4.5
Improving the model of public funding of provision
It was widely agreed that several changes needed to be made to the current model of public
funding in order to make improvements to automotive training. Training providers believed
the model needed to be made more flexible, for instance extending funding to include more
Level 1 courses and adult training instead of focusing primarily on 16 to 18 year old training.
In addition, it was thought that automotive training documentation needed to be simplified and
this could reduce complications, as providers reported that there were frequently several
audits being conducted simultaneously that were measuring the same things.
42
Generic Skills Survey 2003: Automotive skills sector report
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“I do think we need to think about the adults, there is too much emphasis put on 16 to 18, but
as regards to adults, there is a big up skilling need and I know it’s got to come from industry
but I still think we need adult apprentices.”
Training Provider – Retail Automotive Sector
“Well, I suppose there should be more flexibility built in and if someone wants to go on and
do their team training there should be provisions made for them if they have an aptitude for it.
As well as that we need to address the Level 1 training needs people, but that is something
that the Sector Skills Council and the funding bodies will have to look at it to make sure
there’s a wide enough range of courses to interest people, and that it is funded and the
timeframe for people to complete the qualification is appropriate.”
Training Provider – Retail Automotive Sector
In addition to public funding of provision, it was also noted that training providers should be
proactive in sourcing additional funding directly from employers themselves, offering courses
which have demonstrable benefits which could persuade employers to pay a higher
proportion of the cost of provision.
7.5
Drivers of Training
7.5.1
Internal drivers of training
Views gathered from the employer interviews suggested that the internal drivers of training
concerned what was best for the customer and what was best for the business. In both cases,
providing what was best for the customer was seen as the crucial characteristic of a
successful company.
Improving customer service was the most common of internal drivers as if the customer went
away satisfied there was an increased chance of repeat business. Closely linked to customer
service were the company’s own standards; it was felt that training was necessary to attract
new recruits and to keep existing workers up to date in order to move the business forward.
The simple equation was, improve the skills of sales staff and the company will become more
profitable. This is more than just a perception; the CBI believes that “improvements in skills of
UK workers have accounted for 20% of the annual growth of the UK economy over the past
25 years”.
43
The quantitative survey also indicated that among the main drivers behind training spend in
Wales was the belief that it would improve performance and profitability (75%); 50% were
influenced in the decision to train by legislation and another 50% by changing technology.
Improving customer service was also an important driver in its own right, although clearly
closely linked to the previous two; 42% felt that this was important in their decision to provide
43
CBI: Further Skills for Success (2006), http://www.cbi.org.uk/
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training. Care should be taken when comparing these results with other parts of the UK, due
to the low base size.
“Training is driven internally so that we can offer services to customers that help us stand out.
There is a strong emphasis on customer service. It is in our interest to ensure that customers
get the best out of our staff. Our staff need to know how to represent our brand to their
customers.”
Employer – Retail Automotive Sector
There was a consensus that the industry had been slow to react to the needs of customers in
terms of communication and customer service levels. There was felt to be a need to invest
more heavily in improving customer service in order for the greatest returns on investment. 44
Staff retention was also seen as one of the drivers of training; if an employee was receiving
training then it would help improve job satisfaction as they could see a distinct career path
and progression. It was also felt that a happy and competent worker would prove to be more
productive, which would result in profits for the business.
“If you train people then they are happy doing their job. They are going to earn the company
more money, so everybody prospers.”
Employer – Retail Automotive Sector
7.5.2
External drivers of training
In terms of legislation being an external driver for training, it was felt that this mainly affected
the Health and Safety elements of training, although it was also acknowledged that it had
some influence on apprenticeship numbers, motor vehicle laws and environmental issues.
There was a view that legislation was a key driver of technology progression which in turn
affected training needs. However, in many instances it was felt that legislation had no
particular impact on training – it was evident that it was more of a driver of training in
manufacture, repair and technology than in sales, dealerships or suppliers.
“Legislation drives what development we do with people managers within the business,
certainly in terms of health and safety and environmental issues.”
Employer – Retail Automotive Sector
“Legislation drives product change. Product change requires new technology which needs
new training. An example of this would be the Euro 4 Emissions Standard.”
Employer – Retail Automotive Sector
44
Employer Focus Group November Edinburgh
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In terms of the external and internal drivers for training, it was acknowledged by the
employers that when training had been enforced by manufacturers and had not been seen to
be part of the overall programme of business, this resulted in the worst form of training which
had the least benefit to the business. On the other hand, where line managers had spent the
time identifying training needs and implemented learning outcomes on return to work, this
was identified as the most successful form of training. 45
7.5.3
Occupational drivers of training
Management occupations were seen as a high priority group for training by the employers
questioned in the in-depth survey. In some cases it was not regarded as high a priority as
technical staff, but employers widely recognised that management training and leadership
were crucial for a successful business. This was the case regardless of business size as
smaller businesses felt that management would be increasingly important as the business
grew and larger companies felt that good management training aided staff retention. One
particular company felt that this type of training had been “placed on the back burner” over
recent years, which suggested that when funding was short, this type of training may be one
that is forfeited.
Despite the strong emphasis on management training among the large and ‘exemplar’
employers targeted for the in-depth survey, the Automotive Skills Welsh Employers Survey
2004 revealed that in the sector as a whole in WalesError! Bookmark not defined.,
management training is a relatively low priority, with only 38% of employers providing this
type of training. At the other end of the scale, 78% of employers provided ‘job-specific’
training; which includes technical training. 70% of companies offered Health and Safety
training and 52% training in new technological advances 46 .
This picture is broadly confirmed by the UK-wide quantitative survey carried out for Stage 2,
which also highlighted the strong focus on technical training at the expense of other types,
particularly in the smaller companies (with less than 10 employees) that dominate the sector
in terms of numbers of businesses.
“Often staff turnover occurs because of inadequate management of staff as mechanics are
typically fickle. I think it is important that managers know how to motivate and lead the team.
It’s quite a small environment and people spend quite a lot of time at work.”
Employer – Retail Automotive Sector
Employers also identified a lack of management competence in every area of the business
and highlighted the adverse consequences of this lack of skills, including a lack of
45
Automotive Skills Focus Group November Edinburgh
46
Automotive Skills Welsh Employers Survey 2004
Assessment of Current Provision
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August 2006
understanding of recruitment processes and a lack of understanding about appraisal
processes, meaning staff were not properly rewarded or recognised for their work. 47
“Staff that are committed and are doing the job properly are not rewarded or recognised as
the appraisal system is not understood. This has a knock on affect on the individual and their
progression.”
Employer – Retail Automotive Sector
Like management training, training technical staff was a high priority among all employers.
They felt that this was due to the technical nature of the sector and affected not only new
staff, but, due to the fast moving pace of vehicle technology, affected experienced staff also.
As could be expected, repair, MOT, manufacture and part suppliers felt that this was a higher
priority than dealerships and sales franchises. Not only was technical training a way of
keeping up to date with new technology in manufacturing, it was felt that it improved customer
service in the repair and MOT business due to improved speed, efficiency and quality of work.
“Vehicle technology is going at an alarming rate at the moment. It’s important to keep on top.
We send people on manufacturers training and they disseminate it through the group.”
Employer – Retail Automotive Sector
“Technical training is a priority especially now with an increase in the complexity of vehicles
we’re looking at and dealing with everyday. So that’s very important.”
Employer – Retail Automotive Sector
General skills training (which encompasses a range of competencies such as team working
and communication skills) was also something that was done regularly by the majority of
employers. It was not however, seen as a ‘priority’ over other types, such as technical
training, but was considered as very important nonetheless. Again, this was related to
customer service and communication. Leadership, team building and motivation were also
general types of training that were mentioned as important. These were not types of training
that were seen as more important by any particular type of business, for example customer
communication was seen as important in a workshop as much as a showroom, although it
was not really associated with management.
“General skills training is something that is ongoing all the time internally. In addition, some
customer training was bought in to focus people on the needs of the customer.”
Employer – Retail Automotive Sector
“General skills training comes under other training schemes. For example, the tyre training
module is not just about how to fit/repair tyres, to diagnose faults with them. It goes a step
47
Automotive SkillsError! Bookmark not defined. Regional Employer Events
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further in how to explain these problems to someone who doesn’t have technical
competency.”
Employer – Retail Automotive Sector
Basic skills were seen as a priority only amongst those employers who employed apprentices,
as basic literacy and numeracy was seen as an increasing problem among young people and
in lower level jobs.
“We don’t undertake basic skills training for the technicians as they are mature people, but we
do have a bespoke apprentice program, this includes key and basic skills.”
Employer – Retail Automotive Sector
“Basic skills training is targeted at lower level occupations, really.”
Employer – Retail Automotive Sector
Employers were genuinely concerned that they had to train young employees in skills which
they felt should have been delivered by schools. It was also suggested that many of the job
applications from potential recruits had been written by parents reflecting the level of young
people with literacy problems. 48
7.5.4
Profitability as a driver of training
There were a number of methods used in determining which skills were most critical in
delivering profitability. It was felt that it was a difficult question to answer as, in sales in
particular, the whole process was equally important. Mystery shopping, site visits and
accounts checking were all part of the process of identifying skills gaps within the workforce,
as were customer satisfaction surveys and new staff basic skills inventories. The information
gathered from such studies was used in some cases to build a framework with which to base
the business around in the future. It was felt that to some degree, determining which types of
training were a priority was ignored; quick win training, such as sales techniques would
sometimes be undertaken and although it could provide a temporary fix, underlying skills
shortages in management might remain. Such training needs were perceived as harder to
quantify in terms of profitability and therefore may be left.
Differentiating between non-essential and essential competencies was not actively done by
the majority of employers. However, those that did mentioned specific techniques which could
be shared as best practice across the industry. Employers mentioned ‘core’ competencies to
enable staff to deliver the right kind of service. As staff became more experienced or rose
through the ranks, then the number of competencies would increase. One large business in
48
CI Research SSA Pre Work Regional Focus Group May – June 2005
Assessment of Current Provision
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particular mentioned a ‘pyramid’ – as the employee climbed higher in the pyramid the level of
competencies would increase (for example, workshop/site manager would need financial
competency that wasn’t needed at supervisory level).
Overall, there was a perception that training did have benefits. The quantitative survey
showed that over four fifths (83.3%) of retail automotive sector companies in Wales felt that
there was a strong link between training and business performance, while none felt there was
no link at all.
7.6
Training Plans and Budgets
7.6.1
Formal Training Plans
Companies which did not have a formal training plan ranged in size, though within the indepth survey it was predominantly large companies who suggested that such a plan was
harder to accomplish in a large scale operation, while for small to medium sized enterprises it
was seen as more achievable. For large companies, or companies with multiple sites, it was
suggested that a company wide plan would not be feasible due to the fragmented way in
which some companies operated (head offices, franchise dealers, manufacturers etc) and
that it would be much more likely that the company would study the skills needs of each
individual area or site of the business. The quantitative survey, in contrast, found that the
likelihood of a company having a training plan or other such initiatives was considerably lower
if it was very small (less than 10 employees). It was also felt that the training needs could not
be predicted in companies where unanticipated new technology could suddenly become
available, with the result that training would be required which would then not be in the plan.
That said, a number of employers mentioned that they would be developing training plans in
the near future.
The majority of companies questioned in the in-depth survey did have a company training
plan although there was a degree of variety in the way in which these were delivered. In some
cases the plan mapped out the next steps for employees and split them by occupation such
as technical, sales, after sales, management and leadership. In other cases, the plan involved
systematically analysing different elements of the business, though it was felt that this way
may lack detail and place too much emphasis on technical training rather than managerial or
administration.
However, the Automotive Skills Welsh Employers Survey 2004 suggested that only 25% of
automotive sector employees had a training plan, highlighting that the ‘exemplar’ and larger
employers in the in-depth survey were ahead of the sector as a whole in adopting this tool to
enhance their training provision.
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“Each individual has their own development needs looked at. There is a review process with
in the company, so effectively each person has a training program from the first day at work.”
Employer – Retail Automotive Sector
“We do have a structure but it is not as detailed as I would like. It is based on the review of
skills analysis of various employees, but it is predominantly set by technical workshop floor
personnel rather than management or administration.”
Employer – Retail Automotive Sector
7.6.2
Formal Training Budgets
Employers involved in the depth qualitative consultation tended to have a formal training
budget. Companies felt that it enabled them to ensure that the monetary outlay and return on
investment to the business was proportionate and that they were getting value for money. The
ability to plan for the future rather than just to react to immediate needs was also seen as an
important benefit to the long term stability of the company. It was also felt that a formal budget
clarified what could and could not be accomplished during that time period. In the past, it was
felt that the plug was pulled on training for financial reasons where money was suddenly not
available. However, having a training budget helped companies make these decisions more
rationally.
The sector-wide quantitative survey conducted for Stage 2, which included many smaller
employers, revealed a different picture with only 6.5% of all respondents in Wales having a
specific training budget. This was not significantly different from the 7.2% of automotive
employers UK-wide who were without training budgets. Only 2.9% of UK automotive
companies with less than 10 employees were likely to have a training budget, but this figure
rose considerably to 25.3% for those with between 10 and 99 employees, and increased still
further to 88.9% for companies with 100 or more employees. A breakdown by size of
company was not possible for Wales due to lack of data.
“I think the training should be proportional and beneficial to the business so we have to match
what we put in to what we get out. Obviously every pound spent must have an effect at the
other end for example, an increment in sales or growth in business.”
Employer – Retail Automotive Sector
“The fact I can plan for the future means it’s less reactive. I think what tends to happen
otherwise is you allocate resources to immediate needs rather than looking at what the future
needs of the business are.”
Employer – Retail Automotive Sector
In general there was at least an element of flexibility in the budgets. It was felt that such
flexibility was necessary in that it was only possible to plan ahead to a certain extent and that
unforeseen costs could crop up over the course of the year.
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A number of companies did not have a formal training budget. In one case it was felt that
training was needs driven as there were so many different levels in the company and it was
too big to be able to plan funding for training company wide effectively.
7.6.3
Individual Training Plans
Companies involved in the qualitative consultation which did not have training plans for
individual employees felt that it would not be feasible for the majority of their staff, with the
exception of those in management occupations. One company, which identified that the
majority of their training was technical, introduced new training blocks to bring all staff up to
date together rather than on an individual basis. Another employer in the tyre industry felt that
in their case, the idea of being so specific with employee training would be a poor use of time
and money as staff turnover was so high.
“Each employee would not have an individual training plan. One of the big problems we have
is that we’ll do skills analysis when the individual first comes to us and we’ll start working on
what’s been established that we need to provide training on, then the individual will leave so it
is not cost effective.”
Employer – Retail Automotive Sector
Most employers asked in the in-depth survey did have individual training plans which in the
main were part of their annual appraisal or review. Performance for the previous year was
reviewed, competencies analysed to help identify gaps and training planned accordingly. In all
cases these plans were done by site or line managers in conjunction with the employee.
According to the quantitative survey, which contained a larger proportion of smaller
employers, 16.2% of employers in Wales maintained training plans for each employee, not
significantly different to the figure of 12.7% for the UK as a whole.
“Employees have an appraisal annually, where requirements are raised; they get passed to
me and logged, it is up to the individual to get the training they need as per appraisal.”
Employer – Retail Automotive Sector
“As part of the appraisal process you would get competency analysis. Training needs would
be identified against that on an ongoing basis. There are formal annual reviews as well.”
Employer – Retail Automotive Sector
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7.7
Identifying Training Needs: Employers
7.7.1
Employees most likely to receive training
Employers felt that the groups most likely to receive training within their organisations
depended heavily on the type of business they were. Workshops and manufacturers were
more likely to provide technical training whereas dealerships were more likely to provide sales
training. Sales training was also currently seen as a priority because of the FSA financial
award which has become a legal requirement for all salesmen. The general consensus was
that the business would provide whatever would be most likely to improve site performance.
This was carried through into the UK results from the quantitative survey; since the majority of
the businesses focused on technical services of one type or another, it is perhaps not
surprising that over half of those questioned provided more than 80% of their training for
employees in workshop occupations, rising to more than three quarters for small businesses
with less than 10 employees.
What is perhaps more significant is that while the qualitative survey indicated an awareness
of the need for non-technical training among businesses, 100% of all Welsh automotive
businesses questioned in the quantitative survey provided no sales training, 75% provided no
administrative training and 88% provided no management training. Although these figures
broadly reflect the UK-wide picture, they should be treated with caution due to the low base
size. As might be expected, these figures were considerably higher for small companies with
less than 10 employees. For example, nearly nine out of ten (89.6%) of these small
companies across the UK provided no sales training.
The Automotive Skills Welsh Employers Survey 2004 also confirmed this trend; it found that
62% of automotive sector employers questioned provided no management training.
In another study, it was found that while automotive sector employers tended to provide
approximately the same amount of training as those in other sectors, and spend an equal
amount or more on that training, the focus on technical skills meant that provision of other
types of training to employees in the sector was substantially below average 49 .
“Sales occupations get the most training at the minute. They need the FSA which is a
financial award, and it’s a legal requirement to sell cars, it has been priority.”
Employer – Retail Automotive Sector
49
Futureskills Scotland (2005), Automotive Scottish Sector Profile 2005, based on data from SESS (2004),
http://www.futureskillsscotland.org.uk/web/site/home/Reports/IndustrySector/Report_Scottish_Sector_Profile_2005_
Automotive.asp
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“Technicians receive most training however getting people on soft skills courses is difficult.
Technicians recognise they have to have the skills and it is worth investing in their skills to
increase productivity in the workshop.”
Employer – Retail Automotive Sector
In terms of which employees were most likely to benefit from training, employers identified
that there could be resistance to training amongst some of their employees, particularly older
workers. In addition, older employees had on occasions felt resentment towards younger
employees participating in training for fear that they may ‘overtake’ other more experienced
staff.
Employees suggested that it was important therefore that training had a specific
purpose and training days could potentially be built into contracts of employment to highlight
its importance. 50
This issue was also highlighted by the findings of the Automotive Skills Welsh Employers
Survey 2004. In this survey 35% of employers found unwillingness to train among employees
a significant barrier to training, although not necessarily the most important barrier. This
highlights the value of the Careers Wales and WTUC funding and organisation of initiatives to
promote the value of training not just to employers, but to employees in the workplace.
7.7.2
Determining the type of training to be delivered
The person responsible for determining the training action to be taken differed depending on
the size of the company. Within smaller, one site companies it could be the owner, whereas in
mid to large sized companies it was generally down to the branch, site or line manager. If a
company had a training or human resources department it was felt that they worked in
conjunction with site managers and company directors to determine what action to take. In
the main, it was felt that companies did not really rely on one person but on good
communication throughout the chain of command.
“It could be at the sales director or after sales director level, or if a car manufacturer has its
own training department it may be someone who fronts the training department.”
Employer – Retail Automotive Sector
“That will vary according to the individual’s position. It splits down into time at the sharp end,
and then we’ve got the call centre and all the minority departments. The head of each
department decides where they want the effort to go.”
Employer – Retail Automotive Sector
In some cases it was mentioned that suppliers determined levels of training through the
provision of product specific training. From a sales and management point of view this was
50
Automotive Skills Focus Group November Edinburgh
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minimal but was quite a large element in technical training. In some cases the company
worked with the supplier to design the best training course while in others the supplier
dictated this.
7.8
Identifying Training Demands: Training Providers
There were different methods that training providers used to establish the level of demand for
automotive training, these included examining labour market information and relevant trends
from government agencies such as DELLS or DEIN (Department for Enterprise, Innovation
and Networks), speaking to people within the industry, obtaining feedback from schools and
even conducting their own research.
“School interviews give the first indication of future demand, then interviews from new starts
and feedback from general college marketing. Schools also get feedback from employers on
what they want and what they need so we use that as well.”
Training Provider – Retail Automotive Sector
The vast majority of training providers believed that there had been an increase in demand for
training in the sector, especially in areas such as work based learning, auto-electrical and
general full-time training.
Those training providers who believed that there had been a
decrease or that the demand had remained stagnant felt that this had occurred mainly in the
area of manufacturing.
“Demand is definitely increasing, especially for the auto electrical parts of the course. We
now have a new auto electrical lab with approximately 80 students enrolled on the course.
There is definitely growth in the automotive area – there are more students and more
enquiries.”
Training Provider – Retail Automotive Sector
“Demand is beginning to emerge for ‘high-end technicians’. Vehicle re-finishing on the other
hand seems to be taking a bit of dip in terms of recruitment. We’re trying to get
apprenticeships and it’s very difficult for them. I don’t know if it is a structural issue within
those particular lines of work, but I know that the recruitment is very slow.”
Training Provider – Retail Automotive Sector
7.8.1
Type of Training in Demand
TrainingError! Bookmark not defined. providers suggested that there were numerous
deficiencies across the board in terms of the competency categories required by the
automotive sector.
Several training providers stated that deficiencies were evident in
management and leadership skills and in basic skills, with suggestions that this was due to a
lack of funding at managerial level and attracting less academically able people into the
sector with poor literacy and numeracy skills.
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The Generic Skills Survey for Wales indicated a degree of polarisation of opinion among
automotive sector employers; while 47% of employers thought that they needed a high or
advanced level of management skills for their business, 25% believed that they needed none
at all. Demand for entrepreneurial skills showed a very similar distribution. 51
“There are probably deficiencies in training for management and leadership but it depends on
whether of not there is a demand for it. A lot of employers have set up their own businesses
from nothing and they tend not to look further to see the benefit that management training
would have on their company.”
Training Provider – Retail Automotive Sector
“Schooling is failing young people as leavers don’t have the appropriate levels of Maths,
Science and English.”
Training Provider – Retail Automotive Sector
The quantitative survey gave a more detailed picture of the popularity of some methods of
identifying training needs amongst employers in Wales, although the base size was small.
33% of respondents in Wales monitored individual performance (compared to 27.3% in the
rest of the UKError! Bookmark not defined.), 8% used informal staff appraisals (18.2% UKwide), 8% used formal staff appraisals (16.6% UK-wide) and 8% used customer satisfaction
surveys (10.2% UK-wide).
Neither external evaluations nor market research were used by any respondents in Wales,
although this may be a product of the small base size, since 10.7% did so in the UK as a
whole. 42% of Welsh retail automotive companies used methods of identifying training
requirements other than those suggested in the questionnaire, compared to 29.4% UK-wide.
Respondents in this category UK-wide included a substantial proportion providing training
primarily on the arrival of new technologies. In total, 88.2% of employers across the UK were
able to describe their strategy for identifying training needs, indicating widespread awareness
of the potential need for training.
Some employers felt it was confusing as to who was responsible for providing training and
also reported feelings of frustration in trying to locate courses. There was felt to be a need for
one central information point and a recognisable approval system for training establishments
in order for employers to make an informed choice when choosing a training provider. 52
“Who is responsible for training and education? Too many organisations are attempting to
provide the same but different information.”
Employer – Retail Automotive Sector
51
52
Generic Skills Survey 2003: Automotive skills sector report
Automotive Skills Regional Employer Event
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“It takes far too long to find training courses. There is no central information available and no
recognisable approval system.”
Employer – Retail Automotive Sector
7.8.2
Levels of Training in Demand
Overall, training providers believed that automotive employers tended to look for training that
was primarily cost effective and caused as little disruption as possible to their business as
they did not want to lose an apprentice for a long period of time from the business. In terms of
the levels of training demanded, the consensus was that Level 3 was the most frequently
required.
“I think they are looking for something that is easy to deliver, minimises bureaucracy and the
amount of time employees are out of the workplace.”
Training Provider – Retail Automotive Sector
“When we are talking about apprentices there are various things that employers look for, such
as having as little disruption as possible. They want training that is immediately going to
impact on the bottom line. So, for example, in terms of business improvement techniques we
will send an engineer in and he’ll make some recommendations prior to the training course.”
Training Provider – Retail Automotive Sector
“Demand for Level 3 provision is the norm. Auto electric and diagnostics will require Level 4
as they become more complex. In terms of day versus block release, there is evidence for
both, some prefer block, some prefer day.”
Training Provider – Retail Automotive Sector
Although Centres of Vocational Excellence (CoVEs) do not currently exist within Wales many
of their viewpoints are still relevant to the sector in Wales, particularly since there are still FE
colleges with specialisms in Wales, such as Coleg Glan Hafren in Cardiff, which has a
particularly strong automotive department 53 . Providers within these CoVEs felt that there was
a significant demand from employers for apprentices and the apprenticeship programme.
Apprenticeships had worked successfully when partnerships and networking had taken place
to support the delivery, as had been developed amongst the London based organisations on
a managed system of increased competition. 54
In Wales, there is a training consortium funded by the Knowledge Exploitation Fund (KEF),
originally a Welsh Development Agency (WDA) initiative but now incorporated into the
Department for Enterprise, Innovation and Networks (DEIN), which helps to link FE and HE
53
Coleg Glan Hafren website: http://www.glan-hafren.ac.uk/
54
Automotive Skills CoVE Meeting November 2005
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institutions. This is known as the Performance Engineering Training Consortium, which offers
funding for courses to small and medium sized enterprises. This training is provided by the FE
colleges and HE institutions directly.
Most training providers felt the qualifications that were available met the needs of the
automotive sector. However, there was general agreement that there was a need for
qualifications to be more flexible, specifically in terms of developing pre-16 qualifications.
There was a perception that the number of technical skills courses currently available was
adequate and that additional training provision would be more beneficial in other areas.
However, it was noted that due to the fast moving nature of the technological side of the
sector, there was a need to update qualifications at a quicker rate than was currently possible
so they could in turn update the content of their courses. The CoVEs agreed that many
aspects of the current syllabus had become obsolete and that more courses in customer
services, sales and management were needed. 55
“There need to be more courses for pre-16 year olds. These are a mile away from where
they need to be. I’d suggest at 14 kids have a less of a view of what they want to do than
when they are 16, so to put them on a specific course at this age is wrong. They should be
offered a more holistic view of the industry, including everything. A more generic view would
give them more options. I think this should be integrated into diplomas too.”
Training Provider – Retail Automotive Sector
“I think technical qualifications are probably well supported and are fairly adequate for the
industry. I think there is a gap in the non-technical side to be honest with you. For example,
customer facing, sales consultants, service advisors and managers. I don’t think there is a
thirst for academic type qualifications in these areas.”
Training Provider – Retail Automotive Sector
“To be honest qualifications can not keep up with the technology. We should have a system
where qualifications can be adapted and changed quicker, to match advances in industrial
developments.”
Training Provider – Retail Automotive Sector
7.9
Recruitment and Retention of Learners
The vast majority of training providers actively and directly promoted the automotive sector
and the training that they offered to pre-16’s in schools. Only one training provider indirectly
promoted their courses to schools through sending literature and other information to further
education colleges who had direct links with schools. Common methods of direct promotion
55
Automotive Skills CoVE Meeting November 2005
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included leaflets, exhibitions, taster days, open days, news letters and school visits. Training
courses in Wales are also promoted via Careers Wales.
“I go out and visit schools and talk to interested students and their parents and teachers.
Obviously for the young apprenticeship scheme that’s vital because we have to get the right
calibre of students from age 14 to come in to college. You can’t beat the face-to-face
engagement, because you can answer any questions immediately.”
Training Provider – Retail Automotive Sector
“We have open evenings here during the year, we run tours of the site to show what we do
and we have taster days. We visit the schools, but they are reluctant, as they think we will
poach their sixth formers.”
Training Provider – Retail Automotive Sector
“We have a recruitment team, and we market on behalf of the manufacturers in our cluster as
we recruit the learners from school. As part of that we spend about £1.5m a year on
recruitment services, and clearly part of that is going to schools, job fairs, all of those sorts of
things, clearly with a view to recruiting learners but there is a large element within that of
promoting the industry as well as promoting our business.”
Training Provider – Retail Automotive Sector
It was widely believed that automotive training providers faced numerous difficulties when
promoting the sector to young people. The most common problem faced was the
misconception of the lack of career opportunities in the sector by both parents and teachers,
as the majority still held the stereotype that mechanics were ‘grease monkeys’. It was also
agreed that some schools treated automotive training as a ‘dumping ground’ for the less
academically able students. In addition, it was suggested that some head-teachers feared
that their sixth form students would be poached into vocational professions and were
therefore reluctant to suggest these careers to students.
Raising awareness of the sector in schools was seen by the providers as a necessity as the
image portrayed by teachers and parents was seen as being very negative. In particular, it
was thought teachers and parents actively encouraged the A-level and university route and
regarded the apprenticeship route as second rate. 56
“I think the big problem is that they’re not aware of the range of opportunities within the
vocational areas. I still think schools are very poor in getting over to the kids what actually
can be done within a certain set of skills within the sector.”
Training Provider – Retail Automotive Sector
“For parents, their first impression when you talk about automotive is working in some oily,
dirty back street garage. I do think there’s a poor image yes. It is changing but slowly.”
56
Automotive SkillsError! Bookmark not defined. CoVE Meeting November 2005
Assessment of Current Provision
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Training Provider – Retail Automotive Sector
“Schools think we are out to poach their sixth formers.”
Training Provider – Retail Automotive Sector
Although numerous training providers did promote training to adults, several problems were
highlighted including great difficulty in delivering relevant qualifications in a timeframe which
was suitable for adult learners. There was also a difficulty in encouraging adults to participate
in training due to the lack of funding in this area.
“We do market our courses to adults but it’s difficult now with the funding. A lot of adults don’t
want the qualification, they just want the social side, they want the practical skills for their own
requirements, even if it’s just mending their own car at home, rather than moving into a
different industry from what they’re doing now.”
Training Provider – Retail Automotive Sector
Although training providers stated that they did not experience many problems when
promoting to adults overall, difficulties were faced with specific groups, in particular the severe
lack of funding for over 25s.
“The bigger issue is the demand cycles. You may have someone who is 28 or 30 years who
says ‘I want to be a motor technician’, the demand’s there, but the funding isn’t because
funding with adult apprenticeships is still being worked through, and to a large degree is nonexistent at the moment.”
Training Provider – Retail Automotive Sector
In order for employers to become aware of the training that was available, training providers
tended to send out information and literature, circulate newsletters, hold conferences and visit
employers, especially new ones entering the sector.
“We market them [courses], we have a sales and marketing department. Also we are owned
by the retail and motor industry federation so we have those links [with the industry]…”
Training Provider – Retail Automotive Sector
7.9.1
The quality of recruits
Although a few training providers did not encounter difficulties with the quality of recruits, it
was widely agreed that quality was a major issue. TrainingError! Bookmark not defined.
providers were of the opinion that the school educational system was not equipping young
people with the skills required, as evidenced by the lack of basic skills; this was thought to be
a serious issue which needed to be addressed. Indeed, one provider stated that amongst one
year group almost 50% of students required additional basic skills support.
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“A high proportion of 16 year olds that come out of school require significant basic literacy and
numeracy support.”
Training Provider – Retail Automotive Sector
“We are doing the job that the schools should be doing. Students are at the D-E GCSE level
in terms of ability and we have to quickly raise the standard to enable them to cope with the
demands of the courses on which they are enrolled.”
Training Provider – Retail Automotive Sector
Employers also acknowledged the difficulty in recruiting new, high calibre entrants into the
sector and also felt that the school educational system was at fault because there had been
too much emphasis placed upon the importance of gaining IT skills, so that school leavers
often perceived automotive qualifications as second rate to gaining IT qualifications.
Therefore, the quality of the entrants starting the courses was often poor, since automotive
qualifications were sometimes perceived as the ‘last chance option’ for young people about to
drop out of education.
57
There was also felt to be a lack of understanding amongst careers advisors about the sector,
resulting in poor advice and confusion amongst young school leavers about where to go to
find out information about apprenticeships. 58
“The sector is not promoted in a positive light by careers advisors who have little awareness
of career prospects in the industry and therefore do not promote it in a positive manner to
young people when they are looking to start a career path.”
Employer – Retail Automotive Sector
“Young people are not briefed on the sector or the opportunities available and there is a lack
of understanding with regard to who should be approached for advice about apprenticeships.
Employer – Retail Automotive Sector
7.9.2
Collaboration between providers
The majority of training providers surveyed collaborated with each other and with
manufacturers who were looking to access training. However, the extent of cooperation
varied. Where providers were in direct competition the relationship was perceived to be
unstable as a result of a lack of trust from both parties. This was felt to be damaging to the
overall image of the sector, potentially preventing suitable referrals being made between
57
Automotive Skills Focus Group November Edinburgh
58
Automotive Skills Regional Employer Event
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providers. Where collaboration did take place, it was often to take advantage of the specific
skills sets and/or resources of other providers.
“One area where we look for collaboration is e-learning because internally we don’t have the
technical expertise to develop or implement IT systems. We are experts in our subject matter
so we don’t seek to collaborate to develop that aspect of our provision.”
Training Provider – Retail Automotive Sector
7.9.3
Changes in sector training composition
It was widely agreed amongst training providers that there would be a reduction in the number
of providers in the next five to ten years due to the increasing competition and it was felt that
this needed to be reviewed in terms of the impact on the recruitment and retention of learners.
It was also anticipated that technological improvements would have a significant impact on
provision, with vehicle services and repairs becoming less frequent and more complex in
terms of the levels of technical expertise required.
“I would expect to see a continuation of the centralisation of manufacturer training within
Europe, with provision being rationalised to a smaller number of ‘special cell’ training centres.”
Training Provider – Retail Automotive Sector
“As vehicles become more reliable service intervals will become less frequent. Consequently,
there will be a reduced demand for technicians trained to conduct repairs on newer vehicles.
Older vehicles will still require more frequent services but with a reduction in prices their
numbers on the road looks set to decline.”
Training Provider – Retail Automotive Sector
7.10
Employer Engagement
Numerous barriers were faced by providers in trying to engage a wide range of employers.
The main difficulties surrounded a lack of employer enthusiasm to send recruits on training
programmes and their desire for training to be completed within a short space of time. There
was also a fear by employers that training would increase the chance of their employees
being ‘poached’ by other companies.
“Employers are extremely territorial and protective of their staff. At one time we provided
training for DAF and MAN ERF, who had 25% and 4% of the European market respectively.
However, we had to stop offering services to the latter to retain the custom of the former.
Similarly, Porsche nearly pulled out of the training after they saw a Daewoo car in the college
garage.”
Training Provider – Retail Automotive Sector
7.10.1 Employer involvement in the design of training/courses
Several training providers actively sought and facilitated employer input into the design of the
automotive training courses they offered. Employers were involved in different aspects of the
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process and to varying degrees, with consultation ranging from feedback on previous
experiences to focus groups establishing training needs. A small number of providers actually
tailored their courses to the specific needs of the employer. However, there were limitations
due to the rigidness of certain courses and qualifications. In addition, it tended to be only the
larger employers who had a significant influence on course design.
That further steps do need to be taken in this regard was highlighted by the findings of the
Automotive Skills Welsh Employers Survey 59 . In this study, 35% of employers highlighted a
lack of available external courses in the subject areas required as a significant barrier to
training, although not necessarily the most important barrier.
“DAF, Porsche, Nationwide, Royal Mail, BT, the military (etc.) all get involved and influence
the design of our courses. We welcome the advice and guidance they offer and even invite
them to teach some aspects of the training.”
Training Provider – Retail Automotive Sector
“We deliver a framework that is predetermined. However, wherever possible we allow
employers to select from a range of optional units to ensure that the training best meets their
needs.”
Training Provider – Retail Automotive Sector
“When working with a large employer it is possible to work collaboratively to design bespoke
programmes which meet all of their specific needs because of the numbers of trainees
involved.”
Training Provider – Retail Automotive Sector
An alternative viewpoint on employer involvement is presented by the TUC (Trades Unions
Congress), with whom the WTUC (Welsh Trade Unions Congress Cymru) is affiliated. While
they are also in favour of training being tailored to fit the needs of industry, they highlight that
in the rush to do this, FE colleges have in some cases become seen as purely a service to
employers, with policy-makers losing sight of their local social and cultural roles. They also
express the opinion that measurements of employer demand too often rely on assuming that
the views of senior management will reflect all the needs of industry sectors without
considering the views and needs of frontline employees who are likely to experience skills
gaps more directly and will therefore know first-hand if training is appropriate to their needs 60 .
59
Automotive Skills Welsh Employers Survey 2004, http://www.automotive-skills.org.uk/auto/docs/Welsh Employers
Survey 2004.pdf
60
Trades Unions Congress (TUC) (2006): Response to ‘Further Education: Raising Skills, Improving Life Chances’
White Paper, http://www.tuc.org.uk/skills/tuc-11700-f0.pdf
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7.11
Use of Internal and External Training
As can be seen from the table below, the quantitative survey indicated that for the UK as a
whole workshop training was by far the most common type of training provided by employers
in the retail automotive sector and was most likely to be carried out in-house (84.6%) without
external accreditation. There were no forms of training where the share of externally
accredited training exceeded 50%. Due to small base sizes, no separate conclusions could
be reached for Wales.
Figure 29. Split of Internal/External training within the automotive sector
Was training internally or externally accredited?
Management
Sales
Workshop
Administrative
Internally
65.5%
60.0%
86.4%
Externally
41.4%
35.0%
16.7%
66.7%
45.9%
Source: Ci Research 2006 Automotive Employer Quantitative Survey
7.11.1 Use of internal training schemes
Of the companies who participated in the depth qualitative consultation, those which met all of
their training requirements internally did so in company owned centres which were staffed by
individuals with considerable knowledge and understanding of the needs of the employer. The
characteristics of the training varied, most notably in the format of delivery, which was either
in a block or day release format depending upon the geographic dispersal of branches and
the needs of the business.
“We have four regional training centres; we delivered 18,000 training days in our off site
training facilities last year and generally we have 28 people on each course, for each of these
days and we get close to an 80% turn out.”
Employer – Retail Automotive Sector
Amongst employers who met their training needs internally there was a belief, in some cases,
that traditional ‘external courses’ did not equip young people with the skills and competencies
they claimed to contain, whereas by meeting all training needs internally an organisation
could have full control over quality and outputs.
In contrast, the UK-wide quantitative survey highlighted inconvenience (cited by 50.0%) and
cost (35.0%) as the major reasons for internal provision. Poor quality of external provision
was only cited by 5.0% of respondents. However, 27.5% believed that internal provision
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enabled them to better ensure quality, indicating at least a lack of confidence in the quality of
external provision.
7.11.2 Use of external training schemes
The companies who met all of their training requirements externally determined which
provider to use on an individual case basis; identifying the training requirements and then
selecting the provider who could best meet those needs.
The type of training providers utilised around the UK varied according to the type of training
which was required; technical training was provided by specialists (such as Roberts Bosch,
London), while general skills (such as customer service and health and safety) and other
specific learning (such as law) were provided by local Further Education providers. In terms of
delivery, much of the training was delivered in the evening so that daytime operations were
not affected.
Two primary reasons for providing training externally were identified; the first being
contractual (i.e. an obligation to send employees on manufacturers training courses) and the
second being operational, due to the belief that internal provision was distracting for the
individuals involved and other employees and that external provision assisted focus and
resulted in increased outputs.
The UK-wide quantitative survey suggests that a lack of internal capability to deliver
appropriate training is a major driver of external training uptake (35%), as is a belief that
external trainers might be able to provide higher quality than internal provision (23%). Again,
this reflects the higher level of participation of small companies with limited training
capabilities in the quantitative survey.
“It’s better to get people offsite and away from internal distractions to help ensure that they
give their full attention to what they are being taught.”
Employer – Retail Automotive Sector
7.11.3 Employers using a combination of internal and external provision
In the main, those employers who combined internal and external delivery of their training had
proportionately more of their training delivered internally, though some companies reported an
equal split. None of the companies using a combination of delivery methods believed they
delivered more training externally than internally.
Employers using a combination of training routes met a wide variety of their training
requirements internally, including technical and management training. Types of training which
were met by external providers included Health and Safety, ICT, ‘soft skills’, after-sales,
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finance and law compliance training. Employer size appeared to have little bearing on the
types of training provided internally, with the method adopted reflecting the specific
requirements of the individual organisation.
In contrast, the size of the employer did impact on the characteristics of internal delivery, with
larger employers tending to deliver training at company owned sites. Employers stated that,
where possible, these were spaced evenly throughout the UK to reduce the distances that
employees had to travel. These are likely to have included centres in Wales, although the
distribution of individual employers’ internal training provision was not assessed by this study.
In some cases internal provision was delivered in conjunction with external suppliers, though
in general the trainers were specialists from within the company. Training was delivered via a
mixture of day and block release.
“We are seeking to establish regional academies to reflect the geographic dispersal of the
company, whilst ensuring that all employees receive the same level of training.”
Employer – Retail Automotive Sector
Small to medium sized companies tended to do the vast majority of their internal training
onsite, mainly in the workshop. There were instances of companies using online and video
tools to supplement the learning process.
Amongst the employers consulted, workshop training was delivered by management or
experienced staff and also included mentoring. It was noted that smaller employers often
struggled to allocate dedicated members of staff to manage training activity and as such,
responsibility was frequently devolved to a number of individuals within these organisations.
“It is a mixture really, training could be delivered on the workshop floor, but it could also be
done via the computer with on-line training or even through watching a video.”
Employer – Retail Automotive Sector
Two primary factors were identified which influenced the employer decision to deliver training
internally, the first being cost. Whilst internal delivery was by no means cheap, it was found to
be less expensive than external provision, with additional savings being made on indirect
costs (i.e. travel, overnight accommodation etc.). The second reason was the ability to tailor
the training to the exact needs of the business. Employers were of the opinion that some
types of training required an in-depth knowledge of the business and therefore could not be
undertaken externally.
“External training can be very expensive. In addition to the cost of training itself you have to
meet the additional costs of travel, subsistence, accommodation and in some cases cover.”
Employer – Retail Automotive Sector
Assessment of Current Provision
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“Some training requires specific knowledge of the business. It would be very difficult to get the
same results from generic training providers.”
Employer – Retail Automotive Sector
Similarly, one employer believed that technical training was something which was difficult to
deliver externally because the amount of equipment required would be cost prohibitive.
“External provision of some forms of technical training can be difficult. It would be expensive
for providers to purchase some of the machinery and components (i.e. engines and
gearboxes), or for us to transport it to them. In contrast, other forms of training (i.e.
management training) can be done anywhere.”
Employer – Retail Automotive Sector
External training was provided mainly for financial training (as qualified accountants were
necessary), employment law and other legalities and some technical training. There appeared
to be a difference in the types of technical training provided externally as opposed to that
delivered internally. External technical training was mainly used to update staff with specialist
and new skills which could not necessarily be offered internally. Some elements of
management training were also delivered externally.
7.11.4 External provider selection processes
A number of factors influenced which external training suppliers were chosen and, in some
instances, the decision over whether training needs were met externally at all. Employers
were of the opinion that the choice of external providers was limited. Within this, there was
apprehension in using the services of some providers, because of a belief that they did not
fully understand the world of manufacturing and the needs of employers.
“In our sector external provision is limited. There are not many options to choose from.”
Employer – Retail Automotive Sector
“We are trying to find an expert to offer key skills training, it isn’t proving as simple as we
expected!”
Employer – Retail Automotive Sector
The UK-wide quantitative survey highlighted the wide variety of factors considered when
sourcing external provision. While the simple availability of appropriate courses was the most
important factor, cited by 51.9%, the next most critical factors were the convenient location of
the provider (42.3%) and the quality of their equipment and facilities (40.4%). This suggests
that while quality of provision is critical, convenient local availability of that provision across
Assessment of Current Provision
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the country is still important. Among the other major considerations were cost, specialist staff
provision and the time requirements of the courses.
Industry experience was perceived as hugely important for employers, as was the need for
the provider to ensure quality, offer flexibility in terms of delivery and have the capacity to
meet demand when required. There was an impression that external suppliers were inflexible
in this regard. Ironically, employers found that if a supplier did have the time to meet their
needs they were generally not of the required quality, whereas good quality providers were
booked up and were therefore unable to meet the training requirements. In certain instances
employers had ongoing relationships with specific training providers or had an approved list of
providers to approach and this was seen as the preferred route for sourcing external training.
“We’ve had ongoing relationships with a number of organisations for many, many years so
we know the quality that they deliver and they know our business and can develop training
which enables us to improve.”
Employer – Retail Automotive Sector
Employers expressed a concern about the level of quality of the technical skills training being
taught in colleges, with employers commenting that employees returned from these training
courses at the same competency level as prior to completing the training. Many employers
felt that such training which had been carried out by colleges was a poor substitute for on-thejob learning. This in turn had encouraged employers to carry out training in house. However,
in response to this, it had been noted by some employers that training providers (particularly
in Wales) were responding to such demands and were trying to deliver training in new
facilities with an employer focused approach. 61
“The learning is no replacement for experience and although staff had been accredited as
master technicians they were hopeless in the workplace.”
Employer – Retail Automotive Sector
Overall, it was apparent that employers adopted a value for money approach, assessing the
cost of training against anticipated benefits and then, subsequently, the value and cost of
internal versus external provision.
“We would look at the skill requirement and weigh up the pros and cons of each training
provider, both in terms of the overall product and cost. We also take into consideration
whether the same outcome could be achieved in-house.”
Employer – Retail Automotive Sector
61
CI Research SSA Pre Work Regional Focus Groups May-June 2005
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There was a perception that in some cases complimentary training was offered initially to gain
business but that nothing materialised in terms of delivery. It was felt that the underlying
reason for this was cost, as offering the training was no longer cost effective for the suppliers.
An example given was exhaust manufacturers where training was previously complimentary
but now came at an additional cost.
The main appeal of external providers was their expertise (which in many cases, in both large
and small companies, was felt not to be available in-house) and the broad spectrum of
knowledge they possessed regarding training developments within the sector. The main
factors that training providers felt strongly influenced employers when determining what
training to use were cost, reputation, quality and facilities.
“The site we operate from is what makes us attractive to employers, as does our extensive
library and dedicated learning support team. The quality of service is key.”
Training Provider – Retail Automotive Sector
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8
Quality of Provision
8.1
Key Messages and Issues
•
In general, colleges and training providers in Wales could be said to have performed
well; no serious problems were highlighted.
•
Figures are not comparable between nations due to differing assessment and
reporting techniques.
•
In Wales, insufficient data was available to assess automotive provision as opposed
to the standard of the whole institution.
•
The main shortcomings identified tended to be around internal quality assurance.
•
The effects of training were monitored by 70% of Welsh retail automotive sector
employers offering training to their employees.
•
Employers used a wide variety of methods to assess the effectiveness of training.
•
In general, employers found the evaluation of training to be difficult.
•
In the quantitative survey, 95% of UK respondents believed that the training they had
provided to their employees had improved overall business productivity.
•
Most providers conducted self-assessments in addition to the official inspections,
concentrating particularly on quality, value for money and achievement rates. There
was disagreement on what level targets for learner achievement and retention should
be set at.
8.2
Introduction
The following section offers an assessment of the quality of training provision in Wales,
drawing on data from assessments undertaken by Estyn.
This data is supported by primary evidence from the depth qualitative consultations with
employers and training providers and from the large scale quantitative survey with employers,
for which a representative proportion of the sample was sourced from Wales.
It is important to note that comparative analysis between Wales and other parts of the
UKError! Bookmark not defined. is restricted by the different inspection methodology and
reporting approaches used in each of the four home countries and by the fact that not all
public sector training providers servicing the sector have had recent inspections.
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8.3
Estyn Reports
The table below was produced using data from Estyn (or HM Inspectorate for Education and
TrainingError! Bookmark not defined. in Wales/Arolygiaeth Ei Mawrhydi dros Addysg a
Hyfforddiant yng Nghymru) inspection reports for Further Education institutions in Wales.
Of the 19 FE Colleges offering retail automotive courses in Wales, as identified by FE college
websites and the University for Industry (UfI) Database (December 2005), inspections had
been undertaken/published for 18.
Estyn inspect colleges on the basis of seven key questions seeking to determine the overall
performance of the college. Unfortunately insufficient data was available to draw separate
conclusions for engineering or automotive courses. Although the base is limited, covering only
18 colleges, some useful points can be made. As can be seen from the table, for two of the
questions, the base is only six colleges, so little information can be gained from these.
Figure 30.
Inspection Grades for FE Colleges in Wales
Many important shortcomings
Total
Q7: How efficient are leaders and
managers in using resources?
Grade
4
Grade
5
Q6: How well do leaders and
managers evaluate and improve
quality and standards?
Good features outweigh
shortcomings
Some good features but
shortcomings in important
areas
% No. % No.
Q5: How effective are leadership
and strategic management?
Grade
3
No.
Q4: How well are learners cared
for, guided and supported?
Meaning
Good with outstanding
features
Good features and no
important shortcomings
Q3: How well do learning
experiences meet the needs and
interests of learners and the wider
community?
Q2: How effective are teaching,
training and assessment? (College
Score)
Q1: How well do learners achieve?
(College Score)
Grade
Grade
1
Grade
2
%
No.
%
1 16.7 1 16.7 3
16.7
5
27.8
2 11.1 2 11.1 4 22.2
3 50.0 3 50.0 11
61.1
8
44.4
6 33.3 4 22.2 6 33.3
2 33.3 2 33.3 3
16.7
5
27.8
9 50.0 11 61.1 7 38.9
0
5.6
0
0.0
1
5.6
1
5.6
1
5.6
0.0
0
0.0
0
0.0
0.0
0
0.0
1
No. % No. % No. %
0
0.0
0
0.0
0
0.0
0
0.0
0
6
100
6
100 18
100
18
100
18 100 18 100 18 100
Source: Estyn Further Education Reports
http://www.estyn.gov.uk/inspection_reports_index/further_education_institutions.asp
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Overall performance of the FE sector serving the Automotive Skills footprint in Wales was
satisfactory, with few colleges receiving Grade 4 or below (indicating serious shortcomings)
for any inspection criteria. The most frequently achieved grade across the provision was
Grade 2, indicating good features and no important shortcomings, closely followed by Grade
3, indicating good features outweighing shortcomings.
The FE colleges as a whole had the best average results with regards to care, guidance and
support for learners, achieving an average of Grade 2. The colleges did less well in the area
of their own evaluation of quality and standards, achieving an average closer to Grade 3.
8.4
Employers’ Perceptions of Quality
All employers involved in the depth qualitative survey attempted to evaluate the quality of
training and the impact it had on employees; the general rationale for this was to assess value
for money. It was recognised that training was expensive and that monitoring was necessary
in order to justify the expenditure and secure future training budgets.
However, when looking at a wider population of employers via the quantitative survey a
different picture emerged; 30% of those employers in Wales who provided training did not
formally assess the impact of that training on employees.
The establishments selected for in-depth qualitative consultation utilised several different
methods to capture the impact training had on their business and on their employees. In
some companies, data was taken six months before and after the training took place (such as
KPI data, sales and growth margins) to assess any short term benefit, while in other instances
mystery shopping and surveys with customers took place to help assess progress made in
customer service and soft skills.
“For each of these processes we’ve identified 5 key performance indicators. If we’re getting it
right we’ll achieve the KPI’s.”
Employer – Retail Automotive Sector
Similarly, the UK-wide quantitative survey revealed that 35% of retail automotive employers
who formally monitored the impact of training assessed the performance of trainees before
and after the training had taken place, with a further 33% assessing performance solely after
training. Due to small base sizes, no separate conclusions could be reached for Wales.
Where employers involved in the depth consultation assessed the quality of the training
received, this was done by evaluation forms and post training satisfaction surveys with
attendees. These methods were used to gain qualitative feedback on the usefulness of the
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training, whether the objectives of the training were met, how the course was delivered and
whether it had been of any help to their everyday working life. It was noted that evaluation
forms were not particularly effective when assessing the quality of training, as the response
rate was usually low. This was perceived to be especially the case with management training
where attendees felt the process was too bureaucratic. Employers also used tactics such as
training observation and assessor monitoring to evaluate first hand the quality of training.
“For each training session that employees attend there is an evaluation form, which is to be
filled in, as to expectations and feedback etc. It’s not always filled in by employees though
and sometimes managers do not return them either. Due to audit we have identified it has to
go in their personnel file.”
Employer – Retail Automotive Sector
There was perceived to be a degree of variation in the way different types of training were
evaluated. It was felt that technical training could not be evaluated in the same way as other
training; management, sales and soft skills training were seen as much easier to evaluate in
the short term. A specific problem was identified when evaluating technical training; it was
thought that much of this was pre-emptive training. If a new product or technique (etc.) was in
the pipeline for introduction then staff were sent on training courses 6 to 12 months in
advance of its introduction, therefore evaluating how effective it had been was impossible for
at least a year.
“It would be different certainly for technical training for the simple reason your always trying to
pre-empt changes in vehicle systems. So the chances are that they come to learn about the
latest Mercedes ECU but they may not see one for 6 to 12 months so it’s hard to measure if
it’s had a direct impact.”
Employer – Retail Automotive Sector
Employers quantified the benefits of training in a number of ways, though in general, it was
looked at from the perspective of the customer. Employers discussed customer satisfaction
as the key to the business and the aim of training in many cases was to improve this
indicator, along with measuring repeat custom and the overall customer base.
It was thought that a satisfied customer base would guarantee increased profitability; if the
employee made the customer feel looked after, they would have confidence in the company
which in turn would increase profit. It was therefore felt that competency before and after was
a quantifiable measure used by employers.
“I think the key issues are staff retention and customer satisfaction, by definition they go hand
in hand. If you have competent staff, you’ll have satisfied customers.”
Employer – Retail Automotive Sector
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“Clearly good training means that the employee is able to attract customers and they have
confidence that they’re able to do a good job, selling a good product and they can provide the
necessary after care.”
Employer – Retail Automotive Sector
Analysis of the return on investment from training was undertaken by most of the employers
involved in the depth qualitative consultation. However, it was perceived as being extremely
difficult to accomplish given that there were so many different aspects to take into
consideration. Despite this, it was seen as important to justify the training expenditure and
ensure that it was providing value for money.
“There are a lot of things to take account of and it is such a complex subject to try and assess
but we do try to capture return on investment.”
Employer – Retail Automotive Sector
“We do measure return on investment but I’d have to say it is one of those areas that’s
always a bit blurred around the edges. For example, on a finance course you may see an
uplift in gross margin over a 2 month period. Is it a direct result of the training module that the
guy attended or is it just that business trends changed? I like to think that’s it’s to do with the
training but hand on heart I couldn’t say it definitely is.”
Employer – Retail Automotive Sector
Despite the difficulty of measuring outcomes from training, all of the respondents to the
quantitative survey in Wales who provided training for employees were either fairly satisfied or
very satisfied with its impact on the performance of their business. Despite the small base
size, this suggests that the quality of provision is at least reasonably high. Across the UK, the
most frequently expressed reason for employers’ satisfaction with training was ‘Improvements
in quality of work/less wastage/customer returns’ cited by 43.5%. In addition, 30.6% thought
there had been ‘Improvements in the knowledge of employees’ and 28.2% considered that
the training had ‘Improved the productivity of their business’.
Figure 31.
Quantitative Survey: Perceived Business Benefits of Training
What impact would you
say the training you have
offered to your
employees has had on…
Productivity of Employees
Attracting and Recruiting
Staff
Overall Business
Productivity
Staff Retention
Large Impact
(%)
51.7
Small Impact
(%)
38.3
No Impact
(%)
8.3
Unable to Say
(%)
1.7
15.3
25.4
44.1
15.3
38.3
55.0
5.0
1.7
50.8
30.5
13.6
5.1
Source: Ci Research Quantitative Survey
As can be seen from the table above, the most significant perceived benefits of training
among quantitative survey respondents across the UK were in the productivity of employees
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and staff retention. While the majority of respondents considered training to have a ‘small’
impact on their overall business productivity, it is also significant that only 5% of all UK
respondents considered that the training that they had provided had no impact at all in this
area, suggesting a reasonable level of satisfaction with the quality of training in practical
terms; although of course this conclusion should be considered in the context of the
previously mentioned difficulties in measuring absolutely the impact of training on a business.
8.5
Provider Evaluation of Training
In order to evaluate the quality of the automotive training that was delivered, providers tended
to conduct self-assessments, sending out satisfaction forms to both employers and students
upon the completion of training. Other basic quality assessment procedures included keeping
a track record of completion rates; with low rates being a clear indicator that programme
improvements are required. Observational activities and independent assessments of quality
(i.e. by Estyn or other inspectorates) were also mentioned.
“You have to implement continual self assessment and to continually ask the industry if what
is being delivered meets their needs. You can’t bury your head in the sand, it is essential to
keep up with change.”
Training Provider – Retail Automotive Sector
The main driving factors for improvement included quality, value for money and achievement
rates. There was also recognition that minimum requirements for quality were driven by
funding agencies.
“We are forced now to achieve certain floor targets in terms of retention and achievement or
our funding is cut.”
Training Provider – Retail Automotive Sector
“There would be little point of asking clients to spend money if there was no demonstrable
benefit to them. It is vital that employers are able to demonstrate positive changes.”
Training Provider – Retail Automotive Sector
Although the majority of the training providers surveyed believed that the floor targets for the
sector were set at the correct level, others thought that they were set far too low.
“Floor targets are miles too low. Personally I think anyone who doesn’t have an achievement
rate of over 50% shouldn’t have a contract.”
Training Provider – Retail Automotive Sector
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“Floor targets are about right, for apprenticeships there is a target to reach of 70% but this is
unrealistic. The fall out rate over the first 6 months is too high. Performance assessment
should take place after 12 to 15 weeks to give a true reflection. On long courses (2 years)
45% is probably as good as it gets, you might be lucky and get 55%.”
Training Provider – Retail Automotive Sector
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9
Conclusions
Stage 2 of the Skills Needs Assessment for the retail automotive sector has drawn on an
extensive range of existing secondary data and has utilised new information derived from
both qualitative and quantitative investigations. Whilst gaps in understanding are evident,
primarily because of the limitations of the provider and learner data available, it is clear that
the pattern of provision and its uptake is diverse and complex.
The Generic Skills Survey (2003), conducted by Futureskills Wales, identified that 2% fewer
employers within the Automotive Skills footprint provided off-the-job training for employees
than the average for all occupational sectors (51% in the Automotive Skills sector versus 53%
overall). This finding was confirmed by the quantitative survey conducted for Stage 2 of the
Skills Needs Assessment, which added that small companies throughout the UK had a much
lower propensity to offer training (41.4% of companies with 1 to 9 employees) than their larger
counterparts (94.4% of companies with over 100 employees).
Geographically, Further Education (FE) provision for the automotive sector in Wales broadly
followed the concentrations of population on and around the North and South coasts,
although the broadest choice of courses by far was to be found in the south, and large remote
areas of West Wales had very little or no provision. By far the most popular course at FE
level was Vehicle Maintenance/Repair.
There were 4,672 enrolments on FE-based automotive sector courses in Wales as of June
2005, of which approximately 68% were for Vehicle Maintenance/Repair. For work based
learning this was even more pronounced, with 83% of learners taking this course. Level 2 was
the most popular level of course, this is perhaps due to the availability of subsidises for Level
2 Foundation Modern Apprenticeships in Wales. This reduced cost usually only applies to
Level 3 courses elsewhere in the UK. The availability of the new Modern Skills Diploma for
Adults may boost the take-up of Level 4 courses in Wales in the future. The vast majority of
learners attended courses in the daytime rather than evenings.
In Higher Education, Welsh students’ participation was proportionally in line with that in the
rest of the UK, at 4.6%. However, in 2002/03 all of this learning took place at HNC or HND
level. The only Automotive Engineering provision in Wales was at the Swansea Institute of
Higher Education, offering courses and HND and degree level.
Across the UK, training providers argued that employers were not enthusiastic about sending
their employees on training programmes or courses and that when they did, they were eager
for such training to be completed in a short space of time. In order to increase the perceived
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value of training several providers claimed to actively seek out and facilitate employer input in
order that the training could be industry led.
Of the employers in the retail automotive sector who provided training for employees it was
evident that the majority currently contribute to the cost of the training that their employees
receive. Within this, it is clear that there are both direct and indirect costs of training which
employers must take into consideration, including factors such as travel and the cost of cover.
Many employers within the sector in the UK report that training is becoming more expensive,
largely because of increasing customer demand and the pace of change of technological
developments.
In terms of the characteristics of training delivery, employers who use external training claim
that they do so because they believe that it has the capacity to increase their business
productivity and because it is the most effective method of updating their staff with regards to
specialist and new skills. However, those that train internally, claim that they do so on the
basis that it enables them to tailor training programmes and activities around their own needs.
Public sector provision of automotive training was considered to be satisfactory by Estyn, the
official training inspectorate in Wales, with very few colleges significantly criticised. However,
it is important to note that internal quality assurance was identified as a slight weakness.
UK employers’ perceptions of training varied; while most believed the training they provided
for employees had made a positive impact on their business, some types of training,
particularly compulsory manufacturer training, were considered less helpful. There were
criticisms of the quality of FE provision particularly in terms of maintaining relevance to
employers’ rapidly changing needs, primarily caused by the pace of technological change.
Other criticism focused on the inflexibility of provision, especially in providing courses to fit
employers’ logistical needs. 35% of employers in Wales had some difficulty finding
appropriate external courses for their employees and 47% had difficulty finding time to fit
62
courses in .
Training providers across the UK recognised the need for a wider, more flexible range of
courses, while stressing that this should not come at the expense of local availability. Looking
to the future, training providers, larger employers and public bodies all foresaw a substantial
shift toward increased management and leadership training in the sector, something that is
generally agreed to be required to improve efficiency and competitiveness in the sector.
62
Automotive Skills: Welsh Employers Survey 2004
Assessment of Current Provision
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Appendices
Appendix 1: Institute of the Motor Industry (IMI) Qualifications
These qualifications are available in Wales, England and Northern Ireland only; for Scotland,
the framework is different.
Figure 32. IMI national qualifications (VRQS)
Level 1
Level 2
Level 3
Level 4
Light Vehicle
Light Vehicle
Light Vehicle
Automotive Master Technician (Light)
Heavy Vehicle
Heavy Vehicle
Heavy Vehicle
Automotive Master Technician (Heavy)
Motorcycle
Motorcycle
Motorcycle
Lift Truck
Lift Truck
Lift Truck
Auto Electrical
Auto Electrical
Auto Electrical
Body
RepairError!
Bookmark not
defined.
Refinishing
MET/Body
FittingError!
Bookmark not
defined.
Body Repair
Body Repair
Refinishing
Refinishing
MET/Body
MET/Body Fitting
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Progression to:
Higher Education or Management and
Technical QualificationsError!
Bookmark not defined.
August 2006
Appendix 2: City and Guilds Automotive Qualifications
The table below illustrates the City and Guilds qualifications available in Wales, England and
Northern Ireland; there are additional qualifications available in Scotland.
Figure 33. City and Guilds automotive qualifications
Qualification Title
Level
Type of Award
Automotive Vehicle Maintenance
Entry
Vocational
Drivers hours recording equipment
Entry
Vocational
Automotive Vehicle Servicing and Repair
Level 1
Progression
Automotive Vehicle Servicing and Repair
Level 2
Progression
Automotive Vehicle Servicing and Repair
Level 3
Progression
Certificate in Advanced Automotive Diagnostic Techniques
Level 4
Vocational
Vehicle Fitting
Levels 1-2
NVQ
Mechanical Fitting, Plant Maintenance and Metal Machinery
Levels 1-2
Vocational
Automotive Qualifications
Levels 1-3
NVQ
Vehicle Maintenance and Repair
Levels 1-3
NVQ
Vehicle Parts Distribution and Supply
Levels 1-3
NVQ
Vehicle Parts Operations
Levels 1-3
NVQ
Maintenance and Repair of Construction Plant*
Levels 1-3
Vocational
Vehicle Body Competences
Levels 1-3
Vocational
Automotive Qualifications
Levels 1-3
Vocational
Motor Vehicle Engineering*
Levels 1-4
IVQ
Motor Vehicle Body and Paint Operations
Levels 2-3
NVQ
Motor Vehicle Roadside Assistance and Recovery
Levels 2-3
NVQ
Vehicle Parts Operations
Levels 2-3
Vocational
Engineering Council Examinations
Levels 4-5
Vocational
Exhaust Fitting
No Level
Vocational
No Level
Vocational
Tyre Fitting – Agricultural Tyres
No Level
Vocational
Tyre Fitting – Earth Mover Tyres
No Level
Vocational
Tyre Fitting – Motor Cycle Tyres
No Level
Vocational
Tyre Fitting – Solid Tyres
No Level
Vocational
Tyre Fitting Advanced – Car and Van Tyres
No Level
Vocational
Training Requirements for the Carriage of Dangerous Goods
by Road (ADR)
ApprenticeshipError! Bookmark
Land Based Engineering
not defined.
ApprenticeshipError! Bookmark
Automotive Apprenticeships (Wales)
not defined.
* International Qualifications
Assessment of Current Provision
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August 2006
Appendix 3: Automotive Training Provider Depth Discussion Guide
Automotive Training Provider Depth Discussion Guide
Training Practices, Drivers and Barriers
Interviewer details
Name of interviewer:
Date of interview:
Time of interview:
Duration of interview:
Respondent details (FROM SAMPLE)
Name:
Job title:
Organisation:
Telephone Number:
Contact Email:
Introduction (PLEASE READ)
“Good morning/Good afternoon. My name is ……………… and I’m from Ci Research. We
have been commissioned by Automotive Skills to carry out an assessment of the
characteristics of training within the Automotive sector.
You may already be aware that Sector Skills Councils have replaced National Training
Organisations, and that Automotive Skills is the new Sector Skills Council for the whole of the
retail motor industry. Automotive Skills has been given the remit of working with Employers
and Training Providers to drive up skill levels in the sector.
The reason for this call is that ……………. (from sample) suggested that you were a key
person to speak to regarding training within the Automotive Sector.
In light of this, would you be willing to take part in an in-depth telephone interview, obviously
at a time convenient to yourself, to talk through your organisation’s approach to Automotive
training. The interview should take no longer than one hour and will make an important
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August 2006
contribution to the development of the Automotive sector. Your answers will be treated
confidentially, and only reported to Automotive Skills in an aggregated format.”
“The aim of this discussion is to identify the key drivers influencing training within the
Automotive Sector and we would appreciate you taking the time to answer these questions
openly and honestly.”
(NOTE: Ci will gain as much detail as possible on the provider (from the provision
mapping exercise) and respondent (from the Automotive Skills sponsor) before
conducting the interview to reduce the time spent on Sections A and B.)
SECTION A: THE PROVIDER CONTEXT
QA1:
Could we start by you outlining the characteristics of the Automotive training that your
organisation provides?
Issues to consider/discussion prompts:
Ö The Automotive sector(s) catered for (i.e. Fast Fit, Heavy Vehicle etc)
Ö The range of Automotive training available (i.e. Level 1, Level 2, Level 3, Level 4
qualifications; non-accredited short courses etc)
Ö The characteristics of delivery (i.e. full-time/part-time)
Ö The number of learners involved in Automotive training at the organisation, if
possible outlining trends (i.e. are numbers involved increasing or declining)
SECTION B: THE RESPONDENT CONTEXT
QB1:
Could you please outline your role within the organisation and your responsibilities
with regards to Automotive training?
Issues to consider/discussion prompts:
ƒ
Contextual factors:
♦ Role definition
♦ Training responsibilities
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SECTION C: MARKET ASSESSMENTS
“Thank you. I would now like to examine how your organisation establishes the demand for
Automotive training and the key skills deficiencies that you have identified.”
QC1:
Firstly, how do you establish the level and characteristics of demand for Automotive
training in the sectors and Labour Markets you serve?
Issues to consider/discussion prompts:
ƒ
ƒ
ƒ
ƒ
QC2:
Which of the following Labour Market Information sources does the provider
utilise:
♦ Historical employer demand?
♦ Historical student demand?
♦ Historical destination analysis?
♦ Specific employer contact/surveys?
♦ Informal employer contact as part of trainee monitoring visits?
♦ Engagement with employer networks/groups?
♦ Secondary Labour Market Information from the:
ƒ LSC?
ƒ LA’s?
ƒ RDA’s?
ƒ DTI?
Which source or sources of Labour Market Information best helps the provider
determine skills gaps and training needs?
What are the barriers to gathering Labour Market Information:
♦ Provider staff, time or financial resources?
♦ What are the difficulties of establishing the needs of SME’s?
♦ What are the difficulties of establishing the needs of larger
employers?
How does the provider use the Labour Market Information:
♦ To ensure provision reflects employer needs/demand?
♦ To set the level of recruitment for the coming year?
♦ For long-term planning?
Would you say that the demand for Automotive training in the sectors and Labour
Markets you serve is increasing, decreasing or stagnant?
Issues to consider/discussion prompts:
ƒ
ƒ
ƒ
QC3:
What evidence do you have?
Are there any variations between the different Automotive sectors that the
provider serves?
Are there any variations in demand between employers of different sizes?
Of the following competency categories, which have you identified as being deficient
within the Automotive sector or sectors you cater for?
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♦
♦
♦
♦
♦
Management and Leadership Skills
Technical Skills
General Skills (such as communication, problem solving and team working
competencies)
Basic Skills (such as literacy and numeracy competencies)
Life Skills (such as attitude, motivation, willingness to learn and reliability)
Issues to consider/discussion prompts:
ƒ
ƒ
ƒ
QC4:
Why have these competency gaps arisen? Is it down to a lack of available
training or the limited number and/or quality of the workforce in these areas?
Are there any variations between different Automotive sectors?
Are there any variations between employers of different sizes?
What are the Automotive employers that you work with looking for in terms of levels
and types of training?
Issues to consider/discussion prompts:
ƒ
ƒ
ƒ
ƒ
QC5:
Levels of qualifications, including:
♦ Graduate and post graduate degrees?
♦ Level 1, Level 2, Level 3 and Level 4 NVQ’s or SVQ’s?
♦ Non-accredited short courses?
♦ Seminars and workshops?
Type of delivery:
♦ Full-time versus part-time courses?
♦ On-the-job versus off-the-job training?
♦ Block release versus day release?
♦ How important is the provision of new forms of access to training to
Automotive employers (such as e-learning or distance learning)?
Are there any variations between different Automotive sectors?
Are there any variations between employers of different sizes?
In terms of the courses and qualifications that are currently available, to what extent
do you feel that they meet the needs of the Automotive sector or sectors that you
serve?
Issues to consider/discussion prompts:
ƒ
ƒ
ƒ
Do the levels of Automotive courses and qualifications reflect the needs of
Automotive employers (for example, is there insufficient or excessive emphasis
on Level 2 or Level 3 provision)?
Does the content of qualifications reflect the requirements of Automotive
employers (for example, is the balance between ‘technical’ and ‘soft-skills’
appropriate)?
Are there any qualifications or courses that you feel are lacking given the needs
of the Automotive sector or sectors you cater for:
• Pre-Entry Qualifications?
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•
•
•
•
Customer Service Qualifications?
Technical Qualifications?
Management Qualifications?
Other Qualifications?
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SECTION D: FUNDING ISSUES
Thank you. I would now like to focus on the issue of funding for Automotive training and the
extent to which it makes it commercially viable for you to meet the identified employer
demand.”
QD1:
To begin, could you outline who pays for the Automotive training you provide and
offer approximations of the proportions that they contribute?
Issues to consider/discussion prompts:
Ö The proportion of funding contributed by:
o External/public funding bodies; which funding bodies contribute?
o The Provider themselves?
o Employers?
o Trainees/Learners?
Ö Is there any variation in contribution proportions between different Automotive
sectors?
Ö Is there any variation in contribution levels between different sizes of employers?
QD2:
Who do you feel should actually be paying for Automotive training and in what
proportions?
Issues to consider/discussion prompts:
Ö The proportion of funding the provider feels should be provided by:
o External/public funding bodies? Why?
o Employers? Why?
ƒ Should there be a variation in the contribution of employers to the cost
of training based on their size, turnover etc?
ƒ What would be the impact of taking this approach?
o Trainees/Learners? Why?
o Someone else? Who? Why?
QD3:
What factors do you believe drive the external funding of Automotive Training?
Issues to consider/discussion prompts:
Ö Are external/public funding bodies more interested in providers achieving numeric
targets (i.e. the numbers registering and completing courses) than policy objectives
(i.e. increasing skills levels in the sector)?
Ö How does this affect delivery – would you like to be able to offer a higher level of
training to a smaller number of people? Would this be more beneficial?
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QD4:
Do you feel that the level of external funding for Automotive training is sufficient to
meet the skills needs of the sector?
Issues to consider/discussion prompts:
Ö Is the level of external funding available for Automotive training adequate or is the
shortfall prohibitively large – does it discourage employer and/or employee
uptake of training?
Ö Does the level of external funding take into account the degree of provider
investment required to offer different forms of Automotive training (i.e. motorcycle
repair versus heavy vehicle repair)?
Ö Is funding focused on particular Automotive sectors?
Ö Is funding focused on particular types or levels of qualifications?
Ö Is funding focused on full-time education rather than part-time apprenticeship
training?
QD5:
Do the characteristics of external funding make the provision of certain types of
Automotive training commercially unviable?
Issues to consider/discussion prompts:
Ö If so, which types of training?
Ö How significant is the problem?
QD6:
What key changes should be made to the current model of public funding provision to
improve the quality, type and coverage of Automotive training?
Issues to consider/discussion prompts:
Ö Is it difficult to locate sources of external funding and/or high quality information
about eligibility and the application process?
Ö Is the duration of external funding contracts an issue for providers?
o Do short-term contracts dissuade other providers from offering
Automotive training?
o Do short-term contracts divert attention from the improvement of
delivery to the retention of funding?
Ö To what extent is payment made in arrears?
o How does this impact on provider cash-flow and the number of
Automotive training places that can be offered?
Ö Is public funding of poor or unneeded provision an issue in the Automotive
sector?
o If so, what is the scale of the problem?
o Who should be responsible for ensuring this doesn’t continue?
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SECTION E: BUSINESS DEVELOPMENT
“The following questions focus on the business development activities which your
organisation undertakes within the Automotive sector.
Firstly, I would like to focus on the issues surrounding trainee recruitment.”
QE1:
Do you actively promote the Automotive sector and the training that you offer within
schools, particularly to the 14-16 age group?
If YES, issues to consider/discussion prompts:
Ö How?
Ö How frequently?
Ö What is the perceived benefit of this engagement?
If NO, issues to consider/discussion prompts:
Ö Why not?
o Is cost an issue?
o Is time an issue?
o Is it not perceived as being important?
QE2:
What difficulties does your organisation and the sector in general face when trying to
promote Automotive careers to young people?
Issues to consider/discussion prompts:
Ö Do vocational courses and the Automotive sector in particular have a poor image
amongst teachers, students and parents?
Ö To what extent is Automotive training affected by competition from alternative
occupational sectors and non-vocational education provision?
Ö Is it difficult to develop relationships with schools who have 6th form provision
because they are in direct competition for post-16 students?
Ö Do you feel that Careers Advisors accurately reflect the sectoral employment
prospects to young people, outlining the range occupations in the sector and the
scope for progression?
QE3:
Do you actively promote the Automotive training that you offer to adults?
Issues to consider/discussion prompts:
Ö Do you undertake any marketing activity for the Automotive courses you offer
specifically targeted at adult learners?
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QE4:
What difficulties does your organisation and the sector in general face when trying to
promote Automotive training to adults?
Issues to consider/discussion prompts:
ƒ
ƒ
ƒ
QE5:
A reluctance to re-enter the world of education and training?
A lack of financial support from employers for adult training?
A lack of financial support from funding bodies for adult training?
Is the quality of recruits a major issue for training providers and employers operating
in the Automotive sector?
Issues to consider/discussion prompts:
Ö Do vocational courses tend to attract the lower achievers from the school
educational system? Is this even more of an issue for Automotive courses?
Ö Is the quality of new recruits an issue at all entry/qualification levels (i.e. the
Automotive sector has the lowest inflow of graduates of any industry sector; 0.1%
of existing management stock)?
Ö Is it more/less of an issue for your organisation than the sector in general (i.e. is it
less of an issue for Company Academies/Training Centres with a respected
brand (BMW, Kwik Fit etc))?
“I would now like to focus on the level of collaboration between yourselves and Automotive
employers; examining the degree of existing interaction and the potential for future
development.”
QE6:
How
do
employers
become
aware
of
the
Automotive
training
programmes/qualifications you offer?
Issues to consider/discussion prompts:
Ö
Ö
Ö
Ö
Ö
Ö
Ö
QE7:
Previously established relationships?
Word of mouth from other employers?
Marketing/promotional literature?
Via employer forums?
Networking events?
Following a direct approach from your staff?
Other methods?
What factors do you feel most strongly influence employers when determining what
training providers to use?
Assessment of Current Provision
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Issues to consider/discussion prompts:
Ö
Ö
Ö
Ö
Ö
Ö
QE8:
Location?
High quality equipment and facilities?
Availability of specialist staff?
Reputation for quality?
Price?
The ability to offer tailored training packages?
Do you seek to involve employers in the development or design of your Automotive
training programmes?
If YES, issues to consider/discussion prompts:
Ö How do you engage with Automotive employers?
o How do you engage with SME’s?
o How do you engage with larger employers?
Ö What is the perceived benefit of this engagement?
If NO, issues to consider/discussion prompts:
Ö Why not?
o Is cost an issue?
o Is time an issue?
o Is it not perceived as being important?
QE9:
What are the barriers to engaging a wider range of employers and increasing their
involvement in training?
Issues to consider/discussion prompts:
Ö Scepticism amongst employers about the relevance of off-the-job training?
Ö Scepticism amongst employers about the value of full-time training coursers and
the skills of the students post-course completion?
Ö Poor previous experience of training and trainees?
Ö A perceived lack of training provision flexibility?
Ö A fear by employers that individuals will leave their employment if they become
too highly trained?
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SECTION F: THE QUALITY OF AUTOMOTIVE TRAINING PROVISION
“The following questions focus on how you evaluate the quality of the Automotive training you
offer and what drives you to improve.”
QF1:
Firstly, could you outline how you evaluate the quality of the Automotive training you
provide?
Issues to consider/discussion prompts:
Methods of assessment:
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
QF2:
Feedback forms
Follow-up with trainees
Follow-up with trainees’ employer
Pier assessment
Levels of retention
Levels of completion
Destination analysis
Assessment of levels of repeat usage (a strong indicator of
quality)
Independent Formal Assessments (ALI, Ofsted)
Other techniques
What drives you as a provider of Automotive training to improve?
Issues to consider/discussion prompts:
Ö What internal drivers are there for the improvement of quality (i.e. to gain a
reputation for quality which can be communicated to employers)?
Ö What external drivers are there for the improvement of quality (i.e. competition,
floor targets)?
QF3:
Focusing on the Floor Targets set for Automotive training provision, do you feel that
they are set too high, at the right level, or too low?
Issues to consider/discussion prompts:
Ö How will the level of Floor Targets affect the quality of Automotive training
provision?
Ö Are they set high enough to eradicate poor provision?
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SECTION G: LINKS WITH OTHER AUTOMOTIVE TRAINING PROVIDERS
“I would now like to focus on the level of collaboration between yourselves and other
providers of Automotive training; examining the degree of existing interaction and the
potential for future development.”
QG1:
Does your organisation collaborate, either formally or informally, with other providers
of Automotive training?
If YES, issues to consider/discussion prompts:
Ö What form of provider interaction does the organisation participate in (i.e. a local
provider network, a national provider network, independent informal discussions
etc)?
Ö What is the perceived benefit of provider interaction:
o The exchange of information, ideas and good practice?
o The joint development of provision (i.e. the development of short courses
targeted at employers in specific sectors)?
Ö Do you feel that the level of your collaboration is adequate or do you believe that
your organisation and the Automotive sector in general would benefit from
enhanced provider interaction?
Ö What are the barriers to enhanced collaboration (i.e. time, cost, the perception of
competition) and what can be done to overcome these barriers?
If NO, issues to consider/discussion prompts:
Ö What are the barriers to collaboration (i.e. time, cost, the perception of
competition) and what can be done to overcome these barriers?
Ö Is there a lack of Automotive providers with which to collaborate?
Ö Is there a lack of interest in collaboration from the Independent Company
Academies/Training Centres?
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SECTION H: FUTURE TRAINING PROVISION
QH1:
How do you expect the composition of training provision in the Automotive sector to
develop over the next 5-10 years?
Issues to consider/discussion prompts:
Ö Do you expect:
o The number of providers to stay the same? Why?
o The number of providers to increase? Why?
o The number of providers to decrease – with a consolidation of
provision into a smaller number of larger-scale providers? Why?
Ö What impact will this development have on training in the sector – its cost, its
accessibility, its efficiency?
Ö How do you expect this to impact on the Automotive training that your
organisation offers?
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SECTION I: OTHER ISSUES
QI1:
Finally, are there any other comments relating to Automotive training, in either your
organisation or the Automotive sector in general, that you would like to make?
THANK AND CLOSE
“Thank you for taking part in this research, your views are important and will be fed back to
Automotive Skills.”
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Appendix 4: Automotive Employer Depth Discussion Guide
Automotive Employer Depth Discussion Guide
Training Practices and Attitudes
Interviewer details
Name of interviewer:
Date of interview:
Time of interview:
Duration of interview:
Respondent details (FROM SAMPLE)
Name:
Job title:
Organisation:
Telephone Number:
Contact Email:
Introduction (PLEASE READ)
“Good morning/Good afternoon. My name is ……………… and I’m from Ci Research. We
have been commissioned by Automotive Skills to carry out an assessment of the
characteristics of training within the Automotive sector.
You may already be aware that Sector Skills Councils have replaced National Training
Organisations, and that Automotive Skills is the new Sector Skills Council for the whole of the
retail motor industry. Automotive Skills has been given the remit of working with Employers
and Training Providers to drive up skill levels in the sector.
The reason for this call is that ……………. (from sample) suggested that you were a key
person to speak to regarding training within the Automotive Sector.
In light of this, would you be willing to take part in an in-depth telephone interview, obviously
at a time convenient to yourself, to talk through your organisation’s approach to training. The
interview should take no longer than one hour and will make an important contribution to the
Assessment of Current Provision
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development of the Automotive sector. Your answers will be treated confidentially, and only
reported to Automotive Skills in an aggregated format.”
“The aim of this discussion is to identify the key drivers influencing training within the
Automotive Sector and we would appreciate you taking the time to answer these questions
openly and honestly.”
SECTION A: EMPLOYER CONTEXT
QA1:
Could we start by you outlining the Automotive sector or sectors that your
organisation/business operates in?
Issues to consider/discussion prompts:
ƒ
QA2:
Outline the thirteen Automotive sub-sectors if necessary:
a) New vehicle sales - (franchised dealers, brokers, car supermarkets, on-line
retailers, etc.)
b) Used vehicle sales - (franchised dealers, car supermarkets, auctioneers,
and independents)
c) Regular maintenance and repair - (usually known as M&R, or “the local
garage”, that may be franchised or independent, plus mobile servicing, auto
electricians, and so on)
d) Parts suppliers, including factories, wholesalers and retailers
e) MOT testing and certification
f) Vehicle body repairs - (usually following an accident or damage, including
panel beating, painting, windscreen repairs, sunroofs, etc.)
g) Restoration services
h) Valeting services
i) Fast-fit operations - (in the style of 'Kwik Fit', for tyres, exhausts, clutches,
batteries, and other 'quick' replacement maintenance jobs carried out on
demand on the spot)
j) Other fitting operations - (e.g. ICE audio, electrical, security, etc)
k) Roadside rescue and recovery services - (e.g. AA, RAC, Green Flag, etc.,
and local breakdown operators)
l) Vehicle leasing and contract hire - (e.g. Lloyds TSB Autolease, LeasePlan
UK, Interleasing (UK), Lex Vehicle Leasing, etc.)
m) Daily rental fleets - (e.g. Hertz, Avis, etc); self-drive, vintage, classic, etc.
What is the size of the organisation/business?
Issues to consider/discussion prompts:
ƒ
Contextual factors:
o Sales/turnover
o Number of employees
o Number of sites and geographic coverage within the UK
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SECTION B: RESPONDENT CONTEXT
QB1:
Could you please outline your role within the organisation/business and your
responsibilities with regards to training?
Issues to consider/discussion prompts:
ƒ
Contextual factors:
o Role definition (i.e. Director, Personnel or Human Resource
Manager, Training Manager)
o Training responsibilities (i.e. local, regional, national or international)
o Experience with regards to training (i.e. time in the role)
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SECTION C: THE DRIVERS OF TRAINING
“Thank you. I would now like to focus on how you identify the nature and scale of training
requirements within your organisation/business.”
QC1:
Firstly, to what extent is the need for training within your organisation/business driven
by internal or external forces?
Issues to consider/discussion prompts:
ƒ
ƒ
How important are internal forces; such as a desire to:
o Improve performance?
o Increase customer service?
How important are external forces; such as training requirements created by:
o Legislation?
o Contractual obligations (i.e. franchise dealers whose employees have to
complete manufacturer training courses)?
o Technological or product developments in the sector which create skills
gaps?
o The activities of competitors?
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SECTION D: PRIORITIES FOR THE UPGRADING OF SKILLS
QD1:
Of the following competency categories, which has your organisation/business
prioritised for training and why?
♦
♦
♦
♦
♦
Management and Leadership Skills
Technical Skills
General Skills (such as communication, problem solving and team working
competencies)
Basic Skills (such as literacy and numeracy competencies)
Life Skills (such as attitude, motivation, willingness to learn and reliability)
Issues to consider/discussion prompts:
ƒ
ƒ
ƒ
QD2:
How does the organisation/business determine which skills gaps are most critical
in delivering profitability?
How does the organisation/business differentiate between ‘essential’ and nice-tohave’ competencies?
Are some competencies such as ‘Life Skills’ perceived as being un-trainable?
Of the following occupation groups which are most likely to receive training within
your organisation/business and why?
♦
♦
♦
♦
Management Occupations
Sales Occupations
Workshop Occupations (i.e. Body Repair, Fast Fit etc)
Administrative Occupations
Issues to consider/discussion prompts:
ƒ
ƒ
ƒ
QD3:
Do you assess which occupations have the greatest impact on profitability prior to
allocating training provision? If so, how is this done?
Does the training within the organisation/business focus on occupations which
are perceived as having the greatest impact on profitability or performance?
Or
Does training within the organisation/business focus on occupations with the
greatest competency gaps?
Who determines the training action to be taken?
Issues to consider/discussion prompts:
ƒ
ƒ
Are training decisions made at a branch level or by the head office? Why?
Is the training ‘action required’ determined solely by the employer themselves or
do external organisations have an input (i.e. organisations with whom they have
franchise contracts or the providers of ‘Product Compliment’ training)?
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SECTION E: TRAINING PLANS AND BUDGETS
“The following questions focus on how you plan for training within your organisation.”
QE1:
Are the training activities and priorities for your organisation/business contained
within a Company Training Plan?
Issues to consider/discussion prompts:
QE2:
ƒ
If NO, why?
o Is it not perceived as being necessary?
o Is the size of the organisation/business an issue?
o Are resource factors an issue?
ƒ
If YES, how?
o What does the plan contain?
o How often is the plan updated?
o What is the perceived value of the plan to the strategic planning
process?
Does your organisation/business have a formal training budget or is training funded
reactively when demand is identified?
Issues to consider/discussion prompts:
QE3:
ƒ
If the organisation/business has a formal training budget:
n) What are the perceived advantages of having a formal training budget (i.e.
enables forward planning activities)?
o) Is the training budget flexible or fixed?
ƒ
If the organisation/business funds training reactively:
p) Why?
i) Is a reactive approach perceived as being beneficial?
ii) Are resources limited, preventing specific allocations for specific
activities?
Do employees within the company have Individual Training Plans?
Issues to consider/discussion prompts:
ƒ
ƒ
If NO, why?
o Investigate whether this is because evaluation is perceived as being
unimportant, or whether it is prevented by factors such as insufficient
time, money or staff resources
If YES, how?
o What do the plans contain?
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August 2006
o
o
How often are the plans updated?
What is the perceived of the plans to the development of both the
individual and the organisation/business?
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SECTION F: THE DELIVERY OF TRAINING
“The following sections focus on the delivery of training within your organisation.”
QF1:
Could you tell me whether your organisation/business meets all of its training needs
internally, via external private or public sector training providers, or by a combination
of internal and external provision?
Before you answer I would like to define what is meant by Internal and External
provision.
Internal
Provision
refers
to
all
training
that
is
delivered
by
your
organisation/business, either within the workplace or at designated training centres.
An example of internal provision would be Kwik-Fit, who provide ‘in-house’ training
on-site at their Kwik-Fit Centres and off-site at their Kwik-Fit Training Academies.
External Provision refers to all training that is delivered by an external organisation.
This includes public sector training, such as that provided by Higher Education
establishments, and private sector training, offered by independent training providers
(ReMIT) and companies with which your organisation/business has working
relationships with but no direct affiliation too.
Examples of private forms of external provision include companies who offer Product
Compliment training as a result of the purchase of new or updated equipment (i.e. a
new diagnostic machine) or a car dealership which receives sales and servicing
training from multiple car manufacturers.
INTERNALLY ONLY: Ask respondent SECTION F PART A
EXTERNALLY ONLY: Ask respondent SECTION F PART B
COMBINATION: Ask respondent SECTION F PART C
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SECTION F PART A: INTERNAL PROVISION ONLY
“You state that your organisation/business meets all of its training requirements internally.”
QFA1: How and where does the training take place and who is it delivered by?
Issues to consider/discussion prompts:
ƒ
ƒ
ƒ
ƒ
Where does the training take place:
o On-site within the workplace?
o Off-site at a designated company training centre?
o Via a combination of workplace and training centre delivery?
If training centres are involved, is there a single training centre or multiple training
centres throughout the country?
How is the training delivered:
o On-the-job or off-the-job?
o Block release?
o Day release?
o Other methods?
o Via a combination of delivery methods?
Who is the training delivered by? Does the organisation/business have dedicated
training staff?
QFA2: Why does your organisation/businesses meet all of its training requirements
internally?
Issues to consider/discussion prompts:
ƒ
ƒ
The perceived value of internal training provision:
o Quality?
o Relevance?
o Cost?
The perceived flaws in private and public sector external provision:
o Availability?
o Quality?
o Cost?
o Relevance?
o Previous experience with external provision?
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SECTION F PART B: EXTERNAL PROVISION ONLY
“You state that your organisation/business meets all of its training requirements externally.”
QFB1: How do you determine which external training providers to use to meet your training
requirements?
Issues to consider/discussion prompts:
ƒ
The extent to which the employer has a choice over how external training is
delivered and who it is delivered by. For example, how much of the training
offered by the employer is predetermined (i.e. Product Compliment
training/training provided by external companies with whom the employer has
franchise agreements with) and how much is down to their own discretion?
ƒ Which external training providers does the employer use:
o Private sector training providers?
o FE/HE/CoVE establishments?
o Universities?
o Other Companies?
o Other?
ƒ The factors which influence the employer when deciding which external training
provider or providers to use:
o The courses/qualifications on offer?
o Location?
o Quality of equipment and facilities?
o Specialist staff?
ƒ The extent to which the employer has developed a relationship with a single
training provider versus the propensity to use the services of a range of different
providers depending on the type and level of training
Ö How frequently the employer uses the services of external training providers?
QFB2: How and where does the training take place?
Issues to consider/discussion prompts:
ƒ
ƒ
ƒ
Where does the training take place:
o On-site within the workplace?
o Off-site at the external provider’s training centre?
o Via a combination of workplace and training centre delivery?
How is the training delivered:
o Full-time or part-time?
o On-the-job or off-the-job?
o Block release?
o Day release?
o E-learning or distance learning?
o Via a combination of delivery methods?
Does the employer believe external training providers are prepared to be flexible
to meet their needs?
Assessment of Current Provision
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August 2006
QFB3:Why does your organisation/businesses meet all of its training requirements
externally?
Issues to consider/discussion prompts:
ƒ
The characteristics of private and public sector external provision:
o Availability?
o Quality?
o Cost?
o Relevance?
Ö The characteristics of the organisation/business which makes external provision
more appropriate:
o Cost of delivery?
o Size of company?
o Geographic dispersal of the organisation?
o The perceived benefit of external input (i.e. new ideas, experience of
working with other companies)?
ƒ Does the employer receive ‘Product Compliment’ training as a result of the
purchase of new or updated machinery or equipment, and if so, do they have any
choice in how or where it is delivered?
Assessment of Current Provision
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SECTION F PART C: COMBINATION OF INTERNAL AND EXTERNAL DELIVERY
“You stated that your organisation/business meets its training requirements via a combination
of internal and external provision.”
QFC1: Approximately what proportion of your training requirements are met internally and
what proportion is met by external training providers?
Issues to consider/discussion prompts:
ƒ
ƒ
Internal provision proportion: ……………
External provision proportion: ……………
QFC2: What training do you deliver internally?
QFC3: How and where does the internal training take place and who is it delivered by?
Issues to consider/discussion prompts:
ƒ
ƒ
ƒ
ƒ
Where does the training take place:
o On-site within the workplace?
o Off-site at a designated company training centre?
o Via a combination of workplace and training centre delivery?
If training centres are involved, is there a single training centre or multiple training
centres throughout the country?
How is the training delivered:
o On-the-job or off-the-job?
o Block release?
o Day release?
o Other methods?
o Via a combination of delivery methods?
Who is the training delivered by? Does the organisation/business have dedicated
training staff?
QFC4: Why does your organisation/businesses meet these training requirements internally?
Issues to consider/discussion prompts:
ƒ
ƒ
The perceived value of internal training provision:
o Quality?
o Relevance?
o Cost?
The perceived flaws in private and public sector external provision:
o Availability?
Assessment of Current Provision
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August 2006
o
o
o
o
Quality?
Cost?
Relevance?
Previous experience with external provision?
QFC5: What training do you deliver using external training providers?
QFC6: How do you determine which external training providers to use to meet your training
requirements?
Issues to consider/discussion prompts:
ƒ
The extent to which the employer has a choice over how external training is
delivered and who it is delivered by. For example, how much of the training
offered by the employer is predetermined (i.e. Product Compliment
training/training provided by external companies with whom the employer has
franchise agreements with) and how much is down to their own discretion?
ƒ Which external training providers does the employer use:
o Private sector training providers?
o FE/HE/CoVE establishments?
o Universities?
o Other Companies?
o Other?
ƒ The factors which influence the employer when deciding which external training
provider or providers to use:
o The courses/qualifications on offer?
o Location?
o Quality of equipment and facilities?
o Specialist staff?
ƒ The extent to which the employer has developed a relationship with a single
training provider versus the propensity to use the services of a range of different
providers depending on the type and level of training
Ö How frequently the employer uses the services of external training providers?
QFC7: How and where does the training take place?
Issues to consider/discussion prompts:
ƒ
Where the training takes place:
o On-site within the workplace?
o Off-site at the external provider’s training centre?
o Via a combination of workplace and training centre delivery?
ƒ
How is the training delivered:
o Full-time or part-time?
o On-the-job or off-the-job?
o Block release?
o Day release?
Assessment of Current Provision
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August 2006
ƒ
o E-learning or distance learning?
o Via a combination of delivery methods?
Does the employer believe external training providers are prepared to be flexible
to meet their needs?
QFC8: Why does your organisation/businesses meet these training requirements externally?
Issues to consider/discussion prompts:
ƒ
The characteristics of private and public sector external provision:
o Availability?
o Quality?
o Cost?
o Relevance?
Ö The characteristics of the organisation/business which makes external provision
more appropriate:
o Cost of delivery?
o Size of company?
o Geographic dispersal of the organisation?
o The perceived benefit of external input (i.e. new ideas, experience of
working with other companies)?
ƒ Does the employer receive ‘Product Compliment’ training as a result of the
purchase of new or updated machinery or equipment, and if so, do they have any
choice in how or where it is delivered?
Assessment of Current Provision
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August 2006
SECTION G: COST OF TRAINING
“I would now like to focus on the cost of training to your organisation”
QG1:
To begin, could you outline who pays for the training that you provide and offer
approximations of the proportions they contribute?
Issues to consider/discussion prompts:
ƒ
ƒ
ƒ
QG2:
The proportion of funding contributed by:
o The Employer, either directly or indirectly (i.e. through the purchase of new
machinery – Product Compliment Training)?
o The Public Sector, which external funding bodies contribute?
o Trainees/Learners?
Is there any variation between different types of training?
Is there any variation between training provided for different age groups?
Who do you feel should be paying for Automotive training?
Issues to consider/discussion prompts:
ƒ
ƒ
QG3:
The proportion of funding the employer feels should be provided by:
q) The Employer themselves? Why?
r) External/public funding bodies? Why?
s) Trainees/Learners? Why?
As an employer, is it made clear to you what sources of public funds are available
for particular types of courses and/or employees? Who by?
What are the direct and indirect costs of training to your organisation/business?
Issues to consider/discussion prompts:
ƒ
ƒ
ƒ
ƒ
ƒ
QG4:
The cost of the training?
The cost of travel and subsistence?
The cost of cover for absence?
The cost of reduced productivity whilst training?
Does the organisation receive ‘Product Compliment Training’, such as that
included with the purchase of new equipment or products? Are these costs taken
into account when assessments of the cost of training to the
organisation/business are made?
Is the cost of training to your organisation/business increasing, decreasing or
stagnant?
Assessment of Current Provision
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August 2006
Issues to consider/discussion prompts:
ƒ
QG5:
Why?
o Is the demand for training within your organisation/business increasing (i.e.
more forms of training, more employees requiring more training)?
o Is the cost of the training programmes themselves increasing?
Given the costs of training, to what extent are you able to meet all of your training
needs?
Issues to consider/discussion prompts:
ƒ
Are the budgets for training perceived as being sufficient?
Assessment of Current Provision
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SECTION H: MEASURING THE IMPACT OF TRAINING
“I would now like to focus on how you measure the impact of the training you have provided to
employees.”
QH1:
Do you attempt to evaluate the quality and impact of the training your employees
have received?
Issues to consider/discussion prompts:
ƒ
If NO, why?
o Investigate whether this is because evaluation is perceived as being
unimportant, or whether it is prevented by factors such as insufficient
resources (i.e. time, money or staff)
o Examine what evaluation methods would the employer like to be able
to use
ƒ
If YES, how?
o How does the employer isolate the effects of training from other
factors that may have contributed to the results?
o Does the employer assess the employees involved before they
undertake the training, after the training has been completed, or both
before and after the training? Why is this method used?
o What criteria for measuring quality does the employer use (i.e. followup with trainees, follow-up with trainers, follow-up with employers,
follow-up with assessors, independent assessors, level of
completion)?
o Is there any variation in the assessment of training for personnel in
different occupations?
ƒ Management Occupations
ƒ Sales Occupations
ƒ ‘Workshop’ Occupations (i.e. Body Repair, Fast Fit etc)
ƒ Administrative Occupations
ƒ Other Occupations
o Is there any variation in the evaluation of different types of training?
Do certain types of training have measurable goals (i.e. the
productivity of a working in a certain process) and others not (i.e. soft
skills training)?
o What are the quantifiable benefits of training?
o Does the employer attempt to gauge the Return-On-Investment
(ROI) from training. Are the results of training converted into
monetary benefits in order to calculate the financial ROI or is the ROI
assessment restricted to the more subjective assessment of
objective satisfaction?
Assessment of Current Provision
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August 2006
SECTION I: OTHER ISSUES
QI1:
Finally, are there any other comments relating to training, in either your
organisation/business or the Automotive sector in general, that you would like to
make?
THANK AND CLOSE
“Thank you for taking part in this research, your views are important and will be fed back to
Automotive Skills.”
Assessment of Current Provision
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August 2006
Appendix 5: Automotive Employer Telephone Questionnaire
Automotive Employer Telephone Questionnaire
Training Activities and Attitudes
(Approximate Questionnaire Duration: 15 minutes)
SECTION A: RESPONDENT IDENTIFICATION
(Number of Questions: 3 Min 5 Max)
(NOTE: this section is intended to identify the individual most knowledgeable about training
issues at the Automotive establishment contained within the sample. The need for the
following questions will be determined by the level of information contained within the
sample.)
QA1:
Hello, my name is ……………., and I am calling on behalf of Automotive Skills.
Please may I speak to …………….
a) Individual named in the sample?
b) The person who is responsible for training at this establishment?
QA2:
Response/Category
Code
Route
Put through
1
Go to QA4
Person based elsewhere
2
Go to QA2
No such person
3
Go to QA3
Refused to put through
4
Close Interview
Call back later
5
Make Appointment
ASK QA2 IF ‘PERSON BASED ELSEWHERE’ AT QA1
Can you give me the details of the person I need to speak to?
RECORD DETAILS: NAME, JOB TITLE, ADDRESS, PHONE NUMBER
QA3:
ASK QA3 IF ‘NO SUCH PERSON’ AT QA1
Assessment of Current Provision
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August 2006
QA4:
a)
May I speak to the Owner, Managing Director or Senior Manager?
b)
Can I check his/her name? WRITE IN NAME
c)
Can I check his/her job title?
Response/Category
Code
Owner/Chairman/MD/Partner
1
Director or Manager of Personnel/HR/Recruitment/Employee Relations
2
Training Director/Manager
3
General/Site/Factory/Works Director or Manager
4
Administration/Office Director or Manager
5
Finance Director or Manager/Accountant/Company Secretary
6
Other Departmental Director or Manager
7
Senior Secretary/Secretary
8
Other (WRITE IN) …………………………………
9
Hello, my name is ………….. and I’m calling from Ci Research.
We have been
commissioned by Automotive Skills to carry out an assessment of the key issues
surrounding training in the Automotive sector.
You may already be aware that Sector Skills Councils have replaced National
Training Organisations, and that Automotive Skills is the new Sector Skills Council for
the whole of the retail motor industry.
Automotive Skills has been given the remit of working with Employers and Training
Providers to drive up skills levels within the sector and gaining an understanding of
the training practices of employers is vital to this process.
In light of this, would you be willing to take part in a short telephone interview which
focuses on your establishment’s training activities. Even if you do not carry out any
training we would still like to talk to you.
The interview can be conducted at a time convenient to yourself and will take
approximately 15 minutes to complete.
Your answers will be treated confidentially and will only be reported to Automotive
Skills in an aggregated format.
Assessment of Current Provision
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August 2006
QA5:
Can I just check that you are the best person for me to speak to about the training
you undertake at this establishment and if so whether you are willing to take part in
the survey?
Response/Category
Code
Route
Respondent correct and willing to be interviewed
1
Go to QB1
Respondent correct but call back later
2
Make
Respondent correct but refuses to be interviewed
3
Close Interview
Someone else at the establishment more relevant
4
Take Contact Details
Training matters only dealt with at a higher
5
Ask QA6
Appointment
level/central establishment of organisation
QA6:
ASK QA6 IF ‘TRAINING DEALT WITH AT A HIGHER LEVEL/CENTRAL
ESTABLISHMENT OF ORGANISATION’ AT QA5
Does this mean that nobody here has any say in the types and amount of training
undertaken at this establishment?
Response/Category
Code
Route
Nobody here has a say
1
Ask QA7
Someone else here has a
2
Ask QA8
3
Close Interview
say
Don’t know
QA7:
ASK QA7 IF ‘NOBODY HERE HAS A SAY’ AT QA6
Can you give me the details of the person responsible for training at a higher level of
the organisation and their responsibilities?
RECORD DETAILS: NAME, JOB TITLE, ADDRESS, PHONE NUMBER. DO NOT
CONTACT AT THIS STAGE
QA8:
ASK QA8 IF ‘SOMEONE ELSE HERE HAS A SAY’ AT QA6
Assessment of Current Provision
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August 2006
Can you give me the contact details of the best person to speak to at this location?
RECORD DETAILS: NAME, JOB TITLE, ADDRESS, PHONE NUMBER
Assessment of Current Provision
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SECTION B: TRAINING PLANS, INFRASTRUCTURE AND BUDGETS
(Number of Questions: 2 Min 2 Max)
“The following questions focus on staff training and development.”
Q1:
Could you please tell me which of the following exist at your establishment…………..
READ OUT AND SELECT ONE OPTION FOR EACH CATEGORY
INTERVIEWER NOTE:
IF RESPONDENT INDICATES THAT ESTABLISHMENT IS COVERED BY A
COMPANY-WIDE BUSINESS PLAN/STRATEGY CODE AS ‘YES’
CODE AS ‘NO’ IF IN THE PROCESS OF DRAWING UP FIRST BUSINESS
PLAN/STRATEGY OR TRAINING PLAN/STRATEGY
CODE AS ‘YES’ IF CURRENTLY HAVE BUSINESS PLAN/STRATEGY OR
TRAINING PLAN/STRATEGY BUT IN THE PROCESS OF DRAWING UP A NEW
ONE
Response/Category
Yes
No
Don’t Know
A Business Plan or Strategy that outlines the
1
2
3
1
2
3
1
2
3
1
2
3
A Training Budget?
1
2
3
A Dedicated Human Resources or Training
1
2
3
1
2
3
objectives for the coming year?
A Company Training Plan or Strategy that
specifies in advance the level and type of training
your employees will need in the coming year?
A Training or Human Resources Handbook for
Staff?
Individual Training Plans for each of your
employees?
Manager
A Formal Staff Appraisal Process
Q2:
Which of the following categories best reflects your annual expenditure on training at
this location? READ OUT CATEGORIES AND SELECT ONE OPTION ONLY
Assessment of Current Provision
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August 2006
Response/Category
Code
Less than £500
1
£500 - £999
2
£1,000 - £4,999
3
£5,000 - £9,999
4
£10,000 - £49,999
5
£50,000 - £99,999
6
More than £100,000
7
Don’t know/refused (DO NOT READ OUT)
8
Assessment of Current Provision
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August 2006
SECTION C: DRIVERS BEHIND TRAINING
(Number of Questions: 3 Min 3 Max)
Q3:
How do you identify the training requirements of your employees? SELECT ALL
APPLICABLE. PROMPT ONLY IF NECESSARY
Q4:
Response/Category
Code
Informal staff appraisals
1
Formal staff appraisals
2
Performance monitoring
3
Customer satisfaction surveys
4
Independent evaluations/market research
5
Don’t undertake any specific activities to identify training requirements
6
Other (please specify)
7
Don’t know (DO NOT READ OUT)
8
What internal and external forces do you feel drive the need for training within your
organisation/business?
SELECT
ALL
APPLICABLE.
PROMPT
ONLY
IF
NECESSARY
Response/Category
Code
A desire to improve performance/profitability
1
A desire to increase customer service
2
Legislation
3
Contractual obligations
4
Technological or product developments in the sector
5
The activities of competitors
6
Staff retention/reduce turnover of staff
7
Other (please specify)
8
Don’t know (DO NOT READ OUT)
9
Assessment of Current Provision
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August 2006
Q5:
And to what extent do you see there being a link between training and the
performance of your business? PROMPT WITH SCALE, SELECT ONE OPTION
ONLY
Response/Category
Code
Strong link
1
Weak link
2
No link at all
3
Impossible to say
4
Don’t know (DO NOT READ OUT)
5
Assessment of Current Provision
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August 2006
SECTION D: TRAINING ACTIVITIES
(Number of Questions: 3 Min 13 Max)
Q6:
Over the past 12 months, have you funded or arranged any training or development
for staff employed at this location?
Q7:
Response/Category
Code
Route
Yes
1
Ask Q7
No
2
Go to Q19
Don’t know
3
Go to Q20
Over the past 12 months, on average, how many days training and development
have you arranged for each member of staff receiving training? SELECT ONE
OPTION ONLY, PROMPT IF NECESSARY
NOTE TO INTERVIEWER: IF RESPONDENT SAYS ‘A WEEK’ OR ‘TWO WEEKS’
ETC PLEASE CHECK ‘SO HOW MANY WORKING DAYS IS THAT?’
Q8:
Response/Category
Code
Less than 1 day
1
1-5 days
2
6-10 days
3
11-15 days
4
16-20 days
5
More than 20 days
6
Don’t know (DO NOT READ OUT)
7
What proportion of all the training that takes place in your organisation is for
employees
in
each
of
RESPONDENT/EMPLOYEES
the
following
INVOLVED
IN
occupational
MULTIPLE
categories?
IF
OCCUPATIONAL
CATEGORIES ASK FOR PRIMARY OCCUPATION. IF NO TRAINING IS OFFERED
TO CERTAIN OCCUPATIONS OR IF NO EMPLOYEES WORKING IN CERTAIN
OCCUPATIONS AT SITE ADD 0%. ENSURE THAT THE OVERALL TOTAL
EQUALS 100%
Response/Category
Assessment of Current Provision
Percentage
Page 141 of 173
Don’t know (DO NOT READ OUT)
August 2006
Management Occupations
3
Sales Occupations
3
Workshop Occupations
3
Administrative Occupations
3
100%
Q9:
Thinking of the occupational categories that you have just outlined as receiving
training, I would like you to estimate the percentage of the training that has been
informal and the percentage that has been formal.
By Informal Training I am referring to training, such as demonstrations, workshops
and non-accredited short courses, which has been offered without the intention of the
employee gaining a formal qualification.
By Formal Training I mean training that has been undertaken with the intention of
the employee obtaining a formally recognised qualification such as an NVQ, BTEC or
Graduate Degree.
Firstly, what percentage of the training offered to employees in ………………. (each
occupational category receiving training at QD4) is Informal and what percentage is
Formal?
A) ENSURE THAT THE TOTAL FOR EACH OCCUPATIONAL CATEGORY
RECEIVING TRAINING EQUALS 100%
B) IF FORMAL TRAINING IS OFFERED ASK THE INTERVIEWEE WHAT TYPES
OF QUALIFICATIONS ARE SUPPORTED FOR EACH OCCUPATIONAL
CATEGORY AND RECORD
Assessment of Current Provision
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August 2006
A) TYPE OF TRAINING
B) QUALIFICATIONS
SUPPORTED
Response/Category
Informal
Formal
Don’t know
1= Externally
Don’t know
Training
Training
(DO NOT
Accredited
(DO NOT
(i.e. NVQ)
READ
2= Internally
READ
OUT)
Accredited
OUT)
100%
3
3
Sales Occupations
100%
3
3
Workshop
100%
3
3
100%
3
3
Management
Occupations
Occupations
Administrative
Occupations
Q10:
Which of the following types of training have you provided or arranged for your
employees over the past 12 months? READ OUT TRAINING CATEGORIES AND
SELECT ONE OPTION FOR EACH
Response/Category
Yes
No
Don’t
know
Induction Training
1
2
3
Health & Safety Training
1
2
3
Basic Skills Training (such as literacy and numeracy
1
2
3
1
2
3
1
2
3
Management and Leadership Training
1
2
3
Supervisory Skills Training
1
2
3
Financial or Financial Compliance Training
1
2
3
Environmental Compliance Training
1
2
3
Job-Specific IT Training
1
2
3
General IT Training
1
2
3
Any other training (please specify)
1
2
3
training)
Generic Skills Training (such as communications, team
working, and customer interaction training)
Technical Skills (such as light/heavy vehicle maintenance
and repair, Fast Fit activities etc)
Assessment of Current Provision
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August 2006
Q11:
Thinking of each of the different types of training you have just outlined (Q10),
approximately what percentage of the cost do you feel has been paid for by your
organisation/business directly?
Response/Category
% paid for directly by
Don’t know (DO
the
NOT READ OUT)
organisation/business
Induction Training
3
Health & Safety Training
3
Basic Skills Training (such as
3
literacy and numeracy training)
Generic Skills Training (such as
3
communications, team working,
and customer interaction training)
Technical Skills (such as
3
light/heavy vehicle maintenance
and repair, Fast Fit activities etc)
Management and Leadership
3
Training
Supervisory Skills Training
3
Financial or Financial
3
Compliance Training
Environmental Compliance
3
Training
Q12:
Job-Specific IT Training
3
General IT Training
3
Any other training (QD5)
3
Focusing on the future, what proportion of the cost of training do you feel should be
met by yourselves, by the trainees/learners themselves, by external companies (such
as a manufacturer with whom you have franchise agreements) and by public funding
bodies? ENSURE THAT TOTAL EQUALS 100%
Assessment of Current Provision
Page 144 of 173
August 2006
Response/Category
Percentage
The Employer
Trainees/Learners
External
companies
such
as
Original
Equipment
or
Product
Manufacturers and Suppliers (OEMs)
Public Funding Bodies
Other
100%
Don’t know (DO NOT READ OUT)
Q13:
3
Of the different types of staff training and development that you have arranged, can
you
estimate
the
proportion
that has been
delivered
internally
by your
organisation/business?
Before you answer I would like to define what is meant by Internal and External
provision.
Internal
Provision
refers
to
all
training
that
is
delivered
by
your
organisation/business, either within the workplace or at designated training centres.
READ ONLY IF UNSURE: An example of internal provision would be Kwik-Fit, who
provide ‘in-house’ training on-site at their Kwik-Fit Centres and off-site at their KwikFit Training Academies.
External Provision refers to all training that is delivered by an external organisation.
This includes public sector training, such as that provided by Higher Education
establishments, and private sector training, offered by independent training providers
(ReMIT) and companies with which your organisation/business has working
relationships with but no direct affiliation too.
READ ONLY IF UNSURE: Examples of private forms of external provision include
companies who offer Product Compliment training as a result of the purchase of new
or updated equipment (i.e. a new diagnostic machine) or a car dealership which
receives sales and servicing training from multiple car manufacturers.
NOTE TO INTERVIEWER: CHECK IF RESPONDENT IS CLEAR ABOUT WHAT IS
MEANT BY INTERNAL AND EXTERNAL PROVISION. IF NECESSARY, USE
EXAMPLES.
Assessment of Current Provision
Page 145 of 173
August 2006
ASK FOR EACH TYPE OF TRAINING SELECTED AT Q10.
Response/Category
Internal
Don’t Know
Provision %
Induction Training
3
Health & Safety Training
3
Basic Skills Training (such as literacy and
3
numeracy training)
Generic Skills Training (such as
3
communications, team working, and
customer interaction training)
Technical Skills (such as light/heavy
3
vehicle maintenance and repair, Fast Fit
activities etc)
Management and Leadership Training
3
Supervisory Skills Training
3
Financial or Financial Compliance
3
Training
Environmental Compliance Training
3
Job-Specific IT Training
3
General IT Training
3
Any other training (QD5)
3
Q14:
ASK ONLY IF PROVIDED SOME FORM OF ‘INTERNAL’ TRAINING AT Q13. IF
NOT GO TO Q16
Why did you offer the training you provided internally in that manner? SELECT ALL
APPLICABLE. PROMPT ONLY IF NECESSARY
Assessment of Current Provision
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August 2006
Q15:
Response/Category
Code
Company policy
1
To ensure quality
2
To ensure relevance
3
Cheaper than external provision
4
Training skills available internally
5
Quicker/Easier/Saves time off the job
6
Lack of availability of external provision
7
Lack of relevancy of external provision
8
Poor quality of external provision
9
Other (please specify)
10
Don’t know (DO NOT READ OUT)
11
Who delivered the internal training you provided for your employees? SELECT ALL
APPLICABLE. PROMPT ONLY IF NECESSARY
Response/Category
Code
Company Training Officer or Specialist/Dedicated Training
1
Staff
Q16:
Line manager
2
Other experienced staff
3
Other staff
4
Other (please specify)
5
Don’t know (DO NOT READ OUT)
6
ASK ONLY IF PROVIDED SOME FORM OF ‘EXTERNAL’ TRAINING AT Q13. IF
NOT GO TO Q22
Why did you offer the training you provided externally in that manner? SELECT ALL
APPLICABLE. PROMPT ONLY IF NECESSARY
Assessment of Current Provision
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August 2006
Response/Category
Code
Easily available
1
Cost of provision
2
Quality of provision
3
Size of company
4
Geographic dispersal of company
5
No option (requirement of franchise agreement, part of
6
equipment purchase package)
Q17:
To obtain external input (i.e. new ideas, experience)
7
Other (please specify)
8
Don’t know (DO NOT READ OUT)
9
Who delivered the external training you provided for your employees? SELECT ALL
APPLICABLE. PROMPT ONLY IF NECESSARY
Response/Category
Code
A ‘normal’ FE college
1
A ‘specialist’ FE college such as a COVE
2
A private training provider
3
Another company such as a Product/Service Supplier or
4
a Vehicle Manufacturer (OEM)
Q18:
Other (please specify)
5
Don’t know (DO NOT READ OUT)
6
When you have a choice, what factors do you take into consideration when deciding
what external training providers to use? SELECT ALL APPLICABLE. PROMPT ONLY
IF NECESSARY
Assessment of Current Provision
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August 2006
Response/Category
Code
Location of the provider/Distance from place of work
1
Courses/qualifications on offer
2
Quality of equipment and facilities
3
Time requirements of the courses/time taken off the job
4
Specialist staff
5
Cost
6
Historical usage/always used
7
Other (please specify)
8
Don’t know (DO NOT READ OUT)
9
IF ANSWERED INTERNAL AND/OR EXTERNAL PROVISION QUESTIONS GO TO Q22
Q19:
You mentioned that training has not been provided for any employees at this location
over the past twelve months, what are the main reasons for this? DO NOT READ
OUT. CODE ALL MENTIONED
Q20:
Response/Category
Code
Existing skills of employees meet our needs
1
New recruits have the skills that are needed
2
Employees learn from experience
3
Employees too busy to receive training
4
Employees too busy to give training
5
Training programme not yet in place
6
External training options not available
7
Can’t afford it/lack of finance
8
Other (please specify)
9
Don’t know
10
Are you likely to offer training to your employees in the future?
Response/Category
Code
Route
Yes
1
Ask Q21
No
2
Go to Q29
Don’t know
3
Go to Q29
Assessment of Current Provision
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August 2006
Q21:
Which of the following types of training are you likely to provide for your any of your
employees in the future? READ OUT CATEGORIES AND SELECT ONE OPTION
FOR EACH
Response/Category
Yes
No
Don’t
know
Induction Training
1
2
3
Health & Safety Training
1
2
3
Basic Skills Training (such as literacy and numeracy
1
2
3
1
2
3
1
2
3
Management and Leadership Training
1
2
3
Supervisory Skills Training
1
2
3
Financial or Financial Compliance Training
1
2
3
Environmental Compliance Training
1
2
3
Job-Specific IT Training
1
2
3
General IT Training
1
2
3
Any other training (please specify)
1
2
3
training)
Generic Skills Training (such as communications, team
working, and customer interaction training)
Technical Skills (such as light/heavy vehicle maintenance
and repair, Fast Fit activities etc)
Assessment of Current Provision
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SECTION E: MEASURING THE IMPACT OF TRAINING
(Number of Questions: 4 Min 4 Max)
“I would now like to focus on how you measure the impact of the training that your
employees have received on the performance of your company.”
Q22:
Do you formally assess the impact of the training your employees have received on
the performance of your business?
Q23:
Response/Category
Code
Route
Yes
1
Go to Q23
No
2
Go to Q24
Don’t know (DO NOT READ OUT)
3
Go to Q25
How do you assess the impact of training on the performance of your business?
PROMPT. SELECT ALL APPLICABLE
Response/Category
Code
Assessment of the performance of trainees before the
1
Route
training has taken place
Assessment of the performance of trainees after the
2
Go to Q25
training has taken place
Assessment of the performance of trainees before and
3
after the training has taken place
Q24:
Assessment of the financial turnover of the business
4
Assessment of the profit margins of the business
5
Assessment of the sales of the business
6
The retention of key staff
7
Other (PLEASE SPECIFY)
8
Don’t know (DO NOT READ OUT)
9
Why don’t you assess the impact of training on the performance of your business?
SELECT ALL APPLICABLE, PROMPT ONLY IF NECESSARY
Assessment of Current Provision
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Response/Category
Code
Not perceived as being important
1
Insufficient money to do so
2
Insufficient time to do so
3
Insufficient staff resources to do so
4
Simply responding to legislative requirements or compliance
5
Unable to isolate the impact of training from other factors which
6
may have contributed to results
Other (please specify)
7
Don’t know (DO NOT READ OUT)
8
IF RESPONDENT ANSWERS Q24 GO TO Q26
Q25:
What impact would you say the training you have offered to your employees has had
on…….? PROMPT WITH SCALE. SELECT ONE OPTION ONLY FOR EACH
CATEGORY
Response/Category
Large
Small
No
Unable to
Don’t
impact
impact
impact
say
know
Overall Business Productivity
1
2
3
4
5
Productivity of employees in
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
Staff retention
1
2
3
4
5
Attracting and recruiting staff
1
2
3
4
5
Management Occupations (if
offered training at QD3)
Productivity of employees in
Sales Occupations (if offered
training at QD3)
Productivity of employees in
Workshop Occupations (if
offered training at QD3)
Productivity of employees in
Administrative Occupations (if
offered training at QD3)
Q26:
Overall, how satisfied are you with the impact that the training your employees have
received has had on the performance of your business? PROMPT WITH SCALE.
SELECT ONE OPTION ONLY
Response/Category
Assessment of Current Provision
Code
Page 152 of 173
Route
August 2006
Q27:
Very satisfied
1
Ask Q27
Fairly satisfied
2
Ask Q27
Not very satisfied
3
Ask Q28
Not at all satisfied
4
Ask Q28
Don’t know (DO NOT READ OUT)
5
Go to Q29
ASK ALL VERY SATISFIED/FAIRLY SATISFIED AT Q26
Why do you say that? DO NOT READ OUT. CODE ALL MENTIONED
Q28:
Response/Category
Code
Improved Business Productivity
1
Improved Financial Turnover of the Business
2
Improved Profit Margins of the Business
3
High financial ROI (Return on Investment) from training expenditure
4
Helped business meet strategic objectives
5
Gives a competitive edge to organisation
6
Improvements in quality of work/less wastage/customer returns
7
Improvements in staff motivation
8
Improvements in knowledge of employees
9
Other (specify) …………………………
10
Don't know
11
ASK ALL NOT VERY SATISFIED/NOT AT ALL SATISFIED AT Q26
Why do you say that? DO NOT READ OUT. CODE ALL MENTIONED
Assessment of Current Provision
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August 2006
Response/Category
Code
Little or no impact on Business Productivity
1
Little or no impact on Financial Turnover
2
Little or no impact on Profit Margins
3
Low financial ROI (Return on Investment) from training expenditure
4
Direct costs of training have been too high (i.e. cost of the training)
5
Indirect costs of training have been too high (i.e. reduced productivity
6
whilst training; cost of cover for employees undergoing training; cost of
other staff meeting the administrative requirements of training etc)
Hasn’t helped business meet strategic objectives
7
Hasn’t given a competitive edge to organisation
8
Little or no improvement in quality of work/wastage/customer returns
9
Little or no improvement in staff motivation
10
Little or no improvement in relevant knowledge of employees/training did
11
not provide the skills the business needs
Other (specify) …………………………
12
Don't know
13
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SECTION F: CHARACTERISTICS OF THE SAMPLED ESTABLISHMENT
(Number of Questions: 4 Min 4 Max)
“Finally, I would like to obtain some background information on your business.”
Q29:
Which of the following Automotive activities do you undertake at this location?
READ OUT ACTIVITIES AND SELECT ALL APPLICABLE
Response/Category
Q30:
Code
New vehicle sales
1
Used vehicle sales
2
Regular maintenance and repair
3
Parts suppliers, including factories, wholesalers and retailers
4
MOT testing and certification
5
Vehicle body repairs
6
Restoration services
7
Valeting services
8
Fast-fit operations
9
Other fitting operations
10
Roadside rescue and recovery services
11
Vehicle leasing and contract hire
12
Daily vehicle rental
13
Which of the following best describes your organisation’s type in the UK? READ OUT
CATEGORIES AND SELECT ONE OPTION ONLY
Q31:
Response/Category
Code
Route
Single site company or business
1
Go to Q32
Independent company with multiple sites
2
Ask Q31
Group of companies operating under different names
3
Ask Q31
ASK Q31 IF ‘MULTIPLE SITES’ OR ‘GROUP’ SELECTED AT Q30
What are the main functions of this site? SELECT ALL APPLICABLE. PROMPT IF
NECESSARY
Response/Category
Code
UK Head Office
1
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Q32:
Regional Head Office
2
Sales/Retail Branch
3
Workshop
4
Warehouse/Depot
5
Training Centre
6
Other (please specify)
7
Including yourself, can you tell me which of these category bands best represents the
number of people working at this location? READ OUT CATEGORIES AND SELECT
ONE OPTION ONLY
Q33:
Response/Category
Code
1
1
2-4
1
5-9
2
10-24
3
25-49
4
50-99
5
100+
6
Don’t know (DO NOT READ OUT)
7
Thinking of all the people who work at this location, what percentage work in the
following four occupational categories? READ OUT FOUR OCCUPATIONAL
CATEGORIES AND ADD PERCENTAGE FOR EACH. ENSURE THAT TOTAL
ADDS UP TO 100%
Response/Category
Percentage
Don’t Know
Management Occupations
3
Sales Occupations
3
Workshop Occupations
3
Administrative Occupations
3
100%
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SECTION G: FUTURE CONTACT
(Number of Questions: 2 Min 2 Max)
34.
Automotive Skills believe that capturing the views of employers within the sector is
vital to its successful development.
With this in mind, would it be possible for
Automotive Skills to approach you in the future to take part in similar research
activities?
35.
Response/Category
Code
Route
Yes
1
Go to Q35
No
2
Thank and Close
Would it be possible to obtain an email address which Automotive Skills could use to
contact you again in the future?
Response/Category
Code
Route
Yes (Capture Email Address)
1
Thank and Close
No
2
Thank and Close
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Appendix 6: Overview of Stage 2 Methodology and Sampling
Stage 2 of the Sector Skills Agreement was constructed using information obtained from a
range of secondary and primary research activities.
Secondary Research
Secondary data for Stage 2 was sourced by both Automotive Skills and Ci Research.
Provision
Using a series of Learn Direct classification codes (LDSC codes) selected by Automotive
Skills, Ci Research sourced a database of courses serving the sector from the University for
Industry (UfI), in order to provide a snapshot of the characteristics of provision (see Section
5). However, as a database could not be provided with the LDSC codes included, courses
were manually assigned to subject areas. Similarly, qualification levels were allocated via
primary research activities; including provider website analysis and telephone enquiries.
Once the database was constructed, GIS (Geographical Information Systems) software was
utilised to produce a range of maps giving a geographical overview of the number of courses
serving the retail automotive sector in each region or nation of the UK, encompassing
analysis of both course level and subject. In order to show all qualifications on one map,
courses were coded using the England, Wales and Northern Ireland Qualification Framework.
Whilst the UfI database cannot be considered a complete list, with particular concern raised
over the level of accuracy in Scotland, it did provide the most comprehensive indication of
how provision was distributed across the UK.
Funded Learner Data
In order to enable assessment of the take-up of learning, learning demographics and
achievement, Automotive Skills sourced data from the public sector funders of Further
Education and Work Based Learning in each of the four home countries; England (from the
Learning and Skills Council (LSC)), Scotland (from Scottish Enterprise (SEn) and Highland
and Islands Enterprise (HIE)), Wales (from Education and Learning Wales (ELWa)) and
Northern Ireland (from the Department for Education and Learning (DELNI)). Additional
Further Education data for Scotland was sourced by Ci Research from the Scottish Funding
Council (SFC). Higher Education statistics for the sector were obtained by Ci Research from
the Higher Education Statistics Agency (HESA) and the Universities and Colleges Admissions
Service (UCAS).
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However, due to variations in data collection systems, the level and detail of the information
available differed. Where information gaps were identified, each funding council was
approached for additional detail, however the data was either unavailable or resources did not
permit the supply of such data. As such, the Stage 2 report represents the most up-to-date
and comprehensive overview of publicly funded learner data that was available at the time of
publication.
Private Sector Training Provision
In addition to the training supplied by the public sector through further and higher education
institutions, and work based learning providers, training is also delivered by employers in the
workplace. Therefore, as part of the assessment of current provision, data was sourced from
a range of secondary sources such as SSDA Matrix, Futureskills Scotland, the Department
for Education and Learning in Northern Ireland (DELNI) and Future Skills Wales in order to
identify the incidence of this type of training in the sector.
Quality of Provision
In order to offer an assessment of the quality of training provision in each of the four home
countries, Ci Research sourced and examined assessments undertaken by the relevant
inspection bodies.
For provision in England, the available Ofsted inspection reports of providers of automotive
courses were assessed in terms of retention rates, pass rates and overall inspection grades
for Engineering and Motor Vehicle Departments. Similarly, Adult Learning Inspectorate (ALI)
reports were assessed for providers of Engineering, Technology and Manufacturing work
based learning, both in terms of the overall inspection grade and in relation to the grades
awarded for leadership and management, equal opportunities and quality assurance. This
information was analysed for regional variations.
With regards to Northern Ireland, the Education and Training Inspectorate (ETI) reports were
assessed. However, whilst the ETI is introducing a numerical grading system, the data
accumulated was insufficient at the time this report was produced to enable any meaningful
conclusions to be drawn. As such, the overall rating was based on an assessment of the
content of the conclusion or main findings sections of the inspection reports. Whilst these
assessments were subjective they did enable an overview of the quality of provision in
Northern Ireland to be produced.
For provision in Scotland, the quality inspection reports of Further Education colleges offering
courses in Road Vehicle Engineering and/or Vehicle Maintenance/Repair (as indicated by the
Scottish Funding Council enrolment data) were assessed in terms overall college
performance. These HM Inspectorate of Education (HMIe Scotland) assessments focused on
Assessment of Current Provision
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August 2006
a range of indicators, including educational leadership and direction; guidance and support;
resources and services to support the learner; staff; quality assurance; and quality
improvement. Where subject specific evaluations had also been undertaken in the broad
subject category of ‘Engineering’ these were also assessed.
For Wales, the inspection reports of HM Inspectorate for Education and Training in Wales
(Estyn) were analysed, assessing overall Further Education establishment performance
against seven key evaluation questions. These questions focused on learner achievement;
the effectiveness of teaching, training and assessment; the extent to which the needs of
learners and wider community were being met; the level of care, guidance and support for
learners; the effectiveness of leadership and strategic management; the quality of evaluation
and improvement activities; and the effectiveness of resource utilisation.
Unfortunately, comparative analysis was restricted by the different inspection methodologies
and reporting approaches used in each of the four home countries and by the fact that not all
public sector training providers servicing the sector had received recent inspections.
Primary Research
Figure 34. Primary Research Activities
In collaboration with Automotive Skills, Ci Research designed and conducted a number of
large scale quantitative and qualitative investigations in order to support and explore the
issues behind the secondary data.
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Qualitative Research
The qualitative components of the research involved focus groups and depth interviews.
Focus group activities centred on a series of six Regional Employer Workshops organised by
Automotive Skills and facilitated by Ci Research. These took place in the fourth quarter of
2005 in Thatcham (01/09), Loughborough (06/09), Bristol (08/09), Manchester (13/09),
Newcastle (14/09) and Edinburgh (23/11), with discussions focusing on key issues for
workforce development and training in the sector. An additional focus group was conducted in
November 2005 with members of the retail automotive CoVE Quality Improvement Group
(see Appendix 23 for the discussion guide) to examine key issues facing public sector
training, both in the short, medium and long term.
In addition to the focus group activity, 40 depth interviews were conducted in the first quarter
of 2006 with a group of UK employers and training providers highlighted by Automotive Skills
as being either ‘exemplar’ or highly knowledgeable. The employers included small, medium
and large scale employers, whilst the group of training providers covered both public and
private sector. Lines of enquiry followed structured discussion guides (see Appendices 20 and
21) in order to elicit detailed and comparable responses. Training provider questioning
focused on market assessment activities, funding issues, quality assurance, networking
activities, and the future of training within the sector. Employer interviews focused on the
drivers of training, priorities for upgrading skills, training plans and budgets, the delivery of
training, and return on investment assessments.
Quantitative Research
To support this qualitative information, a quantitative survey of employers operating within the
retail automotive sector was also conducted. The sampling framework for the 2006 survey of
employers in the retail automotive sector utilised the Automotive Sector Integrated Research
Database. 63 This was constructed by Simpson Carpenter Ltd. on behalf of Automotive Skills
in September 2005 and represents the most comprehensive database of employers located
within the sector. It utilises data sourced from Yellow Pages, Dun & Bradstreet, and Sewells
‘Who Owns Who’ Database (covering car dealerships) and has been constructed around the
following SIC codes:
ƒ
5010
Sale of motor vehicles
ƒ
5020
Maintenance and repair of motor vehicles
ƒ
5030
Sale of motor vehicle parts and accessories
ƒ
5040
Sale, maintenance and repair of motorcycles, parts and accessories
ƒ
7110
Rent of automobiles
ƒ
7430
Technical testing and analysis (part only covering MOT inspection)
63
Simpson Carpenter Ltd. (2005) Automotive Sector Integrated Research Database
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August 2006
The database is segmented by site type, region, employee numbers and primary activity
categories.
After consultation between Ci Research and Automotive Skills, a maximum sample size of
600 interviews was agreed. This was segmented by geographic location and company size in
order to offer a representative view of the opinions and experiences of employers.
Rather than using the entire database of 70,391 sites it was determined that the survey
should focus solely on Head Office locations, excluding subsidiary, divisional and branch
operations. It was felt that this would ensure that the respondents were those who were
responsible for making decisions with regards to training and would prevent the replication of
responses from branches of the same organisation. As such, the sampling framework was
constructed around a database of 52,035 organisations.
Figure 35. Retail Automotive Sector Head Offices
Country/Region
1-9 Employees
10-99 Employees
100+ Employees
Total
North East
1,675
222
22
1,919
North West
5,183
802
104
6,089
Yorkshire & Humber
4,012
590
93
4,695
East Midlands
3,200
547
75
3,822
West Midlands
4,427
707
96
5,230
South West
4,122
696
95
4,913
East
5,106
762
84
5,952
South East
6,661
1,128
162
7,951
London
3,225
445
66
3,736
Wales
2,318
350
42
2,710
Scotland
3,035
464
46
3,545
N Ireland
1,262
199
12
1,473
44,226
6,912
897
52,035
Total
Source: Simpson Carpenter Ltd (2005) Automotive Sector Integrated Research Database
Within the timeframe set for the survey, a total of 599 quantitative interviews were completed
with establishments in the Automotive Skills footprint. Reflecting the characteristics of the
sector these were predominantly with organisations with between 1 and 9 employees (511
interviews). 79 interviews were completed with organisations which had between 10 and 99
employees and 9 interviews with organisations with over 100 employees. 510 of these
interviews were with employers located in the nine English regions. Of the remaining, 41 were
completed with employers in Scotland, 31 with employers in Wales, and 17 with employers in
Northern Ireland.
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August 2006
The quantitative questionnaire examined a wide range of issues, including training plans and
budgets, the drivers of training, training activities, and the impact of training. Responses were
weighted to reflect the actual population of the retail automotive sector.
Figure 36. Responses to the Quantitative Survey
Country/Region
1-9 Employees
10-99 Employees
100+ Employees
Total
North East
19
3
0
22
North West
61
9
1
71
Yorkshire & Humber
46
7
1
54
East Midlands
37
6
1
44
West Midlands
51
8
0
59
South West
48
8
1
57
East
59
9
1
69
South East
76
13
2
91
London
37
5
1
43
Wales
27
4
0
31
Scotland
35
5
1
41
N Ireland
15
2
0
17
511
79
9
599
Total
Source: Simpson Carpenter Ltd (2005) Automotive Sector Integrated Research Database
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Glossary
Courses and Qualifications
Courses
When this report refers to courses, it refers to a programme of learning being carried out by
an individual training provider or college, which may or may not lead to a qualification. More
than one course available at an institution may lead to the same qualification.
Qualifications
When this report refers to qualifications, it refers to a specific type of programme of learning,
as accredited by an accreditation body such as QCA. In most cases, multiple training
providers will offer courses leading to any one qualification.
Types of Skills
Basic SkillsError! Bookmark not defined.
Basic Skills are considered to be a subset of particularly important Key Skills/Generic Skills
crucial for good performance in training, work and life in general. Official qualifications titled
‘Basic Skills’ are available. Basic Skills may also be referred to (outside Scotland) as Core
Skills, and some of the qualifications (e.g. IMI) use this title. They are usually defined as:
•
Communication (including Literacy)
•
Numeracy
•
ICT
Core Skills
In Scotland, Core Skills are an officially assessed set of skills, considered to be essential for
employment. Core Skills are those generic skills that can help individuals improve their own
learning and performance in education and training, work and life in general. A set of official
qualifications in Core Skills are available, which form an integral part of all Modern
Apprenticeships in Scotland. Core Skills are defined as:
•
Working with Others
•
Communication (including Literacy)
•
Numeracy
•
Problem Solving
•
ICT
Outside Scotland, Core Skills is an unofficial synonym for ‘Basic Skills’.
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Essential Skills
Essential Skills are the most basic set of generic employability skills. Although definitions
vary, and the term may be used informally to refer to a wider set of generic skills, they are
usually defined only as literacy and numeracy. For example, the Essential Skills Support Unit
(http://www.essu.org) define it as: “The ability to read, write and speak in English/Welsh and
to use mathematics at a level necessary to function and progress at work and in society in
general.”
Generic Skills
Generic Skills is a term used by this report to refer to skills useful in the workplace which are
transferable between employers and sectors, in particular communication, problem solving
and team working.
Key Skills
Key Skills are those generic skills that can help individuals improve their own learning and
performance in education and training, work and life in general. Apart from in Scotland, they
are an officially defined and assessed set of skills, considered to be essential for employment.
A set of official Key Skills qualifications are available in England, Wales and Northern Ireland,
which form an integral part of apprenticeship frameworks. Although the term may be used
unofficially in Scotland, the standard Scottish qualifications are in ‘Core Skills’. Key Skills are
defined as:
•
Communication (including Literacy)
•
Numeracy
•
ICT
•
Working with Others
•
Problem Solving
•
Self Improvement
Life Skills
Life Skills is an informal term used by this report to refer to a set of skills relating to the ability
to work with managers and other employees in the workplace, primarily attitude, motivation,
willingness to learn and reliability.
Technical Skills
Technical Skills in this report is a term used to refer to generic or specific vocational skills
involving the use or repair of machinery or vehicles, whether these skills are taught by an
external training provider or in the workplace. This would include, for example, a course in
Vehicle Maintenance and Repair.
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Types of Training Provision
External Training Provision
Provision of training by a college or other training provider separate to the organisation
employing the learner; whether that training is delivered by within the workplace or at a
designated external site.
Internal Training Provision
Training provided by employees of the company employing the learner. This may be provided
in the workplace or at an external training centre.
Formal Training Provision
For the purposes of this report, Formal Training Provision is defined as any learning activity,
whether provided externally or internally, which leads to a formally recognised qualification.
Informal Training Provision
For the purposes of this report, Informal Training Provision is defined as any learning activity,
whether provided externally or internally, which does not lead to a formally recognised
qualification.
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Abbreviations
Figure 37. Abbreviations
Abbreviation
Full Title
ABC
Awarding Body Consortium
ACCAC
UK Relevance
Qualifications Curriculum and Assessment Authority
for Wales (n.b. now part of DELLS)
Wales, England, Northern
A Level
Advanced Level
AEAs
Advanced Extension Awards
ALP
Association of Learning Providers
ARMS
Automotive Retail Management Standards
AS Level
Advanced Subsidiary Level
ASPB
Assembly Sponsored Public Body
AVCE
Advanced Vocational Certificate of Education
BTEC
Business and Technology Education Council
C&G
City and Guilds
CBI
Confederation of British Industries
CMI
Chartered Management Institute
CQFW
Credit and Qualifications Framework for Wales
Dysg
DEIN
DELLS
ECU
ELWa
Ireland
Wales, England, Northern
Ireland
Wales, England, Northern
Ireland
Learning and Skills Development Agency Wales (n.b.
now part of DELLS)
Department for Enterprise, Innovation and Networks
Department for Education, Lifelong Learning and
Skills
Education and Learning Wales (n.b. now part of
DELLS)
Her Majesty’s Inspectorate of Education (HMIe) Wales
FAB
Federation of Awarding Bodies
FE
Further Education
FSA
Wales
Wales England, Northern
Ireland
Wales
Wales
Wales
Wales
Electronic Control Unit
Estyn
FEFCW
Wales
Further Education Funding Council for Wales (n.b.
now part of DELLS)
Wales
Wales
Wales
Financial Services Authority
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Abbreviation
Full Title
GCE
General Certificate of Education (A Level)
GCSE
General Certificate of Secondary Education
GNVQ
General National Vocational Qualification
HE
Higher Education
HEFCW
Higher Education Funding Council for Wales
HESA
Higher Education Statistics Agency
HNC
Higher National Certificate
HND
Higher National Diploma
HV
Heavy Vehicle
ICT
Information and Communication Technology
IMI
The Institute of the Motor Industry
IT
Information Technology
JCQ
Joint Council for Qualifications
KEF
Knowledge Exploitation Fund
KPIs
Key Performance Indicators
LDCS
LearnDirect Classification System
LFS
Labour Force Survey
LLWR
Lifelong Learning Wales Record
LSDA
Learning and Skills Development Agency
LV
Light Vehicle
MA
Modern Apprenticeship
MSDA
Modern Skills Diploma for Adults
NA/NR
Not Applicable/Not Recorded
NC
National Certificate
ND
National Diploma
NDPB
Non-Departmental Public Body
NI
Northern Ireland
NOS
National Occupations Standards
NPFS
National Planning Framework System
NVQs
National Vocational Qualifications
Assessment of Current Provision
UK Relevance
Wales England, Northern
Ireland
Wales, England, Northern
Ireland
Wales, England, Northern
Ireland
Wales
Wales
Wales
Wales, Scotland, Northern
Ireland
Page 168 of 173
Wales
Wales
August 2006
Abbreviation
OCR
Full Title
UK Relevance
Oxford, Cambridge and Royal Society of Arts Exam
Board
QAA
Quality Assurance Agency
QCG
Qualifications and Curriculum Group (of DELLS)
SIC
Standard Industry Classification
SMEs
Small and Medium Enterprises
SNA
Skills Needs Assessment
SQS
Sector Qualifications Strategy
SSA
Sector Skills Agreement
SSCs
Sector Skills Councils
SSDA
Sector Skills Development Agency
TUC
Trades Unions Council
UCAS
Universities and Colleges Admissions Service
UfI
University for Industry
UK
United Kingdom
VCE
Vocational Certificate of Education
VGCSE
Vocational General Certificate of Education
VRQs
Vocationally Related Qualifications
WBL
Work Based Learning
WDA
Welsh Development Agency (n.b. now part of DEIN)
WDP
Workforce Development Plan
WESS
Welsh Employers Skills Survey
Wales
WFC
Welsh Funding Councils
Wales
WJEC
Welsh Joint Education Committee
Wales
WTUCC
Welsh Trade Unions Council Cymru
Wales
WULF
Wale Union Learning Fund
Wales
Assessment of Current Provision
Wales
Wales
Page 169 of 173
Wales England Northern Ireland
Wales, England, Northern
Ireland
Wales
August 2006
Bibliography
General
Apprenticeships (website, 08/2006) Funding and Apprenticeship Policy,
http://www.apprenticeships.org.uk/
Apprenticeships (website, 08/2006) How it Works, http://www.apprenticeships.org.uk/
Automotive Retail Management StandardsTM (ARMS) (website, 04/2006) Automotive Retail
Management StandardsTM http://www.armsprofessional.org.uk/content/section/5/104/
Automotive Skills (website, 04/2006) Standards and Qualifications: National Occupational
Standards, http://www.automotive-skills.org.uk/auto/control/standards
Automotive Skills (website, 04/2006) Standards and Qualifications: Apprenticeships,
http://www.automotiveskills.org.uk/auto/control/StandardsModApprenticeship_Intro_Menu
CBI (2006) Further Skills for Success
City and Guilds (website, 07/2006) Automotive Sector Qualifications, http://www.city-andguilds.co.uk/
Higher Education Statistics Agency (2006) Enrolment Statistics 2002/03, automotive sector
data provided by HESA for this report
Development Agency/Automotive Skills/National Institute of Social and Economic Research,
London
Institute of Career Guidance (website, 08/2006) Questions Asked, http://www.icguk.org/page290.html
JobCentre Plus (website, 08/2006) About Us,
http://www.jobcentreplus.gov.uk/JCP/Aboutus/index.html
Learning and Skills Network (website, 08/2006) Home Page, http://www.lsneducation.org.uk/
National Assessment Agency (website, 08/2006) About Us, http://naa.org.uk/about_us.html
National Assessment Agency (website, 07/2006) Qualifications Overview,
http://naa.org.uk/examsoffice/help/ index_qualifications_overview.html
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National Foundation for Educational Research (NFER) (2005) Overview of the Education
System in England, Wales and Northern Ireland
National Statistics (2004) National Statistics Population Estimates 2004
Motorsport Industry Association (2003) Motorsport Valley Workforce Development Plan
Quality Assurance Agency (QAA) (website, 08/2006) About Us, http://www.qaa.ac.uk/
Qualifications and Curriculum Authority (QCA) (website, 08/2006) About Us,
http://www.qca.org.uk/7.html
Qualifications and Curriculum Authority (QCA) (website, 08/2006) A Levels,
http://www.qca.org.uk/14-19/ qualifications/index_a-levels.htm
Qualifications and Curriculum Authority (QCA) (website, 08/2006) AEAs,
http://www.qca.org.uk/14-19/qualifications/index_aeas.htm
Qualifications and Curriculum Authority (QCA) (website, 08/2006) Specialised Diplomas
http://www.qca.org.uk/17046.html
Qualifications and Curriculum Authority (QCA) (website, 08/2006) VCE A Levels,
http://www.qca.org.uk/ 10379.html
Sector Skills Development Agency (website, 04/2006) SSDA Sector Skills Matrix,
http://www.ssdamatrix.org.uk/
Skills for Business (2005) Raising Sector Skills Levels: How responsive is local training
supply?
Trade Unions Congress (2006) Response to ‘Further Education: Raising Skills,
Improving Life Chances’ White Paper
UCAS (website, 08/2006) Course Database 2006/07, http://search.ucas.co.uk/
UK National Reference Point for Vocational Qualifications (website, 08/2006) Vocational
Qualifications in the UK,
http://www.uknrp.org.uk/Pages/UK_Voc_Quals/National_Qualifications.asp
UnionLearn (website, 08/2006) About Us, http://www.unionlearn.org.uk/
Assessment of Current Provision
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University for Industry (2006) Learndirect Course Database, automotive sector data
provided by UfI for this report
Wales Specific
ACCAC (website, 08/2006) AEAs, http://old.accac.org.uk/eng/content.php?mID=490
ACCAC (website, 08/2006) Apprenticeships,
http://www.old.accac.org.uk/eng/content.php?mID=475
ACCAC (website, 08/2006) NVQs, http://old.accac.org.uk/eng/content.php?mID=582
ACCAC (website, 08/2006) Welsh Language Qualifications,
http://old.accac.org.uk/eng/ content.php?mID=280
Automotive Skills/Future Skills Wales (2005) Future Skills Wales: Generic Skills Survey
2003: Automotive Skills
Automotive Skills (2004) Welsh Employers Survey 2004
Automotive Skills (website, 09/2006) UK Representation: Wales
, http://www.automotive-skills.org.uk/auto/control/RegionalWales
BBC (website, 08/2006) Questions over quango replacement, 1 Apr 2006,
http://news.bbc.co.uk/ 1/hi/wales/4866732.stm
BBC (website, 08/2006) Schools in Wales FAQ
http://www.bbc.co.uk/wales/schoolgate/yourquestions/
Careers Wales (website, 08/2006) Further Education, http://www.careerswales.com/
Coleg Glan Hafren (website, 08/2006) Coleg Glan Hafren, http://www.glan-hafren.ac.uk/
ELWa (website, 08/2006) HNDs & HNCs,
http://www.elwa.ac.uk/elwaweb/elwa.aspx?pageid=520
ELWa (website, 08/2006) Key Work,
http://www.elwa.ac.uk/ElwaWeb/elwa.aspx?pageid=3447
ELWa (website, 08/2006) Learning while you work,
http://www.elwa.ac.uk/ElwaWeb/elwa.aspx?pageid=2950
Assessment of Current Provision
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August 2006
ELWa (2006) Lifelong Learning Wales Record (2003/04), automotive sector data provided
by ELWa for this report
ELWa (website, 08/2006) HNDs & HNCs,
http://www.elwa.ac.uk/elwaweb/elwa.aspx?pageid=520
Estyn (website, 08/2006) About Us, http://www.estyn.gov.uk/
Estyn (2006) Further Education Inspection Reports (2001-2005)
Fforwm (website, 08/2006) About Us, http://www.fforwm.ac.uk/
Future Skills Wales (2003) Future Skills Wales 2003 Skills Survey
National Assembly for Wales (2001) Wales: The Learning Country
UK National Reference Point for Vocational Qualifications (website, 08/2006) Vocational
Qualifications in Wales,
http://www.uknrp.org.uk/Pages/UK_Voc_Quals/Welsh_Qualifications.asp
Welsh Assembly Government (website, 08/2006) DEIN,
http://new.wales.gov.uk/about/departments/dein
Welsh Assembly Government (2005) Skills and Employment Action Plan 2005
Welsh Assembly Government (2005) Wales: A Vibrant Economy
Welsh Assembly Government (2003) WalesError! Bookmark not defined.: A Better Country:
The Strategic Agenda of the Welsh Assembly Government
Welsh Assembly Government (2003) Iaith Pawb: A National Action Plan for a Bilingual
WalesError! Bookmark not defined.
Welsh Trades Unions Council Cymru Learning (website, 08/2006) About WTUC Learning,
http://www.wtuclearn.org.uk/
WJEC (website, 08/2006) Qualifications, http://www.wjec.co.uk/exams.html
Assessment of Current Provision
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August 2006