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Mid Term evaluation of the DYFODOL –

Skills in Employment Project

Final Report

January 2013

WigfallC

Stamp

Mid-term Evaluation of the Dyfodol Project

Final Report

Copyright Wavehill Ltd | January 2013 Page | 1

Acknowledgements

We would like to offer our thanks to all those interviewed as part of the evaluation who gave their

time so willingly and answered our questions in such detail. This report would not have been

possible without all these contributions.

Report prepared by:

Bob Townley

Report version: Final


Final Report


Contents

1. Executive Summary ................................................................................................... 3

1.1. Project background ................................................................................................................. 3

1.2. The evaluation process ........................................................................................................... 3

1.3. Key findings ............................................................................................................................. 3

1.4. Key successes and issues to address ....................................................................................... 6

1.5. Recommendations .................................................................................................................. 6

2. Brief Description of the Project .................................................................................. 7

2.1. Project aims and objectives .................................................................................................... 7

2.2. Project targets ......................................................................................................................... 8

3. Evaluation Overview .................................................................................................. 9

4. Evaluation Findings .................................................................................................. 10

4.1. Progress towards project targets .......................................................................................... 10

4.2. Strategic level feedback ........................................................................................................ 12

4.3. Delivery level feedback ......................................................................................................... 21

4.4. Participant employer feedback ............................................................................................. 31

5. Conclusions and recommendations .......................................................................... 44

5.1. Key successes ........................................................................................................................ 44

5.2. Issues to address ................................................................................................................... 44

5.3. Recommendations ................................................................................................................ 44

5.4. Progress towards targets ...................................................................................................... 45


Final Report


1. Executive Summary

1.1. Project background

The aim of the project is to develop and deliver a range of training programmes focused upon the

needs of private sector employers in the North West Wales Convergence area (Anglesey, Conwy,

Denbighshire and Gwynedd). The project involves a partnership of four FE colleges: Coleg Llandrillo

(Lead), Coleg Menai, Deeside College and Coleg Harlech (WEA). Funded through Priority 3, Theme 1,

of the Convergence Programme in Wales, the project commenced in February 2011 and is set to run

for three years until February 2014.

The aim of the project is to develop and deliver a range of accredited training programmes at Levels

1 to 3 focused upon the needs of employers in the area, targeted towards four of the five priority

sectors identified within the Welsh Government’s Economic Renewal Policy (ERP) published in July

2010 and the three additional sectors identified in Autumn 2011. The project offers work-based

NVQs and a range of shorter courses tailored specifically to sector needs and aimed predominately

at employees with low skills, mainly within SME’s. The project is delivered by a team of Business

Development Advisors (BDAs)\Business Liaison Officers (BLOs), peripatetic work-based assessors and

trainers.

1.2. The evaluation process

This Mid Term Evaluation is the first stage of the evaluation process and addresses both the process–

orientated elements of the project and outcomes to date. This report presents findings from a range

of evaluation activities conducted between October and December 2012 including:

• Desk research, including the review of project monitoring information (including Steering Group

and Operational Group minutes etc.);

• Strategic level interviews;

• Delivery level interviews / discussion groups;

• Employer survey.

1.3. Key findings

Findings are reported in relation to the following four elements of the evaluation process:

• Progress towards project targets;

• Strategic level feedback, based on interviews with members of the project steering group,

management team and external stakeholders;

• Delivery level feedback, based on discussion groups with all advisor teams and interviews with

selected curriculum managers;

• Participant employer feedback, based on a telephone survey of 100 participating employers.


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The summarised key findings from these elements of the evaluation process are reported,

separately, below.

Progress towards project targets – key findings

• The Partnership is over-achieving against the main targets for companies assisted and employee

participants.

• The Lead Partner is making the most substantial contribution to the achievement of these

targets. While other partners are making a lesser contribution to the total target, they are

largely on profile for the number of companies assisted.

• The Partnership is substantially below the target for the number of employers adopting or

improving equality and diversity strategies. We recognise that this is a common issue across EU-

funded projects and that many projects are currently struggling to meet targets in relation to

cross-cutting themes.

• The Partnership is on target to achieve its other equality targets apart from ‘participants with a

work limiting health condition’.

Strategic level feedback – key findings

• The employer engagement process has been highly successful, particularly in reaching smaller

businesses, and Business Development Advisors have been instrumental in the success of this

process. Partners recognise the value of the project in supporting their organisation’s evolving

role in employer engagement.

• The centrality and effectiveness of the Advisor role in identifying employers’ training needs,

through the standardised Training Needs Analysis process.

• The shared commitment to addressing existing local skills needs; going beyond ‘priority sectors’

to meet evolving local / regional skills needs.

• Concern that the budget spend is currently around £500k under profile. The Partnership is in

discussions with WEFO for a possible extension to address this.

• The requirement for an open procurement process has brought an issue to the surface forcing

the Partnership to acknowledge and address an imbalance in the nature of delivery, towards a

better spread of short courses and longer (NVQ equivalent) qualifications. While causing a hiatus

in delivery, this is not expected to adversely affect project performance.

• That the Partnership is highly unlikely to achieve the employer equality and diversity target but

that it will be important to demonstrate the efforts, processes and resources that have been

directed towards meeting this objective.

• An embedded bilingual approach, with all materials, support and a wide choice of courses in

either medium or bilingually.

• A resounding acknowledgement that the Partnership is working very effectively as a team, with

strong and open communication and effective sharing of best practice to achieve the overall

objectives and targets. The Lead Partner is widely commended for its leadership, professionalism

and support.


Final Report


Delivery level feedback – key findings

• Advisors are working within strong existing networks of employers, linked to their sector

specialisms, and high levels of engagement have been enabled through these networks.

• The standardised Training Needs Analysis process, linked to business objectives, provides an

opportunity for assessing the extent to which business objectives have been achieved. As

suggested by one group of advisors, this approach also provides a potential framework within

which to integrate Equality and Diversity considerations, linked to business objectives, so that

the TNA takes a holistic approach to identifying the future workforce needs for each business.

• Advisors have responded effectively to specific employer requests for courses not currently

within the course listings, jointly with college curriculum managers and other partners.

• The hiatus in delivery of workplace safety short courses is seen by advisors to have been a

significant issue impacting on their dealings with employers and training delivery but largely

recognise that a process is in place to resolve the issue and effective working relationships with

employers has helped to keep employers ‘on board’.

• Some problems have been encountered in ensuring that employees undertake training once

relevant courses have been identified but new initiatives are being tested to address this.

• Equality and diversity issues have met with much resistance from (especially small) employers. In

some cases advisors appear to take the lead from employers and not pursue this further. In

other cases advisors are taking a more proactive approach to persuade employers of the

potential benefits / value of formal equality and diversity processes.

Participant employer survey – key findings

• Just under half of employers within the sample stated that the TNA process had helped either

“fully or very well” in identifying their business training needs. A further 28% felt that it had

helped “quite well” together accounting for three-quarters of the sample.

• Overall, 84% of employers feel that the skill levels of their staff have increased as a result of the

training received. Two-thirds (66%) feel that these staff are now more productive, 63% feel that

these staff are more likely to progress in the business and 84% feel that these staff are now

more employable in the wider labour market.

• A very high proportion (78%) of participating employers feel that, as a result of their

participation in the project they are either “very likely” or “quite likely” to continue to invest in

the future development of their workforce.

• Nine out of 10 participating employers rate the value for money as either “very high” or “quite

high.”

• Around a quarter (27%) of employers within the sample stated that they had completed an

equality and diversity review.

• The responses indicate that while the nature of the ‘review’ may have been misunderstood a

substantial proportion of participating employers feel that they are now more aware of equality

and diversity issues in relation to their business and that they have experienced a valuable

intervention in relation to these issues.

• A discernible impact has occurred with evidence of new policies and processes created and

recognition of the link between equality and diversity policies and business success. In 56% of

cases where employers state that an equality and diversity review has taken place they have

either developed their existing policies or created new policies and 87% of these employers state

that they will continue to develop these polices in the future.


Final Report


1.4. Key successes and issues to address

Drawing on these findings, the following successes and issues to address are identified:

Key successes

• The employer engagement process has been highly successful and Business Development

Advisors have been instrumental in the success of this process. Partners recognise the value of

the project in supporting their organisation’s evolving role in employer engagement.

• High levels of employer satisfaction with training delivery and support and a stated willingness

to invest in future training.

• The evolving cross-partnership offer available to participating employers.

• The centrality and effectiveness of the Advisor role in identifying employers’ training needs,


• The shared commitment to addressing existing skills needs; going beyond ‘priority sectors’ to

meet evolving local / regional skills needs.

• Strong and effective partnership working, with open communication and effective sharing of

best practice to achieve the overall objectives and targets.

Issues to address

• Adaptation of TNA practices and advisor approaches to address the employer equality and

diversity target.

• Successful completion of the procurement process, addressing a noted imbalance in course

delivery.

• The current budget under-spend.

• Problems encountered in ensuring that employees undertake training once relevant courses

have been identified.

1.5. Recommendations

Drawing on our findings, analysis and discussions with members of the Project Steering Group we

recommend that:

1. The Partnership continue to address the current budget under-spend as a matter of priority

2. A more integrated, business-needs-led, approach may be required, also addressing equality and

diversity issues with further specific training and support for advisors in relation to equality and

diversity issues.

3. Different methods for participant enrolment continue to be tested and implemented (if

effective) in the final stage of the project.

4. Emerging effects / impacts in relation to business objectives are captured by advisors for the

final evaluation.

5. The final evaluation will need to consider the effectiveness of the current procurement process

(and the impact on the wider training market) and the resulting change to the balance of

courses to meet employer needs.


Final Report


2. Brief Description of the Project

2.1. Project aims and objectives

The aim of the project is to develop and deliver a range of training programmes focused upon the

needs of private sector employers in the North West Wales Convergence area (Anglesey, Conwy,

Denbighshire and Gwynedd). The project involves a partnership of four FE colleges: Coleg Llandrillo

(Lead), Coleg Menai, Deeside College and Coleg Harlech (WEA). The project commenced in February

2011 and is set to run for three years until February 2014.

The total eligible cost of the project is £7,667,909 with a maximum grant available of £4,606,749,

funding through Priority 3, Theme 1, of the Convergence Programme in Wales: Improving Skills

Levels and the Adaptability of the Workforce1, as outlined in the diagram below:

1 http://wales.gov.uk/docs/wefo/publications/strategicframeworks/100202raisingskillsbaseframeworken.pdf

Strategic Framework

Raising the skills base of the workforce and supporting progression in employment through basic

and intermediate level skills

Theme 1

The objective of this theme is raising the

skills base of the workforce and

supporting progression in employment

through basic and intermediate level skills.

> Raising levels of basic literacy and

numeracy in the workforce;

> Supporting the acquisition of ICT,

generic and occupational skills in the

workforce;

> Supporting progression in employment

through flexible training and learning

provision; and

>Helping low skilled workers to gain the

additional skills and qualifications needed

to sustain their employment, improve

productivity and increase earnings via

career progression.

Priority 3

Improving Skills Levels and the Adaptability

of the Workforce

The aim of this Priority is to support

productivity and progression in employment

by raising skill levels at the levels of basic

skills, intermediate and higher level skills, to

tackle skills gaps and shortages, and to

promote gender equality in employment.


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According to the Partnership’s Business Plan (April 2012), the aim of the project is to develop and

deliver a range of accredited training programmes at Levels 1 to 3 focused upon the needs of

employers in the area. In terms of the Welsh Government’s Economic Renewal Policy (ERP)

published in July 2010 the project aims to target four of the five sectors identified: ICT; Energy and

Environment; Creative Industries and Financial and Professional services and the three additional

sectors identified in Autumn 2011 (Tourism/Hospitality, Farming and Food and Construction). The

project offers work-based NVQs and a range of shorter courses tailored specifically to sector needs

and aimed predominately at employees with low skills, mainly within SME’s.

The project is delivered by a team of Business Development Advisors (BDAs)\Business Liaison

Officers (BLOs), peripatetic work-based assessors and trainers. The BDAs make contact and visit

individual businesses and undertake training needs analysis and follow-up visits. The training is then

delivered either at college premises or in the workplace. Employers are then able to participate in a

range of NVQs and short courses determined by the Partnership in association with SSCs and local

employers. We understand that the ‘offer’ is subject to evolve during the lifetime of the project to

meet the ever-changing needs and opportunities of the local labour market

2.2. Project targets

The following key indicators and targets are already in place with WEFO and form the basis of

ongoing monitoring and evaluation by the Project Management Team, Steering Group and

Operational Group:

Indicators – Targets and Results Overall Project Target

P3T1

Employed participants 5021

Female participants 60%

Companies assisted 800

Participants gaining a qualification 4571

Level 1 achievement 1142



Participants gaining part qualifications 10%

Participants entering further learning 1500

Cross-

cutting

Employers adopting or improving equality and diversity

strategies and monitoring systems 200


Final Report


3. Evaluation Overview

This Mid-term Evaluation is the first stage of the evaluation process and addresses both the process–

orientated elements of the project and outcomes to date, across the following three phases:

This report presents findings from a range of evaluation activities conducted between October and

December 2012 including:

• Desk research, including the review of project monitoring information (including Steering Group

and Operational Group minutes etc.);

• Strategic level interviews (x12) (Management Team / Steering Group and external

stakeholders);

• Delivery-level interviews / discussion groups (x4 discussion groups with BDA / BLO teams and

interviews with 4 Curriculum Managers);

• Employer survey (a telephone survey of 100 participating employers).

Through these interviews and discussions, we have addressed a range of evaluation questions,

developed through the inception process captured within discussion guides and a survey

questionnaire pre-agreed with the Project Management team.

Phase 1

2012

• Inception Report and Evaluation Framework: October to November 2012

Phase 2

2012

• Data Collection and Fieldwork: November to December 2012

Phase 3

2013

• Analysis, Reporting and Dissemination: December 2012 to January 2013


Final Report


4. Evaluation Findings

The section below presents findings in relation to the following evaluation activities:

• A review of progress against targets;

• Feedback from a series of interviews with Strategic Level partners;

• Feedback from a series of interviews with Delivery Level partners;

• Feedback from a survey of participating employers.

4.1. Progress towards project targets

4.1.1. Summary of key findings

1. The Partnership is over-achieving against the main targets for companies assisted and employee

participants.

2. The Lead Partner is making the most substantial contribution to the achievement of these

targets. While other partners are making a lesser contribution to the total target, they are

largely on profile for the number of companies assisted.

3. The Partnership is substantially below the target for the number of employers adopting or

improving equality and diversity strategies. We recognise that this is a common issue across EU-

funded projects and that many projects are currently struggling to meet targets in relation to

cross-cutting themes.

4. The Partnership is on target to achieve its other equality targets apart from ‘participants with a

work limiting health condition’.

4.1.2. By the Partnership as a whole

As shown in the tables below, the latest data submitted to WEFO demonstrates that the Partnership

is over-achieving against its profile in terms of companies assisted and employed participants;

substantially beyond the final target for companies assisted. As the data shows, the Lead Partner

(Coleg Llandrillo) is making the most substantial contribution to the achievement of these targets,

way beyond the expected profile up to this point in time. While other partners are making a lesser

contribution to the total target, they are largely on profile for the number of companies assisted. As

discussed more fully below in the section on feedback from strategic partners, there have been

some challenges in signing up larger employers and converting employer take-up into course

enrolments. This has led to an increased focus across the Partnership on signing up additional

participants from companies that have been engaged, reviewing processes and sharing successful

practices between partners. The outcome of this shift in focus will hopefully become apparent in the

participant target profile and future progress reports.

The data on qualifications shows that the Partnership is ahead of profile on the overall number of

participants achieving a qualification, with qualifications mainly achieved at Level 2.

The data on the number of employers adopting or improving equality and diversity strategies and

monitoring systems shows that partners are substantially below this target and this issue is

addressed in detail elsewhere in this report. We recognise that this is a common issue and

understand that cross cutting themes are not being met by many projects.


Final Report


Achievement against Targets - 31st

October 2012 (7th

Claim)

Indicators – Targets and Results Total Target

Profile

Target

Actual / Profile

Difference

P3T1

Employed participants 5021 3002 3117 (+115)

Female participants 60% 60% 49% (-11%)

Companies assisted 800 603 924 (+321)

Participants gaining a qualification 4571 998 1,193 (+195)

Participants entering further learning ** 1500

Cross-

cutting

Employers adopting or improving equality and

diversity strategies and monitoring systems

200 11*

* Does not include companies who have had a review and not yet adopted new practices or companies that have been

reviewed but have not had any improvements recommended

** Data for participants entering further learning has not been collected and discussions are ongoing on how to do this

By Partner

Performance v Total Targets

Companies Participants

Target Actual Target Actual

Llandrillo 320 595 2010 1988

Deeside 104 60 653 328

Menai 288 208 1809 640

Harlech 88 59 553 161

Performance v Profile

Companies Participants

Target Actual Target Actual

Llandrillo 301 595 (+294) 1160 1988 (+828)

Deeside 79 60 (-19) 448 328 (-120)

Menai 172 208 (+36) 1081 640 (-441)

Harlech 51 59 (+8) 313 161 (-152)


Final Report


Other equality targets

The Partnership is on target to achieve its other equality targets apart from ‘Participants with a work

limiting health condition’. Partners recognise a range of issues in relation to the achievement of this

target including the problems of definition and reluctance on the part of staff to declare this. We

envisage that other ESF-funded projects across the UK will be encountering similar issues with this

target.

Target Actual

BMEs 2% 1.9%

Older workers (50+) 20% 24% (762 employees)

Participants with a work limiting health condition 10% 1.8% (57 employees)

4.2. Strategic level feedback

This section reports feedback from a series of interviews with those responsible for providing

strategic direction and management (Steering Group members, including the Project Management

team) with some additional comments from one external stakeholder.

Key findings are:

1. The employer engagement process has been highly successful, particularly in reaching smaller

businesses, and Business Development Advisors have been instrumental in the success of this

process. Partners recognise the value of the project in supporting their organisation’s evolving

role in employer engagement.

2. The centrality and effectiveness of the Advisor role in identifying employers’ training needs,


3. The shared commitment to addressing existing local skills needs; going beyond ‘priority sectors’

to meet evolving local / regional skills needs.

4. Concern that the budget spend is currently around £500k under profile. The Partnership is in

discussions with WEFO for a possible extension to address this.

5. The requirement for an open procurement process has brought an issue to the surface forcing

the Partnership to acknowledge and address an imbalance in the nature of delivery, towards a

better spread of short courses and longer (NVQ equivalent) qualifications. While causing a

hiatus in delivery, this is not expected to adversely affect project performance.

6. That the partnership is highly unlikely to achieve the employer equality and diversity target but

that it will be important to demonstrate the efforts, processes and resources that have been

directed towards meeting this objective.

7. An embedded bilingual approach, with all materials, support and a wide choice of courses in

either medium or bilingually.

8. A resounding acknowledgement that the Partnership is working very effectively as a team, with

strong and open communication and effective sharing of best practice to achieve the overall

objectives and targets. The Lead Partner is widely commended for its leadership,

professionalism and support.


Final Report


4.2.1. The value of the project in enhancing organisational strategies

Partners recognise the value of the project in supporting their organisation’s evolving role in

employer engagement, particularly in reaching small and micro businesses and in adding value to

this engagement role through the employment (and development) of the BDA/BLO Business Advisor

team. In the words of one partner: “allowing us to have that better engagement with employers as

well as increasing the number of training opportunities that we are able to deliver.” For one partner

the project is also seen to be enhancing their strategic aims through a focus on the Third Sector and

enhancing Trade Union links, particularly through the Union Learning Fund. While there is a general

recognition of the plethora of other projects / programmes targeted at employers across the region,

several partners also refer to the natural synergy of some of these, existing, projects (including the

Essential Skills and Skills for the Workforce projects). It is the specific role of one member of the

Steering Group to facilitate links between Dyfodol and other ESF-funded projects across North Wales

(as well as informing the project of relevant regional LMI and the skills needs expressed through the

network of Sector Skills Councils).

4.2.2. Developing an offer aligned with wider sectoral priorities

The general consensus among partners is that, while they are aware of the ‘Priority Sectors’,

established in the Welsh Government’s Economic Renewal Policy, and amended for the Dyfodol

Business Plan, the focus has also been on local and regional need which have evolved over the

course of the project. The strategic importance and skills needs of other sectors (eg, Tourism and

Health and Social Care) that were not included in the original list of ‘Priority’ sectors have become

evident through the project (and regional LMI) and led to their prominence in the profile of

supported businesses. It is clear that all partners share a commitment to addressing existing local

skills needs and that they have not been constrained by a focus solely on national policy guidance. In

the words of one partner: the aim of Dyfodol is to improve skills and employability and support

everyone at risk of redundancy “if an employer comes to us we won’t turn them away because

they’re not in a strategic sector.”

In some cases partners have also faced constraints in engaging employers from the key Priority

sectors, including large Energy employers who have experienced difficulties engaging with the

bureaucratic requirement of the ESF funding programme that clashes with a) their internal (UK wide)

HR training systems (and mass procurement of training) and b) data protection rules re employee

payment details and NI numbers. This has also prevented the planned engagement of businesses in

the supply chain.

In other areas partners note that this sectoral objective has clashed with other funding streams,

including the Sector Priorities Fund which is supporting work-based training in key sectors, including

the Creative Industries (through new Apprenticeships). Conversely the partner network is delivering

in other ways to employers across all ‘Priority’ sectors, beyond the Dyfodol project.


Final Report


4.2.3. Engaging employers and identifying their training needs

Partners refer to a major, multi-faceted, effort in engaging employers (reflected in the current target

profile) but also note the variance across partners in their contribution to this target. On this issue

we note the comment made by one partner in relation to the way in which the employer

contribution is (re)allocated to delivery departments, as an incentive for college Directors to take an

interest in the project. This may provide a model for those partners who have, up until now, made a

lower contribution to the project’s employer engagement targets.

The advisor role is generally seen to be instrumental in the engagement of employers (through

existing relationships and building new alliances / tapping into existing networks). Advisors are seen

to have been particularly successful in engaging smaller employers, while partners also recognise the

value and incentive provided by the subsidy in the current economic climate. In line with the

comments above, partners stress that a strong sales team is being developed through Dyfodol and

that the project is helping to establish Business Point and Linc Menai as recognised and valued local /

regional business support organisations. Partners also emphasise the inherent value in the BDA/BLO

role in promoting a wide range of courses across the provider network; offering employers a broad

choice of courses, provider and location. In terms of the project’s profile, one partner stresses that

the name Y Dyfodol is key, appearing in various related policy reports referring to the ‘future’ as “a

sublime message” to the wider audience of all those interested in skills and business development

across Wales.

We note that partners have used their funding and resources differently in delivering the BDA role

and that one partner has tended to rely more on assessors out in the field with businesses; in their

view using those resources more effectively to engage participants within businesses that assessors

are already working with and looking to the longer term, beyond project funding.

Partners also recognise the centrality and effectiveness of the Advisor role in identifying employers’

training needs, through the standardised Training Needs Analysis process. This process, and its value,

is addressed elsewhere in this report.

4.2.4. Engaging participants

While the project is on profile in meeting its participant target, partners note that there has been

some variation across providers and that, while the project has been highly successful in engaging

employers, there have been some challenges in converting employer take-up into registrations on

courses. This is reflected in the data, where the ratio of participants to employers has (up until now)

fallen behind what was originally anticipated. This has led to an increased focus on signing up

additional employees from employers that have been engaged, reviewing processes and sharing

successful practices (including through discussions at the regular BDA group). Partners also note that

the employer : participant ratio has also been affected by the nature of the cohort of (mainly small)

employers and constraints in signing up some major regional employers (notably Wylfa) that

potentially would have brought large numbers of participants into the project.


Final Report


4.2.5. Developing / providing courses to meet identified needs

In asking partners about how they have shaped their offer in response to identified needs we also

related this to the extent to which the offer has been determined by the range of courses presented

within the Dyfodol Course List.

In response, partners generally recognise the value of the Course List as a resource created through

the project (in response to national and regional LMI, existing knowledge and discussions with

employer groups and Sector Skills Councils) but also stress that they have sought to go beyond the

range of courses on the list to develop their own college curricula in response to emerging needs. In

the words of one partner: “It’s not about telling them what you can offer but finding out what they

need and seeing if we can deliver.” According to another partner: “It’s a bit of a Catch 22, we can’t

just go on the basis of asking what they want…lots of businesses don’t always know what they

want.”

Partners refer to the development of a range of courses (including Care, Retail, Nuclear, Renewables

and Energy) through the project that weren’t previously available as a package to employers and to

the development of new (online) modes of delivery.

Partners generally acknowledge the proliferation of workplace safety short courses that have been

delivered through the project and that these courses had perhaps become too much of a focus

within the project. One partner notes that this: “has encouraged us to think about what we are

offering and encouraging people to do non Health and Safety courses aswell….it would have been

better if we had been able to do this at the beginning.” While there is frustration among some

partners that a contractual agreement to deliver these courses has been stymied, other partners

refer to an evolving, positive, shift away from these workplace safety courses to other emerging

areas of need. This includes an increasing focus on leadership and management short courses and

towards longer (NVQ equivalent) qualifications with workplace safety as an element of those

courses. This approach is also described, below, in the section on Advisor feedback.

As one partner also notes, from the period of project development to date there has been a growth

in some Welsh Government funding streams such as WBL which has had an impact on the project,

particularly in terms of the take up of longer (NVQ and equivalent) courses.


Final Report


4.2.6. Identifying employers requiring assistance developing Equality and

Diversity policies and providing support to those employers

Partners generally acknowledge that, although specific processes and resources have been

established to meet this objective, achieving this target has been extremely challenging and highlight

the following constraints and considerations:

• A policy ‘overkill’ in relation to this objective, as a required element within all ESF funded

projects and one that will be addressed in some form with all employers accessing various

support initiatives.

• Whether employers understand the need for the policies, particularly in the case of small and

micro businesses who don’t have basic ‘HR’ policies in place.

• A wariness and suspicion on the part of employers that the project will expose them to other

authorities as not meeting their legal (Equal Opportunities) requirements.

• The extent to which advisors are actively ‘selling’ this element to employers, as a business case.

• That the target only accounts for those employers who can demonstrate they are implementing

new equality and diversity processes (following the project review) and do not account for any

(other) attitudinal changes that may be having an informal impact on the business.

• That advisors do not have the experience and expertise to deliver this and it should be left to

other organisations with this specific experience and expertise.

• That the project / advisors have no ‘stick’ to persuade employers to review their policies and

can only dangle ‘carrots’ (e.g. in terms of making the case for the importance / necessity of

having formal E&D policies in place if / when tendering for public sector contracts).

From our previous experience of evaluating programmes aimed specifically at promoting equality

and diversity policies within small and medium size businesses (across Wales) we support a number

of these observations. We recognise that this is a particularly ‘tough nut to crack’ with smaller

businesses and that employers are naturally suspicious of the motives when the approach is from a

public sector body. But, in our experience, they will respond more positively where they are

presented with potential business benefits that directly relate to their business needs2. In this sense,

presenting equality and diversity policies as a separate, add-on, element to employers is likely to be

met with much resistance and / or lack of interest and we suggest that a more integrated, business-

needs-led, approach may be required (as is currently being tested / demonstrated by certain

advisors). This said, we commend that this objective has been given a high prominence within the

Partnership with a genuine commitment (and a range of processes tested) to achieve it and to

understand the constraints encountered so far.

2 Evaluation of the Pan-Wales SME Equality Project, Wavehill (2006)


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4.2.7. Monitoring progress; milestones and targets and the role of the

Steering Group

While the Partnership is over-achieving on its (final) employer engagement target and is ‘on profile’

for participant numbers there is some concern that the budget spend is currently around £500k

under profile. In terms of projected spend, the Lead Partner is over budget but other partners are

under budget. While the Partnership is addressing this issue with WEFO (through a possible 6-month

extension) and there are some administrative issues (relating to completion of registration data),

that are currently being addressed, there is some concern within the Partnership that this

underspend may grow. There is also a common recognition that the Partnership is highly unlikely to

achieve the equality and diversity target but that it will be important to demonstrate the efforts,

processes and resources that have been directed towards this objective.

One issue reported, separately, by two partners is the effect of a slow start to the project that has

significantly hampered their contribution to the projects targets. In one case the partner referred to

the need to “re-energise” employers after previous funding rounds, with a tendency towards a

hectic final 12 months of delivery.

In a number of cases partners cite the importance of the Steering Group and Operational Group in

continually emphasising the importance of targets as a prominent item on the Steering Group and

Operational Group agendas; with open sharing of support and good practice encouraged between

partners. In this vain, there is a resounding acknowledgement that the Partnership is working very

effectively as a team, with strong and open communication and effective sharing of best practice to

achieve the overall objectives and targets, also successfully overcoming inherent competition

between partners. The Lead Partner is widely commended for its leadership, professionalism and

support.

In terms of structure, one partner refers to a need for greater external (employer) representation on

the Steering Group (while acknowledging the value and contribution of current external members.)

4.2.8. Developing wider regional partnership relations and synergies with

other partners and programmes (including Shaping the Future and the

Essential Skills Employer Pledge)

Several partners refer to links made to the Essential Skills project but two partners note that this

project has not performed well and is a much harder ‘sell’ to employers; that may have worked

better as part of an integrated package with Dyfodol. Little mention is made of links to the Shaping

the Future project although we are aware that efforts have been made at a strategic level to explore

this relationship and that there is a fundamental mismatch between the levels of training offered

through each project. Other links were cited to foundation degrees and Apprenticeship programmes

offered through the college network and some partners refer to a natural, regional, link between

Dyfodol and the complementary Skills for the Workplace project running across North East Wales.

Several partners note the role played by advisors in identifying and promoting complementary

projects and other forms of support for employers.


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Other partners have mentioned links made with other external organisations to support the

achievement of specific targets (including with Chwarae Teg in relation to gender targets) and to

complementary activities under the Union Learning Fund, identifying up-skilling needs within

unionised workplaces.

Other issues raised include a perceived state of confusion and competition between projects, with

employers often unsure of who is delivering what. A question was raised as to the lack of a strategic

regional co-ordinating role.

4.2.9. Identifying and managing risks to delivery and the achievement of

targets

The major risk to delivery, referred to by all partners, has been the restriction imposed by WEFO on

the delivery of ‘workplace safety’ short courses on the basis that they were being subsidised through

the project, and offered to employers at a substantially reduced rate which was unfairly disrupting

the market for private training providers. Discussions with partners show that the Partnership has

dealt proactively with this issue and has reached a solution with WEFO where a formal procurement

process has been established for the delivery of these short courses, open to all (public and private)

providers.

While partners note that that this issue has created a hiatus in delivery, adversely affected by the

(acknowledged) over proliferation of these courses, the majority do not feel that this will adversely

affect the overall performance of the project. Indeed, it appears that this has brought an issue to the

surface that perhaps should have been considered at the project’s inception (seen by several

partners as a lesson learnt) and forced the Partnership to acknowledge and address an imbalance in

nature of delivery (although this had been demand-led), towards a better spread of short courses

(including business leadership and supervisory) and longer (NVQ equivalent) qualifications. The need

to address this issue has also led to some innovative solutions, including offering workplace safety

short courses as part of a longer programme, as underpinning knowledge to the overall qualification.

In the words of one partner: “when you’ve worked in ESF a long time you have to roll with the

punches.”

The final evaluation will need to consider the effectiveness of the current procurement process (and

the impact on the wider training market) and the resulting rebalancing of courses to meet employer

needs.

Another issue raised by several partners is a perceived ‘grey area’ in the delivery of courses through

the project that could be perceived as ‘statutory’ (which is disallowed by the terms of the project

funding) rather than mandatory / voluntary and we understand that WEFO have addressed this issue

with the Partnership.

4.2.10. Promoting bilingualism

There is strong agreement that this is a core strength of the project, with the provision of all

materials, support and a wide choice of courses in either medium or bilingually.


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4.2.11. Promoting environmental sustainability

There are mixed views on the extent to which the project is promoting environmental sustainability

(as a cross-cutting objective within the project) with some partners noting that these objectives are

embedded within their curriculum (and subject to the Estyn inspection process), and integral to a

range of courses and to organisational policies (including the Green Dragon Environmental

Standard). For others it is embedded in their sectoral focus, where this is largely towards the Energy

and Renewables sectors and to Third Sector organisations involved in community recycling and

environmental issues and one partner notes that the project is also linked to SSCs (Energy and Utility

Skills and Asset Skills) through the ‘Green Deal’ programme.

A minority of partners suggest that more could be done and note a limit to the way that this issue

can be addressed by advisors, with no predetermined routes for signposting to relevant support or

advice.

4.2.12. Lessons learnt to inform the final year of the project

Several partners refer to the project Steering, Operational and Advisor groups as highly effective for

sharing lessons and good practice. The following other ‘lessons learnt’ were also mentioned:

• All projects need to be front loaded and colleges need to move quicker at the start of the

project.

• Keep engagement up – don’t get complacent – the vast majority of firms don’t know that the

project exists.

• Responding to WEFO requirements in terms of changing the curriculum, reviewing sectoral

priorities and developing longer courses / NVQs.

• Developing block courses (to address the minimum 30 hour ruling).

• Delivering workplace safety short courses as underpinning knowledge to the main qualification.

• Make it easier for employers to access short courses – getting procurement working effectively

and short courses up and running again – “this is what employers want” and it leads to NVQs

once had ‘taster’.

• The developing role of college business support services, including Business Point (St Asaph),

Linc Menai and Acquire Training, in business engagement.


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4.2.13. Main areas of innovation and / or good practice

The following examples were cited:

• Training on-site and providing the flexibility that is appreciated by companies - “It’s all about

flexibility”;

• Marketing, especially engaging small businesses;

• Opening up curriculum areas to develop new courses;

• The scope to promote each other’s courses – a broad offer to employers;

• Development of online elements and increased use of Moodle (potential innovations) Pwhelli –

Meirion Dwyfor have great video conference facilities that could potentially be used by Dyfodol;

• £50 payment that buys access to a suite of courses across the colleges – giving employers a very

flexible offer, part of a seamless service and all fits with the training needs identified through

the TNA process;

• BDAs can link to other relevant offers / courses / projects when visiting employers – enhances

college access and offer to employers;

• E&D: development / piloting of online E&D questionnaire and sharing of good practice (E&D)

case studies and the outcomes of working with external partners (e.g. Chwarae Teg) to help

achieve aims

• The co-working and the management, drawing things together, “a firm hand on the tiller.”

• Regular reports highlight any variances in performance that are discussed and acted upon and

an open door to the finance team for any queries.

4.2.14. Factors to be considered in the next stage of the evaluation in terms of

measuring and demonstrating the project’s effectiveness and impact

The following factors were suggested by partners, which will be useful in informing the final

evaluation framework:

• What change has occurred in the workplace (e.g. productivity, attrition / retention rates,

morale)?

• Does the profile of training offered match identified needs?

• Have those who have signed up to do a range of courses achieved this (e.g. taking a range of

bite sized courses)?

• Has the project engaged with all types / sizes of business – not just SMEs?

• Has the project increased the volume of courses available across the region?

• What is the impact of procuring short courses - what is the impact of this process on employers

in meeting their needs?

• Have participants progressed in the workplace?

• Have participants progressed into further and higher education?

• What is the impact on business competitiveness?

• What is the impact on the economy of the region as a whole, including moves towards creating

economic sustainability?

• To what extent has the project contributed to wider objectives re increasing GDP and

entrepreneurialism in north Wales?

Another issues raised was that data collected should help to support other, future, bids and

demonstrate the impact and potential for a future all-Wales project.


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4.3. Delivery level feedback

This section reports feedback from a series of discussion groups with Business Development

Advisors, across the four partners, and a small number of interviews with Curriculum Development

Managers.

Key findings are:

1. Advisors are working within strong existing networks of employers, linked to their sector

specialisms, and high levels of engagement have been enabled through these networks.

2. The standardised Training Needs Analysis process, linked to business objectives, provides an

opportunity for assessing the extent to which business objectives have been achieved. As

suggested by one group of advisors, this approach also provides a potential framework within

which to integrate Equality and Diversity considerations, linked to business objectives, so that

the TNA takes a holistic approach to identifying the future workforce needs for each business.

3. Advisors have responded effectively to specific employer requests for courses not currently

within the Course Listings, jointly with college Curriculum Managers and other partners.

4. The hiatus in delivery of workplace safety short courses is seen by advisors to have been a

significant issue impacting on their dealings with employers and training delivery but largely

recognise that a process is in place to resolve the issue and effective working relationships with

employers has helped to keep employers ‘on board’.

5. Some problems have been encountered in ensuring that employees undertake training once

relevant courses have been identified but new initiatives are being tested to address this.

6. Equality and diversity issues have met with much resistance from (especially small) employers.

In some cases advisors appear to take the lead from employers and not pursue this further. In

other cases advisors are taking a more proactive approach to persuade employers of the

potential benefits / value of formal equality and diversity processes.

4.3.1. Analysis of training needs, identifying participants and choice of

courses

Employer Engagement

It is clear that advisors are working within strong existing networks of employers, linked to their

sector specialisms, and that (high levels of) engagement have been enabled through these networks

– derived from former (or other existing programmes) including Skills in The Workforce (SITW) or

from existing business networks and internal college networks (including WBL programmes). This

said, it is also clear that new employers have been engaged through a wide range of networking

activities between the advisors (and members of the Steering Group), including hosting /

participating in business events.

Advisors note that the success of previous programmes has helped in the engagement of employers,

providing a client base with a positive experience of training investment. BDAs note that ‘word of

mouth’ has also been an important engagement method within sectors.


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The TNA process

Advisors work with a standard template to develop a Training Needs Analysis for each business,

linked to identified business objectives; therefore taking an approach linking training with broader

business needs. As well as making this strategic link for the business owner / HR director this

approach also provides an opportunity for the final evaluation, in assessing to what extent these

objectives have been met through the support of Dyfodol.

Where this process is generally between the advisor and business owner / manager (or HR specialist

in larger firms) one provider is also conducting the process with staff who have been identified as

having a training need, with the aim to match individual and organisation needs and aspirations and

engender employee commitment to training.

Advisors appear to use the Dyfodol Course List as a tool to demonstrate the type of training available

but do not restrict employers to this list and will attempt to address arising needs (not covered on

the list) through other partners, college Curriculum Managers or through signposting to other

relevant programmes.

Advisors have also demonstrated how they have used the process creatively to address identified

business needs through a modular approach, where available courses are presented as modules (or

‘underpinning knowledge’) of a longer-term qualification.

Identifying potential business impact

As mentioned above, this is a key part of the TNA process. We recognise its importance in providing

an opportunity for advisors to initiate a strategic approach, particularly in small and micro

businesses where previous approaches have been largely informal. As noted by one group of

advisors, when first asked about potential business impact: “lots of smaller businesses don’t really

see it like that so we need to coax the reasons out of them.” This highlights a clear area of good

practice within the project, where one group of advisors have worked together to develop a set of

arguments that link potential training needs with SMART objectives, “trying to find a way to explain

it in terms of business impact.” An example was given of persuading businesses of the requirement

of certain qualifications (e.g. CHAS) in the public procurement process and how this could provide

access to public sector tenders. Another group of advisors was able to provide examples where this

public procurement case had had significant impact on participant businesses.

“Shows the employer that investing time and expertise in their business rather than just selling them

a course.”

While issues of compliance / good practice and procurement appear to be important issues,

highlighted by a number of advisors, we also recognise the views also expressed that for many

(particularly micro businesses and sole traders) the primary consideration is business survival and

the skills to enable that. This may be consistent with the reported growth in interest in management

and leadership short courses.

All advisor groups spoke of reviewing these objectives on a regular basis. It is important that the

emerging effects / impacts are captured for the final evaluation.


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As suggested by one group of advisors, we believe that this approach also provides a potential

framework within which to integrate Equality and Diversity (and Environmental Sustainability)

considerations, linked to business objectives, so that the TNA takes a holistic approach to identifying

the future workforce needs (skills, recruitment, progression and utilisation / performance) for each

business.

Addressing sectoral priorities

Advisors are aware of the ‘priority’ sectors but state that they also respond to regional / local sector

needs identified through established processes of business support and engagement within the

colleges, the Curriculum Development Managers, the WBL Managers / teams and local sector

networks - and that needs are not static but evolve over time. Curriculum Managers also emphasise

their role in informing project delivery through highlighting their knowledge of sectoral needs and in

working with the project team to develop bespoke packages of courses for specific sectors.

There are some notable differences in the types of sector specialisms across the partner network,

from Energy and Renewables to Health and Social Care and small-scale Creative Industry businesses

and, for one partner, a particular expertise in working with the third sector and social enterprises.

Some partners emphasise how their delivery model has had to adapt to meet the requirements of

the programme, particularly for sectors where qualifications are not seen as a priority and where

previous delivery has been largely community based. This said, it appears that one of the evolving

strengths of the project is the cross-referral network developing between partners as knowledge is

increasingly shared on the sectoral strengths of each provider.

Choice of courses

When asked which courses were the most popular this universally centred on ‘workplace safety’

short courses (including Health and Safety and First Aid), which are in high demand but only form a

small proportion of available courses within the Dyfodol Course List. One group of advisors noted

that these courses had been the focus of the forerunner programme (SITW) and it is clear that this

might be a significant influence. But the main driver is clearly the regulatory agenda which

recommends and / or requires employers across all sectors to equip staff with these qualifications.

This has clearly led the project into a grey area, which potentially conflicts with the restriction

imposed through the funding on the delivery of ‘statutory’ training. In several cases advisors spoke

of directing employers to courses that fulfilled their “statutory” needs. Advisors note that certain

sectors (including Health and Social Care) are largely legislation-led with a strong demand for

workplace safety training but that this training forms part of a workforce progression ladder where

employers meet this requirement first before moving onto higher-level skills.

This said, groups of advisors also noted a growing demand for management and leadership courses.

In one case the provider appears to be developing a range of innovative short courses in this area,

including ‘mindfulness’ and change management; reflecting businesses concerns to manage the

business and the workforce through a period of change and its repercussions (linked to business

survival, growth and competitiveness). “Not focusing specifically on sectors but on softer

management skills and bite sized training.”


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It is also clear that Dyfodol has evolved in responding to specific employer requests for courses not

currently within the Course Listings and that where a request is made this will be investigated with

college Curriculum Managers and other partners to see if there is any ‘currency’ in delivering this

under Dyfodol. An example was given where a range of employers from the Care sector had

expressed a need for courses not on the current list. This request was passed onto the college’s

relevant Curriculum Manager who arranged a meeting with the relevant advisor and assessors and

created new courses to meet this need, “much to the delight of many employees.” Other groups also

highlighted the responsiveness their Curriculum Managers, leading to the addition of new courses

now offered through Dyfodol. One Curriculum Manager emphasised the extent to which the college

has responded where high levels of demand have been identified, referring to a large number of

face-to-face meetings with employers through the Dyfodol project which has enabled the college to

further develop its offer to the local / regional business community (with a 78% increase in short

course delivery over the course of the project).

There is an additional issue on the extent to which different types of employer value qualifications

and certification. While it is clear that, for some, it is the main requirement (particularly where

linked to industry regulations) in other cases (particularly for micro firms, sole traders and social

enterprises) it is not. This latter view expressed by one advisor, reporting client feedback: “I have not

signed up because I want a certificate, I want skills that will allow me to grow and allow my business

to grow and a certificate is not going to allow me to do that.”

The issue of workplace safety courses

As addressed elsewhere in this report, this is also seen by advisors to have been a significant issue

impacting upon their dealings with employers and training delivery. In some cases this brake has

seen to be damaging in their relations to employers, has interrupted the agreed training plans and

employers have withdrawn from the project as a result. For most it appears to have been a

constraint within the project but advisors largely recognise that a process is in place to resolve the

issue and that employers are willing to wait for this resolution (due to their perceived value for

money offered through the project). Advisors also note that the resolution of this issue does not

prevent access to, and delivery of, a wide range of other courses and qualifications, for which (in

particular areas) there has been increased demand.

Additionally, one group of advisors stressed the potential long-term gain in developing courses for

which the project has identified a need, meaning that benefiting employers are likely to continue

their relationship with the NW Wales college network (particularly where they have experienced

cutting-edge facilities and training) rather than seeking provision elsewhere, at the same time

influencing wider curriculum development.

As a result of this process, and responses to the ‘brake’ placed on the delivery of workplace safety

short courses, advisors note a move towards more technical and business / management related

courses and towards longer (NVQ) qualifications. We see this as a positive development arising out

of the range of issues surrounding workplace safety short courses.

We also note the approach taken by one group of advisors in working around the issue through

presenting the shorter workplace safety qualifications as the underpinning knowledge to the main

qualification / certificates (e.g. where the Health and Safety element sits alongside Hospitality Skills

and Customer Services in a (C&G) Certificate in Food and Beverage Services).


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Flexible and responsive delivery methods

A number of examples were given where advisors are helping to promote flexible and responsive

modes of delivery, responding to employer’s requests for courses delivered at evenings and

weekends, where required, and also in core hours: “reflecting what employers want rather than

what we dictate”. Examples were given where advisors had been instrumental in affecting a shift

from multi-week courses to block courses, where it had become evident that courses spread out

over several weeks were a disincentive to employers. Curriculum Managers also provided examples

where delivery had been adapted to specific employer needs arising through the project, including

the adaptation of a multi-week evening course into a block, 1-week, course.

Feedback shows that on-site delivery is often much easier for employers / employees (especially in

rural areas). As noted by one group: “without this flexibility the project could potentially be missing

out on a big chunk of society that, through no fault of their own, can’t get to training.”

Mention was made within different groups of developments in interactive, on-line, approaches to

delivery and that partners were working together on this.

In some cases where relationships are particularly good with certain employers they are able to train

others (from other firms in the sector) on their site.

Identifying lower-skilled workers

While one of the central project objectives is to up-skill low-skilled employees this appears to be an

issue that is not addressed directly by advisors but through the business TNA process, in identifying

the staff that require training at these levels, to meet the wider business objectives. In one case the

advisor group stressed that they do not see it as their role / remit to identify low skilled employees

and this is a sensitive issue that needs to be addressed carefully. In this case the advisors respond to

employer questions about who the course is aimed towards by describing the types and relevance of

courses at the different levels (e.g. a level 2 Health & Safety course is applicable to all and a level 3

course is for supervisors – which helps employers to differentiate.)

One group of advisors also note that the levels of training offered reflect the FE offer (which

removes the need to address this directly), in that the majority of courses offered within FE are at

levels 1-3 and highlight the project’s role in ‘plugging the gap for’ staff who have worked their way

up the business without formal qualifications. Again, the focus is on the wider business need:

“although it’s targeted at the lower skilled workforce we’ve found that the whole business has

benefited from the project really – it might be that they initially sign up lower-skilled workers but

once they see it’s benefited it can spread throughout the company.”

In the case of one provider (where the needs of potential participants are also addressed through

the TNA process) there is a more explicit approach through the BSKB (basic skills and IT test). This

group also noted that the existing level of qualification is evident through the staff declaration form

and the sector (e.g. for care workers) and that in certain industries (land based) employers are

encouraged to undertake an online test to determine staff levels / needs.

The role of Unions was also mentioned (in larger private or public sector firms) where the Union

Learning representative has a role in championing low level (particularly IT) skills development. We

are aware that this only applies to a small minority of employers benefiting from Dyfodol support.


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One group of advisors also warned against potential discrepancies in employer and staff perceptions

of their existing skill level, which could potentially discourage employees from learning by forcing

them onto training at too high a level. An example was given where many employers wish their staff

to have ECDL qualifications but many of their staff don’t have the necessary skills to undertake

training at this level, without some form of prior preparation.

Enrolling participants

Some problems have been encountered in ensuring that employees undertake training once needs

and relevant courses have been identified, with staff prevented at the last minute due to work

commitments. In some cases this is seen as affecting the participant target. Possible responses

suggested include being more “bullish” in setting dates and deadlines for employers to complete

their training programmes. Another potential solution discussed is through mixed groups – fee

paying and Dyfodol-funded – sitting the same course, which could potentially be more efficient and

flexible for the employer.

It is notable that providers work in different ways and that attendance can be more problematic

where delivery has traditionally been community-based and where staff are from vulnerable groups.

In these cases it was suggested delivery needs to be “fluid and flexible” and that a college-based

delivery model is not effective in ensuring participation.

Developing wider regional partnership relations and making links with other partners, projects

and programmes

There is an overwhelming consensus that advisors have developed strong relationships through the

project and are working in an effective and co-operative way in sharing leads, knowledge and good

practice. Advisors stress that the working arrangements that have evolved through the project

(including the regular BDA group meetings) have reduced (unhelpful) competition and increased

effective collaboration, ultimately opening up a very broad (cross partnership) offer to employers

with advantages in terms of specialist training and other logistical considerations in terms of the

location and mode of training.

The added value for employers is that advisors also make use of the Dyfodol TNA process to ‘tap in’

to the opportunity to signpost to a wider range of support/provision – other college provision or

other projects (including the Essential Skills project). Conversely, as noted within one group, the

advisor may be contacted in relation to other programmes (e.g. Jobs Growth Wales) and end up

signposting to the Dyfodol offer.

One group of providers raised the issue of progression beyond Dyfodol and viewed this as part of

their role, through making links to wider college programmes (e.g. Apprenticeships). With this in

mind they question the process for referral beyond level 3 (particularly for managers looking to

progress to levels 4 / 5) and feel that this needs greater consideration and strategic co-ordination at

the policy level (as well as potentially adding credibility to the project where there is an evident

strong demand for management and leadership training.)


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4.3.2. Outcomes and impact

This section addresses delivery partners’ perceptions of outcomes and impact to date. We recognise

that a) it may be too early to demonstrate this, b) that this issue will be addressed, in part,

elsewhere in this report through the mid-term feedback from employers, and c) that this will form a

key part of the final evaluation. This said, the discussions with advisors highlights the role of the TNA

process in providing an initial assessment of business objectives (related to identified training needs)

and that progress against these objectives is reviewed on a (regular) follow-up basis.

Advisors made the following comments and observations in relation to the outcomes and impacts

achieved so far.

Employers’ business objectives

Generally speaking, advisors recognise the importance of capturing this information in a systematic

format for the benefit of the project and their wider remit in terms of employer engagement. The

general sense expressed by advisors is that employers have benefited significantly from the support

with several examples given where training through Dyfodol has led to new contracts and / or the

employment of new staff, helping to grow the business and to increase competitiveness (particularly

in terms of public sector procurement). We also note the views expressed by one group of advisors

that employers’ experience of the TNA process, as a distinct element of the support package, is

having an impact on business practices, helping to embed a training needs analysis process into

employers’ internal appraisal systems. This could be viewed (if it is happening more widely) as a

significant element of added value derived from the project, that potentially sustains the process of

linking business objectives and training needs (particularly for small and micro businesses where ‘HR’

processes are largely informal).

Advisors note that employers are generally reluctant to discuss issues of finance and profitability but

that impact can / could be determined in other ways, particularly in terms of new business obtained

and staff changes and through looking at other outcomes (including the change in staff pay rates,

which could be compared with the rates provided at the initial TNA stage.)

In terms of business objectives that were currently not being met (or identified) one group of

advisors stressed a lack of online marketing / e-commerce skills, particularly among their cohort of

small businesses and how this could be a significant issue for many smaller businesses (particularly in

remote / rural areas and seasonal sectors) in expanding their potential market for longer term

survival, with the example given of a potential approach under the banner of “how to survive a

winter in Harlech.”

Employer attitudes to training and development

The general view expressed is that advisors are working in a climate where training is a fairly low

priority for employers and that positive benefits need to be realised for employers to recognise the

value of the training. This is different where employers perceive a direct regulatory requirement for

accreditation / qualification, but even where this is the case advisors have provided examples where

an initial need driven by regulation has led to a change in attitude to the value of training in general.

Through the use of a specific example in the construction sector one group of advisors described the

influence of a positive cycle (where training had enabled tendering which resulted in new work

requiring new staff) and how this had helped to embed the value of training within that firm.


Final Report


Another group described a food establishment that was putting all of their staff through customer

service training, beyond what they perceived to be the regulatory requirements.

Other issues raised were how to get the messages across to employers in the terms that directly

respond to business issues and needs (e.g. where staff turnover had been an issue and that staff

were now more likely to stay with that employer once they had obtained qualifications, against the

normal perception of staff taking qualifications elsewhere.) Advice from other employers was also

mentioned as an important factor in changing employer attitudes.

Employer attitudes to Equality and Diversity

The main message from advisors is that broaching issues of equality and diversity with employers,

alongside business and training needs, has been a difficult task met with much resistance from

(especially small) employers. In some cases it is felt that employers: “don’t fully understand what’s

being offered” alongside a reluctance to admit that they don’t have policies in place (a ‘shame’

issue). In this case the advisors described how employers often ask if they have to do this, as a

condition of the project, and when the answer has been “no” they can’t see a reason to pursue it.

Another group of advisors expressed the issue as follows: “we bring it up and the uptake on going

further is virtually zero… they don’t understand it a lot of the time…99.9% don’t show an interest and

ignore it once you’ve said it.” [We are] not there to monitor what they do, but to offer support and

say that we have systems in place to assist this.” “We take a softly softly approach just to say that it’s

there but it’s not our job really to force anything on them. If we try to push this at first meeting we

will put them off … Have to be careful how we introduce it, a lot will clam up.”

In some cases, for the reasons described above, advisors appear to take the lead from employers

and not pursue it further if the employer says that they are not interested. In other cases the

advisors outlined approaches that they had taken to persuade employers of the potential value of

formal equality and diversity processes, including helping with recruitment processes, protection

against potential Employment Tribunal cases and with winning tenders (including any advertised

through Sell2Wales) that will require evidence as part of the tender – thereby providing a business

case to the employer. In this case the advisors suggest that resistance is mainly around bureaucracy

rather than a fundamental disagreement with E&D policies and that a drip feed approach can be

used through the review process to gently introduce the potential benefits / rationale. (NB: In all cases

where employers show an interest it appears that they are referred for the review offered through Dyfodol.)

Considering the range of comments it seems that (as with many European funded projects of this

nature) introducing Equality and Diversity policies to employers is seen as an add-on element that

does not fit naturally with the core purpose of the project and a comment from one group of

advisors stands out as part of a potential solution: that Equality and Diversity should be an

integrated part of the offer rather than a stand-alone element, which [the stand-aloneness] is

emphasised by the way the issue is approached / reinforced through the form; requiring a yes / no

response. Equality and Diversity issues should be more of a natural part of the ‘package’ where the

employer approach / needs / issues in relation to Equality & Diversity are addressed in relation to a

wider process of identifying business and training needs – “turning it around”.


Final Report


Employer attitudes to Environmental Sustainability

Interestingly employers appear to be more receptive to these issues than equality and diversity.

While advisors note that it may be more relevant to some sectors than others (e.g. Energy and

Renewables), where regulatory drivers already exist, there is also a feeling that employers recognise

that this is something they have to do, for business reasons [a distinction was made with general

employer perceptions of E&D issues]. In some cases this is the core business role or ethos, including

some Third Sector organisations and social enterprises. But, as described by one group of advisors,

environmental sustainability issues are the “topic of the day” for many employers, across a range of

sizes and sectors, and moving up the agenda year on year.

4.3.3. Lessons learnt, innovation and good practice

Key lessons learnt that can help inform the final year of the project

The following issues were cited by advisors:

• Workplace safety training - a lesson learnt could be that there was too much emphasis on this

from the beginning…while it has developed this way, workplace safety training does not

dominate the offer but that’s what employers wanted.

• Employee benefits – employees have benefited massively by gaining qualifications and this

needs to be captured and recognized.

• Employer benefits - those who signed up a year ago may have seen lots of benefits – can use

case studies to demonstrate this – can use examples of competitors / employers in other

sectors.

• Participant numbers / targets - finding a way to work with employers and getting them to

commit inc. phoning re course dates rather than emailing [developing the relationship with

employers].

• Potential progression routes beyond level 3: there needs to be a process for signposting (e.g.

to HE providers) to meet wider policy objectives and to enable broader labour market /

employment progression.

• Paperwork – the burden is extremely heavy but partners recognise that this is part of an ESF

project. Could there not be a simpler, electronic, method for capturing data (e.g. a PDA system).

• Short course vs longer qualifications - have had to adapt this to meet needs of employers for

(non qualification based) short, 1-2 day block, courses rather than extended courses over

several weeks.

• Clash of community and business focus – delivery was not front loaded enough at the

beginning and have had to play ‘catch up’ in terms of outputs. A business project that clashed

with provider focus as a community-based training organisation, but now moving forward with

more of a business focus.


Final Report


Key areas of innovation and / or good practice within the project

Advisors mentioned the following examples of innovation and good practice that have evolved

through the Dyfodol project:

• Adjusting delivery (e.g. from multi-week to a block course) to meet the logistical (time and

travel) needs of employers and staff.

• One designated person to look after training requests and one-way communication with the

client – simplifying the offer for employers and cutting out the need to liaise with other partner

colleges (a single point of contact for employers).

• Developing the online learning curriculum, including a guided course (‘tagged onto’ a customer

service qualification) as an introduction to social platforms; using the latest IT resources

(Chromebooks) and tutor expertise.

• Evolving courses (e.g. hospitality skills and food manufacturing) where the qualifications fit

employer needs and that can be assessed with minimum disruption to the work process.

Factors to be considered in the next stages of the evaluation in terms of measuring and

demonstrating the project’s effectiveness and impact

The following range of factors was mentioned:

• New contracts won.

• Staff retention - has staff turnover increased or decreased?

• Training that participating staff had undertaken 2 years prior to project compared to what they

have undertaken through Dyfodol.

• Comparisons between jobs that individuals are doing before and after Dyfodol support.

• Comparisons of pay levels before and after Dyfodol support.

• Reasons why staff have undertaken training under Dyfodol – the key factor – if this is the value

of the subsidy / £50 fee this could be problem for future sustainability (where some courses

have a commercial value of £800 / £900).

• Should employers be paying more or making a contribution back into the project where they

have directly benefited (e.g. through winning new tenders)?

• Revisiting TNAs and see how far employers have gone in meeting these objectives – and the

impact.

• The impact on the local economy.


Final Report


4.4. Participant employer feedback

Key issues are:

1. Just under half of employers within the sample stated that the TNA process had helped either

“fully or very well” in identifying their business training needs. A further 28% felt that it has

helped “quite well”; together accounting for three-quarters of the sample.

2. Overall, 84% of employers feel that the skill levels of their staff have increased as a result of the

training received. Two-thirds (66%) feel that these staff are now more productive, 63% feel that

these staff are more likely to progress in the business and 84% feel that these staff are now

more employable in the wider labour market.

3. A very high proportion (78%) of participating employers feel that, as a result of their

participation in the project they are either “very likely” or “quite likely” to continue to invest in

the future development of their workforce.

4. Nine out of 10 participating employers rate the value for money as either “very high” or “quite

high.”

5. Around a quarter (27%) of employers within the sample stated that they had completed an

equality and diversity review.

6. The responses indicate that while the nature of the ‘review’ may have been misunderstood a

substantial proportion of participating employers feel that they are now more aware of equality

and diversity issues in relation to their business and that they have experienced a valuable

intervention in relation to these issues.

7. A discernible impact has occurred with evidence of new policies and processes created and

recognition of the link between equality and diversity policies and business success. In 56% of

cases where employers state that an equality and diversity review has taken place they have

either developed their existing policies or created new policies and 87% of these employers

state that they will continue to develop these polices in the future.


Final Report


4.4.1. The sample

We recoded the sample to fit with the nine main sectors covered within the survey. The most

prominent of these sectors are Hospitality and Tourism (28 employers / 28%), Care (24 employers /

24%), and Construction/Engineering/Electrical (24 employers / 24%). Finance and Business Services

accounted for seven employers, Agricultural / land based industries for six employers, Retail for five

employers, Health and Beauty for three employers and Energy and Environment for one employer.

Graph 1: Sector of business

Consistent with the overall size profile of participating employers, the majority (80%) of employers

within the survey sample are either small or micro (as defined by the Dyfodol classifications) and just

13% of employers within the sample are classified as medium and 7% as large.

Graph 2: Size of business

2

6

24

24

1

7

3

28

5

100

0 20 40 60 80 100 120

Third Sector

Agricultural/Land based

Care

Construction/Engineering/Electrical

Energy and Environment

Finance and Business Services

Health and Beauty

Hospitality and Tourism

Retail

Total

7%

13%

41%

39%Large

Medium

Micro

Small


Final Report


We have sought to achieve a reasonable balance of employers within the sample across the four

main providers (to allow for some comparison between providers) while at the same time reflecting

the actual distribution of participating employers between providers, as illustrated in the chart

below. Coleg Llandrillo and Coleg Menai currently account for the majority of participating

employers within the project, which is reflected to some degree in the sample.

Graph 3: Main provider

We have also sought to achieve a reasonable spread of employers by start date, as shown in the

chart below, with a higher representation (70%) of those employers registering in 2012 than in 2011.

Graph 4: Start Date (quarter of registration)

21%

19%

31%

29% Deeside

Harlech

Llandrillo

Menai

6%

15%

10%

21%22%

17%

9%Apr-11

Jul-11

Oct-11

Jan-12

Apr-12

Jul-12

Oct-12


Final Report


Graph 5: Please say how you first heard about the project?

Over half (58%) of participating employers first heard about the project through a direct approach

from one of the colleges, which includes direct contacts, project marketing and contacts made at

networking events, seminars and presentations given by the colleges. The next most effective

process was ‘word of mouth’, at just over a quarter (28%) of participating employers. Assuming that

this message was also generated through the project’s marketing efforts this would account for 86%

of employers who were engaged directly through the project’s multi-faceted marketing approach,

leaving just 14% of employers who had found the project through their own efforts (either online or

by contacting one of the colleges.)

The most common response to this question was “skill development”, cited by 82% of employers.

To “update qualifications” was cited by 17% of employers and “affordable training by 14% of

employers, perhaps surprisingly low when compared to responses, below, in relation to perceived

value for money. The opportunity to “gain a specific qualification” was mentioned by 9% of

employers and “develop a training plan”, “enhance CV” and “develop experience” were each

mentioned by just 1% of employers.

Graph 6: What are you hoping to achieve from your involvement in the project?

43%

28%

9%

8%

7%5%

College approached

me

Word of mouth

Approached the

college

Email from Dyfodol

Project marketing by

post

82

17

14

1

9

1

1

Skill development

Update qualifications

Affordable training

Develop a training plan

Gain a specific qualification

Enhance CV

Develop experience

0 20 40 60 80 100


Final Report


4.4.2. Skill development, by sector

Graph 7 below shows the extent to which ‘skill development’ was cited by employers within each

sector. While cited by 100% of employers in four sectors (admittedly, in some cases with very low

numbers of employers in the sample) it is less prominent in two of the key project sectors (Care and

Hospitality and Tourism).

Graphs 7: Skills development within each sector

4.4.3. Training needs and provision

Employers were asked a series of questions about the value of the Training Needs Analysis process

and the role of the Business Development Advisor.

Just under half of employers within the sample stated that the Training Needs Analysis process had

helped either “fully or very well” in identifying their business training needs. A further 28% felt that

it helped “quite well”; together accounting for three-quarters of the sample who felt that the TNA

process had been valuable in determining their training needs. The remaining quarter felt that it had

not helped at all.

Graph 8: To what extent do you feel that the Training Needs Analysis process with the Business

Advisor helped to identify your businesses training needs (in general)?

100

83

67

79

100

100

100

93

60

Third Sector

Agricultural/Land based

Care

Construction/Engineering/Electrical

Energy and Environment

Finance and Business Services

Health and Beauty

Hospitality and Tourism

Retail

0 20 40 60 80 100 120

25%

28%20%

27% Not at all

Quite well

Very well

Fully


Final Report


The table below shows some variation when responses to this question are compared by main

provider, with employers citing Coleg Menai as their main provider stating that the TNA process had

been most useful in identifying their business training needs and employers citing Harlech as their

main provider feeling it had been least useful.

Deeside Harlech Llandrillo Menai Total

Very well 35% 15% 20% 30% 20%

Fully 15% 19% 33% 33% 27%

Combined 50% 34% 53% 63% 47%

Q. To what extent do you feel that the Training Needs Analysis process with the Business Advisor

helped you to identify individuals within the workforce who required training?

The findings for this questions are less positive than those for business training needs in general,

with around a third (32%) of employers overall feeling that it had helped to identify individuals who

required training “fully” or “very well” and just over a half (53%) feeling that it had not helped to do

this at all.

Q. To what extent do you feel that the Training Needs Analysis process with the Business Advisor

helped you to identify individuals specific training needs?

Slightly more (38%) employers felt that the process had helped to then identify individual’s specific

training needs “fully” or “very well” and just under half (45%) feeling that it had not helped to do this

at all.

Q. Do you feel that the Training Needs Analysis process with the Business Advisor helped you to

identify ‘low skilled’ workers who required training?

In 79% of cases employers answered ‘no’ to this question.


Final Report


Graph 9: Do you feel you could have found / accessed this training without the support of the

Business Advisor?

As shown below, just under half (48%) of employers within the sample felt they could not have

accessed the training without the support of the Business Adviser, with a further 7% uncertain. This

suggests that this aspect of the project has been valuable to at least half of participating employers.

4.4.4. Training participation

Employers were then asked for their views on the type and effectiveness of the training undertaken

by their staff.

Q. Please describe the type of training that your staff are undertaking?

Employers were asked to identify all forms of training that their staff had undertaken through the

project. The table below shows the types of training undertaken. ‘General short courses’ are the

most common, with 75% of employers stating that their staff had undertaken this type of training.

This is followed by ‘sector specific short courses’ - with 36% of employers stating that their staff had

undertaken this type of training. A similar proportion (35%) state that their staff had undertaken

‘accredited work-based training and assessment’ and only a small number (3%) state that their staff

have undertaken ‘professional development courses.’

N %

Accredited work-based training and assessment (NVQ or other recognised

qualification) 35 35

General short courses (e.g. First Aid) 75 75

Sector-specific short courses 36 36

Professional Development courses (including equal opportunities and

environmental sustainability) 3 3

7%

48%

45%Don't know

No

Yes


Final Report


At the provider level, 90% of employers whose main provider was identified as Coleg Menai have

undertaken general short courses compared to 81% at Deeside, 68% at Harlech and 61% at Coleg

Llandrillo.

Deeside Harlech Llandrillo Menai

Accredited work-based training and assessment (NVQ or

other recognised qualification) 62% 42%

32% 14%

General short courses (e.g. First Aid) 81% 68% 61% 90%

Sector-specific short courses 48% 37% 32% 31%

Professional Development courses (including equal

opportunities and environmental sustainability) 0% 16% 0% 0%

Q. Do you feel that the training course(s) that your staff are undertaking are being delivered in a

way that is flexible and responsive to your / your staff work patterns and business needs?

Overall, 84% of employers answered ‘yes’ to this question, ranging from 100% of employers citing

Harlech as their main provider to 72% of employers citing Menai as their main provider.


Yes 95% 100% 77% 72%

Q. How would you rate the quality of the training that your staff are undertaking through the

project?

Overall, 84% of employers also rate the quality of the training undertaken as either “very high” or

“quite high”; ranging from 100% of employers citing Deeside as their main provider to 68% of

employers citing Harlech as their main provider.


Quite low 0% 5% 3% 0%

Reasonable 0% 26% 13% 17%

Quite high 5% 26% 32% 14%

Very high 95% 42% 52% 69%

Q. How would you rate the appropriateness (relevant to business needs) of the training that

your staff are undertaking through the project?

The majority of providers rated the appropriateness of the training that their staff received through

the project as “very high”, the highest being 83% from the Coleg Menai provider.


Reasonable 10% 32% 10% 7%

Quite high 14% 16% 16% 10%

Very high 76% 53% 74% 83%


Final Report


Q. How would you rate the value for money of the training that your staff are undertaking

through the project?

Overall, 91% of employers rated the value for money of the training undertaken as either “very high”

or “quite high”; ranging from 95% of employers citing Deeside as their main provider to 74% of

employers citing Harlech as their main provider.

4.4.5. Training impact

Employers were then asked for their views on the perceived impact of the training undertaken by

their staff.

Q. Do you feel that the skills levels of your staff members who have undertaken training through

the project have increased as a result of the training received?


Deeside as their main provider to 69% of employers citing Menai as their main provider.


Yes 100% 89% 84% 69%

No 0% 11% 10% 31%

Don’t know 0% 0% 6% 0%

Q. Do you feel that your staff members who have undertaken training through the project are

now more productive as a result of the training received?




Yes 81% 68% 71% 48%

No 5% 21% 19% 45%

Don't know 14% 11% 10% 7%


now more likely to progress in your business as a result of the training received?




Yes 86% 58% 74% 38%

No 9% 21% 23% 55%

Don't know 5% 21% 3% 7%


Final Report



now more employable (in the wider labour market) as a result of the training received?


Deeside as their main provider to 79% of employers citing Harlech as their main provider.


Yes 91% 79% 84% 83%

No 5% 11% 10% 17%

Don't know 5% 10% 6% 0%

Q. Do you feel that your staff members who have undertaken training through the project now

have greater job satisfaction as a result of the training received?




Yes 86% 63% 74% 59%

No 5% 21% 13% 21%

Don't know 10% 16% 13% 21%

Q. Do you feel that your staff members who have undertaken training through the project now

have greater knowledge of environmental sustainability issues (relating to their job and / or

the business) as a result of the training received?




Yes 67% 32% 55% 28%

No 19% 63% 32% 65%

Don't know 14% 5% 13% 7%


Final Report


This graph shows that a very high proportion (78%) of participating employers feel that as a result of

their participation in the project they are either “very likely” or “quite likely” to continue to invest in

the future development of their workforce; a very positive finding in terms of the project’s impact on

participating employers’ attitudes towards training and potential longer term skills investment in the

region. This finding is consistently high across providers.

Graph 10: Overall, as a result of your participation in this project, how likely are you to invest in

the future in developing the skills of more of your workforce?

Equally encouraging is the finding that the majority (60%) of participating employers feel that as a

result of their participation in the project they are either “very likely” or “quite likely” to continue to

invest in the future development of their ‘low skilled’ workers. This finding is also consistently high

across providers.

Graph 11: Overall, as a result of your participation in this project, how likely are you to invest in

the future in developing the skills of more of your ‘low skilled’ workers?

11%

5%

6%

15%63%

Not likely at all

Quite unlikely

Not sure

Quite likely

Very likely

22%

5%

13%

13%

47%

Not likely at all

Quite unlikely

Not sure

Quite likely

Very likely


Final Report


4.4.6. Equality and Diversity policy review and training

Employers were then asked for their views on the equality and diversity review process. The

responses indicate that while the nature of the ‘review’ may have been misunderstood, a substantial

proportion of participating employers feel that they are now more aware of equality and diversity

issues in relation to their business and that they have experienced a valuable intervention in relation

to these issues. While what they consider to have been a review is likely to have been more of an

informal discussion as part of the TNA process, a discernible impact has occurred; with evidence of

new policies and processes created and recognition of the link between equality and diversity

policies and business success.

Q. Did you complete an Equality and Diversity review as part of the Dyfodol project?

Overall, 27% of employers within the sample stated that they had completed an equality and

diversity review. This is a surprisingly high proportion when compared to project data and would

suggest that employers have not understood the difference between the discussion of equality and

diversity issues as part of the TNA process and the formal review process undertaken by the project

team. But, this said, it clearly indicates that around a quarter of the sample feel they have had some

intervention in relation to equality and diversity issues. They then go on to answer a number of

further questions on this ‘review’ process that appears to confirm that they believe they have had

some intervention in relation to equality and diversity issues and also highlights some interesting

findings in relation to the impact of this exposure, particularly in relation to raising awareness of

these issues within their business.

Graph 12: Overall, how useful do you feel this review has been?

Nearly two-thirds (64%) of employers who stated that they have completed an Equality and Diversity

review feel that it has been a useful process; 23% state that is has been either “extremely” or “very”

useful.

18%

18%

41%

19%

4%

Not at all useful

Not so useful

Quite useful

Very useful

Extremely useful


Final Report


Graph 13: To what extent do you now feel more aware of equality and diversity issues that relate

to your business?

Of those who stated that they had had an equality and diversity review, 59% feel that they are now

more aware of equality and diversity issues; with 26% stating they are now “very” or “highly aware”

of equality and diversity issues.

The verbatim comments below appear to support this assertion:

• “We now have an equality and diversity policy and have also amended our job application

forms. We are also aware of offering training in relation to any disability and feel we have an

obligation to do so.”

• “I have more of a general awareness of it.”

• “I have reviewed my recruitment policy. I have checked that the job application form meets the

equality and diversity needs.”

• “We are more aware of the equality and diversity issues.”

• “It helps me with regard to meeting with clients. I am more aware of any issues that may arise.”

• “It highlighted things that we weren't doing previously.”

• “It has just made me more aware of the issues.”

Q. As a result of your review have you either created new formal Equality and Diversity policies

or updated / developed your existing policies?

Overall, in 56% of cases where employers have stated that a review has taken place, they also state

that they have either developed their existing policies or created new policies (as a result of the

review) and 87% of employers who have updated or created new policies state that they will

continue to develop these polices in the future.

Moreover, in 56% of cases where employers have stated that a review has taken place they also

state that they now see a positive relationship between Equality and Diversity policies and business

success.

41%

22%

11%

19%

7%

No more aware

Slightly more aware

Reasonably aware

Very aware

Highly aware


Final Report


5. Conclusions and recommendations

This section sets out a summary of key findings, conclusions and recommendations.

5.1. Key successes

1. The employer engagement process has been highly successful and Business Development

Advisors have been instrumental in the success of this process. Partners recognise the value of

the project in supporting their organisation’s evolving role in employer engagement

2. High levels of employer satisfaction with training delivery and support and a stated willingness

to invest in future training

3. The evolving cross-partnership offer available to participating employers

4. The centrality and effectiveness of the Advisor role in identifying employers’ training needs,

through the standardised Training Needs Analysis process

5. The shared commitment to addressing existing skills needs; going beyond ‘priority sectors’ to

meet, evolving, local / regional skills needs

6. Strong and effective partnership working, with open communication and effective sharing of

best practice to achieve the overall objectives and targets

5.2. Issues to address

1. Adaptation of TNA practices and advisor approaches to address the employer equality and

diversity target

2. Successful completion of the procurement process, addressing a noted imbalance in course

delivery

3. The current budget under-spend

4. Problems encountered in ensuring that employees undertake training once relevant courses

have been identified

5.3. Recommendations

1. That the Partnership continue to address the current budget under-spend as a matter of priority.

2. That a more integrated, business-needs-led, approach may be required, also addressing equality

and diversity issues with further specific training and support for advisors in relation to equality

and diversity issues.

3. That different methods for participant enrolment continue to be tested and implemented (if

effective) in the final stage of the project.

4. That emerging effects / impacts in relation to business objectives are captured by advisors for

the final evaluation.

5. That the final evaluation will need to consider the effectiveness of the current procurement

process (and the impact on the wider training market) and the resulting change to the balance of

courses to meet employer needs.


Final Report


5.4. Progress towards targets

Employer and participant engagement

The latest data submitted to WEFO demonstrates that the Partnership is over-achieving against its

profile in terms of companies assisted and employed participants; substantially beyond the final

target for companies assisted. The Lead Partner (Coleg Llandrillo) is making the most substantial

contribution to the achievement of these targets, way beyond the expected profile up to this point

in time. While other partners are making a lesser contribution to the total target, they are largely on

profile for the number of companies assisted.

Challenges encountered in signing up larger employers and converting employer take-up into course

enrolments have led to an increased focus across the Partnership on signing up additional

participants from companies that have been engaged, reviewing processes and sharing successful

practices between partners. The outcome of this shift in focus will hopefully become apparent in

future participant target profiles and progress reports.

Project underspend

There is some concern that the budget spend is currently around £500k under profile. In terms of

projected spend, the Lead Partner is over budget but other partners are under budget. While the

Partnership is addressing this issue with WEFO (through a possible 6-month extension) and there are

some administrative issues (relating to completion of registration data) that are currently being

addressed, there is some concern within the Partnership that this underspend may grow.

We therefore urge that the Partnership continues to address this as a matter of priority.

Equality and Diversity policies

Partners are struggling to achieve the target relating to the number of employers adopting or

improving equality and diversity strategies and monitoring systems and highlight a number of

constraints. There is a common recognition that the Partnership is highly unlikely to achieve the

target but that it will be important to demonstrate the efforts, processes and resources that have

been directed towards this objective. We commend that this objective has been given a high

prominence within the Partnership with a genuine commitment (and a range of processes tested) to

achieve it and to understand the constraints encountered so far.

From our previous experience of evaluating programmes aimed specifically at promoting equality

and diversity policies within small and medium sizes businesses (across Wales) we recognise that this

is a particularly ‘tough nut to crack’ with smaller businesses and that employers are naturally

suspicious of the motives when the approach is from a public sector body. But, in our experience,

they will respond more positively where they are presented with potential business benefits that

directly relate to their business needs. In this sense, presenting equality and diversity policies as a

separate, add-on, element to employers is likely to be met with much resistance and / or lack of

interest.


Final Report


As suggested by one group of advisors, we believe that the current TNA approach also provides a

potential framework within which to integrate Equality and Diversity (and Environmental

Sustainability) considerations, linked to business objectives, so that the TNA takes a holistic

approach to identifying the future workforce needs (skills, recruitment, progression and utilisation /

performance) for each business.

We recommend that a more integrated, business-needs-led, approach may be required.

The feedback from employers demonstrates the extent to which some advisors may not be actively

‘selling’ this element to employers.

We recommend that this issue needs to be addressed through sharing of good practice between

advisors and further specific training and support for advisors in relation to equality and diversity

issues.

The strategic lead on targets and performance

Partners widely cite the importance of the Steering Group and Operational Group in highlighting the

importance of targets as a prominent item on the Steering Group and Operational Group agendas;

with open sharing of support and good practice encouraged between partners. In this vain, there is a

resounding acknowledgement that the Partnership is working very effectively as a team, with strong

and open communication and effective sharing of best practice to achieve the overall objectives and

targets, also successfully overcoming inherent competition between partners. The Lead Partner is

widely commended for its leadership, professionalism and support.

Developing an ‘offer’ aligned with sectoral priorities

The general consensus among strategic and delivery partners is that, while they are aware of the

‘Priority Sectors’, established in the Welsh Government’s Economic Renewal Policy, and amended for

the Dyfodol Business Plan, the focus has also been on local and regional need which has evolved

over the course of the project. The strategic importance and skills needs of other sectors (e.g.

Tourism and Health and Social Care) that were not included in the original list of ‘Priority’ sectors

have become evident through the project (and regional LMI) and led to their prominence in the

profile of supported businesses. It is clear that all partners share a commitment to addressing

existing local skills needs and that they have not been constrained by a focus solely on national

policy guidance.

Engaging employers and identifying their training needs

We recognise the major multi-faceted, effort that has been undertaken in engaging employers

(reflected in the current target profile) but also note the variance across partners in their

contribution to this target. On this issue we note the way in which the employer contribution can be

(re)allocated to college funds, as an incentive for college Directors to take an interest in the project.

In one case 60% of the employer contribution is paid directly into department budgets. We suggest

that this may provide a model for those partners who have, up until now, made a lower contribution

to the project’s employer engagement targets.


Final Report


The advisor role has been instrumental in the engagement of employers (through existing

relationships and building new alliances / tapping into existing networks) and it is clear that a strong

sales team is being developed through Dyfodol and that the project is helping to establish Business

Point, Acquire Training and Linc Menai as recognised and valued local / regional business support

organisations.

The employer survey demonstrates the high priority given to skill development by employers

engaged in the project.

The advisor role and the strategic value of the TNA process

We recognise the importance of the standardised TNA process in providing an opportunity for

advisors to initiate a strategic approach, particularly in small and micro businesses where previous

approaches have been largely informal.

Employers clearly value the TNA process and support given by advisors in identifying their business

training needs. Just under half of employers within the sample stated that the Training Needs

Analysis process had helped either “fully or very well” in identifying their business training needs. A

further 28% felt that it have helped “quite well”; together accounting for three-quarters of the

sample who felt that the TNA process had been valuable in determining their training needs.

We recognise that the approach of linking the TNA process to business objectives and to

determining potential business impact is valuable in providing indicators for future assessment of

the project’s value, including through reviewing these objectives on a regular basis over the final

stage of delivery.

We recommend that emerging effects / impacts in relation to business objectives are captured by

advisors for the final evaluation.

Engaging participants

While the project is on profile in meeting its participant target, there have been some challenges in

converting employer take-up into registrations on courses. This is reflected in the data, where the

ratio of participants to employers has (up until now) fallen behind what was originally anticipated.

This has led to an increased focus on signing up additional employees from employers that have

been engaged, reviewing processes and sharing successful practices (including through discussions

at the regular BDA group). The employer:participant ratio has also been affected by the nature of

the cohort of (mainly small) employers and constraints in signing up some major regional employers

that potentially would have brought large numbers of participants into the project.

Some problems have also been encountered in ensuring that employees undertake training once

needs and relevant courses have been identified. In some cases this is seen as affecting the

participant target. Partners are looking at different initiatives to address this issue.

We suggest that these different methods continue to be tested and implemented (if effective) in

the final stage of the project.


Final Report


Addressing risks to delivery

The major risk to delivery, referred to by all partners, has been the requirement of an open

procurement process for ‘workplace safety’ short courses on the basis that they were being

subsidised through the project, and offered to employers at a substantially reduced rate.

The findings from the employer survey confirm the proliferation of short courses delivered, up until

now, through the project. General short courses’ are the most common, with 75% of employers

stating that their staff had undertaken this type of training.

The evaluation has found that the Partnership has dealt proactively with this issue and has reached a

solution with WEFO where a formal procurement process has been established for the delivery of

these short courses, open to all (public and private) providers and that while partners note that that

this issue has created a hiatus in delivery, adversely affected by the (acknowledged) over

proliferation of these courses, the majority do not feel that this will adversely affect the overall

performance of the project. Indeed, it appears that this has brought an issue to the surface that

perhaps should have been considered at the project’s inception (seen by several partners as a lesson

learnt) and forced the Partnership to acknowledge and address an imbalance in nature of delivery

towards a better spread of short courses (including business leadership and management) and

longer (NVQ equivalent) qualifications. We see this as a positive development arising out of the

range of issues surrounding workplace safety short courses.

The final evaluation will need to consider the effectiveness of the current procurement process

(and the impact on the wider training market) and the resulting change to the balance of courses

to meet employer needs.

Developing / providing courses to meet identified needs

We recognise the value of the Course List as a resource created through the project (in response to

national and regional LMI, existing knowledge and discussions with employer groups and Sector

Skills Councils) and that partners have sought to go beyond the range of courses on the list to

develop their own college curricula in response to emerging needs.

Survey feedback shows that the majority of participating employers rated the appropriateness and

quality of the training that their staff received through the project as either “very high” or “quite

high”.

The working arrangements that have evolved through the project have increased effective

collaboration between partners and advisors, ultimately opening up a very broad (cross partnership)

offer to employers with advantages in terms of specialist training and other logistical considerations

in terms of the location and mode of training.


Final Report


Training impact

The feedback from participating employers on the impact of training undertaken through the project

is highly positive. Overall, 84% of employers feel that the skill levels of their staff have increased as a

result of the training received, 66% feel that these staff are now more productive, 63% feel that

these staff are more likely to progress in the business and 84% feel that these staff are now more

employable in the wider labour market.

Moreover, a very high proportion (78%) of participating employers feel that, as a result of their

participation in the project they are either “very likely” or “quite likely” to continue to invest in the

future development of their workforce. We view this as a very positive finding in terms of the

project’s impact on participating employers’ attitudes towards training and potential longer-term

skills investment in the region.

Value for money

Strategic and delivery partners widely refer to the value for money offered through the project.

Employers clearly recognise this, with 9 out of 10 participating employers rating the value for money

of the training undertaken as either “very high” or “quite high.”

This said, we need to consider these findings in terms of the proliferation of workplace safety

courses that have been funded through the project, at a cost to employers well below the market

rate.

Developing wider regional partnership relations and synergies with other partners and

programmes (including Shaping the Future and the Essential Skills Employer Pledge)

Several partners refer to links made to the Essential Skills project but little mention is made of links

to the Shaping the Future project although we are aware that efforts have been made at a strategic

level to explore this relationship. Other links were cited to foundation degrees and Apprenticeship

programmes offered through the college network and some partners refer to a natural, regional, link

between Dyfodol and the complementary Skills for the Workplace project running across North East

Wales.

The value of the project in enhancing organisational strategies

Partners recognise the value of the project in supporting their organisation’s evolving role in

employer engagement, particularly in reaching small and micro businesses and in adding value to

this engagement role through the employment (and development) of the BDA / BLO Business

Advisor team.


Final Report


Promoting environmental sustainability

There are mixed views on the extent to which the project is promoting environmental sustainability

(as a cross-cutting objective within the project).

Interestingly, advisors generally feel that employers appear to be more receptive to these issues

than to equality and diversity issues and note that it may be more relevant to some sectors than

others, where regulatory drivers already exist. There is also a feeling that employers recognise that

this is something they have to do, for business reasons (a distinction was made with general

employer perceptions of equality and diversity issues).

Factors to be considered in the next stage of the evaluation in terms of measuring and

demonstrating the project’s effectiveness and impact

The following factors were suggested by partners and advisors, which will be useful in informing the

final evaluation framework:

• What change has occurred in the workplace (e.g. productivity, attrition / retention rates,

morale)?

• Does the profile of training offered match identified needs?

• Have those who have signed up to do a range of courses achieved this (e.g. taking a range of

bite sized courses)?

• Has the project engaged with all types / sizes of business – not just SMEs?

• Has the project increased the volume of courses available across the region?

• What is the impact of procuring short courses - what is the impact of this process on employers

in meeting their needs?

• Have participants progressed in the workplace?

• Have participants progressed into further and higher education?

• Staff retention - has staff turnover increased or decreased?

• Training that participating staff had undertaken two years prior to the project compared to

what they have undertaken through Dyfodol

• Comparisons between jobs that individuals are doing before and after Dyfodol support

• Comparisons of pay levels before and after Dyfodol support

• Reasons why staff have undertaken training under Dyfodol – if this is the value of the subsidy /

£50 fee this could be problem for future sustainability (where some courses have a commercial

value of £800 / £900).

• What is the impact on business competitiveness?

• New contracts won

• Revisiting TNAs and seeing how far employers have gone in meeting these objectives – and the

impact

• What is the impact on the economy of the region as a whole, including moves towards creating

economic sustainability?

• To what extent has the project contributed to wider objectives re increasing GDP and

entrepreneurialism in North Wales?

• Should employers be paying more or making a contribution back into the project where they

have directly benefited (e.g. through winning new tenders)

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