Automotivate
The Sector Skills Agreement for the Downstream Motor
Industry
Sector Skills Agreement – Stage 3
Gap Analysis and Market Testing
Scotland Report
November 2006
Institute of the Motor Industry
Fanshaws
Brickendon
Hertford
SG13 8PQ
01992 511521
www.motor.org.uk
Scotland Stage 3 – Gap Analysis & Market Testing
Page 1 of 71
November 2006
Contents Page
PREFACE ...................................................................................................................................... 4
1
INTRODUCTION..................................................................................................................... 5
2
EXECUTIVE SUMMARY ........................................................................................................ 6
3
THE EVIDENCE.................................................................................................................... 10
3.1
SKILLS NEEDS .................................................................................................................. 10
3.1.1
The Sector .............................................................................................................. 10
3.1.2
Geodemographics .................................................................................................. 11
3.1.3
Workforce Profile .................................................................................................... 11
3.1.4
Skills Categories ..................................................................................................... 11
3.1.4.1
3.1.4.2
3.1.4.3
3.1.4.4
3.1.4.5
3.1.5
3.1.5.1
3.1.5.2
3.1.5.3
3.1.5.4
Employability Skills ........................................................................................................... 12
Basic Skills ....................................................................................................................... 12
Generic Skills.................................................................................................................... 12
Technical Skills................................................................................................................. 12
Management and Leadership Skills.................................................................................. 12
Approach to Employer Engagement....................................................................... 13
Published Reports ............................................................................................................ 13
Roadshow Debates .......................................................................................................... 13
Bi-lateral Discussions ....................................................................................................... 13
Employer Depth Engagement .......................................................................................... 13
3.1.6
Employer Depth Engagement................................................................................. 14
3.1.7
Engagement Strategy for Stages 4 and 5 .............................................................. 15
3.1.8
Approach to Communication, Discussion and Evaluation...................................... 15
3.2
SUPPLY-SIDE EVALUATION ............................................................................................... 17
3.2.1
SWOT Analysis – Scotland..................................................................................... 17
3.2.2
Geographic Context................................................................................................ 18
3.2.3
Changes to Provision by Skills Category................................................................ 19
3.2.3.1
3.2.3.2
3.2.3.3
3.2.3.4
3.2.3.5
3.2.4
3.2.5
4
Employability Skills ........................................................................................................... 19
Basic Skills ....................................................................................................................... 20
Generic Skills.................................................................................................................... 21
Technical Skills................................................................................................................. 21
Management and Leadership Skills.................................................................................. 22
Approach to Supply-Side Consultation................................................................... 22
Balance of Evidence – the Learner Input ............................................................... 23
PROPOSED COLLABORATIVE SOLUTIONS.................................................................... 24
4.1
MANAGEMENT &LEADERSHIP ............................................................................................ 24
4.1.1
First-Line Management Skills ................................................................................. 24
4.1.2
Higher Level Management Skills ............................................................................ 26
4.2
TECHNICAL SKILLS ........................................................................................................... 28
4.2.1
Raising technical skills capacity and capability ...................................................... 28
4.3
GENERIC SKILLS .............................................................................................................. 31
4.3.1
Generic Skills.......................................................................................................... 31
4.3.2
Generic Skills – Customer Service ......................................................................... 33
4.3.3
Legislation............................................................................................................... 35
4.3.4
Basic Skills.............................................................................................................. 36
4.3.5
Core Skills............................................................................................................... 37
4.4
BALANCED WORKFORCE................................................................................................... 38
4.4.1
Sector Attractiveness – Bringing a wider range of people into the sector .............. 38
4.4.2
Career Pathways to be more clearly identified and promoted................................ 41
4.4.3
Achieving a Balanced Workforce............................................................................ 43
4.4.4
High Calibre and Extra-Sector Recruitment ........................................................... 45
4.4.5
Employability........................................................................................................... 47
4.5
STRATEGIC OVER-ARCHING SOLUTIONS ............................................................................ 49
Scotland Stage 3 – Gap Analysis & Market Testing
Page 2 of 71
November 2006
4.5.1
Developing Quality Education and Training Provision (1) - Quality Improvement
Strategy ................................................................................................................................ 49
4.5.2
Developing Quality Education and Training Provision (2) – Centres of Excellence51
4.5.3
Skills Passport ........................................................................................................ 53
5
OVERALL REVIEWING & MONITORING ARRANGEMENTS ........................................... 55
5.1
5.2
5.3
GENERAL ......................................................................................................................... 55
CHECKPOINT REVIEW ....................................................................................................... 55
SPECIFIC REVIEWING AND MONITORING ............................................................................ 56
APPENDICES .............................................................................................................................. 57
APPENDIX 1: GAPS IN PROVISION ................................................................................................. 57
Work Based Learning Enrolments: Scotland ........................................................................ 57
Further Education Enrolments: Scotland .............................................................................. 57
5.3.1
Higher Education .................................................................................................... 58
APPENDIX 2: UNITED KINGDOM SWOT ANALYSIS ......................................................................... 60
Strengths ............................................................................................................................... 60
Weaknesses.......................................................................................................................... 61
Opportunities ......................................................................................................................... 63
Threats .................................................................................................................................. 65
Solutions Mapped to Scottish National Priorities .................................................................. 67
APPENDIX 3: SCOTTISH STAKEHOLDERS ENGAGED DURING THE SSA PROCESS ............................ 68
REFERENCES ............................................................................................................................. 69
Table of Figures
FIGURE 1: ENTERPRISE TURNOVER ................................................................................................. 10
FIGURE 2: ENTERPRISE SKILLS FOCUS TYPOLOGY ........................................................................... 14
FIGURE 3: SWOT ANALYSIS SCOTLAND .......................................................................................... 17
FIGURE 4: EMPLOYMENT VOLUMES.................................................................................................. 19
FIGURE 5: WORK BASED LEARNING ENROLMENTS: SCOTLAND ......................................................... 57
FIGURE 6: FURTHER EDUCATION ENROLMENTS: SCOTLAND.............................................................. 57
FIGURE 7: HIGHER EDUCATION ........................................................................................................ 58
FIGURE 8: STAKEHOLDERS ENGAGED DURING THE SSA PROCESS .................................................... 68
Scotland Stage 3 – Gap Analysis & Market Testing
Page 3 of 71
November 2006
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
Scotland Stage 3 – Gap Analysis & Market Testing
Page 4 of 71
November 2006
1 Introduction
This report forms part of the third group of reports produced from the development and
moderation of Stage 3 of the Sector Skills Agreement (SSA) for the motor industry downstream
of the factory gate.
This publication covers the whole of Scotland and there are reports for each of the other home
nations and the UK as a whole published separately.
Stage 3 of the SSA has drawn on the outputs and analyses from Stages 1 and 2, which have
been discussed, refined and agreed with employers, providers and stakeholders across Scotland.
This report outlines the agreement of what the skills needs of the sector are and provides a
series of solutions that form the basis of the draft action plans contained herein.
Priorities for action have been agreed and set and at the time of writing negotiations with some
employers and key partners are already underway as the SSA moves into Stages 4 and 5.
The draft action plans flag up indications of where contributions to the SSA can be expected to
be derived from prior to the firmer commitments to action that will be negotiated through Stages
4 and 5.
The contents of this report also include the results of the gap analysis and market testing
activities carried out as part of Stage 3.
The fundamental purpose of this report is to stimulate discussion between interested parties to
ensure that the negotiation phases are informed and productive with a mutually beneficial and
synergistic outcome. For this reason this report is designed as a consultation document setting
out the key issues and priorities for the sector, what the solutions may be and what contributions
employers, providers, stakeholders and other partners may be able to make to the successful
implementation of the final agreements.
Automotive Skills hopes readers will find this report illuminating and stimulating and looks
forward to working with all interested parties to deliver action plans for the benefit of all.
Scotland Stage 3 – Gap Analysis & Market Testing
Page 5 of 71
November 2006
2 Executive Summary
The automotive sector downstream of the factory gate, with its annual turnover of £8.1bn and a
GVA of £1.4bn, is a far more significant contributor to the Scottish economy than is generally
realized. Around 43,000 employees depend directly on the sector and its 5,000 enterprises are
inextricably linked along the supply chain to major global automotive manufacturing businesses.
The sector enjoys low profitability, pay levels are subdued, the business outlook is often shortterm in the light of which workforce development is a challenge for a great many employers.
Progressive consolidation and concentration has been a feature of the sector since the 1960s
and continues at a pace as product technological complexity increases demand for capital
expenditure.
Employers with predominantly urban or predominantly rural market environments face differing
employee and customer dynamics that impact on recruitment and retention as well as pay and
training.
Although there has been a long standing focus on technical occupations within the sector they
actually account for only about a quarter of all positions. There are many widely differing roles
across the footprint, which are equally requiring development.
When looking at skills gaps and shortages five main categories have been identified from Stages
1 and 2 through the gap analysis:
•
Management & Leaderships Skills
•
Employability Skills
•
Basic Skills
•
Generic Skills
•
Technical Skills
As part of Stage 3, Automotive Skills has employed a wide range of engagement techniques with
employers to review the outputs of the first two stages, the gaps between needs and provision
and the potential solutions.
The draft action plan solutions need to be seen in the context of a dichotomy of broadly aligned
employers who can be categorised as “Survivors” or “Aspirers” according to a range of
Scotland Stage 3 – Gap Analysis & Market Testing
Page 6 of 71
November 2006
characteristics. Differing solutions will have differing applications to these two main groups of
employers depending on their needs.
The SWOT analysis identified some key issues for the sector, which are summarised below:
•
Strengths (internal) include;
•
Significant contribution of sector to the economy
•
Relatively immune from (cheap) foreign competition
•
Strong supply chain supports training and development
•
Continuing consolidation supports increased professionalism and workforce development
opportunities
•
Significant existing training in technical skills to be built on
•
Widespread sector employer recognition of benefits of improved skills
•
Wide variety of success project initiatives support skills
•
Improving IAG support for sector
•
Weaknesses (internal) include;
•
•
•
Depressed profitability
•
High capital investment requirements
•
Constant pressure on training budgets
•
Non-aspirational sector image and reputation
•
Gender imbalance
•
Internalised recruitment tendency
•
Low managerial qualification penetration
•
Widespread concerns about the quality of training
Opportunities (external) include;
•
Sector Skills Agreement
•
14-19 agenda initiatives will help encourage higher calibre to join sector
•
Changes to Block Exemption Regulation
•
Wide range of potential employees with transferable skills
•
Increasing volumes of HE qualified leavers
•
Increasingly responsive delivery of training and development
•
Engaged public sectors skills and workforce development organisations and institutions
Threats (external) include;
•
Sector not a priority in any home nation or English region
Scotland Stage 3 – Gap Analysis & Market Testing
Page 7 of 71
November 2006
•
Supply chain pressures (including acquisition and/or control)
•
Changes to Block Exemption Regulation
•
Pace/type of product technological change
•
Ever increasing consumer/customer expectations
•
Increasing legislative controls
•
Political response to climate change (CO2 issues)
•
Social changes to purchase behaviour (sales and aftersales)
•
Economic downturn (especially falling house prices)
•
New types of competition
•
Declining volumes of school leavers
•
Increasing volume of HE qualified leavers
•
Increasing volumes of skilled workers retiring
•
structural changes to provision and its funding
•
public sector unresponsive to employer needs
Main areas contained within the proposed collaborative solutions outlines in the draft action
plans are grouped under the following headings:
•
Developing First Line Management Skills
•
Developing Higher Level Management Skills
•
Raising Technical Skills Capacity and Capability
•
Developing Generic Skills
•
Increasing Legislative Awareness
•
Developing Basic Skills
•
Developing Key/Essential Skills
•
Improving the attractiveness of the Sector
•
Developing Career Pathways
•
Balancing the Workforce
•
High Calibre & Extra Sector Recruitment
•
Developing Employability Skills
•
Developing Quality Development Programmes
•
Quality Improvement Strategy (QIS)
•
Centres of Excellence
•
Skills Passport
•
Development of the downstream automotive Sector Qualifications Strategy (SQS) will drive
from the SSA action plans.
Scotland Stage 3 – Gap Analysis & Market Testing
Page 8 of 71
November 2006
Automotive Skills looks forward to engaging with employers, stakeholders and other partners in
negotiation focusing on the development and delivery of solutions for the greater benefit of the
sector.
Scotland Stage 3 – Gap Analysis & Market Testing
Page 9 of 71
November 2006
3 The Evidence
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --
3.1 Skills Needs
3.1.1
The Sector
The sector in Scotland comprises thirteen industry-defined sub-activities across a range of
business types downstream of the vehicle factory gate. In 5,000 businesses across Scotland
turning over £8.1bn annually it employs 43,000, of whom 75% are male, producing a total GVA
of £1.4bn each year. It is dominated by a few very large employers and the 80% that are microbusinesses.
Sector profitability is relatively poor, with 1½% net profit ratio seen as typical. Some sub-sectors,
such as body repair, suffer the poorest profitability, whilst others such as contract hire and
leasing enjoy better margins.
Overall this depresses pay levels, investment in training,
development of skills making it short-termist, especially in the face of high capital equipment and
facilities investment requirements. Business regulation and legislation as well as cash flow in the
face of competition are particular concerns for Scottish employers.
Historically the sector has been target driven and there is still room to improve customer focus.
At the same time increasing emphasis on careers, rather than occupations, is recognised as
necessary. Furthermore, the sector’s image and reputation would benefit from improvement
through greater professionalism across the spectrum of enterprises since this would aid
recruitment and help to attract higher quality employees.
Figure 1: Enterprise Turnover
Enterprise Turnover
Reprofiled from SIC 50 to match Automotive Skills Footprint
UK
£138,635
ENGLAND
£123,872
£36,111
South East
Country/Region
East of England
£16,352
London
£13,148
North West
£13,014
West Midlands
South West
Yorkshire & the Humber
East Midlands
SCOTLAND
WALES
North East
NORTHERN IRELAND
£12,864
£10,303
£9,605
£8,690
£8,064
£3,917
£3,786
£2,783
£m
Scotland Stage 3 – Gap Analysis & Market Testing
Page 10 of 71
November 2006
3.1.2
Geodemographics
Automotive Skills’ research highlighted a dichotomy between predominantly urban and
predominantly rural geodemographics, with the latter more likely to suffer vacancies because of
poorer communications and access, although their customer and employee base is more stable
with lower turnover than in more urban areas. Training and development is easier to deliver and
less disruptive to enterprises in urban areas.
Annual turnover of employees averages about one in four, although this varies widely by
employer and location. Poaching is a common response to skills shortages in the face of high
turnover, especially in more urban areas. Recruitment from out with the sector remains modest
and opportunities exist to bring a wider range of experiences into many occupations within the
footprint. This applies equally to graduates.
3.1.3
Workforce Profile
Although significant in terms of FE candidate volumes, technicians and related occupations
account for only a quarter of all employees in the footprint. Male employees dominate the
workforce, but union and staff association membership is just 9% and those employed in the
public sector account for just 2½%. New recruits tend to come from school (40%) or FE (20%)
with HE accounting for just 7%, well below that for other sectors.
Improving human resource protocols will assist in broadening the skills pool from which the
sector draws its talent, as well as helping development of employees entering and already within
the sector.
3.1.4
Skills Categories
Considering the skills gaps of existing employees in the sector, highlighted by 23% of employers
in Scotland, and the shortages relating to recruits, highlighted by 5% of employers, five skills
categories have been identified by employers as requiring action. Many of these could be said
to apply across sectors.
Nearly half of Scottish employers said customer service and quality standards were suffering as
a result of skills gaps. Five-out-of-six employers are using training to address these problems.
Automotive Skills’ research has suggested that high quality management and leadership is
needed to motivate employees to succeed and develop positive can-do attitudes in a highly
competitive market place.
Scotland Stage 3 – Gap Analysis & Market Testing
Page 11 of 71
November 2006
3.1.4.1 Employability Skills
A higher proportion of employees (especially young people) need to be interested, enthusiastic,
willing to learn, reliable and motivated and employers have often put the importance of these
attributes above existing technical skills sets.
3.1.4.2 Basic Skills
Employers believe that there are still too many school leavers joining the workforce with
inadequate numeracy and literacy standards and that too much remedial action has to be taken.
3.1.4.3 Generic Skills
These skills are increasingly essential for any business in the twenty-first century.
Sector
employers have identified four generic skills as being key gaps; planning and organising (46% of
employers), problem-solving (45%), team working (41%), and customer handling (39%). Three
quarters of employers agreed that such generic skills were essential for their organisations to
remain competitive.
3.1.4.4 Technical Skills
Sixty-nine percent of sector employers in Scotland identified a lack of proficiency in sectorspecific technical skills among their workforces. The phenomenal pace of technical change in
the products sold, serviced, and repaired by the sector is requiring a corresponding increase in
technical capabilities of those carrying out the work. Nine out of ten employers definitely agree
that there is a considerable need for new training and up-skilling as a result of these
manufacturer-driven changes, which will continue at an increasing pace.
3.1.4.5 Management and Leadership Skills
Employers have argued that management and leadership is key to achieving success in this
sector, as in others, and that this category is in many ways the most important set of skills to
improve.
Considering that just 14% of managers in the sector have a level S/NVQ 4+ (SCQF Level 8+)
qualification, it could be said that there is room to increase the proportion of managers so
qualified.
Leadership skills in particular are in need of development with 73% of employers definitely
agreed this is required. If enterprises are to become less bureaucratic and more like learning
organisations significant change will be required in this area.
Scotland Stage 3 – Gap Analysis & Market Testing
Page 12 of 71
November 2006
3.1.5
Approach to Employer Engagement
Through Stage 3 the findings from Stages 1 and 2 have been communicated to employers,
providers and stakeholders through a series of channels primarily including the following:
3.1.5.1 Published Reports
Five reports have been published for the UK and each of the home nations for Stages 1 and 2 of
the Sector Skills Agreement. These have been available on both the websites of the Sector
Skills Development Agency (SSDA) and that of Automotive Skills, with invitations to comment
and to provide feedback.
3.1.5.2 Roadshow Debates
Automotive Skills has held a series of Roadshow Debates across the whole of the UK beginning
in September 2006 with the last one held at the end of October 2006. Employers, providers and
stakeholders were invited by personal contact and through our website. At each of the half-day
debating sessions the findings of Stages 1 and 2 were presented together with outline solutions
followed by a discussion to 'market test' these to address the gap analysis. These were informal
open debates without assumptions or preconceptions designed to identify the priorities for the
sector.
3.1.5.3 Bi-lateral Discussions
In addition to the roadshow debates, key and interested employers unable to attend the debates
were met to discuss the same issues in a one-to-one setting.
3.1.5.4 Employer Depth Engagement
In addition Automotive Skills commissioned a research agency to conduct a series of 26 depth
interviews with employers to explore, in a confidential and objective manner, the issues arising
out of Stages 1 and 2. This activity supplemented the output of Stages 1 and 2 as well as
contributing to Stage 3.
The output of this activity has been fed back into this report, is
summarized below and more details can be found in the annex.
This report forms part of the consultation and negotiation process with employers, providers,
stakeholders and other interested parties through Stages 4 and 5 right up to sign off of the SSA.
Scotland Stage 3 – Gap Analysis & Market Testing
Page 13 of 71
November 2006
3.1.6
Employer Depth Engagement
As part of Stage 3 twenty six face-to-face depth interviews were carried out with employers
across the UK, of which six were conducted in Scotland. The interviews were spread around the
footprint’s sub activities.
The interviews showed that employer engagement and response to potential solutions varied
according to the structure of the organisation and fundamentally reflects profitability. It is worth
noting that vehicle dealer profitability fell to just 0.6% net profit on sales in August 2006 (Source:
Motortrader , 23rd October 2006, p 10). What is clear is that a one size fits all solution will not
address the issues sufficiently.
Figure 2: Enterprise Skills Focus Typology
“Survivors”
“Aspirers”
Type of Business
Often smaller, independent,
long established, family run.
Medium/large independents,
franchised, larger retailers,
groups
Sites
Often single site
Often multi-site, also single
site
Employees
Typically micro-businesses;
<5 employees
Micro- and larger businesses;
>5 employees
Business Imperative
Survival
Looking for opportunities to
grow
Skills Focus
Often can’t (or don’t want) to
cope with the rigours of
training and development.
Lead by progressive attitudes
or external influences (e.g.
manufacturers, CSI).
Skills Gap/Shortage
Categories recognised
Larger problem with:
Smaller problem with:
ƒ
Employability skills
ƒ
Basic skills (esp <25s)
ƒ
Generic skills
ƒ
Technical skills
Management and leadership
needs not often recognised.
Impact of skills
gaps/shortages more
significant on smaller
workforce.
ƒ
Generic skills (esp.
customer handling)
ƒ
Technical skills
ƒ
Management and
Leadership Skills
The less employable without
minimum requirements have
been screened out already.
Technical needs
More likely to want more ‘old
school’ mechanics (which are
hard to find) to work on older
cars.
Tend to replace rather than
repair – on newer vehicles.
Pace of technological change
causing some difficulties.
Approach to Employees
Less likely to have the time to
look after apprentices, etc.
Few have basic standards for
entry.
More likely to have HR
function, pay tends to be
better. Easier to attract better
staff.
Scotland Stage 3 – Gap Analysis & Market Testing
Page 14 of 71
November 2006
Approach to Training
“Survivors”
“Aspirers”
Little training infrastructure to
support micro-businesses (too
little practical application in
college courses these days).
Often organise or use own or
manufacturer
facilities/courses;
e.g.
academies, reflecting the xyz
way of doing things.
An underlying theme has crystallised through the first three stages of the SSA; that too many
young people have a poor attitude and lack of motivation to fulfil even the most basic of
employer requirements. A widespread lack of discipline combined with a feckless approach to
work is a common experience for employers.
Employer dissatisfaction with such experiences in part explains the rapid move to employ
workers from EU accession states. Employees from Eastern Europe are seen as being reliable,
conscientious, diligent and attentive, and this encourages employers to overcome any language
difficulties that may exist.
The need for better skilled, better qualified managers and leaders is recognised, especially by
the more progressive and sophisticated enterprises. Promotion through the ranks is a common
theme in the sector, but skills development to support changing requirements has been lacking.
Even those who may be good managers may not be good leaders.
3.1.7
Engagement Strategy for Stages 4 and 5
Throughout Stages 4 and 5 Automotive Skills will continue to build on the excellent working
relationship it has developed over a number of years with employers across Scotland. This will
include the Scottish Employers Forum and many ad-hoc meetings, events, roadshows, focus
groups and other engagement activities.
These regular meetings are continuing and on-going and have so far been very productive. In
Stages 4 and 5 Automotive Skills will be engaging and negotiating with employers, providers,
stakeholders and other partners to develop the final action plans for the SSA. Such negotiations
are likely to take place at a number of levels over a wide range of issues. This will draw on the
priorities set in Stage 3 and contained within this report, which will form a starting point for
negotiations.
3.1.8
Approach to Communication, Discussion and Evaluation
The gap analysis carried out in Stage 3 derived from an internal review of the outputs from
Stages 1 and 2 of the SSA and one carried out by consultants heavily involved in Stages 1 and 2
of the project.
Scotland Stage 3 – Gap Analysis & Market Testing
Page 15 of 71
November 2006
Automotive Skills drew together the strands of these pieces of work through internal reviews and
workshops designed to develop a series of possible or proposed solutions grounded in the
findings of the first two stages and the gap analysis.
The possible or proposed solutions were initially presented to standing employer fora around the
UK for consideration and comment. These were used to validate the initial gaps and ideas for
resolving these gaps. From the response to these meetings the solutions were refined and at
subsequent roadshow debates a series of more defined solutions was put forward for discussion.
Whilst Automotive Skills has always played the role of an impartial honest broker during the SSA,
some employers expressed a desire that it should lead employers in a specific direction of
change, rather than simply asking employers to decide on the validity of and priorities for action.
In the very first full roadshow debate employers expressed a clear wish that Automotive Skills
should not only present solution option scenarios, but also clearly recommend the solution
options that it would recommend to deliver the improvements desired.
These views were taken into account and the scenarios re-presented at subsequent roadshow
debates to sign post the way ahead.
The focus of solution presentation, discussions and
evaluation at the roadshows became more aligned to a proposed direction of travel as
demanded by our employers. Consequently, Automotive Skills presented a series of solution
scenarios ‘recommended’ through the feedback. Employers and other partners attending the
roadshows were invited to comment on, agree or disagree with the proposed solutions by degree.
The responses to the proposals were captured and synthesised for later use.
In parallel with this activity Automotive Skills commissioned an independent research agency to
undertake 26 face-to-face depth interviews with employers across the UK to reaffirm the
priorities for action. The outputs from this exercise fed into the evaluation of the priorities for
action, defined as long, medium or short-term.
Automotive Skills then held an internal workshop involving all research, policy, regional and
national staff to discuss and debate the outcomes of the employer engagement activities
undertaken. This drew together the gap analysis, responses to the roadshow debate proposal
scenarios presentations, and the employer depth interviews, to create a set of draft action plans
to act as the basis for negotiations in Stages 4 and 5.
Scotland Stage 3 – Gap Analysis & Market Testing
Page 16 of 71
November 2006
3.2 Supply-Side Evaluation
The following sections examine the supply side issues impact on the Sector Skills Agreement.
As part of this process is a SWOT analysis for the sector; the Strengths and Weaknesses being
internal and the Opportunities and Threats being external.
3.2.1
SWOT Analysis – Scotland
Figure 3: SWOT Analysis Scotland
SPECIFIC STRENGTHS
SPECIFIC WEAKNESSES
Sector Characteristics
Scotland has a lower proportion (84%) of small
businesses
(1-10 employees) than the UK sector
average (88%); smaller businesses are less likely to
train their staff
Workforce
Sector employment in Scotland is expected to
fall at a slightly faster rate than at the UK level
Training
According to research carried out for Stage 2 Scottish
employers in the sector are more likely to provide
training for their staff, with 70% of employers having
done so compared to the UK average of 54%
According to data the greatest level of provision in
Scotland is at Level 3; the level believed to be in
greatest demand amongst employers
Further Education: North Lanarkshire is a major
centre of retail automotive sector FE
Work Based Learning: Enrolments in Modern
Apprenticeships have been increasing steadily in
recent years
Qualifications and Provision
Official inspectorates have found that colleges and
training providers in Scotland serving the Retail
Automotive sector are performing well; no serious
problems have been highlighted
Compared to the UK average for the sector
there is a relatively low proportion of
employment in management and senior official
positions and in sales and customer service
occupations in Scotland
Compared to the UK average, the sector in
Scotland has a lower proportion of employees
with Level 3 and Level 4 qualifications
Scotland has a proportionately high number of
employees in the sector with no qualifications
The UK Retail Automotive Sector has a much
lower proportion of female workers than the all
sector average (78% male versus 53% male
across all sectors); in Scotland this situation is a
little more pronounced (81% of the workforce
being male)
Training
Work Based Learning: Skillseekers enrolments
in the sector have decreased by more than 50%
since 2001/02
Work Based Learning: the number of females
taking part in Modern Apprenticeships in the
sector is very low (1.0%), although not as low as
for Skillseekers courses (0.2%)
Higher Education: very few HE courses took
place in Scotland
Higher Education: the number of females taking
part in HE courses was low
Qualifications and Provision
According to data, Scotland has the fewest
number of retail automotive courses in the UK
Scotland Stage 3 – Gap Analysis & Market Testing
Page 17 of 71
November 2006
In terms of the levels of qualifications offered,
Scotland appears to have significant gaps from
Level 4 upwards
According to official inspectorates, the main
shortcomings identified
in publicly funded
provision in Scotland tend to be around internal
quality assurance
SPECIFIC OPPORTUNITIES
SPECIFIC THREATS
Workforce
Marked increases in the expected levels of
qualifications required amongst those employed in
each occupation are projected, particularly at Level 3;
creating increased demand for qualifications and
training. Although the demands for all levels of
qualifications in the sector in Scotland are projected
to be relatively low compared to the sector at UK
level
Workforce
24% of the Automotive Skills sector workforce in
Scotland will need to be replaced during the
period 2004-2014, creating the danger of further
and more extensive skills gaps. Although this is
below the UK average (30%)
Training
The Scottish Executive have a priority of improving
the skills base of Scotland
Highland and Islands Enterprise put a distinct
emphasis on the need for provision for the over 25s
Funding in Scotland is allocated on a market
failure or potential growth basis which may
make it more difficult for the Retail Automotive
Sector to access funds in the future
There is a threat that the Retail Automotive
Sector is not perceived as a priority by funders
and policy makers and that their actions do not
meet the sector’s specific requirements
Larger employers who operate across the UK
have voiced frustration about the different
funding and eligibility criteria across the four
home countries – there is a danger that they will
distance themselves further from public
provision
3.2.2
Geographic Context
The Scottish policy context is both distinctive and produces the greatest levels of success for
young people in the footprint. The skills, training and development issues facing employers and
providers in Scotland are very similar to those faced by those groups in other areas of the UK,
with only marginal differences in scale or importance.
The 43,000 employees in the footprint in Scotland total fewer than in any English region apart
from the North East (23,000), although the proportion of the working population is similar to the
UK average at about 2%.
Where there is a difference however is in the dichotomy between businesses with predominantly
urban and those with predominantly rural employee and customer territories. Those employers
in more rural areas tend to find it more difficult to hire suitable staff, but retain them for longer,
and have a more loyal customer base than those in more urban areas where communities are
more transient and fragmented and alternative employment is greater.
Scotland Stage 3 – Gap Analysis & Market Testing
Page 18 of 71
November 2006
Futureskills Scotland data suggests that rural employers are more likely to have vacancies and
hard-to-fill vacancies and over twice as many businesses in rural areas cite geographic location
as a reason for lack of applicants for hard-to-fill vacancies compared to those in urban areas.
The data also show that technical and generic skills (such as customer-handling and problemsolving) are particularly lacking in applicants for skills shortage vacancies in rural areas.
Figure 4: Employment Volumes
Employment Volumes
South East
85,960
West Midlands
74,177
East of England
62,988
Country/Region
South West
58,668
57,672
North West
Yorkshire & Humber
53,973
47,646
East Midlands
Greater London
43,571
SCOTLAND
36,458
29,860
WALES
North East
NORTHERN IRELAND
23,044
14,693
Employees in Automotive Skills Footprint
3.2.3
Changes to Provision by Skills Category
In the next sections we outline by skills category in table format and a narrative of the
requirements for change that forms the basis for the proposed collaborative solutions. These are
expressed in the draft Action Plans which follow in section 4.
3.2.3.1 Employability Skills
Employability Skills
Persons possessing the right attitudes and
motivations for work, including willingness to learn,
reliability, dependability, thoroughness, aptitude,
good timekeeping, appropriate appearance and such
like.
Desired changes to current provision
Improvements to the school curriculum
More advice on the content of learning programmes
Standardised initial assessments
Skills for Work courses
Pre-apprenticeships
Scotland Stage 3 – Gap Analysis & Market Testing
Page 19 of 71
November 2006
Inter-personal skills development
Learning programmes to include a range of
technical, basic, generic and employability skills
Desired changes to provider structure
For negotiation to meet the goals for change
Demographic groups to be targeted
Primarily:
ƒ
14-16 Age Groups
ƒ
16-19 Age Groups
ƒ
Targeted industry sub-activities
Flexible, appropriate qualifications frameworks
ƒ
Specific skills
ƒ
Qualification Frameworks
Work with the SfBN cross sector activities to address
needs
ƒ
Levels
ƒ
Volumes/Proportions
Workforce
of
Desired Modes of Delivery
For negotiation to meet the goals for change
Desired Provider Capacity
For negotiation to meet the goals for change
Other Information (including examples of
good practice)
Work with the SfBN and Scottish Executive policies
to effect long term change i.e. Determined to
Succeed etc.
3.2.3.2 Basic Skills
Basic Skills
Desired changes to current provision
Comprising in the main:
•
Literacy
•
Numeracy
•
Improvements to the school curriculum
•
Learning programmes to include a range of
technical, basic, generic and employability skills
Desired changes to provider structure
For negotiation to meet the goals for change
Demographic groups to be targeted
•
14-16
•
School Leavers
•
Apprentices
•
Targeted industry sub-activities
•
Specific skills
•
Qualification Frameworks
•
Levels
•
Volumes/Proportions of Workforce
Scotland Stage 3 – Gap Analysis & Market Testing
New entrants to the sector and existing employees
across all sub-activities
Page 20 of 71
November 2006
Desired Modes of Delivery
For negotiation to meet the goals for change
Desired Provider Capacity
For negotiation to meet the goals for change
Other Information (including examples of
good practice)
Continue to work with SQA and lds4b.
3.2.3.3 Generic Skills
Generic Skills
ƒ
Planning and organizing
ƒ
Problem-solving
ƒ
Team working
ƒ
Customer handling
Desired changes to current provision
Learning programmes to include a range of
technical, basic, generic and employability skills
Desired changes to provider structure
For negotiation to meet the goals for change
Demographic groups to be targeted
All employees in the footprint.
ƒ
Targeted industry sub-activities
ƒ
Specific skills
ƒ
Qualification Frameworks
ƒ
Levels
ƒ
Volumes/Proportions
Workforce
Relevant to all occupations, especially customeroriented roles, in all sub-sectors and activities.
of
Desired Modes of Delivery
For negotiation to meet the goals for change
Desired Provider Capacity
For negotiation to meet the goals for change
Other Information (including examples of
good practice)
Continue to develop MA Frameworks to address
these skills for new entrants to the sector and
develop HR toolkits for employers
3.2.3.4 Technical Skills
Technical Skills
Particular emphasis on keeping pace with changing
product technology
Desired changes to current provision
Learning programmes to include a range of
technical, basic, generic and employability skills
Desired changes to provider structure
For negotiation to meet the goals for change –
develop and establish a centre of excellence model
Demographic groups to be targeted
ƒ
Targeted industry sub-activities
ƒ
Specific skills
ƒ
Qualification Frameworks
ƒ
Levels
Scotland Stage 3 – Gap Analysis & Market Testing
Likely to impact all technicians and technical roles
across Scotland.
Page 21 of 71
November 2006
ƒ
Volumes/Proportions of
Workforce
Desired Modes of Delivery
For negotiation to meet the goals for change
Desired Provider Capacity
For negotiation to meet the goals for change
Other Information (including examples of
good practice)
Link to UK wide activities to develop a ‘future’ model
for provision in the sector.
3.2.3.5 Management and Leadership Skills
Management & Leadership Skills
Desired changes to current provision
More focus on CPD, building blocks, bitesize
learning
Step into ARMS
Roll out ARMS more widely
Desired changes to provider structure
Develop the delivery infrastructure and links with
employers
Demographic groups to be targeted
All managers and supervisors
ƒ
Targeted industry sub-activities
ƒ
Specific skills
ƒ
Qualification Frameworks
ƒ
Levels
ƒ
Volumes/Proportions of
Workforce
Likely to impact all mangers from first-line
supervisory level upwards across the entire footprint.
There is a need to address the more formal
management and informal leadership skills issues.
Desired Modes of Delivery
For negotiation to meet the goals for change
Desired Provider Capacity
For negotiation to meet the goals for change
Other Information (including examples of
good practice)
Work with existing providers to establish the delivery
infrastructure and promote to employers.
3.2.4
Approach to Supply-Side Consultation
Since the Scottish Showcasing Event in August 2006, Automotive Skills has been undertaking
regular engagement with stakeholders in Scotland through Project Board meetings, our Quality
Improvement Groups, ad-hoc group sessions and bi-lateral meetings. These are continuing and
on-going and have so far been very productive.
Throughout Stages 4 and 5 Automotive Skills will be engaging and negotiating with employers,
providers, stakeholders and other partners to develop the final action plans for the SSA. Such
negotiations are likely to take place at a number of levels over a wide range of issues. This will
draw on the priorities set in Stage 3 and contained within this report, which will form a starting
point for negotiations.
Automotive Skills will continue to work with stakeholders and partners to align solutions with the
Scottish policy agenda to enable positive benefits and synergistic outcomes to be developed.
Scotland Stage 3 – Gap Analysis & Market Testing
Page 22 of 71
November 2006
3.2.5
Balance of Evidence – the Learner Input
From the very beginning of the SSA process Automotive Skills has recognised the importance of
the individual employee at the heart of change in the sector. Without the commitment, diligence
and application of the individual learner skills development cannot be embedded in the
workplace.
Although the development process of the SSA as defined does not specifically
incorporate evidence from individual employees, Automotive Skills has carried out research with
employees. Specifically, this work has helped to identify roadblocks in the way of personal
development.
Work/life balance-related issues in particular were identified as a significant restraint on
workforce development – often driven by a combination of operational and supply-chain
pressures – that impact significantly on an individual’s capacity and capability to develop
professionally. As part of the drive to inform and advise employers about the benefits of training
and development to their businesses Automotive Skills aims to help remove such obstacles to
new learning and up-skilling.
The role that trades unions can play in supporting development of the shared skills agenda is
widely recognised, although penetration of trade unions and staff association membership in the
sector is very low. Wherever practical and appropriate Automotive Skills will work with trades
unions to ensure the SSA reflects the collective needs of their members as well as the sector’s
workforce as a whole.
Automotive Skills will continue to work with all partners to ensure the needs of individuals are
reflected in the solutions and action plans to be agreed.
Scotland Stage 3 – Gap Analysis & Market Testing
Page 23 of 71
November 2006
4 Proposed Collaborative Solutions
4.1 Management &Leadership
4.1.1
First-Line Management Skills
First-Line and supervisory management skills are critical to enhancing performance in the retail motor industry, Although work on management capability has
to date focussed on higher level skills through the Automotive Retail Management Standards (ARMS) Level 5 qualification, it has been recognised by
employers that greater benefits for the sector can be achieved through development of national occupational standards at Level 3. However, for this to be an
effective solution for the sector there is also a requirement for a more flexible approach to training delivery, accreditation and funding support to maximise
uptake, encourage more managers to progress to higher level qualifications and to leverage benefits for employers, employees and customers.
Evidence
(demand
supply)
and
Employers
have
noted that first-line
management
needs
better
development.
Focus at first-line
level offers an
opportunity
to
redress
the
relatively
poor
level
of
management
qualification
across the sector
(Only
14%
of
managers
in
sector
have
Sub-sectors
&
Occupations
Likely
to
be
Affected
Applies to all subsectors
and
specifically
to
managers in most
(but not all) firstline or supervisory
positions.
(NB
Not
appropriate
for
sole
proprietor
operations)
Also important as
an element
to
develop
succession
planning for these
first-line managers
Desired Impact of
Change,
Improvement or
Activity
Long term change
in culture of sector
is
needed
to
increase perceived
value
of
management
qualification
to
enhance personal
and
business
performance – to
achieve
better
profitability through
more
effective
processes.
In the short term,
this
can
be
stimulated through
Scotland Stage 3 – Gap Analysis & Market Testing
Employers
Involved
and
Actions to be
Taken
Manufacturer
(National
Sales
Organisations),
their
retailer
networks, large /
medium
dealer
groups,
fast-fit
operators,
independent
dealers,
bodyshops, trade
associations (e.g.
SMTA).
Employers
with
existing Level 3
programmes
to
map
&
align
Stakeholder
Involved
and
Actions to be
Taken
Scottish
Enterprise,
Highlands
&
Islands Enterprise,
Scottish Funding
Council,
SQA,
learndirect
Scotland
Funding support to
map
existing
employer
programmes
across to ‘Step
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Short-term
Existing employer
training provision
for
first-line
management roles
aligned to Step
into
ARMS
–
working
closely
with
major
employers
in
Scotland (top 5
dealer and fast fit
employers)
Focus for activity
to
stimulate
employer
awareness of Step
into ARMS and
encourage uptake
of
Level
3
qualification.
Manufacturers to
visibly
change
existing
programmes
to
profile of ‘Step into
ARMS’ to show
‘Quick Win’
Page 24 of 71
/
Funding
Costings
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Reviewing
Monitoring
Arrangements
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Year 15
manufacturer
franchise networks
across the UK.
November 2006
Evidence
(demand
supply)
and
S/NVQ level4 + or
equivalent (SCQF
Level 8+), and
16%
have
no
qualification at all)
Sub-sectors
&
Occupations
Likely
to
be
Affected
to progress to
more senior levels.
Desired Impact of
Change,
Improvement or
Activity
work with aspiring
new managers to
encourage
a
learning
culture
and develop best
practice activity.
Create ‘Learning
Champions’
Develop
higher
quality managers
to
enable
succession
planning – and
contribute
to
reduced
staff
turnover
(and
associated costs)
Broaden the vision
of
management
as a catalyst to
address limitations
of ‘silo mentality’
Scotland Stage 3 – Gap Analysis & Market Testing
Employers
Involved
and
Actions to be
Taken
management
training
delivery
with ‘Step into
ARMS’ (Level 3) with support of
awarding bodies &
providers.
Establish
‘Fast
Track’
pilot
schemes - key
influencer
employers
to
develop
case
studies to illustrate
clear benefits for
the individual and
business needs of
employer.
Endorsement and
promotion of ‘Step
into ARMS’ by
Trade
Associations
to
influence member
networksAssess
role for an HR
Toolkit to enhance
practical support
for
Step
into
ARMS
Stakeholder
Involved
and
Actions to be
Taken
into ARMS’
Funding
to
promote employer
uptake
of
management and
leadership
development
at
Level 3 – both in
terms
of
pilot
schemes but also
longer
term
funding initiatives
Close
collaboration
between awarding
bodies
and
providers
to
facilitate
‘Fast
Track’ groups of
employees
with
leading employers
to achieve Level 3
qualification.
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Funding to support
mapping
and
promotion in place
within first year.
Year 2 1
independent
network
accredited
(This will need to
be
sustained
through
Medium/Long
term
promotion
through
trade
association
and
manufacturer
networks -as the
foundation
to
underpin
longer
term sustainability
of culture change)
Page 25 of 71
/
Funding
Costings
&
Reviewing
Monitoring
Arrangements
Use of HR Toolkit
to provide practical
support
for
learners on Step
into
ARMS
programmes Case
studies illustrating
practical benefits
of
addressing
business needs for
employers
[Targets
for
number of Step
into
ARMS
qualification
achievements to
be developed??]
Clear link to Skills
Passport solution
– Level 3 ‘Step
into ARMS’ as a
‘selling benefit’
November 2006
&
4.1.2
Higher Level Management Skills
Although the issue of raising management capability has been recognised by the sector as fundamental to developing higher level performance - with the
launch of industry-specific Automotive Retail Management Standards (ARMS) in 2004, as a Level 5 qualification - it has not been fully embraced by the sector
to date. A more practical approach, based on addressing employers’ business needs (which are driven by competence rather than qualification), is required to
improve senior management effectiveness. This will need to be achieved through flexible delivery provision, accreditation of ‘bite-size’ training and funding
that encourages engagement with learning at a senior level.
Evidence
(demand
supply)
and
Research
has
highlighted
a
relatively
poor
level
of
management
qualification
across the sector
(Only
14%
of
managers
in
sector
have
S/NVQ Level 4+ or
equivalent (SCQF
Level 8+), and
16%
have
no
qualification at all)
Employers
have
identified that lack
of
succession
planning
and
formal
development
of
staff
prior
to
assuming
management roles
undermines
employer
Sub-sectors
&
Occupations
Likely
to
be
Affected
Applies to all subsectors, line and
senior
management
positions.
ARMS is likely to
be more relevant
to larger employer
organisations (e.g.
dealer groups).
Management and
leadership
skills
issues for Micro
businesses more
likely
to
be
addressed through
Step into ARMS
and
practical
modular delivery
(e.g.
HR
and
Health & Safety)
Desired Impact of
Change,
Improvement or
Activity
Formal
management
training,
based
around
ARMS
standards
will
facilitate
development
of
cultural
change
towards learning
organisations.
ARMS
accepted
as the established
cross-sector
benchmark
for
managers – and
encourage
high
calibre recruits into
management
roles.
Employers
Involved
and
Actions to be
Taken
Manufacturer
(National
Sales
Organisations) and
their
retailer
networks, large /
medium
dealer
groups, fast fit
operators,
independent
dealers,
bodyshops, trade
associations (e.g.
SMTA).
Create ‘Learning
Champions’
to
encourage wider
participation.
Employers
with
existing
management
programmes
to
map
&
align
management
training
delivery
with ARMS –with
support
of
awarding bodies &
providers.
Develop
Establish
Scotland Stage 3 – Gap Analysis & Market Testing
higher
‘Fast
Stakeholder
Involved
and
Actions to be
Taken
Scottish
Enterprise,
Highlands
&
Islands Enterprise,
Scottish Funding
Council,
SQA
learndirect
Scotland
Funding to support
mapping
of
existing employer
programmes
across to ARMS
Funding
to
promote employer
uptake
of
management
development
through
stakeholder
funding initiatives
– both in terms of
pilot schemes and
funding
standalone modules, not
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Short
and
Medium
term
focus for activity to
stimulate employer
awareness
of
business benefits
to be derived from
wider uptake of
formal
management
development.
Existing employer
management
training provision –
working
closely
with
major
employers
in
Scotland (top 5
dealer and fast fit
employers)
and
manufacturer
franchise networks
across the UK.
Short term activity
around
case
studies
and
employer
awareness raising
Manufacturers to
visibly
change
existing
programmes
to
profile of ARMS to
show ‘Quick Win’
Endorsement and
promotional
Page 26 of 71
/
Funding
Costings
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Reviewing
Monitoring
Arrangements
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Case
studies
illustrating
practical benefits
and
success
stories
from
developing
management skills
in
addressing
business needs for
employers
Clear link to Skills
Passport solution
– recognition of
November 2006
Evidence
(demand
supply)
and
capability to exploit
Strengths
and
Opportunities, and
respond to Threats
and Weaknesses
identified in SWOT
analysis
Sub-sectors
Occupations
Likely
to
Affected
&
be
Desired Impact of
Change,
Improvement or
Activity
quality managers
to
enable
succession
planning – and
contribute
to
reduced
staff
turnover
(and
associated costs)
at all levels in
business
Employers
Involved
and
Actions to be
Taken
Track’
pilot
schemes – key
influencer
employers
to
develop
case
studies to illustrate
clear benefits for
the individual and
business needs of
employer.
Recognition
of
achievement
of
stand-alone
modules
to
support individual
progression
Endorsement and
promotion
of
ARMS by Trade
Associations
to
influence member
networks
Broaden the vision
of
management
as a catalyst to
address limitations
of ‘silo mentality’
Scotland Stage 3 – Gap Analysis & Market Testing
Stakeholder
Involved
and
Actions to be
Taken
just
end
qualification.
Close
collaboration
between awarding
bodies
and
providers
to
facilitate
‘Fast
Track’ groups of
employees
with
leading employers
to
achieve
qualification.
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
support
from
Trade
Associations
achieving ARMS
modules
(partqualification) as a
‘selling benefit’ for
individual
progression and to
help prospective
employers identify
aspiring
managers.
/
Funding
Costings
&
Reviewing
Monitoring
Arrangements
Funding
support
for development of
provider capacity
for ARMS – work
with
existing
management
&
leadership
providers
to
contextualise
delivery to ARMS
Page 27 of 71
November 2006
&
4.2 Technical Skills
4.2.1
Raising technical skills capacity and capability
The phenomenal pace of change in vehicle technology is putting pressure on employers and employees alike. A high proportion of employers find it difficult
to keep the skills of their technical staff up to date - despite being at the core of apprenticeship programmes in the sector for many years. Combined with
ongoing developments in IT diagnostic equipment and materials used in vehicle construction mean that there is a fundamental requirement for continuous
upskilling of the existing workforce as well as for new entrants. Equally, there is a need for new adult entrants to be attracted into the industry and their skills
need to be developed so they can be economically active.
Evidence
(demand
supply)
and
Qualifications and
or courses being
offered do not
reflect
employer
and industry needs
limiting employer
engagement.
Limited correlation
between national
and regional/local
recruitment
of
apprenticeship
opportunities result
in applicants being
lost to the sector.
69% of sector
employers
in
Scotland
have
identified a lack of
proficiency
in
sector-specific
Sub-sectors
&
Occupations
Likely
to
be
Affected
Applies to all subsectors
and
specifically
technical
occupations that
account for about
one in four of all
positions in the
sector.
Primarily
these
include technicians
and
associated
trades.
Desired Impact of
Change,
Improvement or
Activity
Development
of
local
‘Employer
Friendly Learning
Providers’
that
provide
information, advice
and guidance to
employer.
Greater
engagement
by
micro/small
businesses
with
the
training
provision at local
levels.
Employers
are
better
informed
about funded and
non-funded
training solutions
and as a result
Scotland Stage 3 – Gap Analysis & Market Testing
Employers
Involved
and
Actions to be
Taken
Manufacturer
(National
Sales
Organisations) and
their
retailer
networks, large /
medium
dealer
groups, fast fit
operators,
independent
dealers,
bodyshops, trade
associations (e.g.
SMTA).
Micro,
small and medium
size
businesses
that specialise in
the
servicing,
repair and fault
diagnosis
of
vehicles.
Trade
Association
(SMTA)
Stakeholder
Involved
and
Actions to be
Taken
Scottish
Enterprise,
Highlands
&
Islands Enterprise,
Scottish Funding
Council,
SQA,
Learndirect
Scotland, Careers
Scotland,
JC+,SFEU
FE
Colleges
and
private providers.
Develop
“Employer Friendly
Learning Providers
with the capacity
to deliver a range
of
training,
information
and
services designed
to help employers
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Short to Medium
Term
Pilot
‘Employer Friendly
Learning
Providers’
in
partnership
with
local government
agencies-
Potential
outcomes include:
Medium to long
term - Establish
protocol
for
national
apprenticeship
applicants
to
receive information
on
local
employment
opportunities
Long
Term
Establish national
coverage
of
Page 28 of 71
/
Increased number
of micro, small and
medium
size
businesses
engaging
in
Government
funded initiatives.
Funding
Costings
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Reviewing
Monitoring
Arrangements
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Skill
and
qualification levels
within the Retail
Motor
Industry
increase.
Training at a local
level
reflects
industry need and
funding
is
channelled
to
those
needs
November 2006
Evidence
(demand
supply)
technical
among
workforces.
and
skills
their
Concerns over the
technical capability
of staff working in
the sector are also
reflected in the
National
Consumer
Council’s
threatened
‘Supercomplaint’
Employers
not
actively supporting
the local training
provision
Sub-sectors
Occupations
Likely
to
Affected
&
be
Desired Impact of
Change,
Improvement or
Activity
participation
in
apprenticeships,
and other training
increases.
Local
training
provision delivery
reflects employer
needs
across
technical and non
technical areas
Local
training
adheres
to
Automotive Skills
Quality
Improvement
Strategy (see 5.2)
Employers
Involved
and
Actions to be
Taken
endorsement
Development
of
‘Employer Friendly
Learning
Providers’ with the
capability
to
delivery the full
range
of
Automotive Skills
qualifications,
short courses and
frameworks
Development
of
‘Employer Friendly
Learning
Providers’ with the
capability
to
provide IAG to
employers.
Reduce employer
confusion
surrounding
training
and
funding resulting in
improved
engagement.
Enable employers
to select better
informed suitable
young people for
apprenticeships by
providing
links
between national
and
local
recruitment
Scotland Stage 3 – Gap Analysis & Market Testing
Establish
links
between national
employer
apprenticeship
programmes that
have
surplus
applicants
and
local provision with
surplus
vacancies/training
Stakeholder
Involved
and
Actions to be
Taken
build capacity and
satisfy
business
needs.
Work with key
partners at both
national and local
levels to maximise
recruitment
and
promotional
opportunities
for
Apprenticeships.
Develop
training
delivery to meet
industry needs encourage
learning providers
to
commit
teaching staff CPD
and investment in
capital equipment
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
‘Employer Friendly
Learning
Providers’
supporting
business
development and
employee
professionalism.
Long
Term
Establish
methodology
to
support/fund local
training provision
to meet employer
needs
(via
collaborative
working).
Skills
level
of
training
delivery
staff increases as
a direct result of
Train the Trainer
programmes
keeping pace with
employer needs.
/
Funding
Costings
&
Reviewing
Monitoring
Arrangements
Using
bite-size
technical training
employers
are
provided
with
opportunity
to
meet
emerging
industry “Codes of
Practice”.
Integrate all above
initiatives
with
Skills
Passport
solution
Review available
qualifications and
full time courses
as
to
their
suitability to meet
employer
and
industry needs
Funding bodies to
Medium Term
Establishment
Page 29 of 71
of
November 2006
&
Evidence
(demand
supply)
and
Sub-sectors
Occupations
Likely
to
Affected
&
be
Desired Impact of
Change,
Improvement or
Activity
More
flexible
qualifications
made available
Employers
Involved
and
Actions to be
Taken
opportunities.
Employers
run
CPD programmes
for employees –
linked to roll out of
Skills Passport
Work
with
UK
Skills and SkillAuto
to raise profile and
build infrastructure
for
skills
competitions in the
run-up to London
2011.
Scotland Stage 3 – Gap Analysis & Market Testing
Stakeholder
Involved
and
Actions to be
Taken
fund short courses
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Centre(s)
Technical
Excellence
Scotland
Collaborate
with
sector employers
on development of
Centre(s)
of
Technical
Excellence
for
Scotland
/
Funding
Costings
&
Reviewing
Monitoring
Arrangements
of
for
Establishment
Centre(s)
Technical
Excellence
Scotland
of
of
for
Infrastructure for
automotive
competitions
in
place;
profile
raised of technical
skills in the motor
industry.
Page 30 of 71
November 2006
&
4.3 Generic Skills
4.3.1
Generic Skills
In common with possibly all sectors of the economy, there is an ever-increasing demand for generic skills. These are demanded from almost all employers
across the footprint’s sub-sectors because they are critical at all occupational levels in ensuring business success – particularly customer service skills. Such
generic skills are often seen as cutting across all job roles and as a pre-requisite to underpin more specific skills sets noted elsewhere in this report.
Evidence
(demand
supply)
and
Employers
have
highlighted
that
generic skills (such
as
customer
handling,
team
working,
communications
and
problemsolving) are in
short
supply
amongst
both
existing
employees
and
new recruits.
However,
the
employer focus is
on
addressing
employees’
practical expertise
and
specific
business
needs
not
on
qualifications.
Sub-sectors
&
Occupations
Likely
to
be
Affected
Applies to all subsectors and all
occupations
across the sector,
but has particular
significance
for
customer-facing
roles.
Desired Impact of
Change,
Improvement or
Activity
Improved access
to flexible and
modular bite-size
provision
to
delivery solutions
for
practical
business needs.
Provide
a
mechanism
for
employers
and
individuals to be
able to access
training
through
innovative delivery
mechanisms
Clear advice for
employers
on
availability
and
access to training
and funding. –
especially SME &
Micro businesses
–
to
address
current confusion
experienced
by
Scotland Stage 3 – Gap Analysis & Market Testing
Employers
Involved
and
Actions to be
Taken
Dealer
groups,
independent
dealers, roadside
recovery
operators, fast fit
outlets,
bodyshops,
and
trade associations
(e.g. SMTA) –
focus on Micro and
SME
business
employers.
Establish
pilot
schemes
with
SME
employers
(also
through
collaboration with
“soft franchises”,
such as Bosch Car
Care Centres) to
raise profile of
bite-size modular
solutions. Develop
case studies to
widen participation
Stakeholder
Involved
and
Actions to be
Taken
Scottish
Enterprise,
Highlands
&
Islands Enterprise,
Scottish Funding
Council,
Learndirect
Scotland, Scottish
Executive.
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Short term
Case
study
examples of SME
& Micro employers
gaining business
benefit
from
generic
skills
enhancement.
Work
with
Learndirect
Scotland
to
enhance employer
access to generic
skills training –
information,
marketing
and
accessible delivery
for
SME/Micro
employers.
(Inc.
measures
of
training quality that
enable employers
to make informed
purchase
Develop database
of provision for the
automotive sector
Page 31 of 71
/
Funding
Costings
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Reviewing
Monitoring
Arrangements
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Enhanced
awareness of and
accessibility
to
generic
skills
training provision –
inc. solutions for
rural areas
—
increase
employers’
awareness of local
learning centres
Training for SME
employers
to
improve business
planning – training
budgets
Reduced employer
confusion
about
November 2006
Evidence
(demand
supply)
and
Sub-sectors
Occupations
Likely
to
Affected
&
be
Desired Impact of
Change,
Improvement or
Activity
employers
Employers
Involved
and
Actions to be
Taken
– inc. Business
Improvement
Techniques (BIT)
and team working
Develop a toolkit
with employers to
promote use of
Training Plan and
Budget
within
context
of
improved business
planning.
Scotland Stage 3 – Gap Analysis & Market Testing
Stakeholder
Involved
and
Actions to be
Taken
decisions)
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
provision
funding
Funding
support
for
modular
courses which do
not directly lead to
qualifications
–
address employer
need for business
solution not for
qualifications.
Funding
to
develop Training
Plan
toolkit
to
develop
SME
capability
for
business planning
for Training Plans
and budgeting
/
Funding
Costings
&
Reviewing
Monitoring
Arrangements
and
Mechanism
to
support employers
in making effective
decisions
about
purchasing training
(e.g.
provider
quality and training
outputs)
Medium
Page 32 of 71
Integrate generic
skills training (inc.
bite-size modular
training that does
not attract formal
qualifications) into
the Skills Passport
solution.
November 2006
&
4.3.2
Generic Skills – Customer Service
Development of stronger customer service skills, across all occupations and sub-sectors, are fundamental to the future development of the sector – and there
I san opportunity for this to be supported through the effective use of a Customer Service Toolkit
Evidence
(demand
supply)
and
Sub-sectors
&
Occupations
Likely
to
be
Affected
All
sub-sectors
and
employer
groups – large and
small
Desired Impact of
Change,
Improvement or
Activity
Greater
recognition
for
customer service
throughout
the
sector
Skills
Passport
accepted
by
majority
of
employers across
the sector – entry
point to CPD and
‘learning
organisations’
through
generic
skills
Employers
Involved
and
Actions to be
Taken
Employers to use
Customer Service
Toolkit as best
practice for all
customer-facing
staff
Commitment
to
standards
development
to
contextualise
existing Customer
Service units to
ensure
fit
for
purpose in sector
Employers
to
implement
incentive
bonus
schemes
based
on
customer
service measures
(not
sales
volumes)
Employers
to
recognise
Skills
Passport
as
meeting
a
minimum
requirement
of
employment (and
Scotland Stage 3 – Gap Analysis & Market Testing
Stakeholder
Involved
and
Actions
to
be
Taken
Funding
for
development
and
accreditation of the
Customer
Service
Toolkit – especially
where delivered in
bite-size
modules
(which
may
not
currently
be
recognised by formal
qualifications)
Support
for
the
accreditation
of
customer
service
standards/qualificati
ons
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Short to Medium
term (up to 2
years)
Customer service
standards that are
accepted
by
employers
as
being
contextualised and
fully fit for purpose
Year
1
New
Customer
Service standards
for sector
Target number of
employers using
Toolkit application
–
e.g.
2
independent
repairer networks
Awarding body ‘buyin’ to Skills Passport
Review
/
Funding
Costings
&
Reviewing
&
Monitoring
Arrangements
Better
customer
service levels, as
seen in reduced
complaints
to
Trading Standards
from the sector
and NCC removal
of threat of the
‘Supercomplaint’
Industry
recognises
the
requirement for a
Skills Passport
experience
Page 33 of 71
November 2006
Evidence
(demand
supply)
and
Sub-sectors
Occupations
Likely
to
Affected
&
be
Desired Impact of
Change,
Improvement or
Activity
Employers
Involved
and
Actions to be
Taken
an
accepted
measure
for
customer handling
skills)
Work with larger
dealer groups and
“soft
franchises”
that
have
experience
of
emerging Train to
Gain solutions in
England to identify
any
relevant
learning
for
Scotland
Scotland Stage 3 – Gap Analysis & Market Testing
Stakeholder
Involved
and
Actions
to
be
Taken
of Train to Gain in
England and identify
any learning points
that could add value
for Scotland
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Page 34 of 71
/
Funding
Costings
&
Reviewing
&
Monitoring
Arrangements
November 2006
4.3.3
Legislation
Trading Standards Project in Highlands & Islands Enterprise has identified shortfalls in employer knowledge of consumer and employment law which need to
be addressed in parallel with customer service skills
Evidence
(demand
supply)
and
Too
many
employers in the
sector
are
unaware
of
legislative
requirements
–
both
consumer
and employment
law.
(Issue highlighted
by
work
with
Trading Standards
Project
in
Highlands
&
Islands Enterprise)
Sub-sectors
&
Occupations
Likely
to
be
Affected
Applies to all subsectors
–
technical,
sales
and all customerfacing
occupations.
An
issue
particularly
for
Micro businesses,
but
also
for
customer
facing
and
first-line
management staff
in
larger
(and
SME) employers
Desired Impact of
Change,
Improvement or
Activity
Increase employer
and
employees
knowledge of legal
responsibilities
with
regard
to
consumer
and
employment law
Enhanced
customer
complaint handling
procedures,
reduced number of
complaints
to
Trading
Standards,
improve Health &
Safety
records,
and improve staff
retention.
Employers
Involved
and
Actions to be
Taken
Dealer
groups,
independent
dealers, fast fit
outlets,
bodyshops,
and
trade associations
(e.g. SMTA) –
focus on Micro and
SME
business
employers.
Establish working
groups
of
stakeholders and
employers
to
create mechanism
to
disseminate
information about
legal
responsibilities.
Identify
case
studies
where
training on legal
obligations
has
brought business
benefits
(e.g.
reduced customer
complaints through
better procedures)
Scotland Stage 3 – Gap Analysis & Market Testing
Stakeholder
Involved
and
Actions to be
Taken
Scottish
Enterprise,
Highlands
&
Islands Enterprise,
Scottish Funding
Council,
Learndirect
Scotland,
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Short Term
Programme
of
employer
workshops
held
jointly
with
stakeholder
partners to provide
employers
with
enhanced
knowledge of legal
requirements.
Explore
funding
opportunities and
work
collaboratively with
Trading Standards
and other bodies
to
develop
a
programme
that
enhances
employers’
knowledge
of
current legislation.
Reduction
number
consumer
complaints
Improved
customer
satisfaction
measures
businesses
sector
/
Funding
Costings
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Reviewing
Monitoring
Arrangements
To be defined
through discussion
with
employers,
providers
and
stakeholders
in
of
for
in
Legislation update
support
facility
developed
Page 35 of 71
&
November 2006
4.3.4
Basic Skills
The standard of literacy and numeracy found by employers in too many school leavers is described by many as inadequate for even the most basic
requirements of business. This is a major drag on the productivity of businesses and requires remedial action by employers to raise skills to an acceptable
standard. Equally issues surrounding literacy and numeracy have been identified for existing staff progressing to supervisory or first-line management.
Although fundamental long term solutions are needed through the school education system, there is potential for training solutions to support those
individuals already working in the sector
Evidence
(demand
supply)
and
Employers
have
highlighted issues
around basic skills
affecting
new
recruits
and
existing
staff
around
literacy
and numeracy.
Sub-sectors
&
Occupations
Likely
to
be
Affected
Applies to all subsectors
and
occupations
–
particular focus on
school leavers and
apprentices.
Desired Impact of
Change,
Improvement or
Activity
Improvements to
school curriculum
at all levels
Learning
programmes
to
include a range of
technical,
basic,
generic skills
These
underpin
the effectiveness
of
recruitment,
staff development
and ultimately the
effectiveness
in
their job roles.
Scotland Stage 3 – Gap Analysis & Market Testing
Employers
Involved
and
Actions to be
Taken
Dealer
groups,
roadside recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops,
and
key
trade
associations (e.g.
SMTA).
Stakeholder
Involved
and
Actions to be
Taken
Scottish Executive,
Scottish
Enterprise,
Highlands
&
Islands Enterprise,
Job Centre Plus,
Careers Scotland,
learndirect
Scotland,
SQA,
LEAs
Closer
collaboration
between
employers
and
providers
to
evaluate scope of
issue and remedial
action
Stakeholders
influencing
the
school system to
develop
a
collaborative
approach
to
address employer
needs
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Medium to Long
Develop approach
that integrates with
SfBN solution for
this cross-cutting
theme
Page 36 of 71
/
Funding
Costings
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Reviewing
Monitoring
Arrangements
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
November 2006
4.3.5
Core Skills
As noted in Section 2, despite technical apprenticeship programmes being fundamental to the sector for many years, the sector still suffers an above average
rate of customer complaints, as typified by Trading Standards reports and the recent National Consumer Council ‘Supercomplaint’. Employers have noted
that trainees appear to be lacking in core skills areas, which can undermine the effectiveness of learning through apprenticeship programmes.
Evidence
(demand
supply)
and
Employers
have
highlighted issues
around basic skills
affecting
new
recruits
and
existing
staff
around
literacy
and
numeracy.particularly
with
regard to school
leavers
and
apprentices
Sub-sectors
&
Occupations
Likely
to
be
Affected
Applies to all subsectors
and
occupations – but
has
particular
significance
for
customer
facing
roles
Desired Impact of
Change,
Improvement or
Activity
Better
sector
image
Less
consumer
complaints
More
competent
and
articulate
workforce
Employers
Involved
and
Actions to be
Taken
Dealer
groups,
independent
dealers, roadside
recovery
operators, fast fit
outlets,
bodyshops,
and
trade associations
(e.g. SMTA) –
focus on Micro and
SME
business
employers.
Recognise
the
need
for
candidates to have
at least a basic
proficiency in the
core
skills
–
develop an initial
assessment tool
Stakeholder
Involved
and
Actions to be
Taken
Scottish Executive,
Scottish
Enterprise,
Highlands
&
Islands Enterprise,
Job Centre Plus,
Careers Scotland,
SQA.
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Medium Term
Customer
satisfaction
improves
(CSI
scores rise ad
number of Trading
Standards
complaints
reduced)
Work with SQA
and the LEAs on
curriculum
development
to
ensure good levels
of core skills ability
on leaving school
Short-Medium
Term
Work with Scottish
Executive Policies
to ensure solutions
address core skills
issues
3-5 years
Influence
the
school curriculum
development
Link to the SFBN
cross
sector
activity in Scotland
Ensure full support
in achievement of
core skills and
greater
understanding
through
supplier
consultation
Scotland Stage 3 – Gap Analysis & Market Testing
Page 37 of 71
/
Funding
Costings
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Reviewing
Monitoring
Arrangements
To be defined
through discussion
with
employers,
providers
and
stakeholders
NCC threat of
‘Supercomplaint’ is
permanently
withdrawn
Increase
profitability
&
in
Yong
people
entering
employment with
good levels of core
skills and better
prepared for work.
November 2006
4.4 Balanced Workforce
4.4.1
Sector Attractiveness – Bringing a wider range of people into the sector
The sector continues to suffer from an (outdated) poor image, which has a detrimental effect on recruitment at all levels from outside the sector. There are
many opportunities for the sector itself to exert a strong positive influence to change these perceptions for the better, although much relies upon collaborative
action among employers. Development of the Sector Qualification Strategy, together with Career Pathways and updated occupational profiles, will also play a
significant part in addressing this fundamental challenge – particularly in changing perceptions of key influencer groups (including teachers, parents and
career advisors)
Evidence
(demand
supply)
and
Too
many
employers in the
sector are facing
skills gaps and
shortages – at all
levels and among
different
age
groups (not only
school leavers, but
also
graduates
and
career
changers)
Some employers
have
already
sought to secure
labour from EU
accession states –
particularly
an
issue for skilled
trades
(bodyshops, repair
& maintenance)
Sub-sectors
&
Occupations
Likely
to
be
Affected
Applied to all subsectors and across
all
roles,
but
employers
have
specifically
highlighted
technical
occupations (that
account for about
one in four of all
positions in the
sector).
Primarily
these
include technicians
and
associated
trades.
Desired Impact of
Change,
Improvement or
Activity
Retail
motor
industry becomes
no longer seen as
the last port of call
for
individual
school
leavers
who
have
not
achieved through
the conventional
academic system.
Employers to be
educated
and
assisted
in
promoting the right
image
of
the
sector.
A
collaborative
approach
in
promotion of the
sector is desirable.
Culture
Scotland Stage 3 – Gap Analysis & Market Testing
change
Employers
Involved
and
Actions to be
Taken
Manufacturer
(National
Sales
Organisations) and
their
retailer
networks, large /
medium
dealer
groups, roadside
recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops,
and
trade associations
(e.g. SMTA).
Work
with
employers to build
on
existing
Automotive Skills
careers resources
and
enhance
context
for
Stakeholder
Involved
and
Actions to be
Taken
Scottish Executive,
Scottish
Enterprise,
Highlands
&
Islands Enterprise,
Job Centre Plus,
Careers Scotland,
Learndirect
Scotland,
SQA,
STUC, LEAs
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Short to Medium
term activity
Ongoing update
and
enhancement of
careers material
– based on robust
research and user
feedback.
Work with Careers
Scotland,
Learndirect
Scotland and Job
Centre Plus to
ensure
fully
updated
IAG
material
is
disseminated (inc.
web and helpline
mechanisms), as
well as CPD for
Page 38 of 71
/
Funding
Costings
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Reviewing
Monitoring
Arrangements
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Educational
programme and
toolkit
for
employers to help
them understand
how to promote
careers
in
the
industry
and
improve their own
recruitment
–
facilitating
outreach work.
November 2006
Evidence
(demand
supply)
and
Sub-sectors
Occupations
Likely
to
Affected
&
be
Desired Impact of
Change,
Improvement or
Activity
with
key
influencers
of
career choice (i.e.
careers advisers,
teachers, parents
and peers) that
sector has a more
positive
and
attractive profile.
Shift in culture in
the sector to focus
on careers in the
sector, not just
jobs.
Employers
Involved
and
Actions to be
Taken
Scotland.
Work
with
employers
to
continue to raise
employer
awareness of PWL
Develop
database
industry
ambassadors
a
of
Develop
educational
programme
and
toolkit
for
employers to help
them understand
how to promote
careers in the
industry
and
improve their own
recruitment
–
facilitating
outreach work.
Pledge by major
employers
and
stakeholders (e.g.
trade associations,
manufacturers and
dealer groups) to
link to and support
Automotive Skills’
industry
career
promotion.
Employer support
to
set
up
a
‘clearing house’ to
Scotland Stage 3 – Gap Analysis & Market Testing
Stakeholder
Involved
and
Actions to be
Taken
their advisers
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Medium/ Long
Work with Scottish
Enterprise
and
SfBN on promoting
Workplace
Learning
(inc.
web-based
approach)
Facilitate
collaborative
project
between
employer(s)
and
JC+
&
Reviewing
Monitoring
Arrangements
Mechanism
established
for
ongoing briefing
and
CPD
for
adviser staff with
job Centre Plus,
Learndirect
Scotland
and
Careers Scotland.
Continue to work
with
Scottish
Executive on the
Re-engineering
Skillseekers
Steering Group
Work with the DTS
team to develop
school
industry
links/initiatives
/
Funding
Costings
Industry
ambassador
initiative
developed
Establish ongoing
working
partnerships
between
Job
Centre Plus and
larger employers
(e.g.
dealer
groups)
Medium / Long
Research into the
impact of IAG on
influencers (short
term) – measure
against baseline of
activity
Page 39 of 71
Coherent
and
collaborative
promotion of the
sector
led
by
Automotive Skills
with the support of
the
major
employers
and
industry
stakeholders.
Re-visit
Sector
and
the
Attitude
Image
November 2006
&
Evidence
(demand
supply)
and
Sub-sectors
Occupations
Likely
to
Affected
&
be
Desired Impact of
Change,
Improvement or
Activity
Employers
Involved
and
Actions to be
Taken
ensure applicants
rejected
by
popular
programmes are
kept in the system
– and can be rerouted
to
less
popular
programmes.
Stakeholder
Involved
and
Actions to be
Taken
Carry
out
additional sector
attractiveness
research
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Facilitate
collaborative
project
between
employer(s)
and
JC+
Employer
commitment
to
addressing
language barriers
for
migrant
workers
(apply
lessons learnt from
Health & Safety for
employers in the
Construction
industry
Scotland Stage 3 – Gap Analysis & Market Testing
Work
with the
SFBN to develop
support
mechanism
for
employers
and
their
migrant
workers
Page 40 of 71
/
Funding
Costings
&
Reviewing
Monitoring
Arrangements
research
to
identify
whether
there has been
any progress in
addressing
the
issue;
identify
most appropriate
media and target
audience for our
activity.
Clearing
house
ensures talented
potential
apprentices
are
made aware of
less
popular
apprentice
programmes and
not lost to another
sector.
Language
provision
established
to
speakers
of
foreign languages.
November 2006
&
4.4.2
Career Pathways to be more clearly identified and promoted
With the sector being characterised by a large proportion of SME and micro employers, often with a range of often overlapping sub-activities, there is
currently a lack of clarity around potential career pathways for new recruits to the sector and also around potential development routes for the existing
workforce. To help people understand what opportunities exist within the industry and so they can identify what qualifications they should be doing in order to
develop their skills, knowledge and occupational competence and manage their careers, a map showing career pathways needs to be developed. Guidance
needs to be produced on how the different qualifications and programmes compliment each other and encourage progression.
Evidence
(demand
supply)
and
Employers
have
identified
that
there are no clear
career pathways
for
potential
entrants to the
sector that can be
easily
communicated
outside the sector
– a function of the
diversity of sector
activities, as well
as the small size
of many employers
(87% less than 10
employees)
and
flat
organisation
structures
Sub-sectors
&
Occupations
Likely
to
be
Affected
All
sub-sectors
and occupations
Desired Impact of
Change,
Improvement or
Activity
Improve
attractiveness of
sector for new
recruits, and the
range and quality
of
information
available
–
whether for school
leavers or career
change entrants.
Enhance
employers’
retention of staff in
the sector – plus
support work of
employers
to
manage
staff
turnover
at
sustainable levels
Provide accurate
information
on
careers (not just
jobs)
–
occupational
Scotland Stage 3 – Gap Analysis & Market Testing
Employers
Involved
and
Actions to be
Taken
Manufacturer
(National
Sales
Organisations) and
their
retailer
networks, large /
medium
dealer
groups, roadside
recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops,
and
trade associations
(e.g. SMTA).
Establish working
group to build on
the success of
PWL to identify
case study, or
example, Career
Pathways that can
be used as basis
for
promotional
activity
Stakeholder
Involved
and
Actions to be
Taken
Scottish
Enterprise,
Highlands
&
Islands Enterprise,
Job Centre Plus,
Careers Scotland,
Learndirect
Scotland, SQA,
Identify
collaboration
opportunities with
key partners to
build on Work
Experience Toolkit
and
PWL
experience
to
promote
Career
Pathways,
and
also
for
development of a
‘training
plan’
toolkit
Work
with
stakeholders and
Scottish employers
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Short
Sector
Qualification
Strategy
to
consolidate
and
clarify
potential
career
opportunities and
progression
pathways
/
Funding
Costings
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Reviewing
Monitoring
Arrangements
To be defined
through discussion
with
employers,
providers
and
stakeholders
Integrate SQS with
Skills
Passport
solution
Medium
Short / Medium
Page 41 of 71
&
Career Pathway
case studies to be
created
through
work
with
employers
as
basis
for
collaborative
marketing by a
cross-section
of
employers for the
benefit
of
the
sector as a whole.
November 2006
Evidence
(demand
supply)
and
Sub-sectors
Occupations
Likely
to
Affected
&
be
Desired Impact of
Change,
Improvement or
Activity
profiles
Employers
Involved
and
Actions to be
Taken
Closely
involve
Scottish employers
in working groups
for development of
Sector
Qualification
Strategy to ensure
relevance
to
Scottish employers
Develop
a
‘Training
and
Retention
Plan
toolkit’ that can
enable employers
to have a more
effective approach
to
becoming
learning
organisations
Stakeholder
Involved
and
Actions to be
Taken
to
develop
a
robust
Sector
Qualification
Strategy that is
appropriate
for
Scotland.
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Develop
occupational
profiles as part of
the
SQS,
demonstrating
clearly
job
opportunities and
career
progression;
profile
competencies as
well
as
qualifications.
Short/Medium
Employers
to
commit to roll out
of Skills Passport
to underpin CPD
Scotland Stage 3 – Gap Analysis & Market Testing
Page 42 of 71
/
Funding
Costings
&
Reviewing
Monitoring
Arrangements
Occupational
profiles
inform
career guidance
(based
on
competency
profiling) and also
provide a basis for
contracting
for
revenuegenerating activity
– writing of careers
materials.
A toolkit to provide
support
for
employers
to
develop effective
training plans and
budgets,
and
improve retention?
in the context of
enhanced
business planning
November 2006
&
4.4.3
Achieving a Balanced Workforce
The sector needs to address not only an existing gender imbalance, but also issues around ethnicity, migrant workers and age profiles in order to achieve a
more balanced workforce that will contribute effectively to raising productivity for employers in through the medium to long term.
Evidence
(demand
supply)
and
Research
has
highlighted
that
there
is
a
significant gender
imbalance across
the sector – only
one
fifth
of
employees
are
female.
Feedback
from
employers
and
staff
indicate
issues
around
sector image and
attractiveness, but
there are also
work place culture
and
attitudinal
issues that can
discourage female
recruitment
and
retention.
Sub-sectors
&
Occupations
Likely
to
be
Affected
Applies to all subsectors
and
occupations.
Desired Impact of
Change,
Improvement or
Activity
Increase
participation
of
women across all
roles in the sector
workforce
to
enable a more
representative
profile of working
population - and
also
help
to
address skills gaps
and shortages
Long term culture
change
towards
more
positive
attitudes
around
opportunities
for
female entrants to
the sector
Scotland Stage 3 – Gap Analysis & Market Testing
Employers
Involved
and
Actions to be
Taken
Manufacturer
(National
Sales
Organisations) and
their
retailer
networks, large /
medium
dealer
groups,
bodyshops,
independent
dealers,
vehicle
rental & leasing
operators,
and
trade associations
(e.g. SMTA).
Stakeholder
Involved
and
Actions to be
Taken
SSDA , Scottish
Executive, Scottish
Enterprise,
Highlands
&
Islands Enterprise,
Careers Scotland
& job Centre Plus
Collaboration with
employers
to
identify
joint
activities within the
SSDA
‘Women
into Work’ initiative
Develop IAG and
careers
adviser
information
to
raise profile and
image of sector
with
potential
female recruits
Work
with
employers
to
identify
‘Champions’ and
case studies to
highlight success
stories of female
employees
and
managers
Work
with
JobCentre Plus to
encourage broader
recruitment
into
the sector and
develop
more
innovative
solutions to skills
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Medium to Long
term
Collaboration with
employers
to
identify
joint
activities within the
SSDA
‘Women
into Work’ initiative
Page 43 of 71
/
Enhanced
IAG
with
balanced
message
for
potential
female
recruits – using
high profile case
studies
Funding
Costings
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Reviewing
Monitoring
Arrangements
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Raise profile and
attractiveness of
sector for female
entrants.
More
positive
cultural
environment
for
female
staff
reflected in Sector
Attitude and Image
surveys.
Link to the ‘Step
into
ARMS’
solution – possibly
for
female
returners to work
Link
to
Skills
Passport solution
– particularly for
migrant workers
November 2006
Evidence
(demand
supply)
and
Sub-sectors
Occupations
Likely
to
Affected
&
be
Desired Impact of
Change,
Improvement or
Activity
Employers
Involved
and
Actions to be
Taken
Employers
to
adopt
a
more
flexible approach
to
recruitment
practices, through
work
with
stakeholders such
as JobCentre Plus
to attract
more
diverse workforce
Stakeholder
Involved
and
Actions to be
Taken
shortages
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Support work on
mapping migrant
worker
qualifications
to
UK qualifications,
and integrate into
the Skills Passport
solution
/
Funding
Costings
&
Reviewing
Monitoring
Arrangements
Funding for older
trainees
(inc.
apprenticeships)
could
support
improvement
in
retention
and
completion rates
over medium term
(2 years)
Funding
for
training of older
workers 25+
to
encourage
and
support
career
changers
&
returners
Scotland Stage 3 – Gap Analysis & Market Testing
Page 44 of 71
November 2006
&
4.4.4
High Calibre and Extra-Sector Recruitment
The sector has not historically displayed a strong track record in recruiting graduates or high calibre individuals from other sectors, which is partly reflected in
the management skills issues identified in Section 1 above. However, this represents an opportunity that employers in the sector should be encouraged to
exploit in the short to medium term, but requires collaborative support from both employers and key stakeholders in order to leverage this more effectively.
Evidence
(demand
supply)
and
Research
has
highlighted
a
relatively
poor
level
of
management
qualification
across the sector
(Only
14%
of
managers
in
sector
have
S/NVQ level 4+ or
equivalent (SCQF
Level 8+), and
16%
have
no
qualification at all)
This
suggests
underrepresentation of
graduates across
the sector – but
historically
employers
have
shown only limited
interest
in
recruiting
graduates
as
existing
industry
experience is more
Sub-sectors
&
Occupations
Likely
to
be
Affected
Applies to all subsectors,
and
potentially
all
occupations.
Desired Impact of
Change,
Improvement or
Activity
Increased number
of
graduates
employed across
the sector – with
increased
percentage
of
managers
with
S/NVQ level 4+ or
equivalent (SCQF
Level 8+),
Change culture of
sector to place
greater value on
potential
contribution
of
graduates
and
those
with
experience outside
the motor industry
(for example high
street retail) –
widen
potential
sourcing of recruits
for all roles (and in
particular first-line
management)
Recognition
graduates
Scotland Stage 3 – Gap Analysis & Market Testing
by
and
Employers
Involved
and
Actions to be
Taken
Manufacturer
(National
Sales
Organisations) and
their
retailer
networks, large /
medium
dealer
groups, fast fit
operators,
independent
dealers,
bodyshops, trade
associations (e.g.
SMTA).
Identify potential
opportunities
for
graduates.
Promote
the
career
routes
available through
case
studies
Employers
to
implement
good
HR
practices
(possible use of
HR Toolkit) and
graduate induction
work
more
effective
recruitment
&
Stakeholder
Involved
and
Actions to be
Taken
Scottish
Enterprise,
Highlands
&
Islands Enterprise,
Scottish Funding
Council,
SQA,
Jobcentre
Plus,
Careers Scotland,
learndirect
Scotland,
Work with Scottish
Funding Council to
collaborate
with
key
FE/HE
Institutions
to
develop provision.
Identify
any
potential lessons
that
could
be
learned
from
developments
elsewhere
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Medium to Long
term work with
employers
and
stakeholders
to
investigate scope
for collaboration
Increased
recruitment
of
graduates
and
those from other
sectors into the
automotive sector
across all subactivities
and
occupations – both
on leaving HE and
as
career
changers.
Short-term
–
Year
1
–
Undergraduate
placement
programme to be
developed
with
commitment from
5
manufacturer
(NSO) and large
dealer groups
Work with careers
advisors in the
FE/HE sector to
raise profile of
sector
and
potential
career
Page 45 of 71
/
Funding
Costings
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Reviewing
Monitoring
Arrangements
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Case studies of
graduate success
and career change
stories to promote
opportunity – both
for individual and
for
business
benefit
Re-visit
Sector
Attitude and Image
research,
alongside
graduate
recruitment
research to identify
changes in attitude
November 2006
Evidence
(demand
supply)
and
highly valued.
It has also been
noted
that
experienced
professionals
outside
the
industry can bring
much-needed
managerial
and
other skills to the
sector.
Sub-sectors
Occupations
Likely
to
Affected
&
be
Desired Impact of
Change,
Improvement or
Activity
those outside the
sector
of
management and
executive career
paths available in
our sector.
Scotland Stage 3 – Gap Analysis & Market Testing
Employers
Involved
and
Actions to be
Taken
retention
of
graduates
and
from without the
sector
Employers to work
collaboratively with
HE institutions
Undergraduate
placement scheme
to be developed
with AM Top 30
dealer groups and
NSOs
Stakeholder
Involved
and
Actions to be
Taken
opportunities
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Identify
FE/HE
careers
information
sources
and
embed quality IAG
Facilitate initiative
between FE/ HE
institutions to work
with employers in
sector
–
e.g.
student
placements
/
Funding
Costings
&
Reviewing
Monitoring
Arrangements
and effectiveness
of
graduate
recruitment.
Establish
5
Undergraduate
placement
programmes with
manufacturer
(NSO) and large
dealer
group
commitment
Identify means of
attracting
those
outside the sector
i.e. through job
portals,
partnership.
Page 46 of 71
November 2006
&
4.4.5
Employability
Research has highlighted employers’ concerns about the employability and life skills of new recruits, particularly apprentices, and they have clearly expressed
the need for a higher proportion of young people to possess the right attitude and willingness to learn. Although the issue of employability needs to be
addressed through the school system, there is a role for employers to play in practical support for schools in encouraging vocational learning and encourage
raising levels of employability.
Evidence
(demand
supply)
and
Employers
have
highlighted issues
around life skills
affecting
new
recruits – attitude,
consistency,
motivation,
reliability
and
willingness
to
learn.
These
underpin
the effectiveness
of recruitment –
and
many
employers
now
focus
on
the
individual’s attitude
(rather
than
experience
or
qualifications) as
the latter can be
taught.
Sub-sectors
&
Occupations
Likely
to
be
Affected
All
sub-sectors
and occupations –
but
especially
occupations that
are conventional
entry points for
school leavers
Desired Impact of
Change,
Improvement or
Activity
Improve the life
skills
of
new
recruits to the
sector, such that
employers
can
focus
on
developing
the
work-based
vocational skills of
individuals rather
than having to
supplement
life
skills that have
been inadequately
delivered by fulltime
14-19
education system
Address employer
misconceptions of
SNVQ – raise
perceived value of
vocational
qualifications
for
employment with
employers
(and
encourage more
Scotland Stage 3 – Gap Analysis & Market Testing
Employers
Involved
and
Actions to be
Taken
Dealer
groups,
roadside recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops,
and
key
trade
associations (e.g.
SMTA).
Building on the
Work Experience
Toolkit work with
employers
to
develop a toolkit
for
schools
to
make
practical
linkage with school
curriculum
Facilitate
collaborative
project
between
employer(s)
and
JC+
Stakeholder
Involved
and
Actions to be
Taken
Scottish Executive,
Scottish
Enterprise,
Highlands
&
Islands Enterprise,
Job Centre Plus,
Careers Scotland,
SQA, LEAs
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Short term
Review of Young
Apprenticeship
and
Specialised
Diploma initiatives
in England and
identify if there are
any opportunities
for
enhanced
vocational learning
for the sector in
Scotland
(e.g.
formal
preapprenticeships)
Building on the
Work Experience
Toolkit
facilitate
collaborative
project
between
employers in the
sector and schools
to enhance 14-19
pre-employment
work experience
for young learners
Continued
development
of
Modern
Apprenticeships
for sector context
–
work
with
Page 47 of 71
/
Funding
Costings
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Reviewing
Monitoring
Arrangements
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Building on the
Work Experience
Toolkit
for
employers
and
schools to facilitate
collaborative work
between
employers and the
14-19
education
sector (schools) –
linking
work
experience
and
November 2006
Evidence
(demand
supply)
and
Sub-sectors
Occupations
Likely
to
Affected
&
be
Desired Impact of
Change,
Improvement or
Activity
positive
perceptions from
parents, peers and
teachers)
Employers
Involved
and
Actions to be
Taken
Identify
opportunities with
supportive
employers for preapprenticeships –
inc.
identify
potential learning
from
Young
Apprenticeships
and
Specialised
Diplomas
in
England,
and
examine feasibility
for developments
in Scotland
Research
employer attitudes
to
S/NVQs
–
identify
what
employers really
want
(Link to ‘Clearing
House’ solution on
section 4.1 above)
Scotland Stage 3 – Gap Analysis & Market Testing
Stakeholder
Involved
and
Actions to be
Taken
employers
to
research what they
value
from
vocational
qualifications
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
/
Funding
Costings
&
Reviewing
Monitoring
Arrangements
curriculum
Long Term
Identify
opportunities
for
formal 14-19 preapprenticeship
schemes
in
Scotland – inc.
identify
potential
learning
from
Young
Apprenticeships
and
Specialised
Diplomas
in
England,
and
examine feasibility
for
any
such
developments in
Scotland
Page 48 of 71
Research
report
on
employer
attitudes
to
vocational
qualifications and
potential
opportunities
for
future
development
November 2006
&
4.5 Strategic Over-arching Solutions
4.5.1
Developing Quality Education and Training Provision (1) - Quality Improvement Strategy
Solution to address widely expressed employer concerns around whether quality of existing training provision is consistently ‘fit for purpose’ to address the
employers’ business needs – with closer collaboration between employers and providers to deliver more effective training and skills development at all levels
across the UK.
Evidence
(demand
supply)
and
Employers
have
expressed
concerns around
flexibility,
consistency
and
quality of training
delivered across
the
complete
range of provision
- FE colleges, HE
institutions, private
providers
and
manufacturer
provision.
Sub-sectors
&
Occupations
Likely
to
be
Affected
Applies to all subsectors
and
occupations
but
specifically
technical
occupations that
account for about
one in four of all
positions in the
sector.
Desired Impact of
Change,
Improvement or
Activity
Develop
world
class
learning
provision - improve
the overall quality
and effectiveness
of education and
training delivered
to the sector by
driving
up
standards, setting
benchmarks,
developing
guidance
and
enabling
the
sharing of best
practice across the
provider network.
Deliver
eight
strands of the
Quality
Improvement
Strategy (QIS):
Strand 1 - setting
Scotland Stage 3 – Gap Analysis & Market Testing
Employers
Involved
and
Actions to be
Taken
Dealer
groups,
roadside recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops,
professional
bodies and key
trade associations
(e.g. SMTA).
Stakeholder
Involved
and
Actions to be
Taken
Scottish
Enterprise,
Highlands
and
Islands Enterprise,
SFC,FE colleges,
HE
institutions,
private providers
and manufacturer
provision
across
the UK and QA
authorities
Work
with the
Workforce
Development
Committee
and
Employer Forums
to:
Government
agencies - (quality
improvement and
funding
and
planning bodies),
awarding bodies
and
statutory
inspection bodies
across the UK.
ƒ
Oversee
quality
content
training
methods
the
and
of
and
of
Work
stakeholders
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Medium to long
term
Overarching
Improvement
in
the
quality
of
education
and
training provision
across the sector.
with
to
Page 49 of 71
/
Funding
Costings
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Reviewing
Monitoring
Arrangements
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Improved provider
performance
in
terms of learner
experience,
achievement and
retention, statutory
inspection
outcomes
and
meeting
the
requirements
of
funding bodies.
Provision
meets
employer
demands
for
quality
training
better
meeting
November 2006
Evidence
(demand
supply)
and
Sub-sectors
Occupations
Likely
to
Affected
&
be
Desired Impact of
Change,
Improvement or
Activity
targets
and
measurements
Strand
2
Apprenticeship
programme review
Strand
3
Improving
assessment
QA practice
and
Strand 4 – Quality
improvement
groups
Strand 5 – Quality
Driven
quality
improvement
guide
Strand
6
Professional
development
programme
–
Strand
7
–
Teaching
&
learning products
Strand
8
Automotive Skills
Quality Award
Scotland Stage 3 – Gap Analysis & Market Testing
Employers
Involved
and
Actions to be
Taken
assessment so
they have a
positive impact
on
business
needs
ƒ
Produce
an
action plan to
further develop
the strands of
the QIS and
support quality
improvement
for the benefit
of employers
in the sector.
Communicate with
employers
to
inform them of
Automotive Skills
accredited
providers.
Stakeholder
Involved
and
Actions to be
Taken
enable them to
contribute
to
delivering
and
further developing
the QIS - driving
up
standards,
setting
benchmarks,
developing
guidance
and
enabling
the
sharing of best
practice across the
provider network.
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Make the products
and
services
available through
the QIS to provider
network.
Communicate with
the
provider
network
the
benefits of the
products
and
services available
through
the
strands of the QIS
Page 50 of 71
their
needs.
/
Funding
Costings
&
Reviewing
Monitoring
Arrangements
business
Employers know
where to go for
quality training.
Improved
employer
productivity
through a better
trained, skilled and
employable
workforce.
Improved
partnership
working between
providers
and
employers.
Providers
responsive
needs
employers.
more
to
of
Link
to
Skills
Passport solution
November 2006
&
4.5.2
Developing Quality Education and Training Provision (2) – Centres of Excellence
This solution is designed to complement and support the development of the Quality Improvement Strategy in Section 5.1, to enhance the existing networks
of provision through sharing of best practice and enabling employers to have effective access to the provision that is of the highest benchmarked quality and
‘fit for purpose’ against their business needs.
Evidence
(demand
supply)
and
Employers
have
expressed
concerns around
flexibility,
consistency
and
quality of training
delivered across
the
complete
range of provision
FE
college,
private providers
and manufacturer
provision.
Sub-sectors
&
Occupations
Likely
to
be
Affected
Applies to all subsectors
and
activities.
Desired Impact of
Change,
Improvement or
Activity
Develop
world
class
learning
provision
across
the UK to improve
the overall quality
and effectiveness
of education and
training delivered
to the sector for
the
benefit
of
employers by:
ƒ
Developing
employer
friendly
Centres
of
Excellence –
Scotland,
Northern
Ireland
and
Wales.
Employers
Involved
and
Actions to be
Taken
Manufacturers and
large / medium
dealer
groups,
roadside recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops,
and
trade associations.
Work on a broad
scale
with
employers
and
specifically
with
Employer Forums
and the Workforce
Development
Committee to:
ƒ
ƒ
Scotland Stage 3 – Gap Analysis & Market Testing
Gain support
from
employers to
drive
the
development
of Centres of
Excellence
Develop
a
project plan for
Centres
of
Stakeholder
Involved
and
Actions to be
Taken
FE colleges, HE
institutions, private
providers
and
manufacturer
provision
across
the UK.
Government
agencies - (quality
improvement and
funding
and
planning bodies),
awarding bodies
and
statutory
inspection bodies
across the UK.
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Medium
Implement project
plan to establish
Centres
of
Excellence
Long term
Work
with
stakeholders to:
ƒ
Develop
a
feasibility
study
for
Centres
of
Excellence.
ƒ
Develop
an
Expression of
Interest for a
national
‘Academy for
Page 51 of 71
/
Develop
sustainable
business plan for
the
national
‘Academy
for
Automotive Skills.
Funding
Costings
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Reviewing
Monitoring
Arrangements
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Establish Centres
of Excellence.
Establish
a
national ‘Academy
for
Automotive
Skills.
Integrate Centres
of Excellence with
the National Skills
Academy to form
an ‘Academy for
Automotive Skills’
for
the
whole
sector UK wide.
Improved access
to
quality
and
specialist training
November 2006
Evidence
(demand
supply)
and
Sub-sectors
Occupations
Likely
to
Affected
&
be
Desired Impact of
Change,
Improvement or
Activity
Scotland Stage 3 – Gap Analysis & Market Testing
Employers
Involved
and
Actions to be
Taken
Excellence
Stakeholder
Involved
and
Actions to be
Taken
Automotive
Skills.
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Page 52 of 71
/
Funding
Costings
&
Reviewing
Monitoring
Arrangements
for more remote
and
rural
employers
November 2006
&
4.5.3
Skills Passport
Along with many other sectors a clear need has been identified by the industry to consistently record and recognise the achievements and ‘currency’ of
competencies for individual employees. This is a significant long term initiative to support effective staff recruitment, motivation and retention to underpin
improvements in productivity and effective delivery of higher levels of customer service.
Evidence
(demand
supply)
and
Employers
have
identified
that
there are some
concerns over the
‘currency’
of
individuals’
qualifications and
their experience /
expertise – with no
real
objective
mechanism
for
recording
or
verifying this.
Lack of recognition
for
individual
achievement
at
present – could
contribute
to
image of sector.
Sub-sectors
&
Occupations
Likely
to
be
Affected
Applies to all subsectors
and
occupations.
Desired Impact of
Change,
Improvement or
Activity
Skills Passport will
be the ‘industry
standard’
document
for
recognition of an
individual’s
qualifications,
training
record,
skills and expertise
(inc. where not
linked to formal
qualification)
–
seen
as
a
requirement
of
employment
Skills
Passport
accepted
by
majority
of
employers across
the sector – entry
point to CPD
This will contribute
to
raising
professionalism in
the sector and
contribute
to
initiatives
that
Scotland Stage 3 – Gap Analysis & Market Testing
Employers
Involved
and
Actions to be
Taken
Manufacturer
(National
Sales
Organisations) and
their
retailer
networks, large /
medium
dealer
groups,
bodyshops,
independent
dealers,
vehicle
rental & leasing
operators,
and
trade associations
(e.g. SMTA).
Agree scope for
Skills passport and
links with existing
employer
(and
manufacturer)
training records
Develop feasibility
and business plan
for implementation
Employers
to
recognise
Skills
Passport as a
minimum
Stakeholder
Involved
and
Actions to be
Taken
SSDA,
Scottish
Executive, Scottish
Enterprise,
Highlands
&
Islands Enterprise,
Scottish Funding
Council,
SQA,
Providers,
Learndirect
Scotland,
awarding bodies
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
Short – Medium
term
Complete industrywide
feasibility
study and agree
implementation
plan.
(1 – 2 years)
Commitment from
awarding bodies to
recognise
Skills
Passport and link
to
accredited
courses
Agree scope for
access
to
individual learner
accounts
and
qualification
records to ensure
that
Skills
Passport
has
current record of
an
individual’s
achievements.
Page 53 of 71
/
Funding
Costings
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Reviewing
Monitoring
Arrangements
&
To be defined
through discussion
with
employers,
providers
and
stakeholders
Launch
Skills
Passport for sector
Industry
recognises
the
requirement for a
Skills Passport.
All new recruits to
have
a
Skills
Passport – linked
to all accredited
training (which is
trackable through
a
central
database)
November 2006
Evidence
(demand
supply)
and
Sub-sectors
Occupations
Likely
to
Affected
&
be
Desired Impact of
Change,
Improvement or
Activity
address
issues
raised
in
the
National
Consumer
Council’s
threatened
‘Supercomplaint
Employers
Involved
and
Actions to be
Taken
requirement
of
employment
Stakeholder
Involved
and
Actions to be
Taken
Develop feasibility
and business plan
for implementation
– work with SSDA
and other SSCs to
ensure
cost
effective solution is
developed
(and
which build on
best
practice
experience
form
other SSCs)
Timescales
Forecast
Short / Medium /
Long-term
Outputs
Outcomes
/
Funding
Costings
&
Reviewing
Monitoring
Arrangements
Funding
to
evaluate
links
between
online
learning
(inc.
Learndirect) and
Skills Passport
Awarding bodies
to ensure linkage
with Credit and
Qualification
frameworks
Scotland Stage 3 – Gap Analysis & Market Testing
Page 54 of 71
November 2006
&
5 Overall Reviewing & Monitoring Arrangements
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - --
5.1 General
The SSDA has declared that Sector Skills Agreements in their published versions will become
the basis for SSCs’ business plans going forward. Automotive Skills will use the SSA as the
focus of its activities going forward in parallel with the over 14-19 age group agenda and the
Sector Qualifications Strategy that will be developed from the SSA.
When finalised at the end of Stage 5 the action plans will include specific arrangements to
evaluate the expected outcomes and out-turns of each part of the overall SSA, including the
timetables envisaged and how progress towards success targets, set out in the action plans, will
be measured.
5.2 Checkpoint Review
The SSDA has been consulting with Sector Skills Councils (SSCs), partners and stakeholders
represented on the Scottish Project Board on their Checkpoint Review (CR) initiative. Given the
lessons learned from the Pathfinder SSCs the aim of the CR is to ensure the outcomes and outturns of the SSA are embedded in all relevant activities as agreed in the SSA.
At the time of writing (November 2006) the consultation with partners is still ongoing and the
specification of the CR is not confirmed, although its operation will vary according to the
arrangements agreed in each nation. In outline terms the CR will include:
ƒ
An annual Ministerial meeting with CEOs of SSCs in implementation mode (i.e. post
Stage 5) and delivery partners to update on progress; highlight achievements and good
partnership practice and in addition indicate any barriers to joint delivery of action plans.
ƒ
The meeting would be informed by a short report from each partner and the SSC, using
the existing monitoring and evaluation mechanisms established through the Action Plans,
to demonstrate delivery and impact and provide a ‘litmus test’ ensuring that SSAs are
providing a response to changing business needs.
ƒ
There will also be an interactive question and answer-type session led by the Minister.
Scotland Stage 3 – Gap Analysis & Market Testing
Page 55 of 71
November 2006
It is envisaged that the CR will make extensive use of the monitoring and evaluation
methodologies agreed as part of the Action Plan development leading to the final publication and
launch of the SSA at the end of Stage 5.
5.3 Specific Reviewing and Monitoring
All specified activities laid out in the final versions of the Action Plans will require baseline
measurement, on-going monitoring and evaluation to ensure a comprehensive understanding of
the impacts of the Action Plans themselves can be established.
At this stage the precise nature of the measurements will require finalisation, but the broad
nature of these – with any detail already envisaged – are included in the tables shown in section
4 Proposed Collaborative Solutions. Further details will be devised in Stage 5 and finalised in
the published SSA.
Scotland Stage 3 – Gap Analysis & Market Testing
Page 56 of 71
November 2006
Appendices
Appendix 1: Gaps in Provision
Work Based Learning Enrolments: Scotland
Figure 5: Work Based Learning Enrolments: Scotland
Region
WBL
Enrolments
Retail
Automotive
Sector Sites
Enrolments
100 sites
Scotland
1,857
4,934
37.6
per
Populatio
n
Enrolments per
100,000 population
5,062,011
36.7
Sources:
WBL Enrolments: Scottish Enterprise: Work Based Learning Statistics 2003/04
Automotive Sites: Automotive Skills / Simpson and Carpenter: Automotive Sector Research Database 2005
Population Figures: Census 2001
In Scotland the WBL figure was produced by combining Scottish Enterprise’s ‘Skillseeker’ and
Modern Apprenticeship enrolment statistics. It is important to note that this figure will not include
all WBL; for example unsubsidised WBL being carried out by private training providers. There
are also differences in the classification of courses which fall into the retail automotive sector
between Scotland and other areas of the UK which prevent comparative analysis.
With this in mind, in Scotland there were a total of 37.6 WBL enrolments per 100 retail
automotive sites and 36.7 per 100,000 people; these figures are both higher than the English
equivalents, although care needs to be taken when interpreting these findings as a consequence
of the issues mentioned previously.
Further Education Enrolments: Scotland
Figure 6: Further Education Enrolments: Scotland
st
Region
Scotland
FE 1 Year
Students
3,555
Retail Automotive
Sector Sites
4,934
st
st
1 Year Students
per 100 sites
72.1
Population
5,062,011
1 Year Students
per 100,000
population
70.2
Sources:
FE Enrolments (Scotland): Scottish Funding Council Infact Database, 2004/05 data
Automotive Sites: Automotive Skills / Simpson and Carpenter: Automotive Sector Research Database 2005
Population Figures: Census 2001
Scottish enrolment data was not available; the nearest equivalent is a headcount of first year
students. The subject classifications are also different in Scotland, with the figures reported only
relating to Vehicle Maintenance / Repair and Road Vehicle Engineering courses. In addition, the
Gap Analysis & Market Testing
Page 57 of 71
November 2006
data is for the period 2004/05 rather than 2003/04. With this in mind, the analysis gives a first
year student headcount of 72.1 per 100 retail automotive sites and 70.2 per 100,000 people.
5.3.1
Higher Education
The table below shows the varied availability of Higher Education (HE) courses across the UK.
The fact that the regions and nations vary in terms of both physical area and size of the retail
automotive sector means that it is appropriate to include these factors in the gap analysis.
Figure 7: Higher Education
Courses per
100 sites
Area (km )
Courses per
2
1000 km
328
Retail
Automotive
Sector Sites
5,151
6.4
15,627
21.0
455
8,036
5.7
19,126
23.8
132.8
Region
Courses
East Midlands
East of England
2
London
209
4,934
4.2
1,574
North East
0
2,631
0.0
8,592
0.0
North West
167
8,194
2.0
14,163
11.8
Northern Ireland
0
1,822
0.0
14,150
0.0
Scotland
18
4,934
0.4
78,807
0.2
South East
320
10,988
2.9
19,086
16.8
South West
30
6,712
0.4
23,851
1.3
Wales
116
3,580
3.2
20,778
5.6
West Midlands
601
6,958
8.6
13,004
46.2
Yorkshire and the Humber
271
6,234
4.3
15,411
17.6
UK
Sources:
2,497
65,240
3.8
244,169
10.3
HE Courses: UCAS, Courses containing automotive module only
Automotive Sites: Automotive Skills / Simpson and Carpenter: Automotive Sector Research Database 2005
Area Data: Office for National Statistics UK Standard Area Measurements
The number of courses available per 100 retail automotive sites gives a guide to the comparative
choice of course provision available to employers in each region/country. It is important to note
that because the potential number of learners that could be accommodated on each course is
not considered, since no such data is available, this is not a measure of the actual capacity of
the sector in each region in terms of number of HE learners.
The West Midlands had proportionately the widest choice of HE courses available, with 8.6
courses for every 100 retail automotive sites. The next largest choice of HE courses per 100
automotive sites was found in the East Midlands (6.4), followed by the East of England (5.7) and
Yorkshire and the Humber (4.3). Scotland and the South West were both noticeably below
average in terms of the number of courses available, with just 0.4 HE courses for every 100 sites
in both regions.
Gap Analysis & Market Testing
Page 58 of 71
November 2006
The number of courses per 1000km2 provides a measure, in relative terms, of how far
individuals/employees in a region might have to travel to access HE training provision. A lower
figure indicates that individuals/employees would have to travel a longer distance.
Gap Analysis & Market Testing
Page 59 of 71
November 2006
Appendix 2: United Kingdom SWOT Analysis
Strengths
Sector Characteristics:
•
The Retail Automotive Sector is important, employing approximately 2% of the working
population
•
The potential is significant; the UK new car market is second only to Germany in size and
approximately 30 million vehicles use the UK’s roads
•
Productivity in the vehicle maintenance and repair sector is strong compared to European
comparator countries
Workforce
•
Established workforce with strong identity
•
A clearly defined footprint and occupational structure
•
Need for employment spread across the country
•
Rural employers operating in the sector tend to have workforce stability
Training
•
Manufacturers and franchise dealers have a strong emphasis on training and updating skills
to match new products
•
Apprenticeships are a common and valued route within the sector, with an increase in the
uptake in the number of apprenticeships being taken in the sector evident
•
Employees in the 16-24 age range working in the Retail Automotive Sector are more likely to
receive training than the all sector average, therefore this generation of employees will be
accustomed to accessing training as part of the their working life
•
Training spend per employee receiving training in the Retail Automotive Sector is above the
all sector average
•
Over 88% of employers in the sector are able to articulate their strategy for identifying
training needs
•
Over 94% of employers in the sector who provide training for their employees are either
satisfied or very satisfied with its impact on performance
•
Only 6.4% of employers feel that there is no link between training and business performance
Gap Analysis & Market Testing
Page 60 of 71
November 2006
Qualifications and Provision
•
Automotive Skills support 14 NVQs/SVQs over three levels covering each sub-sector of the
industry, some of which are broken down to accommodate specialities
•
Training in Key or Core Skills is also offered to aid individual improvement, self learning and
performance in education, training and work
•
A range of technical certificates have also been developed for apprenticeship programmes
•
The Automotive Retail Management Standard (ARMS) has been developed for managers
and potential managers to improve productivity in the sector, and is due to be expanded in
the near future
•
There are a high number of Level 3 qualifications serving the sector across the UK
•
The range of technical courses available is believed to be adequate to meet the needs of the
sector, with a particular concentration in vehicle maintenance, repair and servicing
•
Employer input into private sector course design is felt to be significant amongst larger
employers
•
According to official inspectorates (Ofsted, ALI, ETI, HMIe), public funded training provision
serving the sector in the UK is good, with relatively few establishments criticised on any
major issues
Weaknesses
Sector Characteristics
•
Average net margins/profitability in the sector are low (1½%), particularly in sub-sectors such
as paint and body repair
•
Many sub-sectors require very high levels of capital investment, resulting from technology,
supply chain and customer demands. As such, staff training and development is not always
a priority
•
There is a tendency within the sector to focus on jobs rather than careers, especially within
small businesses
•
Although there are some highly paid roles, remuneration levels in most occupations are
depressed
•
There are a proportionately low number of sector businesses located in rural areas
Recruitment
•
The image and reputation of certain Retail Automotive sub-sectors is not positive
•
Poor image and reputation has a negative impact on recruitment, with the sector too often
acting as a repository for less able school leavers
•
The positive aspects of the sector are not promoted adequately by careers advisers
•
The level of graduate recruitment within the sector is low
Gap Analysis & Market Testing
Page 61 of 71
November 2006
•
The employment of individuals from other sectors who have transferable skills is limited
•
The sector has a distinct gender imbalance, only one other UK sector has a lower proportion
of female workers
•
As a result of the above a significant proportion of UK Automotive Sector employers report
having hard to fill vacancies; rural employers in particular find it difficult to recruit
•
Employers report particular difficulties in recruiting technicians and mechanics
Workforce
•
The Retail Automotive Sector has a high level of staff turnover, typically 25% per annum.
Urban employers have a particularly high workforce turnover
•
Management & Leadership: the sector has the lowest proportion of Level 4 qualified
managers of any sector; 16% of managers have no qualifications
•
Management & Leadership: management and leadership skills within the sector are believed
to be weak, with promotion to these roles from technical or sales occupations often not being
accompanied by the training required
•
Management & Leadership: there is a predominance of a ‘blame culture’ in many enterprises
•
Technical Skills: employers find it difficult to recruit individuals with the required level of
technical skills, indeed technical skills gaps are a major issue for the sector
•
Generic Skills: generic skills (i.e. customer handling, team working) are in short supply
amongst existing employees and new recruits
•
Basic Skills: the standard of literacy and numeracy of recruits is often poor
•
Employability & Life Skills: attitudes, consistency, motivation, reliability and willingness to
learn are issues within the sector’s workforce
•
With regards to occupations, internal skills gaps are most common amongst those in skilled
trades occupations, followed by sales and customer service staff
Training
•
Only 27.6% of employers in the sector have a Business Plan or Strategy, only 12% have a
Training Plan and just 7.2% have a specific budget for training; with smaller employers much
less likely to have any of these
•
Retail Automotive Sector employees as a whole receive less job related training, with 10%
fewer businesses in the sector (54%) providing training for their employees than the UK
average
•
Employers find it difficult to access training in a manner which is not disruptive to their
business, particularly rural employers who often have greater transportation challenges.
Indeed, the location of training is a key barrier to uptake
•
The direct and indirect costs of training also act as a barrier to uptake
Gap Analysis & Market Testing
Page 62 of 71
November 2006
•
NVQs/SVQs are perceived negatively by some employers, with trainees often not being
sufficiently experienced in practical skills to enable them to undertake the activities their
qualifications say they can
•
There is an identified need for a closer partnership between training providers and
employers
•
Engagement is made difficult by a lack of interest amongst many employers
•
Intense competition and fear of ‘staff poaching’ means that employers are reluctant to use
the same training provider as a rival firm
Qualifications and Provision
•
The provision of qualifications above Level 3 is comparatively sparse
•
There is a gap in vocational training funding for the over 19s
•
Training providers are concerned about declining levels of funding for FE
•
The structure of provision and funding of courses is felt to be confusing for employers
•
Given the resource intensive nature of some forms of training there is concern that some
providers do not have the up-to-date equipment required
•
Internal Quality Assurance was an area identified as a slight weakness by official
inspectorates of provision
•
The level of cooperation between training providers has been reduced by the introduction of
competition between colleges in the FE sector
Opportunities
Sector Characteristics
•
Larger businesses are acquiring smaller counterparts within the sector; larger businesses
are more likely to interact with Automotive Skills and offer training
•
Consolidation of the number of businesses in the sector may increase the reliance of
manufacturers on larger dealer groups – increasing the power of employers in the
downstream automotive sector
Recruitment
•
In the main the poor/negative image of the sector is unfounded and can therefore be
addressed, perhaps by the creation of Industry Ambassadors and by the activities of
Automotive Skills
•
A number of opportunities exist to improve the image amongst and enhance recruitment
from within the 14-16 age category, including:
o
Activities to inform the school curriculum (i.e. guest speakers from within the sector, both
employers and employees, site visits to successful organisations within the sector etc)
Gap Analysis & Market Testing
Page 63 of 71
November 2006
o
The targeting of formal influencers, such as Careers Advisors, with promotional material and
opportunities to experience the different occupations within the sector
o
The targeting of informal influencers, such as parents, guardians and relatives, with
promotional material
o
Improved provision for the able and the motivated, with options including enhanced work
experience activities and pre-apprenticeships
•
Skills gaps can also be addressed by a wider sourcing of employees, including:
o
The recruitment of individuals from other sectors with highly developed transferable skills
o
Actions to address the gender imbalance and the removal of barriers to women working in the
sector.
This would also help to address the poor image of the sector amongst female
customers
•
Linked to all of the above, there is a need to create career pathways within the Retail
Automotive Sector to enable new entrants and the existing workforce to gain a vision of how
their career can develop
•
Socio-demographic changes – more older workers who may be more suitable to roles within
the sector (i.e. sales)
Workforce
•
The creation of a Skills Passport would enable the qualifications and, more importantly the
competencies of individuals to be recorded. This would ensure that employers could be
certain that individuals are competent at the tasks their qualifications indicated they can do
before employing them
Training
•
There is a opportunity to make training more attractive for employers by offering modular,
building block and bite-sized delivery of courses which reduce the disruption to day-to-day
activity
•
New methods of learning could be adopted to enable employers in remote areas to access
training, for example e-learning or mobile training centres
•
The value of training and qualifications could be more effectively communicated to
employers
•
On-the-job up-skilling could be improved by promoting ‘train-the-trainer’ courses
•
There is an opportunity to promote FSA accreditation to ensure financial consistency within
the sector
Gap Analysis & Market Testing
Page 64 of 71
November 2006
Qualifications and Provision
•
Actions to address inadequacies in management and leadership within the sector are
underway with the establishment of Automotive Retail Management Standards (ARMS)
Level 3 (‘Step Into ARMS’) and Level 4. The impact will depend on the success of marketing
and delivery
•
The creation of a Sector Qualifications Strategy will offer the opportunity to only retain
support for courses which meet the needs of employers in the Retail Automotive Sector and
to outline clear career and training pathways
•
There is an identified need for a single authoritative information point and recognised
approval system for the provision and funding of courses to reduce employer confusion
•
The proposed formation of a virtual Skills Academy could offer the opportunity to
disseminate best practice in training between employers and training providers operating in
the sector
Threats
Sector Characteristics
•
Levels of investment required to operate in the Retail Automotive Sector are increasing; this
could lead to a further decrease in the number of businesses operating in the sector
•
There is a potential that low net margins in the sector could continue to have a negative
impact on investment in training
•
Manufacturers
putting
pressure
on
the
downside
supply
chain
(dealerships/repair/distribution) to cut costs; this could impact on training as it is often one of
the first activities to be cut
•
Rapid technological changes could create skills demands which the sector is unable to meet
in the short term (i.e. high level problem solving and technical diagnostic skills to cope with
complex vehicle systems)
•
The potential introduction of National ‘Super-Complaints’ could result in mandatory
legislation which will impact on skills and training requirements
•
Some of the major employers within the Retail Automotive Sector are multinationals and
therefore the sector is subject to influences from outside the UK
•
The servicing and repair sector is showing signs of a small decline, given the longer service
intervals and increased reliability of new vehicles this trend may.
•
The skills required in the serving and repair this sub-sector may change rapidly, with the
potential that there will only be a demand for a smaller number of more highly
qualified/training workers
Gap Analysis & Market Testing
Page 65 of 71
November 2006
•
The diversity of the sector means that solutions to skills and training problems need to be
tailored to meet the needs of all business types; as such, if a singular approach were
adopted it is likely to be unsuccessful
Recruitment
•
The activities of a small number of ‘rogue’ employers and the highlighting of these by the
media could continue to tarnish the image/reputation of the whole sector
•
Increased numbers of young people being guided towards Higher Education could continue
to reduce the pool of potential recruits
•
There is a danger that low pay and poor working conditions could continue to hamper the
sector’s ability to attract high quality employees
•
Competition from other sectors
•
Employers may have to pay more to recruit, which could reduce budgets for training and
investment even further
Workforce
•
It is projected that approximately 30% of the workforce will need to be replaced during the
period 2004-2014, including a high proportion of the more highly skilled individuals within the
sector, creating the danger of further and more extensive skills gaps
•
Management and Leadership: there is a danger that management culture within the sector
will remain function orientated and short-termist
•
Technical Skills: there is a danger that employers, especially SMEs, will be unable to keep
up with the pace of technological change and its associated training demands
•
Generic, Basic and Employability Skills: there is a danger that the school educational system
will continue to fail to equip young people with the core skills required; a threat outside of the
control of the sector
•
Generic, Basic and Employability Skills: there is a danger that the sector will continue to only
attract individuals with lower level core skills
Training
•
As a result of the retirement of many of the more highly skilled individuals in the sector the
ability to offer on-the-job training internally within the sector may decrease
•
Limited number of providers with up-to-date training equipment
•
Less investment on training as employers concerned about poaching or staff moving for
career development
Qualifications and Provision
•
There is an expectation that the number of training providers will decline over the next 5-10
years; this could impact negatively on the ability to satisfy employer needs
Gap Analysis & Market Testing
Page 66 of 71
November 2006
•
There is a danger that the cost of providing training for certain sub-sectors will become
prohibitively expensive (i.e. heavy vehicle) and that the training courses required will not be
available
•
There is a threat that employers continue to be sceptical of the value of NVQs/SVQs and
that new qualifications (i.e. ARMS) are not embraced
•
Lack of transferability amongst manufactures may become more pronounced as a means of
them trying to retain staff
Solutions Mapped to Scottish National Priorities
The outline draft solutions suggested in this Stage 3 report will be mapped to the Scottish
priorities detailed in the Lifelong Learning Strategy. This will be detailed in the final Stage 5
reports in conjunction with the final agreed action plans.
Gap Analysis & Market Testing
Page 67 of 71
November 2006
Appendix 3: Scottish Stakeholders Engaged During the SSA Process
The following table lists partner organisations that Automotive Skills has already engaged with
during Stage 3 of the SSA.
Group and bi-lateral discussions and negotiations will develop
through to the end of Stage 5 and beyond to ensure the SSA aligns with the Scottish policy
agenda to create synergistic outcomes.
Automotive Skills looks forward to continuing to work closely with all our partners and
stakeholders in Scotland.
Figure 8: Stakeholders Engaged during the SSA process
1
Careers Scotland
2
Futureskills Scotland
3
Highlands and Islands Enterprise
4
Jobcentre Plus
5
Learndirect Scotland
6
Scottish Enterprise
7
Scottish Executive
8
10
Scottish Executive Education Department
Scottish Executive Enterprise, Transport and Lifelong Learning
Department
Scottish Further Education Unit
11
Scottish Funding Council
12
Scottish Trades Union Congress
13
SSDA Scotland
14
SQA Accreditation Unit
15
SQA Awarding Body
9
Gap Analysis & Market Testing
Page 68 of 71
November 2006
References
ƒ
Automotivate – Sector Skills Agreement – Stage 1 – Skills Needs Assessment – UK
Report, Automotive Skills Limited 2006
ƒ
Automotivate – Sector Skills Agreement – Stage 1 – Skills Needs Assessment –
Scotland Report, Automotive Skills Limited 2006
ƒ
Automotivate – Sector Skills Agreement – Stage 2 – Assessment of Provision – UK
Report, Automotive Skills Limited 2006
ƒ
Automotivate – Sector Skills Agreement – Stage 2 – Assessment of Provision – Scotland
Report, Automotive Skills Limited 2006
ƒ
‘August profitability levels set the scene for final quarter’ Motortrader, p10, 23rd October
2006
ƒ
A.M. Top 100, December 2005. AM Magazine, 2006.
ƒ
‘Fairer deals for women workers’. AM Online, 17th March 2006.
ƒ
Rising land values and rent costs hit retailers. AM Online, December 2005.
ƒ
Dealers hit by troubled consumer finances. AM Online, May 2006.
ƒ
Location Clause is no more. Did the earth move for anyone? AM Online, October 2005.
ƒ
Automotive Skills Needs Survey, Automotive Skills, 2005.
ƒ
Automotive Skills Employer Validation Survey. Automotive Skills, 2005.
ƒ
Bodyshop Sub-Sector Research. Automotive Skills Ltd, July 2005
ƒ
Graduate and Extra-Sector Experience Research, Automotive Skills, January 2005.
ƒ
Lookers' qtr 1 results well ahead of expectations. AutoWired, 18 April 2006.
ƒ
Carmakers eye dealers for profit chop. AutoWired, 09 June, 2006
ƒ
Better used car demand cuts rates of depreciation. AutoWired, October 2005.
ƒ
Grant-less green cars difficult concept to sell. AutoWired, June 2006.
ƒ
6-months paternity leave will be too costly. AutoWired, October 2005.
ƒ
Engines, prestige and niche models is way forward. AutoWired, June 2006.
ƒ
Kia dealers to get honest appraisal of performance. AutoWired, May 2006.
ƒ
RMIF car dealer attitude survey says manufacturer standards cost too much.
Auto
Industry, April 2006.
ƒ
Consolidation and the rise of the east. Business Money, April 2006.
ƒ
Equal Opportunities Statement. CITB-ConstructionSkills, June 2006.
ƒ
Debt facts and figures. Credit Action, June 2006.
ƒ
The car service and repair market in the UK – 2005. Mfbi, CMS 2005.
ƒ
Britain’s Automotive Industry Leads the World. Carsource, 2006.
ƒ
‘Five year strategy for children and learners’. Department for Education and Skills, July
2004.
ƒ
Super-complaints Fact Sheet, the Department for Trade and Industry, 2005.
Gap Analysis & Market Testing
Page 69 of 71
November 2006
ƒ
The 2006 Budget Changes to Cost of Vehicle Tax, the DVLA 2006.
ƒ
Lustre lost. The Economist, March 23rd 2006.
ƒ
Scottish Employer Skills Survey, FutureSkills Scotland and is for 2004.
ƒ
Welsh Employer Skills Survey, Future Skills Wales, 2005.
ƒ
Diversity and the Skills for Business Network – How the Sector Skills Councils are
Addressing Diversity and Some Good Practice case Studies. GHK Consulting, January
2006.
ƒ
The World Economic Outlook Database, International Monetary Fund, April 2006.
ƒ
Working Futures II, January 2006. Institute for Employment Research and Automotive
Skills Needs Survey 2005.
ƒ
Sectoral Management Priorities: Management Skills and Capacity.
Research report
prepared for the Sector Skills Development Agency by the Institute for Employment
Research, January 2005.
ƒ
Working Futures National Report 2003 – 2004.
R. Wilson, K. Homenidou and A.
Dickerson, Institute for Employment Research, University of Warwick.
ƒ
Working Futures 2004-2014 (SSDA WF2), Institute for Employment Research and
Cambridge Econometrics.
ƒ
Dealer Consolidation - When size matters for the watchdogs. The IMI Magazine, 2006.
ƒ
National Employer Skills Survey 2003, the Learning and Skills Council.
ƒ
National Employer Skills Survey 2004, the Learning and Skills Council.
ƒ
National Employer Skills Survey 2005, the Learning and Skills Council.
ƒ
Dealer profitability slumps to record low. Motor Trader, 20 March 2006
ƒ
Franchised dealers embrace technology. MotorTrader, 21 Apr 2005.
ƒ
Skill and Training Requirements in the Vehicle Maintenance Industry in Greater
Manchester & Devon and Cornwall. Geoff Mason and Matt Osborne, National Institute
of Economic and Social Research, London.
Prepared on behalf of Sector Skills
Development Agency and Automotive Skills, October 2004.
ƒ
Skills Monitoring Survey, NISRA 2003.
ƒ
Employment Outlook 2006, The Organisation for Economic Co-operation and
Development, June 2006.
ƒ
The Economic Survey of the United Kingdom 2005. The Organisation for Economic Cooperation and Development, 2005.
ƒ
Economic Outlook No. 79.
The Organisation for Economic Co-operation and
Development, 2006.
ƒ
International Comparisons of Productivity, The Office for National Statistics, February
2006.
ƒ
Annual Business Inquiry, 2004. Office for National Statistics, updated 15th June 2006.
ƒ
Labour Market Statistics Group the European Labour Force Survey. Office for National
Statistics March – May 2005.
Gap Analysis & Market Testing
Page 70 of 71
November 2006
ƒ
The Labour Force Survey, Office for National Statistics, 2006.
ƒ
Economic Trends, No.631. Office for National Statistics, June 2006.
ƒ
Quarterly national accounts briefing note: 2005Q3. The Office for National Statistics,
2006.
ƒ
Acquisition of Reg Vardy PLC. News, Pendragon Plc, 2006.
ƒ
Abolition
of
location
clause
under
block
exemption
regulation
draws
near.
Pricewaterhouse-Coopers LLP, 2005.
ƒ
Old computers leave dealers struggling to make the most of their software investment.
Pinewood Research, on www.pinewood.co.uk, 11/04/2006.
ƒ
Forward Drive. RMSI, Issue 09, April 2006.
ƒ
Dealers Wave White Flag On Manufacturer Standards. RMIF, 2006.
ƒ
SME Statistics UK, 2005. The Small Business Service, February 2006.
ƒ
Skills Pay: The Contribution of Skills to Business Success, SSDA Research Report 5,
September 2004.
ƒ
The UK Skills and Productivity Agenda: The Evidence Base for the SSDA’s Strategic
Plan 2005-2008. Campbell, M and Garrett, R, SSDA Research Report 6, 2004.
ƒ
EU Productivity and Competitiveness: an industry perspective. O’Mahoney and van Ark
2003, quoted in The UK Skills and Productivity Agenda: The Evidence Base for the
SSDA’s Strategic Plan 2005-2008. Campbell, M and Garrett, R, SSDA Research Report
6, 2004.
ƒ
Sectoral Management Priorities: Management Skills and Capacity.
Research report
prepared for the Sector Skills Development Agency by the Institute for Employment
Research, January 2005.
ƒ
The Retail Motor Industry Pay Guide 2006. Sewells Information & Research, 2006.
Featured in article ‘Car Sales Execs Feel Pain In The Wallet’, Retail Motor Industry
Federation 2006.
ƒ
The Retail Motor Industry Pay Guide 2005. Sewells Information & Research, 2005.
ƒ
Motor Industry Facts and Figures 2006. SMMT, 2006.
ƒ
The Automotive Industry Handbook 2005. Sewells, 2005.
ƒ
Bodyshop Opinion Survey.
Sewells, 2004 as featured in Sewells - The Automotive
Industry Handbook 2005.
ƒ
Starting up in 2006 - Business start-up trends. Start-ups.co.uk, 2006.
ƒ
The UK Car Body Repair Market 2005. MFBI (A division of Trend Tracker Limited),
Report reference 143, 2005.
ƒ
Scenario Planning Futures Workshops Report. Turquoise, December 2005.
ƒ
Enterprise and Innovation, HM Treasury, 2006.
ƒ
Shaping a Fairer Future, Women and Work Commission, February 2006.
Gap Analysis & Market Testing
Page 71 of 71
November 2006