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Speeches and presentations

SESSION THREE

Supporting lifelong learning

1. How can we make continual professional development more meaningful and attractive for individual practitioners?

Reply

Employer appraisal processes/CPD need to mesh

Making the CPD pay. i.e. demonstrate the value of a qualification.

Can training be offered at weekends?

Some sectors embrace this well by making it a positive experience e.g medical profession arrange international events or similar (funded via sponsorship).

Can CPD be more interactive involving technology

Some other sectors see CPD as a right so expect training every year.

Employers to recognise the benefits and sell to workforce

Taking the professional out - Plant - in-house tuition for changes to machinery.
P&D - eg, dulux have regular updates in colleges.

Consulting engineers - need to make more money to be able to do CPD properly.

UK requirements are not as stringent as other countries. Government needs to make qualifications and CPD a legal requirement/licensing. Although there is market/self-regulation.

Extend what happens in Scotland and the nuclear industry.

Recognition of internal training programmes.

Improve the existing workforce- not all are graduates or craft trainees- is management and supervisors- how do we get to them? What do we have for them? i.e appropriate NVQ?

How does industry/ employers ensure once qualifications is achieved that it is updated? Maybe through internal training?

Need to consider how we develop people who have not trained, will not go onto 'higher level' qualifications.

Lots of investment/ commitment being made by individual employers i.e MACE business school, but needs to be brought together- efficient/ effective.

Get message to employers what is recognised by clients as 'brownie points' i.e CPD.

Could clients stipulate what they welcome in contractors ie CPD.

What is ConstructionSkills doing about influencing clients??!?! As an SSC we should be!!

Make them all the same as corgi so that they have to do it - mandatory
perhaps people should be relicensed every five years.

Need a dialogue between professions and the providers about content and mode of delivery - for example more use of online.

Is an issue for the institutions to have clear policies about what they expect of their members in order to retain membership.

It is about culture- how do I become better at doing my job?

The more you have a career development programme the more likely you are to keep them. More cost effective to retrain the people you have.

Need to see results from training. Training is for the medium- long term. results are not instant.

Learn by leadership. Difference between training and professional development. Professional development is about you as an individual making a contribution.

Need development programmes for different levels and when new levels are introduced. Need something to maintain current skill levels.

Need to make it real, a mentor.

Practitioners think CPD has a bad name - want training that will move their business forward.

Training not relevant. People need to be more discriminating about CPD - they need to be more questioning and demanding when dealing with providers.

CPD - lose focus on hours and look more at process

CPD only works at general level. Only at a detailed level will it address the needs of individual employers.

More mentoring - useful form of CPD.

Attracting people with right skills and attitudes is important

Assessment needs to be rigorous - lot of contact needed. Lack of assessment has led to decline in takeup of CPD

Contractors must develop clear development programmes for graduates to encourage them to believe that the contractor is committed to their development.

Linking CPD to specific project work with the advantage of both the project and the individual benefiting from the learning.

Companies should have processes to identify potential and reward effort

Easier to record

Make it compulsory for all institutions

Through individual institutions in partnership with education establishments and ConstructionSkills

All CPD courses should be independently assessed

Recognised by more than one institution

Recording facilities available online to support

Clear pathways for progression

Employers, employees need to have clear pathways in order to know what is needed.

Craft, supervisory, management bridge pathway needs to be clarified so the development process is more transparent.

There is a need to bring industry and education establishments together under a body which will articulate the needs of all.

2. How can we enable education and training providers to develop the programme of lifelong learning that the industry needs?

Reply

Ensure college/university lecturers/profs do keep up to date with latest innovation.

Colleges do need to keep abreast of rapidly moving technology/IT systems

All colleges and Universities need to realise WE are the customer and they should provide what WE require!

Some providers have relevant courses which keep in step with employer needs - why don't all do the same.

Capacity of some providers to run CPD may be limited eg do they have the appropriate staff to deliver what is required?

Some CPD works well. Does it need to be monitored by employer/

Design courses with industry.

Closer links between professional bodies/trade associations/training providers.

Training providers to be involved in development of courses.

Sort out a route for them to accredit in-house training. And publicise it!!

How do ConstructionSkills encourage this?

Better link between taught element and work based.

Need to understand progression routes.

Move away from accreditation and back to training.

We are becoming an industry of 'tick box-ing' as opposed to training people.

Need to get mentoring and coaching in the workplace to embed knowledge gain.

Is it more about the industry protecting themselves than making a difference to the career aspirations of the workforce?

Can we ensure the funding is there to support CPD....ie we do it for NVQs because the LSC fund it...and therefore industry are bought in, we need to ensure the funding is distributed across the progression routes.

Need to find a route to ensure HEIs are responding to employers/ industry needs, rather than maintaining independence.

Problem is that universities are isolated ivory towers and the people teaching are not up to speed on CDM.

ConstructionSkills need to be in touch with non levy payers.

Universities are under pressure to deliver in a certain way.

Need to concentrate on up skilling the trainers and lecturers etc - could do via the construtionarioum

Interesting fact about universities is that 85 offer construction related courses and they also have research and entrepreneurial activity but they don’t always link so let us do something here.

Re-fresher training just as important as training people in the next level.

Providers should help students to work out what they need - work with them.

Providers need to be flexible and not just provide a training catalogue approach.

IiP used to be people focused - if there wasn't a product available it helped in developing this.

Universities not very responsive and agile - can take over 18 months to develop a new programme. Pull not push model - with employers talking to providers.

Customers should work with smaller providers to develop tailored solutions.

CPD not attractive to universities.

Flexibility in terms of hours / term times - doesn't fit in with workplace life.

Employers don't find it cost effective either.

Create an integrated qualification and training framework that is more like an 'travelalator' rather than a series of qualification hurdles - life long road map.

Ensure that there is better communication between the industry and education sectors.

Work closely with various sectors of industry and ConstructionSkills to develop programmes.

Funding of higher level qualifications and courses need to be looked at.

Create clear ladders of opportunity.

Close the gap between regulators and employers.

There needs to be more opportunities for teachers to keep up to date with industry practice.

Secondment of teachers in the industry may be considered.

Put more pressure on the institutions to influence employers to engage.

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