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Embedding Skills for Life in the workplaceColin Butler, UK HR and CSR Manager, DHL Hubs and Gateways
Page 2London Development Agency Presentation 21 March 2007
Introduction Introduction
Who are DHL Hubs and Gateways Who are DHL Hubs and Gateways
The Skills for Life Introduction The Skills for Life Introduction
The DHL Hubs and Gateways Model The DHL Hubs and Gateways Model
Agenda
The Story so far ..... The Story so far .....
Targets and measures Targets and measures
Questions Questions
Page 3London Development Agency Presentation 21 March 2007
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
Page 4London Development Agency Presentation 21 March 2007
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
Page 5London Development Agency Presentation 21 March 2007
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
Page 6London Development Agency Presentation 21 March 2007
DHL Corporate Values
I. To deliver excellent quality
II. To make our customers successful
III. 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
Page 7London Development Agency Presentation 21 March 2007
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
DHL Corporate Values
Page 8London Development Agency Presentation 21 March 2007
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.
Value VII: “To accept social responsibilities“
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 commitment
We generate benefits to the communities where we work
DHL Corporate Values
Page 9London Development Agency Presentation 21 March 2007
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?
Page 10London Development Agency Presentation 21 March 2007
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!!
Page 11London Development Agency Presentation 21 March 2007
The Story so far …
The Options
Three options for literacy and numeracy in the workplace
1. Adopt a programme and publish generally
2. Run a coordinated programme for development
3. 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.
Page 12London Development Agency Presentation 21 March 2007
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
Page 13London Development Agency Presentation 21 March 2007
The basis!
Page 14London Development Agency Presentation 21 March 2007
Role Profiling
Focus Groups
Questionnaire
National Curriculum
Page 15London Development Agency Presentation 21 March 2007
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
Page 16London Development Agency Presentation 21 March 2007
Role profiles
All job descriptions now contain a section to cover the key literacy and numeracy standards
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
Page 17London Development Agency Presentation 21 March 2007
Role profiling
Outcome from focus groups will look like:
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
Page 18London Development Agency Presentation 21 March 2007
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
Page 19London Development Agency Presentation 21 March 2007
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
Page 20London Development Agency Presentation 21 March 2007
CTAD skills example
Page 21London Development Agency Presentation 21 March 2007
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.
Page 22London Development Agency Presentation 21 March 2007
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 answer
1 4 9 16 25 36 49 64 81 100 121 144 169
6. Find the square root of the number you circled
1 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
Page 23London Development Agency Presentation 21 March 2007
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 http://www.wordscount.info
Page 24London Development Agency Presentation 21 March 2007
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
Page 25London Development Agency Presentation 21 March 2007
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
Page 26London Development Agency Presentation 21 March 2007
Internal Communication
Page 27London Development Agency Presentation 21 March 2007
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
Page 28London Development Agency Presentation 21 March 2007
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
Page 29London Development Agency Presentation 21 March 2007
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
Page 30London Development Agency Presentation 21 March 2007
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’.
Page 31London Development Agency Presentation 21 March 2007
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
Page 32London Development Agency Presentation 21 March 2007
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?
Page 33London Development Agency Presentation 21 March 2007
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