2005
SEMTA
FUTURE SKILLS WALES
2005 SECTOR SKILLS SURVEY
ACCAC
Association of School and
College Leaders
Basic Skills Agency
Careers Wales
CBI Wales
Dysg
FSW
PARTNERS
2005
ELWa
ESTYN
Federation of Small Businesses
Fforwm
Higher Education Funding Council
for Wales
Higher Education Wales
Jobcentre Plus
Local Government Data Unit –
Wales
National Training Federation
for Wales
Sector Skills Development Agency
Wales Council for Voluntary Action
Wales TUC
Welsh Assembly Government
Welsh Development Agency
Welsh Local Government
Association
The Future Skills Wales 2005 Sector Skills Survey was undertaken on behalf of the FSW Partnership by
GfK NOP Social Research.
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
CONTENTS
1 Introduction
1.1 Background to the Future Skills Wales Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 Survey Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.3 Defining the Sector Skills Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.4 Sample size for the sector . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.5 Reporting Conventions and Report Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.6 Employer Characteristics for SEMTA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.6.1 Type of establishment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.6.2 Ownership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.6.3 Financial Turnover . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2 Recruitment Difficulties and Skills Shortage Vacancies
2.1 Extent of vacancies, hard-to-fill vacancies and skill shortage vacancies . . . . . . . . . . . . . . 8
2.1.1 Comparison for SEMTA over time (comparing 2003 and 2005) . . . . . . . . . . . . 10
2.2 Occupational profile of hard-to-fill vacancies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.3 Causes of hard-to-to fill vacancies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.4 Responses to hard-to-fill vacancies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
2.5 Nature of skill shortage vacancies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3 Internal Skills Gaps
3.1 Incidence of skills gaps and distribution by occupational group . . . . . . . . . . . . . . . . . . . . 13
3.1.2 Comparison for SEMTA over time (comparing 2003 and 2005) . . . . . . . . . . . . 14
3.2 Skills lacking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
3.3 Other technical and practical skills lacking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
3.4 Measures to overcome skills gaps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
4 Provision of off-the-job training
4.1 Incidence of off-the-job training and allocation across occupations . . . . . . . . . . . . . . . . 21
4.2 Type of off-the-job training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
4.3 Barriers to provision of off-the-job training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
5 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
6 Commentary from SEMTA SSC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Appendix I: Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Appendix II: Broad Sector and SSC definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Appendix III: Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
1
SECTION 1:
INTRODUCTION
1.1 Background to the Future
Skills Wales Survey
Welsh Assembly Government Strategy
documents such as The Learning Country
and The Skills Employment Action Plan
2005 highlight the importance of
joined-up working between employers,
employees and public sector agencies
to raise skills levels and support high
quality jobs in a growing economy.The
need for greater understanding of
employers’ skill needs has given rise to
a number of major surveys in Wales,
England, Scotland and Northern Ireland.
The Welsh research programme, Future
Skills Wales (FSW) has to date
consisted of three surveys (in 1998,
2003 and 2005) commissioned by the
FSW partnership.The focus of the first
two surveys was to look at the generic
skills requirements of employers in
Wales. In both years parallel studies
were carried out among Welsh
households to identify the skills offered
by the Welsh population.
The shape that the Future Skills Wales
2005 Sector Skills Survey (here on in
referred to as FSW 2005) has taken has
been influenced by two main factors:
The desire to produce a common
measure of skills deficiencies which
is consistent and comparable across
sectors, countries and regions
The need to make this information
available for Sector Skills Councils
for labour market analysis in Wales
enabling shared dialogue by using
comparable and consistent measures
2
SSCs are employer-led organisations
which have been charged with
developing skills and business
performance levels in specific, discrete
business sectors, based on detailed
analysis and understanding of the
sector.This has been given additional
impetus through the Sector Skills
Agreements, which are designed to
deliver action to meet priority skill
needs and which are based on rigorous
and robust evidence, including evidence
on skill deficiencies. FSW 2005 aims to
meet those needs as far as possible
within one survey, providing the
efficiencies of central co-ordination and
the benefits of comparability and
consistency.
The main aim of FSW 2005 is to
provide the FSW Partnership with
reliable information on the skills
deficiencies which employers in Wales
experience; information which can be
used to inform skills development
policy and planning.
The specific measures which the survey
covers are as follows:
The incidence of vacancies among
employers and the proportion of
vacancies which are proving hard-tofill because of a lack of suitable skills:
which occupations and which skills
are affected, and what actions have
been taken to deal with them
The number of employers that are
encountering skill gaps among the
workforce: the extent and nature of
these, which occupations/ skills are
affected, what is their impact and
what actions are taken to deal with
them
The incidence of off-the-job training
activity, which occupational groups
are receiving training and, where
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
applicable, the reasons why off-thejob training is not currently arranged
1.2 Survey Methodology
The survey covered employers across
all business activities in Wales,
employers being defined as
establishments rather than enterprises
(i.e. any site where employees are
based, including head office sites, local/
regional sites and sites of single unit
enterprises). In order to be eligible for
the survey, establishments needed to
have at least one employee (in addition
to any owner/ manager). Based on
IDBR estimates1, there are 70,515 such
establishments in Wales employing just
over 1 million people.
The broad principles of sample design
were as follows:
Sectors were sampled proportionate
to the number of units in that
sector, assuming a total sample size
of approximately 6,000;
The resulting interview targets for
each sector were reviewed to check
whether they would deliver results
which were ±5% reliable at the 95%
confidence level (assuming medium
case scenario i.e. 70% figure).Where
there was a shortfall for particular
sector and where population size
allowed, the interview targets were
boosted to meet the reliability
requirement
Where size of population did not
allow boosting to this level, targets
were based on the maximum sample
achievable assuming a 4:1 success
rate. (In other words, every four
approaches to establishments would
result in one successful interview).
Within SSC, sample targets were
calculated proportionate to
employment, thereby ensuring that
large establishments (in terms of
employment) would be over sampled.
The target number of interviews per
size band within sector was calculated
on the basis of IDBR counts
(proportional to employment).The
sample was purchased from Experian2.
Some of the initial targets, particularly
in the larger size bands, exceeded the
number of records available from
Experian and had to be adjusted in
order to reflect this.
Business activities which are currently
unallocated to SSCs were grouped into
three categories for sampling and
analysis purposes: primary,
wholesale/retail and business/public
services in line with Sector Skills
Development Agency (SSDA) practice.
The main fieldwork was preceded by a
cognitive pilot and standard pilot, details
of which are provided in a separate
The IDBR estimates are based on establishments with 1 or more employees, with an adjustment
made to exclude companies with 1 director as the only employee.The survey excluded all
establishments where the respondent was the only person working at that site, and therefore tables
illustrating establishment counts by employee size band show a minimum number of one employee.
1
Experian is a global information solutions company and provider of sample for the survey.The
Experian database incorporates what was the Yellow Pages database (now Yell.com).The National
Employers Skills Survey 2004, Skills in Scotland 2004 and Northern Ireland Skills Monitoring Survey
2002 also use Experian (previously BT’s Business Database) as a sample source.
2
3
Technical Report. Fieldwork for the
main stage took place between 10th
March 2005 and 18th May 2005
inclusive using Computer Assisted
Telephone Interviewing. In total, 6,719
interviews were achieved, including 26
Welsh interviews.
1.3 Defining the Sector Skills
Council
The data for each establishment was
coded to 4-digit SIC code.As of
October 2005, SEMTA was defined by
the following SIC codes: 25.11, 25.12,
27.4, 27.5, 28.1–28.3, 28.5–28.7, 29–35,
and was described as ‘science,
engineering and manufacturing
technologies’. It should also be noted
that SEMTA covers science sectors not
exclusively defined by Sector Skills
Councils.
Medium/ large (25+ employees),
unweighted base size 109
Taking into account the finite
population correction factor3 and
design effects for the survey, the
confidence interval at the 95% level4 for
the data for SEMTA is +/6% for a
survey result of 50 per cent and ±6%
for a survey result of 70 per cent.
1.5 Reporting Conventions and
Report Outline
This report uses a number of terms
throughout.These are defined as
follows:
recruitment problems refer to
vacancies that the employer
describes as either hard-to-fill or
skill-shortage related
1.4 Sample size for the Sector
hard-to-fill (HTF) vacancies are
those vacancies self classified by the
respondent as hard-to-fill
A total of 318 interviews were
conducted with establishments in the
SEMTA SSC. Further analysis has been
obtained by employment in
establishment as follows:
skill shortage vacancies (SSVs) are
defined as hard-to-fill vacancies
where applicants do not have the
required skills, work experience, or
qualifications required
Micro (1-9 employees), unweighted
base size 104
Small (10 – 24 employees),
unweighted base size 105
skill gaps refer to the extent to
which employers perceive current
employees to be less than fully
proficient for their current job
The finite population correction factor: when enumerating a 95% confidence interval the conventional
way, in most cases, a simplified formula is used which makes the assumption that the universe
population is large relative to the sample size (as a rule of thumb, large is defined as around 5% of the
population). If the sample proportion exceeds this, then we have to apply a finite population
correction, which ensures that we are not over-estimating the real confidence interval.A large sample
to population ratio will lead to a narrower confidence.
3
A confidence interval of 95% means that we can be 95% certain that the true value of a survey
estimate lies within ±5 percentage points of the survey estimate. For example, for a survey estimate of
50%, with a 95% confidence interval, the true value would lie somewhere between 45% and 55%.
4
4
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
The figures given in the report either
relate to the number of establishments
reporting a particular issue e.g. how
many employers are experiencing
vacancies, skill deficiencies etc, or to the
number of employees e.g. when
providing data on the number and
profile of staff employed; the number
and profile of vacancies and hard to fill
vacancies; and the number and profile
of staff with skill gaps.As a rule of
thumb, where figures are based on
establishments they have been weighted
to the total number of establishments
employing at least two people (70,515).
Where figures are based on employees
they have been based on the total
employment base (1,083,795). Results
are reported on the weighted totals,
and tables show the unweighted base
as well as the weighted base. Comment
is also made as to whether this is an
establishment or employee base.
available on the website
www.futureskillswales.com).
1.6 Employer Characteristics for
SEMTA
1.6.1 Type of establishment
The FSW 2005 survey asked questions
related to the nature of the
establishment and this document
reports survey data.The survey data
shows that seven in ten were single site
(68 per cent), whilst 21 per cent were
multi site (not head office)
establishments. Eleven per cent of
establishments were head offices.
All respondents were asked to classify
their establishment as private sector,
public sector, a charity organisation or a
voluntary organisation, and this
question allowed a multiple response.
All establishments surveyed were
private sector.
Clearly in some sectors sample sizes
are relatively small (reflecting the size
of the sector universe).Where care
needs to be taken in interpreting the
results this is pointed out in the
commentary. Further guidance on the
statistical reliability of figures is given in
the Technical Report (which will be
Chart 1.1 Site description
Single site
68
One of multiple sites
not head office
21
Head office
11
0
10
20
30
40
50
60
70
80
% of establishments
Source: FSW 2005, question B4a.
Base: all establishments (Unweighted: 318; Weighted: 2,040). Single response.
5
1.6.2 Ownership
Sixty per cent of establishments were
Welsh5 owned, whilst a quarter were
other UK owned (24 per cent).
Small minorities were other European
Union owned (8 per cent) and
American owned (5 per cent).
Chart 1.2 Ownership of establishments
Welsh Owned
60
Other UK owned
24
Other EU owned
8
American
5
0
10
20
30
40
50
60
% of establishments
Source: FSW 2005, question B5.
Base: all establishments (Unweighted: 318; Weighted: 2,040). Single response.
Donít k now not shown (2%)
.
Ownership was self-classified by the respondent from a choice of Welsh owned, Other UK owned,
Other European Union owned, or Other (specify).
5
6
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
1.6.3 Financial Turnover
For around four in ten establishments
(43 per cent) the financial turnover6 at
that site was deemed to have increased
over the previous 12 months, whilst it
had stayed at broadly the same level for
around a third of establishments (35
per cent).
For 11 per cent of establishment,
turnover had decreased in the 12
months prior to the survey
Chart 1.3 Turnover in past 12 months
Increased
43
Roughly the same
35
Decreased
11
Too early to tell,
in business < 1yr
Don’t know
4
7
0
10
20
30
40
50
% of establishments
Source: FSW 2005, question B6.
Base: all establishments (Unweighted: 318; Weighted: 2,040). Single response.
6
For public sector, charity and voluntary organisations, the question referred to their ‘financial budget’.
7
SECTION 2: RECRUITMENT
DIFFICULTIES AND SKILL
SHORTAGE VACANCIES
Aside from asking about the number of
vacancies generally, FSW has taken two
more measures relating to vacancies:
Hard-to-fill vacancies – vacancies the
establishments understand to be
hard-to-fill
Skill shortage vacancies – vacancies
that establishments believe are hardto-fill due to applicants lacking the
skills or qualifications required.The
volume of these vacancies is
determined by the number of
respondents citing the following
reasons for the post being hard-tofill;
Applicants lack the qualifications
employers want
Applicants lack the relevant
experience
Applicants lack the relevant skills we
require
2.1 Extent of vacancies, hard-tofill vacancies and skill shortage
vacancies
On an establishment level:
21 per cent of establishments in
SEMTA reported vacancies, which
matches the proportion recorded
for Wales as a whole
10 per cent of all establishments in
SEMTA had vacancies that were
proving difficult to fill at the time of
interview (this equates to 48 per
cent of all those with any vacancies)
6 per cent of all establishments had
skill shortage vacancies (this equates
to 30 per cent of all those with any
vacancies)
On a vacancy level, hard-to-fill vacancies
accounted for just less than half (44 per
cent) of all vacancies in this SSC.
Table 2.1 Extent of vacancies, hard-to-fill vacancies and skill shortage vacancies
(2005 data)
All Wales
SEMTA
% of all establishments reporting vacancies
21
21
% of establishments with hard-to-fill vacancies
10
10
4
6
Number of vacancies
37,875
965
Number of hard-to-fill vacancies
13,242
420
5,405
260
Vacancies as % of employment
3.5
1.2
Hard-to-fill vacancies as a % of employment
1.2
0.5
Skill shortage vacancies as a % of employment
0.5
*
% of establishments with skills shortage vacancies
Number of skill shortage vacancies
Source: Future Skills Wales 2005 * less than 0.5%
Base:All establishments (All Wales Unweighted: 6,719,Weighted: 70,515; SEMTA Unweighted:
318,Weighted 2,040). Note: hard-to-fill vacancies are a subgroup of ‘vacancies’ and skill
shortage vacancies are a subgroup of hard-to-fill vacancies.All vacancies measures are
expressed as a percentage of all establishments in Wales/ in SSC
8
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
Analysis by size of establishment shows
that smaller establishments were
disproportionately affected by
recruitment problems.Thus, micro
establishments (1 to 9 employees)
accounted for just 6 per cent of
employment but 28 per cent of
vacancies, 31 per cent of hard-to-fill
vacancies and 27 per cent of skill
shortage vacancies.
Table 2.2 Summary of reported vacancies in SEMTA by establishment counts by
employee size band
% share of total
employment
% share of all
vacancies
Total vacancies
as % of
employment
% share of
hard-to-fill
vacancies
Total hard-to-fill
vacancies as %
of employment
% share of skillshortage
vacancies
Survey-based estimates
1 to 9
6
28
5
31
3
27
10 to 24
7
10
2
13
1
15
87
62
1
56
*
58
Size of
establishment
25+
100%
100%
100%
Source: FSW 2005, questions C1, C2b, C6. Shaded columns show row percentages.
Note: some column totals do not add up to 100% due to rounding.
100%
Table 2.3 Summary of extent of vacancies, hard-to-fill vacancies and skill
shortage vacancies 2003 and 2005 data
All Wales
% of all
establishments
reporting
% with any vacancies
% with hard-to-fill
vacancies
% with skill shortage
vacancies
SEMTA
% of all
% of all establishments
reporting
employment
% of all
employment
2003
2005
2003
2005
2003
2005
2003
2005
%
%
%
%
%
%
%
%
25
21
4.9
3.5
24
21
1.4
1.2
15
10
2.0
1.2
18
10
0.7
0.5
9
4
1.1
0.5
13
6
0.6
*
Source: Future Skills Wales 2003 Generic Skills Survey and Future Skills Wales 2005 Survey.
* denotes less than 0.5% but greater than zero.
Base: Future Skills Wales 2003 Generic Skills Survey All establishments (All Wales
Unweighted: 6,020 Weighted: 66,431, SEMTA Unweighted: 213,Weighted 1,918). Future Skills
Wales 2005 All establishments (All Wales Unweighted: 6,719,Weighted: 70,515 SEMTA
Unweighted: 318,Weighted 2,040).
9
Table 2.4 Occupational distribution of hard-to-fill vacancies (2005 data)
Share of
employment %
Share of hard-to-fill
vacancies %
All Wales
SEMTA
All Wales
SEMTA
%
%
%
%
Managers/senior officials
13
8
3
0
Professionals
14
5
6
5
7
6
15
6
11
7
5
6
Skilled trades
8
21
18
58
Personal service occupations
8
*
13
0
Sales/customer service
14
3
12
1
Transport/machine operatives
12
45
9
23
Elementary occupations
12
6
18
1
99%
101%
99%
100%
Associate professionals
Administrative/secretarial occupations
Source: Future Skills Wales 2005, question C4. * less than 0.5%
Base:All establishments (All Wales Unweighted: 6,719,Weighted: 70,515. SEMTA Unweighted:
318,Weighted 2,040). Some columns do not add up to 100% due to rounding.
2.1.1 Comparison for SEMTA
over time (comparing 2003 and
2005)
2.2 Occupational profile of hardto-fill vacancies and skill shortage
vacancies
At an employer level, whilst the overall
proportion of vacancies has not altered
significantly since 2003, the proportions
of establishments in SEMTA with hardto-fill vacancies and skill shortage
vacancies have decreased since 2003.
SEMTA was characterised by higher
than average proportions of
Transport/Machine Operatives and
Skilled Trades occupations.
Correspondingly, higher than average
proportions of hard-to-fill vacancies
occurred amongst these occupation
types.
2.3 Causes of hard-to-to fill
vacancies
Further analysis of the characteristics of
hard-to-fill vacancies was not possible
in SEMTA due to an unweighted base
size lower than 50 in terms of the
number of establishments reporting
hard-to-fill vacancies.
10
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
2.4 Responses to hard-to-fill
vacancies
2.5 Nature of skill shortage
vacancies
Further analysis of the characteristics of
hard-to-fill vacancies was not possible
in SEMTA due to an unweighted base
size lower than 50 in terms of the
number of establishments reporting
hard-to-fill vacancies.
The number of establishments
reporting skill shortage vacancies was
too small for robust analysis, but we are
able to provide anecdotal information
pertaining to the types of technical and
practical skills that were lacking
amongst applicants for skill shortage
vacancies. Comments received from
employers in SEMTA are provided
below for reference, together with the
type of occupation in which the skill
shortage was occurring.
Table 2.5 Other technical and practical skills lacking amongst applicants for skill
shortage vacancies (employers’ verbatim comments)
Comment
SOC Group
People with experience.
Science & Engineering Professionals
PLC skills.
Science & Engineering Professionals
Very few skills.
IT, Science And Engineering Associate
Professionals
Business & Public Service Associate
Professionals
Business & Public Service Associate
Professionals
Business & Public Service Associate
Professionals
Administrative Occupations
Technical skills to do with electronic
components and basic business sense.
Engineering and sales experience.
Dealing with trade unions
Engineering and quality and environmental
skills.
Technical skills to do with electronic
components and basic business sense.
Skills for Marine electrician.
Not got experience in the working area
Administrative Occupations
Skilled Metal & Electrical trades
Skilled Metal & Electrical trades
Hard to get young people to work focus/
Skilled Metal & Electrical trades
numeracy and literacy skills is a problem with
youngsters.
The ability to read engineering drawings, to be Skilled Metal & Electrical trades
able to use the machinery, they have no ability
to take hold of the drawing and make it into
the required shape.
11
Table 2.5 Other technical and practical skills lacking amongst applicants for skill
shortage vacancies (employers’ verbatim comments)
Comment
SOC Group
Understand and read drawings/ understand
about templating and offsets/basing training
skills
Skilled Metal & Electrical trades
Experience and knowledge of the job.
Skilled Metal & Electrical trades
Milling and turning.
Skilled Metal & Electrical trades
Electrical.
Skilled Metal & Electrical trades
Ability to use conventional skills is lacking, let Skilled Metal & Electrical trades
alone this particular machine- experience in
general is a problem, they do not want to
learn and are not interested.
12
No skills available from applicants, not many
trained men.
It is a general lack of proficiency in the area
needed for the job in using the machinery.
People with qualifications to do electrical
work.
Trade skills.
Skilled Metal & Electrical trades
People aren’t able to physically fit the signs.
Process, plant and machine Operatives
Process engineering skills
Process, plant and machine Operatives
No engineering skills.
Process, plant and machine Operatives
The ability to operate press
Process, plant and machine Operatives
Skilled Metal & Electrical trades
Skilled Metal & Electrical trades
Skilled Metal & Electrical trades
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
SECTION 3:
INTERNAL SKILL GAPS
employer, an employee is not fully
proficient at their job.
3.1 Incidence of skill gaps and
distribution by occupational
group
Respondents were asked, of all their
staff in each occupational category,
what proportion were fully proficient at
their job.A skill gap is defined as
existing where, in the opinion of their
23 per cent of establishments in SEMTA
reported a skill gap (or a lack of full
proficiency) in any one occupational
group.This figure was significantly
higher than the all Wales figure
reported in FSW 2005.In terms of the
number of employees, the survey
Table 3.1 Incidence and number of skill gaps in Wales 2005 and in SEMTA
Base:All establishments
Weighted base
Wales 2005
SEMTA 2005
70,515
2,040
18
23
% of establishments reporting skill gaps
Source: Future Skills Wales 2005, question D7 (derived)
Table 3.2: Incidence of skill gaps and distribution across occupation groups
(2005 data)
Skill gaps as %
of total
employment
Total number
of employees
with skill gaps
Skills gaps as
% of total
employment
SEMTA
Total number
of employees
with skill gaps
All Wales
63,803
6
6,952
9
Managers and senior officials
4,798
3
380
6
Professional occupations
4,290
3
133
3
Associate professionals
Administrative & secretarial
occupations
3,141
4
282
6
5,873
5
275
5
Skilled trades
6,109
7
1,187
7
Personal service occupations
5,591
6
0
0
Sales & customer service
15,431
10
187
9
Transport & machine operatives
11,146
8
4,230
12
7,426
6
277
6
ALL
Elementary occupations
Source: Future Skills Wales 2005, question D7(derived)
Base:All employees with skill gaps (All Wales Unweighted: 10,157,Weighted: 63,085; SEMTA
Unweighted: 1,118,Weighted 6,952).
13
recorded a total of 6,952 employees
with skill gaps at the time of interview,
representing 9 per cent of total
employment in SEMTA.The
corresponding all Wales figure was 6
per cent.
3.2 Skills lacking
The occupational categories in SEMTA
that had the highest incidence of skill
gaps were:
Apart from other technical and
practical skills (mentioned by more
than three quarters of establishments),
the skills most commonly reported as
lacking amongst employees were mainly
generic skills, for example, team
working skills (63 per cent), problem
solving skills (56 per cent) and
communication skills (55 per cent). In
addition, half of employees with skill
gaps that were followed up (51 per
cent) cited management skills as lacking
amongst their workforce.
Establishments that had experienced
skill gaps8 were asked to define what
skills they felt needed improving for an
occupation where staff members were
considered to be less than fully proficient.
Transport/Machine Operatives (12
per cent)
Sales/Customer Service (9 per cent)
Skilled Trades (7 per cent)
3.1.2 Comparison for SEMTA
over time (comparing 2003 and
2005)
The proportion of establishments in
SEMTA reporting a skill gap in 2005 is
in line with the 20037 level.
Table 3.3: Incidence of skill gaps (2003 and 2005 comparison)
All Wales
% of establishments
reporting skill gaps in
any occupation
SEMTA
Skill gaps
as % of
% reporting
skill gaps employment
Skill gaps
as % of
% reporting
skill gaps employment
2003
2005
2003
2005
2003
2005
2003
2005
19
18
17
6
22
23
9
9
Source: Future Skills Wales 2003 Generic Skills Survey; Future Skills Wales 2005
The definition of skill gaps differed between 2003 and 2005. In 2003, the definition of a skill gap was
where ‘there is a gap between the skills employees have now and those needed to meet current
business objectives’. In contrast, in 2005 in line with other UK employer skills surveys, a skill gap was
defined as where employees were not fully proficient in their job.Therefore, comparisons should be
treated with caution.
7
The results are based on skill gaps followed up in detail. If an establishment had more than 2 occupations
with skill gaps, just two were chosen at random for further investigation relating to skills lacking
8
14
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
When asked this question the
respondent was offered a list of
possible skills that might be lacking and
was also given the option to report
other skills that might be missing.This
resulted in the following skills being
mentioned by minorities of employers
in SEMTA with skill gaps in their
workforces:
Workplace procedures/requirements
(3 per cent)
Job specific (unspecified) (3 per cent)
Health and Safety/Hygiene (3 per
cent)
Further analysis by size of
establishment (in terms of the numbers
of employees) was not possible for
SEMTA due to small base sizes.
Table 3.4: Skills lacking amongst employees with skill gaps (2005 data)
Base: all establishments with skill gaps
followed up
All Wales
Unweighted
SEMTA
1,469
**86
12,558
468
%
%
General IT user skills
40
47
IT professional skills
26
31
Other technical and practical skills
52
77
Communication skills
49
55
Customer handling skills
57
47
Team working skills
49
63
Problem solving skills
58
56
Management skills
40
51
Using numbers
25
33
Literacy skills
23
28
Welsh language skills
23
17
Work experience (unspecified)
3
-
Time management/keeping
2
1
Sales/marketing skills
3
1
Motivation/behaviour
2
1
Other
2
3
Weighted
Don’t know/no answer
3
Source: Future Skills Wales 2005, question D8. Multiple response allowed.
Mentions of 2% or more at an all Wales level. **small base (less than 100)
4
15
3.3 Other technical and practical
skills lacking
77 per cent of establishments with skill
gaps that were followed up cited other
technical and practical skills as lacking.
Respondents were asked to provide
details of the types of technical and
practical skills missing and this resulted
in a wide range of responses. (Note:
some of these were generic skills; this
was not a surprising outcome of the
exercise given that other technical and
practical skills were defined to the
respondent as ‘skills that are specific to
your industry or this type of job’).
Concentrating only on non-generic
skills, those most commonly cited
included:
16
Trade
Skills/Building/Electrical/Construction
(Time Served) (18 per cent)
Equipment Handling/Training (15 per
cent)
Product Knowledge (14 per cent)
Engineering/Mechanical Engineering
(7 per cent)
IT/Computer skills (6 per cent)
Sales/Marketing (6 per cent)
Company procedures/ Ways of doing
things (5 per cent)
Comments received from employers in
SEMTA are provided below for
reference, together with the type of
occupation in which the skill shortage
was occurring.
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
Table 3.5 Other technical and practical skills lacking amongst employees with
skill gaps in SEMTA (verbatim comments from employers)
Comment
SOC Group
Understanding of the products we make and Corporate Managers
of the production times and processes for
production.
Time management is the key area.
Corporate Managers
Business skills
Corporate Managers
Software skills, individual designers dependent Corporate Managers
on customer needs/ Program dependent/ Use
of different materials.
Technical hydraulics/ Marketing.
Based on their knowledge of the business/
Corporate Managers
Managers and Proprietors in Agriculture and
Services
Keeping abreast of current technology.
Science and technology professionals
Electricians/ Robotics/ Diecasting.
Science and technology professionals
Business skills
Science and technology professionals
Understanding the practical side of engineering Science and technology professionals
and problems arising/ The correct procedure
from the drawing to the finished item.
Knowledge or electrical control systems.
Science and technology professionals
Handling customers/ Credits/ Chasing money. Business and public service professionals
They need technical skills and more practical Science and technology associate
skills.
professionals
Specialist technical, not available at the
moment/ We tend to look around and find
one course that fits our needs.
Metal management skills/ Communication
and management skills.
Science and technology associate
professionals
Because they are on an apprenticeship.
It’s more dealing with the customers. On the
customer service side.
Familiarisation with modern technology
Culture, media & sport occupations
Business & public service associate
professionals
Business & public service associate
professionals
Business & public service associate
professionals
Administrative occupations
IT Skills.
General use of computers.A lack of
knowledge. It’s also their phone manner.
Analytical skills/ General organisation skills.
Science and technology associate
professionals
Administrative occupations
17
Comment
SOC Group
Typing.
Administrative occupations
Product Knowledge.
Familiarise herself with the new products by
part numbers.
General appreciation of automotive standard
and systems.
All skills/ Computing and technical
knowledge/ Telephone skills.
Administrative occupations
Administrative occupations
Electricians/ Welding/ PLC.
Skilled metal and electrical trades
Tool making.
Skilled metal and electrical trades
Secretarial and related occupations
Secretarial and related occupations
Bought new N C Machines but older staff are Skilled metal and electrical trades
not able to use the new machines and refuse
to use them.
Tool making skills.
Skilled metal and electrical trades
Basic trade skills.
Skilled metal and electrical trades
Apprenticeship training.
Their general grasp of the wider aspects of
engineering.
Skilled metal and electrical trades
Skilled metal and electrical trades
Assembling Encoders.
Mechanical engineering skills/ Familiar with
equipment we manufacture.
Skilled metal and electrical trades
Skilled metal and electrical trades
Specialised stainless steel welding.
Skilled metal and electrical trades
Product knowledge/ Basic engineering skills.
Skilled metal and electrical trades
IT networking / General electronics.
Skilled metal and electrical trades
More proficient at welding and fabricating/
Skilled construction and building trades
Electronic/ General skills.
Skilled construction and building trades
Getting to know what customers require and Textiles, printing and other skilled trades
how the machines work.
Software systems business is based on/
Textiles, printing and other skilled trades
Important to keep proficiency.
New equipment and technology.
18
Textiles, printing and other skilled trades
Product knowledge and technical capabilities
of products/ Selling techniques, customer
Sales occupations
communication.
Train our staff in machinery of door security Sales occupations
shutters.
Complete their NVQ and have a grasp of
Sales occupations
high level customer care.
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
Comment
SOC Group
Sales skills/ Understand how to deal with
Customer service occupations
people/ Negotiating skills/ Customer service
skills.
Proficiency with building products and using Process, plant and machine operatives
machines.
They need to learn more processes/ They
Process, plant and machine operatives
only know 1 or 2 processes.
More training in driving and health and safety. Process, plant and machine operatives
In the use of equipment and speed of
Process, plant and machine operatives
working.
Quality control and statistical process control Process, plant and machine operatives
Greater consistency/
Learn to use various tools/ Machines/
Understanding the job.
Process, plant and machine operatives
Process, plant and machine operatives
Need to develop from operational to setting Process, plant and machine operatives
operationals/ General engineering
development.
NVQ IT level 2
Process, plant and machine operatives
More training on equipment.
Process, plant and machine operatives
Being able to do their job/ Working specialist Process, plant and machine operatives
machinery.
Product knowledge/ Machine operating
Process, plant and machine operatives
process.
The understanding of how our parts are
Process, plant and machine operatives
applied and the importance of the defects on
the performance of the vehicle.
Training plan/ Multi skill training/ Only
Process, plant and machine operatives
proficient in one area of the plant.
Coating techniques.
Process, plant and machine operatives
General Engineering Principles.
Machinery work.
Process, plant and machine operatives
Elementary trades, plant and storage related
occupations
Elementary trades, plant and storage related
occupations
Elementary trades, plant and storage related
occupations
Elementary administration and service
occupations
General machine operating skills.
Needs improving on the onsite training
To learn the job.
19
3.4 Measures to overcome skill
gaps
All respondents who reported skill gaps
amongst their staff were asked what
measures, if any, they had taken to
overcome a lack of full proficiency at
that establishment.
The most common responses involved
making changes internally.Thus 96 per
cent provided further training/
development amongst the workforce,
whilst 69 per cent had changed
working practices. Over half (59 per
cent) had increased or expanded
trainee programmes.These proportions
were all higher than those for all Wales.
57 per cent reported reallocating work
within the company, a slightly higher
proportion than at an all Wales level
(51 per cent).
Some establishments had looked
externally for solutions.Thus, 49 per
cent had increased recruitment, whilst
34 per cent had expanded recruitment
channels.
3 per cent of establishments reported
that no particular action had been
taken.
As a further point, minorities of
employers in SEMTA took different
measures in response to skill gaps,
namely:
In House Training (3 per cent)
More supervision/one to one
supervision (3 per cent).
Further analysis by size of
establishment was not possible due
to small base sizes.
Table 3.6 Measures taken in response to skill gaps (2005 data)
Base: all establishments with skill gaps
amongst employees
All Wales
Unweighted
1,469
**86
12,558
468
%
%
Further training amongst workforce
84
96
Changed working practices
59
69
Reallocated work within company
51
57
Increased/ expanded trainee programme
50
59
Increased recruitment
34
49
Expanded recruitment channels
23
34
Other
3
4
No particular measures taken
Source: Future Skills Wales 2005, question D11
Multiple response allowed ** small base (less than 100)
6
3
Weighted
20
SEMTA
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
SECTION 4:
PROVISION OF OFF-THE-JOB
TRAINING
4.1 Incidence of off-the-job
training and allocation across
occupations
61 per cent of employers had funded
or arranged off-the-job training for
their staff in the 12 months prior to
the interview, and this proportion is in
line with that recorded at the all Wales
level (58 per cent).
cent) and Skilled Trades (49 per cent).
Compared to the all Wales figures,
higher than average proportions of
establishments in SEMTA provided offthe-job training for:
In terms of the types of occupations
receiving off-the-job training, this was
most likely to be funded or arranged
for Managers/Senior Officials (56 per
Associate Professionals
Administrative/Secretarial
occupations
Skilled Trades
Transport/Machine Operatives
Table 4.1 Incidence of off-the-job training and allocation across occupation
groups (2005 data)
Incidence of off-the-job training (question E1)
All Wales
SEMTA
6,719
318
70,515
2,040
%
%
58
61
4,339
217
40,803
1,238
%
%
Managerial occupations
65
56
Professionals
25
26
Associate professionals
15
22
Administrative/secretarial occupations
35
41
Skilled trades
19
49
Personal service occupations
12
2
Sales/customer service
22
14
9
27
17
12
Base: all establishments
Unweighted
Weighted
% of establishments providing off the job training
Off-the-job training by occupation group (question E2)
Base: all establishments providing off-the-job training
Unweighted
Weighted
Transport/machine operatives
Elementary occupations
Source: Future Skills Wales 2005
21
All
Micro (1-9
employees)
Small (10-24
employees)
25+
employees
Table 4.2 Incidence of off-the-job training and allocation across occupation
groups by establishment count by employee size band
318
104
105
109
2,040
1,230
345
465
%
%
%
%
61
48
70
87
217
**50
**74
**93
1,238
591
243
404
%
%
%
%
Managerial occupations
56
50
43
73
Professionals
26
12
16
52
Associate professionals
22
14
15
39
Administrative/secretarial occupations
41
34
35
54
Skilled trades
49
36
61
62
2
0
0
5
Sales/customer service
14
8
8
27
Transport/machine operatives
27
4
35
55
Elementary occupations
12
6
8
23
Incidence of off-the-job training (Question E1)
Base: all establishments
Unweighted
Weighted
% of establishments providing off the job training
Off-the-job training by occupation group
(question E2)
Base: all establishments providing off-the-job
training
Unweighted
Weighted
Personal service occupations
Source: Future Skills Wales 2005. ** Small base (less than 100)
Analysis by the size of establishment
revealed that the greater the number of
employees, the more likely that off-thejob training was offered by an
establishment, and this tended also to
be the case across the different
occupation types.
22
4.2 Type of off-the-job training
In order to gauge what type of training
was being provided to employees,
respondents were asked whether the
off-the-job training they provided was
mainly statutory (i.e. legally required),
non statutory or evenly split between
the two.
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
Table 4.3 Types of off-the-job training (2005 data)
Base:All establishments providing off-the-job training
All Wales
SEMTA
4,339
217
40,803
1,238
%
%
Statutory, that is, because it is a legal requirement for your staff
to be trained in this area
23
15
Non statutory, that is, not legally required
33
46
Evenly split between the two
42
37
1
1
Unweighted
Weighted
Don’t know
Source: Future Skills Wales 2005, question E3. Multiple response allowed
Fifteen per cent of establishments were
providing mainly statutory training, a
lower proportion than that recorded
across Wales as a whole. Nearly half of
establishments (46 per cent) reported
that their off-the-job training was
mainly non-statutory. Over a third of
establishments (37 per cent) reported
that their off-the-job training was
evenly split between the two types.
Micro establishments were more likely
than those employing 10 or more staff
to report that their off-the-job training
was mainly non statutory.The larger
the establishment, the more likely that
off-the-job training was evenly split
between statutory and non statutory
training.
Base: all establishments providing off-the-job training
Micro (1-9
employees)
Small (10-24
employees)
25+
employees
Table 4.4 Types of off-the-job training by establishment count by employee size
band
Unweighted
**50
**74
**93
591
243
404
%
%
%
Statutory, that is, because it is a legal requirement for your staff
to be trained in this area
18
16
11
Non statutory, that is, not legally required
56
41
34
Evenly split between the two
26
42
51
0
1
3
Weighted
Don’t know
Source: Future Skills Wales 2005, question E3
Multiple response allowed
23
Table 4.5 Barriers to provision of off-the-job training (2005 data)
Base:All establishments not providing off-the-job
training
All Wales
Unweighted
SEMTA
2,288
**96
28,850
782
%
%
Staff have sufficient skills to do their job
83
86
Cost of off-the-job training
24
30
Time constraints
38
47
No money available for training
23
39
There is no suitable training available
21
27
Lack of information on training available
26
30
Other training method preferred (e.g. on-the-job training)
60
58
Trained staff will be poached by other employers
20
29
2
4
Weighted
Others
Don’t know
2
Source: Future Skills Wales 2005, question E4. Multiple response allowed. – denotes zero
** small base size (less than 100)
4.3 Barriers to provision of offthe-job training
higher proportion that at an all
Wales level)
Establishments that had not funded or
arranged off-the-job training in the past
12 months were asked why, and this
was a multiple response question.
30 per cent cited the cost of training
as a prohibitive factor and 39 per
cent stated that they had no money
available to fund off-the-job training.
The most common response (86 per
cent) was ‘staff have sufficient skills to
do their job’, whilst 58 per cent of
establishments said that they preferred
another method of training (e.g. on-thejob).These proportions were in line
with those recorded at the all Wales
level.
Some establishments appeared to have
recognised a need for off-the-job
training but had not provided it
because there was no suitable training
available (27 per cent). 29 per cent of
establishments not providing off-the-job
training were also concerned that once
their staff had been trained, they would
then be poached by other employers.
Time constraints and cost were also
commonly cited reasons:
47 per cent of establishments that
did not provide off-the-job training
cited time constraints (a notably
24
2
Further analysis by size of
establishment was not possible due to
small base sizes.
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
SECTION 5:
SUMMARY
Tackling recruitment difficulties
and skill shortages.
problem solving skills and
communication skills.
Levels of vacancies and hard-to-fill
vacancies in SEMTA were the same as
those recorded at an all Wales level.
Thus, 21 per cent of employers were
experiencing vacancies and 10 per cent
reported having hard-to-fill vacancies.
Levels of skill shortage vacancies were
marginally higher than those recorded
at an all Wales level. In terms of
numbers employed, smaller
establishments in SEMTA were
disproportionately affected by
recruitment problems.
Over three quarters (77 per cent) of
establishments in SEMTA said that their
employees lacked other technical and
practical skills.The non-generic skills
most commonly cited included Trade
Skills/Building/Electrical/Construction
(Time Served), Equipment
Handling/Training, Product Knowledge
and Engineering/Mechanical Engineering.
Anecdotal feedback from employers
provided more detail about the exact
nature of skill gaps.
Anecdotal data provided some
indication of the types of other
technical and practical skills lacking
amongst applicants for skill shortage
vacancies, and in which occupation
types these occurred. For example,
some employers felt that applicants for
vacancies in Skilled Metal and Electrical
trades lacked skills relating to reading
and understanding engineering drawings
and qualifications to do electrical work.
Addressing skill gaps and
deficiencies in the workforce
23 per cent of SEMTA establishments
reported skill gaps, a higher proportion
than that recorded across Wales as a
whole. Skill gaps were most likely to
occur amongst Transport/Machine
Operatives, Sales/Customer Service and
Skilled Trades occupations.
Apart from other technical and
practical skills, the skills most
commonly reported as lacking amongst
employees were mainly generic skills,
for example, team working skills,
The most common measures taken in
response to skill gaps were to provide
further training/development or to
change working practices.
Improving employer investment
in training and workforce
development.
Around three in five employers in
SEMTA (61 per cent) were investing in
off-the-job training (compared to the
average of 58 per cent across all
establishments in Wales).A higher than
average proportion of employers
providing off-the-job training were
providing non-statutory training.
86 per cent of employers in SEMTA
that did not provide off-the-job training
said that this was because staff had
sufficient skills to do their jobs.The
other key barriers related to preferring
a different training method and time
constraints.
25
SECTION 6: COMMENTARY
FROM SEMTA SSC
SEMTA’s engineering footprint includes
Metals, Mechanical Equipment, Electrical
Equipment, Electronics and Transport
Equipment manufacture. SEMTA has
recently completed a Sector Skills
Agreement for all 4 nations for the
Aerospace,Automotive and Electronics
industries, which includes an action plan
for Wales.
Overall, SEMTA feel that the findings of
the Future Skills Wales 2005 Survey
broadly reflect the findings outlined in
SEMTA’s Sector Skills Agreement.The
findings of the survey draw attention to
the significant skills shortages suffered
by the sector, particularly in technical
and practical areas, which have been
highlighted in SEMTA’s Sector Skills
Agreement (SSA).This is especially
important as there is a need within the
sector for upskilling which will require
an increase in the proportion of
employees working at the Skilled Trades
and Technician level (a move from Level
2/3 to Level 3/4).
SEMTA’s 2002 Labour Market Survey
for Wales identified a similar level of
hard-to-fill vacancies; however the FSW
report shows a greater level of skills
gaps within organisations. In addition to
the need for higher proficiency in
technical/practical skills, other skills
lacking in the industry such as team
working, problem solving and
communication skills have been
highlighted in SEMTA’s SSA.
While the report indicates off-the-job
training levels lower than reported by
SEMTA in 2002, it echoes SEMTA’s
findings that training is primarily
focussed at Management and Technician
level.
26
SEMTA has been carrying out vital
work with the Credit and Qualifications
Framework in Wales in the past year
to identify non-accredited training
programmes and work to gain
accreditation for this training.
SEMTA is committed to working with
employers, providers and stakeholders
across Wales, helping them to deliver a
workforce with the skills and
competences required to ensure that
the engineering industry in Wales
remains productive and competitive in
an increasingly global marketplace.
For more information please contact:
Helen Lindsay – Research Manager
Bill Peaper – National Manager, Wales
SEMTA
14 Upton Road
Watford
Herts WD24 5HS
Tel: 01923 238 441
Fax: 01923 256 086
E-mail: hlindsay@semta.org.uk,
bpeaper@semta.org.uk
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
APPENDIX I:
GLOSSARY OF TERMS
Business Eye
A free, impartial information service for
Wales created to find the answers to
business questions.Aimed at all types of
businesses or new start ups seeking
general business advice.Aims to put
businesses in contact with support
from the public, private or voluntary
sectors.
Education and Learning Wales
(ELWa)
ELWa is an Assembly Sponsored Public
Body (ASPB) established by the
Learning and Skills Act 2000. Its remit
covers further education, governmentsupported training, adult community
learning and school sixth forms. ELWa’s
main statutory responsibilities are to:
Secure the provision of facilities for
post-16 education and training in
Wales (with the exception of higher
education);
Encourage young people and adults
to participate in learning;
Encourage employers to participate
in, and contribute to the costs of,
post-16 education and training.
Establishment
Any site where employees are based
and therefore including head office
sites, other local/regional sites and sites
of single unit enterprises.
Experian
Global information solutions company
and provider of sample for the survey.
The Experian database incorporates
what was the Yellow Pages database
(now Yell.com).
Generic skills
Skills that are transferable across most
jobs and without which it is very hard
to get work or progress in the labour
market.
Job specific skills
These are the skills that are needed to
work for a particular employer,
reflecting the specific needs or methods
of that employer.
Hard-to-fill vacancies
Vacancies that are self classified by the
respondent as hard-to-fill.
Inter Departmental Business
Register (IDBR)
A list of UK businesses maintained by
National Statistics (NS) and combines
the former Central Statistical Office
(CSO) VAT based business register and
the former Employment Department
(ED) employment statistics system. It
complies with European Union
regulation 2186/93 on harmonisation of
business registers for statistical
purposes.
Labour force
The total number of workers available
for employment.The labour force is
made up of two distinct elements –
those who are in work and those who
are not in work but who would like to
be, given the opportunity.
Labour Force SurveyLargest regular
household survey in the UK.A
nationally (UK) representative sample
of approximately 120,000 people are
interviewed over a three month period.
The survey asks a series of questions
27
about respondents’ personal
circumstances and their labour market
activity. Results are published every
month for the latest available three
month period.
Recruitment problems
Refers to vacancies that the employer
describes as either hard-to-fill or skillshortage related.
Skills deficiencies
Refers to the sum of skill gaps and skill
shortage vacancies.
Skill gap (Or internal skill gap)
The extent to which employers
perceive employees are less than fully
proficient for their current job.
Skills shortage
Where employers are unable to find
new staff with the skills that they
require.This is one of a number of
possible causes of a recruitment
difficulty.
Skill shortage vacancy
These vacancies are defined as hard-tofill vacancies where applicants do not
have the required skills, experience, or
qualifications.
SIC
Standard Industrial Classification system
used to provide a consistent industrial
breakdown for UK official statistics.
SOC
Standard Occupational Classification
system used to provide a consistent
occupational breakdown for UK official
statistics.
28
Sector Skills Council (SSC)
Independent, UK-wide organisations
developed by groups of influential
employers in industries or business
sectors of economic or strategic
significance. SSCs are employer-led and
actively involve trade unions,
professional bodies and other
stakeholders in the sector. SSCs are
licensed by the Secretary of State for
Education and Skills, in consultation
with Ministers in Scotland,Wales and
Northern Ireland, to tackle the skills
and productivity needs of their sector
throughout the UK.
SSC footprint
The coverage of a Sector Skills Council
in terms of types of industry that fall
within the remit of that SSC.The SIC
codes used are a ‘best fit’ of each SSC’s
core business sectors and the extent to
which this is an exact fit varies between
SSCs.
Vacancies
A measure of the level of recruitment
activity in the labour market.
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
APPENDIX II: BROAD SECTOR
AND SSC DEFINITIONS
In line with other UK employer skill
surveys, sector analysis of FSW 2005
has moved towards defining sectors in
a manner more consistent with SSC
definitions of the sectors they cover,
rather than the more general
definitions of sector used in previous
surveys.
The SSC and its corresponding Broad
sector category are shown below
together with a description of the
sector and a definition in terms of
Standard Industrial Classification (SIC).
The SIC codes used are a ‘best fit’ of
the SSC’s core business sectors and the
extent to which this is an exact fit
varies between SSCs.
SSC names, description, SIC definitions and corresponding Broad Sector
category
SSC name
SEMTA
SSC description
Science, engineering
and manufacturing
technologies
SIC definition
25.11, 25.12, 27.4,
27.5–28.1, 28.3,
28.5–28.7, 29–35
Broad Sector
Production
29
APPENDIX III: QUESTIONNAIRE
Future Skills Wales 2005
Future Skills Wales 2005
Sector Skills Survey
Employer Questionnaire
SCREENING QUESTIONS
ASK TELEPHONIST
S1.
S2.
Good morning/afternoon my name is ............. I am calling from NOP, an independent
research agency. We are conducting a major research project on behalf of the
Future Skills Wales Partnership. Can I just check, is that (INSERT ORGANISATION
NAME)?
Yes
1
No
2
TYPE
IN
CORRECT
NAME
We are conducting a survey about recruitment, human resources and workplace
skills. Can I speak to the person at this site, who has greatest involvement in these
sorts of issues?
If respondent attempts transfer to someone at another site
We need to speak to someone at this site rather than someone at another branch or office of
your organisation. Could I speak to the person at this site who would have the best overview of
the skills that your establishment needs its workers to have?
SINGLE CODE
Yes, correct
1
Go to A1
respondent speaking
Yes - transferred
2
Definite appointment
Soft appointment
Refusal
Refusal – company
policy
Refusal – taken part
in other survey
recently
Nobody at site to
answer questions
Not available in
deadline
Company too small/
<2 employment
Duplicate – already
called about this
survey
3
4
5
6
MAKE APPOINTMENT
CLOSE
7
8
9
10
11
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Future Skills Wales 2005
A. INTRODUCTION
A1. READ OUT: Good morning/afternoon my name is ............. I am calling from NOP, an independent
research agency. We are conducting a major research project amongst employers in Wales concerning
recruitment of staff and skills levels within workforces, so that we better understand the future skills
needs of Wales. All information collected will be treated in strict confidence by NOP, in accordance with
the Data Protection Act. (ADD IF NECESSARY: The research is being conducted on behalf of the Future
Skills Wales Partnership).
If code 1 at S2
READ OUT: All information collected in the survey will be treated in strict confidence by NOP, in
accordance with the Data Protection Act. (ADD IF NECESSARY: The research is being conducted on
behalf of the Future Skills Wales Partnership).
INTERVIEWER NOTE: Stress if necessary that:
• The survey is conducted on behalf of the Future Skills Wales Partnership which includes the Welsh
Assembly Government, ELWa (Education & Learning Wales), WDA/Welsh Development Agency,
Sector Skills Councils and a whole host of public and Private sector representative bodies (read out
the following list if necessary).
ACCAC (the Qualifications, Curriculum and Assessment Authority for Wales), Basic Skills Agency,
Careers Wales, Confederation of British Industry in Wales, Dysg (the Learning and Skills Development
Agency’s operation in Wales), Higher Education Wales (The national organisation representing the
higher education sector in Wales), HEFCW (Higher Education Funding Council for Wales), JobCentre
Plus, ESTYN (Her Majesty’s Inspectorate for Education and Training in Wales), Federation of Small
Businesses, Fforwm (the national organisation representing further education colleges in Wales), Local
Government Data Unit - Wales, National Training Federation for Wales, Secondary Heads Association,
Sector Skills Development Agency, Wales Council for Voluntary Action, Wales TUC, and Welsh Local
Government Association
• Establishments have been randomly chosen from Yellow Pages
• No information about individuals or organisations will be identified in the results unless they ask
someone to contact them
• Respondents will be given the choice to receive a copy of the report of the findings at the end of the
interview
• If respondent has any queries about the survey, they may contact Joanne Corke of the FSW
Partnership on 01443 663716 or Viv Young at NOP on 020 7890 9840.
ASK: The interview should take no more than 15 - 20 minutes of your time, depending on your answers.
Would it be convenient to conduct the interview now or should I call back?
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IF RESPONDENT ATTEMPTS TO TRANSFER: We are interested in the activities at this particular site.
It is unlikely that anyone else will know about this as well as you do.
SINGLE CODE
Yes - continue
1
Continue
Definite appointment
3
MAKE APPOINTMENT
Soft appointment
4
Refusal
5
CLOSE
Refusal – company
6
policy
Refusal – taken part
7
in other survey
recently
Nobody at site to
8
answer questions
Not available in
9
deadline
Company too small/
10
<2 employment
Duplicate – already
11
called about this
survey
ASK ALL
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B3.
How many employees - full-time and part-time (by part-time we mean people working
between 8 and 31 hours a week)- do you have at this site? Please include yourself
and all those on the payroll (INCLUDING directors and out-workers such as sales
representatives but not self-employed or outside contractors/agency staff).
TYPE IN EXACT NUMBER AND CATI WILL AUTOMATICALLY CODE – KEEP
RAW DATA HERE.
IF RESPONDENT IS UNSURE, PROMPT FOR APPROXIMATE NUMBER OR BEST
ESTIMATE. IF STILL DON’T KNOW, ASK THE FOLLOWING (and code first which
applies):
Is it:
A3.
1
1
2-4
2
5-9
3
10 -24
4
25 -49
5
50 -99
6
100-199
7
200- 249
8
250- 299
9
300+
10
Don’t know
11
THANK & CLOSE
THANK & CLOSE
Would you like the interview to be conducted in English or Welsh? DO NOT READ
OUT
English
1
CONTINUE
Welsh
2
READ OUT: I will need to
arrange for our Welsh
interviewer to call you back.
When is the best time of day to
contact you?
Note day/ time
Say Welsh, but don’t want to make
an appointment so will do now
3
CONTINUE
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READ OUT
For your information, the results from the survey will be held by the Future Skills Wales Partnership and
relevant Sector Skills Councils in the form of a database of results with individual company names
removed. All information will be used only for statistical purposes unless you ask for someone to contact
you.
B. ESTABLISHMENT DETAILS
Firstly, I would like to ask you some background information about this establishment or site. By
establishment or site, I mean this single location, even if it encompasses more than one building.
ASK ALL
B1.
Your establishment has been classified as … (READ OUT SIC DESCRIPTION
HELD ON DATABASE)
Is this correct?
Yes
No
2
1 GO TO B3
GO TO B2
ASK IF CODE 2 AT B1
B2.
What is the main product or service of this establishment? WRITE IN.
INTERVIEWER: PROBE AS NECESSARY
Eg. What is the main activity of this establishment?
What exactly is made or done at this establishment?
What material or machinery does that involve using?
TO BE CODED TO 4 DIGIT SIC 2003
(IF DK, THANK AND CLOSE)
B4A.
From the following, how would you describe your establishment? Is it . . . ? READ
OUT. SINGLE-CODE
a)
b)
c)
d)
Single site
Head office
Or, one of multiple sites, but
not head office
(Don’t know)
1
2
3
4
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b) And is it ….. READ OUT. MULTI-CODING ALLOWED
a)
b)
c)
d)
e)
f)
A Private sector organisation
A Public sector organisation
A voluntary sector
organisation
A Charity organisation
Other (please specify)
(Don’t know)
1
2
3
4
5
6
( )
ASK IF ANY OF THE FOLLOWING SIC CODES AT QUESTION B1 (75.11, 75.12, 75.13, 75.14,
75.21, 75.3)
c) Do you consider yourself to be part of… READ OUT. SINGLE CODE.
INTERVIEWER: if local office of a central government department, treat as central government.
If local council or body overseeing local government or local education authority, treat as local
government
Central government
1
B5.
Or Local government
2
DO NOT READ OUT: Neither
DO
NOT
READ
OUT:
Other
(SPECIFY)
DO NOT READ OUT: Don’t know / not
sure
3
4
5
[If single site, code 1 at B4] Are you….? [If not single site, codes 2- 4 at B4) Thinking
of the wider organisation, is it . .?. READ OUT. SINGLE CODE
a)
b)
c)
d)
Welsh owned
Other UK owned
Other European Union owned
(Other)
2
3
4
1
e)
Don’t know
5
ASK ALL
B6.
Within the last year, has the financial turnover (FOR PRIVATE SECTOR-CODE 1
AT B4b)/ financial budget (FOR PUBLIC SECTOR- CODE 2, 3, 4 AT B4b) at this
site increased or decreased, or has it stayed roughly at the same level? SINGLE
CODE ONLY
Increased
Decreased
Roughly at the same level
Don’t know
Too early to tell - have been
in business less than a year
1
2
3
4
5
6
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C. Current vacancies and recruitment difficulties
C1. I would now like to ask you about vacancies at this establishment. How many
vacancies, if any, do you currently have at this establishment for full or part time staff?
PROBE FOR BEST ESTIMATE
[WRITE IN NUMBER…….. (ALLOW DK . If 0 or DK, GO TO D1]
ASK ALL WITH VACANCIES AT C1
C2 IF C1>1: Are any of these vacancies proving hard to fill? / IF C1=1: Is the vacancy
proving hard to fill?
Yes
1
Go to C2
No
2
Go to D1
Don’t know
3
Go to D1
If Yes at C2 AND C1>1 (IF YES AT C2 AND C1=1, GO TO C3)
C2b - How many of your <textfil – no of vacancies at C1> are proving hard to fill?
[WRITE IN NUMBER…….. (ALLOW DK . If 0 or DK, GO TO D1]
C3. In which specific occupation(s) do you currently have hard to fill vacancies at
this establishment? I will record details for up to 6 different occupations.
PROMPT FOR FULL DETAILS TO ALLOW 2 DIGIT SOC CODING (e.g. what is
the job title? What type of manager are they? ) RECORD DETAILS FOR UP TO
6 OCCUPATIONS
C4 How many hard to fill vacancies do you currently have for <OCCUPATION
AT C3>? PROBE FOR BEST ESTIMATE
C3 – occupation type
Occupation 1
<text>
Occupation 2
<text>
Occupation 3
<text>
Occupation 4
<text>
Occupation 5
<text>
Occupation 6
<text>
C4 – number of
hard to fill
vacancies
TOTAL HARD TO FILL VACANCIES
[INTERVIEWER NOTE : total number of hard to fill vacancies at C4 must not be greater than C2B]
There is no C5
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Calculate the number (K) of different occupations for which a hard-to-fill
vacancy exists at this establishment.
K=
Questions C6-C9 are asked in turn for each of the K occupations with a
hard-to-fill vacancy. If K>2, select two of the hard-to-fill vacancy types at
random and ask questions C6-C9 about these vacancy types.
INTRODUCTION: I’d now like to ask you some questions about your hard-to-fill vacancies /
vacancy.
C6 What are the main reasons that the <OCCUPATION-k> vacancy is/ vacancies are
proving hard-to-fill? (DO NOT READ OUT. CODE ALL MENTIONED)
C6
Lack of skills the organisation demands
1
Lack of qualifications the organisation demands
2
Lack of work experience the organisation demands
3
Low number of applicants with the required attitude, motivation or
personality
4
Not enough people interested in this type of work
5
Low number of applicants generally
6
Wages lower than other firms
7
Benefits trap/problem with benefits
8
Location of the firm/poor public transport
9
Unattractive/poor terms and conditions of employment
10
Lack of/poor career progression
11
Job entails shift work /long/unsocial/irregular hours
12
Too much competition from other employers
13
Other (WRITE IN)
15
No particular reason
16
Don’t know
17
There is no C7
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IF CODES 1, 2 OR 3 AT C6, ASK C8.
C8 Which of the following skills, if any, have you found difficult to obtain from applicants for
<OCCUPATION-k>? (READ OUT AND CODE ALL MENTIONED).
CATI TO ROTATE PRECODES, BUT ALWAYS KEEP CODES 1,2,11 IN SAME ORDER.
CODE 13 (OTHER) SHOULD ALWAYS APPEAR AT THE END OF THE LIST.
General IT user skills
1
IT professional skills
2
Other technical and practical skills
11
Communication skills
3
Customer handling skills
4
Team working skills
5
Problem solving skills
6
Management skills
7
Using numbers
8
Literacy skills
9
Welsh language skills
10
None
12
And what else? (WRITE IN)
13
(DO NOT READ OUT) Don’t know
14
If CODE 11 ‘Other Technical and practical skills’ at C8, ASK
C9
You said you have found it difficult to obtain other technical and practical skills from applicants for
<occupation>. Exactly what types of technical and practical skills are you finding difficult to obtain?
If necessary: we are interested in skills that are specific to your industry or this job
[PROBE FOR DETAIL]
Open question
There is no C10
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Future Skills Wales 2005
ASK ALL WITH HARD TO FILL VACANCIES C2=YES
C11. Which measures have you taken, or do you plan to take, at this establishment to fill
the hard-to-fill vacancies, OVER AND ABOVE what you would do normally? (DO NOT
READ OUT. CODE ALL MENTIONED)
Offered higher pay or more incentives than normal
1
Offered enhanced terms and conditions
2
Considered a wider range of applicants
3
Changed the job specification by giving some of the tasks to other staff
4
Changed the job specification by automating some of the tasks
5
Hired part-time staff
6
Hired contract staff
7
Built links with schools/colleges/universities
8
Used more extensive range of recruitment channels than normal
9
Spent more on recruitment or used more expensive methods
10
Recruited staff from overseas
11
Been prepared to provide more training to less qualified recruits
12
Retrain existing staff
13
Contracted work out
14
Other (WRITE IN)
15
No particular measures taken/planned
16
10
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D. Skill Gaps
I’d now like to turn to the skills within your existing workforce. Please do not think about any external
recruitment problems that you may face.
ASK ALL.
D1. Thinking about your current employees, would you say that there is a gap between
the types of skills that your current employees have now, and those that your company
needs to meet its business objectives?
If necessary: We are only interested in skills gaps that are holding back current business
objectives for your company/ organisation
Yes
1
Go to
(D2)
No
2
Go to
(D3)
D2. How significant is this skills gap, in terms of the effect on your establishment’s ability
to meet its business objectives? Would you say that the skills gap is having a ……
(READ OUT. CODE ONE ONLY)
Very significant/major effect
1
Significant effect
2
Minor effect
3
Or, no real effect
4
READ OUT
You said there were [ number of staff from B3] staff at this establishment, including yourself. I would like
you to break this number down into 9 specific occupation categories with no overlap. If staff have more
than one job, please only include them in their main function.
IF NECESSARY, INTERVIEWER READ OUT THE NINE CATEGORIES:
The nine categories are:
• Managers and Senior Managers
• Professional Occupations
• Associate Professional & Technical Occupations
• Administrative and Secretarial Occupations
• Skilled Trades Occupations
• Personal Service Occupations
• Sales and Customer Service Occupations
• Process, Plant and Machine Operatives
• Elementary Occupations
I will be able to give you examples to help you categorise your staff. Some of these categories may not
apply to your establishment, but are intended to cover ALL possible occupations.
IF NECESSARY: I will be able to fax or e mail you a sheet listing the different categories to help you
with this if necessary
TAKE FAX NUMBER/ E MAIL ADDRESS AND FAX / E MAIL SHEET TO RESPONDENT.
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D3. Do you employ any of your staff at this establishment as: (READ OUT EACH
BOLD HEADING ONLY). This will include:
CATI TO LIST 2 DIGIT SOC SUBGROUPS
IF NECESSARY, REMIND RESPONDENT: If staff have more than one job role,
please only include them in their main function.
ALLOW NULL = NONE OF THIS TYPE OF STAFF EMPLOYED
1. Yes
2. No
FOR ALL CODE 1 (YES) AT D3, ASK.
D4. Thinking about <textfil 1 digit SOC category from D3> how many in this group are
employed as… (INSERT EACH SUBGROUP OF MAIN GROUPS CODED AT D3]
IF MORE THAN 100 EMPLOYEES AT B3, ADD IF NECESSARY: This can be an approximate number
D4
D3
Number of
Yes No
employees
Managers & Senior Managers, ADD IF NECESSARY
The types of occupation that might fit in this category are:
[IF ‘MANUFACTURING’ (SIC ON SAMPLE – 01 to 45)
directors/ chief executives of major organisations, finance
and functional managers, farm managers
[IF ‘SERVICES’ (SIC ON SAMPLE: 50-74 & 93) directors/
chief executives of major organisations, functional
managers, quality managers, restaurant managers.]
[IF ‘PUBLIC SECTOR’ SIC ON SAMPLE 75-99 excl 93):
senior officials, social services managers, officers in
armed forces, housing managers),
Corporate Managers, ADD IF NECESSARY
[IF ‘MANUFACTURING’ (SIC ON SAMPLE – 01 to 45) for
example directors/ chief executives of major organisations,
functional managers, quality managers]
[IF ‘SERVICES’ (SIC ON SAMPLE: 50-74 & 93) for
example directors/ chief executives of major organisations,
functional managers, quality managers.]
[IF ‘PUBLIC SECTOR’ SIC ON SAMPLE 75-99 excl 93): for example
senior officials in national and local government, social services
managers, officers in armed forces),
Managers and Proprietors in Agriculture and Services, ADD IF
NECESSARY
[IF ‘MANUFACTURING’ (SIC ON SAMPLE – 01 to 45)
farm managers, conservation managers, recycling
managers]
[IF ‘SERVICES’ (SIC ON SAMPLE: 50-74 & 93)
conference
managers,
restaurant
managers,
shopkeepers.]
[IF ‘PUBLIC SECTOR’ SIC ON SAMPLE 75-99 excl 93 housing
managers, refuse disposal managers, leisure services managers)
1
2
(1 – 99999)
(1 – 99999)
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Professional occupations, ADD IF NECESSARY The
types of occupation that might fit in this category are:
[IF ‘MANUFACTURING’ (SIC ON SAMPLE – 01 to 45)
professional engineers, IT strategy professionals,
accountants, scientific researchers]
[IF ‘SERVICES’ (SIC ON SAMPLE: 50-74 & 93)
accountants, IT strategy professionals, architects.]
[IF ‘PUBLIC SECTOR’ SIC ON SAMPLE 75-99 excl 93):
doctors, teachers, social workers, librarians.]
Science & technology professionals, ADD IF NECESSARY
For example, professional engineers, IT strategy professionals,
chemists)
Health professionals ADD IF NECESSARY
For example, doctors, pharmacists, vets)
Teaching and Research professionals ADD IF NECESSARY
For example, education officers/ inspectors, teachers, lecturers, scientific
researchers)
Business & public service professionals ADD IF NECESSARY
For example, solicitors, accountants, social workers, clergy, librarians)
Associate professional and technical occupations, ADD IF
NECESSARY The types of occupation that might fit in this category are:
[IF ‘MANUFACTURING’ (SIC ON SAMPLE – 01 to 45) science and
engineering technicians, IT technicians.]
[IF ‘SERVICES’ (SIC ON SAMPLE: 50-74 & 93) insurance underwriters,
investment advisers, writers/journalists, sales reps, fitness instructors]
[IF ‘PUBLIC SECTOR’ SIC ON SAMPLE 75-99 excl 93) nurses, junior
ranks of armed services, community workers, housing officers, train
drivers.]
Science & technology associate professionals ADD IF NECESSARY
For example, science and engineering technicians, IT technicians
Health & social welfare associate professionals ADD IF NECESSARY
For example, nurses, community workers, paramedics, therapists
Protective service occupations ADD IF NECESSARY
For example, junior ranks of armed forces, police)
Culture, media & sport occupations ADD IF NECESSARY
For example, fitness instructors, writers/ journalists, graphic designers
Business & Public service associate professionals ADD IF NECESSARY
For example, insurance underwriters, sales reps, housing officers, train
drivers)
Administrative and Secretarial occupations, ADD IF
NECESSARY The types of occupation that might fit in this
category are: office assistants, local government
assistants, receptionists, PAs
Administrative occupations, ADD IF NECESSARY:
For example, wage clerks, local government assistants, civil service
executive officers,}
Secretarial and Related occupations, ADD IF NECESSARY
For example secretaries, receptionists & PAs, telephonists
2
(1 – 99999)
(1 – 99999)
(1 – 99999)
(1 – 99999)
1
2
(1 – 99999)
(1 – 99999)
(1 – 99999)
(1 – 99999)
(1 – 99999)
1
2
(1 – 99999)
(1 – 99999)
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FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
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Skilled trades occupations, ADD IF NECESSARY: The types of
1
occupation that might fit in this category are: electricians, gardeners,
motor mechanics, TV engineers, chefs
Skilled agricultural trades ADD IF NECESSARY
For example, farmers, gardeners
Skilled metal and electrical trades ADD IF NECESSARY
For example, electricians, TV engineers, machine setters, mechanics)
Skilled construction & building trades ADD IF NECESSARY
For example, roofers, decorators, plasterers)
Textiles, printing and other skilled trades ADD IF NECESSARY
For example, printers, chefs, florists)
Personal service occupations, ADD IF NECESSARY The types of
1
occupation that might fit in this category are: travel agents, hairdressers,
nursery nurses, teaching assistants.]
Caring personal service occupations ADD IF NECESSARY
For example, care assistants, nursery nurses, dental nurses)
Leisure and other personal service occupations ADD IF NECESSARY
For example, travel agents, hairdressers, undertakers, teaching
assistants)
Sales and customer service occupations, ADD IF NECESSARY The
1
types of occupation that might fit in this category are:, sales assistants,
telesales, call centre agents, customer care occupations
Sales occupations ADD IF NECESSARY
For example, sales assistants, telesales, rent collectors, market traders)
Customer Service occupations ADD IF NECESSARY
For example, call centre agents, customer care occupations
Process, plant and machine operatives, ADD IF NECESSARY The
types of occupation that might fit in this category are: machine operators, 1
assemblers, van drivers, construction, scaffolders
Process, plant and machine operatives ADD IF NECESSARY
For example, machine operatives, assemblers, machinists )
Transport & mobile machine drivers and operatives ADD IF
NECESSARY
For example, van, fork lift, bus, taxi drivers)
Elementary occupations, ADD IF NECESSARY The
types of occupation that might fit in this category are:
[IF ‘MANUFACTURING’ (SIC ON SAMPLE – 01 to 45)
labourers, packers, cleaners]
[IF ‘SERVICES’ (SIC ON SAMPLE: 50-74 & 93) bar staff,
/catering assistants, security guards, cleaners]
[IF ‘PUBLIC SECTOR’ SIC ON SAMPLE 75-99 excl 93)
cleaners, road sweepers, traffic wardens]
Elementary trades, plant and storage related occupations ADD IF
NECESSARY
1
2
(1 – 99999)
(1 – 99999)
(1 – 99999)
(1 – 99999)
2
(1 – 99999)
(1 – 99999)
2
(1 – 99999)
(1 – 99999)
2
(1 – 99999)
(1 – 99999)
2
(1 – 99999)
For example, farm workers, labourers, packers
Elementary administration and service occupations ADD IF
NECESSARY
For example, security guards, cleaners, catering assistants, traffic
wardens )
(1 – 99999)
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THERE IS NO D5 OR D6
READ OUT:
IN EACH CATEGORY OF STAFF, I’D LIKE TO KNOW HOW MANY YOU THINK ARE
FULLY PROFICIENT AT THEIR JOB. BY FULLY PROFICIENT I MEAN SOMEONE WHO
IS ABLE TO DO THEIR JOB TO THE REQUIRED LEVEL.
ASK ALL, ASKING FOR EACH OCCUPATION WITH 1+ EMPLOYEES AT D4.
CATI TO LIST ONLY THOSE 2 DIGIT SOC OCCUPATIONS CODED AT D4
D7. How many of your existing [INSERT NUMBER] staff employed as <OCCUPATION>
D4> would you regard as fully proficient at their job?
0-NUMBER
GIVEN AT D4
Managerial occupations
Corporate Managers
Managers and Proprietors in Agriculture and Services
Professional occupations
Science & technology professionals)
Health professionals)
Teaching and Research professionals
Business & public service professionals
Associate professional and technical occupations
Science & technology associate professionals
Health & social welfare associate professionals
Protective service occupations
Culture, media & sport occupations
Business & Public service associate professionals
Administrative & secretarial occupations
Administrative
Secretarial and Related occupations)
Skilled trades occupations
Skilled agricultural trades
Skilled metal and electrical trades
Skilled construction & building trades
Textiles, printing and other skilled trades
Personal service occupations
Caring personal service occupations
Leisure and other personal service occupations
Sales and customer service occupations,
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Sales occupations
Customer Service occupations
Process, plant and machine operatives
Process, plant and machine operatives
Transport & mobile machine drivers and operatives
Elementary occupations
Elementary trades, plant and storage related occupations)
Elementary administration and service occupations)
(CATI TO CALCUATE LACK OF FULL PROFICIENCY (P) FOR EACH CATEGORY. THIS IS DEFINED
P=D4 – D7)
If more than one occupation at D7 lacking full proficiency), CATI to randomly select TWO occupations for
follow up at D8 and D9
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ASK D8 – D10 FOR EACH OCCUPATION IN TURN WHERE P >0
D8 And still thinking about your <occupation at D7> staff that lack full proficiency, which, if
any of the following skills do you feel need improving? (READ OUT AND CODE ALL
MENTIONED)
CATI TO ROTATE PRECODES, BUT ALWAYS KEEP CODES 1,2,11 IN SAME ORDER.
CODE 13 (OTHER) SHOULD ALWAYS APPEAR AT THE END OF THE LIST.
General IT user skills
1
IT professional skills
2
Other technical and practical skills
11
Communication skills
3
Customer handling skills
4
Team working skills
5
Problem solving skills
6
Management skills
7
Using numbers
8
Literacy skills
9
Welsh language skills
10
None
12
And what else? (WRITE IN)
13
(DO NOT READ OUT) Don’t know
14
If CODE 11 ‘Other Technical and practical skills’ at D8, ASK
D9
You said that other technical and practical skills need improving. Exactly what types of technical
and practical skills need improvement amongst <occupation> staff? [PROBE FOR DETAIL]
If necessary: we are interested in skills that are specific to your industry or this job
Open question
There is no D10
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ASK WHERE P>0 FOR ANY OCCUPATION TYPE at D7
D11. Thinking more generally about all types of staff, which of the following measures, if
any, have you taken at this establishment to overcome a lack of full proficiency amongst
some of your staff? (READ OUT AND CODE ALL MENTIONED
Increased recruitment
1
Provided further training/development amongst the existing workforce
2
Changed working practices
3
Reallocated work within the company
4
Expanded recruitment channels
5
Increased/expanded trainee programmes
6
And what else? (WRITE IN)
10
(DO NOT READ OUT) No particular measures taken
11
(DO NOT READ OUT) Don’t Know
12
ASK ALL LACKING FULL PROFICIENCY IN >1 OCCUPATION AT D7
D12. You told me that the following occupations lacked full proficiency [CATI to list all occupations
types at D7 that lack full proficiency, i.e. P>0]. In which occupation types is a lack of full proficiency most
critical in terms of holding back business objectives? [If more than 2 occupations at D7 where P>0, read
out] I will list up to two occupation types.
[List up to 2 occupations where P>0]
[IF 1 OCCUPATION LACKING FULL PROFICIENCY AT D7
You told me that <occupation type at D7 that lacks full proficiency, i.e. P>0) lacks full proficiency. Is this
lack of full proficiency critical in terms of holding back business objectives?]
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E. Off-the-job training
I AM NOW GOING TO ASK YOU SOME QUESTIONS ABOUT OFF-THE-JOB TRAINING. BY OFFTHE-JOB TRAINING, I MEAN ALL TRAINING THAT WAS DELIVERED AWAY FROM THE
IMMEDIATE WORK POSITION. IT CAN BE GIVEN AT YOUR PREMISES OR ELSEWHERE. IT
INCLUDES ALL SORTS OF COURSES – FULL OR PART-TIME; CORRESPONDENCE, DISTANCE
OR E-LEARNING; HEALTH AND SAFETY TRAINING AND SO ON – AS LONG AS IT IS FUNDED OR
ARRANGED BY YOUR ORGANISATION FOR EMPLOYEES WORKING AT THIS SITE.
E1 ASK ALL.
Has your organisation funded or arranged any off-the-job training for any of your employees
over the past 12 months at this site?
Yes
1
Go to
(E2)
No
2
Go to
(E4)
Don’t know
3
Go to
Section F
ASK IF HAVE ARRANGED/FUNDED TRAINING CODE 1 AT E1
E2
And for which of the following categories of employees at this site has off-the-job
training been funded or arranged over the past year?
PROGRAMME CATI TO LIST ONLY 1 DIGIT SOC OCCUPATIONS FROM D6
MULTI-CODE
Code all that
apply
Managerial occupations
Professional occupations
Associate professional and technical occupations
Administrative & secretarial occupations
Sales and customer service occupations,
Skilled trades occupations
Personal service occupations
Process, plant and machine operatives
Elementary occupations
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E3. Is the off-the-job training you provide for staff at this establishment mainly …
ONE ONLY
Statutory, that is, because it is a legal requirement for your staff to be
trained in this area (add if necessary: for example Health and Safety
1
training)
Or Non statutory, that is, not legally required
READ OUT. CODE
2
Or, evenly split between the two?
3
(Don’t know)
4
E4 Why have you not arranged or funded any off-the-job training for your employees over
the past 12 months. Is it because of any of the following …… (READ OUT. CODE ALL
THAT APPLY)
Staff have sufficient skills to do their job
1
Cost of off-the-job training
2
Time constraints
3
No money available for training
4
There is no suitable training available
5
Lack of information on training available
6
Other training method preferred (e.g. on-the-job training)
7
Trained staff will be poached by other employers
8
Any other reason (WRITE IN)
9
There is no E5
F. Final Section
F1.
Do you currently have any skills or training issues on which you would like information or help in
identifying the most appropriate source of advice? I can pass on your details on to Business Eye or
ELWa and ask someone to call you. [If necessary: we will only pass on your name, address and
telephone number, NOT your answers to this survey]
Interviewer notes: BUSINESS EYE is a free, impartial information service for Wales created to find the
answer to your business questions. Whether you are an established company, a new idea, a sole trader
or an employer of hundreds, Business Eye can put you in contact with support from the public, private or
voluntary sectors.
ELWa helps businesses to improve results through making the most of their people.
1. Yes
2. No
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F2. The results will be reported in the autumn of 2005, and we can arrange for the Future Skills Wales
Partnership to send you a summary of results. Would you like to receive a copy? EMPHASISE: If you
do want a copy we will only pass on your name and address, and not your answers to this survey.
Yes
1
No
2
CHECK CORRECT
ADDRESS AND POSTCODE
ON SAMPLE
Continue
Thank and close
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NOTES:
51