Automotivate
The Sector Skills Agreement for the Downstream Motor
Industry
Sector Skills Agreement – Stage 3
Gap Analysis and Market Testing
Wales Report
November 2006
Institute of the Motor Industry
Fanshaws
Brickendon
Hertford
SG13 8PQ
01992 511521
www.motor.org.uk
Stage 3 – Gap Analysis & Market Testing
Page 1 of 70
November 2006
Contents
PREFACE ...................................................................................................................................... 5
1
INTRODUCTION..................................................................................................................... 6
2
EXECUTIVE SUMMARY ........................................................................................................ 7
3
THE EVIDENCE.................................................................................................................... 11
3.1
SKILLS NEEDS .................................................................................................................. 11
3.1.1
The Sector .............................................................................................................. 11
3.1.2
Geodemographics .................................................................................................. 11
3.1.3
Workforce Profile .................................................................................................... 12
3.1.4
Skills Categories ..................................................................................................... 12
3.1.4.1
3.1.4.2
3.1.4.3
3.1.4.4
3.1.4.5
Employability Skills ........................................................................................................... 12
Basic Skills ....................................................................................................................... 12
Generic Skills.................................................................................................................... 12
Technical Skills................................................................................................................. 13
Management and Leadership Skills.................................................................................. 13
3.1.5
Approach to Employer Engagement....................................................................... 13
3.1.6
Employer Depth Engagement................................................................................. 14
3.1.7
Engagement Strategy for Stages 4 and 5 .............................................................. 16
3.1.8
Approach to Communication, Discussion and Evaluation...................................... 16
3.2
SUPPLY-SIDE EVALUATION ............................................................................................... 18
3.2.1
SWOT Analysis – Wales......................................................................................... 18
3.2.2
Geographic Context................................................................................................ 19
3.2.3
Changes to Provision by Skills Category................................................................ 20
3.2.4
Approach to Supply-Side Consultation................................................................... 22
3.2.5
Balance of Evidence – the Learner Input ............................................................... 22
4
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 capability............................................................................ 28
4.3
GENERIC SKILLS .............................................................................................................. 31
4.3.1
Generic Skills.......................................................................................................... 31
4.3.2
Generic Skills - Customer Service.......................................................................... 32
4.3.3
Legislation............................................................................................................... 34
4.3.4
Basic Skills.............................................................................................................. 35
4.3.5
Re-implement key skill areas in Apprenticeship Framework.................................. 36
4.3.6
Implement functional / key skills within Work Focussed Learning Pathways......... 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............................................................................ 42
4.4.4
High Calibre and Extra-Sector Recruitment ........................................................... 44
4.4.5
Employability........................................................................................................... 45
4.5
STRATEGIC OVER-ARCHING SOLUTIONS ............................................................................ 47
4.5.1
Developing Quality Education and Training Provision (1) - Quality Improvement
Strategy 47
4.5.2
Developing Quality Education and Training Provision (2) – Centres of Excellence48
4.5.3
Skills Passport ........................................................................................................ 50
5
OVERALL REVIEW & MONITORING ARRANGEMENTS.................................................. 52
5.1
5.2
5.3
GENERAL ......................................................................................................................... 52
CHECKPOINT REVIEW ....................................................................................................... 52
SPECIFIC REVIEWING AND MONITORING ............................................................................ 53
Stage 3 – Gap Analysis & Market Testing
Page 2 of 70
November 2006
APPENDICES .............................................................................................................................. 54
APPENDIX 1: GAPS IN PROVISION ................................................................................................. 54
Work Based Learning Enrolments: Wales ............................................................................ 54
Further Education Enrolments: Wales .................................................................................. 54
Higher Education................................................................................................................... 55
APPENDIX 2: UNITED KINGDOM SWOT ANALYSIS ......................................................................... 56
Strengths ............................................................................................................................... 56
Weaknesses.......................................................................................................................... 57
Opportunities ......................................................................................................................... 59
Threats .................................................................................................................................. 61
APPENDIX 3: SWOT ANALYSIS – OVERVIEW ................................................................................ 63
Solutions Mapped to Welsh National Priorities ..................................................................... 66
APPENDIX 4: WELSH STAKEHOLDERS ENGAGED DURING THE SSA PROCESS ................................ 67
REFERENCES ............................................................................................................................. 68
Stage 3 – Gap Analysis & Market Testing
Page 3 of 70
November 2006
List of figures
FIGURE 1: ENTERPRISE SKILLS FOCUS TYPOLOGY .......................................................................... 15
FIGURE 2: SWOT ANALYSIS - WALES ............................................................................................. 18
FIGURE 3: EMPLOYABILITY SKILLS .................................................................................................. 20
FIGURE 4: BASIC SKILLS ................................................................................................................. 20
FIGURE 5: GENERIC SKILLS ............................................................................................................ 21
FIGURE 6: TECHNICAL SKILLS ......................................................................................................... 21
FIGURE 7: MANAGEMENT AND LEADERSHIP SKILLS .......................................................................... 22
FIGURE 8: WORK BASED LEARNING ENROLLMENTS - WALES ............................................................ 54
FIGURE 9: FURTHER EDUCATION ENROLMENTS - WALES ................................................................. 54
FIGURE 10: HIGHER EDUCATION COURSES ..................................................................................... 55
FIGURE 11: SWOT ANALYSIS - OVERVIEW...................................................................................... 63
FIGURE 12: STAKEHOLDERS ENGAGED DURING THE SSA PROCESS .................................................. 67
Stage 3 – Gap Analysis & Market Testing
Page 4 of 70
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
Stage 3 – Gap Analysis & Market Testing
Page 5 of 70
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 Wales and there are reports for each of 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 Wales.
This report outlines the agreement of what are the skills needs of the sector 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.
Stage 3 – Gap Analysis & Market Testing
Page 6 of 70
November 2006
2
Executive Summary
The automotive sector downstream of the factory gate, with its GVA of £677m and total turnover
of £3.9bn, is a far more significant contributor to the Welsh economy than is generally realised.
Approximately 30,000 employees directly depend on the sector and its 3,800 enterprises in
Wales 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
employees 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 about a quarter of all positions only. 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 categorized as “Survivors” or “Aspirers” according to a range of
Stage 3 – Gap Analysis & Market Testing
Page 7 of 70
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 summarized 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 (eg Work Focussed Learning
Pathways)
•
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
•
Internalized recruitment tendency
•
Low managerial qualification penetration
•
Widespread concerns about the quality of training
Opportunities (external) include;
•
Sector Skills Agreement
•
14-19 Learning Pathways initiatives will help encourage higher caliber 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 organisation and institutions
•
Increased availability of training through the medium of welsh may attract a more diverse
workforce
Stage 3 – Gap Analysis & Market Testing
Page 8 of 70
November 2006
Threats (external) include;
•
Sector not a priority in any of the Welsh regions
•
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 skills workers retiring, structural changes to provision and its
funding, public sector unresponsive to employer needs, etc.
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
•
Developing Generic Skills
•
Increasing Legislative Awareness
•
Developing Basic Skills
•
Developing Core Skills
•
Improving the attractiveness of the Sector
•
Developing Career Pathways
•
Balancing the Workforce
•
Including High Calibre & Extra Sector Recruitment
•
Developing Employability Skills
•
Developing Quality Development Programmes
o
Quality Improvement Strategy (QIS)
o
Development of Centres of Excellence or similar in Wales
o
Skills Passport
Development of the downstream automotive Sector Qualifications Strategy (SQS) will drive from
the SSA action plans.
Stage 3 – Gap Analysis & Market Testing
Page 9 of 70
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.
Stage 3 – Gap Analysis & Market Testing
Page 10 of 70
November 2006
3
The Evidence
3.1
Skills Needs
3.1.1
The Sector
The sector in Wales comprises thirteen industry-defined sub-activities across a range of
business types downstream of the vehicle factory gate. There are 3,855 businesses across
Wales with a combined turnover of £3.9bn annually, producing a total GVA of £677 million each
year. The sector in Wales employs 30,000 people, of whom 5 out of every 6 are male. The
sector is dominated by a few very large employers and the 80% that are micro-businesses.
Sector profitability is relatively poor, with 1% net profit ratio in Wales being typical. Some sector
activities, such as body repair, suffer the poorest profitability, whilst others, such as contract hire
and leasing, enjoy better margins. Overall, this depresses pay levels and reduces investment in
training as well as in development and skills. This makes the sector 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 Welsh
employers.
Historically the sector has been driven by targets and there is still room to improve customer
focus. At the same time, increasing emphasis on careers, rather than occupations, is recognized
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.
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 without 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.
Stage 3 – Gap Analysis & Market Testing
Page 11 of 70
November 2006
3.1.3
Workforce Profile
Although significant in terms of FE provision, technicians and related occupations account for
only a quarter of all employees in the footprint across the U.K. The male employees dominate
the workforce, but union membership is just 2%. Those employed in the public sector account
for just 2¼%. New recruits tend to come from school (40%) or F.E. (20%), with H.E. accounting
for just 7%. This is 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 18% of employers
in Wales, and the shortages relating to recruits, highlighted by 4% of employers, five skills
categories have been identified by employers as requiring action. Many of these could be said
to apply across sectors.
Across the UK, the Automotive Skills Validation Survey has shown that 3 out of 4 people
responding to the research agreed that proficiency in generic skills like communications, teamworking and problem solving will need to increase significantly for businesses to stay competitive.
Automotive Skills’ research has also 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.
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 too many school leavers are joining the workforce with inadequate numeracy
and literacy standards and they have to take too much remedial action
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; communication skills (44% of
employers), problem-solving (61%), team working (46%), and customer handling (63%). Three
quarters of employers agreed that such generic skills were essential for their organizations to
remain competitive.
Stage 3 – Gap Analysis & Market Testing
Page 12 of 70
November 2006
3.1.4.4
Technical Skills
Seventy-three percent of sector establishments in Wales 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 responding to
research across the UK 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 across the UK have a level NVQ 4
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 asked in the
validation survey definitely agreeing that this is required. If enterprises are to become less
bureaucratic and more like learning organizations significant change will be required in this area.
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:
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.
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
Stage 3 – Gap Analysis & Market Testing
Page 13 of 70
November 2006
gap analysis. These were informal open debates without assumptions or preconceptions
designed to identify the priorities for the sector.
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.
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.
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 four were conducted in Wales. 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 organization 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.
Stage 3 – Gap Analysis & Market Testing
Page 14 of 70
November 2006
Figure 1: Enterprise Skills Focus Typology
Type of Business
“Survivors”
Often smaller, independent,
long established, family run.
Sites
Often single site
Employees
Typically micro-businesses;
<5 employees
Survival
Business Imperative
Skills Focus
Skills Gap/Shortage
Categories recognised
Technical needs
Approach to Employees
Approach to Training
Often cannot (or don’t want) to
cope with the rigours of
training and development.
Larger problem with:
ƒ Employability skills
ƒ Basic skills (esp <25s)
ƒ Generic skills
ƒ Technical skills
Management and leadership
needs not often recognized.
Impact of skills
gaps/shortages more
significant on smaller
workforce.
More likely to want more ‘old
school’ mechanics (which are
hard to find) to work on older
cars.
Less likely to have the time to
look after apprentices, etc.
Few have basic standards for
entry.
Little training infrastructure to
support micro-businesses (too
little practical application in
college courses these days).
“Aspirers”
Medium/large independents,
franchised, larger retailers,
groups
Often multi-site, also single
site
Micro- and larger businesses;
>5 employees
Looking for opportunities to
grow
Lead by progressive attitudes
or external influences (eg
manufacturers, CSI).
Smaller problem with:
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.
Tend to replace rather than
repair – on newer vehicles.
Pace of technological change
causing some difficulties.
More likely to have HR
function, pay tends to be
better.
Easier to attract better staff.
Often organize or use own or
manufacturer
facilities/courses; eg
academies, reflecting the xyz
way of doing things.
An underlying theme has crystallized through the first three stages of the SSA; too many young
people have a poor attitude and lack of motivation to fulfill 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 recognized, especially by
the more progressive and sophisticated enterprises. Promotion through the ranks is a common
Stage 3 – Gap Analysis & Market Testing
Page 15 of 70
November 2006
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 Wales. This will
include the Welsh 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.
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 responses 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
Stage 3 – Gap Analysis & Market Testing
Page 16 of 70
November 2006
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.
Stage 3 – Gap Analysis & Market Testing
Page 17 of 70
November 2006
3.2
Supply-Side Evaluation
3.2.1
SWOT Analysis – Wales
Figure 2: SWOT Analysis - Wales
SPECIFIC STRENGTHS
SPECIFIC WEAKNESSES
Workforce
‰
‰
Sector Characteristics
Overall sector employment is forecast to increase
Wales has a higher proportion (92%) of small
in Wales, compared with a fall at the UK level
businesses
Compared to the UK average, the sector in Wales
average (88%); smaller businesses are less likely to
has a marginally higher proportion of employees
train their staff
with Level 3 and Level 4 qualifications
Workforce
‰
Training
‰
Wales there is a relatively low proportion of
Welsh employers in the sector are more likely to
employment in professional and associate
provide training for their staff, with over 66% of
professional and technical occupations in
employers having done so in the last 12 months
the Retail Automotive Sector
‰
The UK Retail Automotive Sector has a
much lower proportion of female workers
Qualifications and Provision
‰
Compared to the UK sector average, in
According to research carried out for Stage 2
compared to the UK average of 54%
‰
(1-10 employees) that the UK sector
According to UFI data the greatest level of
than the all sector average (77% male
provision in Wales is at Level 3; the level believed
versus 53% male); in Wales this situation is
to be in greatest demand amongst employers
much
According to official inspectorates colleges and
training providers serving the sector in Wales are
more
pronounced
(85%
of
the
workforce being male)
Training
‰
performing well; no serious problems have been
Further Education: the number of females
enrolled on courses in the sector is low
highlighted
‰
Work Based Learning: the number of
females taking part in courses in the sector
was very low
‰
Higher Education: the number of females
taking part in HE courses was low
Qualifications and Provision
‰
According UFI (2005), the number of Retail
Automotive
Sector
courses
running
in
Wales is low in comparison to most English
regions
‰
Gaps in provision are evident at Entry Level
in Wales (UFI)
‰
The main shortcomings identified by official
inspectorates of training provision serving
the sector in Wales tended to be around
internal quality assurance
Stage 3 – Gap Analysis & Market Testing
Page 18 of 70
November 2006
SPECIFIC OPPORTUNITIES
SPECIFIC THREATS
Workforce
‰
Workforce
Marked increases in the expected levels of
‰
37% of the workforce in Wales will need to
qualifications required amongst those employed in
be replaced during the period 2004-2014,
each occupation are projected, particularly at Level
creating the danger of further and more
3; creating increased demand for qualifications and
extensive skills gaps. This figure is above
training
the UK average of 30%
‰
Training
‰
‰
DELLS
has
established
a National
There is a threat that the Retail Automotive
Planning
Sector is not perceived as a priority by
Framework and Funding System which will create
funders and policy makers and that their
opportunities for providers servicing the Retail
actions do not meet the sector’s specific
Automotive Sector
requirements
The Welsh Assembly’s Skills and Employment
‰
Larger employers who operate across the
Action Plan (SEAP2) outlines specific objectives to
UK have voiced frustration about the
assist employers and raise skills levels
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
Broadly speaking the skills issues identified in Wales are of a similar nature and significance as
those found elsewhere with differences being largely at the margins. Essentially the same kinds
of education, skills and training problems affect employers right across the UK. Where there is a
difference it is in the dichotomy between businesses with predominantly urban and
predominantly rural employee and customer territories.
Qualitative research has highlighted that the dynamics of urban and rural employers differ
significantly both in terms of the labour market and customer base. Rural employers tend to
have more stable workforces with less staff turnover and more loyal customer bases. They do
find it harder to recruit, however, and harder to access training in a way that does not disrupt
their businesses. Proximity and access to colleges, institutes, academies and places of work,
coupled with relatively higher costs can cause significant disruption and difficulty due to
extended travel time and logistical difficulties.
Urban-based employers tend to face a workforce with a high turnover of staff, (enjoying a wider
range of alternative employment opportunities), set in a more transient societal environment.
The customer base is often less stable and poaching of staff is a greater problem. Access to
training and skills development is better and less disruptive, with a greater choice of delivery.
There are also perceived differences in quality of delivery.
Stage 3 – Gap Analysis & Market Testing
Page 19 of 70
November 2006
3.2.3
Changes to Provision by Skills Category
In the next sections we outline in table format by skills category a narrative of the requirements
for change that forms the basis for the proposed collaborative solutions.
Figure 3: Employability Skills
Employability Skills
Desired changes to current provision
Desired changes to provider structure
Demographic groups to be targeted
ƒ Targeted industry sub-activities
ƒ Specific skills
ƒ Qualification Frameworks
ƒ Levels
ƒ Volumes/Proportions of
Workforce
Desired Modes of Delivery
Desired Provider Capacity
Other Information (including examples
of good practice)
Improvements to the school curriculum
More advice on the content of learning programmes
Standardised initial assessments
Skills for Work courses
Inter-personal skills development
Learning programmes to include a range of
technical, basic, generic and employability skills
Flexible, appropriate qualifications frameworks
Figure 4: Basic Skills
Basic Skills
Desired changes to current provision
Desired changes to provider structure
Demographic groups to be targeted
ƒ Literacy
ƒ Numeracy
Improvements to the school curriculum
Learning programmes to include a range of
technical, basic, generic and employability skills
ƒ
ƒ
ƒ
14-16
School Leavers
Apprentices
ƒ
ƒ
ƒ
ƒ
ƒ
Targeted industry sub-activities
Specific skills
Qualification Frameworks
Levels
Volumes/Proportions of
Workforce
Desired Modes of Delivery
Desired Provider Capacity
Other Information (including examples
of good practice)
Stage 3 – Gap Analysis & Market Testing
Page 20 of 70
November 2006
Figure 5: Generic Skills
Generic Skills
Desired changes to current provision
Desired changes to provider structure
Demographic groups to be targeted
ƒ Targeted industry sub-activities
ƒ Specific skills
ƒ Qualification Frameworks
ƒ Levels
ƒ Volumes/Proportions of
Workforce
Desired Modes of Delivery
Desired Provider Capacity
Other Information (including examples
of good practice)
ƒ Planning and organizing
ƒ Problem-solving
ƒ Team working
ƒ Customer handling
Learning programmes to include a range of
technical, basic, generic and employability skills
All employees in the footprint.
Figure 6: Technical Skills
Technical Skills
Desired changes to current provision
Desired changes to provider structure
Demographic groups to be targeted
ƒ Targeted industry sub-activities
ƒ Specific skills
ƒ Qualification Frameworks
ƒ Levels
ƒ Volumes/Proportions of
Workforce
Desired Modes of Delivery
Desired Provider Capacity
Other Information (including examples
of good practice)
Stage 3 – Gap Analysis & Market Testing
Particular emphasis on keep pace with changing
product technology
Learning programmes to include a range of
technical, basic, generic and employability skills
Likely to impact on technicians employed in Wales
Page 21 of 70
November 2006
Figure 7: 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
Demographic groups to be targeted
ƒ Targeted industry sub-activities
ƒ Specific skills
ƒ Qualification Frameworks
ƒ Levels
ƒ Volumes/Proportions of
Workforce
Desired Modes of Delivery
Desired Provider Capacity
Other Information (including examples
of good practice)
3.2.4
Approach to Supply-Side Consultation
The Welsh Showcasing Event took place in November 2006. From this point, Automotive Skills
will continue to undertake regular engagement with stakeholders in Wales through the Project
Board meeting, ad-hoc group sessions and bi-lateral meetings. These are continuing and ongoing.
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
Welsh policy agenda to enable positive benefits and synergistic outcomes to be developed.
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.
Stage 3 – Gap Analysis & Market Testing
Page 22 of 70
November 2006
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 trades union 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.
Stage 3 – Gap Analysis & Market Testing
Page 23 of 70
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 and
supply)
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 NVQ
Level 4+, and 16%
have no
qualification at all)
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
to progress to
more senior levels.
Stage 3 – Gap Analysis & Market Testing
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.
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
Stakeholder
Involved and
Actions to be
Taken
Welsh Assembly
Government
including DELLS,
DEIN, and the
Quals department.
HEFCW. Wales
Management
Council.
Performance
Engineering
Training
Consortium.
In the short term,
this can be
stimulated through
work with aspiring
new managers to
encourage a
learning culture
and develop best
practice activity.
Employers with
existing Level 3
programmes to
map & align
management
training delivery
with ‘Step into
ARMS’ (Level 3) with support of
awarding bodies &
providers.
Awarding bodies &
providers to offer
new qualification.
Create ‘Learning
Champions’
Establish ‘Fast
Track’ pilot
schemes - key
Funding support to
map existing
employer
programmes
across to ‘Step
into ARMS’
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
Wales (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’
Funding to support
mapping and
promotion in place
within first year.
Close
collaboration
between awarding
bodies and
Page 24 of 70
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
To be defined
through discussion
with employers,
providers and
stakeholders
Case studies
illustrating
practical benefits
of addressing
business needs for
employers
Year 15 manufacturer
franchise networks
across the UK.
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact of
Change,
Improvement or
Activity
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’
Employers
Involved and
Actions to be
Taken
influencer
employers to
develop case
studies to illustrate
clear benefits for
the individual and
business needs of
employer.
Stakeholder
Involved and
Actions to be
Taken
providers to
facilitate ‘Fast
Track’ groups of
employees with
leading employers
to achieve Level 3
qualification.
Endorsement and
promotion of ‘Step
into ARMS’ by
Trade
Associations to
influence member
networks
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.
Assess role for an
HR Toolkit to
enhance practical
support for Level
3 qualification
Stage 3 – Gap Analysis & Market Testing
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
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 70
Use of HR Toolkit
to provide practical
support for
learners on Step
into ARMS
programmes
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 and
supply)
Research has
highlighted a
relatively poor
level of
management
qualification
across the sector
(Only 14% of
managers in
sector have NVQ
Level 4, 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
capability to exploit
Strengths and
Opportunities, and
respond to Threats
and Weaknesses
identified in SWOT
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)
Stage 3 – Gap Analysis & Market Testing
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.
Create ‘Learning
Champions’ to
encourage wider
participation.
Develop higher
quality managers
to enable
succession
planning – and
contribute to
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
Employers with
existing Level 5
training
programmes to
use the level 5
qualification to
assess the
competence of
their level three
managers.
Establish ‘Fast
Track’ pilot
schemes - key
influencer
employers to
develop case
studies to illustrate
clear benefits for
Stakeholder
Involved and
Actions to be
Taken
Welsh Assembly
Government
Departments:
DELLS. DEIN,
Quals, HEFCW
and Wales
Management
Council. Cardiff
Business School
as potential pilot
partner
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Short term activity
around case
studies and
employer
awareness raising
Existing employer
management
training provision –
working closely
with major
employers in
Wales (top 5
dealer and fast fit
employers) and
manufacturer
franchise networks
across the UK.
Manufacturers to
visibly change
existing
programmes to
profile of ARMS to
show ‘Quick Win’
Funding to support
employer use of
level 5
qualifications and
map existing
programmes 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
just end
Short and
Medium term
focus for activity to
stimulate employer
awareness of
business benefits
to be derived from
wider uptake of
formal
management
development.
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
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
Endorsement and
promotional
support from
Trade
Associations
Page 26 of 70
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
analysis
Desired Impact of
Change,
Improvement or
Activity
reduced staff
turnover (and
associated costs)
at all levels in
business
Recognition of
achievement of
stand-alone
modules to
support individual
progression
Broaden the vision
of management as
a catalyst to
address limitations
of ‘silo mentality’
Stage 3 – Gap Analysis & Market Testing
Employers
Involved and
Actions to be
Taken
the individual and
business needs of
employer.
Endorsement and
promotion of
ARMS by Trade
Associations to
influence member
networks
Stakeholder
Involved and
Actions to be
Taken
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
Medium Term
Funding support
for development of
provider capacity
for ARMS – work
with existing
management &
leadership
providers to
contextualise
delivery to ARMS
Page 27 of 70
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Clear link to Skills
Passport solution
– recognition of
achieving ARMS
modules (partqualification) as a
‘selling benefit’ for
individual
progression and to
help prospective
employers identify
aspiring
managers.
November 2006
4.2
Technical Skills
4.2.1
Raising technical skills 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 and
supply)
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.
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.
Employers have
identified a lack of
proficiency in
sector-specific
technical skills
among their
workforces.
Concerns over the
technical capability
of staff working in
the sector are also
Stage 3 – Gap Analysis & Market Testing
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
participation in
apprenticeships,
and other training
increases.
Local training
Employers
Involved and
Actions to be
Taken
Micro, small and
medium size
businesses that
specialise in the
servicing, repair
and fault diagnosis
of vehicles. Trade
Association
endorsement
Development of
“Employer Friendly
Learning
Providers” with the
capability to
delivery the full
range of
Automotive Skills
qualifications,
short courses and
programme
frameworks
Development of
“Employer Friendly
Learning
Providers” who
have the capability
to deliver training
Stakeholder
Involved and
Actions to be
Taken
Welsh Assembly
Government
Departments:
DELLS. DEIN,
Quals and
CareersWales.
Performance
Engineering
Technium and
Performance
Engineering
Training
Consortium.
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Short to Medium
Term - Pilot
“Employer Friendly
Learning
Providers”
Employer Friendly
Learning
Providers” in
partnership with
local government
agencies-
Increased number
of micro, small and
medium size
businesses
engaging in
Government
funded initiatives.
FE Colleges and
private providers.
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
To be defined
through discussion
with employers,
providers and
stakeholders
Using bite-size
technical training
employers are
provided with
opportunity to
meet emerging
industry “Codes of
Practice”.
Skill and
qualification levels
within the Retail
Motor Industry
increase.
Develop
“Employer Friendly
Learning Providers
with the capacity
to deliver a range
of training,
information and
services designed
to help employers
build capacity and
satisfy business
Page 28 of 70
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
reflected in the
National
Consumer
Council’s
threatened
‘Supercomplaint’
Employers not
actively supporting
the local training
provision
Desired Impact of
Change,
Improvement or
Activity
provision delivery
reflects employer
needs across
technical and non
technical areas
Local training
provision adheres
to Automotive
Skills Quality
Improvement
Strategy
Employers
Involved and
Actions to be
Taken
and assessment
programmes that
meet the needs of
employers and
employees – and
also capability to
provide
information, advice
and guidance to
employers
Stakeholder
Involved and
Actions to be
Taken
needs.
Reduce employer
confusion
surrounding
training and
funding resulting in
improved
engagement.
Work with key
partners at both
national and local
levels to maximise
recruitment and
promotional
opportunities for
Apprenticeships.
Employers engage
with
apprenticeship
programmes
Enable employers
to select better
informed suitable
young people for
apprenticeships by
providing links
between national
and local
recruitment
More flexible
qualifications
made available
Establish links
between national
employer
apprenticeship
programmes that
have surplus
applicants and
local provision with
surplus
vacancies/training
opportunities.
Employers run
CPD programmes
for employees –
linked to roll out of
Skills Passport
Implement
Stage 3 – Gap Analysis & Market Testing
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Medium to long
term - Establish
protocol for
national
apprenticeship
applicants to
receive information
on local
employment
opportunities
Training at a local
level reflects
industry need and
funding is
channelled to
those needs
supporting
business
development and
employee
professionalism.
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Review available
qualifications and
full time courses
as to their
suitability to meet
employer and
industry needs
Funding bodies to
fund short courses
for established
employees to help
them keep their
skills up to dates
Develop training
delivery to meet
industry needs.
Encourage
Learning Providers
to commit teaching
staff CPD and
investment in
capital equipment
Skills level of
training delivery
staff increases as
a direct result of
Train the Trainer
programmes
keeping pace with
employer needs.
Funding bodies to
fund short courses
for adults
Integrate all above
initiatives with
Skills Passport
solution
Review available
qualifications and
full time courses
Page 29 of 70
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact of
Change,
Improvement or
Activity
Employers
Involved and
Actions to be
Taken
apprenticeship
programmes for
adults to attract
adults into the
industry.
Work with UK
Skills and SkillAuto
to raise profile and
build infrastructure
for skills
competitions in the
run-up to London
2011.
Stage 3 – Gap Analysis & Market Testing
Stakeholder
Involved and
Actions to be
Taken
as to their
suitability to meet
employer and
industry needs
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Collaborate with
sector employers
on development of
Centre(s) of
Excellence or
similar quality
model – working
with Performance
Engineering
Training
Consortium
Long Term Establish national
coverage of
“Employer Friendly
Learning
Providers”
Long Term Establish
methodology to
support/fund local
training provision
to meet employer
needs (via
collaborative
working).
Page 30 of 70
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Establishment of
Centre(s) of
Technical
Excellence for
Wales (or similar
model)
Infrastructure for
automotive
competitions in
place; profile
raised of technical
skills in the motor
industry.
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 prerequisite to underpin more specific skills sets noted elsewhere in this report.
Evidence
(demand and
supply)
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.
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.
However, the
employer focus is
on addressing
employees’
practical expertise
and specific
business needs
not on
qualifications.
Stage 3 – Gap Analysis & Market Testing
Desired Impact of
Change,
Improvement or
Activity
Improved access
to flexible and
modular bite-size
provision for
practical training 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
employers
Employers
Involved and
Actions to be
Taken
Dealer groups,
independent
dealers, roadside
recovery
operators, fast fit
outlets,
bodyshops, and
trade associations
– 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
– inc. Business
Improvement
Techniques (BIT)
Stakeholder
Involved and
Actions to be
Taken
Welsh Assembly
Government
Departments:
DELLS. DEIN,
Quals, Learndirect
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Short term
Work with
Learndirect 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
decisions)
Case study
examples of SME
& Micro employers
gaining business
benefit from
generic skills
enhancement.
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
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 (HIE
project??)
Training for SME
employers to
improve business
planning – training
budgets
Streamlined
delivery and
marketing of
generic skills
provision to reduce
employer
confusion about
provision and
Funding support
for modular
courses which do
not directly lead to
qualifications –
address employer
need for business
solution not for
Page 31 of 70
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact of
Change,
Improvement or
Activity
Employers
Involved and
Actions to be
Taken
and team working
Develop a toolkit
with employers to
promote use of
Training Plan and
Budget within
context of
improved business
planning.
4.3.2
Stakeholder
Involved and
Actions to be
Taken
qualifications.
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
funding
Funding to
develop Training
Plan toolkit to
develop SME
capability for
business planning
for Training Plans
and budgeting
Medium
Mechanism to
support employers
in making effective
decisions about
purchasing
training )
Integrate generic
skills training (inc.
bite-size modular
training that does
not attract formal
qualifications) into
Skills Passport
solution.
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 is an opportunity for this to be
supported through the effective use of a Customer Service Toolkit
Evidence
(demand and
supply)
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
Stage 3 – Gap Analysis & Market Testing
Employers
Involved and
Actions to be
Taken
Employers to use
Customer Service
Toolkit as best
practice for all
customer-facing
staff
Commitment to
standards
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
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
Page 32 of 70
Funding &
Costings
Reviewing &
Monitoring
Arrangements
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact of
Change,
Improvement or
Activity
employers across
the sector – entry
point to CPD and
‘learning
organisations’
through generic
skills
Employers
Involved and
Actions to be
Taken
development to
contextualise
existing Customer
Service units to
ensure fit for
purpose in sector
Stakeholder
Involved and
Actions to be
Taken
recognised by
formal
qualifications)
Funding for the
accreditation of
customer service
Work with larger
dealer groups and
“soft franchises”
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Target number of
employers using
Toolkit application
– e.g. 2
independent
repairer networks
Employers to
implement
incentive bonus
schemes based on
customer service
measures (not
sales volumes)
Stage 3 – Gap Analysis & Market Testing
Improved
assessment
techniques used in
the industry.
Learning providers
develop their skills
of assessment.
Employers to
recognise Skills
Passport as a
minimum
requirement of
employment (and
an accepted
measure for
customer handling
skills)
Employers
implement CPD
programmes for
women
employees. More
women join the
industry. Career
ladder put in place
for women.
Develop
competencebased forms of
assessment that
can be used by
employees to help
them develop their
problem solving
and customer
service skills by
reflecting on how
their actions
impact on the
Awarding bodies
to develop units
that can be credit
rated so they can
be used in
qualifications.
Medium
Awarding bodies
to develop
innovative forms of
assessment that
assesses
occupational
competence.
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
Awarding body
‘buy-in’ to Skills
Passport
Assess
effectiveness of
Women into Work
project with SSDA.
Page 33 of 70
November 2006
Evidence
(demand and
supply)
4.3.3
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact of
Change,
Improvement or
Activity
Employers
Involved and
Actions to be
Taken
workplace.
Stakeholder
Involved and
Actions to be
Taken
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Legislation
Trading Standards have identified shortfalls in employer knowledge of consumer and employment law which need to be addressed in parallel with customer service skills
Evidence
(demand and
supply)
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.
Creation of
website that offers
advice and
guidance on
legislative issues.
Stage 3 – Gap Analysis & Market Testing
Employers
Involved and
Actions to be
Taken
Dealer groups,
independent
dealers, fast fit
outlets,
bodyshops, and
trade associations
– focus on Micro
and SME business
employers.
Establish working
groups with SME
& Micro 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)
Stakeholder
Involved and
Actions to be
Taken
Welsh Assembly
Government
Departments:
DELLS. DEIN,
Quals, and
Trading Standards
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Short Term
Explore funding
and collaborative
work with Trading
Standards to
develop a
programme that
enhances
employers’
knowledge of
consumer
legislation to
deliver enhanced
customer service
and reduce
number of
complaints from
customers in the
sector.
Programme of
employer
workshops held
jointly with Trading
Standards to
provide employers
with enhanced
knowledge of legal
requirements.
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
To be defined
through discussion
with employers,
providers and
stakeholders
Reduction in
number of
consumer
complaints to H&I
Trading Standards
Improved
customer
satisfaction
measures for
businesses in
sector
Work with and
seek advice from
the Federation of
Small Businesses
Page 34 of 70
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact of
Change,
Improvement or
Activity
Employers
Involved and
Actions to be
Taken
Stakeholder
Involved and
Actions to be
Taken
on strategic
approach.
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Provide links to
websites with
FSBs and FDA.
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 and
supply)
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.
These underpin
the effectiveness
of recruitment,
staff development
and ultimately the
effectiveness in
their job roles.
Desired Impact of
Change,
Improvement or
Activity
Improvements to
school curriculum
at all levels (not
just 14-19?)
Learning
programmes to
include a range of
technical, basic,
generic skills
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).
Closer
collaboration
between
employers and
providers to
evaluate scope of
issue and remedial
action
Employers to
assess the basic
Stage 3 – Gap Analysis & Market Testing
Stakeholder
Involved and
Actions to be
Taken
Welsh Assembly
Government
Departments:
DELLS. DEIN,
Quals, Learndirect,
Job Centre Plus
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Medium to Long
Develop approach
that integrates with
SfBN solution for
this cross-cutting
theme
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
To be defined
through discussion
with employers,
providers and
stakeholders
Stakeholders
influencing the
school system to
develop a
collaborative
approach to
address employer
needs
Learning providers
develop basic
skills training
packages for
employees.
Page 35 of 70
November 2006
Evidence
(demand and
supply)
4.3.5
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact of
Change,
Improvement or
Activity
Employers
Involved and
Actions to be
Taken
skills of their staff
and offer support
Stakeholder
Involved and
Actions to be
Taken
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Re-implement key skill areas in Apprenticeship Framework
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 key skills areas, which can undermine the
effectiveness of learning through apprenticeship programmes – and there is therefore a proposal to re-implement the six key skill areas in the apprenticeship programme.
Evidence
(demand and
supply)
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
All apprentices do
Key Skills even if
they already have
GCSEs
Employers
understand the
purpose of Key
Skills and how
they can impact on
their businesses
Stage 3 – Gap Analysis & Market Testing
Employers
Involved and
Actions to be
Taken
Manufacturers,
dealer groups and
trade associations
Ensure full support
in achievement of
key skills and
greater
understanding
through supplier
consultation
Closer
collaboration and
working
relationships with
providers
Employers
develop an
understanding of
the role of
Functional Skills
Stakeholder
Involved and
Actions to be
Taken
Welsh Assembly
Government
Departments:
DELLS. DEIN,
Quals, Learndirect,
JCP and Careers
Wales
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Medium Term
Customer
satisfaction
improves (CSI
scores rise ad
number of Trading
Standards
complaints
reduced)
3-5 years
Diversion of
funding to support
mandatory units
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
To be defined
through discussion
with employers,
providers and
stakeholders
NCC threat of
‘Supercomplaint’ is
permanently
withdrawn
Providers to lose
funding if
performance does
not reach
acceptable levels
Increase in
profitability
Awarding Bodies
develop
assessment
systems that are fit
for purpose.
Page 36 of 70
November 2006
4.3.6
Implement functional / key skills within Work Focussed Learning Pathways.
As noted in Section 3.5 above, employers have noted that trainees appear to be lacking in key skills areas, which can undermine the effectiveness of learning through apprenticeship programmes –
and there is therefore a proposal to implement the six key skill areas in the Work Focussed Learning Pathway programme.
Evidence
(demand and
supply)
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
technical
occupations
Desired Impact of
Change,
Improvement or
Activity
WFLP learners to
have greater
employability skills
Employers
Involved and
Actions to be
Taken
Manufacturers,
dealer groups and
trade associations
Stakeholder
Involved and
Actions to be
Taken
DELLS, 14-19
networks and
schools.
Ensure full support
of WFLP in
achievement of
key skills and
greater
understanding
through supplier
consultation
WFLP entrants to
fully recognise the
importance of
“applied” key skills
Closer
collaboration and
working
relationships with
providers
Stage 3 – Gap Analysis & Market Testing
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Short Term
Greater
employability skills
– increasing the
pool of talent to
enter industry.
1-2 years
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
To be defined
through discussion
with employers,
providers and
stakeholders
Raise calibre of
new recruits and
address negative
perceptions of
sector image
Partnerships offer
a range of Key
Skills to Young
Apprentices
Page 37 of 70
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 and
supply)
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.
Stage 3 – Gap Analysis & Market Testing
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.
Employers
Involved and
Actions to be
Taken
Manufacturer (and
their retailer
networks, large /
medium dealer
groups, roadside
recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops, and
trade associations
Stakeholder
Involved and
Actions to be
Taken
Welsh Assembly
Government
Departments:
DELLS. DEIN,
Quals, Learndirect,
Careers Wales
and JCP, PETC
Work with
employers to build
on existing
Automotive Skills
careers resources
and enhance
context for Wales.
Work with Careers
Wales, Learndirect
and Job Centre
Plus to ensure fully
updated IAG
material is
disseminated (inc.
web and helpline
mechanisms), as
well as CPD for
their advisers
Continue to raise
employer
awareness of
Promoting
Workplace
Learning – and
work with
Work with Welsh
Assembly and
SfBN on promoting
Workplace
Learning (inc.
web-based
approach)
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Short to Medium
term activity
Page 38 of 70
Ongoing update
and
enhancement of
careers material
– based on robust
research and user
feedback.
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
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 and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact of
Change,
Improvement or
Activity
Culture change
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
employers across
Wales
Facilitate
collaborative
project between
employer(s) and
JC+
Stakeholder
Involved and
Actions to be
Taken
HEIs to work with
industry to offer
work placements
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Employers to visit
schools, colleges
and Universities to
explain how the
industry works and
what opportunities
exist within it.
Mechanism
established for
ongoing briefing
and CPD for
adviser staff with
job Centre Plus,
Learndirect and
Careers Wales.
Facilitate
collaborative
project between
employer(s) and
JC+
Medium / Long
Establish ongoing
working
partnerships
between Job
Centre Plus and
larger employers
(e.g. dealer
groups)
Coherent and
collaborative
promotion of the
sector led by
Automotive Skills
with the support of
the major
employers and
industry
Pledge by major
employers and
stakeholders (e.g.
trade associations,
and dealer groups)
to link to and
Stage 3 – Gap Analysis & Market Testing
Reviewing &
Monitoring
Arrangements
Medium/ Long
Employer
commitment to
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.
Employers to offer
University students
work experience
placements.
Funding &
Costings
Page 39 of 70
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact of
Change,
Improvement or
Activity
Employers
Involved and
Actions to be
Taken
support
Automotive Skills’
industry career
promotion.
Employer support
to set up a
‘clearing house’ to
ensure applicants
rejected by
popular
programmes are
kept in the system
– and can be rerouted to less
popular
programmes.
Facilitate
collaborative
project between
employer(s) and
JC+
Stakeholder
Involved and
Actions to be
Taken
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Reviewing &
Monitoring
Arrangements
stakeholders.
Medium / Long
Funding (DfES
and/or WAG for
research into the
impact of IAG on
influencers (short
term) – measure
against baseline of
activity
Re-visit the
Sector Attitude
and Image
research to
identify whether
there has been
any progress in
addressing the
issue; identify
most appropriate
media and target
audience for our
activity.
Funding from
SSDA for
additional sector
attractiveness
research
Clearing house
ensures talented
potential
apprentices are
made aware of
less popular
apprentice
programmes and
not lost to another
sector.
Employer
commitment to
implement
template for
addressing
language barriers
for migrant
workers (apply
lessons learnt from
Health & Safety for
employers in the
Construction
industry)
Stage 3 – Gap Analysis & Market Testing
Funding &
Costings
Page 40 of 70
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 and
supply)
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
profiles
Stage 3 – Gap Analysis & Market Testing
Employers
Involved and
Actions to be
Taken
Manufacturer and
their retailer
networks, large /
medium dealer
groups, roadside
recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops, and
trade associations.
Stakeholder
Involved and
Actions to be
Taken
Welsh Assembly
Government
Departments:
DELLS. DEIN,
Quals, Learndirect,
Careers Wales,
JCP, PETC.
Establish working
group to build on
the success of
Promoting
Workplace
Learning to identify
case study, or
example, Career
Pathways that can
be used as basis
for promotional
activity (e.g. DVD
or web-based)
Identify funding
and collaboration
with key partners
to build on WFLP
and other
extended work
experience to
promote Career
Pathways, working
within 14-19
learning pathways
development and
also for
development of a
‘training plan
toolkit’
Closely involve
Welsh employers
in working groups
for development of
Sector
Qualification
Work with DELLS
– alongside Welsh
employers - to
develop a robust
Sector
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Short
Medium
Short / Medium
Sector
Qualification
Strategy to
consolidate and
clarify potential
career
opportunities and
progression
pathways
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
To be defined
through discussion
with employers,
providers and
stakeholders
Integrate SQS with
Skills Passport
solution
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.
Occupational
profiles inform
career guidance
(based on
competency
Page 41 of 70
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact of
Change,
Improvement or
Activity
Employers
Involved and
Actions to be
Taken
Strategy to ensure
relevance to
Welsh employers
Develop a
‘Training and
Retention Plan
toolkit’ that can
enable employers
to have a more
effective approach
to becoming
learning
organisations
Employers to
commit to roll out
of Skills Passport
to underpin CPD
4.4.3
Stakeholder
Involved and
Actions to be
Taken
Qualification
Strategy that is
appropriate for
Wales
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
profiling) and also
provide a basis for
contracting for
revenuegenerating activity
– writing of careers
materials.
Develop
occupational
profiles as part of
the SQS,
demonstrating
clearly job
opportunities and
career
progression;
profile
competencies as
well as
qualifications.
A toolkit to provide
support for
employers to
develop effective
training plans and
budgets
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 and
supply)
Research has
highlighted that
there is a
significant gender
imbalance across
the sector – only
one fifth of
employees are
female.
Sub-sectors &
Occupations
Likely to be
Affected
Applies to all subsectors and
occupations.
Feedback from
employers and
Stage 3 – Gap Analysis & Market Testing
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
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
Stakeholder
Involved and
Actions to be
Taken
Welsh Assembly
Government
Departments:
DELLS. DEIN,
Quals, Learndirect,
Careers Wales,
SSDA and JCP
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Medium to Long
term
Collaboration with
employers to
identify joint
activities within the
Enhanced IAG
with balanced
message for
potential female
recruits – using
high profile case
studies
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
To be defined
through discussion
with employers,
providers and
stakeholders
Raise profile and
attractiveness of
sector for female
Page 42 of 70
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
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.
Desired Impact of
Change,
Improvement or
Activity
and shortages
Long term culture
change towards
more positive
attitudes around
opportunities for
female entrants to
the sector
Employers
Involved and
Actions to be
Taken
operators, and
trade associations.
Stakeholder
Involved and
Actions to be
Taken
SSDA ‘Women
into Work’ initiative
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
Employers to
adopt a more
flexible approach
to recruitment
practices, through
work with
stakeholders such
as JobCentre Plus
in order to attract a
more diverse
workforce
Encourage
employers to take
part in the Women
into Work Project
Stage 3 – Gap Analysis & Market Testing
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
entrants.
More positive
cultural
environment for
female staff
reflected in Sector
Attitude and Image
surveys.
Work with
JobCentre Plus to
encourage broader
recruitment into
the sector and
develop more
innovative
solutions to skills
shortages
Link to the ‘Step
into ARMS’
solution – possibly
for female
returners to work
Link to Skills
Passport solution
– particularly for
migrant workers
Funding for older
trainees (inc.
apprenticeships)
could support
improvement in
retention and
completion rates
over medium term
(2 years)
Funding for
awarding bodies to
support work on
mapping migrant
worker
qualifications to
UK qualifications,
and integrate into
the Skills Passport
solution
Funding for
training of older
worker above
current threshold
of 25 – need to
encourage and
support career
‘changers’ &
‘returners’
Page 43 of 70
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 and
supply)
Research has
highlighted a
relatively poor
level of
management
qualification
across the sector
(Only 14% of
managers in
sector have NVQ
Level 4+, and 16%
have no
qualification at all)
Sub-sectors &
Occupations
Likely to be
Affected
Applies to all subsectors, and
potentially all
occupations.
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
highly valued.
It has also been
noted that
experienced
professionals
Stage 3 – Gap Analysis & Market Testing
Desired Impact of
Change,
Improvement or
Activity
Increased number
of graduates
employed across
the sector – with
increased
percentage of
managers with
NVQ Level 4
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 by
graduates and
those outside the
sector of
management and
executive career
paths available in
Employers
Involved and
Actions to be
Taken
Manufacturer and
their retailer
networks, large /
medium dealer
groups, fast fit
operators,
independent
dealers,
bodyshops, trade
associations
Employers to
identify potential
opportunities for
graduates.
Promote the
career routes
available through
‘success stories’
case studies (from
both employer’s
and individual’s
perspective)
Employers to
implement HR
Toolkit and
graduate induction
work - more
effective
recruitment &
retention of
Stakeholder
Involved and
Actions to be
Taken
Welsh Assembly
Government
Departments:
ELLS. DEIN, Qual
HEFCW Wales
Management
Council,
CareersWales.
Work with DELLS
and HEFCW and
HE Institutions to
develop industrycontext provision.
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Short-term –
Year 1 –
Undergraduate
placement
programme to be
developed with
commitment from
5 manufacturer
(NSO) and large
dealer groups
Increased
recruitment of
graduates into the
sector across all
sub-activities and
occupations – both
on leaving HE and
as career
changers.
Medium to Long
Re-visit Sector
Identify any
potential lessons
that could be
learned from
development of
Foundation
Degrees in
England
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
To be defined
through discussion
with employers,
providers and
stakeholders
Case studies of
graduate success
stories to promote
opportunity – both
for individual and
for business
benefit
Work with HEFCW
to develop FD
through Wales
Work with careers
advisors in the HE
sector via Quals
(through CPD and
seminars) to raise
profile of sector
Page 44 of 70
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
outside the
industry can bring
much-needed
managerial and
other skills to the
sector.
4.4.5
Desired Impact of
Change,
Improvement or
Activity
our sector.
Employers
Involved and
Actions to be
Taken
graduates
Stakeholder
Involved and
Actions to be
Taken
and potential
career
opportunities
Employers to work
collaboratively with
HE institutions –
e.g., project work
with Business
Schools
Identify HE
careers
information
sources and
embed quality IAG
about sector.
Undergraduate
placement scheme
to be developed
with AM Top 30
dealer groups and
NSOs – Working
with GOWales and
HEIs
Work with
GOWALES and
HEIs to encourage
employers to take
student
placements
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
term work with
employers and
stakeholders
Attitude and Image
research,
alongside
graduate
recruitment
research to identify
changes in attitude
and effectiveness
of graduate
recruitment.
Funding &
Costings
Reviewing &
Monitoring
Arrangements
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.
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 and
supply)
Employers have
highlighted issues
around life skills
affecting new
recruits – attitude,
consistency,
motivation,
reliability and
Sub-sectors &
Occupations
Likely to be
Affected
All sub-sectors
and occupations –
but especially
occupations that
are conventional
entry points for
school leavers
Stage 3 – Gap Analysis & Market Testing
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
Employers
Involved and
Actions to be
Taken
Dealer groups,
roadside recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops, and
key trade
Stakeholder
Involved and
Actions to be
Taken
Welsh Assembly
Government
Departments:
DELLS. DEIN,
Quals, , JCP,
Careers Wales
Learndirect, 14-19
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Short term
Page 45 of 70
Roll out of WFLP
from pilot stage.
Continue
developed of
pathways within
14-19 Learning
Pathways .
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
To be defined
through discussion
with employers,
providers and
stakeholders
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
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.
Desired Impact of
Change,
Improvement or
Activity
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
NVQ – raise
perceived value of
vocational
qualifications for
employment with
employers (and
encourage more
positive
perceptions from
parents, peers and
teachers)
Employers
Involved and
Actions to be
Taken
associations (e.g.
SMTA).
Work with
employers to
develop a toolkit
for schools to
make practical
linkage with school
curriculum
Facilitate
collaborative
project between
employer(s) and
JC+
Identify
opportunities with
supportive WFLPs
– inc. to identify
potential learning
from WFLP pilots
and Specialised
Diplomas in
England.
Research
employer attitudes
to NVQ – identify
what employers
really want
(Link to ‘Clearing
House’ solution on
section 4.1 above)
Stage 3 – Gap Analysis & Market Testing
Stakeholder
Involved and
Actions to be
Taken
networks.
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Toolkit for
employers and
schools to facilitate
collaborative work
between
employers and the
14-19 education
sector (schools) –
linking work
experience and
curriculum
Facilitate project
collaboration
between
employers in the
sector and schools
to build on 14-19
Learning
Pathways for
sector.
Continued
development of
Modern
Apprenticeships
and WFLP for
sector context –
work with
employers to
research what they
value from
vocational
qualifications
Medium/Long
Term
Develop capacity
of learning
providers to deliver
applied learning
and work based
learning through
apprenticeships.
Awarding bodies
to improve the
effectiveness of
their external
verifiers and issue
guidance on
assessment and
gathering evidence
that demonstrates
occupational
competence.
Page 46 of 70
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 and
supply)
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):
Employers
Involved and
Actions to be
Taken
Dealer groups,
roadside recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops,
professional
bodies and key
trade associations
Work with the
Workforce
Development
Committee and
Employer Forums
to:
ƒ
Strand 1 - setting
targets and
measurements
Strand 2 Apprenticeship
programme review
Strand 3 Improving
Stage 3 – Gap Analysis & Market Testing
ƒ
Oversee the
quality and
content of
training and
methods of
assessment so
they have a
positive impact
on business
needs
Produce an
Stakeholder
Involved and
Actions to be
Taken
FE colleges, HE
institutions, private
providers and
manufacturer
provision
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Medium to long
term
Government
agencies - (quality
improvement and
funding and
planning bodies),
awarding bodies
and statutory
inspection bodies
across the UK.
Overarching
Improvement in
the quality of
education and
training provision
across the sector.
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
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.
Work with
stakeholders to
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
Provision meets
employer
demands for
quality training
better meeting
their business
needs.
Employers know
where to go for
quality training.
Improved
Page 47 of 70
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact of
Change,
Improvement or
Activity
assessment and
QA practice
Strand 4 – Quality
improvement
groups
Strand 5 – Quality
Driven quality
improvement
guide
Strand 6 –
Professional
development
programme
Strand 7 –
Teaching &
learning products
Employers
Involved and
Actions to be
Taken
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
provider network.
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Reviewing &
Monitoring
Arrangements
employer
productivity
through a better
trained, skilled and
employable
workforce.
Make the products
and services
available through
the QIS to provider
network.
Improved
partnership
working between
providers and
employers.
Communicate with
the provider
network the
benefits of the
products and
services available
through the
strands of the QIS
Providers more
responsive to
needs of
employers.
Link to Skills
Passport solution
Strand 8 Automotive Skills
Quality Award
4.5.2
Funding &
Costings
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 and
supply)
Employers have
expressed
concerns around
flexibility,
consistency and
quality of training
delivered across
the complete
range of provision
Sub-sectors &
Occupations
Likely to be
Affected
Applies to all subsectors and
activities.
Stage 3 – Gap Analysis & Market Testing
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
Employers
Involved and
Actions to be
Taken
Manufacturers and
large / medium
dealer groups,
roadside recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops, and
Stakeholder
Involved and
Actions to be
Taken
FE colleges, HE
institutions, private
providers and
manufacturer
provision across
the UK.
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Medium
Implement project
plan to establish
Centres of
Excellence
Develop
sustainable
business plan for
the national
Government
agencies - (quality
Page 48 of 70
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
To be defined
through discussion
with employers,
providers and
stakeholders
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
- FE college,
private providers
and manufacturer
provision.
Desired Impact of
Change,
Improvement or
Activity
the benefit of
employers by:
ƒ
ƒ
Stage 3 – Gap Analysis & Market Testing
Developing
employer
friendly
Centres of
Excellence –
Wales.
Developing a
UK-wide
‘Academy for
Automotive
Skills
Employers
Involved and
Actions to be
Taken
trade associations.
Work on a broad
scale with
employers and
specifically with
Employer Forums
and the Workforce
Development
Committee to:
ƒ
Gain support
from
employers to
drive the
development
of Centres of
Excellence
ƒ
Develop a
project plan for
Centres of
Excellence
ƒ
Develop an
Expression of
Interest for a
national
‘Academy for
Automotive
Skills
Stakeholder
Involved and
Actions to be
Taken
improvement and
funding and
planning bodies),
awarding bodies
and statutory
inspection bodies
across the UK.
Work with
stakeholders to:
ƒ
Develop a
feasibility
study for
Centres of
Excellence.
ƒ
Develop an
Expression of
Interest for a
national
‘Academy for
Automotive
Skills.
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
‘Academy for
Automotive Skills.
Long term
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
for more remote
and rural
employers
Page 49 of 70
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 and
supply)
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.
Sub-sectors &
Occupations
Likely to be
Affected
Applies to all subsectors and
occupations.
Lack of recognition
for individual
achievement at
present – could
contribute to
image of sector.
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
address issues
raised in the
National
Consumer
Council’s
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
Stakeholder
Involved and
Actions to be
Taken
Welsh Assembly
Government
Departments:
DELLS. DEIN,
Quals, Learndirect,
Careers Wales,
JCP
Agree scope for
Skills passport and
links with existing
employer (and
manufacturer)
training records
Agree scope for
access to
individual learner
accounts and
qualification
records to ensure
that Skills
Passport has
current record of
an individual’s
achievements.
Develop feasibility
and business plan
for implementation
Employers to
recognise Skills
Passport as a
minimum
requirement of
employment
Employers pay for
a Skills Passport
for their
Timescales
Forecast
Short / Medium /
Long-term
Outputs /
Outcomes
Short – Medium
term
(1 – 2 years)
Commitment from
awarding bodies to
recognise Skills
Passport and link
to accredited
courses
Complete industrywide feasibility
study and agree
implementation
plan.
Funding &
Costings
Reviewing &
Monitoring
Arrangements
To be defined
through discussion
with employers,
providers and
stakeholders
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)
Develop feasibility
and business plan
for implementation
– work with SSDA
and other SSCs to
ensure cost
effective solution is
developed (and
Page 50 of 70
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact of
Change,
Improvement or
Activity
threatened
‘Supercomplaint
Employers
Involved and
Actions to be
Taken
apprentices.
Stakeholder
Involved and
Actions to be
Taken
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
Stage 3 – Gap Analysis & Market Testing
Page 51 of 70
November 2006
5
5.1
Overall Review & Monitoring Arrangements
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 finalized 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 Welsh 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:
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.
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.
There will also be an interactive question and answer-type session led by the Minister.
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.
Stage 3 – Gap Analysis & Market Testing
Page 52 of 70
November 2006
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 finalized in
the published SSA.
Stage 3 – Gap Analysis & Market Testing
Page 53 of 70
November 2006
Appendices
Appendix 1: Gaps in Provision
Work Based Learning Enrolments: Wales
Figure 8: Work based Learning Enrollments - Wales
Region
WBL
Retail Automotive
Enrolments per
Enrolments
Sector Sites
100 sites
Wales
1,262
3,580
35.3
Population
Enrolments per 100,000
population
2,903,085
43.5
Sources:
WBL Enrolments: ELWa: WBL Enrolments Statistics 2003/04
Automotive Sites: Automotive Skills / Simpson and Carpenter: Automotive Sector Research Database 2005
Population Figures: Census 2001
In Wales, a wider range of qualifications are included in the WBL statistics than in the other
home nations, including distance and online learning. This needs to be considered when
assessing the statistics.
In total there were an average of 35.3 WBL enrolments per 100 retail automotive sites and 43.5
per 100,000 people in Wales. As with the Scottish data, these figures are notably higher than
those for England.
Further Education Enrolments: Wales
Figure 9: Further Education Enrolments - Wales
Country
FE
Retail Automotive
Enrolments per
Sector Sites
100 sites
Enrolments
Wales
4,439
3,580
124.0
Population
Enrolments per 100,000
population
2,903,085
152.9
Sources:
FE Enrolments (Wales): ELWa, FE New Starts, 2003/04
Automotive Sites: Automotive Skills / Simpson and Carpenter: Automotive Sector Research Database 2005
Population Figures: Census 2001
In Wales, a wider range of courses are included in the Further Education statistics, including
distance and online learning. This again leads to high comparative ratios in relation to both the
number of retail automotive sector sites and per head of population; 124.0 and 152.9
respectively.
Gap Analysis & Market Testing
Page 54 of 70
November 2006
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 10: Higher Education Courses
Retail
Region
Courses
Automotive
Sector Sites
Courses per
100 sites
2
Area (km )
Courses per
1000 km
2
East Midlands
328
5,151
6.4
15,627
21.0
East of England
455
8,036
5.7
19,126
23.8
London
209
4,934
4.2
1,574
132.8
North East
0
2,631
0.0
8,592
0.0
North West
167
8,194
2.0
14,163
11.8
0
1,822
0.0
14,150
0.0
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
2,497
65,240
3.8
244,169
10.3
Northern Ireland
Scotland
UK
Sources:
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 H.E. courses available, with 8.6
courses for every 100 retail automotive sites. The next largest choice of H.E. 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.
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 H.E. training provision. A lower
figure indicates that individuals/employees would have to travel a longer distance.
Gap Analysis & Market Testing
Page 55 of 70
November 2006
Appendix 2: United Kingdom SWOT Analysis
This section of the report is divided into five separate SWOT analyses. Firstly, an overall SWOT
for the United Kingdom as a whole, followed by a specific SWOT for each of the home nations.
These individual country reports should be read in conjunction with the UK summary as the
overall strengths, weakness, opportunities and threats may still exist within each country.
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 56 of 70
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 ( ESTYN, 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
•
The employment of individuals from other sectors who have transferable skills is limited
Gap Analysis & Market Testing
Page 57 of 70
November 2006
•
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
•
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
Gap Analysis & Market Testing
Page 58 of 70
November 2006
•
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)
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
o
Improved provision for the able and the motivated, with options including enhanced work
promotional material
experience activities and pre-apprenticeships
Gap Analysis & Market Testing
Page 59 of 70
November 2006
•
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
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
Gap Analysis & Market Testing
Page 60 of 70
November 2006
•
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
•
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
Gap Analysis & Market Testing
Page 61 of 70
November 2006
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
•
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
Gap Analysis & Market Testing
Page 62 of 70
November 2006
Appendix 3: SWOT Analysis – Overview
Figure 11: SWOT Analysis - Overview
STRENGTHS
WEAKNESSES
Sector Characteristics
‰
‰
Sector Characteristics
Sector employs approximately 2% of the working
Net margins/profitability in the sector are low
population
Many sub-sectors require very high levels of capital
Significant potential and strong productivity in
investment; training not always a priority
comparison to European comparator counties
Tendency to focus on jobs rather than careers
Remuneration
Workforce
‰
Stability in the rural workforce
Apprenticeships are a common and valued route
‰
‰
Poor image and reputation of certain sub-sectors
Positive aspects not promoted by careers advisers
Limited recruitment of individuals from other sectors
Sector has a distinct gender imbalance
Over 88% of employers able to articulate strategy
Significant proportion of employers report hard to fill
for identifying training needs
vacancies; rural employers in particular
Over 94% of employers either satisfied or very
Particular
satisfied with impact of training on performance
technicians/mechanics
Only 6.4% of employers feel that there is no link
Workforce
between training and business performance
High level of staff turnover, typically 25% per annum
Qualifications and Provision
‰
are
Low level of graduate recruitment
Training spend per employee receiving training
above the all sector average
‰
occupations
leavers
Employees aged 16-24 are more likely to receive
training than the all sector average
‰
most
Sector often acts as a repository for less able school
within the sector
‰
in
Recruitment
Training
‰
levels
depressed
difficulties
in
recruiting
Lowest proportion of Level 4 qualified managers of
14 NVQs/SVQs over three levels covering each
any sector; 16% of managers have no qualifications
sub-sector of the industry
Promotion to management and leadership roles not
‰
Training in Key or Core Skills also offered
accompanied by training
‰
Technical certificates developed for
Predominance
apprenticeships
‰
ARMS has been developed for managers and
‘blame
culture’
in
many
Difficult to recruit individuals with required level of
Generic skills in short supply amongst existing
‰
A high number of Level 3 qualifications
‰
Range of technical courses is believed to be
employees and new recruits
adequate to meet the needs of the sector
‰
a
technical skills
potential managers
‰
of
enterprises
Standard of literacy and numeracy is often poor
Employability/life skills lacking within the sector’s
Large employer input into course design is felt to
workforce
be significant
Internal skills gaps most common amongst skilled
Public funded training provision within the UK has
trades occupations, followed by sales and customer
received good inspection grades
service staff
Training
Comparatively small proportion of employers have a
Business Plan or Strategy, a Training Plan and a
specific budget for training; with smaller employers
much less likely to have any of these
Gap Analysis & Market Testing
Page 63 of 70
November 2006
‰
10% fewer businesses in the sector (54%)
provide training for their employees than
the UK average
‰
Female employees significantly less likely
to receive training
‰
Employers find it difficult to access training
in a manner which is not disruptive to their
business
‰
Direct and indirect costs of training act as a
barrier to uptake
‰
NVQs/SVQs are perceived negatively by
some employers
‰
A need for a closer partnership between
training providers and employers
‰
Engagement is made difficult by a lack of
interest among many employers
‰
Employers are often reluctant to use the
same training provider as a rival firm
Qualifications and Provision
‰
Provision of qualifications above Level 3 is
comparatively sparse
‰
Gap in vocational training funding for the
over 19s
‰
Concerns about declining levels of funding
for FE
‰
Structure of provision and funding of
courses is confusing for employers
‰
Concern that some training 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
introduction
of
been
reduced
competition
by
the
between
colleges in the FE sector
OPPORTUNITIES
THREATS
Sector Characteristics
‰
Larger
businesses
Sector Characteristics
are
acquiring
smaller
counterparts; more likely to interact with Automotive
Levels of investment required to operate in the sector
are increasing
‰
Skills and offer training
‰
investment in training
sector may increase the power of employers in the
‰
sector
Gap Analysis & Market Testing
Page 64 of 70
Potential that low net margins could
continue to have a negative impact on
Consolidation of the number of businesses in the
Manufacturers putting pressure on the
November 2006
Recruitment
‰
downside supply chain to cut costs
Poor/negative
image
of
the
sector
can
‰
be
addressed, perhaps by the creation of Industry
skills demands which the sector is unable
Ambassadors and by the activities of Automotive
to meet
‰
Skills
‰
Opportunities exist to improve the image amongst
‰
Multination ownership of major employers
‰
Longer service intervals and increased
o
The targeting of formal influencers such
reliability of new vehicles may impact upon
as Careers Advisors
the servicing and repair sector
The targeting of informal influencers such
types; a singular approach is likely to be
Improved work experience activities and
o
pre-apprenticeships
unsuccessful
Recruitment
Skills gaps can also be addressed by a wider
‰
sourcing of employees, including:
‰
Actions to address the gender imbalance
‰
‰
delivery of courses to reduce disruption
extensive skills gaps
A danger that management culture will remain
function orientated and short-termist
New methods of learning to enable employers in
A danger that employers will be unable to keep up
remote areas to access training, i.e. e-learning
with the pace of technological change and its
More
effective
communication
of
value
to
associated training demands
employers
A danger that the school educational system
On the job up-skilling could be improved by
continues to fail to equip young people with the core
promoting ‘train-the-trainer’ courses
skills required
Qualifications and Provision
‰
30% of the workforce will need to be
creating the danger of further and more
Make training more attractive for employers by
offering modular, building block and bite-sized
‰
Low pay and poor working conditions could
replaced during the period 2004-2014,
Training
‰
Increased numbers of young people being
Workforce
A Skills Passport would enable the qualifications
and competencies of individuals to be recorded.
‰
could
attract high quality employees
Workforce
‰
employers
continue to hamper the sector’s ability to
their career within the sector can develop
‰
‘rogue’
guided towards Higher Education
Create career pathways to enable new entrants
and the existing workforce to gain a vision of how
‰
of
the whole sector
sectors
o
Activities
continue to tarnish the image/reputation of
The recruitment of individuals from other
o
Solutions to skills deficiencies need to be
tailored to meet the needs of all business
as parents, guardians and relatives
‰
National
Activities to inform the school curriculum
‰
‰
introduction of
o
o
‰
The potential
‘Super-Complaints’
the 14-16 age group, including:
‰
Rapid technological changes could create
A danger that the sector will continue to only attract
Actions to address inadequacies in management
individuals with lower level core skills
and leadership (ARMS Level 3 (‘Step Into ARMS’)
Training
and Level 4
As a result of the retirement of many of the more
The creation of a Sector Qualifications Strategy will
highly skilled individuals the ability to offer on-the-job
offer the opportunity to only retain support for
training internally may decrease
courses which meet the needs of employers
Qualifications and Provision
Need for a single authoritative information point
‰
Expectation that the number of training
and recognised approval system for training
providers will decline over the next 5-10
provision
years
Formation of a virtual Skills Academy could offer
the opportunity to disseminate best practice
Gap Analysis & Market Testing
Page 65 of 70
‰
A danger that the cost of providing training
for
certain
sub-sectors
becomes
November 2006
prohibitively expensive
Employers continue to be sceptical of the value of
NVQs/SVQ and new qualifications are not embraced
Solutions Mapped to Welsh National Priorities
The outline draft solutions suggested in this Stage 3 report will be mapped to national Welsh
priorities outlined in relevant policy documents. This will be detailed in the final Stage 5 reports
in conjunction with the final agreed action plans.
Gap Analysis & Market Testing
Page 66 of 70
November 2006
Appendix 4: Welsh Stakeholders Engaged During the SSA process
The following table lists partner organizations 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 Welsh policy
agenda to create synergistic outcomes.
Automotive Skills looks forward to continuing to work closely with all our partners and
stakeholders in Wales.
Figure 12: Stakeholders engaged during the SSA process
Welsh Assembly Government – Department for Education, Lifelong Learning, and
1
Skills
2
Welsh Assembly Government – Skills and Employability Division
3
Careers Wales
Gap Analysis & Market Testing
Page 67 of 70
November 2006
References
‘August profitability levels set the scene for final quarter’ Motortrader, p10, 23rd October 2006
A.M. Top 100, December 2005. AM Magazine, 2006.
‘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.
Location Clause is no more. Did the earth move for anyone? AM Online, October 2005.
Automotive Skills Needs Survey, Automotive Skills, 2005.
Automotive Skills Employer Validation Survey. Automotive Skills, 2005.
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.
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.
6-months paternity leave will be too costly. AutoWired, October 2005.
Engines, prestige and niche models is way forward. AutoWired, June 2006.
Kia dealers to get honest appraisal of performance. AutoWired, May 2006.
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.
Debt facts and figures. Credit Action, June 2006.
The car service and repair market in the UK – 2005. Mfbi, CMS 2005.
Britain’s Automotive Industry Leads the World. Carsource, 2006.
ƒ
‘Five year strategy for children and learners’. Department for Education and Skills, July
2004.
Super-complaints Fact Sheet, the Department for Trade and Industry, 2005.
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.
Gap Analysis & Market Testing
Page 68 of 70
November 2006
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.
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.
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.
Annual Business Inquiry, 2004. Office for National Statistics, updated 15th June 2006.
Labour Market Statistics Group the European Labour Force Survey. Office for National Statistics,
March – May 2005.
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.
Old computers leave dealers struggling to make the most of their software investment.
Pinewood Research, on www.pinewood.co.uk, 11/04/2006.
Forward Drive. RMSI, Issue 09, April 2006.
ƒ
Dealers Wave White Flag On Manufactuer Standards. RMIF, 2006.
Gap Analysis & Market Testing
Page 69 of 70
November 2006
SME Statistics UK, 2005. The Small Business Service, February 2006.
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.
The Retail Motor Industry Pay Guide 2005. Sewells Information & Research, 2005.
Motor Industry Facts and Figures 2006. SMMT, 2006.
The Automotive Industry Handbook 2005. Sewells, 2005.
ƒ
Bodyshop Opinion Survey.
Sewells, 2004 as featured in Sewells - The Automotive
Industry Handbook 2005.
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 70 of 70
November 2006