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Archive for August, 2013

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Imagine for a minute that you are a Sales Director with a medium-sized company. Following a series of field visits and observations, you reach the conclusion that your team needs some additional training in negotiation skills. So you sit down with your HR Director or Head of Learning & Development and either agree to bring in a company to run a “training course” or perhaps reach into your company library of e-learning material, pull out the course marked “Negotiation” and ensure that your team complete the course. Job Done.

That is a scenario which probably takes place many times a day in organisations across the country. Unfortunately, the likelihood of seeing any improvement in skills or changes in behaviour is probably close to zero and large sums of money will have been poured down the proverbial drain.

Why am I so confident about that? Basically, because in the workplace, people simply no longer learn much through formal training. That’s not simply my opinion. It is based on huge amounts of research, much of it carried out and compiled by Charles Jennings, a global expert in learning. Charles has developed a concept which he calls the “70:20;10 Framework” to explain his theory. The research carried out with over 150 companies worldwide shows that:

* 70% of workplace learning is experiential ie, people learning through experience and their own investigations and then using that knowledge to develop their skills

* 20% of learning is “social”. ie, learning through either formal or informal interactions with colleagues

* 10% of learning is “formal” ie, classroom-style training or eLearning courses.

Let’s be absolutely clear, this isn’t an opinion or a theory about how learning might change, it’s about what is actually happening now.

So should FE college Principals and eLearning company CEO’s be having sleepless nights on seeing this data? Well “yes”, if they believe it is nothing more than some academic mumbo jumbo which may or may not happen in 30 years time and which they can comfortably ignore. However, more forward-thinking leaders may see this as an opportunity rather than a challenge.

The reason I believe that is because I do not see “formal training” disappearing completely. It may only represent 10% of learning but especially in areas of compliance, it’s a very important 10%. I do not want to be served in a restaurant by someone who is learning basic hygiene standards as they go, nor do I want to fly in an airplane, where the pilot is learning about the use of an altimeter from his mate in the cockpit.

The second point to remember is that these 3 different types of learning experience do not fall into strict silos surrounded by insurmountable barriers. Nobody wakes up and says “I think I will do some learning today and 20% of it is going to be social. When I’ve done that, I must do some eLearning in order to get my 10% of formal training”. A far more likely scenario is a “blended “ solution where different types of learning are moulded into a single experience.

This is very much the approach we have adopted towards the delivery of Functional Skills. Many of our learners have, for one reason or another, had a negative experience of learning and education in general and there seems little point in simply subjecting them to more of the same. So whilst we use some excellent eLearning software from our partners at Guroo to provide the “formal” part of our training and deliver some basic underpinning knowledge, we encourage our learners to reflect on their experiences in the workplace and use these to embed their learning and gain understanding.

Moreover, we are working on a number of different initiatives to encourage “social” learning. These range from Webinars to the use of different social networking platforms to raise issues and share solutions. Our objective is to create a single learning experience which brings together all the components of the 70:20;10 framework. It’s a long journey and we are continually seeking to evolve and develop our methodology, but our results and our exceptional pass rates speak for themselves and we are convinced that this is the right way forward.

Roger Francis is a Director with Creative Learning Partners Ltd, a new vocational training company formed by the senior managers and staff of MindLeaders Learning Services following the acquisition of the company by Skillsoft in 2012 and focusing on the delivery of Functional Skills

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This blog was first published by Westminster Briefing and many thanks to them for doing so.

I have always believed that Apprenticeships were not so much about a qualification, but more an opportunity for young unemployed people not just to get a job, but to develop a successful career. Many of these people are, for whatever reason, carrying a negative experience of education and Apprenticeships have represented a chance to re-engage with them and show that learning can be both valuable and fun.

However, I always felt that the Apprenticeship ladder, now stretching through to Level 6 and 7 qualifications, was missing a vital first rung. Last year, when the government quite rightly implemented a series of quality improvements to the Apprenticeship framework, the bar was set even higher.

I was therefore delighted when at the end of 2012, the government announced a consultation process for the proposed Traineeship programme. Here I felt was that vital missing link and the key to unlocking the potential of Apprenticeships. The suggested content of the course – robust work experience, employability skills and a focus on Functional Skills in English and Maths – seemed totally appropriate. It was also clear that employers would become the beating heart of the programme. This was a proposal which seemed sensible and timely in light of the recently published Richard Review of Apprenticeships. Moreover, rather than the procrastination and continued delays which blighted the implementation of Functional Skills, the government seemed committed to having the programme up and running within a rapid if demanding timeframe.

So far, so good. But sadly, since the plans were published early in May this year, concerns and confusion have started to creep into what should have been a very straightforward concept. Firstly, the government chose to initially limit Traineeships to 16-18-year-old learners. Like many of my colleagues across the sector, I was bitterly disappointed by this decision. Whilst it barely seems fair to seek priorities amongst GREETS (I prefer “Getting Ready” to the negative connotation of NEETS – “Not in Education, Employment or Training”), surely it is the 19+ age group that is most vulnerable, most disillusioned and most likely to become unemployable without the appropriate skill training?

So when the government reversed this decision as part of the recent Spending Review, there was widespread relief and a feeling that a level playing field had now been set. It was therefore particularly frustrating to be presented with a revised Framework for Delivery document shortly thereafter. This was because the release of the framework revealed that eligibility criteria for 19-24 year olds would be more demanding than for 16-18 year olds, with learners in the former group deemed ineligible for Traineeship funding if they had already achieved a Level 2 qualification.

Leaving aside the flawed rationale behind these latest restrictions, which appear to suggest that for some reason 16-18 year olds are more likely to need to complete a traineeship, these differentials in learner eligibility will simply plant more confusion at a time when clarity is desperately needed. There is common agreement that employers are central to the success of Traineeships and our experience, having worked with a wide variety of major companies, is that they want programmes which are simple and straightforward to manage and which do not disadvantage specific groups of learners.

It is particularly ironic that these latest restrictions were made public the day after Nick Clegg announced a review of options available for 16-24 year olds, following the release of a report by the Institute of Public Policy Research. This found that the plethora of existing schemes was failing to deliver sustainable results. By adding unnecessary restrictions to Traineeships, I believe we run the danger of simply adding to this list.
Whilst I don’t believe that Traineeships will provide a cure-all-ills panacea for the problem of youth unemployment, I remain convinced that they could play a major role in providing young people with a genuine chance of a career. To do that we need a scheme which is easy to understand and manage and which treats all participants as equal, no matter what their age or previous achievements

Roger Francis is a Director with Creative Learning Partners Ltd, a new vocational training company formed by the senior managers and staff of MindLeaders Learning Services following the acquisition of the company by Skillsoft in 2012 and focusing on the delivery of Functional Skills

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