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Delivering Work Based Learning

1. STUDY BACKGROUND AND RATIONALES

Work based Learning and Economic Development

1.1 Skill requirements are increasing. New technology, and increased national and global competition demand changing work practices and developing workforce skills. Training is one of the principal means for advanced economies to maintain their position within the world economy. This study focuses on the role of work based learning in these competitive processes.

1.2 The drive to raise workforce effectiveness fits squarely within the framework set by A Smart Successful Scotland (Scottish Executive, 2001) where the emphasis is firmly on human capital investment as a key engine for the development of a competitive Scotland. The central feature of investing in the workforce is that is provides multiple benefits:

• for employees, by raising employability and earnings;
• for businesses, by raising productivity and profitability;
• for economies, by raising competitiveness and growth.

In effect, investment in human capital, of which the training of the existing workforce is a major component, is at the centre of a dynamic economy.

1.3 Notwithstanding the perceived benefits, there are continuing concerns about the adequacy of the UK's efforts. A recent influential report (Performance and Innovation Unit, 2001) argues that:

• the volume of training has stagnated in recent years
• work based learning is not central to the business culture of many firms
• there are serious inequalities in access to work based learning
• the smaller a firm, the less likely it is to train
• workforce development is not sufficiently employer or demand led.

These findings suggest a lot needs to be done to raise the volume and effectiveness of work based learning in the UK.

THE STUDY

Aims and Methods

1.4 Building upon the growing interest in work based learning, this study was designed to research the position in Scotland and:

• investigate the perceptions of employers of the benefits and costs of offering learning opportunities to employees
• analyse the perceived impact of work based learning on employability
• assess the added value for employees and employers when workplace learning is accredited
• identify and describe interesting examples of good practice in the provision of work based learning.

1.5 The research comprised surveys of:

• 270 employers, principally small to medium sized enterprises (SMEs), drawn from six locations around Scotland
• over 500 of the employees of these organisations.

Interviews were also held with individuals drawn from National Training Organisations (NTOs), the Highlands and Islands and Scottish Enterprise networks, CBI Scotland, STUC and others with a stake in work based learning. More detailed information about the survey methods is contained in Appendix 1.

Definitions

1.6 Before launching into a discussion of the issues addressed by this study we begin by clarifying some of the terms that will be used throughout the report.

Work Based Learning

1.7 Work based learning is often used in the literature to describe any form of learning in the workplace. However, a Further Education Staff College project (1989) describes work based learning in broader terms as a means to:

• help employers and individuals respond to constantly changing labour markets
• provide a basis for the provision of continuous learning opportunities which such change implies.

1.8 A review of relevant literature and interviews with key players as part of this study demonstrated the lack of a consistent definition of work based learning. To ensure uniformity of understanding and in the absence of a standard definition, organisations and individuals interviewed as part of the study were asked to think in terms of the following definition: 'Work based learning is any training that relates directly to the requirements of the jobs on offer in your organisation.' However, the questionnaires and interview checklists went on to explore the value added by the nature and location of the training provided by employers for their employees.

1.9 The two-sided facet to work based learning can cause confusion. Work based can convey the notions both of:

• learning that takes place in the workplace
• learning that takes place for the workplace, or the employer more specifically.

Sometimes, of course, these are one and the same thing. Often they are not, however, and this study tried to cater for this.

1.10 Certainly, a key aspect of work based learning is the direct involvement of employers (Boyer, 2000). Employer involvement can range from hosting a period of work experience to delivery of training entirely in the workplace. Employer-led training is increasingly considered an important source of skills development as employers are the end-users of the skills created (McIntosh, 1999). Also work based learning is regarded as particularly effective as it gives trainees realistic, hands-on experience and develops skills relevant to employer needs.

Employability

1.11 Enhanced employability is the process that links the gains from learning for individuals, employers and economies. Philpott (1999) defines employability as the means by which:

• individuals cope with changing employment conditions
• organisations can enhance their adaptability and success
• the national economy can enhance competitiveness.

Employability has different meanings for employers and employees.

1.12 For individuals, employability is the capacity to access, retain or change employment. This comprises assets - knowledge, skills and attitudes - and how individuals deploy and present these assets. The IES (1998a) developed the following definition of employability as: 'the capability to gain initial employment, to maintain employment, and to obtain new employment if required' and to 'move self-sufficiently within the labour market to realise potential through sustainable employment'. Work based learning can impact on all of these facets of employability.

1.13 From an employer perspective, the CBI define employability as: 'the possession by an individual of the qualities and competences required to meet the changing needs of employers and customers and thereby help to realise his or her aspirations and potential in work' (CBI, 1998a). Although employability is something employers require and can benefit from, IES (1999) research concluded that many employers do little in support of this or do not take their role seriously.

1.14 Although work based learning may improve competitiveness from the employer's point of view, and employability from the position of the employee, there may well be a tension here. This type of training is aligned to the notion of job specific training, which is traditionally associated with lower levels of transferable skills. In other words, it may be perceived to increase the employability of the employee within that particular workplace or employing organisation - but may do little to raise their employability in the wider labour market.

Key Research Questions

1.15 In order to address the many complex issues giving rise to the study, the analysis is organised around the key questions set out in the box below.

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