Automotivate
The Sector Skills Agreement for the Downstream Motor
Industry
Sector Skills Agreement – Stage 3
Gap Analysis and Market Testing
Northern Ireland 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 73
November 2006
Contents
PREFACE ...................................................................................................................................... 4
1
INTRODUCTION..................................................................................................................... 5
2
EXECUTIVE SUMMARY ........................................................................................................ 6
3
THE EVIDENCE.................................................................................................................... 10
3.1
SKILLS NEEDS .................................................................................................................. 10
3.1.1
The Sector .............................................................................................................. 10
3.1.2
Geodemographics .................................................................................................. 10
3.1.3
Workforce Profile .................................................................................................... 11
3.1.4
Skills Categories ..................................................................................................... 11
3.1.4.1
3.1.4.2
3.1.4.3
3.1.4.4
3.1.5
3.1.5.1
3.1.5.2
3.1.5.3
3.1.5.4
Employability Skills ........................................................................................................... 11
Basic Skills ....................................................................................................................... 11
Generic Skills.................................................................................................................... 12
Technical Skills................................................................................................................. 12
Approach to Employer Engagement....................................................................... 13
Published Reports ............................................................................................................ 13
Roadshow Debates .......................................................................................................... 13
Bi-lateral Discussions ....................................................................................................... 13
Employer Depth Engagement .......................................................................................... 13
3.1.6
Employer Depth Engagement................................................................................. 14
3.1.7
Engagement Strategy for Stages 4 and 5 .............................................................. 15
3.1.8
Approach to Communication, Discussion and Evaluation...................................... 15
3.2
SUPPLY-SIDE EVALUATION ............................................................................................... 17
3.2.1
SWOT Analysis – Northern Ireland ........................................................................ 17
3.2.2
Geographic Context................................................................................................ 18
3.2.3
Changes to Provision by Skills Category................................................................ 19
3.2.3.1
3.2.3.2
3.2.3.3
3.2.3.4
3.2.3.5
3.2.4
3.2.5
4
Employability Skills ........................................................................................................... 19
Basic Skills ....................................................................................................................... 19
Generic Skills.................................................................................................................... 20
Technical Skills................................................................................................................. 20
Management and Leadership Skills.................................................................................. 21
Approach to Supply-Side Consultation................................................................... 21
Balance of Evidence – the Learner Input ............................................................... 21
PROPOSED COLLABORATIVE SOLUTIONS.................................................................... 23
4.1
MANAGEMENT & LEADERSHIP ........................................................................................... 23
4.1.1
First-line Management Skills................................................................................... 23
4.1.2
Higher Level Management Skills ............................................................................ 25
4.1
TECHNICAL SKILLS ........................................................................................................... 27
4.1.3
Raising Technical Skills Capacity and Capability ................................................... 27
4.2
GENERIC SKILLS .............................................................................................................. 31
4.2.1
Generic Skills.......................................................................................................... 31
4.2.2
Generic Skills - customer service ........................................................................... 33
4.2.3
Legislation............................................................................................................... 35
4.2.4
Basic skills .............................................................................................................. 37
4.2.5
Key Skills/Essential Skills ....................................................................................... 38
4.3
BALANCED WORKFORCE................................................................................................... 39
4.3.1
Sector Attractiveness – Bringing a wider range of people into the sector.............. 39
4.3.2
Career Pathways to be more clearly identified and promoted................................ 43
4.3.3
Achieving a Balanced Workforce............................................................................ 45
4.3.4
High Calibre and Extra-Sector Recruitment ........................................................... 47
4.3.5
Employability........................................................................................................... 49
4.4
STRATEGIC OVER-ARCHING SOLUTIONS ............................................................................ 51
4.4.1
Developing Quality Education and Training Provision (1) - Quality Improvement
Strategy 51
Stage 3 – Gap Analysis & Market Testing
Page 2 of 73
November 2006
4.4.2
4.4.3
5
Developing Quality Education and Training Provision (2) –Centres of Excellence 53
Skills Passport ........................................................................................................ 54
OVERALL REVIEWING & MONITORING ARRANGEMENTS ........................................... 56
5.1
5.2
5.3
GENERAL ......................................................................................................................... 56
CHECKPOINT REVIEW ....................................................................................................... 56
SPECIFIC REVIEWING AND MONITORING ............................................................................ 57
APPENDICES .............................................................................................................................. 58
APPENDIX 1: GAPS IN PROVISION ................................................................................................. 58
Work Based Learning Enrolments: Northern Ireland ............................................................ 58
Further Education Enrolments: Northern Ireland .................................................................. 58
Higher Education................................................................................................................... 58
APPENDIX 2: UNITED KINGDOM SWOT ANALYSIS ......................................................................... 60
Strengths ............................................................................................................................... 60
Weaknesses.......................................................................................................................... 61
Opportunities ......................................................................................................................... 63
Threats .................................................................................................................................. 65
Solutions Mapped to Northern Irish National Priorities ......................................................... 66
APPENDIX 4: NORTHERN IRELAND SECTOR SKILLS AGREEMENT STAGES 1, 2 AND 3 REPORTS
BACKGROUND TO EVIDENCE GATHERING IN NORTHERN IRELAND .................................................. 67
METHODOLOGICAL OVERVIEW ..................................................................................................... 67
Stage 1 .................................................................................................................................. 67
Stage 2 .................................................................................................................................. 67
Stage 3 .................................................................................................................................. 68
EMPLOYERS FORUM .................................................................................................................... 68
EMPLOYER CENSUS .................................................................................................................... 68
STAGES 4 AND 5 AND BEYOND ..................................................................................................... 69
APPENDIX 5: NORTHERN IRISH STAKEHOLDERS ENGAGED DURING THE SSA PROCESS .................. 70
REFERENCES ............................................................................................................................. 71
List of figures
FIGURE 1: ENTERPRISE SKILLS FOCUS TYPOLOGY ........................................................................... 14
FIGURE 2: SWOT ANALYSIS ........................................................................................................... 17
FIGURE 3: FURTHER EDUCATION ENROLMENTS ............................................................................... 58
FIGURE 4: HIGHER EDUCATION COURSES ACROSS THE UK.............................................................. 59
FIGURE 5: STAKEHOLDERS ENGAGED DURING SSA PROCESS ......................................................... 70
Stage 3 – Gap Analysis & Market Testing
Page 3 of 73
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 4 of 73
November 2006
1 Introduction
This report forms part of the 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 Northern Ireland and there are separate reports for each of
the other home nations and the UK as a whole.
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 Northern
Ireland.
This report outlines the agreement of what the skills needs of the sector are and
provides a series of solutions that form the basis of the draft action plans contained herein.
Priorities for action have been agreed and set, and at the time of writing negotiations with some
employers and key partners are already underway as the SSA moves into Stages 4 and 5.
The draft action plans flag up indications of where contributions to the SSA can be expected to
be derived from prior to the firmer commitments to action that will be negotiated through Stages
4 and 5.
The contents of this report also include the results of the gap analysis and market testing
activities carried out as part of Stage 3.
The fundamental purpose of this report is to stimulate discussion between interested parties to
ensure that the negotiation phases are informed and productive with a mutually beneficial and
synergistic outcome. For this reason, the 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 5 of 73
November 2006
2 Executive Summary
The automotive sector downstream of the factory gate, with its annual turnover of £3.19bn and a
GVA of £478m, is a far more significant contributor to the Northern Irish economy than is
generally realised. Just over 17,000 employees directly depend on the sector and its 2,000
enterprises in Northern Ireland are inextricably linked along the supply chain to major global
automotive manufacturing businesses.
The sector enjoys low profitability, pay levels are subdued, the business outlook is often shortterm in the light of which workforce development is a challenge for a great many employers.
Progressive consolidation and concentration has been a feature of the sector since the 1960s
and continues at a pace as product technological complexity increases demand for capital
expenditure.
Employers with predominantly urban or predominantly rural market environments face differing
employee and customer dynamics that impact on recruitment and retention as well as pay and
training.
Although there has been a long standing focus on technical occupations within the sector they
actually account for only about a quarter of all positions. There are many widely differing roles
across the footprint, which are equally requiring development.
When looking at skills gaps and shortages five main categories have been identified from Stages
1 and 2 through the gap analysis:
•
Management & Leaderships Skills
•
Employability Skills
•
Basic Skills
•
Generic Skills
•
Technical Skills
As part of Stage 3, Automotive Skills has employed a wide range of engagement techniques with
employers to review the outputs of the first two stages, the gaps between needs and provision
and the potential solutions.
The draft action plan solutions need to be seen in the context of a dichotomy of broadly aligned
employers who can be categorised as “Survivors” or “Aspirers” according to a range of
Stage 3 – Gap Analysis & Market Testing
Page 6 of 73
November 2006
characteristics. Differing solutions will have differing applications to these two main groups of
employers depending on their needs.
The SWOT analysis identified some key issues for the sector, which are summarised below:
•
Strengths (internal) include;
•
Significant contribution of sector to the economy
•
Relatively immune from (cheap) foreign competition
•
Strong supply chain supports training and development
•
Continuing
consolidation
supports
increased
professionalism
and
workforce
development opportunities
•
•
•
•
Significant existing training in technical skills to be built on
•
Widespread sector employer recognition of benefits of improved skills
•
Wide variety of success project initiatives support skills
•
Improving IAG support for sector
Weaknesses (internal) include;
•
Depressed profitability
•
High capital investment requirements
•
Constant pressure on training budgets
•
Non-aspirational sector image and reputation
•
Gender imbalance
•
Internalised recruitment tendency
•
Low managerial qualification penetration
•
Widespread concerns about the quality of training
Opportunities (external) include;
•
Sector Skills Agreement
•
14-19 agenda initiatives will help encourage higher calibre to join sector
•
Changes to Block Exemption Regulation
•
Wide range of potential employees with transferable skills
•
Increasing volumes of HE qualified leavers
•
Increasingly responsive delivery of training and development
•
Engaged public sectors skills and workforce development organisations and institutions
Threats (external) include;
•
Sector not a priority in any home nation or English region
•
Supply chain pressures (including acquisition and/or control)
Stage 3 – Gap Analysis & Market Testing
Page 7 of 73
November 2006
•
Changes to Block Exemption Regulation
•
Pace/type of product technological change
•
Ever increasing consumer/customer expectations
•
Increasing legislative controls
•
Political response to climate change (CO2 issues)
•
Social changes to purchase behaviour (sales and aftersales)
•
Economic downturn (especially falling house prices)
•
New types of competition
•
Declining volumes of school leavers
•
Increasing volume of HE qualified leavers
•
Increasing volumes of skilled workers retiring
•
structural changes to provision and its funding
•
public sector unresponsive to employer needs
Main areas contained within the proposed collaborative solutions outlines in the draft action
plans are grouped under the following headings:
•
Developing First Line Management Skills
•
Developing Higher Level Management Skills
•
Raising Technical Skills Capacity and Capability
•
Developing Generic Skills
•
Increasing Legislative Awareness
•
Developing Basic Skills
•
Developing Key/Essential Skills
•
Improving the attractiveness of the Sector
•
Developing Career Pathways
•
Balancing the Workforce
•
High Calibre & Extra Sector Recruitment
•
Developing Employability Skills
•
Developing Quality Development Programmes
•
Quality Improvement Strategy (QIS)
•
Centres of Excellence
•
Skills Passport
•
Development of the downstream automotive Sector Qualifications Strategy (SQS) will drive
from the SSA action plans.
Stage 3 – Gap Analysis & Market Testing
Page 8 of 73
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 9 of 73
November 2006
3 The Evidence
3.1 Skills Needs
3.1.1
The Sector
The sector in Northern Ireland comprises thirteen industry-defined sub-activities across a range
of business types downstream of the vehicle factory gate. There are 2,023 businesses across
Northern Ireland with a combined turnover of £3.19bn annually, producing a total GVA of £478
million each year. The sector in Northern Ireland employs 17,297 people, of whom 4 out of
every 5 are male. The sector is dominated by a few very large employers and the approximately
80% that are micro-businesses.
Sector profitability is relatively poor, with 1% net profit ratio in Northern Ireland 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 Northern Irish employers.
Historically the sector has been target driven and there is still room to improve customer focus.
At the same time, increasing emphasis on careers, rather than occupations, is recognised as
necessary. Furthermore, the sector’s image and reputation would benefit from improvement
through greater professionalism across the spectrum of enterprises since this would aid
recruitment and help to attract higher quality employees.
3.1.2
Geodemographics
Automotive Skills’ research highlighted a dichotomy between predominantly urban and
predominantly rural geodemographics. The latter are 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
Stage 3 – Gap Analysis & Market Testing
Page 10 of 73
November 2006
and opportunities exist to bring a wider range of experiences into many occupations within the
footprint. This applies equally to graduates.
3.1.3
Workforce Profile
Although significant in terms of F.E., technicians and related occupations account for only a
quarter of all employees in the footprint. Male employees dominate the workforce, but union and
staff association membership is just 9%. Those employed in the public sector account for just
2½%. 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 11% of employers
in Northern Ireland, 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 in generic skills like communications, team-working and
problem solving, proficiency 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
The Automotive Skills Employer Validation Survey shows that the basic skills of young people
coming into the sector are sometimes less than adequate. Over half of employers across the UK
Stage 3 – Gap Analysis & Market Testing
Page 11 of 73
November 2006
(56%) definitely agreed that to gain successful entry into the sector, school leavers will need to
have far better literacy, numeracy and life skills than today’s school leavers. A massive 94%
either definitely agree or tend to agree.
3.1.4.3 Generic Skills
The Skills Monitoring Survey in Northern Ireland lists the 25 detailed occupational groups where
skills shortage vacancies were most prevalent. This list includes some occupations broadly
categorised as involving customer handling skills, such as sales and retail assistants (3rd most
frequently reported), and sales representatives (8th most frequently reported). In terms of skills
gaps amongst the existing cross-sector workforce in Northern Ireland, the sales and customer
service occupational group was the one with the largest skills deficit, with 55% of employees
here regarded as ‘not fully proficient’. There are obvious implications for the automotive industry.
The need for generic skills is also confirmed by the Automotive Skills Employer Validation
Survey. When asked if capabilities in generic skills like communications, team working and
problem solving will need to increase significantly if businesses want to stay competitive, just
fewer than 75% said that they definitely agreed that they would.
3.1.4.4 Technical Skills
The Automotive Skills Employer Validation Survey across the UK confirms that technical skills
are a real requirement in the sector at present. When asked if ever increasing technology and
complexity of vehicles will result in a considerably increased need for new training and upskilling, a huge majority of 89% definitely agreed. A further 10% tended to agree, with only 1%
tending to disagree.
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 or equivalent 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 organisations significant change will be required in this area.
Stage 3 – Gap Analysis & Market Testing
Page 12 of 73
November 2006
3.1.5
Approach to Employer Engagement
Through Stage 3 the findings from Stages 1 and 2 have been communicated to employers,
providers and stakeholders through a series of channels primarily including the following:
3.1.5.1 Published Reports
Reports have been published for the UK and each of the home nations for Stages 1 and 2 of
the Sector Skills Agreement. These have been available on both the websites of the Sector
Skills Development Agency (SSDA) and that of Automotive Skills, with invitations to
comment and to provide feedback.
3.1.5.2 Roadshow Debates
Automotive Skills has held a series of Roadshow Debates across the whole of the UK
beginning in September 2006 with the last one held at the end of October 2006. Employers,
providers and stakeholders were invited by personal contact and through our website. At
each of the half-day debating sessions the findings of Stages 1 and 2 were presented
together with outline solutions followed by a discussion to 'market test' these to address the
gap analysis. These were informal open debates without assumptions or preconceptions
designed to identify the priorities for the sector.
3.1.5.3 Bi-lateral Discussions
In addition to the Roadshow debates, key and interested employers unable to attend the
debates were met to discuss the same issues in a one-to-one setting.
3.1.5.4 Employer Depth Engagement
In addition, Automotive Skills commissioned a research agency to conduct a series of 26
depth interviews with employers to explore in a confidential and objective manner the issues
arising out of Stages 1 and 2. This activity supplemented the output of Stages 1 and 2 as
well as contributing to Stage 3. The output of this activity has been fed back into this report,
is summarised 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.
Stage 3 – Gap Analysis & Market Testing
Page 13 of 73
November 2006
3.1.6
Employer Depth Engagement
As part of Stage 3, twenty six face-to-face depth interviews were carried out with employers
across the UK, of which four were conducted in Northern Ireland. The interviews were spread
around the footprint’s sub activities.
The interviews showed that employer engagement and response to potential solutions varied
according to the structure of the organisation and fundamentally reflects profitability. It is worth
noting that vehicle dealer profitability fell to just 0.6% net profit on sales in August 2006 (Source:
Motortrader, 23rd October 2006, p 10). What is clear is that a one size fits all solution will not
address the issues sufficiently.
Figure 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
Stage 3 – Gap Analysis & Market Testing
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 recognised.
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).
Page 14 of 73
“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 (e.g.
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 organise or use own or
manufacturer
facilities/courses; e.g.
academies, reflecting the xyz
way of doing things.
November 2006
An underlying theme has crystallised through the first three stages of the SSA; too many young
people have a poor attitude and lack of motivation to fulfil even the most basic of employer
requirements. A widespread lack of discipline combined with a feckless approach to work is a
common experience for employers.
Employer dissatisfaction with such experiences in part explains the rapid move to employ
workers from EU accession states. Employees from Eastern Europe are seen as being reliable,
conscientious, diligent and attentive, and this encourages employers to overcome any language
difficulties that may exist.
The need for better skilled, better qualified managers and leaders is recognised, especially by
the more progressive and sophisticated enterprises. Promotion through the ranks is a common
theme in the sector, but skills development to support changing requirements has been lacking.
Even those who may be good managers may not be good leaders.
3.1.7
Engagement Strategy for Stages 4 and 5
Throughout Stages 4 and 5 Automotive Skills will continue to build on the excellent working
relationship it has developed over a number of years with employers across Northern Ireland.
This will include the Northern Ireland 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.
Stage 3 – Gap Analysis & Market Testing
Page 15 of 73
November 2006
The possible or proposed solutions were initially presented to standing employer fora around the
UK for consideration and comment. These were used to validate the initial gaps and ideas for
resolving these gaps. From the response to these meetings the solutions were refined and at
subsequent roadshow debates a series of more defined solutions was put forward for discussion.
Whilst Automotive Skills has always played the role of 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 desired improvements.
These views were taken into account and the scenarios re-presented at subsequent roadshow
debates to sign post the way ahead.
The focus of solution presentation, discussions and
evaluation at the roadshows became more aligned to a proposed direction of travel as
demanded by our employers. Consequently, Automotive Skills presented a series of solution
scenarios ‘recommended’ through the feedback. Employers and other partners attending the
roadshows were invited to comment on, agree or disagree with the proposed solutions by degree.
The responses to the proposals were captured and synthesised for later use.
In parallel with this activity Automotive Skills commissioned an independent research agency to
undertake 26 face-to-face depth interviews with employers across the UK to reaffirm the
priorities for action. The outputs from this exercise fed into the evaluation of the priorities for
action, defined as long, medium or short-term.
Automotive Skills then held an internal workshop involving all research, policy, regional and
national staff to discuss and debate the outcomes of the employer engagement activities
undertaken. This drew together the gap analysis, responses to the roadshow debate proposal
scenarios presentations, and the employer depth interviews, to create a set of draft action plans
to act as the basis for negotiations in Stages 4 and 5.
Stage 3 – Gap Analysis & Market Testing
Page 16 of 73
November 2006
3.2 Supply-Side Evaluation
3.2.1
SWOT Analysis – Northern Ireland
Figure 2: SWOT analysis
SPECIFIC STRENGTHS
SPECIFIC WEAKNESSES
Workforce
Workforce
Overall sector employment is forecast to increase in
Compared to the UK average for the sector there is a
Northern Ireland, compared with a fall at the UK level
relatively low proportion of employment in management and
Training
senior official positions and in machine and transport
Further Education: The proportion of females taking part in
operatives occupations in Northern Ireland
courses in the sector was much higher than elsewhere in the
UK
Compared to the UK average, the sector in Northern Ireland
Qualifications and Provision
has a marginally lower proportion of employees with Level 3
According to data the greatest level of provision in Northern
and Level 4 qualifications
Ireland is at Level 3; the level believed to be in greatest
demand amongst employers
Northern Ireland has a proportionately higher number of
employees in the sector with no qualifications
According to official inspectorates FE colleges in Northern
Ireland serving the Retail Automotive Sector could be said to
The UK Retail Automotive Sector has a much lower
be performing well
proportion of female workers than the all sector average
(77% male versus 53% male). In Northern Ireland this
situation is much more pronounced (84% of the workforce
being male)
Training
DELNI does not currently fund training for the over 25s
According to research carried out for Stage 2, Northern Irish
employers in the sector are less likely to provide training for
their staff, with only two-in-five employers having done so in
the last 12 months compared to the UK average of 54%
Further Education: FE enrolments in related subject areas
declined during the period 2002 to 2004
Higher Education: there was no HE provision serving the
Retail Automotive Sector in Northern Ireland in 2006
Qualifications and Provision
According to data, the number of Retail Automotive Sector
courses running in Northern Ireland is low in comparison to
most English region
Gaps in provision are evident at Level 1 in Northern Ireland
Stage 3 – Gap Analysis & Market Testing
Page 17 of 73
November 2006
(UFI)
All FE colleges which have been classed by official
inspectorates as performing less successfully are clustered
around Belfast
The main shortcomings in provision identified tend to be
around the provision of key/essential skills and internal
quality assurance and monitoring activities
SPECIFIC OPPORTUNITIES
SPECIFIC THREATS
Workforce
Workforce
Marked increases in the expected levels of qualifications
35% of the Automotive Skills workforce in Northern Ireland
required amongst those employed in each occupation are
will need to be replaced during the period 2004-2014,
projected, particularly at Level 3; creating increased demand
creating the danger of further and more extensive skills
for qualifications and training.
gaps. This figure is above the UK average of 30%
Training
DELNI are seeking to bring more vocational training into the
There is a threat that the Retail Automotive Sector is not
school environment
perceived as a priority by funders and policy makers and that
their actions do not meet the sector’s specific requirements
Essential skills, employability skills and work based skills are
Larger employers who operate across the UK have voiced
a priority for DELNI
frustration about the different funding and eligibility criteria
across the four home countries – there is a danger that they
will distance themselves further from public provision
3.2.2
Geographic Context
Broadly speaking the skills issues identified in Northern Ireland 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 those with 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
Stage 3 – Gap Analysis & Market Testing
Page 18 of 73
November 2006
training and skills development is better and less disruptive, with a greater choice of delivery.
There are also perceived differences in quality of delivery.
3.2.3
Changes to Provision by Skills Category
In the next sections we outline in table format by skills category the requirements for change that
form the basis for the proposed collaborative solutions.
3.2.3.1 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
Pre-apprenticeships
Inter-personal skills development
Learning programmes to include a range of
technical, basic, generic and employability skills
Flexible, appropriate qualifications frameworks
Work with the SfBN cross sector activities to address
needs
Work with SfBN and Department for Employment
and Learning policies to effect long term change
3.2.3.2 Basic Skills
Basic Skills
Desired changes to current provision
Desired changes to provider structure
Demographic groups to be targeted
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
ƒ Literacy
ƒ Numeracy
Improvements to the school curriculum
Learning programmes to include a range of
technical, basic, generic and employability skills
ƒ 14-16, new entrants and existing employees
ƒ School Leavers
ƒ Apprentices
New entrants to the sector and existing employees
across all sub-activities
Continue to work with QCA and CCEA
Page 19 of 73
November 2006
3.2.3.3 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 organising
ƒ Problem-solving
ƒ Team working
ƒ Customer handling
ƒ Communications
Learning programmes to include a range of
technical, basic, generic and employability skills
All employees in the footprint.
Continue to develop MA Frameworks to address
these skills for new entrants to the sector and
develop HR toolkits for employers
3.2.3.4 Technical Skills
Technical Skills
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
For negotiation to meet the goals for change –
develop and establish a centre of excellence model
Likely to impact on technicians employed in the
sector
Link to UK wide activities to develop a ‘future’ model
for provision in the sector
Page 20 of 73
November 2006
3.2.3.5 Management and Leadership Skills
Management & Leadership 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)
3.2.4
More focus on CPD, building blocks, bitesize
learning
Step into ARMS
Roll out ARMS more widely
Develop the delivery infrastructure and links with
employers
For negotiation to meet the goals for change but
needs to be flexible
For negotiation to meet the goals for change
Work with existing providers to establish the delivery
infrastructure and promote to employers.
Approach to Supply-Side Consultation
The Northern Ireland Showcasing Event took place in September 2006.
From this point,
Automotive Skills will continue to undertake regular engagement with stakeholders in Northern
Ireland through Project Board meetings, our Quality Improvement Group, ad-hoc group sessions
and bi-lateral meetings. These are continuing and on-going.
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
Northern Ireland 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
Stage 3 – Gap Analysis & Market Testing
Page 21 of 73
November 2006
employees. Specifically, this work has helped to identify roadblocks in the way of personal
development.
Work/life balance-related issues in particular were identified as a significant restraint on
workforce development – often driven by a combination of operational and supply-chain
pressures – that impact significantly on an individual’s capacity and capability to develop
professionally. As part of the drive to inform and advise employers about the benefits of training
and development to their businesses Automotive Skills aims to help remove such obstacles to
new learning and up-skilling.
The role that trades unions can play in supporting development of the shared skills agenda is
widely recognised, although penetration of 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 22 of 73
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 possible funding opportunities that may be available to 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 firstline 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
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
Timescales
Short / Medium
/ Long-term
Applies to all
sub-sectors and
specifically to
managers in
most (but not all)
first-line 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
Long term
change in
culture of sector
is needed to
increase
perceived value
of management
qualification to
enhance
personal and
business
performance –
to achieve better
profitability
through more
effective
processes.
In the short
term, this can be
stimulated
through work
Manufacturer
(National Sales
Organisations),
their retailer
networks, large /
medium dealer
groups, fast-fit
operators,
independent
dealers,
bodyshops,
trade
associations
(e.g. RMIF).
Employers with
existing Level 3
training
programmes to
use the new
level 3
qualification to
Department for
Employment and
Learning,
(consultation),
Management
and Leadership
Network
Awarding bodies
& providers to
offer new
qualification.
Look at how
support can be
given for level
three and level
five
management
qualifications
designed for
existing and new
employers.
Short-term
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
Wins’ to
support mapping
and promotion in
place within first
year.
Stage 3 – Gap Analysis & Market Testing
Page 23 of 73
Forecast
Outputs /
Outcomes
Funding &
Reviewing &
Costings
Monitoring
Arrangements
Existing
employer
training
provision for
first-line
management
roles aligned to
Step into ARMS
– working
closely with
major employers
(AM top 20
dealer and fast
fit employers)
Case studies
illustrating
practical benefits
of addressing
business needs
for employers
Year 1-
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)
no qualification
at all)
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
levels.
Management
and leadership
skills issues for
Micro
businesses
more likely to be
practical
modular delivery
(e.g. HR and
Health & Safety)
with aspiring
new managers
to encourage a
learning culture
and develop
best practice
activity.
Create ‘Learning
Champions’
Develop higher
quality
managers to
enable
succession
planning – and
contribute to
reduced staff
turnover (and
associated
costs)
Broaden the
vision of
management as
a catalyst to
address
limitations of
‘silo mentality’
assess
competence of
their managers.
Establish ‘Fast
Track’ pilot
schemes to
influence
employers
through case
studies that
illustrate the
benefits for the
manager and
business needs
of employer.
Close
collaboration
between
awarding bodies
and providers to
facilitate ‘Fast
Track’ groups of
employees with
leading
employers to
achieve Level 3
qualification.
Look at how to
encourage
employer uptake
of management
and leadership
development at
Level 3 – both in
terms of pilot
schemes but
also any
possible longerterm funding
initiatives that
may arise.
Stage 3 – Gap Analysis & Market Testing
Endorsement
and promotion of
level three
qualification by
Trade
Associations to
influence
member
networks
Assess role for
an HR Toolkit to
enhance
practical support
for level three
qualifications.
Page 24 of 73
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Reviewing &
Costings
Monitoring
Arrangements
5 manufacturer
franchise
networks across
the UK.
(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)
Year 2 1 independent
network
accredited
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 industryspecific 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 support 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
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
Timescales
Short / Medium
/ Long-term
Applies to all
sub-sectors, 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
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
Manufacturer
(National Sales
Organisations)
and their retailer
networks, large /
medium dealer
groups, fast fit
operators,
independent
dealers,
bodyshops,
trade
associations
(e.g. SMTA).
Employers with
existing Level 5
training
programmes to
use the level 5
qualification to
assess the
competence of
their level three
managers.
Department for
Employment and
Learning,,
Management
and Leadership
Network,
ETI, ANIC
Short term
activity around
case studies and
employer
awareness
raising
Manufacturers to
visibly change
existing
programmes to
profile of ARMS
to show ‘Quick
Win’
Short and
Medium term
focus for activity
to stimulate
employer
awareness of
business
benefits to be
derived from
wider uptake of
formal
Stage 3 – Gap Analysis & Market Testing
DEL to consider
what support
may be available
to encourage
level five
qualifications
and mapping of
existing
employer
programmes
across to ARMS.
Support to
promote
employer uptake
of management
development
Page 25 of 73
Forecast
Outputs /
Outcomes
Funding &
Reviewing &
Costings
Monitoring
Arrangements
Existing
employer
management
training
provision –
working closely
with major
employers (AM
top 20 dealer
and fast fit
employers) and
manufacturer
franchise
networks across
the UK.
Case studies
illustrating
practical benefits
and success
stories from
developing
management
skills in
addressing
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)
management
roles
undermines
employer
capability to
exploit
Strengths and
Opportunities,
and respond to
Threats and
Weaknesses
identified in
SWOT analysis
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
Timescales
Short / Medium
/ Long-term
Health & Safety)
participation.
Develop higher
quality
managers to
enable
succession
planning – and
contribute to
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’
Establish ‘Fast
Track’ pilot
schemes - key
influencer
employers to
develop case
studies to
illustrate clear
benefits for the
individual and
business needs
of employer.
Endorsement
and promotion of
ARMS by Trade
Associations to
influence
member
networks
through
stakeholders –
e.g. pilot
schemes and
stand-alone
modules, not
just end
qualification.
Close
collaboration
between
awarding bodies
and providers to
facilitate ‘Fast
Track’ groups of
employees with
leading
employers to
achieve
qualification.
Development of
provider
capacity for
ARMS – work
with existing
management &
leadership
providers to
contextualise
delivery to
ARMS
management
development.
Endorsement
and promotional
support from
Trade
Associations
Stage 3 – Gap Analysis & Market Testing
Page 26 of 73
Forecast
Outputs /
Outcomes
Funding &
Reviewing &
Costings
Monitoring
Arrangements
Medium Term
business needs
for employers
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
4.1
Technical Skills
4.1.3
Raising Technical Skills Capacity and Capability
The phenomenal pace of change in vehicle technology is putting pressure on employers and employees alike. A high proportion of employers find it difficult to keep the skills
of their technical staff up to date - despite being at the core of apprenticeship programmes in the sector for many years. Combined with ongoing developments in IT diagnostic
equipment and materials used in vehicle construction mean that there is a fundamental requirement for continuous upskilling of the existing workforce as well as for new
entrants. Equally, there is a need for new adult entrants to be attracted into the industry and their skills need to be developed so they can be economically active.
Evidence
(demand 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.
Employers have
identified a lack
of proficiency in
sector-specific
Sub-sectors &
Occupations
Likely to be
Affected
Applies to all
sub-sectors and
specifically
technical
occupations that
account for
about one in
four of all
positions in the
sector.
Primarily these
include
technicians and
associated
trades.
Desired Impact
of Change,
Improvement
or Activity
Development of
local ‘Employer
Friendly
Learning
Providers’ that
provide
information,
advice and
guidance to
employer.
Greater
engagement by
micro/small
businesses with
the training
provision at local
levels.
Employers are
better informed
about funded
and non-funded
training solutions
and as a result
participation in
apprenticeships,
Stage 3 – Gap Analysis & Market Testing
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
(RMIF)
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
Stakeholder
Involved and
Actions to be
Taken
Department for
Employment and
Learning, QCA,
CCEA
Education and
Training
Inspectorate,
LSDA, ANIC, FE
Colleges and
private learning
providers.
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 27 of 73
Timescales
Short / Medium
/ Long-term
Short to
Medium Term Pilot ‘Employer
Friendly
Learning
Providers’
Employer
Friendly
Learning
Providers” in
partnership with
local
government
agencies-
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Increased
number of
micro, small and
medium size
businesses
engaging in
Government
funded
initiatives.
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.
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)
technical skills
among their
workforces.
Concerns over
the technical
capability of staff
working in the
sector are also
reflected in the
National
Consumer
Council’s
threatened
‘Supercomplaint’
Employers not
actively
supporting the
local training
provision
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact
of Change,
Improvement
or Activity
and other
training
increases.
Local training
provision
delivery reflects
employer needs
across technical
and non
technical areas
Local training
adheres to
Automotive
Skills Quality
Improvement
Strategy.
Employers
engage with
apprenticeship
programmes.
Employers
Involved and
Actions to be
Taken
Friendly Learning
Providers’ who
have the
capability to
deliver training
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.
SFBN: share
lessons with
other SSCs
through the
Skills for
Business
network.
Review available
qualifications
and full time
courses as to
their suitability to
meet employer
and industry
needs
Consideration of
how short
courses for
established
employees may
be supported to
help them keep
their skills up to
dates
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Less learners on
full time learning
programmes
Learning
providers offer
robust
apprenticeship
programmes in
partnership with
employers.
Reduce employer
confusion
surrounding
training and
funding resulting
in improved
engagement.
Establish links
between national
employer
Work with key
partners at both
national and
local levels to
maximise
recruitment and
promotional
opportunities for
Apprenticeships.
Develop training
Medium to long
term - Establish
protocol for
national
apprenticeship
applicants to
receive
information on
local
employment
Training at a
local level
reflects industry
need and
funding is
channelled to
those needs
supporting
business
development
Stage 3 – Gap Analysis & Market Testing
Page 28 of 73
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
More flexible
qualifications
made available
Enable
employers to
select better
informed
suitable young
people for
apprenticeships
by providing
links between
national and
local recruitment
Other SSCs
learn from our
experience.
Employers
Involved and
Actions to be
Taken
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
Employers agree
to take on
apprentices and
take part in the
recruitment and
selection process.
Implement
apprenticeship
programmes for
adults to attract
adults into the
industry.
Stage 3 – Gap Analysis & Market Testing
Stakeholder
Involved and
Actions to be
Taken
delivery to meet
industry needs.
Encourage
learning
providers to
commit to
teaching staff
CPD and
investment in
capital
equipment
Collaborate with
the Department
for Employment
and Learning to
develop
centre(s) of
excellence.
Work with ETI to
identify
customer
focused learning
providers.
Work with DEL
and any
emerging
Apprenticeship
Approvals Group
to approve
apprenticeship
programmes for
use with adults.
Work with DEL
and ETI to
assess impact of
apprenticeships
Page 29 of 73
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
opportunities
and employee
professionalism.
Skills level of
training delivery
staff increases
as a direct result
of Train the
Trainer
programmes
keeping pace
with employer
needs.
Infrastructure for
automotive
competitions in
place; profile
raised of
technical skills in
the motor
industry.
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Integrate all
above initiatives
with Skills
Passport
solution
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
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
for adults.
Learning
providers
develop effective
programme led
apprenticeship
programmes
that lead
learners onto
employer lead
programmes.
Page 30 of 73
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
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).
Infrastructure for
automotive
competitions in
place; profile
raised of
technical skills in
the motor
industry.
Funding &
Costings
Reviewing &
Monitoring
Arrangements
November 2006
4.2 Generic Skills
4.2.1
Generic Skills
In common with possibly all sectors of the economy, there is an ever-increasing demand for generic skills. These are demanded from almost all employers across the
footprint’s sub-sectors because they are critical at all occupational levels in ensuring business success – particularly customer service skills. Such generic skills are often seen
as cutting across all job roles and as a pre-requisite to underpin more specific skills sets noted elsewhere in this report.
Evidence
(demand 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.
However, the
employer focus
is on addressing
employees’
practical
expertise and
specific
business needs
not on
qualifications.
Sub-sectors &
Occupations
Likely to be
Affected
Applies to all
sub-sectors and
all occupations
across the
sector, but has
particular
significance for
customer-facing
roles.
Stage 3 – Gap Analysis & Market Testing
Desired Impact
of Change,
Improvement
or Activity
Improved
access to
flexible and
modular bitesize 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
Employers
Involved and
Actions to be
Taken
Dealer groups,
independent
dealers,
roadside
recovery
operators, fast fit
outlets,
bodyshops, and
trade
associations
(e.g. RMIF) –
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
Stakeholder
Involved and
Actions to be
Taken
Department for
Employment and
Learning,, QCA,
CCEA,
Education and
Training
Inspectorate,
LSDA,, ANIC
Work with DEL
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)
Page 31 of 73
Timescales
Short / Medium
/ Long-term
Short term
Medium
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Case study
examples of
SME & Micro
employers
gaining business
benefit from
generic skills
enhancement.
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
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
Stage 3 – Gap Analysis & Market Testing
Desired Impact
of Change,
Improvement
or Activity
& Micro
businesses – to
address current
confusion
experienced by
employers
Employers
Involved and
Actions to be
Taken
profile of bitesize modular
solutions.
Develop case
studies to widen
participation –
inc. Business
Improvement
Techniques
(BIT) and team
working
Stakeholder
Involved and
Actions to be
Taken
Support for
modular courses
that do not
directly lead to
qualifications –
address
employer need
for business
solution not for
qualifications.
Develop a toolkit
with employers
to promote use
of Training Plan
and Budget
within context of
improved
business
planning.
Consideration of
possible support
for development
of Training Plan
toolkit to develop
SME capability
for business
planning for
Training Plans
and budgeting
Page 32 of 73
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
generic skills
provision to
reduce employer
confusion about
provision and
funding
Mechanism to
support
employers in
making effective
decisions about
purchasing
training (e.g.
provider quality
and training
outputs)
Integrate generic
skills training
(inc. bite-size
modular training
that does not
attract formal
qualifications)
into the Skills
Passport
solution.
November 2006
4.2.2
Generic Skills - customer service
Development of stronger customer service skills, across all occupations and sub-sectors, are fundamental to the future development of the sector – and there is an opportunity
for this to be supported through the effective use of a Customer Service Toolkit
Evidence
(demand and
supply)
Customer
complaints to
Trading
Standards and
threat of
NCC ’Supercompl
aint’ indicate
substantial issues
for employers
around levels of
customer service
capability
Sub-sectors &
Occupations
Likely to be
Affected
All sub-sectors
and employer
groups – large
and small
Desired Impact
of Change,
Improvement
or Activity
Greater
recognition for
customer
service
throughout the
sector
Skills Passport
accepted by
majority of
employers
across the
sector – entry
point to CPD
and ‘learning
organisations’
through generic
skills
Improved
assessment
techniques used
in the industry.
Stage 3 – Gap Analysis & Market Testing
Employers
Involved and
Actions to be
Taken
Employers to
use Customer
Service Toolkit
as best practice
for all customerfacing staff
Commitment to
standards
development to
contextualise
existing
Customer
Service units to
ensure fit for
purpose in
sector
Work with larger
dealer groups
and “soft
franchises”
Employers to
implement
incentive bonus
schemes based
on customer
service
measures (not
Stakeholder
Involved and
Actions to be
Taken
Department for
Employment
and Learning,,
QCA,, ANIC,
MLN
Consideration of
possible support
for development
and
accreditation of
the Customer
Service Toolkit –
especially where
delivered in bitesize modules
(which may not
currently be
recognised by
formal
qualifications)
Consideration of
possible support
for the
accreditation of
customer
service linked to
Train to
Page 33 of 73
Timescales
Short / Medium
/ Long-term
Forecast
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
Using bite-size
customer
service training,
employers are
provided with
opportunity to
meet emerging
industry “Codes
of Practice”.
Year 1 New Customer
Service
standards for
sector
Target number
of employers
using Toolkit
application –
e.g. 2
independent
repairer
networks
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Medium
Better customer
service levels,
as seen in
reduced
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact
of Change,
Improvement
or Activity
Learning
providers
develop their
skills of
assessment.
Employers
implement CPD
programmes for
women
employees.
More women
join the industry.
Career ladder
put in place for
women.
Stage 3 – Gap Analysis & Market Testing
Employers
Involved and
Actions to be
Taken
sales volumes)
Employers to
recognise Skills
Passport as a
minimum
requirement of
employment
(and an
accepted
measure for
customer
handling skills)
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
workplace.
Stakeholder
Involved and
Actions to be
Taken
Consideration of
possible support
for across
regions.
Awarding bodies
to develop units
that can be
credit rated so
they can be
used in
qualifications.
Awarding bodies
to develop
innovative forms
of assessment
that assesses
occupational
competence.
Awarding body
‘buy-in’ to Skills
Passport
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
complaints to
Trading
Standards from
the sector and
NCC removal of
threat of the
‘Supercomplaint’
Industry
recognises the
requirement for
a Skills Passport
Assess
effectiveness of
Women into
Work project
with SSDA.
Page 34 of 73
November 2006
4.2.3
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.
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
Applies to all
sub-sectors –
technical, sales
and all
customer-facing
occupations.
An issue
particularly for
Micro
businesses, but
also for
customer facing
and first-line
management
staff in larger
(and SME)
employers
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.
Dealer groups,
independent
dealers, fast fit
outlets,
bodyshops, and
trade
associations
(e.g. RMIF) –
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
Department for
Employment and
Learning,,
Management
and Leadership
Network
Trading
Standards, FSB
Explore support
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.
Work with and
Stage 3 – Gap Analysis & Market Testing
Page 35 of 73
Timescales
Short / Medium
/ Long-term
Short Term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Programme of
employer
workshops held
jointly with
Trading
Standards to
provide
employers with
enhanced
knowledge of
legal
requirements.
Reduction in
number of
consumer
complaints to
Trading
Standards
Improved
customer
satisfaction
measures for
businesses in
sector
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
Stage 3 – Gap Analysis & Market Testing
Desired Impact
of Change,
Improvement
or Activity
Employers
Involved and
Actions to be
Taken
Stakeholder
Involved and
Actions to be
Taken
customer
complaints
through better
procedures)
seek advice
from the
Federation of
Small
Businesses on
strategic
approach.
Page 36 of 73
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
November 2006
4.2.4
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.
Poor literacy and
numeracy skills
affect the
efficiency of
businesses.
Sub-sectors &
Occupations
Likely to be
Affected
Applies to all
sub-sectors 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. RMIF).
Closer
collaboration
between
employers and
providers to
evaluate scope
of issue and
remedial action.
Employers to
assess the basic
skills of their
staff and offer
support.
Stage 3 – Gap Analysis & Market Testing
Stakeholder
Involved and
Actions to be
Taken
DEL, QCA,
CCEA, LSDA,
Job Centre,
Careers Service
Stakeholders
influencing the
school system to
develop a
collaborative
approach to
address
employer needs.
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Medium to Long
Develop
approach that
integrates with
SfBN solution for
this cross-cutting
theme
To be defined
through
discussion with
employers,
providers and
stakeholders
To be defined
through
discussion with
employers,
providers and
stakeholders
Learning
providers
develop basic
skills training
packages for
employees.
Look at possible
support for
Essential Skills.
Page 37 of 73
November 2006
4.2.5
Key Skills/Essential Skills
As noted in Section 2, despite technical apprenticeship programmes being fundamental to the sector for many years, the sector still suffers an above average rate of customer
complaints, as typified by Trading Standards reports and the recent National Consumer Council ‘Supercomplaint’. Employers have noted that trainees appear to be lacking in
key skills areas, which can undermine the effectiveness of learning through apprenticeship programmes..
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
sub-sectors and
occupations –
but has
particular
significance for
customer facing
roles
Stage 3 – Gap Analysis & Market Testing
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
Employers
Involved and
Actions to be
Taken
Manufacturers,
dealer groups
and trade
associations
Ensure full
support in
achievement of
Key Skills/
Essential 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
DEL, Job
Centre, Careers
Service, QCA,
CCEA, ANIC
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Medium Term
3-5 years
Customer
satisfaction
improves (CSI
scores rise ad
number of
Trading
Standards
complaints
reduced)
NCC threat of
‘Supercomplaint’
is permanently
withdrawn
Increase in
profitability
To be defined
through
discussion with
employers,
providers and
stakeholders
To be defined
through
discussion with
employers,
providers and
stakeholders
Short Term
Employer/learnin
g friendly
delivery models
and modes
established i.e.
Essential Skills
integrated into
NVQ delivery.
Awarding Bodies
develop
assessment
systems that are
fit for purpose.
Page 38 of 73
November 2006
4.3 Balanced Workforce
4.3.1
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 &
Sub-sectors &
Occupations
Likely to be
Affected
Applied to all
sub-sectors 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
Employers
Involved and
Actions to be
Taken
Manufacturer
(National Sales
Organisations)
and their retailer
networks, large /
medium dealer
groups, roadside
recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops, and
trade
associations
(e.g. RMIF).
Work with
employers to
build on existing
Automotive
Skills careers
resources.
Continue to
Stakeholder
Involved and
Actions to be
Taken
DEL, Careers
Service, Job
Centre, FE/HE
Institutions
Work with
Careers Service
and Job Centre
to ensure fully
updated IAG
material is
disseminated
(inc. web and
helpline
mechanisms),
as well as CPD
for their advisers
HEIs to work
with industry to
offer work
placements
Page 39 of 73
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Short to Medium
term activity
Ongoing
update and
enhancement
of careers
material –
based on robust
research and
user feedback.
To be defined
through
discussion with
employers,
providers and
stakeholders
To be defined
through
discussion with
employers,
providers and
stakeholders
Medium/ Long
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
maintenance)
Desired Impact
of Change,
Improvement
or Activity
desirable.
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.
Stage 3 – Gap Analysis & Market Testing
Employers
Involved and
Actions to be
Taken
raise employer
awareness of
Promoting
Workplace
Learning – and
work with
employers
across England
Facilitate
collaborative
project between
employer(s) and
JC+
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.
Employers to
visit schools,
Stakeholder
Involved and
Actions to be
Taken
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Mechanism
established for
ongoing
briefing and
CPD for adviser
staff with job
Centre Plus,
Learndirect etc
Facilitate
collaborative
project between
employer(s) and
Job Centre
Page 40 of 73
Medium / Long
Establish
ongoing working
partnerships
between Job
Centre Plus and
larger employers
(e.g. dealer
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
colleges and
Universities to
explain how the
industry works
and what
opportunities
exist within it.
Pledge by major
employers and
stakeholders
(e.g. trade
associations,
manufacturers
and dealer
groups) to link to
and support
Automotive
Skills’ industry
career
promotion.
Employer
support to set up
a ‘clearing
house’ to ensure
applicants
rejected by
popular
programmes are
kept in the
system – and
can be re-routed
to less popular
programmes.
Employer
commitment to
Stage 3 – Gap Analysis & Market Testing
Stakeholder
Involved and
Actions to be
Taken
Timescales
Short / Medium
/ Long-term
Medium / Long
Consideration of
possible support
to research the
impact of IAG on
influencers
Funding from
SSDA for
additional sector
attractiveness
research
Page 41 of 73
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
groups)
Coherent and
collaborative
promotion of
the sector led
by Automotive
Skills with the
support of the
major employers
and industry
stakeholders.
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.
Clearing house
ensures talented
potential
apprentices are
made aware of
less popular
apprentice
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
Stage 3 – Gap Analysis & Market Testing
Desired Impact
of Change,
Improvement
or Activity
Employers
Involved and
Actions to be
Taken
implement
template for
addressing
language
barriers for
migrant workers
(apply lessons
learnt from
Health & Safety
for employers in
the Construction
industry
Stakeholder
Involved and
Actions to be
Taken
Page 42 of 73
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
programmes
and not lost to
another sector.
November 2006
4.3.2
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
Stage 3 – Gap Analysis & Market Testing
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
Employers
Involved and
Actions to be
Taken
Manufacturers
and their retailer
networks, large /
medium dealer
groups, roadside
recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops, and
trade
associations
(e.g. RMIF).
Establish
working group to
build on the
success of
Promoting
Workplace
Learning to
identify case
study, or
example, Career
Pathways that
Stakeholder
Involved and
Actions to be
Taken
DEL, Careers
Service, Job
Centre,, QCA,
CCEA
Identify possible
support for and
collaboration
with key
partners to
promote Career
Pathways, and
also for
development of
a ‘training plan
toolkit’
Work with QCA,
CCEA and
awarding bodies
to develop a
Page 43 of 73
Timescales
Short / Medium
/ Long-term
Short
Medium
Short / Medium
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Sector
Qualification
Strategy to
consolidate and
clarify potential
career
opportunities
and progression
pathways
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
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
Stage 3 – Gap Analysis & Market Testing
Desired Impact
of Change,
Improvement
or Activity
careers (not just
jobs) –
occupational
profiles
Employers
Involved and
Actions to be
Taken
can be used as
basis for
promotional
activity (e.g.
DVD or webbased)
Closely involve
employers and
trade
associations in
working groups
for development
of Sector
Qualification
Strategy to
ensure employer
relevance
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
Stakeholder
Involved and
Actions to be
Taken
robust Sector
Qualification
Strategy that is
appropriate for
Northern Ireland
Develop
occupational
profiles as part
of the SQS,
demonstrating
clearly job
opportunities
and career
progression;
profile
competencies as
well as
qualifications.
Page 44 of 73
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
whole.
Occupational
profiles inform
career
guidance
(based on
competency
profiling) and
also provide a
basis for
contracting for
revenuegenerating
activity – writing
of careers
materials.
Toolkit to
support
employers to
develop effective
training plans
and budgets,
November 2006
4.3.3
Achieving a Balanced Workforce
The sector needs to address not only a 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 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.
Feedback from
employers and
staff indicate
issues around
sector image
and
attractiveness,
but there are
also work place
culture and
attitudinal issues
that can
discourage
female
recruitment and
retention.
Sub-sectors &
Occupations
Likely to be
Affected
Applies to all
sub-sectors and
occupations.
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 and
shortages
Long term
culture change
towards more
positive attitudes
around
opportunities for
female entrants
to the sector
Older workers
take part in
training
programmes in
order to help
them keep their
Employers
Involved and
Actions to be
Taken
Manufacturer
(National Sales
Organisations)
and their retailer
networks, large /
medium dealer
groups,
bodyshops,
independent
dealers, vehicle
rental & leasing
operators, and
trade
associations
(e.g. RMIF).
Collaboration
with employers
to identify joint
activities within
the SSDA
‘Women into
Work’ initiative
Work with
employers to
identify
‘Champions’ and
case studies to
highlight
Stakeholder
Involved and
Actions to be
Taken
DEL, SSDA ,
Careers Service
and JobCentre
Develop
guidance with
stakeholders on
how to attract
girls into the
Young
Apprenticeship
programme.
Develop IAG
and careers
adviser
information to
raise profile and
image of sector
with potential
female recruits
and people from
different ethnic
backgrounds
Work with Job
Centres to
encourage
broader
recruitment into
the sector and
Page 45 of 73
Timescales
Short / Medium
/ Long-term
Medium to
Long term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Enhanced IAG
with balanced
message for
potential female
recruits – using
high profile case
studies
Raise profile and
attractiveness of
sector for female
entrants.
Assess
feasibility of an
initiative such as
Computer Clubs
for Girls
More positive
cultural
environment for
female staff
reflected in
Sector Attitude
and Image
surveys.
Link to the ‘Step
into ARMS’
solution –
possibly for
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
Stage 3 – Gap Analysis & Market Testing
Desired Impact
of Change,
Improvement
or Activity
skills up to date.
Employers
Involved and
Actions to be
Taken
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
Stakeholder
Involved and
Actions to be
Taken
develop more
innovative
solutions to skills
shortages
Consideration of
possible support
for awarding
bodies to
support work on
mapping migrant
worker
qualifications to
UK
qualifications,
and integrate
into the Skills
Passport
solution
Consideration of
possible support
for training of
older worker
above current
threshold of 25 –
need to
encourage and
support career
‘changers’ &
‘returners’
Page 46 of 73
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
female returners
to work
Link to Skills
Passport
solution –
particularly for
migrant workers
Possible support
for older trainees
(inc.
apprenticeships)
could support
improvement in
retention and
completion rates
over medium
term (2 years)
November 2006
4.3.4
High Calibre and Extra-Sector Recruitment
The sector has not historically displayed a strong track record in recruiting and retaining new graduates or attracting high calibre individuals already employed in 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, by putting in place graduate recruitment programmes, career development programmes designed to attract managers from
other sectors and Foundation Degrees designed to help existing employees develop skills needed for the future success of the sector. But this requires support 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 8+,
and 16% have
no qualification
at all)
This suggest
underrepresentation of
graduates
across the
sector – but
historically
employers have
shown only
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
Timescales
Forecast
Funding &
Reviewing &
Short / Medium
Outputs /
Costings
Monitoring
/ Long-term
Outcomes
Applies to all
sub-sectors, and
potentially all
occupations.
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
Manufacturer
(National Sales
Organisations)
and their retailer
networks, large /
medium dealer
groups, fast fit
operators,
independent
dealers,
bodyshops,
trade
associations
(e.g. RMIF).
Employers to
identify potential
opportunities for
graduates.
Promote the
career routes
available
through ‘success
stories’ case
studies (from
DEL, Careers
Service,, FE/HE
Institutions to
develop
industry-context
provision and
links
Work with
Foundation
Degree Forward
and DEL to
produce a
framework for
Foundation
Degrees and put
in place a quality
enhancement
programme for
HEIs to help
implement
Foundation
Degrees.
Work with
careers advisors
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 subactivities and
occupations –
both on leaving
HE and as
career changers.
Case studies of
graduate
success stories
to promote
opportunity –
both for
individual and
for business
benefit
Stage 3 – Gap Analysis & Market Testing
Page 47 of 73
Arrangements
To be defined
through
discussion with
employers,
providers and
stakeholders
To be defined
through
discussion with
employers,
providers and
stakeholders
Medium to
Long term work
with employers
and
stakeholders
November 2006
Evidence
(demand and
supply)
Sub-sectors &
Occupations
Likely to be
Affected
limited interest in
recruiting
graduates as
existing industry
experience is
more highly
valued.
It has also been
noted that
experienced
professionals
outside the
industry can
bring muchneeded
managerial and
other skills to the
sector.
Stage 3 – Gap Analysis & Market Testing
Desired Impact
of Change,
Improvement
or Activity
Employers
Involved and
Actions to be
Taken
Stakeholder
Involved and
Actions to be
Taken
sourcing of
recruits for all
roles (and in
particular firstline
management)
Recognition by
graduates and
those outside
the sector of
management
and executive
career paths
available in our
sector.
both employer’s
and individual’s
perspective)
Employers to
implement HR
Toolkit and
graduate
induction work more effective
recruitment &
retention of
graduates
Employers to
work
collaboratively
with HE
institutions –
e.g., project
work with
Business
Schools
Undergraduate
placement
scheme to be
developed with
AM Top 30
dealer groups
and NSOs.
in the HE sector
to raise profile of
sector and
potential career
opportunities
Identify HE
careers
information
sources and
embed quality
IAG about
sector.
Encourage HE
institutions to
work with
employers
offering student
placements
Identify means
of attracting
those outside
the sector i.e.
through job
portals,
partnership.
Work with
learning
providers to put
in place a CPD
programme for
high calibre
employees
joining the
industry.
Page 48 of 73
Timescales
Forecast
Funding &
Reviewing &
Short / Medium
Outputs /
Costings
Monitoring
/ Long-term
Outcomes
Arrangements
Re-visit Sector
Attitude and
Image research,
alongside
graduate
recruitment
research to
identify changes
in attitude and
effectiveness of
graduate
recruitment.
Establish 5
Undergraduate
placement
programmes
with
manufacturer
(NSO) and large
dealer group
commitment
November 2006
4.3.5
Employability
Research has highlighted employers’ concerns about the employability and life skills of new recruits, particularly apprentices, and they have clearly expressed the need for a
higher proportion of young people to possess the right attitude and willingness to learn. Although the issue of employability needs to be addressed through the school system,
there is a role for employers to play in practical support for schools in encouraging vocational learning and encourage raising levels of employability.
Evidence
(demand and
supply)
Employers have
highlighted
issues around
life skills
affecting new
recruits –
attitude,
consistency,
motivation,
reliability and
willingness to
learn.
These underpin
the effectiveness
of recruitment –
and many
employers now
focus on the
individual’s
attitude (rather
than experience
or qualifications)
as the latter can
be taught.
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact
of Change,
Improvement
or Activity
Employers
Involved and
Actions to be
Taken
Stakeholder
Involved and
Actions to be
Taken
All sub-sectors
and occupations
– but especially
occupations that
are conventional
entry points for
school leavers
Improve the life
skills of new
recruits to the
sector, such that
employers can
focus on
developing the
work-based
vocational skills
of individuals
rather than
having to
supplement life
skills that have
been
inadequately
delivered by fulltime 14-19
education
system
Address
employer
misconceptions
of NVQ – raise
perceived value
of vocational
Dealer groups,
roadside
recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops, and
key trade
associations
(e.g. RMIF).
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
DEL, ETI, Job
Centres, QCA,
CCEA and
awarding bodies
Facilitate
collaborative
project between
employers in the
sector and
schools to
enhance 14-19
work experience
placements for
young learners
Continued
development of
Apprenticeship
programmes for
sector context –
work with
employers to
research what
they value from
vocational
qualifications
Develop
Stage 3 – Gap Analysis & Market Testing
Page 49 of 73
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Reviewing &
Costings
Monitoring
Arrangements
Short term
Medium / Long
Term
Review of
Young
Apprenticeship
and Specialised
Diploma
initiatives in
England and
identify if there
are any
opportunities for
enhanced
vocational
learning for the
sector. Toolkit
for employers
and schools to
facilitate
collaborative
work between
employers and
the 14-19
education sector
(schools) –
linking work
experience and
curriculum
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
Stage 3 – Gap Analysis & Market Testing
Desired Impact
of Change,
Improvement
or Activity
Employers
Involved and
Actions to be
Taken
Stakeholder
Involved and
Actions to be
Taken
qualifications for
employment with
employers (and
encourage more
positive
perceptions from
parents, peers
and teachers)
with supportive
employers for
preapprenticeships
– inc. identify
potential
learning from
Young
Apprenticeships
and Specialised
Diplomas in
England,
Research
employer
attitudes to
NVQs to identify
why they do not
like them –
(Link to ‘Clearing
House’ solution
on section 4.1
above)
Develop fit for
purpose
assessment and
quality
assurance
systems for
NVQs.
capacity of
learning
providers to
deliver applied
learning through
Diplomas and
work based
learning through
apprenticeships.
Awarding bodies
to improve the
effectiveness of
their external
verifiers.
Awarding bodies
to issue
guidance on
assessment and
gathering
evidence that
demonstrates
occupational
competence.
Page 50 of 73
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Reviewing &
Costings
Monitoring
Arrangements
Research report
on employer
attitudes to
vocational
qualifications
and potential
opportunities for
future
development
November 2006
4.4 Strategic Over-arching Solutions
4.4.1
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
sub-sectors and
occupations but
specifically
technical
occupations that
account for
about one in four
of all positions in
the sector.
Stage 3 – Gap Analysis & Market Testing
Desired Impact
of Change,
Improvement
or Activity
Develop world
class learning
provision improve the
overall quality
and
effectiveness of
education and
training
delivered to the
sector by driving
up standards,
setting
benchmarks,
developing
guidance and
enabling the
sharing of best
practice across
the provider
network.
Deliver eight
strands of the
Quality
Improvement
Strategy (QIS):
Strand 1 -
Employers
Involved and
Actions to be
Taken
Dealer groups,
roadside
recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops,
professional
bodies and key
trade
associations
(e.g. RMIF).
Work with the
Workforce
Development
Committee and
Employer
Forums to:
ƒ Oversee the
quality and
content of
training and
methods of
assessment
Stakeholder
Involved and
Actions to be
Taken
DEL, ETI, MLN,
ANIC, QCA,
CCEA, FE / HE
institutions,
private providers
and
manufacturer
provision across
the UK.
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 provider
Page 51 of 73
Timescales
Short / Medium
/ Long-term
Medium to long
term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Overarching
Improvement in
the quality of
education and
training
provision across
the sector.
Improved
provider
performance in
terms of learner
experience,
achievement
and retention,
statutory
inspection
outcomes and
meeting the
requirements of
funding bodies.
Provision meets
employer
demands for
quality training
better meeting
their business
needs.
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
Stage 3 – Gap Analysis & Market Testing
Desired Impact
of Change,
Improvement
or Activity
setting targets
and
measurements
Strand 2 Apprenticeship
programme
review
Strand 3 Improving
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
Strand 8 Automotive
Skills Quality
Award
Employers
Involved and
Actions to be
Taken
so they have
a positive
impact on
business
needs
ƒ Produce an
action plan to
further
develop the
strands of
the QIS and
support
quality
improvement
for the
benefit of
employers in
the sector.
Communicate
with employers
to inform them of
Automotive
Skills accredited
providers.
Stakeholder
Involved and
Actions to be
Taken
network.
Make the
products and
services
available
through the QIS
to provider
network.
Communicate
with the provider
network the
benefits of the
products and
services
available
through the
strands of the
QIS
Page 52 of 73
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Employers know
where to go for
quality training.
Improved
employer
productivity
through a better
trained, skilled
and employable
workforce.
Improved
partnership
working between
providers and
employers.
Providers more
responsive to
needs of
employers.
Link to Skills
Passport
solution
November 2006
4.4.2
Developing Quality Education and Training Provision (2) –Centres of Excellence
This solution is designed to complement and support the development of the Quality Improvement Strategy in Section 5.1, to enhance the existing networks of provision
through sharing of best practice and enabling employers to have effective access to the provision that is of the highest benchmarked quality and ‘fit for purpose’ against their
business needs.
Evidence
(demand and
supply)
Employers have
expressed
concerns around
flexibility,
consistency and
quality of
training
delivered across
the complete
range of
provision - FE
college, private
providers and
manufacturer
provision.
Sub-sectors &
Occupations
Likely to be
Affected
Applies to all
sub-sectors 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 the
benefit of
employers by:
ƒ Developing
employer
friendly
Centres of
Excellence –
Scotland,
Northern
Ireland and
Wales.
ƒ Developing
a national
‘Academy for
Automotive
Skills -
Employers
Involved and
Actions to be
Taken
Manufacturers
and large /
medium dealer
groups, roadside
recovery
operators, fast fit
outlets,
independent
dealers,
bodyshops, and
trade
associations.
Work on a broad
scale with
employers and
specifically with
Employer
Forums and the
Workforce
Development
Committee to:
ƒ Gain support
from
employers to
drive the
Stakeholder
Involved and
Actions to be
Taken
DEL, ETI, ANIC,
F/HE
institutions,
private providers
and
manufacturer
provision across
the UK.
Work with
stakeholders to:
ƒ Develop a
feasibility
study for
Centres of
Excellence.
ƒ Work with
DEL to
develop a
Centre of
Excellence
model
Page 53 of 73
Timescales
Short / Medium
/ Long-term
Medium
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Implement
project plan to
establish
Centres of
Excellence
Develop
sustainable
business plan
for the national
‘Academy for
Automotive
Skills.
To be defined
through
discussion with
employers,
providers and
stakeholders
To be defined
through
discussion with
employers,
providers and
stakeholders
Long term
Establish
Centres of
Excellence.
Establish a
national
‘Academy for
Automotive
Skills.
Improved
November 2006
Evidence
(demand and
supply)
4.4.3
Sub-sectors &
Occupations
Likely to be
Affected
Desired Impact
of Change,
Improvement
or Activity
England
Employers
Involved and
Actions to be
Taken
development
of Centres of
Excellence
ƒ Develop a
project plan
for Centres
of
Excellence
Stakeholder
Involved and
Actions to be
Taken
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
access to quality
and specialist
training for more
remote and rural
employers
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.
Lack of
Sub-sectors &
Occupations
Likely to be
Affected
Applies to all
sub-sectors and
occupations.
Stage 3 – Gap Analysis & Market Testing
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
Employers
Involved and
Actions to be
Taken
Manufacturer
(National Sales
Organisations)
and their retailer
networks, large /
medium dealer
groups,
bodyshops,
independent
dealers, vehicle
rental & leasing
operators, and
trade
associations
(e.g. RMIF).
Stakeholder
Involved and
Actions to be
Taken
DEL, SSDA,
learning
providers,
awarding bodies
Commitment
from awarding
bodies to
recognise Skills
Passport and
link to accredited
courses
Agree scope for
access to
individual
learner accounts
Page 54 of 73
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
Short – Medium
term
(1 – 2 years)
Complete
industry-wide
feasibility study
and agree
implementation
plan.
Launch Skills
Passport for
sector
Industry
recognises the
requirement for
a Skills
Passport.
All new recruits
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
recognition for
individual
achievement at
present – could
contribute to
image of sector.
Stage 3 – Gap Analysis & Market Testing
Desired Impact
of Change,
Improvement
or Activity
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
threatened
‘Supercomplaint
Employers
Involved and
Actions to be
Taken
Agree scope for
Skills passport
and links with
existing
employer (and
manufacturer)
training records
Develop
feasibility and
business plan
for
implementation
Employers to
recognise Skills
Passport as a
minimum
requirement of
employment
Employers pay
for a Skills
Passport for
their
apprentices.
Stakeholder
Involved and
Actions to be
Taken
and qualification
records to
ensure that
Skills Passport
has current
record of an
individual’s
achievements.
Develop
feasibility and
business plan
for
implementation
– work with
SSDA and other
SSCs to ensure
cost effective
solution is
developed (and
which build on
best practice
experience form
other SSCs)
Consideration of
possible support
to evaluate links
between online
learning (inc.
Learndirect) and
Skills Passport
Awarding bodies
to ensure
linkage with
Credit and
Qualification
frameworks
Page 55 of 73
Timescales
Short / Medium
/ Long-term
Forecast
Outputs /
Outcomes
Funding &
Costings
Reviewing &
Monitoring
Arrangements
to have a Skills
Passport –
linked to all
accredited
training (which is
‘trackable’
through a central
database)
November 2006
5 Overall Reviewing & Monitoring Arrangements
5.1 General
The SSDA has declared that Sector Skills Agreements in their published versions will become
the basis for SSCs’ business plans going forward. Automotive Skills will use the SSA as the
focus of its activities going forward in parallel with the over 14-19 age group agenda and the
Sector Qualifications Strategy that will be developed from the SSA.
When finalised at the end of Stage 5 the action plans will include specific arrangements to
evaluate the expected outcomes and out-turns of each part of the overall SSA, including the
timetables envisaged and how progress towards success targets, set out in the action plans, will
be measured.
5.2 Checkpoint Review
The SSDA has been consulting with Sector Skills Councils (SSCs), partners and stakeholders
represented on the Northern Ireland 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 out-turns of the SSA are embedded in all relevant activities as agreed in the SSA.
At the time of writing (November 2006) the consultation with partners is still ongoing and the
specification of the CR is not confirmed, although its operation will vary according to the
arrangements agreed in each nation. In outline terms the CR will include:
ƒ
An annual Ministerial meeting with CEOs of SSCs in implementation mode (i.e. post
Stage 5) and delivery partners to update on progress; highlight achievements and good
partnership practice and in addition indicate any barriers to joint delivery of action plans.
ƒ
The meeting would be informed by a short report from each partner and the SSC, using
the existing monitoring and evaluation mechanisms established through the Action Plans,
to demonstrate delivery and impact and provide a ‘litmus test’ ensuring that SSAs are
providing a response to changing business needs.
ƒ
There will also be an interactive question and answer-type session led by the Minister.
Gap Analysis & Market Testing
Page 56 of 73
November 2006
It is envisaged that the CR will make extensive use of the monitoring and evaluation
methodologies agreed as part of the Action Plan development leading to the final publication and
launch of the SSA at the end of Stage 5.
5.3 Specific Reviewing and Monitoring
All specified activities laid out in the final versions of the Action Plans will require baseline
measurement, on-going monitoring and evaluation to ensure a comprehensive understanding of
the impacts of the Action Plans themselves can be established.
At this stage the precise nature of the measurements will require finalisation, but the broad
nature of these – with any detail already envisaged – are included in the tables shown in section
4 Proposed Collaborative Solutions. Further details will be devised in Stage 5 and finalised in
the published SSA.
Gap Analysis & Market Testing
Page 57 of 73
November 2006
Appendices
Appendix 1: Gaps in Provision
Work Based Learning Enrolments: Northern Ireland
Unfortunately, no WBL data is available for Northern Ireland.
Further Education Enrolments: Northern Ireland
Figure 3: Further Education Enrolments
Country
Northern
Ireland
FE
Retail Automotive
Enrolments per
Enrolments
Sector Sites
100 sites
1,418
1,822
77.8
Population
1,685,267
Enrolments per
100,000 population
84.1
Sources:
FE Enrolments (Northern Ireland): DELNI Enrolments Data 2003/04, automotive sector (except First Aid and Yachting)
Automotive Sites: Automotive Skills / Simpson and Carpenter: Automotive Sector Research Database 2005
Population Figures: Census 2001
In Northern Ireland, enrolment data contains all of the courses that are enrolled upon by
students. This means that, unlike in England, individual students may be counted more than
once within the data. As a result, there were 77.8 enrolments per 100 sites in Northern Ireland
and 84.1 enrolments per 100,000 people, both significantly higher than English averages.
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.
Gap Analysis & Market Testing
Page 58 of 73
November 2006
Figure 4: Higher Education Courses across the UK
Retail
Region
Courses
Automotive
Sector Sites
Courses per
100 sites
2
Area (km )
Courses per
1000 km
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
Northern Ireland
0
1,822
0.0
14,150
0.0
Scotland
18
4,934
0.4
78,807
0.2
South East
320
10,988
2.9
19,086
16.8
South West
30
6,712
0.4
23,851
1.3
Wales
116
3,580
3.2
20,778
5.6
West Midlands
601
6,958
8.6
13,004
46.2
Yorkshire and the Humber
271
6,234
4.3
15,411
17.6
UK
2,497
65,240
3.8
244,169
10.3
2
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 HE courses available, with 8.6
courses for every 100 retail automotive sites. The next largest choice of HE courses per 100
automotive sites was found in the East Midlands (6.4), followed by the East of England (5.7) and
Yorkshire and the Humber (4.3). Scotland and the South West were both noticeably below
average in terms of the number of courses available, with just 0.4 HE courses for every 100 sites
in both regions.
The number of courses per 1000km2 provides a measure, in relative terms, of how far
individuals/employees in a region might have to travel to access HE training provision. A lower
figure indicates that individuals/employees would have to travel a longer distance.
Gap Analysis & Market Testing
Page 59 of 73
November 2006
Appendix 2: United Kingdom SWOT Analysis
This section of the report contains an overall SWOT for the United Kingdom as a whole, a
specific SWOT analysis for Northern Ireland can be found in section 3.2.1 of this document.
Strengths
Sector Characteristics:
•
The Retail Automotive Sector is important, employing approximately 2% of the working
population
•
The potential is significant; the UK new car market is second only to Germany in size and
approximately 30 million vehicles use the UK’s roads
•
Productivity in the vehicle maintenance and repair sector is strong compared to European
comparator countries
Workforce
•
Established workforce with strong identity
•
A clearly defined footprint and occupational structure
•
Need for employment spread across the country
•
Rural employers operating in the sector tend to have workforce stability
Training
•
Manufacturers and franchise dealers have a strong emphasis on training and updating skills
to match new products
•
Apprenticeships are a common and valued route within the sector, with an increase in the
uptake in the number of apprenticeships being taken in the sector evident
•
Employees in the 16-24 age range working in the Retail Automotive Sector are more likely to
receive training than the all sector average, therefore this generation of employees will be
accustomed to accessing training as part of the their working life
•
Training spend per employee receiving training in the Retail Automotive Sector is above the
all sector average
•
Over 88% of employers in the sector are able to articulate their strategy for identifying
training needs
•
Over 94% of employers in the sector who provide training for their employees are either
satisfied or very satisfied with its impact on performance
•
Only 6.4% of employers feel that there is no link between training and business performance
Gap Analysis & Market Testing
Page 60 of 73
November 2006
Qualifications and Provision
•
Automotive Skills support 14 NVQs/SVQs over three levels covering each sub-sector of the
industry, some of which are broken down to accommodate specialities
•
Training in Key or Core Skills is also offered to aid individual improvement, self learning and
performance in education, training and work
•
A range of technical certificates have also been developed for apprenticeship programmes
•
The Automotive Retail Management Standard (ARMS) has been developed for managers
and potential managers to improve productivity in the sector, and is due to be expanded in
the near future
•
There are a high number of Level 3 qualifications serving the sector across the UK
•
The range of technical courses available is believed to be adequate to meet the needs of the
sector, with a particular concentration in vehicle maintenance, repair and servicing
•
Employer input into private sector course design is felt to be significant amongst larger
employers
•
According to official inspectorates (Ofsted, ALI, ETI, HMIe), public funded training provision
serving the sector in the UK is good, with relatively few establishments criticised on any
major issues
Weaknesses
Sector Characteristics
•
Average net margins/profitability in the sector are low (1½%), particularly in sub-sectors such
as paint and body repair
•
Many sub-sectors require very high levels of capital investment, resulting from technology,
supply chain and customer demands. As such, staff training and development is not always
a priority
•
There is a tendency within the sector to focus on jobs rather than careers, especially within
small businesses
•
Although there are some highly paid roles, remuneration levels in most occupations are
depressed
•
There are a proportionately low number of sector businesses located in rural areas
Recruitment
•
The image and reputation of certain Retail Automotive sub-sectors is not positive
•
Poor image and reputation has a negative impact on recruitment, with the sector too often
acting as a repository for less able school leavers
•
The positive aspects of the sector are not promoted adequately by careers advisers
•
The level of graduate recruitment within the sector is low
•
The employment of individuals from other sectors who have transferable skills is limited
Gap Analysis & Market Testing
Page 61 of 73
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 that 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 62 of 73
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 co-operation 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 63 of 73
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 64 of 73
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 65 of 73
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
Solutions Mapped to Northern Irish National Priorities
The outline draft solutions suggested in this Stage 3 report will be mapped to national Northern
Irish 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 73
November 2006
Appendix 4: Northern Ireland Sector Skills Agreement Stages 1, 2 and 3
Reports Background to Evidence Gathering in Northern Ireland
Methodological Overview
This short paper outlines the methodological approaches taken by Automotive Skills to develop
the evidence base in the first three stages of the Sector Skills Agreement (SSA) process in
Northern Ireland.
As the smallest constituent nation or region in the UK, Northern Ireland presents special
challenges for the research of the downstream automotive sector, which is often difficult to
engage with. These testing circumstances are accentuated by the overwhelming micro-business
nature of the footprint. The following describes how Automotive Skills has attempted to address
these issues.
Stage 1
Extensive use was made of a range of secondary published data sources, including the SMS,
ABI and LFS, to provide basic background quantitative and qualitative analysis and indicators for
the sector in Northern Ireland.
In addition Automotive Skills carried out a series of qualitative focus groups in Northern Ireland
drawing on a range of individuals representing employers. These began in the late summer of
2005 and three were held in total. Extensive use was made of Automotive Skills’ Northern
Ireland Employers Forum, which meets on a quarterly basis (see below).
Furthermore a research organisation conducted 29 quantitative interviews to provide some topline additional data for use in Stage 1, which provided some useful comparative data across the
UK.
Lastly a short web-enabled, self-completion quantitative questionnaire was presented and
interviews were invited from those who registered for Automotivate.
Stage 2
Automotive Skills made extensive use of data supplied by DELNI in the construction of the Stage
2 analysis and reporting, as well as drawing on its own qualitative and quantitative research,
which was carried out on its behalf by Ci Research.
This additional primary qualitative (focus group) and quantitative research included 17
quantitative interviews.
Gap Analysis & Market Testing
Page 67 of 73
November 2006
Stage 3
Automotive Skills decided to carry out additional primary research as input to Stage 3 market
testing.
As part of this a programme of 26 independently moderated depth face-to-face interviews with
employers was carried out across the UK in October 2006. Of these four additional qualitative
depth interviews were carried out in Northern Ireland to explore further the interface between
skills needs and potential solutions in the context of provision, ranking needs and priorities to
develop the most appropriate approaches to solutions.
Employers Forum
Throughout the SSA process Automotive Skills has worked very closely with its Northern Ireland
Employers Forum (NIEF).
This NIEF has been established for more than two years and
currently comprises 10 employers, a trade association – the IMI (professional body) and two
stakeholders as its regular membership. Employers are drawn from a wide range of sub-sectors
– both franchised and independent – including not only the largest employers in Northern Ireland,
but also micro businesses. The NIEF meetings are held every quarter, usually in the Belfast
area and are usually chaired by the forum Chairman, Nick Lindsay, including Automotive Skills’
CEO and the Scotland & Northern Ireland Manager. Other head office staff, such as Automotive
Skills’ Head of Research, are also regular attendees and a range of other employers, providers
and stakeholders are invited to specific meetings.
The NIEF has been instrumental in formulating an understanding of the skills needs in Northern
Ireland.
Automotive Skills began involving the NIEF in the summer of 2005 when an
independent moderator was used for a research focus group. Automotive Skills has consulted
the NIEF on the SSA at every meeting since.
Employer Census
Because Automotive Skills recognises the need to better understand the detail of the employers
in Northern Ireland, it is about to submit a Funding Application for Sectoral Development Support
for the conduct of a census of the 2,000 or so employers in Automotive Skills’ footprint in
Northern Ireland.
This census would provide improved universe data that would facilitate more accurate grossingup of sample survey data to be representative of the universe of employers in Northern Ireland.
Gap Analysis & Market Testing
Page 68 of 73
November 2006
In addition it will provide more detailed employment information pertinent to the sector, especially
in terms of occupations, turnover, recruitment and workforce development. Such information will
assist greatly in the definition of baselines and reviews of change generated by the SSA
implementation phase in Northern Ireland.
Stages 4 and 5 and Beyond
Automotive Skills will continue to develop the supporting evidence base through the Stage 4
employer negotiations and ensure that this is reflected through Stage 5 and the final SSA
collaborative action plans for Northern Ireland. Automotive Skills looks forward to working will
are partners to ensure a mutually beneficial implementation of the SSA.
Gap Analysis & Market Testing
Page 69 of 73
November 2006
Appendix 5: Northern Irish Stakeholders Engaged During the SSA process
The following table lists partner organisations that Automotive Skills has already engaged with
during Stage 3 of the SSA.
Group and bi-lateral discussions and negotiations will develop
through to the end of Stage 5 and beyond to ensure the SSA aligns with the Northern Irish policy
agenda to create synergistic outcomes.
Automotive Skills looks forward to continuing to work closely with all our partners and
stakeholders in Northern Ireland.
Figure 5: Stakeholders Engaged During SSA process
1
Invest Northern Ireland
2
Qualifications & Curriculum Authority Northern Ireland
3
Department for Employment & Learning
4
Department for Employment & Learning Sectoral Development
5
Learning & Skills Development Agency
6
Education and Training Inspectorate
7
Association of Northern Ireland Colleges
8
Council for the Curriculum Examinations and Assessment
9
Department of Enterprise Trade and Investment Northern Ireland
1
0
ICTU-NIC
Gap Analysis & Market Testing
Page 70 of 73
November 2006
References
ƒ
‘August profitability levels set the scene for final quarter’ Motortrader, p10, 23rd October
2006
ƒ
A.M. Top 100, December 2005. AM Magazine, 2006.
ƒ
‘Fairer deals for women workers’. AM Online, 17th March 2006.
ƒ
Rising land values and rent costs hit retailers. AM Online, December 2005.
ƒ
Dealers hit by troubled consumer finances. AM Online, May 2006.
ƒ
Location Clause is no more. Did the earth move for anyone? AM Online, October 2005.
ƒ
Automotive Skills Needs Survey, Automotive Skills, 2005.
ƒ
Automotive Skills Employer Validation Survey. Automotive Skills, 2005.
ƒ
Bodyshop Sub-Sector Research. Automotive Skills Ltd, July 2005
ƒ
Graduate and Extra-Sector Experience Research, Automotive Skills, January 2005.
ƒ
Lookers' qtr 1 results well ahead of expectations. AutoWired, 18 April 2006.
ƒ
Carmakers eye dealers for profit chop. AutoWired, 09 June, 2006
ƒ
Better used car demand cuts rates of depreciation. AutoWired, October 2005.
ƒ
Grant-less green cars difficult concept to sell. AutoWired, June 2006.
ƒ
6-months paternity leave will be too costly. AutoWired, October 2005.
ƒ
Engines, prestige and niche models is way forward. AutoWired, June 2006.
ƒ
Kia dealers to get honest appraisal of performance. AutoWired, May 2006.
ƒ
RMIF car dealer attitude survey says manufacturer standards cost too much.
Auto
Industry, April 2006.
ƒ
Consolidation and the rise of the east. Business Money, April 2006.
ƒ
Equal Opportunities Statement. CITB-ConstructionSkills, June 2006.
ƒ
Debt facts and figures. Credit Action, June 2006.
ƒ
The car service and repair market in the UK – 2005. Mfbi, CMS 2005.
ƒ
Britain’s Automotive Industry Leads the World. Carsource, 2006.
ƒ
‘Five year strategy for children and learners’. Department for Education and Skills, July
2004.
ƒ
Super-complaints Fact Sheet, the Department for Trade and Industry, 2005.
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.
Gap Analysis & Market Testing
Page 71 of 73
November 2006
ƒ
Working Futures II, January 2006. Institute for Employment Research and Automotive
Skills Needs Survey 2005.
ƒ
Sectoral Management Priorities: Management Skills and Capacity.
Research report
prepared for the Sector Skills Development Agency by the Institute for Employment
Research, January 2005.
ƒ
Working Futures National Report 2003 – 2004.
R. Wilson, K. Homenidou and A.
Dickerson, Institute for Employment Research, University of Warwick.
ƒ
Working Futures 2004-2014 (SSDA WF2), Institute for Employment Research and
Cambridge Econometrics.
ƒ
Dealer Consolidation - When size matters for the watchdogs. The IMI Magazine, 2006.
ƒ
National Employer Skills Survey 2003, the Learning and Skills Council.
ƒ
National Employer Skills Survey 2004, the Learning and Skills Council.
ƒ
National Employer Skills Survey 2005, the Learning and Skills Council.
ƒ
Dealer profitability slumps to record low. Motor Trader, 20 March 2006
ƒ
Franchised dealers embrace technology. MotorTrader, 21 Apr 2005.
ƒ
Skill and Training Requirements in the Vehicle Maintenance Industry in Greater
Manchester & Devon and Cornwall. Geoff Mason and Matt Osborne, National Institute
of Economic and Social Research, London.
Prepared on behalf of Sector Skills
Development Agency and Automotive Skills, October 2004.
ƒ
Skills Monitoring Survey, NISRA 2003.
ƒ
Employment Outlook 2006, The Organisation for Economic Co-operation and
Development, June 2006.
ƒ
The Economic Survey of the United Kingdom 2005. The Organisation for Economic Cooperation and Development, 2005.
ƒ
Economic Outlook No. 79.
The Organisation for Economic Co-operation and
Development, 2006.
ƒ
International Comparisons of Productivity, The Office for National Statistics, February
2006.
ƒ
Annual Business Inquiry, 2004. Office for National Statistics, updated 15th June 2006.
ƒ
Labour Market Statistics Group the European Labour Force Survey. Office for National
Statistics March – May 2005.
ƒ
The Labour Force Survey, Office for National Statistics, 2006.
ƒ
Economic Trends, No.631. Office for National Statistics, June 2006.
ƒ
Quarterly national accounts briefing note: 2005Q3. The Office for National Statistics,
2006.
ƒ
Acquisition of Reg Vardy PLC. News, Pendragon Plc, 2006.
ƒ
Abolition
of
location
clause
under
block
exemption
regulation
draws
near.
Pricewaterhouse-Coopers LLP, 2005.
ƒ
Old computers leave dealers struggling to make the most of their software investment.
Pinewood Research, on www.pinewood.co.uk, 11/04/2006.
Gap Analysis & Market Testing
Page 72 of 73
November 2006
ƒ
Forward Drive. RMSI, Issue 09, April 2006.
ƒ
Dealers Wave White Flag On Manufacturer Standards. RMIF, 2006.
ƒ
SME Statistics UK, 2005. The Small Business Service, February 2006.
ƒ
Skills Pay: The Contribution of Skills to Business Success, SSDA Research Report 5,
September 2004.
ƒ
The UK Skills and Productivity Agenda: The Evidence Base for the SSDA’s Strategic
Plan 2005-2008. Campbell, M and Garrett, R, SSDA Research Report 6, 2004.
ƒ
EU Productivity and Competitiveness: an industry perspective. O’Mahoney and van Ark
2003, quoted in The UK Skills and Productivity Agenda: The Evidence Base for the
SSDA’s Strategic Plan 2005-2008. Campbell, M and Garrett, R, SSDA Research Report
6, 2004.
ƒ
Sectoral Management Priorities: Management Skills and Capacity.
Research report
prepared for the Sector Skills Development Agency by the Institute for Employment
Research, January 2005.
ƒ
The Retail Motor Industry Pay Guide 2006. Sewells Information & Research, 2006.
Featured in article ‘Car Sales Execs Feel Pain In The Wallet’, Retail Motor Industry
Federation 2006.
ƒ
The Retail Motor Industry Pay Guide 2005. Sewells Information & Research, 2005.
ƒ
Motor Industry Facts and Figures 2006. SMMT, 2006.
ƒ
The Automotive Industry Handbook 2005. Sewells, 2005.
ƒ
Bodyshop Opinion Survey.
Sewells, 2004 as featured in Sewells - The Automotive
Industry Handbook 2005.
ƒ
Starting up in 2006 - Business start-up trends. Start-ups.co.uk, 2006.
ƒ
The UK Car Body Repair Market 2005. MFBI (A division of Trend Tracker Limited),
Report reference 143, 2005.
ƒ
Scenario Planning Futures Workshops Report. Turquoise, December 2005.
ƒ
Enterprise and Innovation, HM Treasury, 2006.
ƒ
Shaping a Fairer Future, Women and Work Commission, February 2006.
Gap Analysis & Market Testing
Page 73 of 73
November 2006