The secrets of successful. managed learning. How to supplement your training capability to meet the learning needs of your organisation

Transcription

1 1 The secrets of successful managed learning How to supplement your training capability to meet the learning needs of your organisation

2 2 Introduction The outsourcing of training activity is now growing at a faster rate than at any time in the last five years, according to the 1 global learning portal TrainingIndustry.com. Yet uncertainty exists in the L&D industry about what this process involves, what best practice looks like and how organisations can gain maximum benefit. To answer these questions - and to understand better how training outsourcing/managed learning is perceived and experienced by those who use it - Hemsley Fraser conducted a qualitative research study, involving 17 organisations ranging from private companies and public sector employers to multinational businesses and global corporations. To gain a cross-section of views, we interviewed a selection of our own clients as well as other organisations that use different training outsourcing/managed learning providers. We re very grateful to each of the practitioners who gave us their views and told us about their specific outsourcing providers in confidence. The participants, their organisations and their providers will remain anonymous. This report summarises the key findings of our study. It highlights the drivers behind the decision to outsource, the challenges that practitioners have faced and the benefits gained by organisations. Intriguingly, when we asked the participants if they were happy with their managed learning provider, we found that one third of them were not. Yes, cost savings have been delivered through more efficient buying of training and through a stronger negotiation approach with training suppliers. However, what seems to be of paramount importance is the relationship between the outsourcing provider and the L&D team. This report examines where problems in this relationship can occur. We asked the participants what lessons they ve learned from their experience and what advice they d offer to other organisations considering this approach. We also asked for their recommendations of what to look for in a managed learning partner. Their views on these aspects make interesting reading. Terminology In functions such as IT, payroll and recruitment, outsourcing is a standard practice, in which the entire process is often outsourced to a third party provider. However, this is not the case in L&D. Corporate learning teams are far more likely to supplement their in-house capability by contracting out selective assignments to an external provider. Usually, this is because the provider has skills they don t have or they need an additional resource. While training outsourcing is sometimes used to describe this process, our study shows that the word outsourcing can have a negative connotation amongst L&D practitioners, who associate it with a loss of jobs or a loss of control. Instead, the process is more commonly referred to as managed learning, managed training or a managed service. Definition Managed learning is a strategic decision, made with the expectation of realising measurable business benefits. It involves an external partner taking on the management and ongoing responsibility for one or more activities of the L&D function. Unlike short-term, tactical out-tasking, a managed learning assignment is usually a long-term arrangement lasting several years. What services are covered? The majority of organisations in our study use a managed learning provider to source, book, administer and evaluate their training and to manage their training suppliers. Some also outsource other services such as training needs analysis, development centres, the operation of their Learning Management System and the design, development and delivery of specific courses. We hope you find the content of this report useful. 1 Harwood, D. (2015), Key trends for 2015, Training Industry Magazine, Winter 2015 (p28-32). TrainingIndustry.com:

3 3 Importantly, managed learning providers do not manage all of their clients training. The majority of organisations in our study also retain their own internal training capability. Each of them has a clear distinction between what training will be provided in-house and what training will be provided through the managed learning partner. Typically, anything bespoke to the business - such as onboarding, apprentice development and new product training - or any core business-related technical training is delivered inhouse. Some organisations can negotiate attractive rates from their own preferred suppliers for these bespoke programmes, so they prefer to organise these courses themselves rather than run them through their managed service. More generic programmes - including management and leadership development, behavioural skills, personal effectiveness, customer service, finance, general IT, project management, change, health & safety, diversity and language training - tend to be sourced, booked, administered, managed and evaluated by the external provider. In some cases, the provider also manages and administers the booking of blended learning programmes, e-learning, video and virtual learning courses. Coaching, professional training and further education courses are a blurred area. These are usually procured and managed in-house if managed learning providers are unable to gain a suitable discount on these programmes. Where does it occur? Managed learning is not undertaken in all countries. The market is much more mature in the UK and the USA. Pan-European and other overseas training programmes are sometimes run through a managed learning provider and these are often managed from the UK. Germany, however, is growing as a central managed learning market. In other countries, managed learning is far less common. Larger organisations will typically appoint a managed learning partner in the countries where they run shared service operations. In Europe, this tends to be in the UK and Germany. What drives organisations to do this? Our study reveals 15 reasons and driving factors that underpin the decision to outsource. Essentially, organisations are looking to: 1. Enhance the quality, effectiveness and efficiency of their training. L&D teams recognise that the success of their organisation depends on people having the right skills and capabilities to meet the business goals. They therefore want the best training to develop their staff, make the most of their talent and give something back to employees. Managed learning is seen as an effective way to improve the quality of training in an organisation and the learner experience. It is also regarded as an efficient option, as it uses shared resources and specialised technology. Operational efficiency programmes or a move towards a shared services model are often drivers for managed learning. 2. Cope with the volume. Some L&D teams couldn t cope with the volume of training requests they were receiving. Their procurement process made it difficult to get people onto courses quickly, because it involved raising contracts and purchase orders. As a result, staff with short-notice requirements were not getting the training they needed. 3. Reduce costs, make better use of the training budget and gain better value. Achieving cost savings and getting the best return from the training budget are key drivers. With managed learning, L&D teams can reduce their training spend, provide the most appropriate learning to the right people in the right areas and achieve greater value by securing volume discounts (as prices can be negotiated on a package basis). L&D teams are often not able to secure the best deals and achieve these savings on their own. 4. Free up time. Sourcing the best courses, negotiating with potential training providers, managing relationships with them and booking and administering training are all essential but highly time-consuming activities. L&D teams want to remove this headache and free up their highly capable people, either to provide support in other areas (such as event management) or to enable them to undertake more rewarding or higher value roles (such as working more closely with the business units and aligning learning with the business needs).

4 Rationalise the supply chain. A number of L&D teams knew they were being overcharged by training suppliers and they recognised that there was an overlap in their supply, as they had many different providers offering similar training. They acknowledged that it made better business sense to have one provider coordinating and managing this activity on their behalf. 6. Stop uncontrolled and under the radar spend. Several L&D teams had a decentralised learning model where people could book any training they wanted directly with a supplier. Different parts of the business would purchase similar courses from different providers, which meant that the organisation lost any potential economies of scale and any value from bringing people from across the business together for training. This also made it difficult to keep track of all training activity. The desire to gain greater visibility of the training spend is certainly a key driver. 7. Gain flexibility. The peaks and troughs in the demand for training - and a very tight cost structure - made it difficult for practitioners to recruit more trainers. It was seen as easier to have the operational expenditure of managed learning to accommodate fluctuating workloads, rather than the fixed cost and responsibilities associated with recruiting and managing additional full-time training staff or administering associated systems. 8. Create more consistent and standardised processes. Some L&D teams wanted to improve the routine and labourintensive administration aspects of booking training - such as sending confirmations, joining instructions and reminders - and managing the authorisation, purchasing and postevent evaluation processes. Others had evolved complex L&D functions where learning was managed by different teams in different parts of the organisation, using different processes and often the learning activity was recorded on different systems. 9. Simplify the process and improve their offering. Many practitioners just wanted to make the whole process of choosing and booking training easier for their employees. Others wanted to create a more stable learning platform and offer a broader range of training services. 10. Transform the L&D service. Some L&D teams wanted to change the way learning was run in the organisation, either to consolidate it across different regions, to move it up the value chain or to increase capacity to support the business goals. In other cases, L&D teams were being forced to reduce their headcount, so managed learning was seen as an option that would enable this whilst still allowing the team to offer high quality training. 11. Match the right need to the right intervention. The default organisational response to a learning need is often to send people on a formal development course. However, a few practitioners wanted to adhere to the 70:20:10 model, whose premise is that people gain 70% of their learning from doing the job, 20% from colleagues and 10% from formal, classroom teaching. These organisations wanted to work with a managed learning provider that could help them to find the right learning intervention - formal or informal - that would meet the needs of individual employees. 12. Evaluate the impact and measure the true cost of training. Large organisations that were previously contracting with hundreds of external training providers were finding it difficult to analyse their training spend across their business, and harder still to evaluate the real impact of training. They wanted to gain consolidated data on their volumes and spend, in order to measure more accurately the quality and true cost of their learning provision, so they could pinpoint where learning adds value and benefits the business. 13. Streamline the procurement. The physical process of paying hundreds of training suppliers was proving too onerous for a number of organisations. The prospect of working with a managed learning provider that submits a single monthly invoice was highly attractive. 14. Stay up-to-date. L&D teams with wide-ranging needs for external training need to keep up with who the key suppliers are, in every area. Managed learning providers are close to all of the main players in the training market and have a better feel for what represents good value. 15. Find a better provider. Established users of managed learning will regularly review their service. Some will decide to change their provider, usually because either they re not satisfied with the service they ve received or the quality of the training that was delivered - or because they want a different partner who offers a more comprehensive or a better-suited service.

5 5 Who s involved in the decision? There is no standard decision process in organisations for appointing a managed learning provider. Occasionally, the decision is driven by senior members of the L&D team, or in larger organisations by the shared services team. However, other stakeholders representing the procurement, HR, talent management, finance, legal and IT teams are often involved. Typically, the ultimate decision is made by an evaluation committee comprising key stakeholders. The benefits gained Our study shows that managed learning typically brings 14 key benefits. It enables organisations to: 1. Meet the strategic and operational learning needs of individuals, through better quality training. Several participants highlighted that, with managed learning, they are better able to match the right learning intervention to the needs of individuals and provide high quality training, when and where it is needed. 2. Gain volume discounts on the cost of training. Through smarter procurement, the majority of the participants have achieved substantial savings on course fees, without compromising on quality. Some have reduced their spend on external training suppliers by as much as 35%. One participant in our study said their managed learning provider had rationalised 1,700 training suppliers down to a preferred supplier list of 60. Others reported that managed learning had lifted their supplier relationships to a more professional level; they no longer had to consider individual suppliers who had been recommended internally because they were someone s friend! Managed learning is also seen as a much better option than having individual employees trying to source their own training, as they waste time on that and often they don t get any discount. 3. Gain other cost savings. Other cost savings have come from having a clearer demand plan for training that is aligned to the business priorities, tightening up administrative inefficiencies, eliminating the duplication of training and ensuring that the right development needs are met through the most appropriate learning approaches. 4. Benefit from simplified billing. Managed learning providers submit a single monthly invoice for all training. One participant said: We used to raise around 1,800 purchase orders per year for external training. We now have monthly consolidated billing that s automatically sent to each of our five cost centres, so there s no need to raise individual purchase orders. The cost centres check and sign-off the amounts. Consolidating the invoicing of our external training courses saves us a substantial sum each year. 5. Evaluate training. Some managed learning providers offer an automated, online evaluation process. This provides data and metrics on aspects such as the effectiveness of the training, the quality of the trainer and the management of the event. 6. Improve the return on investment from L&D. As well as gaining better value on the training spend, participants reported that L&D practitioners were able to spend more time understanding the learning requirements, supporting the core business competencies and aligning learning to the needs of the business. This was because they were spending less time on managing relationships with training suppliers. 7. Increase the volume of training. Some participants had seen a 30% increase in delegate numbers. Many reported that, with their managed learning partner, more training was taking place now than ever before, partly because of more efficient training management and partly also because the right training could now be found and booked more quickly and with less fuss. 8. Improve the utilisation of training. If an employee books onto a training course and then pulls out at short notice, it incurs a cancellation charge. Participants reported training courses were better attended and cancellation charges had been reduced through managed learning because of improvements to the way that training is scheduled, administered and marketed. 9. Improve the consistency of learning support. When a managed learning partner provides a good helpdesk service, it offers a more consistent response to training enquiries. 10. Understand and control their training activity. The management information from managed learning gives L&D teams increased visibility and control over the training spend. Often this includes details of the training undertaken as well as a financial analysis, a satisfaction analysis, booking statistics, supplier performance and a service level analysis. Participants reported that they now know where their budget is going and the value this provides. By analysing historic training activity, training booking/evaluation data and capability development priorities, they could forecast future training needs and likely volumes. These insights helped them to make more informed strategic decisions about learning.

6 Gain access to learning expertise. Many participants reported that experts from their managed learning provider had given advice on learning in areas such as training needs analysis, developing e-learning strategies, blended learning, running development centres and analysing return on investment, as well as broader business issues. Their providers also help them to stay abreast of the latest developments in learning. As one participant said: There s value in working with someone who has a wider view of what s happening in the industry. 12. Achieve accountability for learning. Managed learning providers can be held accountable for the quality of the training delivered via service level agreements and key performance indicators. 13. Manage the peaks and troughs in learning. Managed learning offers a more flexible service, enabling L&D teams to increase or decrease their training provision as the needs of the business change. 14. Benchmark their performance. Some managed learning providers offer benchmark data that enables L&D teams to see how their learning performance compares against other organisations. Ten challenges involved in establishing and running a managed learning service Setting up and running a managing learning service presents a number of challenges. Specifically, these include: 1. Overcoming resistance from administrators in the L&D team. A number of participants in our study said that members of the L&D team were initially concerned that their jobs were under threat. Others were concerned about changing their roles; they felt more comfortable undertaking the less demanding administration work than the higher value roles that would become possible with managed learning. 2. Managing the expectations of the business. Organisations need to prepare all staff for the change that s about to be introduced and set the right expectations for managed learning. At one extreme, this may involve coercing staff to comply and cooperate. On the other hand, if the decision to outsource is warmly welcomed by the business, it can create unrealistic expectations about exactly what s going to be made available to people. One participant summed this up: If people expect the world and we can t deliver it, we ve got a problem. 3. Communicating effectively. It is essential to keep stakeholders and staff up-to-date with what s happening and to explain how the new process will work so that they understand what they need to do, as well as why and how to do it, particularly if training requests will be managed differently. It is also vital to share successes and communicate the benefits of managed learning to the business. However, in a busy L&D department, it can be difficult to find time to commit to these actions. 4. Managing the relationship with the managed learning provider. It can take time to get the right process flows in place and to get the relationship up and running. Several participants complained that their managed learning provider was too reactive; they wanted a more proactive partner. Others said they didn t always feel that their managed learning provider had their best interests at heart. This lack of trust led to sometimes fractious relationships. A number of participants felt they weren t getting the quality, the value, the level of innovation or the level of service that they d expected from their provider. In some cases, the discounts on courses were not as big as anticipated and when delegates requested a specific course, the provider would just book it without looking for the most competitively-priced option. 5. Getting the right data. A common complaint for participants was that it can take time to get the management information they need, when they need it, from their managed learning provider. 6. Staff turnover in the account team. Quite a few practitioners reported their frustration with high staff turnover in their account team. 7. Breaking long-standing relationships. Renegotiating prices with long-standing suppliers and phasing out those that are unsatisfactory are difficult challenges for managed learning providers. Some participants reported that suppliers who they had previously had good relationships with had refused to work with the new managed learning partner because the new terms and conditions were unacceptable. This sometimes bred resistance and resentment within the business.

7 Lack of understanding from helpdesk staff. Training is very much a personal issue. Several practitioners had received feedback from employees that the managed learning provider s helpdesk staff were unable to offer them adequate support; they had insufficient knowledge about the available courses and were simply following a script. One participant explained: When someone has a training need, they want to talk to somebody who will understand their position and help them find a solution to meet their need. That requires knowledge and empathy. It s not just a transactional conversation. You need the right kind of person who has the expertise and the ability to handle a discussion at that level and respond appropriately to the individual. 9. Making the cultural change. Trying to introduce managed learning into countries that have not experienced it before has proved challenging for a number of organisations in our study. In many cases, it was felt that these countries were simply not ready for managed learning. 10. Human error. At an individual level, there will always be people who ll claim they didn t receive their joining instructions or they were booked onto the wrong course. As one participant explained: You just have to accept that no matter who is doing the admin - whether it is us or an outsourced service - there will always be human mistakes. Ten lessons that practitioners have learned We asked participants in our study for any advice that they d offer to other organisations that might be considering managed learning. Here s what they told us: 1. Be very clear about your organisational requirements. Have a clear assessment of your current spend versus what you want to get out of the new way of working. Where are the skills gaps? What is your organisation trying to achieve and what are its key priorities? How is your training currently procured and delivered? How are training needs identified? Who are your main training providers and how much do you spend with them? Do you have data on attendance rates and training effectiveness? What IT constraints are in place? Only when you fully understand the current situation can you really assess whether managed learning will be appropriate. 2. Create an initial business case. Securing the go ahead internally is the first challenge. Create a project team of key stakeholders and decision makers. Involve your unions, if you have them. Consider who your key point of contact with the managed learning partner will be and what that person s role is likely to involve. Define the scope and expectations. What specific aspects of L&D or locations will the service cover? What are the challenges in providing learning in these areas? Also, consider how you want to work with your managed learning partner. What will the roles and responsibilities be? What are your expectations about using a learning portal? If you re considering a shared service centre, would you expect this to be hosted by the managed learning partner or located on your site? How will you review activities? Highlight the benefits that can be gained by rationalising suppliers, streamlining processes, gaining greater control of training and achieving a significant saving on the training spend. 3. Prepare the organisation for change and communicate what s happening. If you have new processes and training arrangements, make them clear to employees. Discourage line managers and others in the business from booking training for themselves or their teams autonomously. Make sure the business is aware of why you re doing this and what this service can offer them. Try to get as many people onboard as possible. 4. Understand your own processes and be clear with your specification. Make sure you understand what you ll do in-house and what you want your provider to do. Know where the boundaries lie. Know what management information you want and set the service level agreement criteria. Be clear on how training needs will be identified and how training requests will be authorised, processed and confirmed. Be very clear about your expectations from the provider. One participant said: In the tender process, our provider told us a lot of things that they could do, which we actually never really got. Be clear on what you will get and what you ll have to pay for as a service. Larger organisations can benefit from having a member of the managed learning partner s team working on-site. One participant said: Having our own person working on-site increased the cost slightly but getting that dedicated and personal account management from a consistent person is beneficial. That individual understands our organisation because they re here and they re interacting with our whole team.

8 Beware of different perspectives from the L&D and procurement teams. The procurement team will usually look at the cost of the service, the future savings and the management fee; whereas the L&D team will evaluate the technical aspects and whether the service is appropriate. This can create a challenge. One participant warned that their procurement team had driven them to change providers for a cheaper supplier, but they then had to invest a huge amount of time with the new supplier to build a similar working relationship as they had had with their previous provider. They had not factored this into their decision-making process. 6. Choose the right partner. Find a responsive managed learning provider that can meet your needs and deliver what you want. One participant warned: Costs can often be cut, but if you re not careful it can have a detrimental impact on the quality of the training that s delivered. Look for people you can work with - who fit your culture and values - and check their track record of managing complex training requirements. Some providers don t offer training themselves. Others combine a master vendor approach - where they can offer you particularly preferential rates on their own catalogue - as well as a vendor neutral approach where they source, procure and administer external programmes on your behalf. Either way, consider the quality of the training that they can provide and the performance improvements that they can deliver. Be cautious about the claims that providers make (for example about how cutting edge they are) and beware of those who make promises they can t keep. Make sure you understand how they work. Who will you be working with? Where will their service be managed from? One provider summed up the importance of the relationship: Managed service providers sell themselves on the effectiveness of their systems and their administration processes. They d be a lot better off selling the quality of the relationship. We met a number as part of our tender process and there were some we rejected straightaway because we didn t feel we could work with them! Having a good relationship is very important to us. Learning Management System and an online booking system, check that they re easy to use and that they ll work effectively. Otherwise, you ll have to adapt your processes to fit the system, rather than the other way around. Be clear on their governance processes and what courses the provider will book. If a delegate wants to book a course, will the provider make sure it is absolutely the right choice for them? Will they search to find the best value? 7. Ensure you get a good project manager. Managed learning providers will usually assign a project management team to manage the transition for a new client. Make sure you have confidence in the project manager that is assigned to you. Ensure you know who will manage your account afterwards. Some participants noticed a drop in the quality of the team once the initial project manager moved onto the next client. 8. Treat your managed learning provider as a partner and part of your team. The relationship with your managed learning provider is key. You ll both benefit if this relationship is open, honest and productive. Invest the time in establishing a good relationship. Keep them informed about your business objectives and goals. Design and develop the service together. Once you ve appointed your partner, work with them to help them to understand your processes, systems and culture better. Don t let them impose a pre-designed solution on you. Agree the roles and expectations and ensure that the implementation team members, and all stakeholders, are clear on the requirements. Agree the processes, procedures and any technical specifications for the scope of activity and determine how management information will be reported. Make sure you get the right management information and metrics you need to drive the right decisions. Don t make the mistake of having too many metrics. Draft service level agreements, set key performance indicators and agree the invoicing process. Work together to resolve any issues constructively. Be clear on the contract. Always look for additional value. Remember, a lot of negotiation might be required. Also, test out their capabilities and systems. Several participants told us they thought they had agreed to work with a system that was more flexible than it turned out to be. If you re using a

9 Start with a pilot. Test the new service to ensure everything is working smoothly. Review whether the service is meeting expectations and the requirements of the business. Only go live when you re ready. One participant said: It was only through the pilot that we could really appreciate what a full service implementation would look like. Once you re up and running, celebrate your successes. Share success stories and highlight to the business the benefits and positive aspects of your relationship with your provider. 10. Remember, you still have to be involved. A managed learning partner can remove the headache of booking, administering and evaluating training but that doesn t mean they ll work in isolation. The L&D team will need to invest the time necessary to manage the relationship, monitor progress, review their performance and further improve the service. One participant said: You can t underestimate the amount of time you ll have to put into managing this. Don t just think you can hand everything over to an external provider and walk away. What to look for in a managed learning partner We asked the participants in our study about the most important factors in a partner. If you re considering managed learning, here are five things to look for: 1. Chemistry. Several participants highlighted the importance of personal relationships and the need to find someone who you want to work closely with; someone who will take the time to understand your business and your values; someone trustworthy, with attention to detail, who will work in your best interests. One participant said: We re don t want to work with people who are constantly trying to feather their own nest. Another stressed the importance of honesty in the relationship: If they cock up, they should tell you straightaway and not try to hide it. It s not about apportioning blame, it s about trying to work through any problems together. 2. Credentials. The provider should have a demonstrable track record; strong project management and account management skills; a proven ability to work effectively to service level agreements and the capability to provide comprehensive and accurate management information. They should also be able to show that they understand your business and the learning that s required to support it. 3. Someone who can add value. A good managed learning partner is someone who can offer more than cheap training courses and automated administration. These aspects may be relevant but they re transactional and tactical. Look for a responsive and proactive provider that can add more value. Their role should cover the whole lifecycle of training events, from sourcing training, administering it, managing it, to paying for it and evaluating it. They should be able to help you to streamline processes, save costs, improve efficiencies, gain greater visibility of the training spend and ensure that your business has the learning and development that s required. 4. Training expertise. Choose a partner that is up-to-date with best practice and the latest thinking in learning and development; they ll be able to provide you with the best advice. One participant said: A good provider will not just run an outsourced operation, they ll also have a history of designing and developing learning programmes themselves. That helps hugely because they re not just a transactional organisation, they understand the processes of design and converting needs to solutions. That enriches the conversations they can have on your behalf with suppliers. 5. Technology expertise. A good provider will also have expertise in online bookings and integrating with Learning Management Systems. They ll be adept at applying and exploiting the benefits of technology. Look for someone who has this technological capability in-house. Conclusion This report sheds light on best practice in managed learning. It examines what managed learning is, where it takes place, the services covered and who s involved in the decision to outsource. It also reveals 15 driving factors for managed learning and 14 key business benefits. Managed learning relationships are sophisticated partnerships between an organisation and a provider. Usually, they ve been established through the involvement of the L&D, procurement, HR, finance and IT teams, as well as senior stakeholders in the business.

10 10 Despite this, one third of the participants in our study told us that they re not happy with their managed learning provider and that their expectations had not been met. The reasons for their dissatisfaction are largely expressed in the ten challenges we ve highlighted in setting up and running a managed learning service and in the ten lessons that practitioners have learned. Fundamentally, the problems that pioneering adopters have experienced with managed learning stem from a poor relationship or a mismatch of expectations between the L&D team and the provider. A good initial relationship can be undermined by factors such as poor project management, staff turnover, lack of trust, low proactivity, deteriorating service levels or an inability to deliver the anticipated results. The flipside here is that two-thirds of the practitioners in our study are happy - or at least content - with their provider. An important conclusion therefore is that not all managed learning providers are equal. The market includes a range of different providers with different strengths. Organisations have a responsibility to choose their provider with care. Evidence suggests that, in the main, the right choices are being made. However, maintaining a good relationship with the right partner is the ultimate secret for successful managed learning. Managed learning is a growing phenomenon. If you re trying to determine whether supplementing your training capability is the right approach for your organisation, this report highlights some important criteria that you should consider. Regardless of whether you need a little or a lot of help to meet the learning needs in your business, we hope that the findings of our study will help you to procure and implement a beneficial managed learning service. Calling from the UK? T: W: E: enquiries@hemsleyfraser.co.uk Calling from the US? T: W: E: info@hemsleyfraser.com