Moving forward with Modern Apprenticeships. A guide to establishing Modern Apprenticeship programmes in the public sector

Transcription

1 Moving forward with Modern Apprenticeships A guide to establishing Modern Apprenticeship programmes in the public sector

2 Foreword Modern Apprenticeships are increasingly part of the workforce landscape for employers both in the private and public sectors. Employees can learn while they earn, achieving recognised qualifications, and employers can develop their workforce to ensure they have the skills to meet future needs. This combination of structured learning and working brings benefits to both employers and employees. Three quarters of employers said Modern Apprentices improved productivity. More than 70 per cent said they improve product service quality and reported a boost in staff morale as a result of having Modern Apprentices in the workplace. This step-by-step guide has been created by Skills Development Scotland (SDS) to support public sector organisations including nondepartmental government bodies to introduce Modern Apprenticeships to their workforce. It has been developed from a guide created by NHS Education for Scotland (NES). We are grateful to NES both for their support in producing this guide and in their enthusiastic support of Modern Apprenticeships. There are more than 70 types or frameworks of Modern Apprenticeships currently available. This means that there are Modern Apprenticeships which support learning and development in a wide range of roles. With a Scottish Government commitment to 30,000 new Modern Apprenticeship starts each year, new Modern Apprenticeship programmes are being established by an ever wider range of employers. If your organisation is considering a Modern Apprenticeship programme then this resource will provide the support and through case studies the inspiration to help you move forward with Modern Apprenticeships. John McClelland CBE Chair Skills development Scotland 1

3 Section 1 Introduction 2

4 Section 1 Introduction If you have already decided to run a Modern Apprenticeship (MA) programme in your organisation, then this guide is for you. It describes and guides you through the various processes involved in designing, delivering and evaluating programmes. These processes are set out as Stages. You should not expect to work through them in a linear fashion - you should identify and follow the Stage (or elements within the Stages) that are most relevant to your organisation s circumstances, moving between the Stages as you require. This guidance provides information on relevant processes, illustrations from public sector organisations that are already delivering apprenticeships, and support for decision-making. The stages in this guide Stage A: Identifying the right framework for your needs Stage B: Identifying funding for training for the programme Stage C: Integrating the programme within workforce planning and workforce development Stage D: Choosing a delivery model, and planning roles and responsibilities for delivering elements of the programme Stage E: Recruiting your apprentice Stage F: Registering your apprentice Stage G: Supporting the apprentice and line manager This guide draws on SDS s web service for employers: ourskillsforce.co.uk. Sources are acknowledged throughout the guidance and catalogued in Section 3. Throughout the guide we illustrate the various stages and decisions to be made with case studies of some of the programmes running in public sector organisations. These case studies were kindly provided by: Fife Council NHS Grampian Registers of Scotland Scottish Qualifications Authority Stage H: Monitoring the performance of the apprentice and evaluating the programme 3

5 Section 2 Guide to apprenticeship processes 4

6 Section 2 Guide to apprenticeship processes H Monitoring the performance of the apprentice and evaluating the programme A Identifying the right framework for your needs B Identifying funding for training for the programme G Supporting the apprentice and line manager Apprenticeships in the public sector C Integrating the programme within workforce planning and workforce development Please use the wheel icon found in the top right of this page to return here and navigate through Stages A-H. F Registering your apprentice E Recruiting your apprentice D Choosing a delivery model, planning roles and responsibilities for delivering the programme 5

7 A Section 2: Stage A Identifying the right framework for your needs At this stage you will: Identify the right framework for your needs. MA frameworks set out the learning that an apprentice needs to undertake. Each framework is developed in partnership with employers and representative bodies in the relevant sector or occupational area, and leads to a nationally-recognised qualification. In Scotland, more than 80 different frameworks are available. They are designed to deliver a training package to enable apprentices to achieve minimum standards of competence defined by employers through Sector Skills Councils (SSCs). All frameworks contain the same three key components: SDS identifies all the frameworks that are available in Scotland, by industry sector. Frameworks that are relevant to roles within the public sector sit in a number of different sectors. For example, you will find frameworks for Electrical Installation, Facilities Services and Management, Plumbing, Procurement, Accounting, and Business Administration. We have identified a selection of frameworks that might you use in Section 3: Further support and guidance. You can find the whole range of MA frameworks at ourskillsforce.co.uk. a relevant Scottish Vocational Qualification (SVQ) or alternative competency-based qualification Core Skills industry-specific training. 6

8 A Section 2: Stage A Checklist Have you identified the right framework or frameworks for your programme? If you need help to identify a suitable framework, call the SDS Employer Helpline on What next? Now you have identified the right framework or frameworks for your needs, you might want guidance on how to: identify funding for training for the programme integrate the programme within workforce planning and workforce development choose a delivery model, and plan roles and responsibilities recruit your apprentice register your apprentice support the apprentice and line manager monitor the performance of the apprentice and evaluate the programme. 7

9 B Section 2: Stage B Identifying funding for training for the programme At this stage you will: Consider the costs of taking on an apprentice or apprentices Identify funding that is available for training apprentices Identify costs involved in paying wages and paying for equipment What are the costs of taking on an apprentice? Funding may be available through SDS to contribute to the costs of training an apprentice. The training must be delivered by an approved training provider and lead to a nationally-recognised vocational qualification. Other costs involved in taking on an apprentice include: paying them a wage providing protective clothing, tools and equipment as necessary for the job setting aside time for mentoring, supervision, review and support. For further information, visit ourskillsforce.co.uk. Funding for training an apprentice The SDS contribution to the cost of training is paid to the provider who will deliver the training for the vocational qualification. This might be an internal or external training provider. The training provider is responsible for registering the apprentice with SDS, and for drawing down the funds to cover the training element of the programme. SDS will contribute a set amount for funding depending on the type of framework. There is a contribution table for all frameworks on providercentral.org.uk. Government funding for individuals aged 16 to 19 who work within the public sector is available for any framework. There is no restriction on the length of time in employment. Government funding for individuals aged 20 to 24 who work within the public sector is only available for new employees who have been in the job no longer than three months. Government support for individuals aged over 25 who work within the public sector is restricted to the construction sector only. There is no restriction on the length of time in employment. If funding does not cover the training that your organisation needs, SDS can work with you to identify other ways to develop and support your workforce. Further information is available from the Employer Helpline For more information see ourskillsforce.co.uk. Identify the range of funding options. 8

10 B Section 2: Stage B Wages and other costs All apprentices must be employed. This means they must receive a wage in accordance with UK legislation on the national minimum wage. You should discuss with your HR department the terms and conditions that should apply to an apprentice role. Further sources of funding Information about financial support available from SDS for organisations who want to recruit apprentices is available at ourskillsforce.co.uk. Checklist Have you: identified the cost of wages, uniform and any additional equipment or tools the apprentice(s) will need? identified what funding is available from SDS to cover training costs? identified if any further funding is available through other initiatives? This information will be useful in Stage C: Integrating the programme within workforce planning and workforce development, and Stage D: Choosing a delivery model, planning roles and responsibilities for delivering the programme. What next? Now you have identified funding for your programme, you might want guidance on how to: identify the right framework for your needs integrate the programme within workforce planning and workforce development choose a delivery model, and plan roles and responsibilities recruit your apprentice register your apprentice support the apprentice and line manager monitor the performance of the apprentice and evaluate the programme. 9

11 C Section 2: Stage C Integrating the programme within workforce planning and workforce development At this stage you will: Integrate the programme into workforce planning and workforce development Plan to make the case for delivering the programme. Workforce planning helps organisations to have the right people with the right skills in the right place at the right time. Workforce plans analyse the organisation s needs and seek to ensure the workforce is in place to meet those needs. To ensure you have an effective workforce you need to know what skills are required to deliver your organisation s objectives. Workforce development plans are required to make sure that staff have the education and training needed to help them deliver those objectives. Public sector organisations can use MA programmes to ensure they have a workforce with the skills required to deliver public services. The programmes which have had the most impact are those that have been effectively integrated within existing workforce planning and workforce development systems and processes. 10

12 C Section 2: Stage C Before starting to develop a programme, it is important to speak to the staff responsible for workforce planning in your area and to check if there is a lead contact person for apprenticeships in your organisation. You should contact your HR and/or learning and development department to discuss this. Making the case for delivering the programme Apprenticeships are one of a number of different ways to support workforce development in your organisation. When planning to use apprenticeships, it is important to prepare your business case in detail. Your organisation may have a specific template for business cases. 11

13 C Section 2: Stage C Key areas that you need to consider include: What are the workforce needs? As we have shown above, your organisation s workforce plans provide an important starting point for making the case for programmes. What benefits can the programme bring? There are immediate and longerterm gains for employers who take on an apprentice. SDS set out some of these benefits on ourskillsforce.co.uk. You might wish to use some of this information in your business case. How are you planning to deliver the programme? Guidance on delivery models and on working in partnership with external training providers and other employers is available at Stage D: Choosing a delivery model, planning roles and responsibilities for delivering the programme. How much will it cost? Remember to consider the costs of: recruitment wages protective clothing, tools and other equipment, time for: managing, monitoring and evaluating the programme supporting the line manager and the apprentice. Guidance on identifying costs and funding is provided in Stage B: Identifying funding for training for the programme. 12

14 C Section 2: Stage C Have you: Checklist considered ways to integrate your programme into workforce planning and workforce development? identified and gathered the information you need for making your business case to deliver the programme? What next? Now that you have considered how to integrate the programme within workforce planning and workforce development, and used these processes to help make the case for your programme, you might want guidance on how to: identify the right framework for your needs identify funding for training for the programme choose a delivery model, and plan roles and responsibilities recruit your apprentice register your apprentice support the apprentice and line manager monitor the performance of the apprentice and evaluate the programme. 13

15 D Section 2: Stage D Choosing a delivery model, planning roles and responsibilities for delivering the programme At this stage you will: Choose a model for delivering your programme Identify how to find an external trainer provider Consider the split of roles and responsibilities in the external and hybrid delivery models. This section provides guidance about choosing a delivery model, and how to agree and assign roles and responsibilities when working with external partners. There are different ways you can deliver a programme. For example, you can work with an external provider, deliver all aspects of the programme in-house, or use a mix of external and in-house delivery: an external model is where you commission an external training provider to deliver all elements of the programme. Your organisation employs the apprentice and is responsible for paying their wages and other costs associated with the role (such as the cost of a uniform or other protective equipment) an internal model is where your organisation delivers all aspects of the programme in-house a hybrid model is where your organisation shares roles and responsibilities with an external training provider, or other employer, to deliver the programme. The key parts of delivering an apprenticeship programme are employment, training and administration. 14

16 D Section 2: Stage D External model If you choose the external model of delivery, you can use SDS s search tool on ourskillsforce.co.uk to find an external training provider (or providers). When working with an external training provider, roles and responsibilities are split typically in the following way: Your organisation is responsible for: recruitment of the apprentice the external training provider may be able to help with this payment of wages meeting with trainers, assessors, verifiers and apprentices to review progress ensuring that the experience, facilities and training needed to achieve the outcomes of the training plan are made available. The external training provider is responsible for: registering the apprentice with SDS and with the awarding body compiling and agreeing assessment plans witnessing the apprentice s performance and verifying evidence judging performance evidence completing assessment records supporting and encouraging the apprentice generally creating opportunities for training and assessment. Your organisation and the external training provider are jointly responsible for: agreeing roles and responsibilities for on-the-job training agreeing whether off-the-job training is required, and agreeing roles and responsibilities for this reviewing the apprentice s progress at regular intervals submitting records and evidence for verification to the awarding body. 15

17 D Section 2: Stage D Internal model To deliver the programme in-house your organisation needs to become a registered centre for the framework you wish to offer. Becoming a registered centre There are three key elements to the registration process: 1. Application to the relevant Sector Skills Council (SSC) You must make a formal application to the SSC responsible for the framework you wish to offer. If you are not familiar with the SSC that is responsible for the framework you wish to offer, you can find information on the Federation for Industry Sector Skills and Standards website fisss.org. Please note: SSCs have responsibility for frameworks in each of the four UK countries, so make sure you access Scottish information. The approved Scottish frameworks are published on ourskillsforce.co.uk. 2. Approval to offer the qualifications included in the framework(s) Your organisation will also need to be approved by the relevant awarding body/bodies as a centre for assessment of the qualifications within the framework. This will usually include a Scottish Vocational Qualification (SVQ). If your organisation is an accredited centre for SVQs, staff in the SVQ Centre may be able to provide advice and guidance on these issues. 3. Application for funding SDS contracts with training providers on an annual basis to deliver apprenticeships. Potential training providers must apply to SDS through a Dynamic Purchasing Systems (DPS). Under the DPS, organisations have to complete an Indicative Tender Document (ITD) that is accessible through the Public Contracts Scotland web portal publiccontractsscotland.gov.uk. The ITD includes clear guidance that outlines the scoring criteria each application will be marked against, ensuring equality for all participating training providers. All prospective training providers can also call the Employer Helpline If you decide to deliver your programme internally you will find useful forms, templates and information on SDS s Provider Central website providercentral.org.uk. Please note: Your organisation might already be approved to deliver some frameworks, but you must be approved for each new framework you wish to deliver. Before you seek approval to become a registered centre, it is important to consider: whether the necessary support mechanisms already exist in your organisation whether the number of apprentices and the envisaged lifespan of the programme will justify the work involved in becoming a registered centre. 16

18 D Section 2: Stage D Hybrid model A hybrid model is where your organisation holds and manages the MA contract directly with SDS, and sub-contracts elements of the delivery process to another training provider. In this model, your organisation is responsible for employing the individual, and elements of the delivery process; for example, training and/or assessment may be sub-contracted to another training provider. This means that the organisation can bid for a contract for the number of MA places they need and, if required, identify a training provider who can assist them with delivery of the programme. It is recommended that a Service Level Agreement is in place between your organisation and the training provider, setting out the roles and responsibilities of both parties. Some large public sector organisations, such as local authorities that have many diverse roles, may bid for an MA contract across a wide range of occupational areas and sub-contract elements of the delivery process where they do not have the in-house experience or resources to carry these out. 17

19 D Section 2: Stage D Have you: Checklist considered whether to contract an external provider to deliver all elements of the programme, to deliver the programme in-house, or to develop a hybrid model with an external training provider and/ or employer? considered whether to become a registered centre, or not? identified (if appropriate) an external training provider or employer to approach about supporting your programme? identified if you have the internal resources and capacity to take on specific roles and responsibilities? considered the most appropriate split of roles and responsibilities between your organisation and any external partner? considered formalising an agreement with any external partner? You will need all of this information for Stage C: Integrating the programme within workforce planning and workforce development. If you need help to identify which delivery model best suits your needs, call the SDS Employer Helpline on What next? Now you have decided on a delivery model and considered roles and responsibilities you might want guidance on how to: identify the right framework for your needs identify funding for training for the programme integrate the programme within workforce planning and workforce development recruit your apprentice register your apprentice support the apprentice and line manager monitor the performance of the apprentice and evaluate the programme. 18

20 E Section 2: Stage E Recruiting your apprentice At this stage you will: Identify ways to ensure equality of opportunity In any model of delivery, the employer is principally responsible for recruiting the apprentice. This section highlights some of the key considerations required at the recruitment stage, and some of the support available to help you reach potential recruits. You can access the full report at equalityhumanrights.com. When planning your programme, it is important that you identify how the recruitment processes you use support equality of opportunity for all. You should discuss this with your HR department, and ensure that appropriate steps are taken to address issues identified in any relevant equality impact assessment. Identify options for reaching potential apprentices Plan how to describe the benefits of apprenticeships to potential apprentices Identify special initiatives to encourage recruitment Consider options relating to employment contracts Consider how to assess and develop apprentices Core Skills. Equal opportunities Recruiting an apprentice gives an organisation the opportunity to overcome gender imbalances appearing in the wider labour market. Research by the Equality and Human Rights Commission (EHRC) in 2013 indicated that, across Scotland as a whole, the recruitment of apprentices has tended to reinforce rather than address traditional and stereotypical patterns of employment: The uptake of Modern Apprenticeships in Scotland is typified by significant gender segregation, with ethnic minorities and disabled people also appearing to have low levels of access to all forms of apprenticeships. 19

21 E Section 2: Stage E Attracting potential apprentices When preparing to recruit apprentices, it is important to remember that the people you want to attract may be young and have little or no workplace experience. As a result, they may not routinely access the places where your organisation normally advertises vacancies, or may not fully understand the benefits and requirements of apprenticeships. A range of organisations provide support to help you reach a wider audience of prospective apprentices: SDS provides information and links to Jobcentre Plus and the Talent Scotland project, both of which can advertise vacancies for you and offer general support for recruitment you should also make links with the local employability partnerships that fall within your area. These partnerships are multi-agency and cross-sectoral. More information can be found at ourskillsforce.co.uk in your recruitment materials you should explain apprenticeships and their benefits to potential apprentices. You might want to use some of the wording from myworldofwork.co.uk/content/ modern-apprenticeships in your materials initiatives designed to support the recruitment of apprentices are worth exploring by prospective employers. Consult the Attracting New Talent section of ourskillsforce.co.uk for details of these initiatives

22 E Section 2: Stage E Preparing for recruiting and interviewing There are a number of factors you will need to consider when recruiting a young person: How will you attract young people to apply for vacancies? You may have to think differently about how you promote your opportunities as young people are likely to use a wider range of communication channels than older workers. For example, you might consider making use of social media channels such as Twitter and Facebook to raise awareness of opportunities for apprenticeships. How will you ensure managers are ready to support apprentices? Before recruiting a young person to an apprenticeship role, consider who their line manager will be and the team they will be placed in. If it is a well-established team it is important that the whole team is prepared for change and that the line manager is supported to understand and carry out their role within the apprenticeship process. How appropriate are your recruitment practices for young people? Your current recruitment methods may not be appropriate for young people with little or no work experience. For example, if you use competency-based interviewing, think carefully about how you benchmark responses. Most applicants for apprenticeship vacancies will have little or no experience of the world of work, so careful consideration of the types of questions you ask will be needed. How will you support the apprentice to develop employability skills? A key requirement for any new recruit is that they can understand and adapt to the culture of the workplace they have joined. There can be an expectation that the new apprentice will know how to behave within the organisation s culture. However, you cannot assume this. Consider what the acceptable boundaries are these will vary according to roles. Areas where you might need to provide guidance include issues such as the use of mobile phones in the workplace, appropriate use of IT systems and dress codes either formal or implicit which might be part of your organisational culture

23 E Section 2: Stage E Employment contracts When designing your programme, it is important to identify what employment contract will be offered to the apprentice, for example permanent or fixed term. Programmes can also be used to support the development of staff who are moving into different posts and need new skills (for example, an apprenticeship in Management for individuals taking on a managerial role). It is important to ensure that the planning of contracts is completed as part of the preparation for recruitment. As with all aspects of recruitment, you should liaise closely with your HR department to ensure that all necessary policies and processes are in place and being followed

24 E Section 2: Stage E Initial assessment of Core Skills Assessment and support for the development of Core Skills 1 (Communication, Numeracy, ICT, Working with Others and Problem Solving) are the responsibility of the training provider

25 E Section 2: Stage E Have you: Checklist considered how you will ensure that your recruitment offers equality of opportunity and addresses any issues identified in any equality impact assessment? identified national and local initiatives to support you in recruiting apprentices? identified positive messages to use in recruitment materials? considered using a special initiative (or initiatives) to recruit apprentices? considered employment contracts and the likelihood of apprenticeships leading to substantive posts? considered the assessment of Core Skills? What next? Now that you have considered the recruitment of your apprentice, you might want guidance on how to: identify the right framework for your needs identify funding for training for the programme integrate the programme within workforce planning and workforce development choose a delivery model, and plan roles and responsibilities register your apprentice support the apprentice and line manager monitor the performance of the apprentice and evaluate the programme. 24

26 F Section 2: Stage F Registering your apprentice At this stage you will: Plan how to register apprentices. All apprentices enrolled on a programme must be registered with a number of organisations. It is the role of the training provider to register the apprentice. The apprentice must be registered with: the Sector Skills Council (SSC) responsible for overseeing the framework that underpins your programme, the awarding body/bodies responsible for the certification of the qualification(s) included in the framework. 25

27 F Section 2: Stage F Checklist Have you identified how to register the apprentice with the awarding body and the SSC? What next? Now that you have considered the registration of your apprentice, you might want guidance on how to: identify the right framework for your needs identify funding for training for the programme integrate the programme within workforce planning and workforce development choose a delivery model, and plan roles and responsibilities recruit your apprentice support the apprentice and line manager monitor the performance of the apprentice and evaluate the programme. 26

28 G Section 2: Stage G Supporting the apprentice and line manager At this stage you will: Consider how you will ensure the line manager is in a position to support and mentor the apprentice Identify templates and processes that can be adapted for local use. Depending on the model of delivery you choose, you will have different systems and processes for internal local systems. Each apprentice should have a workplace mentor who will support and guide them through their apprenticeship. Mentors need appropriate skills and knowledge to provide this support, and you need to consider what support they might need in order to carry out this role. SDS provides templates and documentation on providercentral.org.uk. You can use or adapt these materials to deliver your programme, including: an individual training plan (Appendix 2) a summary of achievement record (Appendix 3) a participant progress review (Appendix 6) 27

29 G Section 2: Stage G Have you: Checklist planned how to manage mentoring and supporting your apprentice? planned how to ensure line managers are in a position to mentor and support their apprentices? identified existing templates that you might adapt for use locally? What next? Now that you have considered how to support the apprentice and line manager, you might want guidance on how to: identify the right framework for your needs identify funding for training for the programme integrate the programme within workforce planning and workforce development choose a delivery model, and plan roles and responsibilities recruit your apprentice monitor the performance of the apprentice and evaluate the programme. 28

30 H Section 2: Stage H Monitoring the performance of the apprentice and evaluating the programme At this stage you will: Plan to monitor the performance of the apprentice Plan to evaluate the programme. Monitoring the performance of the apprentice An apprentice s development will be monitored in two ways: the training provider is responsible for making sure that the apprentice knows how to meet the requirements of the training programme, and has the support they need to do this. If you choose an external or hybrid model to deliver your programme, then how you assign roles and responsibilities will affect who monitors which aspects of performance on the programme the employer needs to ensure that the apprentice knows how to meet the demands of his or her role, and has the support he or she needs to do this

31 H Section 2: Stage H Have you: Checklist agreed roles and responsibilities for evaluating the performance of the apprentice (if you are using an external or hybrid model of delivery)? identified how you will evaluate the programme? identified guidance and templates to help you to evaluate progress effectively?

32 Section 3 Further support and guidance 31

33 Section 3 Further support and guidance Frameworks The following frameworks are suitable for public sector organisations: Accounting Active Learning and Well-being Business and Administration Construction Creative Creative and Digital Media Customer Service Electrical Installation Engineering Facilities Services/Management Healthcare Support Heating, Ventilation, Air Conditioning and Refrigeration Horticulture Housing IT and Telecommunications Information Security Life Sciences and Related Science Industries Management Plumbing Procurement Social Services (Children and Young People) Social Services and Healthcare Youth Work Other frameworks may also be suitable for your organisation. You will find details of all frameworks available in Scotland at ourskillsforce.co.uk. Glossary of terms A full glossary of terms used to discuss Modern Apprenticeships can be found at providercentral.org.uk. Modern Apprenticeship: a National Training Programme which offers people aged over 16 the chance of paid employment linked with the opportunity to train for jobs in a wide range of roles at different levels. Programme: the term used to describe all aspects of running Modern Apprenticeships, and includes the training/learning framework. Framework: a framework for training/learning which is tailored to a specific role and leads to nationally-recognised qualifications. Core Skills: five skills that are key to learning and working in today s world. The five Core Skills 1 are: Communication, Numeracy, Information and Communication Technology, Working with Others and Problem Solving

34 Section 3 Helpful websites and online resources providercentral.org.uk Understanding Modern Apprenticeships Information about the Modern Apprenticeships, with links to templates and forms. ourskillsforce.co.uk MA Frameworks The range of MA frameworks Making a business case Information about the benefits to business of apprenticeships Delivering apprenticeships Information about funding training for apprenticeships Training providers Information about training providers Financial Support Information about the financial support available to recruit apprentices Recruiting apprentices Recruitment guidance. 33

35 Section 4 Case studies 34

36 Section 4 Modern Apprenticeships in Fife Council: making the most of new investment Background and context Fife Council (the council) began to deliver an MA programme in Since then it has recruited apprentices into many of its service areas, including Transportation and Streets, Parks and Open Spaces, and Building Services. In February 2013, the council s elected members made a commitment to support more young people into employment within the organisation, by building on the MA programme that had worked well in the past. They set aside annual rolling funding of 1 million for a Workforce Youth Investment (WYI) Programme, which aims to recruit young people into a diverse range of roles across all areas within the council. The majority of these funds are used to recruit apprentices. The council hoped that by expanding their own MA programme they would encourage other employers in Fife to consider the benefits of employing young people. The WYI funding is in addition to the 5 million the council made available in 2012 for the Fife Youth Job Contract, which supports young people into employment within private businesses throughout Fife. Managing the programme Fife Council manages its MA programme through two departments. Human resources (HR) co-ordinate the recruitment of apprentices into council service areas and manage the WYI funding. The council s employability and employer engagement team (the employability team) manage the day-to-day operational delivery of the programme and apply to SDS for funding to cover training costs. Both teams gather information about the apprentice roles that need be filled in individual service areas. Individual service areas employ the apprentices and pay the wages of those working in trade and craft roles. The WYI funding covers the wages of apprentices working in all other roles where the service area has limited or no budget available. In all cases, the service area supplies the apprentices with all equipment they require, such as personal protective clothing and tools. The WYI also provides funding to the employability team to pay for the extra staff required to manage the programme - specifically, it funds an employability officer and a project support officer. SDS funding contributes towards apprentices training costs in most cases. Where public funding is not available, the council will cover the training costs for the apprentices who are not part of the SDS contract. The council has developed internal guidance to ensure best practice in the delivery of MA programmes. This guidance outlines the roles and responsibilities of the service area, the employability team, and HR; and is particularly valuable for people who are new to recruiting and employing apprentices. The council believes that this guidance contributes to its success in delivering apprenticeships. 35

37 Section 4 Recruitment and roles Identifying roles In February 2013, following approval of the WYI budget, the council s HR department began a process of engaging service areas across the organisation. This involved delivering presentations to management teams. HR emphasised that the new funding opportunity was about creating roles that had not existed before, and that service areas should identify roles according to business needs. The Council s five overarching directorates co-ordinated and prioritised applications for funding from individual service areas and submitted them to HR. Over 20 service areas from across the five directorates requested funding worth 5 million demonstrating the extent of interest and enthusiasm for taking on apprentices. Recruiting and registering apprentices Apprentice posts are open to 16 to 24 year olds who are resident in Fife. Recruitment is open and fair. The council advertises apprentice opportunities on the national recruitment portal myjobscotland 1, on its own web pages, and through social media channels including Facebook and Twitter. It also makes direct contact with schools and Opportunities Fife 2, Fife s employability partnership, to advertise the posts. In addition, council officials and elected members promote the opportunities whenever they can. Individual service areas recruit their own apprentices, with the support of HR and the employability team when required. The employability team is the MA registered centre so registers the apprentices on the MA frameworks. Links with workforce planning The council s recruitment process is linked to workforce planning. Service areas applications to HR must meet four criteria to be eligible for funding: additionality services areas must show why the role or roles cannot be funded from another source sustainability service areas must show how the new role or roles will be sustainable in the future workforce planning service areas must show how the creation of a particular role supports corporate and directorate/service workforce planning aims deliverable benefit(s) service areas must detail the added value to the council, and expected benefits to the broader Fife economy, of the new role or roles

38 Section 4 Pre-recruitment activity The council has parental responsibility for a number of looked-after children and young people, and is keen to offer employment opportunities for them in the council. It has put in place pre-recruitment support for the young people, which it calls academies. For a set period of time, the young people attend the academies and undertake short work placements in the council. The academy starts with the basics of employability, such as dress code and how to behave in the workplace. It then seeks to build the young people s confidence and improve their skills in areas such as communication and basic computing. The council plans to run two academies before the next round of recruitment for its apprenticeship programme, to prepare the young people to apply for the posts. It will target looked-after young people, school Christmas leavers, and schools in areas identified as deprived in the Scottish Index of Multiple Deprivation. Training, mentoring and support The employability team delivers elements of the training in-house. It also identifies a suitable external training provider to deliver and assess the Scottish Vocational Qualification (SVQ) associated with each MA framework. Providers are appointed through a formal tendering process. Each apprentice is supported by a dedicated officer from the employability team. These officers work closely with the apprentices, the service areas and the training providers to monitor and review the apprentice s progress. Monitoring takes place through regular one-to-one reviews with apprentices, through meetings with managers from service areas, and through liaison with the external training providers. Apprentices line managers carry out the usual processes of performance and target management. In some service areas, apprentices also have a mentor who is not their line manager. The council does not provide specific training to support line managers or mentors, but this is something it is considering for the future. A survey of all 16 to 24 year olds in the council has provided useful information for improving support for individuals. The council can isolate the data provided by apprentices and can work to deliver the improvements they have requested. 37

39 Section 4 Outcomes for Fife Council and its apprentices To date, the council has been able to ensure positive destinations for the majority of its apprentices. For example, over 90% of its trade and craft apprentices, and over 70% of its business and administration apprentices, have secured employment within or outside the council. The employability team has excellent links with organisations and businesses across Fife, through Opportunities Fife. In cases where the council has been unable to offer contracts to young people at the end of their apprenticeship, external organisations have been able offer them contracts. Senior management in the council consider the apprentices to be real ambassadors for the organisation. Apprentices in the council have won awards at Scotland s Modern Apprenticeship Awards 1. Also, in 2014 one of the 3rd year apprentices won the Plasterers Senior Competition at the Scottish Regional Qualifiers for the International WorldSkills Competition 2, gaining 5th place at the UK Nationals. In November 2014, the council was a finalist at Scotland s Modern Apprenticeship Awards, in the category of Public Sector Employer of the Year. The council is also a finalist in the Personnel Today Awards 3 in the category of Youth Employment Initiative. In May 2014, senior managers spent a half day with apprentices from across the organisation in order to learn more about the MA programme. They were impressed with the apprentices willingness to contribute in their areas of work, and with their suggestions for improving service areas. Following this experience, senior managers asked each service area to create a minimum of one apprenticeship role, which the service area itself must fund in addition to the apprentice posts funded by the WYI. As a result of this, the council expects to advertise 98 apprentice posts by the end of 2014, with further recruitment beginning in Five young people from the 2013 intake of apprentices have already left their apprenticeship programme early to take up employment within the council. Young people are supported to complete their qualifications if they move out of their role into a job before completion of their apprenticeship

40 Section 4 Opportunities for other public bodies to learn from Fife Council s experience The council has worked hard to raise awareness internally of the benefits of the MA programme, to ensure its smooth implementation and to overcome any difficulties. Initially there was some resistance in service areas to recruiting young people with no work experience. The organisation recognises that line managers and mentors need support to understand and carry out their roles, and that this support should be provided in the early stages of a new programme. HR and the employability team remind managers that they might need to support their apprentices to develop employability skills such as timekeeping and communication. They are also looking at providing support for managers who will be recruiting and employing young people into their service areas. This support will help managers to understand some of the differences between recruiting young people direct from school or care, or those who have a history of joblessness, and recruiting individuals direct from another job in a relevant sector or industry. To public sector organisations thinking about developing MA programmes, Ruth Brown, HR consultant with the council says: Do it, try it. Where you have the luxury of time, think it through - but don t expect it to work perfectly. The key things you need to think about are: identifying real job-with-training roles that support the business needs and getting the recruitment right. Be prepared to support the apprentices and the managers - that way young people can flourish in their roles. Continue to talk to the apprentices, get them involved in promoting apprenticeships, for example by getting them into schools talking about what they re doing. They will rise to the occasion. The marketing benefit is great - use their positivity to let other people know that yours is a great organisation to work for. 39

41 Section 4 Modern Apprenticeships in NHS Grampian: building sustainability in the service Background and context NHS Grampian has been running apprenticeship programmes in its estates and facilities directorate for several years. Apprenticeships in the estates department (which is part of the estates and facilities directorate) have been running since the early 1970s, becoming Modern Apprenticeships (MA) in the past fifteen years. The Health Board runs apprenticeships for young people it recruits and for existing staff members in established posts. It refers to the programme it runs for existing staff as the Adult MA Programme. Managing the programme NHS Grampian s apprenticeship programme has been identified as being important to its workforce plan and career succession planning processes. It is also recognised as linking well with the NHS Knowledge and Skills Framework 1 (KSF) and the skills mapping initiative 2. The Health Board was aware that it had an ageing workforce and needed to identify where its qualified staff would come from so that it would be able to fill key vacancies in future. Until 2005, NHS Grampian was an MA registered centre for the delivery of frameworks, via Grampian Enterprise. Following a review of this arrangement, the Health Board decided instead to enrol its employees directly with a number of external training providers, including North East Scotland College (Fraserburgh and Aberdeen), Tullos Training (for estates apprentices), and Hospitality Training (for catering apprentices). These new arrangements have allowed the Health Board to focus on the delivery aspect of the training programme, as opposed to spending a great deal of time concentrating on the quality assurance processes associated with being the MA registered centre. An advantage of this arrangement is that the external training providers are already wellplaced to be able to source funding for a number of apprentice roles within their overall allocations. The Health Board enrols its apprentices with the particular external provider and the provider takes responsibility for quality assurance, internal assessment and external verification processes. The estates and facilities directorate is currently the only directorate that runs apprenticeship programmes, so the learning and development manager tends to be NHS Grampian s central point of contact. In addition to regular reviews of apprentices progress set out by the training providers and the formal KSF process, NHS Grampian carries out two six-monthly reviews with each apprentice. These reviews are used to: ensure that all apprentices are receiving a consistent and standardised training programme identify and address any problems they may be having monitor the quality aspects of their training programme look at the types of tasks they are involved in, make sure that they are being placed with suitably qualified and motivated tradespersons. These reviews are also used to monitor the progress being made with the completion of the apprentice s learning portfolio/log, which is a compulsory part of their academic programme. The Health Board also receives regular reports from the training providers about the apprentices attendance and progress while they are off-site

42 Section 4 Recruitment and roles NHS Grampian s recruitment for the apprenticeship programme normally begins in February each year. Vacancies are processed through the Health Board s vacancy management system and advertised on the NHS Grampian vacancy website in March and April. Interviews take place during April and May, and apprentices start in July and August. This timescale fits in well with the start of apprentices academic courses, and it is normal practice for the Health Board to arrange an induction day for the apprentices before their official start date. Employment terms vary according to the type of apprenticeship. Adult apprentices are existing members of staff who are already employed on permanent contracts and who are undertaking the apprenticeship programme as a training opportunity for a different role. The young people joining the Health Board as apprentices are employed on fouryear training contracts. The estates department usually recruits one electrical engineer and one mechanical engineer each year, though other posts can be recruited for if there is a need. For example, in the last intake the Health Board recruited a plumber in addition to the usual two posts. In catering, they had five staff participating as adult apprentices to gain their professional cookery and hospitality qualifications. The Health Board will also be recruiting for a procurement/supply chain apprentice role in Training, mentoring and support NHS Grampian bears no costs for the training elements of the standard apprenticeship programme as the training providers source funding from SDS to cover these costs. However, the Health Board pays for the training of staff participating on the adult apprenticeship programmes as no funding is available for these staff due to the age band funding arrangements currently in place. NHS Grampian pays for and supplies all personal protection equipment and uniforms that the apprentices need to carry out their training and work tasks at college and in the workplace. The Health Board does not fund apprentices travel expenses, though one apprentice qualified for a travel bursary through the local college as he was under the age of 18. The apprenticeship and adult apprenticeship programmes are delivered by blended learning at college or with other training providers, together with learning on-the-job. For the past two years, NHS Grampian has had an informal agreement with its main building contractor (which was involved in the building of the new Emergency Care Centre at Aberdeen Royal Infirmary) for its apprentices to spend a month s placement working onsite. This opportunity provided the apprentices with experience that they would not normally be exposed to in their everyday duties within an NHS maintenance environment. This proved to be a positive arrangement and is one which the general manager is keen to sustain. 41

43 Section 4 Outcomes for NHS Grampian and the apprentices The estates and facilities directorate s apprenticeship programme has been recognised by the Health Board as leading in its efforts to develop youth employment opportunities. A large number of apprentices (including apprentices who preceded the Modern Apprenticeship programme) have remained within the directorate s employment over the past 30 years. Although individuals may have left after a period of time to take up posts within the oil industry (which can offer higher salaries for qualified engineers), several have also returned to employment with NHS Grampian. The programme in the estates department is long established and within the overall staffing structure there are two whole time-equivalent posts supporting apprenticeships. The programme s success is measured by evaluating the progress of individual apprentices. The evaluation processes include: three training provider local visits each year with the external assessor, an estates officer and the apprentice two NHS Grampian apprentice reviews each year with two estates officers, the learning and development manager and the apprentice, one formal NHS KSF development review each year with the apprentice and their estates officer/reviewer. NHS Grampian is normally able to offer apprentices the opportunity of submitting an application for a qualified position towards the end of their apprenticeship. However, there have been occasions where there have been no vacant positions available and the apprentices have applied for jobs externally. If NHS Grampian is aware of vacancies in other Health Boards that might suit an apprentice because of where they live, or because they might wish to work in another area, then apprentices are encouraged to consider this option. In addition to developing its own apprenticeship programme, NHS Grampian has provided help and support to other Health Boards who have been considering taking on apprentices. This support has included the sharing of documents such as job descriptions and person specifications. In November 2014, NHS Grampian was a finalist at Scotland s Modern Apprenticeship Awards 1, in the category of Public Sector Employer of the Year. The learning and development manager offers this advice for other public sector organisations considering taking on apprentices: Go for it! You cannot describe the feeling of job satisfaction in being able to offer an apprenticeship to an appropriately qualified youngster. As a public sector employer, I think it should be our duty to be able to offer and actively promote training schemes such as this

44 Section 4 Modern Apprenticeships in Registers of Scotland: positive results from an open-minded approach Background and context Registers of Scotland (RoS) 1 is a non-ministerial department of the Scottish Government. It is responsible for compiling and maintaining registers relating to land and property, and other legal documents. The organisation employs around 950 people in Edinburgh and Glasgow, 700 of whom work in registrationrelated roles. In 2012, RoS made the decision to pilot an MA programme. There were two main drivers behind this decision one being a desire to support the Scottish Government s ambition to address youth unemployment, and the other being to address a pressing business need. RoS has traditionally enjoyed a very low turnover of staff, but over a number of years this had led to an ageing workforce in 2012 RoS had similar numbers of employees aged over 55 and under 35. Management recognised that the organisation was quickly approaching the stage where knowledge and skills would be lost as staff retired. Sharon Wilson, who was then the people, performance and development manager at RoS, liaised with managers across the organisation to provide details of the new programme and identify roles that might be suitably filled by apprentices. She also contacted other public bodies, including The City of Edinburgh Council and the Scottish Government, to find out how they had established apprenticeship programmes, and consulted SDS for information and guidance. RoS took on its first cohort of 14 apprentices in February Shortly after the pilot scheme was implemented, senior management at RoS agreed for an MA programme to become an ongoing element of its learning and organisational development strategy. The Keeper of the Registers of Scotland, who heads the organisation, is very supportive of the programme and champions it internally and externally. For example, as a keynote speaker at the Holyrood Youth Employment Conference in 2013 she shared RoS s experience and encouraged managers from other organisations to consider recruiting apprentices

45 Section 4 Managing the programme Each apprentice is assigned a line manager and at least one coach who works within their team. The programme is co-ordinated centrally by a designated person within the HR and organisational development team - currently Catriona Leask, who is one of RoS s people and organisational development advisers. This helps ensure consistency of approach across the organisation. Catriona provides advice and guidance to managers who are considering employing apprentices. She also oversees the recruitment process and is responsible for liaising with training providers to ensure each apprentice receives appropriate training. Catriona also provides ongoing support to, and gathers feedback from, the apprentices, their coaches and their managers. SDS funding covers the majority of training costs and RoS funds all other elements of the apprenticeship programme. To show the value it places on its apprentices, RoS offers its apprentices a salary and terms and conditions that are on a par with its permanent administrative staff. Recruitment and roles Identifying roles All apprentices who have joined RoS to date have been employed in roles at an administrative level. In line with the staffing profile, the majority of apprentices have been based in the registration directorate, with roles relating to the legal and plans aspects of its core business of land registration. As part of the pilot scheme, apprentices were also appointed to roles in the customer services and procurement teams, and the second year s intake included an apprentice in HR and another in the estates team. Scotland is currently going through the biggest changes in land registration legislation and associated processes for 35 years. These changes will have an impact on RoS s business in ways that are not yet fully clear to the organisation. However, a need for additional administrative roles is forecast in several departments over the coming months and RoS intends to offer many of these opportunities to a new group of apprentices. 44

46 Section 4 Recruiting RoS handles the end-to-end recruitment process for its apprenticeship programmes internally. Candidates apply to join the programme and the organisation allocates the available roles to the successful individuals, taking into account their skills and interests. As the organisation is part of the Civil Service it must comply with the Civil Service Commission Recruitment Principles 1 in the way it fills its vacancies, including apprenticeship opportunities. In order to have the flexibility to offer permanent employment once the apprenticeship ends, recruitment processes must be fair and open, with appointments being based on merit. So far, RoS s apprenticeship programme has targeted young people between the ages of 16 and 19, as evidence shows that the people in this age group who have left full-time education are least likely to be in employment. To maximise awareness of the available opportunities, RoS has advertised its apprenticeship opportunities widely. They have been advertised on its own website and the Civil Service Jobs Portal 2, and placed with SDS, The City of Edinburgh Council, and job boards such as Gumtree and s1jobs applications were received for the pilot scheme, with all positions being based in RoS s Edinburgh office, the larger of its two premises. There was an increased interest in the second year when the programme was extended to include opportunities in Glasgow as well as Edinburgh in total 163 applications were received in that year. Candidates were asked to provide information on their application forms about their interest in the apprenticeship programme and the essential personal qualities of motivation, responsibility and teamworking ability. RoS screened the application forms and invited the young people who had given the strongest answers to an assessment centre, where they were asked to complete basic aptitude tests relating to numeracy, verbal skills and error checking. Candidates who demonstrated aptitude in these areas were then invited to a competencybased interview. RoS recognised that the young people were unlikely to have much, if any, work-related experience to draw upon to evidence their competence. They gave careful consideration to the interview questions to ensure candidates would be able to answer well using non-work related experience (for example, from school, sporting activities or other hobbies and pastimes). RoS employs its apprentices on 18-month, fixed-term contracts. While it cannot guarantee permanent employment upon completion of the apprenticeship, it aims to offer permanent contracts, provided the apprentices performance, conduct and attendance are all satisfactory, and that long-term opportunities are available within the organisation at that time. As RoS recruits its apprentices through a fair and open competition at the outset, it is able to offer permanent work without requiring the young people to go through any further recruitment and selection processes. The apprentices who joined RoS in January 2014 are expected to complete their apprenticeships in summer Two of the 14 apprentices in the first cohort in February 2013 have dropped out of the programme, but the remaining 12 are now permanent employees of RoS

47 Section 4 Links with workforce planning RoS is clear that in order for a manager to take on an apprentice there must be a genuine, meaningful work opportunity available in their department. Before any recruitment activity is undertaken, any manager who wishes to hire an apprentice is required to submit a business case to the organisation s Staffing Committee. The Committee must be satisfied that the role has a suitable level of complexity and variety to provide a developmental opportunity for the young person who fills it. Training, mentoring and support Apprentices in the first cohort undertook one of two level 3 Scottish Vocational Qualifications (SVQs) (at SCQF level 6 1 ) Customer Service or Business and Administration. In the first instance RoS used SDS s database of training providers to identify potential providers and, after further discussions with potential training providers, Limelight Careers 2 was chosen as the best fit for the organisation. The collaboration with Limelight Careers worked very well and RoS contracted them to also provide training for all but one of the second cohort of apprentices. RoS entered into an agreement with Dumfries and Galloway College 3 to support its estates apprentice to achieve an SVQ in Facilities Management. Although initially there were concerns that the distance between Dumfries and Edinburgh could present some difficulties, these have proved to be unfounded and the arrangement has worked well. The assessor visits the apprentice in Edinburgh monthly and this is supplemented by online training delivery. RoS s fruitful partnership with Limelight Careers has been recognised by the Scottish Training Federation 4, winning the Success in Partnership Award 5 in October In addition to the training offered by external providers, RoS arranges on-the-job training throughout the apprenticeship period. Depending on the role, this could involve: classroom-based learning, online or other self-directed learning, and desk-based training. Each young person is allocated a line manager and coach at the start of their apprenticeship; with all parties working together to ensure ongoing support is offered to each individual. In addition, a designated member of the HR team is on hand to provide advice and guidance and answer enquiries from the managers, coaches and apprentices

48 Section 4 Outcomes for Registers of Scotland and its apprentices There has been an overwhelmingly positive response to RoS s apprenticeship programme - from managers, coaches and other colleagues, as well as the apprentices themselves. Managers have been impressed by the speed at which the young people have assimilated their learning, how quickly they have fitted into their teams, and the enthusiastic approach they have brought to the workplace. The apprentices have spoken favourably about the opportunity they have been given. One said: A lot of people my age struggle to find jobs, so I was really fortunate to be able to study and work at the same time. It s been an amazing experience I ve learnt so much and worked with people right across the organisation at all levels. Being offered a permanent position at the end of it has given me security that a lot of young people don t have, and has shown me that all the hard work has been more than worth it. RoS admits there were some minor teething problems, which may have arisen because many of the young people had not worked in an office environment before, if indeed they had any prior work experience. The HR team had recognised that issues were likely to arise as the apprentices made the adjustment to the world of work, and briefed line managers in advance of the programme to ensure they had realistic expectations. Where any problems have occurred, these have been identified and addressed quickly by managers to ensure the apprentices understand the standards of behaviour expected in their place of work. Opportunities for other public bodies to learn from Registers of Scotland s experience Catriona Leask, people and organisational development adviser, says: We have been delighted with how well our apprenticeship programme has worked out we have benefited from the addition of people with new skills and perspectives to our workforce, and at the same time the programme has helped us to improve the age diversity profile within RoS. When we introduced the apprenticeship programme there was some scepticism within the organisation. Many of our jobs require specialist registration knowledge, and there were people who doubted whether it would be possible for anyone to perform these roles effectively without several years of training. Any myths were quickly dispelled when the first group of apprentices started work, and through their achievements they have gone on to prove that experience is not a barrier to success. There is now a lot of interest in and enthusiasm for our apprenticeship programme, and more and more managers are contacting me to find out how they might create apprentice opportunities in their departments. We are keen to explore any possibilities to add to our range of opportunities in the future, and we would like to extend the programme to include other frameworks such as IT and Accounting. 47

49 Section 4 Modern Apprenticeships in the Scottish Qualifications Authority: maximising the opportunity for learning Background and context In 2011, the Scottish Qualifications Authority (SQA) developed a proposal for delivering an MA programme in order to contribute to the Scottish Government s ambitions for reducing youth unemployment. The organisational development manager produced a business case detailing costings, how the programme would be structured and funded, and benefits to the business of delivering the programme. SQA s executive management team approved the plan for a rolling programme, and the organisation recruited two business and administration apprentices in August Since then it has recruited a further ten apprentices, eight of these have been in business and administration, one in information technology and another in a procurement role. SQA has two offices: one in Dalkeith and another in Glasgow. It delivers the MA programme using slightly different approaches in the two locations. Managing the programme SQA s apprenticeships run for two years. SQA pays the apprentices salaries and any expenses they incur, such as travel costs for attending college. The organisation uses a unique partnership model of delivery. They employ the apprentices and subcontract elements of the delivery process to external organisations including recruitment, registration and aspects of training. SQA works in partnership with Midlothian Training Services 1 (MTS) to deliver the programme in its Dalkeith office. MTS registers the apprentice and draws down funding from Skills Development Scotland (SDS) to pay for the training element of the programme. For the Business and Administration apprentices based in Glasgow, SQA works with Glasgow City Council and has a Service Level Agreement in place with the Commonwealth Apprenticeship Initiative 2 (CAI). CAI advertises posts, registers the apprentices and draws down funding from SDS to pay for training costs

50 Section 4 Recruitment and roles CAI is responsible for recruiting the apprentices for SQA s Glasgow office. It advertises the opportunities on the CAI website 1, and at the same time SQA advertises them on its own apprenticeship recruitment webpage, SQA Pathway 2. The number of young people applying for apprentice positions in SQA s Glasgow office has so far been good. In 2013, 28 young people applied for two apprenticeship posts, and in 2014 there were over 20 applicants for the two posts advertised then. It has been more difficult to fill apprentice roles in SQA s Dalkeith office possibly because the catchment population is smaller than that in Glasgow. In 2012, SQA advertised two apprentice roles on the SQA Pathway website, and visited schools in Midlothian to advertise the opportunities. However, only eight young people applied for the two positions. In 2013, SQA and MTS extended their reach into East Lothian s schools and applications went up to 15, which is still lower than the number of applicants in Glasgow. SQA gathers and shortlists the apprenticeship applications, and identifies young people who have met criteria for the roles. These criteria include the need for applicants to be able to work towards a qualification at level 7 of the Scottish Credit and Qualifications Framework 3 (SCQF). The young people are invited to a three-part interview which enables the interviewers to gain a rounded picture of their abilities. The interview consists of an informal discussion, a formal interview with competencybased questions, and assessments designed to measure applicants literacy, numeracy and problem solving capabilities. Apprentices are employed on two-year contracts. Of the two apprentices recruited in 2012, one has left SQA while the other has taken up a fixed term nonapprenticeship post within the organisation (following the completion of his apprenticeship). SQA advises apprentices that it will do its best to retain them beyond their apprenticeship but that it cannot promise a job at the end of it. The young people can apply for available permanent or fixedterm positions after completing the first year of their apprenticeship. This is done through SQA s usual recruitment procedure and includes taking part in a competitive interview and assessment process. Links with workforce planning SQA aims to enable its apprentices to develop multiple skills during the programme so that they can work flexibly within the organisation. Over the course of the apprenticeship the young person will move to a different department every six months; for example, they might start off in the operations team, move to events, and then to qualifications development. The flexibility the apprentices offer helps the organisation with resource planning

51 Section 4 Training, mentoring and support When an apprentice is appointed he or she has a line manager and is also matched with a dedicated mentor. The organisational development officer who co-ordinates the programme meets the apprentices approximately every four weeks to make sure they are being supported in their roles. SQA delivers the SVQ element of the business and administration apprenticeships internally. In addition to the SVQ element of each apprenticeship framework, SQA gives its apprentices the opportunity to undertake a further qualification. The business and administration apprentices work towards a Higher National Certificate (HNC) in Business Administration at either City of Edinburgh College or City of Glasgow College. The costs of the HNCs are paid to the colleges directly by MTS (for the Dalkeithbased apprentices) and by CAI (for those based in Glasgow), using money drawn down from SDS. In August 2014, SQA recruited two further apprentices into more specialised roles: one individual is undertaking an information technology (IT) apprenticeship, and the other an apprenticeship in procurement. The IT apprentice is working towards an SVQ being delivered by QA Apprenticeships 1, and the Procurement apprentice is undertaking an SVQ at City of Glasgow College 2. For the additional qualification, the IT apprentice is working towards an HNC in Computing at Glasgow Clyde College 3, and the procurement apprentice is working towards a Chartered Institute of Purchasing and Supply 4 (CIPS) professional procurement qualification at City of Glasgow College