Research Paper. An Evaluation of the Acas Model Workplace and Acas e-learning. Ref: 09/14

Transcription

1 Research Paper An Evaluation of the Acas Model Workplace and Acas e-learning Ref: 09/ Dorothy Berry-Lound and Dr Jane Holland (HOST Policy Research)

2 For any further information on this study, or other aspects of the Acas Research and Evaluation programme, please telephone or Acas research publications can be found at ISBN

3 An Evaluation of the Acas Model Workplace and Acas e-learning Dorothy Berry-Lound and Dr Jane Holland

4 Prepared for Acas by: HOST Policy Research, PO Box 144, Horsham, West Sussex RH12 1YS Copyright 2014 Acas About the contractor HOST Policy Research (HOST) specialises in research and evaluation in employment and skills, education, further education and training, and economic development. They provide a full range of qualitative and quantitative services for government departments and agencies, and others in the public, private and voluntary sectors. Acknowledgements The report authors would like to thank all those who participated in the surveys and the follow up interviews which were conducted for the evaluations. Disclaimer This report contains the views of the authors and does not represent the views of the Acas Council. Any errors or inaccuracies are the responsibility of the authors alone. 2

5 TABLE OF CONTENTS EXECUTIVE SUMMARY INTRODUCTION 6 12 PART A: AN EVALUATION OF THE ACAS MODEL WORKPLACE 13 1 INTRODUCTION TO THE ACAS MODEL WORKPLACE AND THE EVALUATION Background to the Acas Model Workplace Aims and objectives An outline of the methodology 16 2 CHARACTERISTICS OF USERS OF THE ACAS MODEL WORKPLACE AND WHY RESPONDENTS USED THE TOOL In what capacity respondents used the Acas Model Workplace Main business activity and size of respondents organisations Where the respondents organisations were based How respondents first came across the Acas Model Workplace Tool and their reasons for using it 21 3 HOW RESPONDENTS USED THE ACAS MODEL WORKPLACE Use of modules Satisfaction with individual elements of the tool and whether respondents found what they were looking for in the individual modules 28 4 WHAT RESPONDENTS HAVE DONE AS A RESULT OF USING THE ACAS MODEL WORKPLACE Where the respondents went for help, other than Acas, as a result of using the Acas Model Workplace What respondents have done as a result of using the tool 33 5 WHAT USERS THINK OF THE ACAS MODEL WORKPLACE AND SUGGESTED IMPROVEMENTS/UNMET NEEDS Suggested improvements to the tool What respondents liked most about the tool Knowledge and use of Acas services 39 6 SUMMARY AND CONCLUSIONS IN RELATION TO THE ACAS MODEL WORKPLACE Introduction Summary of key findings Future development of the Acas Model Workplace 44 3

6 PART B: AN EVALUATION OF ACAS E-LEARNING 45 1 INTRODUCTION TO ACAS E-LEARNING AND THE EVALUATION Background to Acas e-learning Aims and objectives An outline of the methodology 48 2 REASONS FOR NOT USING ACAS E-LEARNING AND CHARACTERISTICS OF NON-USERS Reasons for not using Acas e-learning Characteristics of non-users 52 3 USE OF OTHER E-LEARNING SERVICES AND VIEWS ON E-LEARNING IN GENERAL Previous experience of e-learning The main advantages and disadvantages of e-learning How much time respondents are prepared to spend on a single topic Likelihood of using any human resource or employment relations e-learning services in the future Topics respondents would like to see offered by a human resource or employment relations e-learning service Use of Acas services 60 4 CHARACTERISTICS OF USERS OF ACAS E-LEARNING AND WHY RESPONDENTS USED THE SERVICE In what capacity respondents used Acas e-learning Main business activity and size of respondents organisations Where the respondents organisations are based How respondents first came across Acas e-learning Reason for using the service 67 5 HOW RESPONDENTS USED ACAS E-LEARNING Use of modules 70 6 WHAT RESPONDENTS HAVE DONE AS A RESULT OF USING ACAS E- LEARNING AND THEIR LEVELS OF SATISFACTION WITH THE SERVICE What respondents have done as a result of using Acas e-learning Satisfaction with individual elements of Acas e-learning Any technical issues encountered Acas e-learning Certificates Suggested improvements to Acas e-learning What respondents liked most about Acas e-learning Whether respondents would be able to find a similar e-learning service elsewhere Overall satisfaction or dissatisfaction with Acas e-learning 82 7 KNOWLEDGE AND USE OF ACAS SERVICES AND VIEWS ON E-LEARNING IN GENERAL Use of Acas Services Organisation s own learning management system 84 4

7 7.3 Any other comments on Acas e-learning in general Advantages and disadvantages of e-learning How much time someone would be prepared to spend on a single e-learning topic 87 8 SUMMARY AND CONCLUSIONS IN RELATION TO ACAS E-LEARNING Introduction Summary of findings in relation to non-users of Acas e-learning Summary of findings in relation to users of Acas e-learning Future development of Acas e-learning 92 9 REPORT CONCLUSION 94 APPENDIX 1: ACAS MODEL WORKPLACE E-QUESTIONNAIRE APPENDIX 2: ACAS MODEL WORKPLACE SURVEY FREQUENCIES APPENDIX 3: ACAS MODEL WORKPLACE FOLLOW UP TELEPHONE INTERVIEW TOPIC GUIDE APPENDIX 4: ACAS E-LEARNING E-QUESTIONNAIRE APPENDIX 5: ACAS E-LEARNING NON USER SURVEY FREQUENCIES APPENDIX 6: ACAS E-LEARNING USER SURVEY FREQUENCIES APPENDIX 7: ACAS E-LEARNING FOLLOW UP INTERVIEW TOPIC GUIDE

8 EXECUTIVE SUMMARY Evaluation of the Acas Model Workplace Introduction and methodology HOST Policy Research (HOST) was commissioned by Acas in October 2013 to undertake an evaluation of the Acas Model Workplace. The aim of the evaluation was to explore the use of the Acas Model Workplace and, where possible, compare the results to the findings from the previous internal evaluation of the tool undertaken in The methodology comprised an e-survey of those registered to use the tool, with a telephone survey booster. The survey resulted in 181 completed questionnaires. Ten follow up qualitative telephone interviews were conducted with survey respondents. Respondent profile Forty five per cent of survey respondents were personnel specialists, 17 per cent owner/managers, 13 per cent supervisor/line managers, 13 per cent some other manager and six per cent employees. Eighty three per cent used the tool on behalf of their organisation. Over half of respondents work in small organisations (0-49 employees); just under a quarter (23 per cent) in medium sized organisations ( employees) and the remainder in large organisations (250+ employees). Use of the tool The two most common ways that respondents first came across the tool were via the website (60 per cent) and an Acas /e-newsletter (33 per cent). For a third of respondents the main reason for using the tool was to review or revise any existing policies to ensure best practice. For 19 per cent it was to improve their knowledge of the subjects covered by the tool, for 17 per cent it was to learn how to comply with legal requirements relating to the workplace and for 16 per cent to learn how to deal with a specific situation or problem that had arisen or might arise in the workplace. Large numbers did not look at or did not remember looking at individual modules. In some cases this was because it was some time since they had looked at the tool. In other cases, individuals had registered to use the tool but had not yet done so. Use of modules varied ranging from six per cent who had completed the module on Employee Representation to Recruitment, Selection and Induction which was completed by almost a third of respondents. Just under a fifth had completed more than one module. The majority of respondents (99 per cent) had accessed the tool using a desk-top or laptop computer. The main reason given by respondents for reviewing but not commencing a module was time constraints. Time was also one of the main reasons why modules had been started and then not completed, although finding the information an individual was looking for and therefore not needing to complete the module was also cited as a reason. A few respondents were using the modules as reference materials rather than working through them, some had viewed them for future use, some had found the information they were looking for elsewhere. Respondents were asked how satisfied or dissatisfied they were with key elements of the tool. Elements included: ease of accessing the tool; ease of use; design and layout of the tool; ease of understanding the language/terminology; and quality of 6

9 advice/information given. Responses suggested a high level of satisfaction with the majority of respondents being very or fairly satisfied with each element. Eighty six per cent of respondents said the tool addresses the needs of organisations of their size very or fairly well. What respondents have done as a result of using the tool As a result of using the tool: 88 per cent of users have reviewed one or more policy or procedure. 73 per cent have revised one or more policy/procedure. 67 per cent have reviewed an area of practice relating to the issues addressed in the tool. 59 per cent planned to introduce one or more policy/procedure. 53 per cent have revised an area of practice relating to the issues addressed in the tool. 47 per cent have introduced one or more new policy/procedures. Just over a fifth of respondents (22 per cent) went for help to organisations other than Acas as a result of using the tool. Using the tool had made a significant difference to respondents awareness of key issues, for example 85 per cent identified areas for improvement in their organisation. Two fifths of respondents were referred to other Acas services; this included the Acas website, online guidance including advisory booklets, the Acas Employment Rights Helpline and Acas Open Access training courses. The majority of respondents (83 per cent) are either very or quite likely to recommend the tool to others. Just under a fifth (19 per cent) of respondents had suggestions on how the tool could be improved. Respondents were asked what, if anything, they like the most about the Acas Model Workplace tool. Twenty seven per cent said it was easy to use/user friendly. Only nine per cent of respondents indicated they would have been able to find a similar online tool elsewhere. The majority of respondents (89 per cent) were either very or fairly satisfied with the tool and large numbers of respondents have either used or plan to use other Acas services as a result of using the tool. Evaluation of Acas e-learning Introduction and methodology HOST Policy Research (HOST) was commissioned by Acas in October 2013 to undertake an evaluation of Acas e-learning. The aim of the research was to explore the use and non-use of Acas e-learning service and, where possible, compare findings to a previous internal evaluation of the service undertaken in The methodology comprised an e- 7

10 survey of a sample of non-users of Acas e-learning and a sample of those registered to use it, with a final telephone survey stage. The survey resulted in 251 non-user and 433 user completed questionnaires. Ten follow up qualitative telephone interviews were conducted with users. Non-users of Acas e-learning The main reason for respondents not having used the Acas e-learning is that they don t know enough about Acas e-learning (59 per cent). Over half of respondents were likely to use Acas e-learning in the future. Whilst the majority of respondents (93 per cent) would access the service via a desk-top or laptop computer, 24 per cent would use a tablet and 12 per cent would use a smartphone in the future. This, together with trends in the use of mobile technology for learning activities, suggests the need for Acas to ensure the e-learning service is mobile friendly. Respondent profile of non-users Over two fifths of respondents (42 per cent) were human resource or personnel specialists, 20 per cent were supervisors/line managers and 10 per cent were owners/managers and a further nine per cent were some other manager. Almost two fifths of respondents (39 per cent) work in a small organisation (0-49 employees); just under a third (32 per cent) in a medium organisation ( employees) and a quarter (25 per cent) in a large organisation (250+ employees). Non-user previous experience of e-learning Only just over a fifth of respondents (22 per cent) have ever used any e-learning focused on human resources or employment relations issues. The e-learning undertaken covered a range of subjects, some of which are covered by Acas e-learning, the most frequently mentioned being equality and diversity and employment law. The main advantage to e-learning given by respondents (44 per cent) was that it can be fitted in with other priorities, conducted at a time of their choosing and was flexible. The main disadvantage to e-learning given by just over a quarter of respondents was lack of support from a tutor, that there was no human contact and that they can t ask questions or share with peers. In terms of how much time an individual is prepared to spend on a single e-learning topic, just over a third (36 per cent) said more than 30 minutes but no more than an hour, just over a quarter (26 per cent) said 30 minutes or less and nine per cent said more than an hour, but no more than two hours. Over half of all respondents were very or fairly likely to use a human resource or employment relations e-learning service in the future, the three most likely reasons to do so being to improve their knowledge of the subjects covered by the e-learning modules, to learn how to deal with a specific situation that has arisen or may arise in the workplace and to learn how to comply with legal requirements relating to the workplace. Whilst individuals have not used Acas e-learning, they have used other Acas services. The Acas website has been used previously by 85 per cent of respondents and Acas online guidance including advisory booklets has been used by 71 per cent. Sixty two per cent indicated that either they or a member of staff had attended an Acas Open Access training course, and 51 per cent have used the Acas Employment Rights Helpline. Looking to future planned use of Acas services, nearly half of respondents (48 per cent) 8

11 plan to use an Acas Open Access training course for themselves or for a member of staff. Forty per cent plan to use the Acas website and 31 per cent plan to use Acas online guidance including advisory booklets. Users of e-learning Respondent profile of users Just over four in ten Acas e-learning user respondents (41 per cent) were Human Resource or personnel specialists, 15 per cent were supervisors/line managers and 17 per cent were employees. Nine per cent of respondents were some other manager and five per cent were owners/managers. Thirty seven per cent used the e-learning service as an individual and 62 per cent on behalf of their organisation. Just under two fifths of respondents (39 per cent) work in large organisations (250+ employees), 30 per cent in small organisations (0-49 employees) and 26 per cent in medium organisations ( employees). Use of Acas e-learning The most common way that respondents came across Acas e-learning was via the Acas website (54 per cent) followed by recommendation from a work colleague/business associate (27 per cent). Nineteen per cent heard about it via an Acas /newsletter and 16 per cent found it as a result of an internet search. For just under half of respondents (45 per cent) the main reason for using the tool was to improve their knowledge of the subjects covered by the e-learning modules. The numbers of respondents who have completed an entire module varies from 12 per cent for the module on Pay and Reward up to 38 per cent on Equality and Diversity. Over two fifths had completed more than one module and eight per cent had completed all 10. Respondents were asked for the main reason for not completing the modules. Overall the main reason for non-completion is because they found what they were looking for in the module, another clear reason is lack of time. The majority of respondents (98 per cent) had accessed Acas e-learning using their desk-top or laptop. For the future, 93 per cent might access Acas e-learning using their desk-top or laptop, over a quarter (26 per cent) said they would use a tablet, 13 per cent said they would use a smartphone and three per cent a netbook. As with the Acas Model Workplace, this suggests that Acas should ensure the e-learning modules are mobile friendly. What respondents have done as a result of using Acas e-learning As a result of using Acas e-learning: 46 per cent of respondents had reviewed one or more policy/procedure. 38 per cent had reviewed any area of practice relating to the issues addressed in the e-learning modules. 36 per cent had revised one or more policy/procedure. 9

12 29 per cent had revised any area of practice relating to the issues addressed in the e-learning modules. 28 per cent planned to introduce one or more new policy/procedure or practice. 23 per cent had introduced one or more new policy/procedure. Respondents were asked to indicate their level of satisfaction with key elements of Acas e-learning. These elements included: ease of the registration process; ease of accessing Acas e-learning; ease of use; design and layout of the tool; appearance of the content; amount of interaction for users; ease of understanding the language/terminology; and quality of training/information. There are high levels of satisfaction across all given elements of Acas e-learning and the vast majority of respondents (89 per cent) would be either very or quite likely to recommend Acas e-learning to others. A large number of respondents gave suggestions for how Acas e-learning could be improved including more modules with different topics, more detailed content, more in depth content, easier navigation, clearer signposting on the website, making it easier to access or download certificates, and the need for different levels within the modules. Analysis of open responses suggests that what respondents like most about Acas e- learning is its ease of use, that you can keep going back to it as and when required or when you have time available, that it uses simple language and that it has comprehensive content. The vast majority of respondents (92 per cent) consider that Acas e-learning addresses the needs of an organisation their size either very or fairly well and the vast majority of respondents (92 per cent) are either very or fairly satisfied with Acas e-learning. Use of Acas services As a result of using Acas e-learning, 90 per cent of respondents have used the Acas website, 72 per cent have used Acas online services including advisory booklets, 40 per cent have used the Acas Employment Rights Helpline, 36 per cent have used Acas online tools for self-assessment and education and 26 per cent Open Access training. The services that respondents plan to use include the Acas website (63 per cent), Acas Open Access training course for themselves or for a member of staff (57 per cent), Acas online guidance including advisory booklets (56 per cent) and Acas online tools for selfassessment and education (49 per cent). Sixteen per cent of respondents (71 respondents) confirmed that their organisation has its own learning management system available via a staff intranet or computer system. Of these, 23 respondents would like to be able to host Acas e-learning modules on their organisation s existing learning management system. Over half of respondents (56 per cent) consider the main advantage of e-learning in general for them personally to be that you can do it when and where it suits you, and that it is flexible and convenient. For 14 per cent of respondents, the main disadvantage is that you are not able to ask questions, there is no tutor support or interaction. Eight per cent also commented that there is no interaction with others on the course. 10

13 Over a third of respondents (35 per cent) would be prepared to spend more than 30 minutes, but no more than an hour on a single e-learning topic. Just under a quarter (23 per cent) would spend 30 minutes or less. However, six per cent would be prepared to spend three hours or more on a single e-learning topic. Conclusion Recommendations are chiefly related to improving the reach of the services evaluated. The Acas Model Workplace could have its reach extended by ensuring that it is accessible via mobile devices, even with its own 'apps'. More generally, reach should be extended by giving it a higher profile on the Acas website and in newsletters. The recommendations for extending the reach of Acas e-learning are very similar - promoting the facility through the website and newsletters more prominently, and developing 'apps' for the users of mobile devices. User feedback also indicates that making the content more interactive may enhance the user experience, including audio visual material and case studies. A user forum to overcome the learner isolation inherent in e-learning activity would also be welcome. The report contains the results of evaluations of two services offered by Acas; the Acas Model Workplace and Acas e-learning. The results have shown that both services are highly valued by users and have considerable impact both in terms of referring users to other Acas services (particularly in the case of the Acas Model Workplace) and assisting the user to develop workplace policies, follow best practice and engage in selfdevelopment. 11

14 INTRODUCTION Acas (the Advisory, Conciliation and Arbitration Service) is an independent body funded by BIS (the Department for Business, Innovation and Skills), which aims to improve organisations and working lives through better employment relations. Formally established by statute in 1976, Acas provides a range of services which includes advice, business solutions, training, and services for small businesses and international services. Acas has developed a range of services including an employment rights Helpline and a range of Open Access training courses, as well as the Model Workplace and e-learning service that are the subject of this report. Acas commissioned HOST Policy Research (HOST) to conduct an evaluation of both services. Conducted between September 2013 and March 2014, the two separate evaluations comprised a combination of e-survey and telephone survey (CATI and CAWI) 1 with a sample of 1,156 registered users of the Model Workplace and a sample of 1,889 registered users and 1,330 non-users of Acas e- learning. For both evaluations, 10 qualitative telephone follow up interviews with users were conducted. This report presents the findings from both evaluations. Part A sets out the findings from the evaluation of the Acas Model Workplace and Part B sets out the findings from the evaluation of Acas e-learning. Findings from the qualitative interviews are interspersed throughout the report and presented in boxes. Detailed annexes to the report set out the survey questionnaires, tables setting out the characteristics of the survey respondents, and the telephone interview topic guides. 1 Computer aided telephone interviewing (CATI) - Telephone surveying by an interviewer using a computerbased questionnaire. Computer aided web interviewing (CAWI) A survey completed online using a questionnaire based on a website. 12

15 PART A: AN EVALUATION OF THE ACAS MODEL WORKPLACE 13

16 1 INTRODUCTION TO THE ACAS MODEL WORKPLACE AND THE EVALUATION 1.1 Background to the Acas Model Workplace The Acas Model Workplace is an online diagnostic tool available on the Acas website 2 that enables employers to check how good their organisation is at people management - from recruitment to performance management. It is free to use and presented in short modules that can be completed in any order. Upon completion of a module the user is given a rating for how effective their current practices are, along with links to other resources and further advice. There are 10 modules that can be worked through: Recruitment, Selection and Induction. Pay and Reward. Performance Management. Flexible Working and Work Life Balance. Equality and Diversity. Communication and Involvement. Employee Representation. Discipline and Grievance. Managing Change. Key Performance Indicators in People Management. Each of the 10 modules is anticipated to take minutes to complete and is structured for ease of completion. The answers to questions are given green, amber or red ratings and the results provide links to other service providers and resources including Acas, the Health and Safety Executive (HSE) and the Equality and Human Rights Commission (EHRC). Achieving the highest rating at the end of the module does not provide validation of workplace conditions; the feedback is intended to be indicative. The ratings depend entirely on how accurate and honest the responses are from the user. There are three ways of accessing the Acas Model Workplace: Logging in by using an address and password for those who have previously registered. Registering which is necessary if users want their answers and feedback to be saved and to be able to download PDFs

17 Using the Try it section - this allows the user to work through the topic but without being able to save their or answers or print PDFs. The previous evaluation 3 only worked with registered users, an approach also adopted by HOST Policy Research (HOST) for the current review. The earlier evaluation 4 demonstrated that: the Acas Model Workplace has high levels of efficacy, is relevant to organisations of all sizes (and especially useful to organisations with fewer than 250 employees), and provides a crucial platform to link users on to other Acas information and services. The tool has been shown to help users keep up-to-date with best practice, and also to assist when there is a need to review and/or revise a policy or procedure. The current evaluation builds upon the findings of the earlier survey which acts as a baseline against which to measure changes in use and impact. 1.2 Aims and objectives The aim of the evaluation was to explore the use of the Acas Model Workplace and, where possible, compare the results to the findings from the previous internal evaluation of the tool undertaken in There were eight objectives to explore: What are the characteristics of users of the Acas Model Workplace (eg age and sex of the user and their organisation and workplace size, region and sector). Why customers use the Acas Model Workplace. How customers use the Acas Model Workplace. What users think of the Acas Model Workplace. Any suggested improvements or unmet needs identified by users. Other online employment relations diagnostic tools users may use and why they use them. How the Acas Model Workplace is integrated with other Acas services. Possible ways for the Acas Model Workplace to increase its reach to new users. The research tools were designed in close collaboration with Acas in order to capture this information. 3 Bond C, The First Evaluation of the Acas Model Workplace Online Tool, September The survey was conducted in February/March 2011 and covered users over the period 1 May 2010 to 31 December

18 1.3 An outline of the methodology Sampling and conduct of survey Following an inception meeting and telephone discussions with key staff, Acas prepared the sample data for the survey, adopting a census approach as far as possible, selecting registered users who had completed at least one module in the nine month period 1 December 2012 to 31 August Following receipt of the sample information, HOST conducted a cleaning exercise to remove double counting and to identify any obvious errors in contact details, for example errors in addresses as the survey was conducted electronically using SNAP survey software. The final sample used for the survey was 1,156. The questionnaire was designed in close collaboration with Acas and went through a piloting exercise with 10 individuals selected at random from the sample. The individuals were briefed on the exercise and were then asked to complete the online questionnaire, making a note of how long it took them to complete the questionnaire. Following completion they were asked to identify any questions they found it difficult to respond to, together with reasons and suggestions for improvement and report the time it took them to complete the questionnaire (which averaged less than 10 minutes). Following the test results, minor amendments were made and the e-survey was issued on 4 November All those in the sample, excluding those who had been involved in testing the questionnaire, were sent an introducing the evaluation and asking them to follow the link to the e-questionnaire. Two reminders were issued by on 19 November and 3 December. This resulted in 118 completed questionnaires, approximately 10 per cent response. Given the low number of completions from the e-survey route, to boost numbers, a CATI script was developed using the original e-questionnaire and a telephone survey stage was conducted during December and January 2014 using an additional 91 contacts added to the outstanding sample, this achieved a further 63 completions. There were large numbers of refusals to participate in the survey, together with almost 100 screen outs from the telephone survey with individuals stating they did not remember using the tool. Overall, from the e-survey and telephone survey booster, 181 completed questionnaires were received and are the basis for the results in this report. The response rate was 16 per cent. In addition, 119 individuals approached as part of the survey activity were screened out at the first question, as they did not remember using the Model Workplace. The relatively low number of responses means that comparisons between groups of respondents (for example by size of employing organisation) are challenging as the confidence limits for sub-sample estimates are large. For the sample as a whole, confidence limits will range from +/-1.4 to +/-7.0 depending on the proportion giving a response to a question (99 per cent to 50 per cent respectively). It has not been possible to review non-response bias by key analysis variables Analytical approach On completion of the survey activity, for every variable, frequencies were run using SPSS. 5 For questions with multiple responses, sets were created and frequencies run. Three analysis variables were selected (industry, sector and size by number of 5 A statistical analysis package. 16

19 employees) and cross tabulations run for every variable. These were reviewed to see whether there were significant differences in response by analysis variable, and where these existed, these have been drawn out in the body of the report. A significant difference is statistically valid, and likely to be due to real differences in the population and not due to chance. The measure used means we can be 95 per cent confident that significant differences reported are not due to chance Follow up interviews Ten follow-up qualitative telephone interviews were conducted with a selection of those users who had agreed to be contacted in their questionnaire response. Interviews were conducted by the HOST Project Director following an interview topic guide that was designed in association with Acas. Interviews were recorded and informed consent to use the results of the interview anonymously was obtained prior to the interview commencing. 17

20 2 CHARACTERISTICS OF USERS OF THE ACAS MODEL WORKPLACE AND WHY RESPONDENTS USED THE TOOL 2.1 In what capacity respondents used the Acas Model Workplace Just under half (45 per cent) of respondents to the survey were Human Resource or personnel specialists. Seventeen per cent were owner/managers, 13 per cent were a Supervisor/Line Manager, a further 13 per cent were some other manager and six per cent were employees. Two per cent of respondents were consultants and one per cent were students. Other individual responses were received from a trade union lay representative, an employee representative, an unemployed person, an Assistant to the CEO, a union representative, a training manager and a company secretary. Respondents were asked if they used the tool on behalf of themselves as an individual or on behalf of their organisation in a work capacity; the majority (83 per cent) used the tool on behalf of their organisation. 2.2 Main business activity and size of respondents organisations Respondents were asked to indicate the main business activity of their organisation. As can be seen from Figure 2.1 this resulted in a range of activities, the most frequently selected being Other Business Services (20 per cent), followed by Health (16 per cent), and Manufacturing (12 per cent). Review of responses in the Other category showed that charities were 6 per cent of the respondents. Figure 2.2 sets out the response in relation to business activity by merged sectors. This shows a third (33 per cent) in Services, just under a third (29 per cent) in Public Authorities and Services, 18 per cent in Primary and 19 per cent in other. The Primary sector is comprised of manufacturing, electricity, gas and water supply and construction, Public Authorities and Services is comprised of public authorities, education and health and Services is made up of wholesale and retail trade, hotels and restaurants, transport, financial services and other business services. Other is comprised of other and don t know/not given. Over two thirds of respondents (68 per cent) worked in the private sector, 19 per cent in the voluntary/non-profit sector and 12 per cent in the public sector. Over half of respondents (58 per cent) work in small organisations (0-49 employees); just under a quarter (23 per cent) in medium-sized organisations ( employees) and the remaining 14 per cent in large organisations (250+ employees). 18

21 Figure 2.1 What is the main business activity of your organisation? Per cent (%) Manufacturing 12 Electricity, gas and water supply 2 Construction 4 Wholesale and retail trade 3 Hotels and restaurants 3 Transport 3 Financial Services 3 Other Business services 20 Public authorities 4 Education 9 Health 16 Other 19 Don t know/prefer not to say 1 Total respondents (number) 181 Source: HOST Policy Research Evaluation of the Acas Model Workplace, Base:

22 Figure 2.2 Business activity, merged sectors Other 19% No info 1% Primary 18% Public authorities Services and services 33% 29% Source: HOST Policy Research Evaluation of the Acas Model Workplace, Base: Where the respondents organisations were based Respondents were asked to indicate where their organisation was based. Figure 2.3 sets out the responses and shows representation across all regions but with slightly higher numbers in the South East, South West and Scotland. Other responses included nationwide and international. 20

23 Figure 2.3 Where is your organisation based? Per cent (%) East Midlands 7 East of England 8 London 9 North East 4 North West 9 South East 15 South West 11 West Midlands 8 Yorkshire and Humber 6 Scotland 12 Wales 5 Other 4 Don t know/prefer not to say 2 Total respondents (number) 181 Source: HOST Policy Research Evaluation of the Acas Model Workplace, Base: How respondents first came across the Acas Model Workplace Tool and their reasons for using it The two most common ways that respondents first came across the tool were via the website (60 per cent) and an Acas /e-newsletter (33 per cent). Thirteen per cent indicated it was from an internet search, 11 per cent that it was a recommendation from a work colleague/business associate and seven per cent from DirectGov. Figure 2.4 provides a complete breakdown of responses. 21

24 Figure 2.4 How did you first come across the Acas Model Workplace tool? Source Per cent (%) Acas /e-newsletter 33 Acas leaflet/flyer (paper copy) 2 The Acas website 60 Internet search 13 Advert in industry e-newsletter/e-bulletin 1 Advert or link on a non-acas website 3 Recommendation from work colleague/business associate 11 From the Acas Helpline 4 Acas event (eg Open Access training event) 4 Direct from Acas staff (not Helpline or event) 4 Acas booklet 3 The Media 1 DirectGov 7 Business Link (now replaced by DirectGov) 3 Management course 6 Other 3 Total respondents (number) 180 Source: HOST Policy Research Evaluation of the Acas Model Workplace, Base: 180, NB: Multiple response, percentages calculated on basis of number of respondents. Those who indicated they had found the tool following an internet search were asked what they were searching for when they came across it. Of those who could remember, five respondents indicated they were looking for employment law, dispute, staff issues, contracts or induction, four individuals were searching for Acas itself, and two respondents were searching for each of disciplinary and grievance policy, HR guidance and holiday entitlement/calculations. Individual respondents were conducting research, looking for something on performance management, bullying, equality and diversity and general guidelines. 22

25 The Acas Model Workplace in practice - discovering the tool The survey results have shown that individuals came across the Acas Model Workplace in a number of different ways, often as a result of using another Acas service and this was reflected by the respondents in the telephone interviews. For example, having found the Acas website and been really pleased with the help and advice provided by the Acas Helpline, a Company Secretary for a voluntary organisation spent more time looking around the Acas website and found lots of interesting information, downloading booklets and information sheets. She found the Acas Model Workplace and registered for it. Another business owner came across the Acas Model Workplace on the Acas website and thought it would provide her with the knowledge she needed to professionalise the business, improve staff contracts and employment policies. For a third of respondents (33 per cent) the main reason for using the tool was to review or revise any existing policy or policies to ensure best practice. For 19 per cent it was to improve their knowledge of the subjects covered by the tool, for 17 per cent it was to learn how to comply with legal requirements relating to the workplace and for 16 per cent to learn how to deal with a specific situation or problem that had arisen or may arise in the workplace (Figure 2.5). Figure 2.5 Which of the following reasons, if any, was the most important that led you to use the tool? Per cent (%) To learn how to deal with a specific situation or problem that has arisen or may arise in the workplace 16 To improve your knowledge of the subjects covered by the tool 19 To learn how to comply with legal requirements relating to the workplace 17 To develop a new policy or procedure 7 To review or revise any existing policy/policies to ensure best practice 33 Can't remember 2 Other reason 5 Total respondents (number) 181 Source: HOST Policy Research Evaluation of the Acas Model Workplace, Base: 181. Other reasons given for using the tool included: it was part of a university course, curiosity about the tool and to benchmark against Acas recommendations/best practice. 23

26 The Acas Model Workplace in practice - reason for using the tool Survey respondents and interviewees indicated a range of reasons for using the Acas Model Workplace. For example, the owner/manager of a private sector cleaning service already knew about Acas services from another company she worked for previously. A member of staff made accusations of racism and that triggered her to go to the Acas website to see what actions she could/should take. On the website she found the tool and started using it. It didn t occur to her to look for information anywhere else because: Acas is the place to go with steps to take before it gets out of control. Networking with others has also provided a prompt for individuals to review and sign up to the tool. The Director of HR in a private sector legal organisation initially learnt about the tool from a networking forum to which she belongs. She is a great supporter of Acas and gives contact details of Acas to clients as part of her training delivery. The original reason for using the tool was: To benchmark the organisation against best practice and see where there are gaps and then use the knowledge to further develop, systems, processes, etc. 24

27 3 HOW RESPONDENTS USED THE ACAS MODEL WORKPLACE 3.1 Use of modules As indicated in Chapter 1, one issue with responses to the survey was the large number of individuals who said they had not used the modules in spite of the fact that Acas records showed them as registered to do so. In some cases they had registered almost a year before the survey took place and it would appear from some responses (and discussions in telephone interviews) that people s memories of use of the tool had faded. However, discussions also showed that individuals registered to review the tool, perhaps with a view to future use, to see if it is relevant to their organisation, or to review it as part of research or on behalf of others. This should be borne in mind when reviewing the results in relation to use of modules. The Acas Model Workplace in practice - remembering the detail of use of the tool Not all survey respondents could remember which modules of the Acas Model Workplace they had completed. In some cases this was because they had used the tool some time ago and could not remember the detail. For example, a consultant had used the tool more than a year ago and found it difficult to remember much about the modules. She remembers that the registration procedure was annoying as she only wanted to take a look at what was on there, not necessarily complete the tool; she did not remember completing any modules because the information was too general. The interviewee did remember that the tool was quick to use I liked the look of it. Where individuals had been looking for a specific question they often stopped before completing a module and could not remember the detail. The HR Manager in a private sector arts company had never used Acas before and was looking for the answer to a specific question. She reviewed Flexible Working and Worklife Balance, Equality and Diversity and Employee representation but did not complete them as she found them too time consuming and she found what she was looking for quite early on in the modules. She did go back to the tool several times to refresh her memory and she would use it again. Figure 3.1 below sets out an overview of response for each module. As can be seen, significant numbers did not look at or did not remember looking at individual modules. This ranged from 58 per cent in the case of Employee Representation to 34 per cent in Discipline and Grievance. Completions ranged from a low of six per cent for the module on Employee Representation up to 32 per cent who completed the module on Recruitment, Selection and Induction. A high number of respondents had also only partially completed modules. This was particularly the case for Discipline and Grievance (28 per cent), Performance Management (20 per cent) and Equality and Diversity (20 per cent). There were also a number of respondents who had reviewed individual modules but did not commence them. This ranged from 14 per cent in relation to the Discipline and Grievance module to three per cent in Communication and Involvement. 25

28 Figure 3.1 Overview of use of modules Module Reviewed but did not commence Completed Partially completed Did not look at/ don t remember Not answered/ refused % % % % % Recruitment, selection and induction Pay and Reward Performance Management Flexible Working and Work-life Balance Equality and Diversity Communication and Involvement Employee Representation Discipline and Grievance Managing Change Key Performance Indicators in People Management Source: HOST Policy Research Evaluation of the Acas Model Workplace, Base: 181. Figure 3.2 sets out the number of modules respondents have completed or partially completed. This shows that 53 per cent of respondents had not completed any modules, 30 per cent had completed one module and 18 per cent of respondents had completed more than one module. It also shows that 46 per cent had partially completed at least one module. This does suggest that the large number of individuals that stated they had not used the modules in spite of being registered as users cannot entirely be accounted for by memory lapse, many had indeed registered but not gone on to start a module. 26

29 Figure 3.2 Number of modules respondents have completed or partially completed Number of modules Percentage of respondents who have completed a given number of modules % Percentage of respondents who have partially completed a given number of modules % Source: HOST Policy Research Evaluation of the Acas Model Workplace, Base: 181. NB - figures may not add to 100 due to rounding. Fifty four percent of respondents said that they had not partially completed any modules, implying they had either completed or reviewed but not started or not looked at modules. Between six (Communication and Involvement module) and 26 (Discipline and Grievance module) respondents said they had viewed but not commenced modules. The main reason given for reviewing but not commencing a module was time constraints. Time was also one of the main reasons why modules had been started and then not completed, although finding the information an individual was looking for and therefore not needing to complete the module was also cited as a reason. A few respondents were using the modules as reference materials rather than working through them, some had viewed them for future use, some had found the information they were looking for elsewhere. Numbers of respondents citing time constraints varied between three respondents and seven respondents per module, while single respondents gave specific reasons for not completing modules, with no one reason attracting more than one response per module. 27

30 The Acas Model Workplace in practice - using the modules Some survey respondents completed some modules of the Acas Model Workplace and reviewed but did not complete others; often this was down to the time the individual had available to devote to the activity. For example, the owner/manager of a private sector cleaning service had completed a number of the modules and reviewed but did not commence others. She had used the modules a lot and goes back to them for reference quite frequently. She found them quite time consuming and difficult to fit around her long hours and shift work; she felt that whilst the modules would lead you through step by step there were some bits that were quite repetitive, particularly when you have done a few modules. What she learnt, however, was relevant, useful, applicable and ideal for the size of her company. She found the feedback at the end of the module very helpful and pursued the recommended sources of additional information. There were respondents who use the modules more than once, often returning to them to refresh their memory or to respond to a new situation that had arisen in the workplace. A Senior Service Manager within a social care national charity has been developing her branch for the last 10 years. She started using the tool several years ago and reviews methods and procedures regularly; as she has gone back to the modules several times she has found that it gets quicker to use the modules the more familiar you are with them. There are other respondents who have worked through modules and not returned to the tool since. The Director of HR in a private sector legal organisation worked through several modules and highlighted Flexible Working and Work Life Balance and Discipline and Grievance as particularly useful; she can t remember how long each took but she remembers they were easy to complete. She found the work based model really good but stresses when completing the tool you have to be completely honest or you are only fooling yourself. She reported that she believes that it is important to only use the tool as a source of guidance/self-assessment: It pushes the user to justify the reasons for not being at the top and consider continuous improvement. The majority of respondents 6 (99 per cent) had accessed the tool using a desk-top or laptop computer. Nine per cent had used a tablet and seven per cent had used a smartphone. Of these, 25 individuals had used a combination of these devices. One individual had used a netbook. Of those using a tablet to access the tool, no-one reported any significant levels of difficulty in access. For those using a smartphone one reported it was fairly difficult to access the tool. 3.2 Satisfaction with individual elements of the tool and whether respondents found what they were looking for in the individual modules Respondents were asked how satisfied or dissatisfied they were with key elements of the tool. Elements included: ease of accessing the tool; ease of use; design and layout of the tool; ease of understanding the language/terminology; and the quality of advice/information given. Responses suggested a high level of satisfaction with the majority of respondents being very or fairly satisfied with each element (Figure 3.3). Design and layout of the tool achieved the lowest number of respondents indicating very satisfied compared to the other elements but when added together with those who indicated fairly satisfied there is little difference across them all. 6 There were 177 respondents to this question. 28