High Level Lifelong Learning

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1 1 High Level Lifelong Learning Briefing Paper - no: 4 Introduction and summary Lifelong learning has been a strong element of Government policy following the Dearing, Kennedy and Fryer Reports. Closely allied to lifelong learning is the requirement of many professional bodies for their members to demonstrate an acceptable level of Continuing Professional Development (CPD). The seven Innovations Fund projects on Lifelong Learning look at some of the issues surrounding implementation of lifelong learning and continuing professional development within the HE sector. The projects focus on the needs of those individuals (learners and potential learners) in the workforce who have fallen outside the coverage of continuing professional development schemes and existing employee development schemes, and who are graduates or who work at graduate level. The projects have addressed practical activities necessary to support such learners. Various approaches have been explored by the projects to create and extend lifelong learning and development opportunities. These include needs analyses, collaborative activities, network support, new learning programmes and materials, advice and information services, and identifying and embedding best practice. Many important issues and messages have emerged from the projects, including: The ignorance of some employers of the benefits of high level lifelong learning The lack of effective collaboration between small/medium sized enterprises (SMEs) and higher education institutions The need for effective external facilitation between SMEs and higher education institutions The need for higher education institutions to make their provision relevant to the practical and specific needs of SMEs The lack of awareness of SME employers of the learning and development needs of their staff The need to establish mechanisms which enable staff to take-up lifelong learning and development opportunities. Stop Press News!!! Visit our web site for complete project reports Contact us directly at The Open University Ask for our projects index and digests Ask for full project reports Ask for contact details for the host organisations Ask us to come and visit you and talk about the projects Ask us for details of relevant networks and events ss-innovationsteam@open.ac.uk tel:

2 2 SMEs have low engagement with Higher Education The SuRILL project 1 set out to directly target individuals working at graduate level in SMEs. Almost one thousand SMEs were contacted, but the response was disappointing, in part because of the lack of suitable marketing materials. This project highlights the very real problems of getting SMEs and their employees to engage with HE. Actions to increase the use of CPD In contrast, PROSPER 2 targeted a particular sector, namely Tourism and Hospitality, where there is a particularly low level of suitable qualifications among managers; less than 10% hold appropriate qualifications and less than 5% have membership of a professional body. Their research revealed the following barriers to CPD on the part of SMEs: Ignorance of training benefits Emphasis on short term survival issues Fear that trained staff will be poached Absence of internal labour markets or training infrastructure Perceived high costs of training For learners the barriers were: Lack of time, particularly where the individuals were revenue earners Family commitments Costs and value for money - training budgets are often the first to be cut Constant changes in job or company organisation make it difficult to plan The survival culture, where only immediate short-term necessities are funded Lack of understanding of CPD and of development opportunities Negative learning culture, and lack of interest in qualifications, especially NVQs The project has undertaken the following successful activities: Produced a learning action planner and a user study guide Devised a Hospitality Skills Passport - to record progress and profile individual achievement After undertaking a mapping exercise - developed more up-to-date learning materials Created a skills benchmarking database - to enable learners to compare their level of competence with that of others Concentrated on mentor training as mentors are seen as critical to the success of the activity Brokerage between SMEs and HEIs to increase CPD take-up The Council for Industry and Higher Education Report (1997) explored how closer partnerships might be developed between SMEs and HEIs. The report confirmed earlier research by University of Durham Business School and by Warwick University Business School. The key issues were: - The lack of long term planning and organisational development by SMEs A lack of responsiveness by HEIs to the needs of SMEs The lack of effective partnerships and working relationships between SMEs and HEIs The Lifelong Learning for Enhanced Competitiveness Project found that the picture in East Lancashire was worse than the national average. Only 12% of SMEs surveyed had staff who had, or were undertaking, first degrees; 56% had no intention of recruiting graduates; and none was using any HEI for CPD for management development at NVQ level 4 and beyond. In order to redress this situation, the project set up a brokerage service. This aimed to acquaint SMEs with the staff development programmes at NVQ 4 and above which were available at the HEIs and FE colleges in the area. The project also developed a higher-level skills diagnostic to be used by SMEs.

3 Without external facilitation, many SMEs undervalue life-long learning The HOST 3 project - Lifelong Learning for Professional Staff - was a high quality research project undertaken in partnership with a consortium of TECs. The research confirmed that SMEs are not a homogenous group. In a rapidly changing environment, the skills profile of many SMEs is rising. SMEs need to develop an ability to learn. Lifelong learning for graduate level staff is needed to ensure flexibility, adaptability and responsiveness. Relating to the above need, the project identified a number of issues: The continuing development of graduate level staff lacked transparency Many SMEs had difficulty accepting that lifelong learning for graduate level staff is distinct from specific skills - or knowledge-based courses that fulfil short-term development needs Market testing showed that, whilst training and development needs were not neglected, those needs that were identified tended to focus on the short term Most SMEs expected that it was the individual rather that the business who would gain from the learning associated with continuing development. SMEs therefore felt that it should be the individual who identifies and addresses such needs Existing processes used to analyse training needs did not serve SMEs well in understanding higher level lifelong needs Where needs for lifelong learning of higher level staff had been identified, many of these needs were not at an advanced level A major conclusion of the project was that, without external facilitation, many SMEs would continue to undervalue higher lifelong learning, or remain ill-informed consumers. Market testing showed that there was considerable latent demand for external facilitation, which was not being addressed by HEIs or government agencies. Guidelines for successful workplace learning The professional learning process is investigated in the Best Practice Frameworks for Managing Corporate Learning Project (University of Cambridge). This project looked at how employees record their learning experiences in the work place. It identifies the drivers of work place learning as: - Rapidly changing technology Competition is no longer purely price based, capability is increasingly important Continually rising customer expectations The need to improve employee retention Successful workplace learning requires: A convergence between systems and culture A psychological contract Assistance to help employees take charge of their learning The opportunity to participate A system to help understand what has been learned Opportunities for experimentation Formal opportunities to learn Not surprisingly, the project identified the manager's role as being pivotal in the implementation of the psychological contract. Teamwork was also considered to be a major contributing factor for success in any staff developmental programme. The project has developed the following useful guides (details can be found in the final report): A framework for assessing and reviewing the learning environment A structure for a data gathering workshop A structure for a data analysis workshop 3

4 4 Activity-specific networks simulate organisational learning The Learning Networks for SMEs Project is based on the following two findings: 1. SME managers do not perceive attending qualification-based HEI programmes (or NVQs) as effective mechanisms to acquire competencies that can be transferred back to the work place. 2. SME managers favour the networking approach to problem solving. The project concluded that activity-specific networks were extremely powerful vehicles with which to stimulate organisational learning within SMEs. These are networks that are specific to a particular industry, for example Hospitality; or networks which address a specific problem, such as CPD in employment law. The project reached the following conclusions for the successful operation of these networks: - The networks must have a trained facilitator. Problem identification must be based around real learning needs. The network facilitator must have expertise about the nature of the problem to be solved by the network. Networks must comprise only those organisations with a strong commitment to collaborative learning; non-performing members should be evicted. The difficulty arises not from the formation of the networks but in their continued operation. Collaborative approaches to employee learning work best The Collaborative Employee Learning Project emerged from a perceived need to develop a customerfocused approach to course design with local employers input. The aims were to: Develop regional collaborative solutions to extend lifelong learning opportunities to employees in organisations not currently involved in such initiatives by sharing existing good practice, and, Expand learning and development opportunities to postgraduate-level work through collaborative partnerships with employers and employees and the two partner universities. The methodology employed by the project included: Project steering group Employer network to help identify needs for learning opportunities Regional forums for employers Database of contacts between the partner organisations Developing and evaluating postgraduate-level courses collaboratively Skills audits of the partner organisations Training individuals to act as mentors Establishing collaborative employee learning schemes between the partner organisations. Of particular interest in the project is the description of the development of a Postgraduate Diploma in Managing Lifelong Learning and its evaluation. A number of lessons have been learned during the course of the project in particular those associated with partnership and collaborative working. These include the importance of pro-active partnership support and understanding of the issues faced by organisations; relationship building; the importance to the project partners of skills auditing and needs analysis; and the need for employers to ensure enabling mechanisms for their staff to study on a part-time basis. The project s recommendations include the following: Skills auditing processes must be developed, especially in the SME sector to look at the current skills/skills gaps within both the voluntary/community and commercial sectors New and existing partnerships must continue to be built between organisations and institutions of higher education across the region to meet the economic demands of the new century Central government must ensure that mechanisms are in place to enable employees to study on a part-time basis Employers must be encouraged to support the learning of their staff, with adequate support (financial/time) provided where necessary

5 5 Project titles in this theme Creating a Supportive Regional Infrastructure for Lifelong Learning (CONTACT) Working to Qualify - The Tourism & Hospitality Sector (PROSPER) Lifelong Learning for Enhanced Competitiveness (East Lancashire TEC) Lifelong Learning for Professional Staff (HOST Consultancy) Best Practice Frameworks for Managing Corporate Learning (University of Cambridge Programme for Industry) Learning Networks for SME's (University of Plymouth) A Regional Common Purpose - Collaborative Employee Learning (University of Sussex) Complementary theme project titles - Recording Achievement The Professional Development of Construction Management Students & Graduates (Loughborough University) Skills Profile for Chemistry Postgraduates (Royal Society of Chemistry) A Strategic Model for Developing Materials for Recording Achievement in Traditional Universities (University of Leeds) Implementation of a World Wide Web Based Profiling System (University of Liverpool) From the Periphery to the Mainstream (University of Manchester) An Internet Based Communications & Information Technology (C&IT) System for the Development of Personal & Academic Records for HE (University of Newcastle-upon-Tyne) 1 Creating a Supportive Infrastructure for Lifelong Learning, CONTACT Consortium 2 Working to Qualify The Tourism and Hospitality Sector 3 Lifelong Learning for Professional Staff, The HOST Consultancy

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