The four organisation types

It was important, at the outset, to try to develop awareness of the main forces and tensions generic to the four different categories of organisation but also to be alive to the opportunities and potential areas for development. Each organisation is different but there are certain characteristics and central issues shared by all local authorities as there are features shared by all SMEs. Within the public sector, the Project specifically targeted Local Authorities and Healthcare Trusts.

Local Authorities

There are four local authorities in the West of England area: North Somerset, South Gloucestershire, Bath & North East Somerset and Bristol City Council. During a time of unprecedented change for local authorities, it was anticipated that the capacity of managers to become involved in the Project might be limited by involvement with internal projects.  Early responses seemed to confirm the difficulties:

"…we are already rolling out a new performance management scheme across all levels of council employees………this process will also develop manager/employee thinking around the job related training and personal development needs of employees…… there is also a Project to introduce competence frameworks…"

Since the individual in this case feels they have no time to engage with another project the best arguments in the world become irrelevant. Meeting similar arguments in different circumstances, however, one might ask, “What are you doing to identify and tackle basic skills needs in the organisation?” This is a question, which Local Authorities are being asked by central government. Other questions might be posed including examining the skills base of staff involved in delivering the above processes. 

Management and HR qualifications don’t automatically embrace advice and guidance.
There have never been stronger arguments for the involvement of local authorities in IAG delivery than at this time. Staff retention, basic skills needs among staff, best practice rules and fostering a lifelong learning culture are all important issues for local authorities. Arguments for quality information, advice and guidance on learning and work flow naturally from these or may be easily attached.

Healthcare Trusts

Most of the arguments and conditions applying to Local Authorities apply equally to Healthcare Trusts. In addition, a number of factors and events seemed at the outset likely to play a part.

• The NHS University in its consultation stages, a part virtual and part real organisation planning to provide or co-ordinate or advise on all aspects of training and education for all NHS staff.
• The report ‘HR in the NHS Plan’ described by Alan Milburn in 2000 as “…both important and timely” 
• The move towards computerisation of patient records 
• Staff retention was generally seen as an important priority for all NHS Trusts and perhaps the central issue in terms of potential involvement with IAG

Large private sector employers

In trying to identify/predict those common features of large Private Sector employers important to their potential engagement it was natural to take cognisance of the greater diversity in the Private as opposed to the Public Sector.

A starting point in trying to prepare approach and arguments, was the assumption that large employers attitudes would lie somewhere on a scale between the highly progressive employers heavily committed to staff development and those who respond only to those matters which they perceive as balance sheet imperatives.

It was anticipated that some progressive employers might argue they had all the important HR and T & D issues in hand. This argument was encountered ...

"… we believe we have in place the building blocks … "

"….we allow employees to be aware of and prepare for the opportunities available to them ”

…and considerable tact is required in pointing out the extra skills and practice dimensions required in advice and guidance.

At the other end of the scale, it seemed sensible to develop arguments for IAG in the Workplace and ways of approaching meetings with employers, which would be relevant in their world.

Small and Medium Sized Enterprises (SMEs)

Even before work had commenced on the Project, many professionals who work regularly with SMEs expressed severe doubts as to the viability of trying to engage SMEs.

Early on in the Project, however, there was a realisation that the smallest businesses are often members of organisations which provide various services across their sector (e.g. engineering, tourism, construction etc). This seemed to suggest that by introducing IAG to one central organisation, the service could be offered to all member employees.

This approach could be used for any group of small organisations who agreed that one organisation could operate the service.

Employee targets

According to the aims and objectives of the Project, all participating employers should have a significant proportion of employees who fitted the IAG Partnership’s local and national objectives. In simple terms these are the most vulnerable members of the UK workforce:

• those with basic skills needs
• those likely to be discriminated against
• those with low level qualifications
• those ‘stuck’ at NVQ level 2 wishing to progress would be part of this group

The requirement seemed to point towards the Project working with larger employers since they would be more likely to have invisible pockets of employees with literacy and numeracy problems. It was, however decided to look at each potential participating employer on their individual merits since there is no way of knowing where vulnerable groups may exist.

It may be important to note that once a decision is made within an organisation that basic skills should be addressed, the first obstacle is identifying those with needs. Often the next thought is to contact a provider of basic skills tuition who will have the necessary skills to sensitively handle the assessment of individuals. The problem of actually identifying who should be assessed is still not solved.

An IAG service provided by an employer on a confidential footing, delivered by staff sensitised and trained in basic skills needs recognition, can provide a long term means of spotting those most in need of help and referring them for assessment.

This does not imply that other means do not work, but since delivery targets for basic skills training are largely not being met, it seems important to understand that IAG can provide a sustainable if gradual solution to the problem of identification of basic skills needs in the workplace. It may be that providers of basic skills tuition who are broadly sympathetic to the notion of IAG, need also to be more acutely aware of its relevance.
Interestingly “A Fresh Start”, published in February 1999 (aka the Moser report) says as part of its findings (Recommendation 6 iii): “The revised Investors in People guidance should include a requirement for companies to have effective arrangements for assessing and dealing with basic skills difficulties.”

Garry Hawkes the chair of the Basic Skills Agency since April 2002 is a director of Investors in People.  These facts might seem to ensure the link between basic skills issues and IiP, however the anticipated revision did not include Moser’s recommendation.

Engaging employers

There is no single method or model for employer engagement with IAG.

Looked at as a marketing task, one might easily conclude that, to kick-start interest and establish an IAG supportive culture in a significant block of employers, an aggressive blanket approach might be appropriate. Employers might be targeted and ‘cold called’ in large numbers and follow up interviews arranged where possible. Given the nature of the subject and the organisations involved, this would be a strategy, which would result in as many negative outcomes as positive ones.

Clearly such tactics would not enhance the image of the IAG Partnership or the LSC. As a result leads to potential participants were established by carefully explaining Project aims to organisations and individuals involved in employer contact in partner organisations and direct introductions made. 

The main sources of referral were TUC representatives as well as representatives from GMB and UNISON, Business Link West’s IiP Team and IAG Network Co-ordinators. The initial meetings were used to outline the Project and the main reasons for engaging, but also had to deal with the tight timescale in which the Project was to operate. This proved to be a significant hurdle for a number of organisations. Meetings could not be arranged at the drop of a hat and various levels of approval were often necessary. Normal difficulties with holidays and sick leave added other potentially insurmountable barriers to progress.
In general, once employers decided that they would participate, an agreement was drafted and the employer asked to sign. This process often took considerably longer than it perhaps should considering that the agreements usually contained more about what the Project would provide rather than what it sought in return. 

Fact finding for potential use in case studies began with the first meeting and included requesting documents observed on notice boards as well as staff interviews and, in some cases, SWOT analysis either performed with an appropriate manager or simply noting results of previous analyses performed internally.

There is an ideal process and order of events that needs to be followed in order to provide a professional/efficient interface with employers.  In the interests of maintaining dialogue and generally managing the relationship with a contact, it is also important to be flexible.  

Other approaches are of course possible. In terms of this Project the ideal order of events seemed to be:

• Respond to referral by initial phone and e-mail contact
• Set initial meeting to thoroughly explain Project and establish interest
• Complete thorough fact-find, looking at the key dimensions, main issues, tensions and opportunities for the organisation
• Outline what the Project offers and how this is relevant to the organisation

There are essential differences in the necessary approach to employer engagement in terms of a short term Project and a best approach where a Development Manager seeks to engage employers within the general context of an IAG Partnership. In the latter case, the aims may be broader than the scope of this Project and the timescales will almost certainly be more open ended.

The following is a suggested activity schedule based on experience gained during the Project:

• Respond to referral by initial phone and e-mail contact
• Set initial meeting to thoroughly establish employers approach to staff development
• Complete thorough fact-find, looking at the key dimensions, main issues, tensions and opportunities for the organisation

Recommend elements of matrix and IAG service appropriate to concerns and issues expressed:

This approach has greater flexibility as recommendations can be directly targeted at what the employer wants to achieve and may easily be an expression of seeking good/better practice in the pursuit of staff development. The arguments are less complex and more direct. Initial efforts can be built upon and any further refinements can be added later. Importantly it also gives employers the opportunity to have the ‘idea’ of providing an IAG service for staff by themselves which means they start from a position of ownership.

The question of who takes the role of liasing with employers and the competences required may well be important. In terms of qualifications, NVQ 4 in Business Advice (formerly Business Counselling) is the appropriate course for those advising SMEs. In connection with this Business Link supply a pack containing ‘Standards of Professional Competence for Business Link advisory and information services’.  A qualification in Advice & Guidance might also add important insight.

Business arguments & potential impact

From the outset it was necessary to adapt to the slightly uncomfortable position of selling the Project to participants whilst one of the central aims was to develop the business arguments.

The main focus was therefore on what seemed the most obvious selling points, which were identified as:

• staff retention
• the cost of undiagnosed basic skills needs
• enhancing employee development activities

Of these, it seems clear that the basic skills needs arguments are the most important and also the most challenging for employers.  It may be hard for employers to accept that basic skills needs exist in their workforces.  If they do it may be that they do not see any added value in assisting intervention. As long as staff can perform the work they are given effectively, there is no perceived benefit for an employer.

However employers need to look to the future. In the event of changing job roles wouldn’t it be cheaper to have staff ready to develop into their new role rather than shed them and recruit new staff? What also needs to be demonstrated are the subsidiary costs of staff time lost in, for example, verbally explaining essential Health & Safety or other matters.
Since participating employers are yet to implement agreed services, impact evaluation is not currently possible. 

IAG might achieve the following:

• Underpin and support staff development
• Identify training and development needs of staff
• Improve skills of line managers/ supervisors particularly in identifying and skilfully handling low skills/basic skills problems
• Increase numbers of staff able to benefit from internal T& D opportunities
• Create support mechanisms for staff involved in the development process and contribute towards a culture which values the process
• Create better understanding of availability of opportunities
• Provide on-going support for delivery staff
• Encourage staff in owning their personal development, hence improving their attitudes towards T&D
• Help staff to view the organisation from a different perspective
• Encourage those who have benefited from training to champion the process
• Encourage line managers, supervisors and IAG delivery staff to take ownership of the service (e.g. give a name to the service for promotional purposes rather than call it IAG and/or rename their own version of the Learning Rep)

These factors have a number of potential organisational impacts, depending on a variety of complex variables such as size, workforce composition, nature of business etc. They may:

• Make a contribution to improving staff retention
• Create savings in terms of greater efficiency/effectiveness of staff development activities
• Help develop the skills of line managers
• Assist culture change
• Enhance the impact of IiP on the business and assist business goals
• Assist achievement of best practice in HR/Personnel issues e.g. induction procedures
• Contribute to reduction of costs due to waste, production bottlenecks etc
• In the context of the Project, however, employers themselves expressed a surprisingly wide range of reasons for engaging with the IAG

Employers' reasons for engaging

The following represent the main reasons which employers expressed:

• A company retailing within an Inner City area seek to extend their activities to take IAG to the community in which they are based …
• Enhance aspects of the company’s activities in relation to the aim of working for and with the local community

…but also think of IAG as an internal function, which will also provide transferable skills, which contribute to their customer services approach…

• Develop the skills of a key staff member to support the delivery of information and advice on learning and work and explore how these skills further inform customer services practice

Two NHS trusts, a local authority and an SME with similar views on lifelong learning and staff development ….

• Contribute to an organisational culture of lifelong learning by informing choice and encouraging personal development among non-clinically qualified staff 
• Address basic skills issues among clinically non-qualified staff by stimulating personal development through the promotion of an internal IAG service

… expressed in relation to changing the way staff think…….

• Promote and enhance a culture of lifelong learning and establish personal development as an important function within that culture
• Develop the skills and role of the local Lifelong Learning Adviser to include the delivery of Information & Advice on learning and work

… particular to a ‘them and us’ attitude……

• Address cultural issues relating to the psychological contract between employee and employer

.… or influence management thinking.

• Enhance staff development activities by actively promoting a Lifelong Learning culture
• Take the first steps towards a Council-wide IAG service for staff in order to enhance staff development activities as a means of contributing to staff retention

An NHS trust seeking to keep its employees…

• Contribute to the retention of staff by enhancing the psychological contract between employer and employee

…contrasted with an organisation employing disabled workers where sometimes it is desirable that they be encouraged to seek the confidence to leave….

• Empower and encourage staff to overcome barriers to their personal advancement through pursuit of personal development particularly in relation to basic skills and confidence building

 …or a large organisation which wants staff to consider other roles within the organisation.

• Encourage staff to consider their future roles within the company as a whole, rather than merely within their existing skills and occupational roles

The sector approach from two membership organisations….

• Enhance employee development activities among member organisations particularly in Smaller and Medium sized Enterprises  (SMEs)

…and one of the members

• Develop and pilot a model for IAG, which will allow small groups of companies such as hotel groups to provide IAG services to their employees

and finally a College with strong community connections…

• Enhance employee development activities by extending involvement of services in information and advice on learning and work to staff
• Champion this role by taking I & A services off-site to local employees in other organisations

Current development

The position with all participating organisations is fluid and a great deal has yet to be agreed.  In many cases the foregoing work will take the shape of developing a strategy for IAG in others a more general strategy for employee development and/or a strategy for basic skills.

So far, amongst activities undertaken, the IAG Partnership has provided some outreach IAG sessions on a drop-in basis, installed or is in the act of installing learning helplines in some organisations and a provided a variety of resources appropriate to individual situations.  As well as general career publications most participants have been given a licence for ‘Adult Directions’ interactive software for which, in the case of 2 organisations, a computer has been purchased which will also allow employees to participate in Learndirect courses.

A small number of organisations have multiple sites spread over a wide geographic area and as a result portable display board systems have been purchased to allow for internal outreach work to take place.

The major point of progress, however, has been in taking the first the steps toward building internal capacity to deliver IAG within organisations. A specially delivered NVQ 3 in Advice & Guidance course has started for 14 employees from 7 organisations.  The course providers have been extremely flexible in modifying their approach to fit individuals some of whom have little experience of IAG delivery.  The course adopts a one-to-one approach and lends workplace support and assessment in addition to classroom sessions on underpinning knowledge.

Handling employer reservations

In the vast majority of cases, employer objections were of the “What’s in it for me?” variety. In other words, not generally a concern that IAG might have a negative impact but essentially requiring a good reason for getting involved. We have already covered this type of objection.  In a minority of cases, however, a negative impact was anticipated.

A few employers feared that providing an IAG service might encourage staff to leave their organisation.

We are all relatively familiar with how IAG works for the unemployed. IAG in the workplace on the other hand is a concept, which is relatively new, except possibly in relation to redundancy counselling. It might make more sense, in dialogue with employers to talk simply about staff development or personal development in relation to the employee. 

Rather than providing information, advice and guidance on learning and work, an employer might offer staff information and advice about learning and occupational roles within the organisation. Clearly this service could not be seen as a back door exit, but a means of promoting the organisation to employees linked to recruitment, induction and staff development. 

Such an approach would take in the needs of the person as an individual as well as the employee in relation to the organisation’s needs. 

Staff retention is an issue for employers of all kinds but retention strategies are not necessarily the same as strategies to reduce staff turnover. Staff members who feel alienated can affect the morale of others.

A wholly impartial service, going beyond occupational roles within the organisation might well dislodge the alienated - but it would remove their influence on others and enhance the psychological contract by providing a service, which is seen to treat employees as individuals and allow them to choose to develop their future within the organisation.

The Matrix standard

Adapting arguments for IAG to arguments for matrix seemed to revolve around the ability of employers to absorb IAG ideals first. News from the Guidance Council employer pilot points to the matrix being used to accredit a wide range of workplace activities, which involve Advice and Guidance. This confirmed a view held within the local IAG Partnership, which will be thoroughly explored, in the coming months.

Linking Matrix & IiP

Timely information from the Guidance Council mapping the matrix standard to the Investors in People standard would have been a great advantage. In the absence of such guidance some attempts have been made at identifying the closest points of contact of matrix and Investors in People.

Ignoring Equal Opportunities strands within both standards as being rather obviously highly similar, a number of key points of closeness exist within both standards. 
For example a key indicator in IiP says:

‘The organisation is committed to supporting the development of its people’

compared with the matrix:

‘The organisation is committed to supporting the development of all individuals within the scope of their advice and guidance services’

Which is evidenced in IiP by:

‘Managers can describe specific actions that they have taken and are currently taking to support the development of people’

… and in the matrix by:

‘Managers can describe specific actions that they have taken and are currently taking to ensure the integrity of IAG services’

Another key indicator in IiP says:

‘Managers are effective in supporting the development of people’

The matrix says:

‘People are supported in exploring options and making choices’

There are also some striking contrasts, which seem to say similar things from refreshinglydifferent perspectives. For example compare this Action Principle from IiP:

‘An Investor in People develops its people effectively in order to improve its performance’

… with a statement within the matrix:

‘A Matrix organization allows its people access to the means by which they may develop themselves in line with their own aspirations.’

In general terms the strongest links with IiP are through personal development issues and processes. In the coming months, more detailed strategies for working with employers, where linkage between matrix and IiP standards can be achieved, will be developed.