SKILLSACTIVE-UK
FUTURE SKILLS WALES
2005 SECTOR SKILLS SURVEY
2005
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 SkillsActive-UK
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 SkillsActive-UK over time (comparing 2003 and 2005) . . . . . 9
2.2 Occupational profile of hard-to-fill vacancies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.3 Causes of hard-to-to fill vacancies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
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 . . . . . . . . . . . . . . . . . . . . 12
3.1.1 Comparison for SkillsActive-UK over time (comparing 2003 and 2005) . . . 13
3.2 Skills lacking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
3.3 Other technical and practical skills lacking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
3.4 Measures to overcome skills gaps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
4 Provision of off-the-job training
4.1 Incidence of off-the-job training and allocation across occupations . . . . . . . . . . . . . . . . 18
4.2 Type of off-the-job training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
4.3 Barriers to provision of off-the-job training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
5 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Appendix I: Glossary of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Appendix II: Broad Sector and SSC definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Appendix III: Questionnaire . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
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;
SSCs are employer-led organisations
which have been charged with
2
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
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
are receiving training and, where
applicable, the reasons why off-thejob training is not currently
arranged.
Where possible throughout this report
comparisons are made with previous
Future Skills Wales reports (2003),
although the variations in survey
questions, methodologies and timing of
surveys mean these comparisons
should be treated as indicative.
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.
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
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
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, SkillsActive-UK was
defined by the following SIC codes:
55.22, 92.6. 93.04, and was described as
‘Sport and recreation, health and
fitness, playwork, the outdoors and
caravans’.
1.4 Sample size for the Sector
A total of 250 interviews were
conducted with establishments in
SkillsActive-UK.Wherever possible
further analysis is shown by
employment in establishment as
follows:
Micro (1-9 employees), unweighted
base size 139
10+ employees, unweighted base
size 111
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 SkillsActive-UK is ±7% 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;
hard-to-fill (HTF) vacancies are
those vacancies self classified by the
respondent as hard-to-fill;
skill shortage vacancies (SSVs)
are defined as hard-to-fill vacancies
where applicants do not have the
required skills, work experience, or
qualifications required;
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
4
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
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.
statistical reliability of figures is given in
the Technical Report (which will be
available on the website
www.futureskillswales.com).
1.6 Employer Characteristics for
SkillsActive-UK
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 around two thirds were
single site (65 per cent), whilst 26 per
cent were multi site (not head office)
establishments. 9 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.
Over two thirds of establishments
surveyed were Private Sector (69 per
cent), with just under a quarter being
Public (23 per cent).
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
Chart 1.1 Site description
Single site
65
One of multiple sites
not head office
26
Head office
9
0
10
20
30
40
50
% of establishments
60
70
Source: FSW 2005, question B4a.
Base: all establishments (Unweighted: 250; Weighted: 1,225). Single response.
5
Chart 1.2 Type of establishments
Private
69
Public
23
Charity
5
Voluntary
3
0
10
20
30
40
50
60
% of establishments
70
80
Source: FSW 2005, question B4b.
Base: all establishments (Unweighted: 250; Weighted: 1,225). Multiple responses allowed.
1.6.2 Ownership
Seven in ten of establishments were
Welsh5 owned (70 per cent), whilst
about a quarter were other UK owned
(24 per cent).
Chart 1.3 Ownership of establishments
Welsh owned
70
Other UK owned
24
Other EU owned 0
Mixture
of countries 1
Worldwide
1
Other
1
0
10
20
30
40
50
60
70
80
% of establishments
Source: FSW 2005, question B5.
Base: all establishments (Unweighted: 250; Weighted: 1,225). Single response.
Donít k now/no answer 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 just over a third of establishments
(37 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
four in ten establishments (40 per
cent). For 9 per cent of establishments,
turnover had decreased in the 12
months prior to the survey.
Chart 1.4 Turnover in past 12 months
Increased
37
Roughly the same
40
Decreased
9
Too early to tell,
in business < 1yr
Don’t know
3
11
0
5
10
15
20
25
30
35
40
% of establishments
Source: FSW 2005, question B6.
Base: all establishments (Unweighted: 250; Weighted: 1,225). 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:
24 per cent of establishments in
SkillsActive-UK reported vacancies
compared with the all Wales average
of 21 per cent;
11 per cent of all establishments in
SkillsActive-UK had vacancies that
were proving difficult to fill at the
time of interview (this equates to 45
per cent of all those with any
vacancies);
4 per cent of all establishments had
skill shortage vacancies (this equates
to 17 per cent of all those with any
vacancies).
The proportion reporting vacancies
was marginally higher than at an all
Wales level, although the proportions
Table 2.1 Extent of vacancies, hard-to-fill vacancies and skills shortage vacancies
(2005 data)
All Wales
SkillsActive-UK
% of all establishments reporting vacancies
21
24
% of establishments with hard-to-fill vacancies
10
11
4
4
Number of vacancies
37,875
747
Number of hard-to-fill vacancies
13,242
263
5,405
99
Vacancies as % of employment
3.5
5.3
Hard-to-fill vacancies as a % of employment
1.2
1.9
Skill shortage vacancies as a % of employment
0.5
0.7
% of establishments with skills shortage vacancies
Number of skill shortage vacancies
Source: Future Skills Wales 2005. * denotes less than 0.5% but greater than zero.
Base:All establishments (All Wales Unweighted: 6,719,Weighted: 70,515; SkillsActive-UK
Unweighted: 250,Weighted 1,225). 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
reporting hard-to-fill and skill shortage
vacancies were around the same as for
Wales overall (table 2.1).
On a vacancy level, hard-to-fill vacancies
accounted for over a third (35 per
cent) of all vacancies in this SSC.
Analysis by size of establishment shows
that smaller establishments were
disproportionately affected by
recruitment problems. For example,
micro establishments (1 to 9
employees) accounted for 23 per cent
of employment but 59 per cent of
vacancies, 63 per cent of hard-to-fill
vacancies and 40 per cent of skill
shortage vacancies.
2.1.1 Comparison for
SkillsActive-UK over time
(comparing 2003 and 2005)
At an employer level, the proportions
of establishments in SkillsActive-UK
with vacancies, hard-to-fill vacancies and
skill shortage vacancies have increased
since 2003.
2.2 Occupational profile of hardto-fill vacancies
Notably, SkillsActive-UK was
characterised by a higher than average
proportion of Associate Professional,
Personal Service occupations and
Elementary occupations, and lower than
average proportions of Professionals,
Sales/ Customer Service and
Transport/Machine Operative staff.
Correspondingly, the highest
proportions of hard-to-fill vacancies
occurred in Elementary occupations,
Personal Service occupations and
Associate Professionals.
2.3 Causes of hard-to-to fill
vacancies
Further analysis of the characteristics of
hard-to-fill vacancies was not possible
in SkillsActive-UK due to an
unweighted base size lower than 50 in
terms of the number of establishments
reporting hard-to-fill vacancies.
Table 2.2 Summary of reported vacancies in SkillsActive-UK 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
23
59
13
63
5
40
10+
77
41
3
37
1
60
100%
100%
Size of
establishment
100%
100%
Shaded columns show row percentages. Source: FSW 2005, questions C1, C2b, C6
9
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
SkillsActive-UK
% of all
% of all establishments
reporting
employment
% of all
employment
2003
2005
2003
2005
2003
2005
2003
2005
%
%
%
%
%
%
%
%
25
21
4.9
3.5
19
24
4.6
5.3
15
10
2.0
1.2
8
11
1.6
1.9
9
4
1.1
0.5
1
4
*
0.7
Source: Future Skills Wales 2003 Generic Skills Survey and Future Skills Wales 2005.
* 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: 66,635, SkillsActive-UK
Unweighted: 141,Weighted 964). Future Skills Wales 2005 All establishments (All Wales
Unweighted: 6,719,Weighted: 70,515 SkillsActive-UK Unweighted: 250,Weighted 1,225).
Table 2.4 Occupational distribution of hard-to-fill vacancies (2005 data)
Share of
Share of hard-to-fill
employment %
vacancies %
SkillsActiveSkillsActiveUK All Wales
UK
All Wales
Managers/senior officials
13
15
3
3
Professionals
14
6
6
-
7
23
15
13
11
11
5
8
Skilled trades
8
6
18
8
Personal service occupations
8
14
13
26
Sales/customer service occupations
14
6
12
8
Transport/machine operatives
12
1
9
-
Elementary occupations
12
18
18
34
99%
100%
99%
100%
Associate professionals
Administrative/secretarial occupations
Source: Future Skills Wales 2005 ; – denotes zero.
Base:All employees (All Wales Unweighted: 158,060,Weighted: 1,083,795 SkillsActive-UK
Unweighted: 3,544,Weighted 14,105).
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 SkillsActive-UK 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 SkillsActive-UK 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
Qualification: National pool life guard
Leisure & other personal service occupations
Have some sort of knowledge of tool planter Leisure & other personal service occupations
water treatment, also to have professional
qualification as mentioned before.
Some teachers go through the course and
their stroke technique is not as good as it
should be.
Culture, Media, Sports Occupations
Punctuality and time-keeping, house-cleaning Leisure & other personal service occupations
and house keeping.
Source: Future Skills Wales 2005, question C9.
11
SECTION 3: INTERNAL
SKILL GAPS
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
employer, an employee is not fully
proficient at their job.
17 per cent of establishments in
SkillsActive-UK reported a skill gap (or
a lack of full proficiency) in any one
occupational group.This figure was in
line with the all Wales figure reported
in FSW 2005.
In terms of the number of employees,
the survey recorded a total of 859
employees with skill gaps at the time of
interview, representing 6 per cent of
Table 3.1 Incidence and number of skill gaps in Wales 2005 and in Skills for Care
& Development
Base:All establishments
Wales 2005
SkillsActive-UK 2005
70,515
1,225
18
17
Weighted base
% 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
63,803
6
859
6
Managers and senior officials
4,798
3
96
5
Professional occupations
4,290
3
6
1
Associate professionals
Administrative & secretarial
occupations
3,141
4
180
6
5,873
5
63
4
Skilled trades
6,109
7
25
3
Personal service occupations
5,591
6
148
7
Sales & customer service
15,431
10
48
6
Transport & machine operatives
11,146
8
6
4
7,426
6
287
12
ALL
Elementary occupations
12
SkillsActive-UK
Total number
of employees
with skill gaps
All Wales
Source: Future Skills Wales 2005, question D7(derived).
Base:All employees with skill gaps (All Wales Unweighted: 10,157,Weighted: 63,085;
SkillsActive-UK Unweighted: 215,Weighted 859).
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
total employment in SkillsActive-UK.
The corresponding all Wales figure was
also 6 per cent.
In terms of skill gaps as a percentage
of employment, however, there was a
marked decline between the two
surveys.
The occupational categories in
SkillsActive-UK that had the highest
incidence of skill gaps were:
3.2 Skills lacking
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.
Elementary occupations
(12 per cent);
Personal Service occupations
(7 per cent);
Sales/Customer Service occupations
(6 per cent);
The skills most commonly reported as
lacking amongst employees were
customer handling skills (64 per cent),
other technical and practical skills and
problem solving skills (both 61 per
cent). In addition, 58 per cent
mentioned team working skills and half
cited general IT user skills and
communication skills (49 per cent in
both cases).
Associate Professionals (6 per cent).
3.1.1 Comparison for
SkillsActive-UK over time
(comparing 2003 and 2005)
The proportion of establishments in
SkillsActive-UK reporting a skill gap in
2005 was in line with that recorded in
20037; 17 per cent of establishments in
both years reported a skill gap.
Table 3.3 Incidence of skill gaps (2003 and 2005 comparison)
All Wales
% of establishments
reporting skill gaps in
any occupation
SkillsActive-UK
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
17
17
22
6
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
13
Notably, 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
with skill gaps within their workforces:
Work experience (3 per cent);
Sales/marketing skills (3 per cent);
Need to work/move faster
(3 per cent);
Job specific (unspecified) (3 per
cent).
3.3 Other technical and practical
skills lacking
61 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.The
number of establishments reporting
other technical and practical skill gaps,
however, was too small for robust
analysis, but the comments received by
employers in SkillsActive-UK are
provided below for reference, together
with the type of occupation in which
the skill shortage was occurring.
Table 3.4 Skills lacking amongst employees with skill gaps (2005 data)
Base: all establishments with skill gaps followed up
Unweighted
1,469
**50
12,558
213
%
%
General IT user skills
40
4931
IT professional skills
26
61
Other technical and practical skills
52
49
Communication skills
49
64
Customer handling skills
57
58
Team working skills
49
61
Problem solving skills
58
43
Management skills
40
24
Using numbers
25
17
Literacy skills
23
34
Welsh language skills
23
3
Work experience (unspecified)
3
3
Sales/marketing skills
3
3
Other
2
3
Weighted
14
All Wales SkillsActive-UK
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)
2
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
Table 3.5 Other technical and practical skills lacking amongst employees skill
gaps (employers’ verbatim comments)
Comment
SOC Group
Learn about new things/New equipment/
New rules and regulations
Day to day running/Maintenance
Corporate Managers
Corporate Managers
There are still things I need to learn using the Managers and Proprietors in Agriculture and
computer such as printing leaflets/Need to
Services
get the hang of using the computer format
More knowledge in plant operation/Technical
issues such as heating and ventilation control
Basic analysis of figures/Reaction to those
figures/Making informative decisions based on
those figures/Communicating results
Managers and Proprietors in Agriculture and
Services
Managers and Proprietors in Agriculture and
Services
Swimming pool plant operations/
man-management
IT/Leadership skills
Managers and Proprietors in Agriculture and
Services
Managers and Proprietors in Agriculture and
Services
Science and technology professionals
Team working/Communication/Delegating
tasks
Ability to teach
Gain knowledge about the filtration of the
swimming pool
Pool and plant operations/What to do when
equipment breaks down
Advanced training in fitness/Specialised skills
in fitness training
Just need to finish their trainee programme
Teaching and research professionals
Protective service occupations
Protective service occupations
Culture, media & sport occupations
Culture, media & sport occupations
Coaching skills
Business & public service associate
professionals
In relation to the higher aspect of IT/They are Administrative occupations
professional on a basic level
Further training
Administrative occupations
The software packages need looking into/
Again the basic skills are fine but need to be
more proficient on the computer
Secretarial and related occupations
They are still in training/So I don’t regard
them as proficient
Their groundsmanship skills need improving
Skilled agricultural trades
To complete his training
Textiles, printing and other skilled trades
Advancements in coaching skills
Leisure and other personal service
occupations
Skilled agricultural trades
15
Table 3.5 Other technical and practical skills lacking amongst employees skill
gaps (employers’ verbatim comments) [cont.]
Comment
SOC Group
Mostly the lifeguarding/And the operation of Leisure and other personal service
pool plant equipment
occupations
First aid qualifications/Pool based.
Leisure and other personal service
occupations
We have specific exercises that become more Leisure and other personal service
advanced/It would be nice if my staff could
occupations
learn them
Need to be trained to use leisure centre
equipment
General improvement
Leisure and other personal service
occupations
Leisure and other personal service
occupations
Well it’s just things that relate to this industry/ Sales occupations
They’ve got to know what they’re selling
Specialise in business
Customer service occupations
Knowledge of the actual job
Process, plant and machine operatives
Problem solving skills such as cash registers
Elementary administration and service
occupations
Elementary administration and service
occupations
Elementary administration and service
occupations
Elementary administration and service
occupations
Use of equipment
Purely down to experience levels/Just length
of service is all
They need to know how do to cellar work/
How do deal with customers/And generally
use common sense
They have to use certain equipment in the
kitchen/ And practicality of the job
Dealing with watersports
Elementary administration and service
occupations
Elementary administration and service
occupations
General skills such as food hygiene etc
Elementary administration and service
occupations
Just practical experience/We have a member Elementary administration and service
of bar staff who is just eighteen who doesn’t occupations
know the names of all the drinks yet
Nothing specific it’s just if they are out the
Elementary administration and service
night before
occupations
Health and Safety plus technical ability for
Elementary administration and service
cellar work
occupations
Source: Future Skills Wales 2005, question D9.
16
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
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 84 per
cent provided further training/
development amongst the workforce,
whilst 59 per cent had changed
working practices. Half (51 per cent)
had increased or expanded trainee
programmes or had reallocated work
within company (49 per cent).These
proportions were in line with the all
Wales figures.
Some establishments had looked
externally for solutions.Thus, 30 per
cent had increased recruitment, whilst
19 per cent had expanded recruitment
channels.
6 per cent of establishments reported
that no particular action had been
taken (in line with the all Wales figure).
As a further point, minorities of
employers in SkillsActive-UK took
different measures in response to skill
gaps, namely:
In house training (4 per cent);
Investors in People (2 per cent).
Table 3.6 Measures taken in response to skill gaps (2005 data)
Base: all establishments with skill gaps amongst
employees
All Wales
Unweighted
SkillsActive-UK
1,469
**50
12,558
213
%
%
Further training amongst workforce
84
84
Changed working practices
59
59
Reallocated work within company
51
49
Increased/expanded trainee programme
50
51
Increased recruitment
34
30
Expanded recruitment channels
23
19
Other
3
-
No particular measures taken
6
6
Weighted
Source: Future Skills Wales 2005, question D11. Multiple response allowed.
Mentions of 2% or more at an all Wales level. Don’t know/ no answer not shown.
** small base (less than 100); – denotes zero
17
SECTION 4: PROVISION OF
OFF-THE-JOB TRAINING
4.1 Incidence of off-the-job
training and allocation across
occupations
Two thirds of employers had funded or
arranged off-the-job training for their
staff in the 12 months prior to the
interview (66 per cent), a higher
proportion than that recorded at the
all Wales level (58 per cent).
for Managerial occupations (63 per
cent), followed by
Administrative/Secretarial occupations
(32 per cent). Compared to the all
Wales figures, higher than average
proportions of establishments in
SkillsActive-UK provided off-the-job
training for:
In terms of the types of occupations
receiving off-the-job training, this was
most likely to be funded or arranged
Associate Professionals;
Elementary occupations;
Personal Service occupations.
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
SkillsActive-UK
6,719
250
70,515
1,225
%
%
58
66
4,339
177
40,803
808
%
%
Managerial occupations
65
63
Professionals
25
16
Associate professionals
15
28
Administrative/secretarial occupations
35
32
Skilled trades
19
19
Personal service occupations
12
17
Sales/customer service
22
13
9
4
17
25
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
18
Source: Future Skills Wales 2005
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
Analysis by the size of establishment
was only possible at the micro and 10+
employee levels.This revealed that offthe-job training was more likely to be
offered by establishments employing
ten or more people, than by micro
establishments (87 per cent versus 59
per cent). In addition, most occupations
were also more likely to receive offthe-job training in larger establishments
than in the micro establishments.
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.
Just under a quarter of establishments
were providing mainly statutory training
(23 per cent), whilst over a quarter (28
per cent) reported that their off-the-
Table 4.2 Incidence of off-the-job training and allocation across occupation
groups by employment in establishment (2005 data)
Establishment count
by employee size band
Micro
(1 – 9)
10+
Incidence of off-the-job training (question E1)
Base: all establishments
Unweighted
139
111
Weighted
925
300
59
87
**82
**95
546
262
%
%
Managers/Senior Officials
54
81
Professionals
11
25
Associate Professionals
20
44
Administrative/secretarial occupations
20
58
Skilled Trades
16
24
Personal Service occupations
12
26
Sales/Customer Service
11
16
4
4
21
34
% 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. ** small base (less than 100).
19
job training was mainly non-statutory.
Nearly half of establishments (49 per
cent), however, reported that their offthe-job training was evenly split
between the two types.These findings
were broadly in line with those at an all
Wales level, with SkillsActive-UK
establishments providing marginally
more non-statutory training for their
employees.
The most common response (88 per
cent) was ‘staff have sufficient skills to
do their job’.This was followed by just
under half (47 per cent) who said that
they preferred another method of
training (e.g. on-the-job); this was a
lower proportion than recorded at the
all Wales level. Meanwhile,‘time
constraints’ were cited as a barrier to
providing off-the-job training by four in
ten (40 per cent) of establishments.
4.3 Barriers to provision of offthe-job training
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 (17 per cent). Furthermore,
more than a quarter (28 per cent) said
that there was a lack of information on
training available.
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.
Generally levels of mentions were
broadly similar to or lower than those
recorded at an all Wales level.
Table 4.3 Types of off-the-job training (2005 data)
Base:All establishments providing off-the-job training All Wales SkillsActive-UK
Unweighted
4,339
177
40,803
808
%
%
Statutory, that is, because it is a legal requirement for your
staff to be trained in this area
23
23
Non statutory, that is, not legally required
33
28
Evenly split between the two
42
49
1
0
Weighted
Don’t know
Source: Future Skills Wales 2005, question E3. Multiple response allowed.
20
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
Table 4.4 Barriers to provision of off-the-job training (2005 data)
Base:All establishments not providing off-the-job
training
All Wales SkillsActive-UK
Unweighted
2,288
**69
28,850
395
%
%
Staff have sufficient skills to do their job
83
88
Cost of off-the-job training
24
14
Time constraints
38
40
No money available for training
23
12
There is no suitable training available
21
17
Lack of information on training available
26
28
Other training method preferred (e.g. on-the-job training)
60
47
Trained staff will be poached by other employers
20
17
2
3
Don’t know
2
Source: Future Skills Wales 2005, question E4. Multiple response allowed.
** small base (less than 100)
2
Weighted
Others
21
SECTION 5: SUMMARY
Tackling recruitment difficulties
and skill shortages.
Recruitment difficulties in SkillsActiveUK were similar to those observed at
an all Wales level.Thus, 11 per cent of
SkillsActive-UK establishments were
experiencing hard-to-fill vacancies and 4
per cent of establishments had skill
shortage vacancies.
Anecdotal data provided an 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
thought that applicants for
Leisure/Other Personal Service
occupations lacked professional life
guard qualifications.
Addressing skill gaps and
deficiencies in the workforce
17 per cent of SkillsActive-UK
establishments reported skill gaps, and
these were most likely to occur
amongst Elementary, Personal Service
and Sales/Customer Service
occupations, as well as amongst
Associate Professionals . Skill gaps
mainly related to customer handling
skills, other technical and practical skills
and problem solving skills.
22
Anecdotal data provided an indication
of the types of other technical and
practical skills lacking and in which
occupation types these occurred. For
example, some employers thought that
those employed as Leisure/Other
Personal Service occupations lacked full
proficiency in life guarding, coaching
skills and skills relating to the operation
of pool plant equipment.
The most common response to skill
gaps amongst establishments was to
provide further training/ development
amongst the workforce, or to change
working practices.
Improving employer investment in
training and workforce
development.
The proportion of employers investing
in off-the-job training was slightly higher
than the average across establishments
at an all Wales level (66 per cent in
SkillsActive-UK versus 58 per cent
across Wales).
Whilst 88 per cent of employers in
SkillsActive-UK 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 another training
method and time constraints.
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
APPENDIX I: GLOSSARY
OF TERMS
Business Eye
Generic skills
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.
Skills that are transferable across most
jobs and without which it is very hard
to get work or progress in the labour
market.
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.
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.
Establishment
Labour force
Any site where employees are based
and therefore including head office
sites, other local/regional sites and sites
of single unit enterprises.
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.
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).
Labour Force Survey
Largest regular household survey in the
UK.A nationally (UK) representative
sample of approximately 120,000
23
people are interviewed over a three
month period.The survey asks a series
of questions about respondents’
personal circumstances and their labour
market activity. Results are published
every month for the latest available
three month period.
SOC
Recruitment problems
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.
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.
24
Standard Occupational Classification
system used to provide a consistent
occupational breakdown for UK official
statistics.
Sector Skills Council (SSC)
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
SkillsActive-UK
SSC description
SIC definition
Sport and Recreation, 55.22
Health and Fitness,
Playwork, the
92.6, 93.04
Outdoors and
Caravans
Broad Sector
Hotels/catering
Other Services
25
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
1
September 2005
GfK NOP Social Research
26
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
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?
2
September 2005
GfK NOP Social Research
27
Future Skills Wales 2005
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
3
September 2005
GfK NOP Social Research
28
FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
Future Skills Wales 2005
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
4
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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
5
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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
8
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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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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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Future Skills Wales 2005
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
Future Skills Wales 2005
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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Future Skills Wales 2005
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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Future Skills Wales 2005
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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FUTURE SKILLS WALES 2005 SECTOR SKILLS SURVEY
NOTES:
47