Learning at work is “a need not a perk
Employees with poor basic skills and few qualifications are the least likely to take part in learning activities at work, despite having the greatest need for education and training. A new research-based report from the LSDA examines the obstacles to workplace learning that this group faces and highlights some of the initiatives that are attempting to break down the barriers. The drive to reduce the number of adults with poor educational achievements, together with the need to expand workplace learning, are central planks of the Government’s education and skills strategy. The research, therefore, set out to identify the drivers and facilitators that motivate both employers and employees to get involved in education and training in the workplace.
There is no single factor that acts as an obstacle to workplace learning, the research concludes. But there are a number of barriers that, when combined, are significant:
Most employers consider that their main purpose is providing goods and services, not education or training.
Many employers, particularly small and medium-sized enterprises (SMEs), do not see the need for formal workplace training and prefer a more informal approach.
When training is encouraged, it is usually offered to those in higher-level occupations. Those in the lowest-skilled occupations are more likely to be expected to learn from each other, rather than through formal training.
The lack of any progression routes or job-promotion prospects for some employees restricts employers’ willingness to provide training.
It is often difficult to organise staff release or fit training around shift patterns. Nor is the workplace a suitable location to deliver off-the-job training or education, in most cases.
Negative views of education, lack of confidence, the fear of being stigmatised and lack of awareness of opportunities are all barriers to learning experienced by employees with poor educational attainments.
Researchers found many examples of facilitators – specific actions that make it easier for employers and employees to get involved in learning activities at work. These include:
Marketing and promotion. Common techniques include personal contact with employers and employees, newsletters, flyers and posters. The use of informtion communication technology (ICT) as a hook into learning is particularly effective.
Brokerage and “learning champions”. Intermediaries, such as learning representatives and guidance specialists, are seen as key to engaging the “hard to reach” in learning.
Flexibility. The introduction of roll-on/roll-off education programmes, “bite-size” courses, experiential learning, and online,electronic and blended learning are important facilitators.
Financial incentives. Fee remission and grants are available for some individual learners. Subsidies and funding for employers include the National Employer Training Programme. Many courses supported by the Learning and Skills Council (LSC), particularly those targeted at people with qualifications below Level 2 (five GCSEs), are free to individuals.
The removal of barriers alone, however, will not necessarily persuade employers or employees to get involved in learning activities. The research identified the need for a greater focus on drivers – those policies or other interventions that either influence the desire for learning among employers and employees, or stimulate education and training providers to supply it. Drivers that stimulate learning in the workplace include quality standards such as Investors in People, corporate policies such as the development of the skill escalator in the National Health Service, licences to practise and legislation. The rules about minimum standards in the construction and care sectors, for instance, have had a positive effect on the demand for literacy and numeracy courses.
“It is important that we understand what motivates people to engage in learning and how best to get employers on board”, said Darshan Sachdev,LSDA research manager. “This research suggests that learning is not a primary concern for most employers, but rather a means to an end. We need to give more attention to the activities that drive up demand for learning, by encouraging employers to demand higher levels of skills and by motivating employees to seek ways to improve their career prospects.” David Way,director of skills at the LSC, said: “This research reinforces the message that colleges and other providers need to be more flexible in how they deliver workplace training, and that public funding needs to focus on those who have fewest skills and are least likely to be trained by their employers. The success of the employer-training pilots has demonstrated that these barriers can be overcome. The pilots make it as simple as possible for employers to provide training for their staff, for example by working around shift patterns, and offer ‘bite-size’ sessions rather than a more formal training course. All of this will be incorporated into the national employer-training programme, ‘Train to Gain’”.
Learning at Work: Strategies for Widening Adult Participation in Learning below Level 2 via the Workplace, was researched and written by Peter Bates,Will Hunt and Jim Hillage, at the Institute for Employment Studies, on behalf of LSDA. It is available from: Information Services, LSDA, Regent Arcade House,19-25 Argyll Street, London W1F 7LS. Tel: 0207 297 9123; E-mail: enquiries@lsda.org.uk
