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A Guide to Successful Workforce Development Planning

in Wales

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Contents

Page

Who is this guide for? 4

Introduction to the guide:

• What does workforce mean?

4

4

Background to SkillsActive:

• What does SkillsActive do?

• Why produce a guide to Workforce Development Planning?

5

5

6

Equality and Safeguarding

• Equality and the Workforce

• Equality and Diversity Strategy and Action Planning for Employers

• Safeguarding and the Workforce

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8

8

9

Workforce Development Planning: The Process:

• The menu approach

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11

Stage One: Identifying Need:

• Where to start

• Analysing Basic Skills (Numeracy and Literacy)

12

12

13

Stage Two: Training Needs Analysis:

• Basic skills screening

15

15

Stage Three: Organisational/ Departmental Needs Summary:

• Identifying the skills gap

• Identifying the skills shortage

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18

18

Stage Four: Workforce Development Plan

• Example of Workforce Development Plan

19

21

Stage Five: Implementation and Monitoring 22

Stage Six: Evaluation 24

Funding support for education and training in Wales 24

Conclusion 28

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Appendices:

Appendix A: Glossary of Terms

Appendix B: Audit Information

Appendix C: Training Needs Analysis

Appendix D: Basic Skills Screening and Strategic Content

Appendix E: Organisational/ Departmental Needs Summary

Appendix F: Annual Training Planner

Appendix G: Useful Contacts

Appendix H: Emerging Tools to support Workforce Development

Appendix I: Examples of Workforce Development Plans

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37

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53

55

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WHO IS THE GUIDE FOR?

This guide is designed for any organisation within the active leisure sector, in particular:

• local authorities

• employers of paid and/or unpaid staff (volunteers)

• national governing bodies of sport

• sports clubs and associations

INTRODUCTION TO THE GUIDE

This guide will take your organisation through six simple stages, resulting in a complete

Workforce Development Plan* that will assist in helping your organisation to achieve its

targets, develop its paid and/or unpaid staff (volunteers), and increase the chances of

accessing public funding for education, training and development. While the whole process

has been designed to enable organisations to move through the stages, this is only a

suggested way of working and any element of the guide may be used to reach your required

objectives, and any component may be altered as required.

What does workforce mean?

The term workforce is used to describe all of the individuals involved in delivering the

activities of an organisation. In the active leisure and learning sector, this would include both

paid staff and unpaid staff working at local, regional and national levels.

Workforce Development is education, training and development for paid and unpaid staff

and means developing skills to ensure that all staff has the relevant skills, the ability and the

confidence to carry out their role effectively. In some instances, it may influence the

recruitment process.

A Workforce Development Plan is a plan for an organisation that identifies where an

organisation is in terms of developing the skills of its staff, where it wants to go and how it

intends to get there. This will involve recognising the current skills of the workforce and

identifying any skills gaps* or skills shortages* that need to be addressed.

* Definitions for these and other terms marked with a * throughout this document are explained in

the Glossary of Terms. Every effort has been made to ensure that this guide uses plain English.

However, Appendix A is a Glossary of Terms that will help to explain some of the language used

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in this document, should you be unsure of its meaning. The three definitions above are taken directly

from the Glossary.

BACKGROUND TO SKILLSACTIVE

SkillsActive is the Sector Skills Council for Active Leisure and Learning. Sector Skills

Councils (SSCs) are independent, employer-led, UK-wide organisations designed to build a

skills system that is driven by employer demand. There are currently 25 SSCs covering 90%

of the UK economy. Working in partnership with employers and key stakeholders,

SkillsActive leads and supports the industry’s drive to succeed, by ensuring the supply of

skills to meet the industry’s needs. The active leisure and learning is made up of five sub-

sectors:

• sport and recreation

• health and fitness

• playwork

• the outdoors

• caravans.

SkillsActive is part of a network of SSCs (the Alliance of Sector Skills Councils) which brings

together employers, trade unions and professional bodies working with Government and its

agencies to develop the skills that UK business needs.

What does SkillsActive do?

Increasing demand for skills

SkillsActive is working to create a culture where both employers and individual employees

recognise the need for professional development and improved skills. Through up do date

analysis of the labour market, SkillsActive can help identify and predict skills needs in the

sector and advise employers on recruitment and retention, whilst driving effective

investment from policy makers and funding agencies.

Improving the supply of solutions

Whilst working to increase the demand for skills, it is crucial that this increased demand can

be met. SkillsActive is working with funding agencies, training providers and policy makers to

maintain and improve qualifications, apprenticeships and vocational programmes

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Building effective partnerships

SkillsActive is in a unique position that it can work as the central link between all active

leisure and learning sector partners, as well as represent the needs of the sector to the

Government, maintain communications with awarding bodies, service providers, funding

agencies and policy makers.

Underpinning all of Skills Active’s work is the six priorities identified as a direct result of

extensive industry consultation through the Sector Skills Agreement Process. This identified

the priorities as the key solutions required to tackle the issues and challenges that the sector

faces:

1. To improve recruitment and retention of the workforce

2. To upskill and professionalise the existing workforce

3. To match training supply to employer demand

4. To redirect and secure new funding for training to meet employer needs

5. To increase sector investment in our people

Why produce a guide to successful workforce development planning?

‘One Wales’, a progressive agenda for the Government of Wales, suggests that unlocking

the potential of Wales’s people is vital to our prosperity as a nation. The Welsh Assembly

Government skills and employment strategy entitled ‘Skills That Work for Wales’ also states

that skills and employment are the foundation of a successful life; skills at all levels are

becoming increasingly important for the success of individuals, businesses and communities.

‘Climbing Higher’ is the Welsh Assembly Government’s 20 year strategy for sport and

physical activity. The primary aim of the strategy is to maximise the contribution that sport

and physical activity can make to well being in Wales across its many dimensions. Building on

‘Climbing Higher’, the Assembly Government is developing an action plan entitled ‘Creating

an Active Wales’ that will shape future development.

‘Creating an Active Wales’ is underpinned by six key themes that need to be addressed

within the plan. These have been identified through feedback from internal and external

partners. Workforce development has been identified as one of the key underpinning

themes, and it is therefore recognised that central to the success of delivering the plan will

be the availability of a highly trained and competent workforce.

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Sport Wales (formally the Sports Council for Wales) are also engaged with each of the 22

Local Authorities in Wales to develop Local Authority Partnership Agreements (LAPA),

which aims to coordinate the broad range of physical activity and sport interventions being

delivered across local authority areas. The LAPA can be considered the key planning and

delivery tool for physical activity and sport with core funding provided by the Assembly

Government through Sport Wales. Naturally and linked to ‘Creating an Active Wales’,

workforce development will be featured as a key part of the LAPA process.

Effective workforce development planning is paramount when delivering these aspirations.

Whether a business is a large multinational or a small, voluntary organisation, its employees

are the key to success. A workforce development plan is a crucial tool in assisting an

organisation in focussing on its priorities and identifying funding and solutions for the

development, education and training of its workforce.

Funded by the Welsh Assembly Government, SkillsActive has recently worked in

partnership with Skills for Health and the Wales Centre for Health which has led to the

production of a Workforce Development Plan to underpin the delivery of key strategies

including Climbing Higher and Food and Fitness. Therefore, SkillsActive is in a unique

position to assist employers when developing the workforce across Wales. This guide has

been produced to allow organisations of all sizes to understand more about the workforce

development planning process, in an attempt to impact upon the wider government agenda

outlined above. SkillsActive are also developing a range of products that may assist

employers with workforce development planning, and these are identified within Appendix

H.

EQUALITY AND SAFEGUARDING

Organisations should recognise public equality duties and should be proactive in the

promotion of equality. The Safeguarding Vulnerable Groups Acts places responsibility on

organisations to demonstrate duties in relation to equality, recognise equality as implicit to

their work and adopt measures to ensure safe workforce recruitment and retention. This

section of the guide provides guidance and signposts to websites where additional

information is available.

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Equality and the Workforce

By embracing equality and diversity in your organisation you will gain a wide range of

experiences, ideas and creativity whilst giving the individual employee a feeling of being

enabled to work to their full potential. Combined together, equality and diversity drive an

organisation to comply with anti-discrimination legislation as well as emphasising the

positive benefits of diversity such as drawing on a wider pool of talent, positively

motivating all employees and meeting the needs of a wider customer base. Employers are

now encouraged to deepen and enrich their “equal opportunities” policies and plans into

an encompassing equality and diversity policy with a strategy and action plans that

managers, workers and other stakeholders can contribute to and benefit from.

Promoting equality and diversity in the workplace not only ensures that as an employer you

comply with legislation and implement ethically sound principles of workforce management

and development; it enables you to avoid litigation on the part of employees and customers.

It is also good business. It shows that your organisation recognises that the recruitment,

retention and development of a skilled and committed workforce are essential to success.

Encouraging diversity in your workforce impacts on customers, you’re potential to develop

new markets, products and services and your corporate image.

Equality and Diversity Strategy and Action Planning for Employers

Sector Skills Councils (SSCs) including SkillsActive co-led a project to provide a resource

for employers that provide tools to embed equality and diversity into the workforce. It is

focused on the importance of allowing employers to identifying where their organisation is

currently and how they can implement an equality and diversity action plan. For example:

• you may be starting out as an employer and need to know the basics about

equality and diversity in the workplace.

• you may already implement good practice in equality and diversity but need to

know what more you can do.

• you may be doing great work in equality and diversity but don’t know how to

evaluate and report your progress.

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For more information on equality and diversity and to access the Equality and Diversity

Online Toolkit please visit the following website www.sfbn-equality-diversity.org.uk

For information on Equality Duties refer to the Equality and Human Rights Commission.

www.equalityhumanrights.com/.

The Equality Standard for Sport is a framework for assisting sports organisations to widen

access and reduce inequalities in sport and physical activity. More information can be found

at www.equalitystandard.org

Safeguarding and the Workforce

All children and young people in Wales have a right to experience sport and physical activity

in a safe and enjoyable environment at whatever level they participate and in every setting.

The Safeguarding Vulnerable Groups Act will place new requirements on the sports sector.

Under the Act it will be an offence for an organisation to employ someone in a regulated

position if they are barred from doing so. Employers will legally be required to refer

employees or volunteers to the scheme if they harm or may have harmed children or

vulnerable adults while working for them. From July 2010 those who are new to the

workforce or changing roles to take on regulated activity; should apply for ISA registration.

The remaining workforce will be phased in from 2011. Organisations will need to ensure

that this is adhered to, and will legally be required to check the status of employees from

November 2010.

There is a need to acknowledge that safe recruitment is only one element of ensuring an

organisation is safe. There is still the need to ensure safeguarding policies and procedures

are in place and that staff and volunteers can access appropriate levels of training.

• Generic guidance on the Vetting and Barring Scheme (VBS) has been prepared for

employers, applicants and is available on the Independent Safeguarding Authority

website www.isa.homeoffice.gov.uk

• For more general information on the VBS scheme please visit the ISA website

www.isa-gov.org.uk

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WORKFORCE DEVELOPMENT PLANNING: THE PROCESS

SkillsActive has produced a ‘Wales Sector Offer’ which clearly articulates the process of

robust workforce development planning and the support that can be provided to the sector

from across the SkillsActive group. The benefits of successful Workforce Development

Planning to an organisation and its staff are plain to see. These include:

• improved skills and knowledge, motivation, attitudes and career options

• smarter working

• reduced paid-staff turnover

• reduced business costs

• good publicity and marketing for your organisation

• improved attitudes towards your staff and volunteers

• more people wanting to be involved with your organisation

• achieving your targets.

The following diagram shows the six stage process that this document can take you through.

It is suggested that this should be an annual process in line with your budgetary year.

Stage 1

Identifying Need

Incorporating WAG Basic skills

* screening

Stage 3 Organisational/ Departmental

Needs Summary

Stage 4 Workforce Development

Plan

Stage 5 Implementation

and

Monitoring

Stage 2 Training Needs

Analysis

Stage 6

Evaluation

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The ‘Menu’ Approach Not every stage of this guide has to be completed in full detail. If you feel you already have a

system in place or the information required, move on to the next stage. More established

organisations could already have systems in place to identify training needs and already have

a sophisticated training programme. In these cases, we hope that the Workforce

Development Plan examples in Appendix I will allow even these organisations to benefit.

If at any point you require support, please feel free to contact Sara Hale (Workforce

Development Officer) sara.hale@skillsactive.com who will be able to assist you in:

• deciding whether further audit information is required

• discussing what information is required from an audit

• looking at some case studies and examples of good practice

• Identifying possible sources of funding once the Workforce Development Plan is in

place.

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STAGE 1 – IDENTIFYING NEED

At the end of this stage, you should be in a position to:

• know what information (if any) your organisation needs to have before moving onto

Stage Two (as shown in the diagram below) using Appendix B.

Where to Start

You will need to obtain information about:

• your workforce’s level of skill

• the training your workforce has received

• the training your workforce needs

• the skills that your workforce is lacking.

Do we have enough information to continue

to stage two?

YES DON’T KNOW NO

Go to Stage Two

of this document

Contact

SkillsActive,

See Appendix B for assistance or

contact

SkillsActive

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Ask what audit information is already available within your organisation and explore all

existing sources (e.g. club/association membership application forms/ customer comments).

Some of the questions that you may wish to consider are included in Appendix B. Also,

you may wish to use some of the internal information that your organisation already has,

such as job applications that could be mapped to job descriptions and person specifications.

Is further research required? If you have up-to-date research that gives you the answers you

need to write a plan, do not spend time completing unnecessary research. If further research

is required, you must decide upon a method or methods that are relevant. This may mean

combining telephone calls with postal questionnaires and internet surveys, rather than just

using one method that may not suit all respondents. Identify what you think you know and

what you don’t know. Ask a cross section of people involved within your organisation, not

just the ‘usual suspects’.

Analysing Basic Skills (Numeracy and Literacy)

Within Wales basic skills are vital to the economy and culture of Wales. The Welsh

Assembly Government (WAG) defines basic skills as ‘the ability to read, write and speak in

English and/or Welsh and to use mathematics at a level necessary to function at work and in

society as general’. Basic skills cover literacy, language and numeracy up to and including

Level 1 of the Adult Literacy and Numeracy Standards.

Recent studies show that more than five million people in the UK workforce have literacy

skills below those required to get a GCSE grade of C or above. These people do not have

the literacy skills that will enable them to read and fully understand health and safety

information. Research also suggests that 30% of graduates have literacy levels below a GCSE

grade of C.

Studies also show that the cost to the UK industry of poor literacy, numeracy and language

skills is £4.8 million in lost bookings, miscalculations, replacement of poorly used equipment

and other inefficiencies. A business of over 50 employees could lose, on average, £86,000

per year, according to government statistics. Poor skills in reading, writing, speaking, listening

and use of numbers can be the cause of:

• poor customer relations

• reduced efficiency

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• staff inflexibility

• high-wastage levels

• failure to comply with policies.

Research shows that 23% of the UK workforce has gaps in their literacy and numeracy skills.

How many might that be for your organisation?

Source: Adult Literacy in Britain, ONS, 1997

Appendix B shows two examples of how to identify basic skills gaps in numeracy and

literacy.

The Welsh Assembly Government’s Department for Culture, Education, Lifelong Learning

and Skills (DCELLS), through Basic Skills Cymru, is responsible for overseeing the

implementation of ‘Words Talk – Numbers Count’ and will help to address the basic skills

agenda outlined in Skills That Work For Wales*. Considerable progress has already been made

in reducing the number of children and young people in school who struggle with basic skills.

Standards are rising year on year. Fewer children are moving on to secondary school with

poor basic skills and fewer young people are leaving school with poor literacy and/or

numeracy skills. However, the Welsh Assembly Government recognises that more needs to

be done and low-skilled people in the workforce are one of the priority groups identified in

the ‘Words Talk- Numbers Count’ delivery plan. For more information on Basic Skills

Cymru see Appendix D.

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STAGE 2 – TRAINING NEEDS ANALYSIS (Incorporating basic skills screening)

At the end of this stage, you should have:

• completed individual assessments of paid and unpaid personnel that will allow you

to create a picture of the training needs of the organisation using Appendices C

and D.

Appendix C is an example of a Training Needs Analysis (TNA) that can be used as part of a

formal appraisal system or on a less formal basis to assess training. It may be that your

formal appraisal process is more appropriate to gather this information. Assessing the

performance and training needs of non-paid staff is a very sensitive process. Anybody who

gives up their time for the benefit of sport is more than aware of the impact they have and

the effort it takes to carry out their duties in an increasingly bureaucratic industry.

Basic Skills Screening * (Appendix D)

The TNA includes a Basic Skills Screening* Tool which is used only once for each member of

the workforce to find out whether or not they might have a literacy, language or numeracy

need. By including this as part of the overall Training Needs Analysis, your workforce should

not feel intimidated or embarrassed by having to have their Basic Skills assessed. It may be

appropriate to ask people not to discuss their results if you feel that confidentiality is

important.

Poor Basic Skill levels can make it difficult for people to read health and safety signs, make

calculations to give the correct change for a purchase or follow written instructions to

handle hazardous materials. This screening only needs to be completed once with each

member of the workforce and ideally can be introduced into your recruitment, induction

and appraisal processes to ensure that each member of your team has undergone the test.

Results from the test will show whether the person has a basic skill need that would require

further assessment, training and support – so it is the essential first step in addressing the

potential skills gap in your organisation.

An example of an online screening test can be found at:

www.skillsactive.com/skillstest

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This test is free to use and will identify if any further training is required for numeracy and

literacy at Levels 1 and 2.

Naturally, asking unpaid staff to undergo a TNA and Basic Skills Screening is not as easy as

introducing these processes for paid staff. The following points may persuade unpaid staff

that this assessment process is important:

• the performance of the organisation can be dramatically improved, which could lead

to an increased surplus, better facilities, more members and more people to help.

• paid and unpaid staff are better protected under legislation if they are properly

trained and this can ensure that their organisation is better protected against legal

action.

• paid and unpaid staff are more effective in their role with the correct training and

support.

• improving on the professionalism in sport locally will ultimately improve the

performance of our athletes locally and, therefore, nationally.

• accessing funding for sporting organisations is not an easy process and well-trained,

knowledgeable staff can make a huge difference.

• carrying out unpaid roles in sport can help an individual to develop new skills and

can even lead to a paid role. This may well be a factor in encouraging a person to

volunteer their time.

• reflecting on their current role can help to shape their personal development and

improve their career prospects.

• a constructive review process can be one form of recognition for volunteers.

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STAGE 3 – DEPARTMENTAL / ORGANISATIONAL NEEDS SUMMARY

At the end of this stage you should have:

• a complete Departmental/Organisational Needs Summary, by gathering the

information from each of the TNA’s and adding key organisational objectives. Some

of the information below may help in further developing this document.

If you have gathered the information from another source, such as your appraisal process,

this document makes it easy for you to assess the needs of your department or organisation.

Appendix E is an example of what the Organisational/ Departmental Needs Summary

could look like and shows how this relates to the TNA. The headings below show the tables

from the Departmental/Organisational Needs Summary and brief explanations as to what

content is to be taken from the TNA or from other sources.

Skills Number of staff Type of training (e.g. courses, qualifications,

new experiences)

When? Organisational

objective (s)

The table above shows the skills of the workforce such as reading, writing

and teamwork, whereas below, the actions are defined as tasks that are

performed. Your workforce can be assessed against a skill and then relate

this to how they complete tasks as part of their role to be taken from the

TNA or from other means.

Action within

role

No. of

staff

Type of training (e.g. courses,

qualifications, new

experiences)

When?

Organisational

objective (s)

How many staff indicated that this skill was an issue?

What type of training,

development or support is it?

When will this take place? It may be over a period of time.

Which organisational objective will this help you to achieve or what is it linked

to?

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Identifying the skills gap

The diagram below shows what information is required and how it can be obtained. It

demonstrates that when setting any organisational objectives, the skills of your workforce

and the standards they are expected to reach will be different from current skills and

standards. This highlights a skills gap that will require training, development and/or support.

What information do we need?

• Financial/ Organisational results

• Performance of team members

• Skill level of individuals

How do we obtain the information?

• Reporting procedures

• Work programme

• Appraisals/ Training Needs Analysis

There is a skills gap* if your financial/organisational targets change. In turn, this means the

performance of your team must change, meaning that skills that your team possess may need

reviewing. To identify Skills Gaps for individuals, the following questions should be asked:

• what skills does the person possess?

• what evidence do you have of these skills?

• what additional skills do you want them to acquire?

• how will you know when they have acquired them?

• what actions does this person need to take?

• what actions will their manager need to take?

Identifying the skills shortage

The major difference between a gap and a shortage is that the gap is a hole in your

workforce that you cannot fill with your existing workforce. An example of this could be a

club treasurer. This position is often filled by somebody who is used to dealing with

accounts and dealing with figures.

If nobody on the committee meets this description it could be termed a Skills Shortage* and

the club would have to recruit a new member of staff. The Useful Contacts section in

Appendix G gives details of some organisations that can help with this issue.

Appendix F is a Training Planner that can be used to summarise the training and

development opportunities for your workforce throughout the year. It can be useful as a

wall planner in allocating staff duties and ensuring everyone has the same opportunities to

receive training.

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STAGE 4 – WORKFORCE DEVELOPMENT PLAN

At the end of this stage your organisation should have:

• a Workforce Development Plan in place. Each column of the Plan is explained

below. Appendix I shows different examples for different types of organisations and

also includes a blank template.

Organisational Objective:

Objective(s)

State a very specific objective

Priority Level High, Medium or Low priority

Training and development required Which course or type of training is useful?

Could a Workforce Development Tool be

used to aid development? (See Appendix I

for more information on Workforce

Development Tools available from

SkillsActive)

Who/ When/ Resource

Who is to be trained? A target date and any

other resource necessary

Responsibility

Who is responsible for making this happen

internally?

Cost (£)

Any associated costs, not just money

(e.g. time, salary, IT, fees)

Outcome/ Evaluation

What will the overall improvement be in

performance?

Review Date State the date for the next review or how

this will be reviewed

By examining the Departmental/Organisational Needs Summary it will be possible to identify

the needs of most of the individuals within your organisation and link this to your key goals.

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Example 1

The Departmental/Organisational Needs Summary shows that over half of your staff use the

‘application of number’ in their role, but all of these staff have answered that they are not

completely comfortable in dealing with numbers. The Skills Gap* identified is numeracy (a

Basic Skill), which could impact on the accuracy of cash or stock handling. Training can be

put in place to assist all staff with their ability in using numbers generally, which will make

their role easier and, therefore, make them more efficient.

Example 2

Your organisation has gone through an expansion and as a result some of your staff have

more management responsibility. The Departmental/Organisational Needs Summary should

show that these staff require management training.

Assistance and Funding

Completion of a Workforce Development Plan will indicate how your funding, budget or

resources will be apportioned, where this funding will come from, and any other assistance

that can be accessed.

Self-funding

There is a direct link between training and development of the workforce and decreased

operating costs, improved profits, better levels of customer service and enhanced staff

morale. Directing funding from other sources into the development of the workforce can

help to achieve targets and this guide should have provided some insight into exactly why a

proportion of any organisation’s budget should be directed to training and development.

Please see page 20 of this document for information on funding.

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Example of a Workforce Development Plan

Voluntary Sports Club Example (Trytown Rugby Club)

Organisational objectives; to increase turnover in the bar/ kitchen by 12%

For further examples of Workforce Development Plans please refer to Appendix

I.

Objectives Priority

Training and Development

Required

Who/ When/

Resource

Responsibility Cost (£)

Outcome/ Benefit/

Evaluation

Review Date

Ensure high-quality,

effective marketing

literature for the club

Ensure high standard of

supervision Ensure a high standard of coaching/supervision

H

M

M

IT basic graphics

Level 1 mini/midi

Level 2 Coach Award

J Williams May 2005

10 parents by Aug 2005

4 parents by Oct

2005

Chair

Head coach Head coach

30

50 120

Improved

knowledge in IT,

better club

literature and

profile

More qualified helpers,

better standards, more junior members.

More qualified helpers, better standards, more junior members.

Aug 2005

Sept 2005

Nov

2005

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STAGE 5 – IMPLEMENTATION AND MONITORING

At the end of this stage you should have:

• a monitoring process should be in place that will allow your organisation to assess

the success of your Workforce Development Plan.

It is suggested that the Workforce Development Plan is monitored on a regular basis, and

should be reflected as part of any existing performance management systems. Therefore, it

could involve a range of employees including the organisational HR Function. When

monitoring the implementation of the Workforce Development Plan, it is important to focus

upon certain questions that could include:

• are the objectives being met, if not, why?

• was the training successful and/or cost effective?

• is there any further development / training required?

• are objectives still appropriate?

Why Monitor?

If you are committed to improving the way your organisation works and the development of

your workforce, monitoring your Workforce Development Plan will:

• enable you to continually improve the process and make it easier each time it is

completed

Unmonitored Monitored

The process takes longer and nobody learns

from mistakes or passes on good practice.

The process takes less time, costs less and

everyone feels as though they are being

heard and contributing.

• ensure that your organisation takes a positive attitude towards developing its staff

and working practices

Unmonitored Monitored

The changes in behaviour and improved staff

turnover are not measured and cannot be

used to support any business case for

Reducing staff turnover reduces business

costs and improves the organisation’s

effectiveness, creating a people- centred

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Workforce Development. environment.

• provide the information required to secure sustainable funding/budgets to support

your plans.

Unmonitored Monitored

The decrease in funding may extend not just

to workforce development, but all areas of

business.

The organisation is fit for purpose with

evidence of improved staff turnover and

better value for money.

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STAGE 6 - EVALUATION

At the end of this stage, you should have:

• evaluated the success of your Workforce Development Plan and be in a position to

begin the cycle again at Stage One, having taken into account any changes that will

need to be made to the process.

The simplest way to evaluate success of your plan is to examine which of the objectives have

been completed on schedule. Any objectives that are incomplete may be carried over into

the following Plan, or it may be that it is no longer considered to be relevant and can be

dropped altogether.

Example 1

Your Workforce Development Plan identified the need to train 10 Dragon Sport coaches to

Level 2. Five coaches were trained to Level 2 and they are now working with three coaches

to mentor them to progress their coaching skills. It is now felt that only these eight coaches

are required at Level 2. In this case, the objective was not fully met but there is no need to

carry over the remaining numbers to the second Plan, as the need has changed. The next

Workforce Development Plan will show that the three coaches are being mentored and

they may choose to move onto the Level 2 qualification.

Example 2

Your organisation identified an objective to achieve the Investors in People standard, which

you did, but now you are unable to assess its impact. In this situation, the outcome should

have provided your organisation with improved efficiency but this will only be recognised

when the next training assessment is carried out, which should show improved levels of

confidence in the workforce and a difference in training needs.

FUNDING SUPPORT FOR EDUCATION AND TRAINING IN WALES

The Welsh Assembly Government

The Welsh Assembly Government Department for Children, Education, Lifelong Learning

and Skills (DCELLS) aims to improve children’s services, education and training provision to

secure better outcomes for learners, business, and employers. One of the key objectives of

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DCELLS is to fund and develop post 16 provision (with the exception of HE) throughout

Wales with targeting of low (including basic), intermediate and high skill levels to enable

more individuals, communities and employers to succeed in Wales. Therefore, and in

general, DCELLS has the responsibility for funding post 16 provision across Wales.

Subsidised training which is directly relevant to an employer is available through

Apprenticeship programmes, and these offer excellent opportunities for an organisation to

develop employees with appropriate skills and experiences. Apprentices get hands on

experience and on the job training, and at the same time gain industry recognised

qualifications.

Types of Apprenticeships

In Wales, apprenticeship programmes are available at Level 2 and Level 3. These are called

Foundation Modern Apprenticeships (FMA) and Modern Apprenticeships (MA) respectively,

and are both managed and funded by DCELLS. Apprenticeships are work based learning

training programmes that offer the opportunity to ‘earn while you learn’, to be employed

with a chosen industry and learn the skills needed through a combination of work-based and

off-the-job training.

Both FMAs and MAs offer employed people the opportunity to gain valuable qualifications at

no cost. Learners follow a training programme at college and/or in the workplace, leading to

NVQ level 2 or 3 and Key Skills units in areas such as Communication, Application of

Number and Problem Solving.

Other publicly funded training is also available via DCELLS, for example, The Modern

Skills Diplomas are designed for managers, technicians and others in positions of authority

who have the ability to train to NVQ level 4. Skillbuild is also a training programme that is

aimed at unemployed people, from 16/17 year olds to more mature adults who need to gain

confidence and / or learn new skills to help them get a job.

How is basic skills training funded?

Basic skills training up to and including Level 1 should be free to the learner. Employer

Pledge grants of up to £10,000 are available to help employers with the costs of tackling

basic skills in the workplace.

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‘ProAct’ is a new pilot scheme, which was announced at the third Economic Summit on 5

December 2008. The scheme seeks to provide training assistance to businesses that are

suffering during the economic downturn. The scheme will run on a selective basis, and will

provide financial support for employees to undertake training and, as an innovative new

measure, will also provide support towards wage costs while training is underway. The

scheme will be flexible and designed to meet the needs of individual businesses. Funding of

up to £2,000 per individual will be available to support training, and up to a further £2,000

for a wage subsidy while this training is being undertaken.

Individual Learning Accounts

Learning does not just mean studying for qualifications or to improve job opportunities. It

can cover a whole range of mind expanding and physical opportunities. Learning can develop

new, update old or build on current skills. The Individual Learning Account Wales (ILA

Wales) could help to achieve learning objectives. Employees can take out an ILA allowing

them to choose when, how and what they learn.

The scheme is very simple and depending upon the cost of the course and personal

circumstances, the Assembly Government could provide between £100-£200. It’s not a loan

so the money received doesn’t have to be paid back. The ILA Wales can be used with a wide

range of learning providers. The Welsh Assembly Government will establish annually a

quality Learning Provider base, capable of offering the best possible learning opportunities

across Wales.

How does it work?

Once an individual has been accepted for an ILA Wales and has had their chosen course

approved, they will be notified of the amount of ILA Wales funding they have been allocated.

This will depend upon the cost of the course and personal circumstances. Every applicant

will be dealt with separately and the amount awarded will be allocated on an individual basis.

The majority of applicants will receive between £100-£200.

Eligibility

To be eligible for an Individual Learning Account (ILA) Wales:

• an individual must be aged 18 or over and be living in Wales

• the individual or his / her partner must be claiming income related benefit

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• the individual must have qualifications equal to QCF (Qualifications and Credit

Framework) level 2 or below

Higher Education Funding Council for Wales

HEFCW is responsible for funding higher education in Wales. HEFCW distribute funds to

support education, research and related activities at twelve higher education institutions,

including the teaching activities of the Open University in Wales. They also fund higher

education courses at further education colleges. HEFCW receive capital funding each year

from the Welsh Assembly Government to support the learning and teaching and IT

infrastructure and the research infrastructure in the higher education sector.

The majority of HEFCW funding is distributed as block grants to the institutions, allocated

by formulae, which take account of various factors, including recruitment in academic subject

categories, mode and level, and the amount of high quality research undertaken in the

institution.

Sport Wales

Sport Wales operates a number of funding schemes that aim to increase levels of physical

activity and sport in Wales. Eligible organisations can apply for funding from any of the

schemes detailed below:

• Community Chest; This is a National Lottery funded grant aid scheme. It is

designed to encourage more people to become more active more often. The

maximum grant is currently £1,000 in any 12 month period.

• Sportsmatch Cymru; this is the Welsh Assembly Government's business

incentive scheme managed by Sport Wales. It is designed to encourage more

business backing for sport and physical recreation by matching commercial

sponsorship £ for £, thereby doubling the impact of sports sponsorship for both

business and sport.

• Development Grant; Sport Wales funds projects that develop sport and physical

activity in the community. Grants are available from £1,001 to £25,000 for small

scale facility projects though exceptional projects may be awarded for up to

£50,000.

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• Coach Cymru; Sport Wales works closely with National Governing Bodies

(NGBs), SportsCoach UK and Colleges to provide a wide range of training

opportunities for coaches.

CONCLUSION

It is widely acknowledged that effective workforce development planning will have a positive

impact upon the bottom line and will lead to more effective business performance. More

broadly, it will also positively impact upon the prosperity of Wales. Despite the fact that

many employers in Wales already make substantial investments in training, not all employers

embrace the culture of lifelong learning, with smaller firms in particular less likely to provide

training opportunities than larger firms. It has also been suggested that access to training

opportunity is often unequal within the workplace as off the job training is more regularly

offered to employees in managerial positions as opposed to those in less senior positions.

The Welsh Assembly Governments vision outlined within One Wales; a progressive agenda

for the government of Wales, is for a strong economy based upon full employment and high

quality jobs. However, it is accepted that this vision can only be achieved if more people are

equipped with the skills needed to get into work and to make the most of opportunities to

progress. ‘Skills That Work for Wales’, the Welsh Assembly Governments skills and

employment strategy and action plan, also states that skills at all levels are becoming

increasingly important for the success of individuals, businesses and communities and can be

considered the foundation of a successful life, and they are essential for a more prosperous

and more equal Wales.

Focussing more upon sport and physical activity, and as discussed earlier within the

document, ‘Creating an Active Wales’, the Welsh Assembly Governments action plan for

the ‘Climbing Higher’ strategy also places paramount importance on workforce

development. Workforce development has been identified as one of the key underpinning

themes when delivering the action plan and it is therefore recognised that the availability of a

highly trained and competent workforce will be fundamental to success.

To conclude, this guide has been produced to assist organisations who are keen to engage

with effective workforce development planning. Progressing through the six stages outlined

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should ensure that an effective workforce development plan is generated, and this will

provide a suitable resource when delivering targets, developing staff and increasing the

chances of accessing public funding for education, training and development. While the

whole process has been designed to enable organisations to move through the stages, this is

only a suggested way of working and any element of the guide may be used to reach

required objectives, and any component may be adapted to suit specific needs. If you require

any further information, please refer to the useful contacts section (Appendix G), or if a

query related to the guide itself emerges, please contact:

Sara Hale

Workforce Development Officer

Email: sara.hale@skillsactive.com

Tel: 07545 609 737

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APPENDICES

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Appendix A: Glossary of Terms activepassport™: A unique, web-based resource that records training, qualifications, and personal and professional achievements, giving accurate data on individual staff members and helping organisations support their training and development painlessly and proactively. The use of activepassport™ demonstrates an organisation’s commitment to the training and development of its workforce, helping them attract and retain the highest calibre of staff. Active Analyser: The Active Analyser is workforce development tool (in development). The on-line tool can be used to identify training needs across a range of settings leading to the production of a specific workforce development plan. The tool is based on National Occupational Standards (NOS) that are developed by, and for employers. These NOS also provide an internationally recognised descriptor of workplace competence. Basic Skills: Basic skills are vital to Wales’s economy and culture. The Assembly Government defines basic skills as ‘the ability to read, write and speak in English and/or Welsh and to use mathematics at a level necessary to function at work and in society as general’. Basic skills cover literacy. Language and numeracy up to and including Level 1 of the Adult Literacy and Numeracy Standards. Basic Skills Cymru: Basic Skills Cymru oversees the Welsh Assembly Government's Basic Skills Strategy ‘Words Numbers Count’ aiming to reduce the number of adults in Wales with poor literacy and/or numeracy skills.

Basic Skills Employers Pledge: The Employer Pledge programme has been developed as part of the Welsh Assembly Government’s all age basic skills strategy. It aims to reduce the number of adults with poor literacy and/or numeracy skills. The Employer Pledge is intended for all private, public and third sector/voluntary companies and organisations, whatever their size. Signing the Pledge demonstrates their commitment to improving the literacy, language and numeracy of their workforce. Support is given to the company by the workplace team and/or local basic skills providers who hold the Basic Skills post-16 Quality Mark/Standard.

Careers Wales: Careers Wales is an all-Wales service that gives people of all age’s free careers information, advice and guidance. Funded by the Welsh Assembly Government, Careers Wales was set up in 2001 bringing together six careers companies across Wales under one name. Their work contributes to the Welsh Assembly Government's Lifelong Learning Agenda, encouraging people to engage in learning, skills, and career development, leading to economic prosperity for individuals and the nation as a whole. As well as providing careers information and advice, Careers Wales manages services such as the Learning and Careers Advice telephone helpline, Workforce Development, Education Business Partnerships, Business Support Services, Youth Gateway and CLIC, the national information and advice service for young people aged 11-25. Competencies: These are simply skills that people possess that allow them to complete tasks. National Occupational Standards use competencies to demonstrate a level of understanding that must be reached. Continuing Professional Development (CPD): This is a planned process to acquire knowledge, experience and skills, and develop personal qualities throughout a person’s working life. CPD is more than just a training plan but, as the name suggests, it ensures a continuous process. Individual Learning Plan: See Personal Development Plan (PDP).

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Learndirect: On the learndirect website you can:

• search for a course – there are over 900,000 on the database

• search for an exam venue for your self-study course

• view over 700 job profiles – read what certain jobs entail

• get help and advice on funding, childcare and more.

• talk to an advisor on the learning advice line

• get ideas for courses or careers by visiting the features section

• email a learndirect advisor

• match your skills and interests with suitable jobs

• add or update your course info by using the providers section.

National Occupational Standards: National Occupational Standards define the knowledge and understanding, skills and level of competence expected of individuals to perform key tasks in particular areas of work. They can be used to create job descriptions, develop training plans, identify skills shortages and define performance standards. They provide the framework against which vocational qualifications can be mapped and form the structure of the National (Scottish) Vocational Qualifications (N/SVQs). National (Scottish) Vocational Qualifications (N/SVQs): These are vocational qualifications that relate directly to a person's ability to do work. They include assessment of the practical aspects of work relevant to a particular area of employment. N/SVQs are not about going on courses, studying or sitting exams, they are about assessment at the normal workplace to national standards, which have been developed by industry and commerce to confirm how competently someone does a job. Personal Development Plan (PDP): A PDP is mainly used in education, although it is becoming more widely used in industry to identify the aims of an individual, not just professionally, but including leisure time to develop a ‘holistic’ approach to personal development. Qualifications: Anybody undergoing training could obtain a qualification at the end of it. However, the relevance and importance of the qualification to the industry can only be gauged by how widely recognised the qualification is. Skills Gaps: These are said to exist when the people in work do not possess the required skill levels to perform their role (also known as a training gap). An example of this would be a Sports Development Officer earning a promotion to a management position, but not having any experience of managing people. This person has a skills (or training) gap and will require training to become a competent manager. Skills Shortages: These are when the skills are in short supply and it is difficult to recruit somebody with the required skills. An example of this would be the creation of a new position within an organisation such as Workforce Development Officer, requiring skills that the current workforce does not have.

Skills That Work For Wales: This document is a new skills and employment strategy and action plan. It builds upon and replaces the Skills and Employment Action Plan 2005. The strategy provides a response to the Leitch Review of Skills in the UK and the independent review of the mission and purpose of Further Education (Promise and Performance). The

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strategy and action plan include: new approaches to funding; a more demand responsive skills and business support service; integrated skills and employment services delivered through partnership between the Assembly Government and Department of Work and Pensions; and the transformation of the learning network. Sector Skills Agreement (SSA): Each Sector Skills Council has developed a Sector Skills Agreement by engaging with employers, employees and training providers. Sector Skills Council (SSC): SkillsActive is the Sector Skills Council for Active Leisure and Learning. There are 25 Sector Skills Councils, representing industries such as media, construction, ITC and retail. The development of Sector Skills Council’s was an aim of the Government’s White Paper Skills Strategy ‘21st Century Skills – Realising Our Potential’. Training: A qualification may not be offered as a result of training and there are many different ways of receiving training. These include: distance learning, the Internet, mentoring, modular and via the more traditional, formalised delivery, being face-to-face with a tutor. Some training will offer a certificate at the end of the course or day, but this does not constitute a qualification. Workforce: The term workforce is used to describe all of the individuals involved in delivering the activities of an organisation. In sport and recreation, this would include both paid staff and unpaid staff (volunteers) working at local, regional and national levels. Workforce Development: This is education, training and development for paid and unpaid staff and means developing skills in the workplace to ensure that all staff have the relevant skills, are competent and are able to complete their work. Workforce Development can influence recruitment and recruitment processes (see also Skills Shortages). Workforce Development Plan: This is a development plan for an organisation that identifies where the organisation is in terms of developing the skills of its staff, where it wants to go and how it intends to get there. This will involve recognising the current competencies of the workforce and any skills gaps or shortages that need to be addressed. This could include how an organisation plans to recruit new staff.

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Appendix B – Audit Information

The following categories of employment are recognised across the industry to help in dividing your workforce:

• managers, supervisors, senior administrators

• sports/community/play development officers

• coaches, teachers, instructors, activity leaders

• play workers

• operational staff

• professional sports players, officials, entertainers

• non-managerial support staff (e.g. catering, retail, admin/finance, cleaners). When thinking about coaches and coaching, you must ask yourself the following:

• Do you need to train more coaches?

• Do you have enough coaches?

• Are they available at appropriate times? When thinking about volunteers, you must ask yourself the following:

• How many new recruits are required?

• What sort of training and support is required?

• Is there a specific programme of support for volunteer coordinators?

• What are your workforce’s levels of ability and adaptability?

When thinking about motivational factors, you must consider the possibilities of:

• promotion

• improved pay

• improved career pathways

• increased skills and knowledge

• qualifications. The following are examples of barriers preventing good learning:

• poor levels of literacy, numeracy and language skills.

• inadequate time or resources

• confusing qualification structures and progression routes

• inflexible learning programmes

• a lack of tutors

• no opportunities to share good practice

• a lack of self-confidence Future skills requirements are brought on by internal and external changes such as:

• new technology

• legislation (e.g. the Disability Discrimination Act)

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• funding. Several cross-cutting themes can be delivered by offering training and education in the following areas:

• truancy

• drugs and alcohol

• obesity

• basic skills. The following checklist can help you to look at where there are problems in your organisation that could be caused by gaps in literacy and numeracy skills.

How often do your staff have difficulties with the following?

All the time

Regularly Now and then

Never

1 Customer care: face-to-face contact 2 Customer care: dealing with people on the

telephone

3 Using the telephone: giving a clear message with all details; taking phone messages

4 Following instructions – written/oral: following instructions in the right order; doing everything required

5 Taking messages from customers, other staff 6 Report writing: accident reports, process

reports, other documentation

7 Complying with regulations (e.g. health and safety, COSHH); a lack of knowledge of regulations and their importance

8 Estimating numbers: rounding up and down; knowing when numbers are incorrect

9 Ordering/stock control: accurate counting; accurate record-keeping

10 Time-keeping: punctuality; accurate use of 12- and 24-hour clocks

11 Finance/handling money: giving change 12 Weights and measurements: working accurately

in metric systems; reading measurements

How often do you feel that your organisation has difficulties with the following?

All the time Regularly

Now and then

Never

13 Flexibility of staff: willingness to learn and work in different jobs

14 Staff turnover/recruitment: recruiting the right staff for the jobs you have

15 Absenteeism: avoiding work or training because of lack of confidence

16 Meeting output targets: delays or errors to work schedules caused by skills gaps in staff

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17 Wastage: service levels not up to standard caused by skills gaps in staff

For further details of COSHH, please refer to the Health and Safety Executive

website www.hse.gov.uk

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Appendix C – Training Needs Analysis

NB: Allow 15–20 minutes to complete the form. Name: Job title: The following sections are to assist you in developing your own professional development plan, therefore, please answer the questions as honestly as possible. Section 1 Using the space below, list your strengths and describe how these assist you in your role (you may want to refer back to this section after completing the rest of the form). Strengths How do they assist you in your role?

Section 2 The following table is a list of skills related to a variety of roles in the active leisure sector. Please indicate your performance of these skills (see the key) within your role and add any suggestions as to further training you may want to improve your performance. Key: 1 – very good 2 – good 3 – satisfactory 4 – poor n/a – not applicable Skills 1 2 3 4 n/a Further Training (refer to Section 5) Reading Writing Use of number Communication Customer service Basic computer/ IT skills

Problem solving Leadership Management Innovation Decision making Team working Networking

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Section 3 Using the scale below, please rate how effective you think you perform the following competencies within your role. Key: 1 –very effective 2 – effective 3 – quite effective 4 – not effective n/a – not applicable Competencies 1 2 3 4 n/a Managing yourself Managing your own resources Managing your own personal networks Developing productive working relationships with colleagues Developing productive working relationships with external partners/organisations

Giving customers a positive impression of yourself and your organisation

Resolving customer problems Working with others to improve customer service Contributing to the development of teams and individuals Working with colleagues in a team Promoting equality of opportunity and diversity in your area of responsibility

Managing or coordinating a project or activity Managing or coordinating a programme of complementary projects and/or activities

Planning and preparing projects and/or activities Reviewing the delivery of projects and/or activities Implementing operational plans for your area of responsibility Managing finance for your area of responsibility Maintaining the health and safety of self and others Maintaining a safe and secure working environment Allocating and monitoring the progress and quality of work in your area of responsibility

Section 4 Please indicate any other training you would like to undertake to assist you in your role (e.g. a sport-specific technical course or qualification, first aid, a foreign language). Please refer to Section 5. Suggested training needs

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Section 5 Using the space below, indicate the areas within your role that you want to develop and the types of experience or training you would like to consider to improve your performance – please refer to Sections 2, 3 and 4.

Areas for development Methods for development

(e.g. a training course, a qualification, new experiences)

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Appendix D – Basic Skills Screening and Strategic Content

Screening is a quick way of reviewing the skills of your workforce. It shows what people can do as well as what they cannot do. It can be made a part of your recruitment, induction or appraisal process. Personal Skills Checklist: Skills Needed at Work The skills that are needed for most jobs are reading, writing, speaking and listening, and numerical skills. Ask your employees to complete this checklist by putting a tick in the ‘confident’ column if they are confident that they can do the skill well, and if they are not sure then ask them to put a tick in the ‘not confident’ column. Do you: Confident Not Confident Understand the health and safety signs?

Read health and safety information from a leaflet?

Read messages, posters and notes?

Read instructions? Read reports and letters? Read technical words? Use alphabetical order to sort information?

Use directories and reference books?

Fill in forms with your name address and other information?

Write notes and messages? Write letters and reports? Write neatly with good spelling and punctuation?

Speak clearly? Talk to people politely? Use appropriate language, including technical words?

Listen to instructions and follow them accurately?

Take messages and pass them on properly?

Participate in meetings and briefings?

Offer opinions and feedback? Add and subtract numbers quickly?

Count in 2’s, 5’s, 10’s and 100’s?

Do number calculations including multiplications and divisions?

Work out percentages – 5%, 10%, 25%, and 50%?

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Count money and give change accurately?

Tell the time and fill in timesheets?

Read numbers in tables and charts?

Estimate numbers and quantities?

Check your pay slip? Measure weight accurately? If you feel it is appropriate for some employees, you can be more direct and ask them if there are any areas of reading, writing, communication or numerical skills they would like to brush up on. Screening individuals, groups or the workforce for basic skills gaps needs to be done sensitively and in a positive manner. It is best to make it clear that addressing skills gaps benefits everyone in the organisation. Rather than make it appear like a test, relate it to skills that may be used in a wider context (e.g. asking if they read any newspapers and, if they answer ‘yes’, which ones, or if they help their children with their homework), or to a context in which your organisation works. Promote it in a way that works for your organisation. You may for example want to call these ‘brush-up skills’. By taking an organizational approach and screening all staff.

For screening during recruitment, the following indicators can be used to develop training as part of the induction:

Check job applications and letters for:

• spelling errors on simple words

• poor/ immature handwriting

• omissions or incomplete sections

• missed lower/upper case letters

• inaccuracies in dates

• an ‘O’ level/ GCSE in English and Math’s

During the interview look out for:

• incorrect use of words and language

• reluctance to write

• poor time-keeping

• vague replies to questions

• misunderstanding of questions

Look out for indicators in the workplace such as:

• workmates covering for colleagues with difficulties

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• employees avoiding tasks that require basic skills (e.g. calculations or writing letters)

• individuals avoiding learning opportunities (e.g. when new technology or procedures are introduced)

• people turning down promotion

Next Steps: Results from the organisational skills analysis, job and task analysis and screening will give you the basis for developing the learning plans for the organization and individuals. Screening should be followed by initial assessments to identify employee’s actual current levels of literacy and numeracy. Training providers or trained HR staff can carry out this assessment.

Basic Skills Cymru* The aim of the Assembly Governments Basic Skills Cymru is to have significant influence on the development of national, regional and local strategies to improve basic skills in both literacy and numeracy. ‘Words Talk- Numbers Count’ aims to ensure that:

• all young children should be prepared for learning when they begin school

• the number of children leaving primary school struggling over reading, writing and the use of numbers should be further reduced

• fewer young people should leave compulsory education still struggling with basic skills

• The number of adults with poor basic skills should be reduced significantly. The Welsh Assembly Government is responsible for the supply and quality of literacy and numeracy training. Training is delivered through further education colleges, a network of adult and community learning providers, work based learning/ private training providers and some other community and voluntary organisations. What basic skills training are available? Once the basic skills assessment has been undertaken and the strengths and gaps analysed, the learner should be provided with the necessary literacy, language or numeracy teaching and learning support. This is the case for adult learners on training programmes such as ‘Skillbuild’, pre-apprenticeship learning and discrete basic skills courses, and should also apply for foundation modern apprenticeships and modern apprenticeships. For those not on training programmes such as those above, basic skills courses are available across Wales in community venues as well as colleges. Anyone may access and join these courses. Basic skills training may lead to a Certificate in Adult Literacy, English for Speakers of Other Languages (ESOL) or Numeracy, or merely support a vocational qualification aim. Training and resources are often available in both English and Welsh. The Basic Skills Employer Pledge* The Employer Pledge is an important programme within ‘Words Talk – Numbers Count’. Employers who sign the Pledge acknowledge that some staff need additional skills and commit themselves to support that improvement. The pledge covers all employees, including those who are not on training programmes or courses identified above. The Pledge is aimed at all companies and organisations in the private, public and voluntary sectors, whatever their size. There is no charge to join the scheme. Employers receive free support and advice

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from Basic Skills Cymru. Grants of up to £10,000 are available to help employers with the costs of improving basic skills in their workplace. It’s supported by Wales Trade Union Congress (TUC), Confederation of British Industry (CBI) Wales, the Sector Skills Councils, Welsh Local Government Association (WLGA) and other partners. For an organisation to succeed everyone has to perform well. A company’s reputation, its competitiveness and its future depend on its employees. Signing up to the Employer Pledge highlights a company’s commitment to developing the potential of its employees. For more information related to funding of basic skills training please refer to the section entitled ‘Funding support for education and training in Wales’ on page 20.

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Appendix E: Departmental/Organisational Needs Summary Department/Organisation name: Section 1 (relates to Section 2 of the Training Needs Analysis [TNA] form) Using the key from the TNA form, set the level at which training should be offered and identify what training is required, when it may happen and how it relates to the organisation’s objectives (i.e. any score lower than a 3 should be put forward for training and action-planned accordingly).

Skills No. of staff

Type of training (e.g. courses,

qualifications, new experiences)

When?

Training Provider?

Organisational objective(s)

Reading Writing Use of number Communication Customer service Basic computer/IT skills

Problem solving Leadership Management Innovation Decision making Team working Networking Section 2 (relates to Section 3 of the TNA form) Using the scale from the TNA form, set the level at which training should be offered and identify what training is required, when it may happen and how it relates to the organisation’s objectives, (i.e. any score lower than a 3 should be put forward for training).

Competencies No. of staff

Type of training (e.g. courses, qualifications,

new experiences)

When?

Training Provider?

Organisational objective(s)

Managing yourself

Managing your own resources

Managing your own personal networks

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Developing productive working relationships with colleagues

Developing productive working relationships with external partners/organisations

Giving customers a positive impression of yourself and your organisation

Resolving customer problems

Working with others to improve customer service

Contributing to the development of teams and individuals

Working with colleagues in a team

Promoting equality of opportunity and diversity in your area of responsibility

Managing or coordinating a project or activity

Managing or coordinating a programme of complementary projects and/or activities

Planning and preparing projects and/or activities

Reviewing the delivery of projects and/or activities

Implementing operational plans for your area of responsibility

Managing finance for your area of responsibility

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Maintaining the health and safety of self and others

Maintaining a safe and secure working environment

Allocating and monitoring the progress and quality of work in your area of responsibility

Section 3 (relates to Section 4 of the TNA form)

Requested training

No. of staff

Type of training (e.g. courses,

qualifications, new experiences)

When?

Training Provider?

Organisational objective(s)

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Appendix F: Annual Training Planner

Type of training

Who? Jan Feb Mar Apr May Jun

Type of training

Who? July Aug Sept Oct Nov Dec

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Appendix G: Useful Contacts

Basic Skills Cymru Tel: 01792 756 919 employerpledge@wales.gsi.gov.uk

Basic Skills Cymru oversees the Welsh Assembly Government's Basic Skills Strategy ‘Words Talk, Numbers Count’ aiming to reduce the number of adults in Wales with poor literacy and/or numeracy skills. Basic Skills Cymru has developed an Employer Pledge, aimed at all companies of any size, reflecting their commitment to employee skills. Support includes:

• help to produce an action plan • advice from a basic skills practitioner to develop and deliver

courses • grant scheme

BBC Skillwise www.bbc.co.uk/skillwise/

Aims to help adults to improve reading, writing and number skills. Offers Level one literacy and numeracy resources.

BBC RAW campaign www.bbc.co.uk/raw

A brand new RAW website to help adults and young people develop skills for everyday life.

Careers Wales Tel: 0800 100 900 www.careerswales.com

Funded by the Welsh Assembly Government, Careers Wales is an all-Wales service that gives people of all ages free careers information, advice and guidance

Careers Wales contributes to the Welsh Assembly Government's Lifelong Learning Agenda, encouraging people to engage in learning, skills, and career development, leading to economic prosperity for individuals and the nation as a whole.

Department for Culture, Education and Lifelong Learning (DCELLS) Tel: 0300 0603300 or 0845 010 3300 (English) 0300 0604400 or 0845 010 4400 (Welsh).

Email: webmaster@wales.gsi.gov.uk

www.wales.gov.uk

Education and skills in Wales is the responsibility of the Department for Children, Education, Lifelong Learning and Skills (DCELLS), within the Welsh Assembly Government.

DCELLS policies aim to raise the levels of achievement in Wales, promoting a culture of lifelong learning to help improve opportunities for people at all stages of their life, from school through college or university and for vocational or work based training.

Employer Pledge Workplace Team Tel: 01792 756 919

The Employer Pledge programme has been developed as part of the Welsh Assembly Government’s all age basic skills strategy. It aims to reduce the number of adults with poor literacy and/or numeracy skills.

Colegau Cymru (Previously Fforwm)

ColegauCymru / CollegesWales is the national organisation representing the 22 further education (FE) colleges and two FE institutions in Wales. ColegauCymru / CollegesWales was created

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Tel: 029 2052 2500 Email: hello@collegeswales.ac.uk

www.colegaucymru.ac.uk www.collegeswales.ac.uk

(as Fforwm) in 1993 as an educational charity and a company limited by guarantee. ColegauCymru / CollegesWales provides a range of services to its members including networks, conferences, research, consultancy and the sharing of good practice. It also works closely with a wide range of partners in post-16 education and training. Through ColegauCymru / CollegesWales, colleges are represented on various committees, working parties and other groups influencing and shaping policy in post-16 education, training and life-long learning.

Investors in People (IIP) Tel: 020 7467 1900 www.iipuk.co.uk

Investors in People (IIP) promote business improvement through people by helping develop/ implement strategies to improve organisational performance. IIP advisers are also trained to support Basic Skills.

The Institute for Sport, Parks and

Leisure (ISPAL) Tel: 0844 418 0077 www.ispal.org.uk

The Institute for Sport, Parks and Leisure (ISPAL) is the professional membership body for a fast growing, vibrant industry, representing sport, parks and leisure industry professionals.

Institute of Sport and Recreation Management (ISRM) Tel: 01509 226474 www.isrm.co.uk

Institute of Sport and Recreation Management (ISRM) is the only national professional body for those involved exclusively in providing, managing, operating and developing sport and recreation services in the United Kingdom. The Institute is a registered charity.

Job Centre Plus Tel: 0845 6060 234 www.jobcentreplus.gov.uk

Jobcentre Plus is a government agency supporting people of working age from welfare into work, and helping employers to fill their vacancies. They are part of the Department for Work and Pensions (DWP) and play a major role in supporting the Department’s aim to ‘promote opportunity and independence for all through modern, customer-focused services’.

Higher Education Funding Council for Wales (HEFCW)

Tel: 029 2076 1861

Email: info@hefcw.ac.uk

www.hefcw.ac.uk

HEFCW is responsible for funding higher education in Wales. HEFCW distribute funds to support education, research and related activities at twelve higher education institutions, including the teaching activities of the Open University in Wales. They also fund higher education courses at further education colleges.

51

Learn Direct (Business) Tel: 08000 150 750 www.learndirect-business.co.uk

Learn direct is the UK’s online leading learning provider with a wide range of flexible online courses designed specifically for businesses. They also have a range of skills for life courses available.

Learn Direct (Advice) Tel: 0800 100 900

Learn Direct Advice is a free and confidential telephone helpline and website for adults looking for impartial advice and information on courses and careers. Two hundred qualified advisors can give information on around one million courses, plus advice on funding, planning a career, apprenticeships or CV writing.

National Grid for Learning (NGFL Cymru)

Tel : 02920 265177

Email: info@ngfl-cymru.org.uk

www.ngfl-cymru.org.uk

The National Grid for Learning Cymru (NGfL Cymru) is managed by WJEC on behalf of the Welsh Assembly Government. Its website has nearly 3,000 high quality downloadable educational resources which support all Key Stages of the Curriculum, from Early Years to Post 16. Many of the resources are interactive, and all have been produced by practicing teachers

National Society for the prevention of Cruelty to Children (NSPCC) Tel: 020 7825 2500 www.nspcc.org.uk

Today, the NSPCC is inspired by a belief that we can make a difference for all children – by standing up for their rights, by listening to them, by helping them when they need us and by making them safe.

Our vision is ending cruelty to children in the UK. We believe cruelty is preventable and that through having an inspirational vision we will achieve much greater success for children.

National Training Federation Wales (NTFW) Tel: 029 2061 8228 www.ntfw.org

The National Training Federation is a Wales wide representative body for all those organisations or individuals involved in the training industry.

Play Wales Tel: 02920 486050 www.playwales.org.uk

Play Wales is an independent charity funded by Welsh Assembly Government through the Department for Children, Education, Lifelong Learning and Skills - our area of charitable remit is Wales.

SkillsActive (Wales) Tel: 02920 644 526 www.skillsactive.com/arounduk/wales

SkillsActive is the Sector Skills Council for Active Leisure and Learning. Sector Skills Councils (SSCs) are independent, employer-led, UK-wide organisations designed to build a skills system that is driven by employer demand. SkillsActive has an established committee in Wales, led by employers, with representation from national agencies, partner organisations and training providers.

52

Sports Coach UK Tel:0113 274 4802 www.sportscoachuk.org

Sports Coach UK is the key organisation within the UK with the responsibility for supporting coach education, and coach and coaching development. With a network of national, regional and sub-regional staff, the organisation offers support, advice and technical guidance for the education and development of coaches, coach managers and the wider coaching workforce.

Sport Wales (SW) Tel: 0845 045 0904 www.sports-council-wales.org.uk

Sport Wales is the national organisation responsible for developing and promoting sport and active lifestyles. It is the main adviser on sporting matters to the Welsh Assembly Government and is responsible for distributing funds from the National Lottery to sport in Wales.

TUC Learning Services and Trade Unions Tel: 0151 236 7678 www.learningservices.org.uk

Unions support workforce development including basic skills training. They can support learning in your workforce by, for example, appointing Union Learning Representatives.

Wales TUC Tel: 029 2034 7010 Email: wtuc@tuc.org.uk www.tuc.org.uk

The Wales TUC is the voice of Wales at work. With almost 50 affiliated trade unions the Wales TUC represents nearly half a million workers. They campaign for a fair deal at work and for social justice at home and abroad

Welsh Sports Association (WSA) Tel: 0845 846 0020 www.welshsports.org.uk

The Welsh Sports Association (WSA) was established in 1972 as an independent body to support and represent the National Governing Bodies (NGBs) of sport and physical recreation in Wales. It acts in the national and international interests of all Welsh NGBs, from archery to yachting, and is actively involved with its governing body members in promoting a range of initiatives and good practice in areas such as equality and diversity, child protection and risk management.

53

Appendix H: Emerging Tools to support Workforce Development

Active Analyser

Active Analyser is an online tool for the active leisure and learning sector that will help employers to identify training needs within the workplace for both paid staff and volunteers. Analyser includes information on the sector Approved Job Role Profiles based upon National Occupational Standards (NOS), a recognised standard of performance devised by employers across the sector. Analyser enables skills gaps to be identified, either individually or across teams and ensures the correct skills investment for businesses. Active Analyser aspires to provide a signpost to appropriate provision, and thus, it can be considered as a ‘one-stop’ solution for Workforce Development Planning.

How can Active Analyser potentially benefit the employer?

• Identifies skills gaps in the business and assists in workforce planning and recruitment decisions.

• Improves customer satisfaction providing a competitive advantage.

• Reduces insurance premiums as training records provide evidence of best practice.

• Boosts productivity and increases profitability.

How does Active Analyser benefit the individual?

• Allows individuals to monitor and record current levels of competency against the requirements of their job role.

• Helps to identify with their manager, suitable learning and training for their future through a personal development planner.

• Enables individuals to build a record of achievement, completing objectives, work-based skills endorsements and any qualifications or certificates achieved.

activepassport™ activepassport™ is a unique, web-based resource that records training, qualifications, and personal and professional achievements, giving accurate data on individual staff members and helping organisations support their training and development painlessly and proactively. The use of activepassport™ demonstrates an organisation’s commitment to the training and development of its workforce, helping them attract and retain the highest calibre of staff. How activepassport™ works

• For employers, it helps them identify skills gaps and suitably qualified personnel.

• It tells employers when and how an individual needs to be trained, helping the organisation achieve the most efficient use of its training budget and avoiding the costs and time of duplicate training.

• For individuals it provides a transferable, complete and verified online record of qualifications and experience.

54

What’s in it for employers? Proven; All employee records are fully verified, ensuring that the people you employ really possess the skills and experience they claim. Powerful; Millions of pounds are wasted each year on unnecessary training due to poor record-keeping. activepassport™ tracks and highlights employee training needs and reviews, helping organisations support the career development of their teams, build their confidence and stabilise the workforce. Pro-active; By highlighting training requirements ahead of time, activepassport™ allows organisations to control staffing levels and training schedules, thus increasing efficiency and saving money. Practical; activepassport™ not only reduces costs but also protects an organisation against litigation.

If you would like further information on either SkillsActive Analyser or activepassport™ please contact:

Sara Hale Workforce Development Officer (Wales) Email: sara.hale@skillsactive.com Tel: 07545 609 737

55

Objectives

Priority

Training and

Development Required

Who/

When/

Resource

Responsibility

Cost (£)

Outcome/Benefit/

Evaluation

Review

Date

Tra

in c

ust

om

er

fac

ing

sta

ff in

cu

sto

me

r c

are

Pro

mo

te c

ust

om

er

serv

ice

aw

ard

H

M

Cu

sto

me

r Se

rvic

e (

CS)

co

urs

e f

or

all

fro

nt

line

sta

ff

Aw

are

ne

ss r

ais

ing

fo

r a

ll

sta

ff

15

Re

ce

p.

12

DM

80

Re

c A

sst

Se

pte

mb

er–

No

ve

mb

er

200

5

Ja

nu

ary

20

06

All

sta

ff

Ce

ntr

e m

an

ag

ers

Ce

ntr

e m

an

ag

ers

250

0

£20

pm

Sta

ff m

ore

cu

sto

me

r-

foc

use

d, le

ss c

om

pla

ints

,

low

er

stre

ss le

ve

ls.

Re

wa

rd/r

ec

og

nit

ion

fo

r

sta

ff e

xce

llin

g in

CS.

Ap

r 2

01

0

Ma

y 2

01

0

2

74

0

Appendix I – Examples of Workforce Development Plans

Organisational Objective: To improve our customer satisfaction rates by 3%.

Local

Authority

exam

ple

Sub Total

(£)

56

Objectives

Priority

Training and

Development Required

Who/

When/

Resource

Responsibility

Cost (£)

Outcome/Benefit/

Evaluation

Review

Date

All

du

ty m

an

ag

ers

to

ha

ve

an

ad

va

nc

ed

he

alt

h a

nd

sa

fety

aw

ard

All

sta

ff t

o h

av

e a

ba

sic

he

alt

h

an

d s

afe

ty in

du

cti

on

En

sure

dis

ab

led

ac

ce

ss t

o

cu

sto

me

rs

H

H

H

Ad

va

nc

ed

he

alth

an

d

safe

ty c

ou

rse

He

alth

an

d s

afe

ty

ind

uc

tio

n

Ma

nu

al h

an

dlin

g

dis

ab

ility

-sp

ec

ific

12

Du

ty

ma

na

ge

rs

Oc

tob

er

20

05

All

sta

ff

on

go

ing

16

sta

ff

No

ve

mb

er

20

05

Ce

ntr

e m

an

ag

er

He

alt

h a

nd

sa

fety

re

p

ea

ch

sit

e

He

alt

h a

nd

sa

fety

re

p

ea

ch

sit

e

50

00

In-h

ou

se

50

0

Co

ord

ina

tor

at

ea

ch

site

. B

ett

er

ind

uc

tio

ns.

Low

er

inc

ide

nts

/ac

cid

en

ts.

Low

er

nu

mb

er

of

inc

ide

nts

/ac

cid

en

ts,

Less

ab

sen

tee

ism

,

safe

r p

ub

lic.

Less

in

jurie

s, b

ett

er

ac

ce

ss.

Ap

r 20

10

Se

pt

201

0

Ma

y 2

01

0

5

500

Appendix I – Examples of Workforce Development Plans

Organisational Objective: All staff to work within the required health and safety guidelines.

Local

Authority

exam

ple

Sub Total

(£)

57

Objectives

Priority

Training and

Development Required

Who/

When/

Resource

Responsibility

Cost (£)

Outcome/Benefit/

Evaluation

Review

Date

En

sure

all

sup

erv

iso

rs/d

uty

ma

na

ge

rs h

av

e a

n

ap

pro

pria

te m

an

ag

em

en

t

qu

alif

ica

tio

n

En

sure

hig

h c

ust

om

er

sati

sfa

cti

on

in

de

alin

g w

ith

co

mp

lain

ts

En

sure

th

e a

pp

rais

al sy

ste

m is

eff

ec

tiv

e

H

M

H

Inst

itu

te o

f Le

ad

ers

hip

&

Ma

na

ge

me

nt

(ILM

) Le

ve

l

2/3

Eff

ec

tiv

e c

om

mu

nic

atio

n

in d

ea

ling

with

co

nflic

t

Eff

ec

tiv

e a

pp

rais

al

tra

inin

g

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e s

taff

fro

m O

cto

be

r

200

5

Six

sta

ff f

rom

De

ce

mb

er

200

5

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line

ma

na

ge

rs

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ve

mb

er

200

5

Ce

ntr

e m

an

ag

er

Ce

ntr

e m

an

ag

er

Se

rvic

e h

ea

d

Sub Total (£)

250

0

200

100

0

370

0

Be

tte

r q

ua

lific

ati

on

s,

hig

he

r m

an

ag

em

en

t

sta

nd

ard

s.

Mo

re e

ffe

cti

ve

ma

na

ge

rs,

cle

are

r c

om

mu

nic

ati

on

,

be

tte

r c

ust

om

er

serv

ice

,

less

str

ess

, b

ett

er

ma

na

ge

rs.

Mo

re

me

an

ing

ful

ap

pra

isa

ls,

be

tte

r

mo

tiv

ate

d s

taff

.

Ap

r 2

01

0

Ju

n 2

01

0

Ap

r 2

01

0

11,940

Fig

ure

s su

pp

lied

fo

r

illu

stra

tio

n o

nly

.

So

me

tra

inin

g m

ay a

ttra

ct

fun

din

g.

Appendix I – Examples of Workforce Development Plans

Organisational Objective: To continuously improve management standards.

Local

Authority

exam

ple

Grand Total

(£)

58

Objectives

Priority

Training and

Development Required

Who/

When/

Resource

Responsibility

Cost (£)

Outcome/Benefit

/ Evaluation

Review

Date

Pro

vid

e c

oa

ch

ed

uc

ato

r

tra

inin

g

En

sure

su

ffic

ien

t q

ua

lifie

d

off

icia

ls a

re a

va

ilab

le

Pro

mo

te a

nd

ma

rke

t th

e s

po

rt

eff

ec

tive

ly

H

H

H

10

lev

el 2

co

urs

es

6 le

ve

l 3 c

ou

rse

s

10

intr

o o

ffic

ials

co

urs

es

5 in

term

ed

iate

Me

nto

rin

g b

y a

no

the

r

go

ve

rnin

g b

od

y

Co

mm

un

ity

co

ac

he

s/

vo

lun

tee

rs

by

Se

pte

mb

er

20

05

Vo

lun

tee

rs

by O

cto

be

r

20

05

Ma

rke

tin

g

tea

m

by J

an

ua

ry

20

05

Re

gio

na

l/c

ou

nty

Ma

na

ge

r

Re

gio

na

l/c

ou

nty

Ma

na

ge

r

Se

nio

r m

an

ag

em

en

t

20

00

10

00

Nil

Mo

re q

ua

lifie

d

co

ac

he

s, h

igh

er

co

mp

ete

nc

y o

f

exis

tin

g c

oa

ch

es,

be

tte

r fe

ed

ba

ck f

rom

cu

sto

me

rs, in

cre

ase

d

pa

rtic

ipa

tio

n.

Mo

re q

ua

lifie

d o

ffic

ials

.

Po

siti

ve

ima

ge

of

the

spo

rt, in

cre

ase

d

up

take

.

No

v 2

00

5

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c 2

00

5

Ap

r 2

00

6

3

00

0

Appendix I – Examples of Workforce Development Plans

Governing body exam

ple

Organisational Objective: To improve participation by young people by 1%.

Sub total (£)

59

Objectives

Priority

Training and

Development Required

Who/

When/

Resource

Responsibility

Cost (£)

Outcome/Benefit/

Evaluation

Review

Date

Pla

n e

ffe

cti

ve

ly f

or

bu

dg

eta

ry

ma

na

ge

me

nt

De

cre

ase

ba

d d

eb

tors

Imp

rov

e f

ina

nc

ial

ma

na

ge

me

nt

info

rma

tio

n

pre

sen

tati

on

H

H

M

Fin

an

cia

l p

lan

nin

g

Ba

d d

eb

t re

co

ve

ry

Ad

va

nc

ed

Exc

el

Fin

an

ce

off

ice

r a

nd

reg

ion

al

ma

na

ge

rs

by O

cto

be

r

20

05

Fin

an

ce

off

ice

r

by

No

ve

mb

er

20

06

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an

ce

tea

m

by J

an

ua

ry

06

Ma

na

ge

r

Ma

na

ge

r

Ma

na

ge

r

25

0

20

0

15

0

Cle

are

r fin

an

ce

pla

ns,

imp

rov

ed

bu

dg

eta

ry

co

ntr

ol.

Less

de

bt

write

-off

,

imp

rov

ed

pa

ym

en

t ra

tes.

Mo

re e

ffic

ien

t u

se o

f IT

,

cle

are

r re

po

rts,

str

ea

mlin

ed

rep

ort

ing

.

Ja

n

20

10

Fe

b

20

10

Ap

r 2

01

0

6

00

Appendix I – Examples of Workforce Development Plans

Governing body exam

ple

Organisational Objective: To manage budgets effectively.

Sub total

(£)

60

Objectives

Priority

Training and

Development Required

Who/

When/

Resource

Responsibility

Cost (£)

Outcome/Benefit/

Evaluation

Review

Date

Imp

rov

e in

tern

al a

nd

ext

ern

al

em

ail

use

Imp

rov

e w

eb

site

in

form

ati

on

an

d a

pp

ea

ran

ce

Ma

inta

in t

he

ne

two

rk o

f

co

mp

ute

rs

H

M

H

Ou

tlo

ok t

rain

ing

We

bsi

te

de

sig

n/m

ain

ten

an

ce

Ne

two

rk m

ain

ten

an

ce

All

by

Se

pte

mb

er

20

05

Re

gio

na

l

off

ice

rs

by D

ec

em

be

r

20

05

Ad

min

istr

ato

r

by J

an

ua

ry

20

06

Se

nio

r m

an

ag

em

en

t

Ma

na

ge

r

Ma

na

ge

r

600

300

200

Cle

are

r c

om

mu

nic

ati

on

,

stre

am

line

d u

se o

f O

utl

oo

k,

be

tte

r p

rod

uc

tiv

ity.

Be

tte

r re

gio

na

l se

cti

on

s,

cle

are

r in

fo, b

ett

er

cu

sto

me

r re

vie

ws.

Imp

rov

ed

pro

du

ctiv

ity,

few

er

ma

inte

na

nc

e c

ost

s,

eff

icie

nt

syst

em

.

Ja

n 2

01

0

Fe

b 2

010

Ap

r 2

01

0

1

10

0

Appendix I: Examples of Workforce Development Plans

Governing body exam

ple

Organisational Objective: To improve electronic communication by 60%.

Sub Total

(£)

61

Objectives

Priority

Training and

Development Required

Who/

When/

Resource

Responsibility

Cost (£)

Outcome/Benefit/

Evaluation

Review

Date

Imp

lem

en

t q

ua

lity c

on

tro

l

pro

ce

du

res

for

do

cu

me

nts

All

ad

min

sta

ff q

ua

lifie

d t

o a

na

tio

na

l st

an

da

rd

Initia

te p

lain

En

glis

h p

olic

y

H

M

H

Qu

alit

y c

on

tro

l sy

ste

ms

NV

Q 2

Ad

min

istr

ati

on

Pla

in E

ng

lish

co

urs

e

Ad

min

te

am

an

d r

eg

ion

al

sta

ff

by O

cto

be

r

20

05

Ad

min

off

ice

r

by J

uly

20

05

All

by J

an

ua

ry

20

06

Ma

na

ge

r

Ma

na

ge

r

Se

nio

r M

an

ag

em

en

t

15

0

60

0

30

0

Imp

rov

ed

ac

cu

rac

y a

nd

ch

ec

kin

g, im

pro

ve

d

cu

sto

me

r fe

ed

ba

ck.

All

sta

ff q

ua

lifie

d, h

igh

er

co

mp

ete

nc

y.

Cle

are

r c

om

mu

nic

ati

on

,

few

er

mis

take

s, b

ett

er

cu

sto

me

r sa

tisf

ac

tio

n.

Ma

r

201

0

No

v 2

01

0

Ma

y 2

01

0

Grand Total (£) 5750

Fig

ure

s su

pp

lied

fo

r

illu

stra

tio

n o

nly

.

So

me

tra

inin

g m

ay a

ttra

ct

fun

din

g.

Governing body exam

ple

Appendix I: Examples of Workforce Development Plans

Organisational Objective: To achieve 98% accuracy in administration.

62

Objectives

Priority

Training and

Development

Required

Who/

When/

Resource

Responsibility

Cost (£)

Outcome/Benefit/

Evaluation

Review Date

En

sure

hig

h-q

ua

lity, e

ffe

cti

ve

ma

rke

tin

g lite

ratu

re f

or

the

clu

b

En

sure

hig

h s

tan

da

rd o

f

sup

erv

isio

n

En

sure

a h

igh

sta

nd

ard

of

co

ac

hin

g/s

up

erv

isio

n

H

M

M

IT b

asi

c g

rap

hic

s

Lev

el 1

min

i/m

idi

Lev

el 2

Co

ac

h A

wa

rd

J W

illia

ms

Ma

y 2

00

5

10

pa

ren

ts b

y

Au

gu

st 2

005

4 p

are

nts

by O

cto

be

r

20

05

Ch

air

He

ad

co

ac

h

He

ad

co

ac

h

30

50

12

0

Imp

rov

ed

kn

ow

led

ge

in

IT,

be

tte

r c

lub

lite

ratu

re a

nd

pro

file

. M

ore

qu

alif

ied

he

lpe

rs,

be

tte

r st

an

da

rds,

mo

re

jun

ior

me

mb

ers

. M

ore

qu

alif

ied

he

lpe

rs,

be

tte

r st

an

da

rds,

mo

re

jun

ior

me

mb

ers

.

Au

g 2

02

0

Se

pt

20

10

No

v 2

010

20

0

Appendix I: Examples of Workforce Development Plans

Organisational objective: To increase membership by 20%.

Voluntary Sports

Club exam

ple

(Trytown Rugby

Club)

Sub Total (£)

63

Objectives

Priority

Training and

Development Required

Who/

When/

Resource

Responsibility

Cost (£)

Outcome/Benefit/

Evaluation

Review

Date

Imp

rov

e t

he

ma

na

ge

me

nt

of

the

ce

llar/

ba

r a

rea

Inc

rea

se r

ep

ea

t b

usi

ne

ss in

ba

r/kit

ch

en

H

BII

Ce

llar

ma

na

ge

me

nt

co

urs

e

Cu

sto

me

r c

are

co

urs

e

A J

on

es

by

Oc

tob

er

20

05

All

ba

r/kitc

he

n

sta

ff 1

da

y b

y

Se

pte

mb

er

20

05

He

ad

ste

wa

rd

He

ad

ste

wa

rd

85

15

0

Less

wa

sta

ge

, b

ett

er

sto

ck c

on

tro

l, h

igh

er

cu

sto

me

r sa

tisf

ac

tio

n.

Hig

he

r c

ust

om

er

sati

sfa

cti

on

, m

ore

rep

ea

t b

usi

ne

ss,

be

tte

r ta

kin

gs.

Fe

b

20

10

Oc

t

20

10

23

5

Appendix I|: Examples of Workforce Development Plans

Organisational objective: To increase turnover in the bar/kitchen by 12%.

Voluntary Sports Club

exam

ple

(Trytown Rugby Club)

Sub Total (£)

64

Who/

When/

Objectives

Priority

Training and

Development Required

Resources

Responsibility

Cost (£)

Outcome/Benefit/

Evaluation

Review

Date

Ru

n e

ffe

cti

ve

me

eti

ng

s

Ga

in e

ffe

cti

ve

fin

an

cia

l

co

ntr

ol

H

H

Ch

airin

g m

ee

tin

g s

kill

s

Eff

ec

tiv

e f

ina

nc

ial c

on

tro

l

co

urs

e

Ch

air/h

ea

d

co

ac

h

Au

gu

st 2

005

Tre

asu

rer

Se

pte

mb

er

20

05

Ch

air

Ch

air

Su

b T

ota

l

50

50

10

0

Be

tte

r e

ffic

ien

cy a

nd

pro

du

cti

vit

y, sm

oo

the

r

run

nin

g o

f c

lub

sh

are

d

ob

jec

tiv

es.

Be

tte

r c

on

tro

l o

f

fin

an

ce

s, s

mo

oth

er

run

nin

g o

f c

lub

.

No

ve

mb

er

20

05

De

ce

mb

er

20

05

Grand Total (£) 535

Fig

ure

s su

pp

lied

fo

r

illu

stra

tio

n o

nly

.

So

me

tra

inin

g m

ay

att

rac

t fu

nd

ing

.

Appendix I: Examples of Workforce Development Plans

Organisational objective: To run the club efficiently and effectively.

Voluntary Sports Club

exam

ple

(Trytown Rugby Club)

65

Objectives

Priority

Training and

Development Required

Who/

When/

Resource

Responsibility

Cost (£)

Outcome/Benefit/

Evaluation