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Developing a Sector Skills Strategy

Developing a Sector Skills Strategy. 1. Identifying issues. 2. Focus groups with individuals in the sector in late 2010 A focus group of ITO and industry stakeholders in November 2010. Consultation. 3. Sector issues Workforce issues Skills and qualification issues. Content of a strategy.

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Developing a Sector Skills Strategy

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  1. Developing a Sector Skills Strategy 1

  2. Identifying issues 2

  3. Focus groups with individuals in the sector in late 2010 • A focus group of ITO and industry stakeholders in November 2010 Consultation 3

  4. Sector issues • Workforce issues • Skills and qualification issues Content of a strategy 4

  5. A more regular training and economic cycle for the sector • Improved productivity as measured by the industry-agreed definition • A better integrated vocational education and training (VET) system • Higher quality skills training and a recognition of that quality • People within the sector having a better understanding of how their work effects others Outcomes of a strategy 5

  6. Boom-Bust nature of the industry Role of management/supervisory skills Focusing on issues facing SMEs Collaboration across the tertiary sector Finding solutions for key issues 6

  7. Built Environment industry is particularly prone to economic cycles leading to boom and bust periods • Solutions have focused on trying to remove or smooth cycles • The industry will always be at least somewhat cyclical so it is important to think about how to respond 1. Boom-Bust nature of the industry 7

  8. Ensuring workers are multi-skilled • Have a small core number of workers and bring extra people into the industry as necessary. • Create pathways for careers in the industry including between sub-sectors • Allow worker trainees to flexibly flow between different parts of the education and training network 1. Boom-Bust solutions: 8

  9. Ongoing issue with management and supervisory skills • These skills are necessary to ensure that businesses and workers are productive and are better placed to handle changes and fluctuations 2. Role of Management/Supervisory skills 9

  10. Managers are able to supervise staff effectively to ensure they are productive • Management training (with incentives) is developed and provided for all completing trade apprentices • Quality project management practices are in place across the industry at all levels. 2. Management/Supervisory skills solutions: 10

  11. Succession planning is considered by all businesses, especially SMEs, to ensure businesses are long lasting. • Management of SMEs is particularly considered as they do not generally have specialist managers. • A new licensing class in the LBP programme is created which recognises a building contractor with the broader construction qualifications and/or experience 2. Management/Supervisory skills solutions: 11

  12. The majority of businesses in the Built Environment sector are SMEs with either sole traders or owner-operators with a small number of staff. • SMEs face different issues than their larger counterparts and are often more vulnerable to changes including economic cycles. 3. Focusing on issues facing SMEs 12

  13. Ensuring higher levels of financial literacy • Best practice models for HR focusing on hiring the right people and ensuring they are adequately trained. • Recognising that people in SMEs, need to spend time on their business as well as in their business. • Ensuring business owners and managers have training in contract management and pricing of projects. • Overcoming issues of scale and lack of capital structure by a different form of collaboration between SMEs and larger firms. 3. Issues facing SMEs solutions: 13

  14. The whole tertiary education sector, including training organisations and providers, needs to work collaboratively to ensure that people are trained with the right skills to work in the industry • This will reduce proliferation of qualifications and give people in training confidence that the skills they are learning will be relevant in to their future employment. 4. Collaboration across the tertiary sector 14

  15. Developing and providing broad school based pathways into the industry • Developing and providing generic entry level qualifications to replace the current multiple pre-trades and which can be accessed in schools as well as in providers and workplaces • Shared qualification development and review of qualifications. 4. Collaboration across the sector solutions: 15

  16. Putting in place shared/stair-cased delivery. • Creating clear pathways between qualifications and programmes being offered in different parts of the sector. • ITOs and providers working together to promote the industry and recruit people into training for careers in the industry. 4. Collaboration across the sector solutions: 16

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