embedding skills for life in the workplace n.
Skip this Video
Loading SlideShow in 5 Seconds..
Embedding Skills for Life in the workplace PowerPoint Presentation
Download Presentation
Embedding Skills for Life in the workplace

Embedding Skills for Life in the workplace

167 Vues Download Presentation
Télécharger la présentation

Embedding Skills for Life in the workplace

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Embedding Skills for Life in the workplace Colin Butler, UK HR and CSR Manager, DHL Hubs and Gateways

  2. Agenda • Introduction • Who are DHL Hubs and Gateways • The Skills for Life Introduction • The DHL Hubs and Gateways Model • The Story so far ..... • Targets and measures • Questions

  3. Introduction • DHL is the global market leader in international express, overland transport and air freight. It is also the world's number 1 in ocean freight and contract logistics. • DHL offers a full range of customised solutions - from express document shipping to supply chain management. • Divisions: • DHL Express • DHL Freight • DHL Global Forwarding • DHL Global Mail • DHL Exel Supply Chain

  4. Introduction • DHL Hubs and Gateways are part of DHL Express division • Global Facts and Figures • Operations in 220 countries and territories • More than 130,000 employees • More than 4,700 facilities worldwide • 420 aircraft operating on behalf of DHL • Around 72,000 vehicles • No. 1 in European express and ground transport • Road, rail and combined transportation of shipments

  5. Who are DHL Hubs and Gateways • Total UK employees = 800 • Based at two main airport locations; Nottingham East Midlands Airport and London Heathrow • Satellite operations at Belfast, Edinburgh, Luton, Dublin, Shannon and Cork • Responsible for the import, export and transhipments of consignments that have been generated both in the UK and overseas • Predominantly a manual workforce • Mainly work night time

  6. DHL Corporate Values • To deliver excellent quality • To make our customers successful • To foster openness IV. To act according to clear priorities V. To act in an entrepreneurial way VI. To act with integrity internally and externally VII. To accept social responsibilities

  7. DHL Corporate Values Value VI: “To act with integrity internally and externally“ Integrity determines the way we work within the Group as well as our conduct towards our business partners, shareholders and the general public. Each employee has the opportunity for personal development – independent of gender, religion or culture. We do not tolerate discrimination. Each executive respects each employee’s personal dignity and personality within his staff and is responsible for creating an atmosphere of mutual trust within the team. Executives delegate tasks effectively, however, they remain responsible for the results. We stick together! • This means... • We do not tolerate discrimination • We support new colleagues • We create an atmosphere of mutual trust We all have the opportunity for personal development

  8. DHL Corporate Values Value VII: “To accept social responsibilities“ We are committed to goals that generate benefits for the communities where we work. We respect the traditions, structures and values of the countries where we operate. The protection of our environment is part of our corporate strategy. We promote our employees’ social commitment. We live our responsibility! • This means … • We commit ourselves to corporate citizenship (e.g. donations for catastrophes) • We protect our environment • We promote our employees’ social commitmentWe generate benefits to the communities where we work

  9. The Business Case – our concerns • Productivity- with better skills the roles could be carried out more effectively • Absence- would offering learning opportunities result in employees being less inclined to be absent? • Turnover- there are a significant number of employees who leave in the early months of employment, is this because they cannot understand the information they are being provided with? Do all employees understand the information they are being provided with? • Temp to perm workers- Some temp workers cannot become permanent as they cannot pass the test yet they are able to carry out the role satisfactorily • Promotion and progression- In a changing organisation, the requirement for reports and analysis is increasing. How do we know that our people have the skills? • Morale- how many people struggle with their child's homework?

  10. The potential solution • Looking at the concerns, is there a solution that could address them and deliver the benefits? • The answer could be Skills for Life! • Case study evidence (First Bus, Serco, Royal Mail) shows that there are benefits. • Meeting with BITC, discussed various options of involvement with the community and various initiatives, including Skills for life • Then explored in a meeting with BITC (Tracey Theo) and KPMG (Craig Robinson and Nick Taylor) – January 2006 and decided that ‘Skills for life’ could be of benefit to the organisation • Put together a project team – UK HR Manager, HR Services Manager, Training and Development Advisor and HR Advisor • Team briefed with determining benefits and whether the business wanted it • Met with Operational Managers and Employee Consultative group to ‘sound out’ initial feelings • All positive!!

  11. The Story so far … • The OptionsThree options for literacy and numeracy in the workplace • Adopt a programme and publish generally • Run a coordinated programme for development • Holistic approach – re-define the recruitment and training model to incorporate literacy and numeracy as a key requirement. • We decided that the best approach for the business would be to take a holistic viewpoint and fully integrate key skills into the workplace • It is not the easiest route but will deliver the greatest benefits.

  12. The DHL model • Is there a need? • Assess need? • Raise awareness • Implement and integrate solutions- Profile the roles- Map to adult curricula- Incorporate into role profiles- Select assessment tool- Select training provider- Select SMOG levels- Review documentation- Train relevant employees- Communicate and rollout! • Evaluate and review • Sustainability

  13. The basis!

  14. Role Profiling • Focus Groups • Questionnaire • National Curriculum

  15. Focus Groups • Meeting with groups of employees to discuss requirements of their roles • KPMG facilitated the initial groups to ensure consistency • Structured questions asked, for example: • 1. Do you ever have to count the total number of something without the use of a calculator? • 2.What range and type of numbers? negative/fractions/decimals- 10,100,1000 +? Do you have to write this detail down? • 3. Carry out calculations with numbers of any size using efficient methods? What methods? • 4.Do you have to combine sets of numbers together without the use of a calculator? • The results of these are then cross matched against the relevant curriculum to determine the levels

  16. Area Assessment and comments Overall level Information obtained by English Speaking and Listening Listen and Respond Speak and communicate Engaging in discussion Reading Writing Maths Numbers Measures, shape and space Handling data Role profiles • All job descriptions now contain a section to cover the key literacy and numeracy standards

  17. Area Assessment and comments Overall level English Speaking and Listening Listen and Respond Entry 3 (SLlr/E3) Level 1 (SLlr/L1) Level 1 (SLlr/L1) Level 1 Speak to communicate Entry 2 (SLc/E2) Entry 3 (SLc/E3.4) Entry 2 Engaging in discussion Entry 2 (SLd/E2.1) Entry 2 (SLd/E2.2) Level 1 (SLd/L1) Entry 3 Reading Entry 3 (Rt/E3.7) Level 1 (Rt/L1.5) Entry 2 (Rs/E2.4) Entry 3 (Rw/E3.1) Entry 3 (Rw/E3.2) Entry 3 (Rw/E3.5) Entry 3 Writing Entry 2 (Wt/E2.1) Entry 1 (Ws/E1.1) Entry 2 (Ws/E2.3) Entry 3 (Ww/E3.1) Entry 3 Maths Numbers Level 1 (N1/L1.1) Level 1 (N1/L1.8) Entry 2 (N2/E2.2) Level 1 Measures, shape and space Level 1 (MSS1/L1.2) Level 1 (MSS1/L1.7) Level 1 (MSS1/L1.3) Level 1 Handling data Entry 2 (MSS2/E2.3) Level 1 (HD1/L1.1) Level 1 Role profiling • Outcome from focus groups will look like:

  18. Role profiling • A profile analysis has been carried out for all roles (114 of them) • This gives a clear progression for literacy and numeracy skills • Ensures transparency • Enables self development

  19. Assessment tool • We chose ‘Target Skills’ • Gives screen and diagnostic in one tool • Gives spiky profile - not all roles have the same requirement for each of the areas • Better profile matching- Setting one level for each of literacy and numeracy could put requirements on areas that are too high which could mask development areas • Targeted development

  20. CTAD skills example

  21. Recruitment standards • Following assessment: • If all levels are at the minimum requirement then OK • If 1 or 2 measures are one step below (i.e. Entry 2 when Entry 3 required) then offer can be made, subject to reaching the required levels within probationary period, either internal promotion or external appointment. • More than 2 measures are below the requirement or one measure is more than 2 steps below then the following:- If all other measures are OK then the individual will be referred to college/learndirect and given a provisional offer pending improvement within 6 months.- If problems in other areas then declined with reasons including English and Maths levels and advised of external colleges.

  22. SMOG levels • Calculating the SMOG level of a text • 1. Select a page of a book • 2. Count 10 sentences • 3. Count the number of words which have three or more syllables • 4. Multiply this by 3 • 5. Circle the number closest to your answer1 4 9 16 25 36 49 64 81 100 121 144 169 • 6. Find the square root of the number you circled1 2 3 4 5 6 7 8 9 10 11 12 13 • 7. Add 8 = Readability level • Most people will understand a readability level under about 10. Source: The National Literacy Trust 2006/Skills for Life Employer toolkit page 8

  23. SMOG levels • Mapping SMOG scores to reading levels • As a rough indication, SMOG 9-10 = Entry 3, 11-12 = Level 1 and 13-14 = Level 2 • Internally the following levels have been chosen • General Communications - <12 and ideally 10Management Communications < 14Senior Management Communications no limit but ideally <18 • What does this mean? • All communications/core documents now have a SMOG rating • Employee handbook/offer letters/interview questions/training materials have been/are being re-written • The manual method is labour intensive, alternative method is online at

  24. College selection • Sourced training- Local college to deliver literacy and numeracy- Met with colleges- Chose Stephenson College, Coalville- Business/professional focus on meeting with them- Flexible – all learning is delivered in the evening/whenever we want it- Experienced in delivery of Skills for Life

  25. Training to rollout • Train HR Teams- to understand skills whilst interviewing (not covered through Target Skills)- speak to communicate- engage in discussion • Workplace Learning Champions- appointed amongst junior employees peer group- predominantly trainers or coaches – access to all individuals- Internal marketing amongst peers • Managers and Supervisors briefing- Verbal and written communication of Skills for Life- Q&A to assist with questions from staff- Will complete themselves

  26. Internal Communication

  27. Launch and marketing • Launch roadshow at main sites with training providers (Sept 06) • Marketed as English and Maths as opposed to Literacy and Numeracy • Training is in employees own time but 50% paid by Company • Can complete assessment and attend training for any reason:- Self development- Career progression- Help children with homework • All Supervisors and above are being assessed as part of role • All new job applicants (internal and external) complete assessment

  28. Targets and measures • All employees to reach minimum Level 1 • Increase productivity (3% for 2007) • Reduce Turnover • Reduce Absenteeism • Increase skills of workforce • Decrease accidents • Increase workforce morale • Initial assessment available to all • Number of employees attending a session • Number of employees progressing by one step or more • Total steps progressed/average per employee

  29. Resources • The resources required • No additional resources have been required! • As programme is integrated, is part of day to day work • Initial effort to profile the roles

  30. First results • To date: • Employees are asking to be assessed! • Regular assessment sessions scheduled • Over 450 assessments have been carried out • The accident rate amongst learners in 50% lower than the Company average • The absenteeism rate amongst the learners in 0.86%, the Company average is 5.3%, representing an annual saving of £120,000 • Employee turnover has fallen significantly since the launch of the programme, producing savings of £250,000 – 2% of the Company salary bill • Employees are more satisfied with working for DHL • Supervisors are championing employee development • First national tests taken and passed • Productivity since the launch has increased by 12% • Learners have commented about - ‘giving me a second chance in life’ and ‘I know how to progress in DHL’.

  31. Leitch and the next steps • Community Initiatives- Reading clubs in schools- Volunteering- Young enterprise scheme • Embed literacy and numeracy in broader qualifications • Take the pledge! • Vision is an ‘employability’ generic qualification covering literacy, numeracy, ICT, Communication, Team Building skills. • Transferable between departments (and employers) • Add on technical elements from a department to give a qualification

  32. And finally … • I would like your help! • I am researching approaches to Skills for Life and their associated benefits and would welcome the opportunity to interview people on their experiences/knowledge later in the year. • The research has the support of the DfES. • Thank you and any questions?

  33. Aoccdrnig to rscheearch at an Elingsh uinervtisy it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer is at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae we do not raed ervey lteter by it slef but the wrod as a wlohe.