Annex 1 – Draft Specification

Principles for Commissioning

Opportunities to supply and delivery expectations will be communicated to the provider network once it has been established. There may be instances when specialist work or opportunities present themselves, when the nature of the training is beyond the scope, or accreditations of the provider network. If this should occur the procurement process would look beyond the network to source appropriate provision.

The local Borough’s commissioning system should work towards a ‘light touch’ system which would incorporate a template or PQQ type ( Pre-Qualifying Questionnaire ) standard benchmark which could frame expectations, competencies, governance and service level / behavioural expectations. This would also include information and liabilities relating to risk assessment and reporting, safeguarding and equality of opportunity.

This information would be in place for the most part in a framework style approach where many of the requirements will have been satisfied in advance by those constituting the provider network allowing the commissioning process to be as responsive as possible. Evidence of accreditations, insurances, policies etc. would be stored centrally in advance by the commissioning borough as part of the prequalification requirements.

If a company were not to meet all of the requirements it would be a matter for the borough whether it sought to support the provider to achieve as part of their local business support to become compliant, or whether it were considered to be that the provider did not meet the required standards.

Once these basic requirements were identified they could have an essential or desirable weighting attached. In the case of a quickly commissioned piece of work, an award could not be made until the essential criteria had been evidenced. The weighting attached to each of the following components may change from one contract to another when making spending choices. This would vary with the precise nature of the intervention or opportunity and the priorities of the event.

•Demand / relevance

•Value for money / leverage

•Capacity to deliver

•Appropriate accreditation

•Track record

•Response time

•Pre-screening

Avoidance of duplication /leverage of other resources

Our partner FE Colleges post pilot are now drawing down SFA funding for L1 in Construction Awareness & Health and Safety L1 which will support the CSCS part of the pre-employment requirement and which is set to replace their use of our S106 funds. So the NHB requirement will be focused more on providing the CSCS cards themselves, and utilising the funding to offer complimentary tickets (such as working at heights, manual handling, abrasive wheels, traffic marshalling etc.) to add value to training already taken by making the candidate more employable particularly in relation to vacancy opportunities.

It is anticipated that spend on broadly similar themes will be committed through the CITB managed LEP re-engagement for construction workers. If local people are beneficiaries of interventions through this route then we will engage with providers to add value through providing the route-ways into work for those who may have received training. In doing so, we will require that bidders declare mainstream funding as added value given that the JCU and brokerage infrastructure can help place candidates.

It is essential that successful providers demonstrate they are not using local authority funding to duplicate existing provision. They should further be incentivised to demonstrate how NHB monies will be used to leverage other funding into the area from the sources outline above as well as others such as ESIF that will come on stream in due course.

Targeted

It is not advisable to do training for training’s sake and it should be linked to aspiration, skills, experience or capacity to achieve. Pre-employment courses will be targeted at those who have realistic prospects of converting the opportunity into employment. It would be useful to pre-screen for this and a list of appropriate course pre-requisites could be produced for those making referrals.

Many of those encountered through previous work with JCP, for example, have significant barriers to employment. The barriers in question may be many and varied from the use and abuse of drugs and alcohol to homelessness, literacy, numeracy or language needs, health issues, debt management and so on. An assessment will be made as part of the Information Advice and Guidance process as to whether these personal issues need to be addressed before presenting themselves as job ready and receiving pre—employment training or whether it is an issue to be aware of and a risk to manage.

The cohort of current learners within the college systems are a natural target, where a commitment on the part of the individual has been shown and tested and vocational knowledge exists but still only 1 in 10 progress into construction work. It is a reasonable assumption that these people can be progressed into employment, self-employment or apprenticeships with a suitable intervention.

It may also be relevant to advertise courses through a range of organisations and perhaps work with agencies to find whether they had local people registered who were not currently working but may be placed into work with a short intervention.

Timely

Where possible pre-employment training events would be scheduled to coincide with peaks in demand and detail from project intelligence or broader labour demand studies such as the MACE report would be useful in guiding the timings for courses to be arranged. This way employers and opportunities could form part of the package and the impact of the training is maximised.

It would be ideal to try and plan training events six months in advance and linked to project demand whilst retaining the capacity to be responsive to opportunities. This would allow flexibility to be developed between both FE pre-employment provision targeted at learner completion points and non-FE pre-employment which can be made more flexible to recruitment peaks.

Relevant

It is critical to be using NHB to deliver things not available or funded elsewhere which are interventions which the industry wants. This would be an ongoing process of involvement of employers informing about need and even delivering skills and knowledge where appropriate. There would be several key components making up pre—employment interventions typically.

Knowledge - the delivery of relevant and useful information such as industry background; what to expect on construction sites; what employers are looking for; what the Inland Revenues CIC ( Construction Industry Scheme ) is for self-employment and how to get a UTR ( Unique Tax Reference number ); safety legislation, materials, working at height, working in confined spaces and so forth.

Skills- the instruction in specific techniques and vocational skills – this could include short course instruction in areas such as shuttering, dry lining, manual handling, concrete pouring, cladding, tiling, mixing cement or mortar, pouring cement, striking formwork and so forth.

Accreditation – this could apply to a range of areas for which certificates of competence, training or knowledge are required and could include areas such as CSCS (Construction Skills Certification Skills , First Aid, Hoist Operator, Slinger, PASMA, Abrasive Wheels, MEWPS, New Roads and Street works etc.)

Productivity – In some cases people may have completed a college courses and do not have any understanding of on-site price work productivity expectations and have no idea whether they can convert that skill into making a living. It may be possible to look at some work around productivity and expectations as a follow on for craft skills training courses and possibly linked to organised work placements. Such a course would involve a schedule of rates for elements of work and a price and expected duration and would be very target driven in achieving targets with clear tolerances in terms of time and quality.

Lessons learned from Pilots

It is important that some of the risks are mitigated and where possible designed out of the commissioning process. Having now delivered a number of pilot pre-employment projects ongoing development and evaluation has given the partnership the experience so that future interventions can be even more effective.

Meeting the needs of employers

Going forward it is essential that pre-employment training matches the opportunities available currently on NEV as best as possible and that will involve regular involvement and feedback from employers. Employer involvement in the design, delivery and / or hosting of training has been shown to have a positive impact upon the successful progression into employment. This has helped foster a sense of ownership rather than obligation in relation to the training.

Attitudes and expectations

This is a critical element which is a priority for employers when engaging and retaining staff. It needs to be addressed as an issue at all stages of the pre-employment process

Testing database and data cleansing

Actively engaging with candidates via the recruitment to courses is a way of cleansing data held about candidates, updating records and establishing the capacity to respond to opportunities and take appropriate action if necessary.

Screening candidates

  • Time invested in development of courses should be matched, if not bettered by the time spent in candidate selection.
  • The failure rates on some aspects of the training were too high and in some instances attendance was not good enough.
  • A set of candidate requirements should be established as part of the courses development and procurement process. This should happen in advance of the training so that literacy, numeracy, language requirements could be assessed as required. It is also worth building in pre-training commitment stages.
  • The brokerages will continue to screen candidates prior to starting the course to identify whether caseload Green (just needing tickets), or Amber (requiring CSCS and employability training and tickets) with Individual Action Plans to be initiated and updated.
  • Ensure message is clear that drugs / alcohol screening is common place and if NOT ready to change lifestyle make choices NOT ready for opportunity.
  • Once the initial assessment is completed for all training opportunities the list of screened candidates will be added to the Trainee Tracker and distributed to the brokerages, JCU and JCP.
  • Prior to starting the training, candidates will receive a pack containing a schedule of training, contact details for each organisation and a code of conduct.

Monitoring

  • The 3rd party / FE college provider will provide the brokerages, JCU and the JCP with a register on a daily basis. (Any issues regarding punctuality and attendance will be addressed by the relevant brokerage. They in turn will provide feedback to partner organisations in a timely fashion.)
  • Candidates who miss days or are regularly late will be removed from the course.
  • 16 candidates will undertake week 1 and 2.
  • 12 candidates will be put through for week 3. Only candidates deemed “work ready” will be put forward for week 3. (See point 3 training content below)

Strand 1 - Summary specification for Pre-Employment Training Programme

Typical Training Content

  • The pre-employment programme will consist of a maximum of three weeks of training, each week focusing on a specific element. (Wk 1 Employability / Wk 2 CSCS / Wk3 Tickets)
  • The employability unit will be construction focused and will include an orientation to NEV opportunities and a site visit.
  • Each candidate will produce an updated CV based on a template provided by the brokerage, completed CV’s will be sent by the 3rd party provider at the end of Week 2.
  • Only Candidates successfully gaining a CSCS card will be put through for Week 3 Tickets
  • At the end of Week 2 the brokerages will hold an IAG session, during this session they will determine who will progress to Week 3 and the tickets to be targeted. The remaining candidates will be supported to find employment.
  • The JCU will need to work closely with the brokerages in supporting throughput of candidates from CSCS following IAG onto selected tickets.
  • On completion of the course the College will provide a scorecard reference for each candidate outlying their attendance, punctuality, aptitude, communication skills and ability to work in a team. This will be added to their CV by the brokerages along with tickets completed.
  • Candidates who fail the CSCS test on their first attempt will be given the opportunity to resist the test the following week. (Only 1 resit)
  • Course content will be regularly reviewed by the JCU / brokerages to ensure it is in line with employer’s requirements.

Self-employment advice and support

In an industry where, for many trade areas, at least 75% of those working are self-employed it is an important component of the pre-employment offer to inform candidates what that entails. It is important to consider for some courses whether there is a need to offer advice about the Inland Revenue Construction Industry Scheme (CIS) and how to obtain a Unique Tax Reference (UTR) for example.

Achievement & progression

Ultimately, we need to set ambitious targets for pre-employment as it should lead to interviews. This is to be designed in, where possible in future courses and where possible delivering some training on site to help showcase candidates. In maximising opportunities it is also appropriate to consider whether there is a role for agencies in the process before training events.

It is therefore proposed that:-

  • A target of 75% minimum should pass CSCS tests at first sitting
  • No target number should be set for on flows onto tickets but 100% will be expected to pass at first or second attempt
  • Not <75% offered interviews for those completing pre-employment training.
  • Of those interviewed >75% should achieve positive outcomes into work placements / job starts.

N.B. For some pre-employment programmes it is known for Developers / Contractors to fund tickets on the basis of successfully completed work placements. We should be able to fill more places just on the basis of good employability skills and CSCS and that getting contractors to fund the tickets should be an aspiration.

Typical Programme

Assessment – 1 Day

Drugs and Alcohol test

Numeracy & Literacy

Manual Handling

Week 1: Employability

Delivered by a 3rd party partner as part of an ext. funded package along with CSCS)

A Cohort of 16 candidates will undertake a week’s employability training. (Content to be developed along following lines)

•JCU Briefing (start) / Site Visit (mid-week)

•Health, Safety and Welfare in the Workplace.

•Exploring job opportunities inc. applying to become self-employed.

•CV writing.

•Preparing for interviews.

•Effective communication at work.

Week 2: CSCS Health & Safety

Delivered by same 3rd party partner as part of the same ext. funded package along with employability)

A Cohort of 16 candidates will undertake 30 guided learning hours and sit CSCS tests. (Content to be revised according to 3rd party provider model)

•Level 1 Health & Safety – 3 Days

•Revision and mock tests. – 1 Day

•Sit test – 1 Day

Week 3: Tickets

Delivered in discussion with the JCU according to best fit with current vacancies – but on the basis of filling slots i.e. more individuals doing less tickets)

A Cohort of 12 candidates will undertake each of the following tickets.

•First Aid Level 2 – 1 Day

•Fire Warden - 1 Day

•Traffic Marshall – 1 Day

•Manual Handling – ½ Day

•Abrasive Wheels ½ Day

•PASMA 1 Day

•Others in accordance with Employer requirements

Week 4 - Next Steps

  • After completing the training candidates will be supported by the brokerages and the JCU to find suitable employment.
  • Candidates will be invited to attend an IAG session to review next steps.
  • Interview training will be provided where beneficial
  • Pre-employment candidates will be given priority where NEV opportunities available.

Strand 2 - Summary specification for Pre-Vocational Training Programme

As above. The provider should deliver pre-employment preparation (CSCS and relevant tickets) as a pre-cursor to becoming engaged with pre-vocational training or work with a provider delivering against strand 1. Key components:-

  • CSCS / Tickets
  • Theory (offsite component)
  • Work placements (paid /unpaid)

Demand led

The provision developed needs to the Mace Report and QTS Report to demonstrate that the provision meets an identified gap in the market. The provider will need to work with the JCU to engage employers in order to effectively market test and promote their proposed pre-vocational training course with view to identifying input into training offer, the timing of delivery and recruitment needs.

Employer Engagement

Employers need to be at the vanguard of developing provision. Provision should be non-accredited. There needs to be an identified and quantified demand with clear routeways into work.

Curriculum Development

There should be an offsite and onsite component. For example 3 weeks off site learning 4 weeks work placement. It is anticipated that the learners will be given a workplace tutor / coach and someone to pick up any issues such as attendance.

The curriculum should be focused on learning the theoretical and practical skills necessary to undertake the job competently to a basic standard before progressing onto site. Learners need to have functional skills assessed and supported where necessary. There should be clear expectations of what is expected and how it is to be measured / demonstrated. Lesson plans should be available; portfolios to demonstrate achievement; as well as a performance card to show clearly progress, achievement and soft skills development such as timekeeping, tidiness, wearing PPE etc.

Traineeship /Construction Trainee Routeway

This is the anticipated progression route for trainees from work placement into jobs starts and then through onto further in work training such as NVQ or apprenticeship.

Paper 4a (Draft Specification for Commissioning)Page 1