AHDB Skills Strategy

Transcription

1 AHDB Skills Strategy This skills strategy provides a framework for operation across all divisions of AHDB in relation to skills. The activities within the strategy are designed to complement and create synergy with the existing work and programmes run by individual divisions and external stakeholders, delivering a high-quality service to all levy payers. This document supports the roll-out of the existing, industry endorsed, strategy launched by the AgriSkills Forum Professionalism in Agriculture. It aims to address the leadership role that AHDB needs to adopt in attracting and developing our industry s workforce if we are to achieve the vision of a world-class agriculture and horticulture industry in the UK. Overarching objective: AHDB will work with industry and relevant stakeholders to develop a framework which will recognise and secure a professional confident workforce for the agricultural and horticultural industry which is constantly learning and adapting, acquiring new skills, taking up new technologies and innovating. AHDB role: Support the development of an industry recognised for its professionalism Work alongside and support industry-led initiatives focusing on skills to help provide a joined up approach to accreditation development and delivery (Eg AgriSkills Forum, AgriTech Leadership Council, NFU, Lantra, City and Guilds, etc.) Utilise the skills, experience and resource that AHDB can leverage for industry from interested parties Provide independent information, based on robust evidence, to inform Government policy with the objective of achieving a joined-up Government and industry approach to land-based education and continuing professional development Identify and address areas of market failure in design, delivery and standard of training opportunities and accredited qualifications that are critical to industry success.

2 Contents 1. Objectives 2. Strategy 3. Plan 4. Evaluation Appendix A: Situation analysis Appendix B: The current skills landscape Appendix C: Action plan and staff resource Appendix D: Current activity within the workforce across AHDB Appendix E: PESTEL analysis 1

3 1. Objectives 1.1 Corporate objectives There are five AHDB corporate objectives: a) Deliver value for money for levy payers in everything we do b) Improve efficiency and productivity in the industry to help levy payers have thriving businesses c) Improve marketing in the industry to help profitability and customer awareness d) Improve services that the industry provides to the community e) Improve ways in which the industry contributes to sustainable development. This strategy will directly impact objectives a, b, d and e. 1.2 Skills objectives This strategy aims to introduce changes across industry s workforce, delivery providers and regulatory bodies which will improve engagement with skills activities. AHDB needs to step up its activity within the skills arena to keep pace with the numerous initiatives and organisations involved and reduce confusion and duplication. Change in behavior requires a sustained approach and the planned objectives highlighted below will take time to achieve if we want to take the industry along with us and develop a strong legacy. This strategy is for the next five years and will be reviewed annually to ensure it is relevant and continues to deliver real impact from levy invested. The overarching objective of this strategy is to: Work with industry and relevant stakeholders to develop a framework which will recognise and secure a professional and confident workforce for the agricultural and horticultural industry which is constantly learning and adapting, acquiring new skills, taking up new technologies and innovating. To achieve this, the following objectives will be delivered: 1. Work with industry to identify and address the gaps in specialist skills and to provide opportunities to increase the knowledge of key external stakeholders. 2. Invest, and encourage investment by others, in collating ongoing information and evidence to inform the direction and progress of skills work. 3. Support the delivery of an independent professional framework that: captures career pathways and CPD records 1, training and accreditation opportunities, signposts to recognised providers and is free at the point of use for industry members. 4. Support the development of apprenticeships to ensure the standards are industry focused, raise awareness of approved apprenticeships and encourage their uptake. 5. Identify and support the development of accredited qualifications and an appropriate assessor base where there is market failure. 6. Promote the business benefits of investing (time and finance) in skills development activities across the business with particular focus on business skills. 1 Records will be captured from existing schemes, where applicable. 2

4 7. Increase wider understanding that the industry is highly skilled, professional and offers a breadth of challenging opportunities to all levels of staff including improving the professionalism of the industry via uptake of continuous professional development schemes. 8. Deliver greater value for our levy payers by maximising collaborative skills opportunities, leveraging funds and building AHDB s reputation with stakeholders. 2. Strategy To achieve the aims and objectives, AHDB activity will be focused at the industry s workforce including apprentices, but not those in full-time education. They will primarily focus on improving the structure of the skills landscape, industry engagement with business management and leadership (including soft skills) training and the overall level of recognised professionalism. AHDB will strive to support the existing external skills strategies and initiatives, ensuring that they are reflective of the industry s real needs, not just perceptions. Our work will be to fill in the gaps which are preventing the success of the above-mentioned objectives and initiatives, not to replicate what is already available. By working in this way, we will be able to increase the value to the levy payer, without compromising the quality of the overall skills offer. More details on the background of industry skills can be found in Appendices A and B. 3. Pl a n Much of AHDB s divisional activity on skills is focused on production/technical areas. The priority of this strategy is on cross-divisional/external activity which will improve overall engagement with skills. The 5-year plan outlined below (full details in Appendix C) shows how this will be achieved. It is designed to complement the divisional initiatives and create synergies where appropriate. It is proposed that the funding for cross-divisional activities comes from a central budget, with each division remaining responsible for their own specific knowledge transfer/skills activity (see Appendix D) as per their own business plans. 3.1 Short term (1 year) To start to deliver against the long-term objectives, the first year of activity will focus on building a solid foundation for the skills strategy with the following activities: 1. Work with others to identify the key KPIs by which the labour market and the progress of this strategy can be monitored. 2. Establish relationships with key customers in each of the divisions to review their skills needs and understand demand for cross-divisional training at a regional level. 3. Engage with higher education and industry to address specialist skills shortages, and external stakeholders to develop wider knowledge. Support the Science, Technology, Engineering and Maths (STEM) ambassador scheme. 3

5 4. Review the specific industry requirements for a professional framework and potential designs to create a self-funding model and build relationships with stakeholders in devolved countries 5. Support the work of the AgriSkills Forum and AgriTech Strategy skills group to improve the skills landscape. 6. Continue the development of the trailblazer apprenticeship standards with the management group and appropriate working groups. 7. Delivery of a second Professional Manager Development Scheme, starting in Breaking down the barriers and myths related to investment in training, in particular business and leadership skills, including production of business case studies to raise the profile of the benefits of engaging in leadership and management training. 9. Influence the development and roll-out of new Rural Development Programme plans in relation to skills funding. 10. Investigate Local Enterprise Partnerships activity within the skills area and equivalents in the devolved countries to ensure industry can access the relevant funding. 3.2 Medium term (1 3 years) Years 1-3 will build on the year 1 activities, continuing with joint communications and the collaborative projects which have been initiated. This will include: 1. Development of HR toolkit which would support those businesses without this role. 2. The development and promotion of pathways for individuals to map their careers. 3. Further development and promotion of apprenticeships. 4. Improve engagement with management and leadership programmes within the industry. 5. Promote the use and benefits of training needs assessments and business reviews to ensure investment in skills is directed in the most efficient way. 6. Improvement/introduction of professional recognition schemes with clear industry benefits and work across a common framework to simplify end-user experience. 3.3 Long term (3 5 years) The above activities will be accumulated for the benefit of the industry, by: 1. The formation of a professional framework encompassing training analysis, training provision, professional recognition and clear career pathways. 2. Improved awareness and participation in CPD schemes. 3. Wider engagement with leadership and business focused training. 4. Ongoing support of the AgriSkills and AgriTech Strategy. 5. Wide interaction across industry, at all levels of employment to ensure the skills offer is relevant and valuable to the changing needs of the industry. 4

6 4. Evaluation The delivery of this strategy will be evaluated against the skills objectives set out above. The measurements for each activity are detailed in the plan in Appendix C, but primary mechanisms for evaluation will include: Quarterly reports of activity related to goals Annual tracking of activity through surveys and stakeholder meetings Regular monitoring of engagement with training, professional development schemes, uptake of apprenticeships and funding activity Recording of business improvements, taking into account other influencing factors which may impact on the business. This will require some initial benchmarking work with MI to develop baseline figures. 5

7 Appendix A: Situation analysis A professional workforce is vital to improving business performance. However, this requires skills development to be implemented and integrated into the business every day. With strong business and leadership skills, businesses will thrive and the uptake of general/technical skills becomes routine. All AHDB divisions are committed to improving the availability and quality of opportunities to the industry both to develop and retain current staff but also to recruit the next generation. AHDB alone has an annual investment in R&D and knowledge transfer of over 20m. Add to this the value invested by AgriTech, Biotechnology and Biological Sciences Review Council (BBSRC) and many others and the total amount of funding is vast. Yet to leverage maximum value from this investment we must have skilled people at farm/site level to identify relevant technology and science and to effectively implement it within the business. Lack of skilled staff is quoted across all sectors as a limiting factor to our productivity, as such it is critical that we identify the correct shortfalls for the future and address these appropriately. This is an internal strategy which has been designed to complement and support the industry endorsed AgriSkills Forum Strategy-Professionalism in Agriculture. Both the external and internal environment have been summarised below. 6.1 Macro environment The land-based and environmental sector employs approximately 1.3 million people in 230,000 businesses across 17 different sectors in the UK 2. Of these 17, three are key to AHDB horticulture, livestock and arable crops. Within these three sectors, there are over 126,000 businesses and just under 476,000 employees. Unfortunately, data from both UKCES 3 and the Labour Force Survey suggests 4 that only 43% of these employees received training in 2012 which is below the national average of 52%. Often described as hard-to-reach and with 88% of businesses employing four or less people 1, many agricultural and horticultural businesses do not have formal training budgets/plans. Where training does take place, this is primarily in technical skills and/or to fulfill legislative requirements which have an obvious measurable benefit and, to a lesser extent, business skills. The Rural Business Research report (RBR) 5 shows that businesses that undertake more business-related activities such as budgeting, financial monitoring and benchmarking are generally higher performers than those not taking part. When looking at the skills gaps and the actions taken to close them, 48% of business would look to increase training but, what is more concerning, is that a further 37% would not do anything 1. The reasons as to why are not explained in the Lantra report, but it is likely that a lack of knowledge of available training, training not delivered at a time or location that meets the business need and perceived costs would be contributing factors to this decision. 2 The UK Land Based and Environmental Sector Skills Assessment Update Spring 2014, Lantra 3 United Kingdom Commission on Employment and Skills Survey, UKCES, Labour Force Survey, Farm Level Performance: Identifying common factors determining levels of performance, RBR,

8 The Lantra skills survey identifies that more business skills and leadership skills will be needed in the future and this is supported by views expressed in the Future of Farming review 6. It is estimated that 54% of the workforce is over 45 years of age, which, assuming retirement at 65, will have implications on skills demand. Lantra s recent research suggests that the sector needs to concentrate on succession planning with a commitment to CPD 7. In addition there is a number of external factors which will impact on skills needs in the coming years and these are described in the PESTEL Analysis in Appendix E. The collection of labour market data and career pathway development used to be the work of the Sector Skills Council, Lantra. In the last two years, funding has been withdrawn from Lantra and, with it, the obligation to deliver certain services. Without core funding, and the specific requirements accompanying it, Lantra is shifting focus to commercial work and sectors which will raise income. This change leaves the fragmented land-based industries in need of leadership to develop a vision and plan to fit industry s future needs. Equally as important is the production of relevant evidence to support progression of the plan. The profile of skills development in agriculture and horticulture is rising rapidly as a result of numerous government-funded reports. The common theme across them all is the suggestion industry is being held back, in part, due to skills shortages. As such, skills is the focus of a number of high profile initiatives from Government and industry. These include: AgriTech Strategy: To exploit opportunities to develop and adopt new and existing technologies, products and services to increase productivity (BIS/Defra). AgriSkills Strategy: To develop a professional, competitive and highly skilled workforce capable of meeting the future demands and challenges of agriculture and land management. (AgriSkills Forum) Rural Development Programme: To make the country's agriculture and forestry sectors more competitive. (Defra/Welsh Assembly/Scottish Executive/DARD) TrailBlazer: Increase the quality of apprenticeships by putting employers in the driving seat and simplifying the system (BIS) Food and Farming Plan: To promote a British brand, grow exports, improve skills, attract high-flyers and harness data and technology. Even before the introduction of the above initiatives, the complexity of the skills system was daunting and convoluted. For example, the range of qualifications is confusing, the funding streams are variable and complex, inappropriate delivery mechanisms are used and there is lack of understanding as to where to source training. The complex nature is highlighted in Appendix B. With interest in skills high, there is a unique opportunity to align the various initiatives, new and old, by combining/aligning funding and with industry engagement and government support to build a competitive and resilient industry through professional development. AHDB can help with this by working with key stakeholders to develop an industry-wide professional framework using everyday language that essentially hides the wiring from the customer and makes the process of engaging with skills development straightforward. 6 Future of Farming Review, Defra Agriculture, Forestry and Fishing: Sector Skills Assessment, Lantra/UKCES,

9 Set up and maintained correctly, an independent professional framework would simplify training to potential users in a number of ways: Reduce conflicts of interests Reduce the lack of coordination between various initiatives Dispel common myths and perceptions and help break down the barriers that have previously restricted engagement Benchmark for specific roles (describe knowledge and skills required at each level) Provide clear careers pathways Highlight potential skills gaps in the future. The AgriTech Strategy, Future of Farming Review and Lantra s Skills Review have all highlighted the fact that skills gaps are holding back agricultural productivity in the UK. For the industry to progress and become more productive, it is vital that AHDB works to dispel the common myths and perceptions related to skills, and works to turn around the poor engagement figures mentioned above. In addition to technical and business skills, personal skills such as training and mentoring will be crucial to ensure those taking part in training and being developed within the business will thrive. Only then can we become an industry renowned for its world-class staff and high levels of productivity. 6.2 Internal environment Within AHDB, skills are delivered under a number of different descriptions such as knowledge transfer, skills development or business improvement. Regardless of name, they all have the same aim, to empower people with either the skill or knowledge to do a job properly and to make educated decisions to improve the business they work for. A variety of delivery mechanisms are used, which have been developed over time in response to specific customer demand. Increasingly, there is joint working within skills areas so as to learn from each other and align delivery where appropriate, but there will also be a specific divisional focus as well. The table in Appendix D outlines the key activities of each division and where there is ongoing joint working Working together-increasing professionalism Individual divisions all have specific needs. As such the AHDB skills strategy will focus on the bigger picture, bringing the wider industry training needs together and supporting the development of a professional framework. Such a framework will encompass training provision available across the industry and allow easy access to relevant training regardless of level. As always, AHDB will aim to fill in the gaps or support other organisations and ongoing initiatives to ensure collaboration and prevent numerous initiatives with similar aims starting. Initially, the focus of the strategy will be placed on primary production but it is envisaged that the framework would support the processing sectors at a later stage. There is a growing recognition of a shortage of specialists in advisory areas because of low demand and market failure in years of low investment and progress. These include crop and produce storage, buildings and ventilation, and soil and water management which are all priority areas to facilitate growth across AHDB. AHDB has a role to play in identifying the gaps, encouraging the development of these skills at a higher education level, working with industry to develop the skills in the supply base where there is market failure and in providing opportunities to recruit and grow these specialists within its own teams. There is also a need to ensure that regulators and policy makers understand industry needs to ensure that their work has practical application. 8

10 There is also a number of common needs across AHDB that will benefit from a coordinated approach such as business and leadership and other soft skills. Training and skills enhancement in the area of business management and development was recognised in the Radcliffe Review as an area for improved focus and effort. These skills are applicable to the majority of our customers, albeit at different levels, and they are vital to improve the skills level, sustainability and professionalism of the industry as a whole. Not only do they improve the profitability 8 of a business but also ensure that we have a workforce that is adaptable to the future so we can release the full potential of new innovative practices, processes and research outcomes. Previous AHDB work suggests that uptake of courses in leadership and business management is minimal and that there is not enough suitable provision available for the industry. It is not known exactly why uptake is low but there is general agreement across stakeholders on a number of common factors. These include a lack of awareness of opportunities, perceived high cost and time commitment, unsure of return on investment and, for many, it is a case of not knowing what you don t know. For these reasons, we have to work hard to ensure quality opportunities are available and communicate the right message to remove these uncertainties. 8 Rural Business Research Report,

11 Appendix B The current skills landscape Government Departments Dept for Business Innovation and Skills Dept For Education Dept for Environment, Food and Rural Affairs Business Factors Profit Retaining good staff Bank loans Potential earned recognition Reduction in losses Supply Chain/Assurance Schemes RSPCA Assured Foods Red Tractor Organic Standards Retailer schemes Environmental Schemes IPPC Leaf Non Accredited Levy Boards Supply chains/producer groups Industry groups Industry Experts/ Advisors Technical Sales Advisors Manufacturers/Suppliers Organisations AgriSkills Forum Bright Crop Landex Lantra NFU AHDB AIC Landbridge Network Agritech Leadership Council BBSRC NCUB Careers and Enterprise Company Influencing factors Market Drivers Skills Development Other factors Training Provision Mix In house training Vets Producer groups Agronomists Local training groups ARTIS Accredited Institute of Agricultural Management Local training groups Advanced Training Partnerships (ATPs) Colleges Universitites Reports Ornamental Horticulture Roundtable Action Plan UK Skills Assessment A UK Strategy for Agricultural Technologies Professionalism in Agriculture Future of Farming Review Food 4.0 National College Professional Recognition Pig Industry Professional register BASIS FACTS Dairy Pro NRoSO BSAS Feed Advisors Register Funding Rural Development Programme Local Enterprise Partnerships Learning and Skills Councils Grant and Innovation Farm Advisory Service Awarding Bodies City and Guilds Land Based Services Lantra Institute of Leadership and Management BASIS 10

12 Appendix C: Action plan and staff resource Objective Key Work stream Principal activity(ies) Desired Outcome(s) Measurement method(s) Key risks Key controls Year 2 5 Use board/division Establish relationships with key customers Review specific industry A better understanding of sector 8 key businesses per Not being able to visit contacts. Arrange meetings 1 across all sectors. Review skills needs and requirements needs so we can ensure highquality local opportunities Regional needs identified representative sample division engaged with. enough people to get a to coincide with others understand need/demand at a regional level already happening & 5 6 PMDS 6 Monitoring of KPIs Improving the skills landscape Accredited trainingtrailblazer apprenticeships and other schemes Pilot leadership and business courses 6 & 7 Communication 8 All All Industry stakeholder meetings Devolved Countries (Specific actions) Professional Development Identification of base line figures and monitoring of changes (via existing surveys where possible) Support the work of the AgriSkills Forum and AgriTech Strategy skills group to improve the skills landscape by developing a professional framework Continue to support development of trailblazer apprenticeship standards alongside other stakeholders. Identify further gaps in training Delivery of a second PMDS scheme, starting in 2016 Breaking down the barriers and myths related to investment in training, in particular business and leadership skills Production of business case studies to raise the profile of the benefits of engaging in leadership and management training Influence new RDP plans with specific regard to skills funding. Identify relevant other funding/skills activity that could support industry and improve engagement Build relationships with stakeholders in devolved countries Improve awareness and engagement with CPD schemes Measurable increases in training engagement and the positive impacts on a business Strategies achieve their milestones and the end result is a central framework which is fit for purpose Development of standards which attract good quality students and are recognised by industry 12 people from all 6 divisions successfully completing their ILM qualification People understand the potential ROI on this kind of training Materials that can be used to highlight benefits of skills and get others interested Funded skills programmes which respond to industry needs and are practical. Ensure access to relevant funding by farmers/growers Ability to access/inform skills initiatives and reduce duplication More people actively engaged with CPD/CPD programmes providing tangible benefits to members Return on investment for training identified. Improved productivity, savings made In year 1, securing funding and starting development will be key to the success of the framework 4 standards approved. 4 assessment standards approved All 12 passing their ILM assessment 20 training days delivered across the country 10 case studies produced across a range of training events Funding schemes developed which are appropriate to the areas of need we have identified Positive engagement with relevant devolved bodies Increase of 10% of people engaged with CPD. Schemes available for all sectors External factors influencing to be confident of change linked to training Industry issues distracting from skills Industry/students not engaging and change of government policy on apprenticeships Lack of funding to support event / lack of interest People not being interested/not engaging People not wanting to admit to level of change, especially if low starting point Largely out of our control. Subject to government changes /EU restrictions/other stakeholders Lack of interest on their behalf. Others wanting to run initiatives in isolation No interest/benefit of joining and perception of a license to farm Use existing surveys, where possible, add an extra question to AHDB surveys. Work with Farm Business survey group Work closely with both management groups to ensure milestones are realistic, and facilitate where appropriate Work with employers and providers to ensure standards are robust and valued Good promotion of the benefits and outcomes Working with proactive people providing solid justification for the improved ROI and how it relates to the training Work with people to build trust and talk with multiple people from one event, rather than just one Work to ensure funding is directed appropriately. Use evidence to show the need and demand to potential funders Working through existing contacts Good promotional activity. Use champions to promote the benefits Ongoing reviews and benchmarking against previous year Ongoing reviews and benchmarking against previous years Development of HR tool kit. Development and promotion of career pathway Further development and promotion of apprenticeships Continue with PMDS, increasing beneficiary contributions Gradually move focus to planning and identifying training needs Production of case studies and communicating skills work Influence where appropriate and work with stakeholders to prevent duplication of resource Maintain relationships to keep up to date with skills activity in industry Promote benefits of engagement and encourage uptake 11

13 Appendix D: Current activity within the workforce across AHDB Activity AHDB Pork AHDB Beef & Lamb AHDB Dairy Apprenticeship AHDB Cereals & Oilseeds AHDB Involvement in Trailblazer development (standards to be developed which will cover roles in all divisions) AHDB Potatoes AHDB Horticulture On-farm experience KT Materials provided on farm experience for catering staff New Entrants Workforce Development Graduate programmes GROW Careers Induction templates Induction templates Feeding Britain s Future Development Schemes Certificates of Competence Knowledge Transfer Workshops/Conferences Training advisors/vets/allied Industry Discussion/Benchmarking Groups HR Support Business Groups Contribution to Post grad courses on Meat in the Diet Part of HR Tool kit Generic AHDB involvement Stockman, Technical Managers 2 x Level 2 and 1 x Level 3 Cert of Comp Entrepreneurs in Dairying (with RABDF, NFU and Andersons) Entrepreneurs in dairying Closing the gap Better Returns Dairy Leader events Reaping Rewards Intro to the industry DVD/Video clips Regional Pig clubs HR Toolkit available to download Piloting a manager s club Grassland discussion groups/stock take Healthy Feet Mentors, Mastitis Control Mentors, Lean management 110 active discussion groups HR information available on line Business Improvement meetings Agronomist days Crop Bench Arable Business Group Graduate scheme bringing growers together Next Generation Scheme Store Managers Courses at Sutton Bridge CSR Quality training/basis Qualifications through Sutton Bridge 5 Arable Benchmarking Groups Sponsorship Sponsorship >80 technical workshops each year with BASIS and NRoSO across all sectors Technical Grower Groups Nuffield Scholarships 1 Scholarship 1 Annual Scholarship 1 Part fund Scholarship Monitor/Demonstration Farms Professional Management Development Scheme Through RDPE Funding Professional Manager Development Scheme operates across all divisions (ILM Certified). 18 farms across the UK (incl. 2 in Scotland) 1 Strategic Potato Farm Study Groups (eg IPPS) Leadership and Management Leadership and Management has been offered across all divisions, utilising RDPE Funds, this ranges from half day tasters through to multi day certified courses. Individual divisions also run negotiation, leadership and management training (BPEX and Dairy Co) Professional Development PIPR Dairy Pro BASIS/NRoSO On-line programmes Progressive Groups Study tours Practical Pig App For Butchery/retail staff to be launched end 15 Specific groups for progressive farmers Advanced discussion groups/impact groups Health and safety All divisions have utilised RDPE funding to carry out study tours, which have been very successful. Divisions looking at how to run more in the future A number of online tools and programs to upskill/increase knowledge Grower Associations involvement / Grower Panels 12

14 Appendix E: PESTEL analysis The table below outlines the key issues and trends currently facing the external environment for agriculture and how this will ultimately impact on the level and type of engagement with skills development activities (including professional recognition): Political Economic Issue Skills Impact Issue Skills Impact New Government Pressure to improve yield through GM use Directing leadership funding through Local Enterprise Partnerships Change in Apprenticeships Drive for growth Number of Government departments with an influence on skills Social Change in current priorities/initiatives more confusion and delay in implementation of current initiatives Change in production techniques, new knowledge and skills required Increased difficulty accessing funding for national projects. Will limit engagement from businesses Standards would have to be redeveloped. Delays in project roll out More recording and benchmarking activity would be required to identify growth Increased chance of funding being released in isolation, confusion and duplication of effort Price volatility Risk management Reduction in available funding Reduced price received for product Tightening of supply chains Reduced income Technological Issue Skills Impact Issue Skills Impact Food trends/diet changes Food scares/ Increased social responsibility Environmental Skills to produce new products and or use new technology Improved demonstration of skills and professionalism required AgriTech Strategy/New research concepts Increasing use of precision farming/4 th generation technology Legal Issue Skills Impact Issue Skills Impact Water management Extremes/shift in climate Knowledge and skills required to manage water better Land and resource management skills required to adapt to changes Increasing legislation Trade barriers removal or implementation Unknown income may reduce participation in skills unless benefits demonstrated. Business skills required to manage during volatile times New skills needed for farmers/growers to perform this for themselves May reduce engagement in skills, may result in funding being targeted in the wrong areas More business skills required to help industry become more efficient Reduced options for selling, skills required so farmers/growers can manage these relationships effectively Business skills needed to be more efficient, recording and identifying training with most impact New technical and business skills to adapt to new innovation New technical skills to use the technology. Skills in business management to fully utilise the benefits of the technology Increased compulsory training, which can be negative on image of training Business and technical skills required to become more efficient and profitable 13

15 While the Agriculture and Horticulture Development Board seeks to ensure that the information contained within this document is accurate at the time of printing, no warranty is given in respect thereof and, to the maximum extent permitted by law, the Agriculture and Horticulture Development Board accepts no liability for loss, damage or injury howsoever caused (including that caused by negligence) or suffered directly or indirectly in relation to information and opinions contained in or omitted from this document. Agriculture and Horticulture Development Board All rights reserved 14