zilongwang/ReadingBank huggingface dataset:
Section 3– Training and Assessment Unit Code Foundation Skills Unit Title Organisation responsible for Foundation Skills training delivery Foundation Skills training delivery Assessment Method RTO Other RTO Prior to qualification Integrated delivery Unit Code Unit Title Unit type Core (C) or Elective (E) Skills RPL/CT Training Mode Assessment Method
Digital Visual / Radio GreasánnaMéan Galway, Mayo Caroline Ni Chualain 087 6206082 091558465 Digital Media/Audio Visual / Radio Learning Waves Skillnet Dublin, Galway, Cork, Kerry Teresa Hanratty 087 4173301 042 9351797 teresah@learningwaves.ie Digital Media/Audio Visual / Radio Social Media Skillnet Dublin Maggie O' Brien 0867776476 0526191102 maggie@socialmediaskillnet.com Digital Media/Audio Visual / Radio The Gaming and Leisure Skillnet Dublin, Cork, Kildare John Nunn 087 2938844 01 2911962 Financial Services CPA Ireland Skillnet Dublin, Cork Patricia O'Neill 087 615 8686 01 425 1052 poneill@cpaireland.ie Food & FDII Skillnet National Mark Skinner 0878213805 016051615 Food & National Organic Training Skillnet Leitrim, Roscommon Cavan Sean McGloin 0861728442 0719640688 sean@nots.ie
Technology Industry Skillnet Westmeath, Dublin Catherine Lenehan 0872669528 0906476332 Tourism Travel Professionals Skillnet Dublin, Cork Fionnuala Carter 086 8277018 01 4179696 fionnuala.carter@itaa.ie Training & Development Trainers Learning Skillnet Dublin, Cork, Galway Josh Blake 086-236-8527 (045)
Appendix 2: School Councillor skills and expertise self-assessment (example) Your rating: Skills to develop: My knowledge and contribution be developed Skilled: My understanding is good and I am contributing in this area Highly skilled: I am working in this area at a high level and could teach others. Skills and expertise Description My rating is: How I can improve: Key areas Financial literacy Understanding of the school’s financial process and ability to contribute to development and oversight of the annual budget. Skills to develop e.g. Join sub-committee; attend Finance training; read DET website. Strategic planning Understanding of the school’s strategic plan and ability to contribute to its development. Skills to develop e.g. Join sub-committee; read DET website material. Policy making Ability to develop policies for the school in line with its vision and strategic plan. Skills to develop e.g. Join sub-committee; read examples on DET website. Community knowledge and engagement Knowledge of the school and community and the ability to engage stakeholders and build partnerships. Skilled e.g. Could help build better partnerships. Facility management Understanding of the school’s physical environment and ability to contribute to its improvement. Highly skilled e.g. Join the facilities sub-committee. Ethical decision-making Ability to make decisions that are free from bias, sound and consistent with the expectations of public service and the Director’s Code of Conduct. Skills to develop e.g. Read the Director’s Code of Conduct Relevant skills and experiences Educational understanding Understanding of how a council’s work serves to enhance the educational opportunities of students. Governance experience Experience of governance at a board or management committee level. Understanding of a code of conduct. Leadership experience Experience in leading events, initiatives, groups, committees or organisations. Technology skills Understanding of technology as a key tool in achieving desired outcomes and a willingness to research, develop and adopt. Human resources experience Experience in dealing with recruitment and selection.
Appendix 3: School Council’s skills and expertise (example) Skills and expertise Description 1 2 3 4 5 How we can improve: Financial literacy Understanding of the school’s financial process and ability to contribute to development and oversight of the annual budget. e.g. Strategic planning Understanding of the school’s strategic plan and ability to contribute to its development. Policy making Ability to develop policies for the school in line with its vision and strategic plan. e.g. Training; organise workshop Community knowledge and engagement Knowledge of the school and community and the ability to engage stakeholders and build partnerships. e.g. Read examples on DET website. Training. Facility management Understanding of the school’s physical environment and ability to contribute to e.g. Read examples on DET website. Training.
SECTION 4 CONDITIONS OF CONTRACT The Conditions of Contract that will govern the contractual relationship between WESTCOL and the successful bidder consist of the following documents: 1.1 Section 4.1 - General Conditions of Contract; 1.2 Section 4.2 - Special Conditions of Contract for the Supply of Goods; 1.3 Section 4.3 – Contract Form; and 1.3 Section 5 – Specification. The terms of the Conditions of Contract are firm. No additions, deletions or variations thereto shall be entertained. GENERAL CONDITIONS OF CONTRACT 1. Definitions The following terms shall be interpreted as indicated: 1.1. “Closing time” means the date and hour specified in the bidding documents for the receipt of bids. 1.2. “Contract” means the written agreement entered into between the purchaser and the supplier, as recorded in the contract from signed by the parties, including all attachments and appendices thereto and all documents incorporated by reference therein. 1.3. “Contract price” means the price payable to the supplier under the contract for the full and proper performance of this contractual obligation. 1.4. “Corrupt practice” means the offering, giving, receiving, or soliciting of anything of value to influence the action of a public official in the procurement process or in contract execution. 1.5. “Countervailing duties” are imposed in cases where an enterprise abroad is subsidized by its government and encouraged to market its products internationally. 1.6. “Country of origin” the place where goods were mined, grown or produced or from which the services are supplied. Goods are produced when, through manufacturing, processing or substantial and major assembly of components, a commercially recognized new product results that is substantially different in basis characteristics or in purpose or utility from its components. 1.7. “Day” means calendar day. 1.8. “Delivery” means delivery in compliance of the conditions of the contract or order. 1.9. “Delivery ex means immediate delivery directly from stock actually on hand.
Knowledge Confidence Indicate: Completely, Partly, Not at all Action Plan This may include identifying specialist face to face or online training, inset training or access to policies and procedures I understand the online safety requirements of Keeping Children Safe in Education (new guidance Sept 2016) I understand the online risk and harm framework including Content, Contact and Conduct risks I am sufficiently familiar with the functionality of different online services to understand the different they present I understand Digital Safeguarding I feel confident talking to parents about online safety
Skills First Youth Access Initiative Creating endless possibilities for young people! Background If a young person is aged under 22 years and ‘has been’ or ‘currently on’ a Child Protection Order or a Youth Justice Order, they may be eligible to study under the Skills First Youth Access Initiative and pay no tuition fees.
Component Credit Value: 2 Component Level: Entry 2 Component Guided Learning 20 Ofqual Component Reference No: H/616/1003 Component Review Date: 31/07/2022 Component Sector: 14.2 Preparation for Work Component Summary The purpose of this component is to enable the learners to develop the skills and confidence to be able to travel to work. Standards This component has 2 standards 1 Know different types of transport that can be used to travel to and from work 2 Be able to plan own route to work 3 Be able to take part in making a journey to own workplace Summary of Assessment This component is assessed internally by the centre and externally verified by AIM Awards. The following information details what the learner must successfully complete to achieve the component. Knowledge that must be demonstrated by the learner is highlighted in purple and any associated assessment requirements have been provided. Assessment verbs are displayed in italics and expectations for these at each level, along with information on different assessment methods, are available in ‘A Guide to Assessing AIM Awards Qualifications’ on the AIM Awards website (). This document has been designed to be used as a Record of Learner Achievement Form; Assessors must make it clear to Internal and External Verifiers where achievement of each standard has been evidenced. Once the work has been marked and signed off as meeting the standards by the Assessor, final feedback should be provided to the learner.
1 The learner will know options for travelling to and from work The learner must know: Assessment Requirements Evidence Location 1.a Possible options for travelling to and from work Learners should identify a minimum of two possible options for travelling to and from work. The following assessment methods can be used in the assessment of this standard: tasks/questions and answers questions and answers discussion or pictorial information This list is not exhaustive and appropriate assessment methods may be used. 1.b The most appropriate option for travelling Learners should choose the most appropriate option for travelling. 1.c An alternative option for travelling to use if required Learners should identify an alternative option for travelling to use if required. 1.d Who to contact if they are going to be late or unable to go Learners should identify who to contact if they are to be late or unable to go. 2 The learner will be able to plan and out a journey to arrive at a destination safely and on time The learner must be able to: Assessment Requirements Evidence Location
2.a Plan a safe route and the time needed to complete their journey The following assessment method must be used in the assessment of this standard: Observation of learner practical ability The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 2.b State who to contact if they need help with their journey 2.c Make a journey using their chosen travel option to destination safely 2.d Arrive at their destination on time Final Tutor Feedback (Strengths and Areas for Improvement):
NGA Skills Audit Name: Experience, skills and other attributes Level of experience/skill: rate on scale of 1 (none) to 5 (extensive). Please provide supporting evidence of how/where you developed these attributes/skills in the box below Essential for all NGA trustees Commitment to the and values of the NGA Commitment to opportunities and the promotion of diversity Independence of thought and sound judgement Ability to work as part of team Ability to challenge current thinking, the method of governance and management of the NGA in a constructive manner and in the best interests of the NGA. Willingness to devote time, enthusiasm and effort to the duties and responsibilities of a trustee An understanding and acceptance of the legal duties, responsibilities and liabilities of trusteeship Ability to evaluate and interpret information Ability to play a strategic role to successfully effect
Section 4: Good conversations SLIDE 20: 5 stages to a good conversation 1. Open engaging questions 2. Active listening 3. Open exploratory questions 4. Information exchange 5. Summary and actions Facilitator Notes So to recap after the break, these are the 5 stages to a good conversation. Appropriate reflection (which we will be talking about in more detail) runs through all the stages when necessary. 1 Open, engaging (not leading) questions For example:- “Tell me a bit about what’s happening?” Rather than leading them:- “What’s the problem and how can I help?” Facilitator Notes We need to understand and appreciate the value and strength of ‘open’ questions. (Check understanding of ‘open question’).
focused on what was at the heart of the matter for the person. However – asking for the information that the service and / or system need without having tried to get (when needed) a good holistic picture, can sound as though we’re reading from a script. And as we all know – it can be extremely annoying and raises levels of irritation. The way we ask the question is really important. Give people time to answer properly before moving on. SLIDE 31: Stage 5 Summary and actions • A focus on key issues • What are the strengths / skills and motivators you have noticed? • What actions have they decided to take? • Empowering summaries Facilitator Notes You’ll need to summarise the information you’ve heard. Think about how you focus down what you’ve heard to the key issues. Remember to reflect and capture what the individual said is important to them. Wherever possible give positive feedback; acknowledge how difficult a situation they might have been dealing with and what they’ve managed well. people need to go away and think or do something as a result of your conversation with them. SLIDE 32: Summary example from a conversation with a concerned daughter
Handout 2 Discussion prompts – tips • Behaviour breeds behaviour. This is an important phrase to remember. If an individual is rude and abusive, it is ‘petrol on the for the rudeness and abuse to be returned. On the other hand, responding calmly and pleasantly gives an individual a chance to calm down and respond in a similar way. • Sometimes we be over complicate where there is a simple solution in front of us. • Our hopes, aspirations and fears are the same as the people we talk to, there is nothing special or different about them or you. • Telling “stories” is a powerful form of communication used throughout the ages. Handout 3 Caring Conversations • Be Courageous • Connect Emotionally. • Be Curious • Consider other perspectives • Collaborate • Compromise • Celebrate
All Strategic Business Cases must be received no later than 5pm Friday 21st Sept. Please submit by email to 1 - PROJECT DETAILS 1.1 - PROJECT & APPLICANT’S INFORMATION Project Name: [The official name of the project] Project Location/ Address, including Post Code and Local Authority Area: [Provide full details of the project location, including address, postcode and Local Authority area(s) - in addition please also append a site map/ plan] Applicant Organisation, Size & Company Registration Number (if applicable): [The full (legal and official) name, address, size (S/M/L) and registration number (if applicable) of the applicant organisation – this is the organisation who will receive any funds] Contact Name and Role: [Provide details of the project lead for this application within your organisation] Address: [Address details for the project lead] [E-mail address details for the project lead] Telephone: [Telephone number for the project lead] Other Delivery Partners and Roles: [Provide details of other delivery partners and their role(s) in the delivery of the scheme] 1.2 - FINANCIAL SUMMARY A - Total Scheme Cost (£) [Provide total scheme costs - (B+C+F=A)] B - Total Private Investment (£): [Provide details of total private investment secured or anticipated] C - Other Public Sector Investment (Non-SCR Funding) (£): [Provide details of total other public sector investment secured or anticipated] D - SCR Grant Funding Sought (£): [Provide details of the total SCR grant funding sought – i.e. E - SCR Loan Funding Sought (£): [Provide details of the total SCR grant funding sought – i.e. recoverable] F - Total SCR Funding Sought (£): [Provide details of the total SCR funding sought – (D+E=F)]
Assessment tasks: Assessment criteria: Identify career and work options Identify responsibilities, expectations and accepted practices in a work-related context Use and apply literacy skills and knowledge in a work-related context Use and apply numeracy skills and knowledge in a work related context Work collaboratively and cooperatively to achieve team goals Identify and use diverse perspectives Plan, organise and implement tasks Use digital systems and technologies in a work related context Portfolio: Feedback from team members, teacher or colleagues Workplace behaviour review Work samples demonstrating building or expanding networks for work. May include emails, friend lists in social media such as LinkedIn or correspondence from people in learners networks, mindmap of networks Prepare for a work placement Assessment Making a Seek account and online profile for seeking work My mindmap of networks for work Journal entries: Reflecting on importance of networks, challenges with developing them, progress in establishing or growing networks Personal journal – progress in establishing and growing networks
Skill Cluster 2: Interact with others – Recognise and utilise diverse perspectives Assessment tasks: Assessment criteria: Identify career and work options Identify responsibilities, expectations and accepted practices in a work-related context Use and apply literacy skills and knowledge in a work-related context Use and apply numeracy skills and knowledge in a work related context Work collaboratively and cooperatively to achieve team goals Identify and use diverse perspectives Plan, organise and implement tasks Use digital systems and technologies in a work related context Portfolio: Checklist with evidence of respectful behaviour authorised by teacher or employer/supervisor Workplace behaviour review Work samples demonstrating: Giving and receiving reflective and constructive feedback Valuing diversity Conflict resolution skills and strategies Listening skills Participate in a WHS meeting Customer enquiry assessment Work experience review questions Workplace communication questions Journal entries: Personal entries describing and reflecting on: Personal values and how they differ from others Adjustments made to accommodate difference and diversity Personal journal My personal values and how they differ from others How I say or do things differently when working with different people)
Skills East Sussex Members: AA AC CaM Angela Ana Christie Caroline McKiddie HM Prison Sussex Chamber of Commerce East Sussex County Council CE CBS CJM CRS CH Christina Ewbank Cllr Bob Standley Cllr Jim Murray Cllr Rupert Simmons Colleen Hart Alliance of Chambers East Sussex East Sussex County Council Eastbourne Borough Council East Sussex County Council East Sussex Better Together DS GP Dan Shelley Graham Peters Sussex Coast College Team East Sussex and SELEP HD JT ME PSn Dessent Jo Taylor Martin Ellis Penny Shimmin HM Prison Lewes Heathfield Community College RSE Group Sussex Community Development Association PSp Sharp Lewes District Council RC SW Rupert Clubb Sarah Williams East Sussex County Council Sussex Learning Network VO Vicki Orbell Plumpton College VC Victoria Conheady Hastings Borough Council WG Wendy Gorham East Sussex County Council Apologies: BS CT CWT CDT CKF Becky Shaw Catherine Tipton Westbrey-Tong Cllr David Tutt Cllr Kim Forward East Sussex County Council Costain-CH2M (East Sussex Highways) Sussex Downs College Eastbourne Borough Council East Sussex County Council CRS Cllr Rupert Simmons East Sussex County Council DL JH Deborah Lloyd Harris CXK East Sussex County Council KH Karen Hucker LA Louise Aitken East Local Enterprise Partnership MH Mike Hopkins PM Paul Mitchell Sussex Council of Training Providers Secretariat: MH Megan Hector East Sussex County Council HA Holly Aquilina East Sussex County Council 1. Welcome
[School/institute name] [Location] [Period of study] [Qualification] [School/institute name] [Location] [Period of study] [Qualification] COMMUNITY AND VOLUNTEER EXPERIENCE [Organisation name] [Location] [Period volunteered] [Role] [Tasks, duties, achievements] [Tasks, duties, achievements] duties, achievements] [Organisation name] [Location] [Period volunteered] [Role] [Tasks, duties, achievements] [Tasks, duties, achievements] duties, achievements] ACHIEVEMENTS [List your achievements and awards] INTERESTS [List interests that show you have the skills an employer is looking for] REFEREES [Referee’s name] [Job title] [Organisation they work for] [Phone] [Email] [Referee’s name] [Job title] [Organisation they work for] [Phone]
Standard Skills N/A Basic Competent Expert Notes I N T E R P E R S O N A L S K I L L S Oral communication Not applicable to role. Ability to communicate simple information clearly and concisely. Ability to clearly and concisely articulate thoughts and check understanding of recipient and re-phrase to meet their needs. Ability to listen and use suitable questions to ensure audience understanding and to explain complex information simply. Tick level applicable Written communication Not applicable to role. Able to write simple documents clearly and concisely. Able to write clearly and concisely, articulate ideas and be able to select the appropriate form of communication. Able to convey complex information clearly and concisely to all audience levels and select the most appropriate form of communication. Tick level applicable People management Not applicable to role. Able to understand how people work, give clear instructions on tasks to be achieved and ensure tasks are delivered. Ability to understand individuals’ priorities, problem solve, deal with people issues relating to non-delivery of tasks and give constructive feedback. Ability to understand how tasks fit with the company’s business objectives, identify performance issues and take appropriate action. Tick level applicable Team work Not applicable to role. Able to work with others, recognise the importance of sharing knowledge and information and to respond positively when approached by others for assistance. Able to work with others, recognise when another team member requires support, and share knowledge and information to benefit team members. Able to identify the needs of and to provide appropriate support to other team members, share knowledge and information and to identify priorities for the pharmacy business. Tick applicable
the removal of barriers to learning, e.g. transport, childcare, accessibility. ICAN The aim of the Service is to provide careers advice and guidance, personal development planning, skills development, learning and mentoring on an individual basis to those who are most disadvantaged and are looking to progress in their career. 25+, employed or unemployed if recently redundant, or where participants require advanced or higher level skills to gain employment. The target group for the Services are those who are employed and are facing in-work poverty to help them progress and increase their pay and working hours or obtain better quality higher paid jobs and move out of poverty. NB. If unemployed must be able to work at a level 3 standard or above Hailey Collins 07909 535 159 or Skills Support for the Workforce; Business Sector led Fully funded training to support employers to develop their workforce where there are basic skills needs or technical, intermediate and higher level skills gaps. We aim to deliver skills provision which leads to the onward progression of the individual to more responsibility at work, further learning or a full Apprenticeship. Targeted at SMEs or 07738893808
ethnic minorities, participants with disabilities & single household with dependent children. Widening Participation through Skills Aims to improve pathways from vocational programmes to higher education and to increase access for all to higher level skills training through innovative and flexible access routes which address barriers to participation. This project will particularly target those least likely to access HE including part-time employees, older workers and other disengaged and disadvantaged groups. The focus of the project is working with employed or participants. By exception, a small proportion of participants can be; unemployed or economically inactive, e.g. response to redundancy, higher level skills need. Without a relevant qualification at Level 4. are no fixed prior attainment requirements. Priority groups: employed females, participants aged 54 and over, participants from ethnic minorities, participants with disabilities & single adult household with dependent children. Their main enquiry page is: . For more details contact Cornwall Adult Education Widening Participation through Skills Aims to improve pathways from vocational programmes to higher education and to increase access for all to higher level skills training through innovative and flexible access routes which address barriers to participation. This project will The focus of the project is working with employed or participants. By exception, a small proportion of participants can be; unemployed or economically inactive, e.g. response to Mel Carpenter 07837311681
S2 – Comply with policy and procedures for sharing confidential information and knew when and where to seek advice S2 – Implement current statutory guidance including ‘Keeping Children Safe in Education’ Part 1, safeguarding policies, Prevent Strategy S2 – Undertake safeguarding training every 3 years S2 – Support pupils well-being whilst embedding the importance of online safety S3 – Contribute to a range of assessment processes and use information effectively. For example: written records S3 – Use specific feedback to help pupils make progress S3 – Apply good subject knowledge to support accurate assessment S4 – Use school computer systems, including specialist software eg: online registration, intervention programmes and management information systems S4 – Use relevant technology competently and effectively to improve learning S4 – Ensure pupils use technology safely S5 – Use a range of strategies including scaffolding and open questioning skills to enable pupils to access and engage in learning S5 – Recognise the difference between pastoral and academic issues and model good behaviour for learning Mandatory units - you must achieve all of these units & a selection of optional units to complete the qualification. Behaviour Units: B1 – Building relationships/embracing change B2 – Adding value to education B3 – Promoting equality, diversity and inclusion B4 – Professional standards and personal accountability B5 – Team working, collaboration and engagement Is this part of your current job? Has this ever been part of your job? Is this task carried out regularly? Will this be part of your development in the future? Yes / No Yes / No Yes / No Yes / No B1 – Flexibility, trust, professional conduct, confidentiality and being respectful B1 – Promote the school’s efforts to build positive behaviour for learning B1 – Promote and exemplify positive behaviour and uphold the school ethos B1 – Be enthusiastic and open to new ideas B2 – Praise; provide constructive and specific feedback and support pupils, helping them to achieve their maximum potential socially, emotionally and academically through peer marking and reflection B3 – Keep pupils at the centre of everything B3 – Promote community cohesion and cultural diversity encompassing a full understanding of the schools ethos B4 – Demonstrate professional relationships in line with Staff Handbook
Skills Skills needed now and for the future Businesses are concerned they may not have the skills they need for the future Construction Industry: 17% Victoria: 24% Businesses lack the skills they need today Construction Industry: 10% Victoria: 9% Businesses believe they have the skills needed for today and for the next 12 months Construction Industry: 67% Victoria: 61% Main skills lacking today and in the next 12 months Three quarters of employers identified technical and job specific skills are lacking today or will be lacking in the next 12 months. Technical / job specific skills Construction Industry: 75% Victoria: 69% Problem solving skills Construction Industry: 42% Victoria: 35% Management / leadership skills Construction Industry: 38% Victoria: 40% Training Employers’ access to training Employers supported staff training in 2016 Construction Industry: 60% Victoria: 63% Employers mainly used private training providers, TAFEs and industry associations to deliver their training in 2016. Private training providers Construction Industry: 48% Victoria: 50% TAFE Construction Industry: 47% Victoria: 24% Industry associations Construction Industry: 36% Victoria: 48% Training contribution and quality Employers find that training has a positive contribution to productivity and business success. Positive Return on Investment Construction Industry: 68% Victoria: 75% Positive impact on productivity Construction Industry: 67% Victoria: 72% Training is a priority for the workplace Construction Industry: 88% Victoria: 86% Quality of provider training was high Construction Industry: 77% Victoria: 79%
Victorian Employer Satisfaction and Skills Survey 2017 Eastern Metro Over 12,100 employers responded to the skills and training component of the Victorian Employer Satisfaction and Skills Survey in 2017. Of these, 1,587 were from the Eastern Metro region. Employers report that skills are important to productivity, but many are facing challenges filling jobs and finding the right applicants with the right skills. These challenges are faced both now, and are expected to continue into the future. However, a high proportion of employers that access training to improve the skills of their workforce report a positive impact on productivity and return on investment. The statistics below reflect the experience of employers from the Eastern Metro region compared to the overall Victorian average. Productivity Skills are important to productivity Businesses that a lack of skills had a medium to high impact on workplace productivity. High impact Eastern Metro Region: 34% Victoria: 28% Medium impact Eastern Metro Region: 46% Victoria: 53% Low impact Eastern Metro Region: 17% Victoria: 16% Impact of insufficient workforce skills A lack of skills can increase the workload for other staff; result in a loss of business to competitors and increase operating costs. Increased workload for other staff Eastern Metro Region: 58% Victoria: 61% Loss of business to competitors Eastern Metro Region: 41% Victoria: 31% Increased operating costs Eastern Metro Region: 40% Victoria: 44% Challenges Managing the skills of the workforce Employers reported that recruitment was challenging due to candidates not having the required skills or being job ready. More than a quarter of employers saw the need to improve the skills of existing staff. Finding people with the right skills Eastern Metro Region: 52% Victoria: 53% Finding job ready candidates Eastern Metro Region: 34% Victoria: 33% Training to keep skills up to date Eastern Metro Region: 28% Victoria: 27% Recruitment challenges Employers recruitment challenges because potential candidates did not have the required job specific and technical skills. Agreed roles were difficult to fill Eastern Metro Region: 53% Victoria: 54% Lacked technical / job specific skills Eastern Metro Region: 61% Victoria: 50% Lacked relevant experience Eastern Metro Region: 55% Victoria: 55% Few applicants Eastern Metro Region: 43% Victoria: 46%
Skills Skills needed now and for the future Businesses are concerned they may not have the skills they need for the future Education and Training: 26% Victoria: 24% Businesses lack the skills they need today Education and Training: 5% Victoria: 9% Businesses believe they have the skills needed for and for the next 12 months Education and Training: 67% Victoria: 61% Main skills lacking today and in the next 12 months Just over two thirds of employers identify technical and job specific skills are needed or will be lacking in the next 12 months. Technical / job specific skills Education and Training: 68% Victoria: 69% Management / leadership skills Education and Training: 55% Victoria: 40% IT/Computer skills Education and Training: 50% Victoria: 33% Training Employers access to training Employers supported staff training in 2016 Education and Training: 93% Victoria: 63% Employers mainly used private training providers and industry associations to deliver their training in 2016. Private training providers Education and Training: 60% Victoria: 50% Industry associations Education and Training: 58% Victoria: 48% TAFE Education and Training: 11% Victoria: 24% Training contribution and quality Employers find that training has a positive contribution to productivity and business success. Positive Return on Investment Education and Training: 87% Victoria: 75% Positive impact on productivity Education and Training: 84% Victoria: 72% Trained staff are more valuable to the workplace Education and Training: 93% Victoria: 86% Quality of provider training was high Education and Training: 91% Victoria: 79%
Victorian Employer Skills and Training Survey 2017 Financial and Insurance Services Over 12,100 employers responded to the skills and training component of the Victorian Employer Satisfaction and Skills Survey in 2017. Of these, 468 were from the Financial and Insurance Services industries. Employers report that skills are important to productivity, but many are facing challenges filling jobs and finding the right applicants with the right skills. These challenges are faced both now, and are expected to continue into the future. However, a high proportion of employers that access training to improve the skills of their workforce report a positive impact on productivity and return on investment. The statistics below reflect the experience of employers in the Financial and Insurance Services industries compared to the overall Victorian average. Productivity Skills are important to productivity Businesses found that a lack of skills had a medium impact on workplace productivity. High impact Financial and Insurance Services: 21% Victoria: 28% Medium impact Financial and Insurance Services: 56% Victoria: 53% Low impact Financial and Insurance Services: 22% Victoria: 16% Impact of insufficient workforce skills A lack of skills can increase the workload for other staff, result in production delays of products and services and affect the ability to innovate. Increased workload for other staff Financial and Insurance Services: 69% Victoria: 61% Delays in producing products or services Financial and Insurance Services: 46% Victoria: 28% Inability to innovate Financial and Insurance Services: 39% Victoria: 25% Challenges Managing the skills of the workforce Employers reported that recruitment was challenging due to candidates not having the required skills and keeping pace with technology. More than a quarter of employers saw the need to improve the skills of existing staff. Finding people with the right skills Financial and Insurance Services: 45% Victoria: 53% Keeping pace with advancing technology Financial and Insurance Services: 26% Victoria: 22% Training staff to keep skills up to date Financial and Insurance Services: 32% Victoria: 27% Recruitment challenges Employers faced recruitment challenges because potential candidates did not have the required experience and lacked job specific skills. Agreed roles were difficult to fill Financial and Insurance Services: 46% Victoria: 54% Lacked relevant experience Financial and Insurance Services: 62% Victoria: 55% Lacked technical / job specific skills Financial and Insurance Services: 59% Victoria: 50% Few applicants Financial and Insurance Services: 32% Victoria: 46%
Skills Skills needed now and for the future Businesses are concerned they may not have the skills they need for the future Grampians Region: 25% Victoria: 24% Businesses lack the skills they need today Grampians Region: 9% Victoria: 9% Businesses believe they have the skills needed for today and for the next 12 months Grampians Region: 61% Victoria: 61% Main skills lacking today and in the next 12 months The majority of employers identify technical and job specific skills are needed or will be lacking in the next 12 months. Technical / job specific skills Grampians Region: 72% Victoria: 69% Problem solving skills Grampians Region: 36% Victoria: 35% Management / leadership skills Grampians Region: 31% Victoria: 40% Training Employers’ access to training Employers supported staff training in 2016 Grampians Region: 60% Victoria: 63% Employers mainly used private training providers, industry associations and TAFEs to deliver their training in 2016. Private training providers Grampians Region: 55% Victoria: 50% Industry associations Grampians Region: 45% Victoria: 48% TAFE Grampians Region: 25% Victoria: 24% Training contribution and quality Employers find that training has a positive contribution to productivity and business success. Positive Return on Investment Grampians Region: 74% Victoria: 75% Positive impact on productivity Grampians Region: 73% Victoria: 72% Training provided was flexible and met workplace needs Grampians Region: 85% Victoria: 78% Quality of provider training was high Grampians Region: 80% Victoria: 79%
Lacked technical / job specific skills Loddon Mallee Region: 44% Victoria: 50% Skills Skills needed now and for the future Businesses are concerned they may not have the skills they need for the future Loddon Mallee Region: 24% Victoria: 24% Businesses lack the skills they need today Loddon Mallee Region: 8% Victoria: 9% Businesses believe they have the skills needed for today and for the next 12 months Loddon Mallee Region: 63% Victoria: 61% Main skills lacking today and in the next 12 months Seven in ten employers identified technical and job specific skills are lacking today or will be lacking in the next 12 months. Technical / job specific skills Loddon Mallee Region: 70% Victoria: 69% Management / leadership skills Loddon Mallee Region: 33% Victoria: 40% Customer service skills Loddon Mallee Region: 33% Victoria: 33% Training Employers’ access to training Employers supported staff training in 2016 Loddon Mallee Region: 62% Victoria: 63% Employers mainly used industry associations, private training providers and to deliver their training in 2016. Industry associations Loddon Mallee Region: 47% Victoria: 48% Private training providers Loddon Mallee Region: 45% Victoria: 50% TAFE Loddon Mallee Region: 30% Victoria: 24% Training contribution and quality Employers believe that training has a positive contribution to productivity and business success. Positive Return on Investment Loddon Mallee Region: 76% Victoria: 75% Positive impact on productivity Loddon Mallee Region: 75% Victoria: 72% Training is a priority for the workplace Loddon Mallee Region: 88% Victoria: 86% Quality of provider training was high Loddon Mallee Region: 82% Victoria: 79%
Victorian Employer Skills and Training Survey 2017 Northern Metro Over 12,100 employers responded to the skills and training component of the Victorian Employer Satisfaction and Skills Survey in 2017. Of these, 1,370 were from the Northern Metro region. Employers report that skills are important to productivity, but many are facing challenges filling jobs and finding the right applicants with the right skills. These challenges are faced both now, and are expected to continue into the future. However, a high proportion of employers that access training to improve the skills of their workforce report a positive impact on productivity and return on investment. The statistics below reflect the experience of employers from the Northern Metro region compared to the overall Victorian average. Productivity Skills are important to productivity Businesses found that a lack of skills had a medium to high impact on workplace productivity. High impact Northern Metro Region: 33% Victoria: 28% Medium impact Northern Metro Region: 48% Victoria:53% Low impact Northern Metro Region: 16% Victoria: 16% Impact of insufficient workforce skills A lack of skills can increase the workload for other staff, affect operating costs and result in an inability to meet customer needs. Increased workload for other staff Northern Metro Region: 57% Victoria: 61% Increased operating costs Northern Metro Region: 47% Victoria: 44% Inability to meet customer needs Northern Metro Region: 41% Victoria: 39% Challenges Managing the skills of the workforce Employers reported that recruitment was challenging due to candidates not having the required skills or being job ready. More than a quarter of employers saw the need to improve the skills of existing staff. Finding people with the right skills Northern Metro Region: 54% Victoria: 53% Finding job ready candidates Northern Metro Region: 33% Victoria: 33% Training staff to keep skills up to date Northern Metro Region: 27% Victoria: 27% Recruitment challenges Employers faced recruitment challenges because potential candidates did not have the required experience and lacked job specific skills. Agreed roles were difficult to fill Northern Region: 54% Victoria: 54% Lacked relevant experience Northern Metro Region: 57% Victoria: 55% Lacked technical / job specific skills Northern Metro Region: 51% Victoria: 50% Few applicants Northern Metro Region: 43% Victoria: 46%
Victorian Employer Satisfaction and Skills Survey 2017 Public Administration and Safety Over 12,100 employers responded to the skills and training component of the Victorian Employer Satisfaction and Skills Survey in 2017. Of these, 85 were from the Public Administration and Safety industry. Employers report that skills are important to productivity, but many are facing challenges filling jobs and finding the right applicants with the right skills. These challenges are faced both now, and are expected to continue into the future. However, a high proportion of employers that access training to improve the skills of their workforce report a positive impact on productivity and return on investment. The statistics below reflect the experience of employers in the Public Administration and Safety industry compared to the overall Victorian average. Productivity Skills are important to productivity Businesses that a lack of skills had a medium to high impact on workplace productivity. High impact Public Administration and Safety: 39% Victoria: 28% Medium impact Public Administration and Safety: 61% Victoria: 53% Low impact Public Administration and Safety: 0% Victoria: 16% Impact of insufficient workforce skills A lack of skills can result in poorer quality of service/products, create an in an inability to meet customer needs and result in a loss of business to competitors. Poorer quality of service/products Public Administration and Safety: 84% Victoria: 38% Inability to meet customer needs Public Administration and Safety: 78% Victoria: 39% Loss of business to competitors Public Administration and Safety: 61% Victoria: 31% Challenges Managing the skills of the workforce Employers reported that recruitment was challenging due to candidates not having the required skills. Over a third of employers saw the need to improve skills of existing staff. Finding people with the right skills Public Administration and Safety: 63% Victoria: 53% Finding job ready candidates Public Administration and Safety: 32% Victoria: 33% Training skills to keep staff up to date Public Administration and Safety: 34% Victoria: 27% Recruitment challenges Employers faced recruitment challenges because potential candidates did not have the required experience needed. Agreed roles were difficult to fill Public Administration and Safety: 59% Victoria: 54% Lacked relevant experience Public Administration and Safety: 72% Victoria: 55% Few applicants Public Administration and Safety: 59% Victoria: 46% Lacked technical / job specific skills Public Administration and Safety: 47% Victoria: 50%
Victorian Employer Skills and Training Survey 2017 Regional Victoria Barwon South West, Gippsland, Grampians, Hume and Loddon Mallee Over 12,100 employers responded to the skills and training component of the Victorian Employer Satisfaction and Skills Survey in 2017. Of these, 4,506 were from Regional Victoria. Employers report that skills are important to productivity, but many are facing challenges filling jobs and finding the right applicants with the right skills. These challenges are expected to continue into the future. A high proportion of employers that access training to improve the skills of their workforce report improved productivity and a positive return on investment. The statistics below reflect the experience of employers in Regional Victoria compared to the overall Victorian average. Productivity Skills are important to productivity Businesses found that a lack of skills had a medium impact on workplace productivity. High impact Regional Victoria: 22% Victoria: 28% Medium impact Regional Victoria: 52% Victoria: 53% Low impact Regional Victoria: 22% Victoria: 16% Impact of insufficient workforce skills A lack of skills can increase workload for other staff, drive up operating costs, and compromise the quality of service/products. Increased workload for other staff Regional Victoria: 68% Victoria: 61% Increased operating costs Regional Victoria: 47% Victoria: 44% Poorer quality of service/products Regional Victoria: 42% Victoria: 38% Challenges Managing the skills of the workforce Employers reported that recruitment was challenging due to candidates not having the required skills or being job ready. Over a quarter of employers saw the need to improve the skills of existing staff. Finding people with the skills Regional Victoria: 51% Victoria: 53% Finding job ready candidates Regional Victoria: 35% Victoria: 33% Training staff to keep skills up to date Regional Victoria: 27% Victoria: 27% Recruitment challenges Employers faced recruitment challenges due to fewer applicants, and applicants that lacked relevant experience and skills. Agreed roles were difficult to fill Regional Victoria: 54% Victoria: 54% Few applicants Regional Victoria: 55% Victoria: 46% Lacked relevant experience Regional Victoria: 49% Victoria: 55% Lacked technical/job specific skills Regional Victoria: 44% Victoria: 50%
Victorian Employer Satisfaction and Skills Survey 2017 Retail Over 12,100 employers responded to the skills and training component of the Victorian Employer Satisfaction and Skills Survey in 2017. Of these, 663 were from the Retail Trade industry. Employers report that skills are important to productivity, but many are facing challenges filling jobs and finding the right applicants with the right skills. These challenges are faced both now, and are expected to continue into the future. However, a high proportion of employers that access training to improve the skills of their workforce report a positive impact on productivity and return on investment. The statistics below reflect the experience of employers in the Retail Trade industry compared to the overall Victorian average. Productivity Skills are important to productivity Businesses found that a lack of skills had a medium to high impact on workplace productivity. High impact Retail Trade: 25% Victoria: 28% Medium impact Retail Trade: 55% Victoria: 53% Low impact Retail Trade: 19% Victoria: 16% Impact of insufficient workforce skills A lack of skills can increase the workload for staff, create an inability to meet customer needs and affect operating costs. Increased workload for other staff Retail Trade: 56% Victoria: 61% Inability to meet customer Retail Trade: 54% Victoria: 39% Increased operating costs Retail Trade: 39% Victoria: 44% Challenges Managing the skills of the workforce Employers reported that recruitment was challenging due to candidates not having the required skills and or job ready. More than a quarter of employers saw the need to improve the skills of existing staff. Finding people with the right skills Retail Trade: 49% Victoria: 53% Finding job ready candidates Retail Trade: 38% Victoria: 33% Training staff to keep skills up to date Retail 26% Victoria: 27% Recruitment challenges Employers faced recruitment challenges because potential candidates did not have the required job specific experience needed. Agreed roles were difficult to fill Retail Trade: 52% Victoria: 54% Lacked relevant experience Retail Trade: 61% Victoria: 55% Lacked technical / job specific skills Retail 48% Victoria: 50% Few applicants Retail Trade: 40% Victoria: 46%