Setting

T R A I N I N G S T A N D A R D S C O U N C I L

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I N S P E C T I O N R E P O R T S E P T E M B E R 2 0 0 0

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Sysco Management Consultants Ltd I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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Sysco Management Consultants Ltd is adequately managed and responsive to the training needs of staff and trainees. Training in business administration and retailing and customer service is good, with frequent planned assessment using a wide range of assessment methods. Challenging targets are set, leading to good achievement of the qualification in business administration. However, framework achievement is slow owing to key skills assessment being done at the end of the programme. There is satisfactory training in leisure, sport and travel, with the assessor on site for three days each week, offering individualised support and training. Many trainees leave before completing their training. The company has effective equal opportunities practices. There is good and responsive support for trainees in the workplace. Assessment of trainees with basic skills needs is weak. Quality assurance procedures cover all training

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processes but many systems have been introduced only recently and it is too early to judge their effectiveness.

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OCCUPATIONAL AREAS GRADE GENERIC AREAS GRADE Business administration 2 Equal opportunities 3 Retailing & customer service 2 Trainee support 3 Leisure, sport & travel 3 Management of training 3 Quality assurance 3

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KEY STRENGTHS ♦ strong and effective teamworking among trainees, assessors and employers ♦ high level of understanding of NVQs by trainees and employers ♦ good assessment practice ♦ extensive staff training in equal opportunities ♦ outstanding and flexible pastoral support for trainees ♦ innovative monitoring of trainees’ progress ♦ good internal verification procedures ♦ thorough analysis and evaluation of feedback

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KEY WEAKNESSES ♦ slow achievement and assessment of key skills ♦ poor retention and achievement rates in leisure, sport and travel ♦ equal opportunities not covered effectively beyond induction ♦ inadequate initial assessment ♦ inadequate contracting and monitoring of subcontractors ♦ lack of established quality assurance systems I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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 Training Standards Council INTRODUCTION

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1. Sysco Management Consultants Ltd (Sysco) was founded in 1989 by its current managing director. It is an independent company, which operates from offices in Rainford, St Helens in Merseyside. Initially formed as a local business consultant specialising in systems consultancy, the company has now grown and developed to offer both training and business consultancy.

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2. Sysco has recently acquired an additional training centre in Liverpool city centre to run training sessions and operate a drop-in centre for trainees to use the resources. Sysco operates throughout Merseyside and particularly in Knowsley, Liverpool and Sefton. It contracts with Merseyside Training and Enterprise Council (TEC) to provide advanced modern apprenticeships, foundation modern apprenticeships and other youth training. Training is currently in the occupational areas of business administration, information technology, retailing and customer service, distribution and warehousing, telecommunications, lift-truck operations and mechanical ride operations. At the time of inspection, there were 147 trainees on all programmes. Sysco currently has 19 staff who work for the training part of the business. They operate within two teams, overseen by programme managers who report to the managing director.

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3. The population of the Merseyside TEC area is 903,800, with 179,900 under the age of 14, 142,800 over the age of 65 and 299,700 in work. The unemployment rate is 8.6 per cent, based on unemployment claimants. Minority ethnic groups account for 2 per cent of the population. Merseyside lost 2 per cent of its population between 1991 and 1996 and the population is projected to fall by a further 1.3 per cent by 2001. The traditional manufacturing and dockyard-related industries have contracted but there is increasing service sector employment, which now accounts for 82 per cent of the workforce.

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4. Educational and vocational achievement is below average in Merseyside with 69 per cent of 19 year olds achieving five GCSEs at grade C or above, compared with the national average of 73 per cent. Education and training figures for all the young people in training in Liverpool in 1997 show that 66 per cent achieved a national vocational qualification (NVQ) at level 2 or equivalent and 41 per cent achieved an NVQ at level 3 or equivalent. The main employment destinations are public administration, education and health (36 per cent), distribution, hotels and restaurants (19 per cent), and banking and finance (18 per cent). I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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 Training Standards Council INSPECTION FINDINGS

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5. Members of the team responsible for delivering the youth programmes, supported by the senior management team, conducted the most recent self- assessment. Sysco consulted staff, trainees and employers during the process. The previous self-assessment report was also reviewed and an action plan produced.

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6. A team of five inspectors spent a total of 20 days in Sysco during September 2000. This covered the training in three occupational areas. Meetings were held with the appropriate staff at all sites. Fifteen employers were interviewed and 21 workplaces were visited. There were 26 interviews with Sysco’s management and operational staff. These included trainers, assessors and internal verifiers. Sixty- two trainees were interviewed at employers’ premises. A wide range of documents was examined, including management files, quality assurance and procedure manuals, TEC contracts, audit reports by external agencies, trainees’ progression and achievement data and trainees personal files and work portfolios. Resources for on- and off-the-job training were evaluated.

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GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 TOTAL

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Business administration Grade 2

7. Sysco offer both advanced modern apprenticeships and foundation modern apprenticeships. There are 50 trainees, of whom 28 are on the advanced modern apprenticeship programme working towards key skills and NVQs at level 3 in administration or using information technology. Twenty-two foundation modern apprenticeship trainees are working towards key skills and the appropriate NVQ. Of these, 12 are working towards NVQs in administration at level 2, seven towards using information technology at level 2 and three towards processing information using telecommunications. Trainees attend a one-day induction covering health and safety, manual handling, roles and responsibilities, equal opportunities and an outline of the on- and-off-the-job training programmes. All trainees are employed, with a range of employers around Merseyside. These include departments in the law courts, care services, secretarial services and bank services. Assessors provide

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Business administration Grade 2

on- and-off-the-job training. I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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Business administration Grade 2

 Training Standards Council 8. Off-the-job training is available to all trainees throughout their programmes and is either on the employer’s premises or at the company’s premises. Progress reviews are carried out every two weeks, with additional, pastoral reviews every 12 weeks. Eleven advanced modern apprentices and 47 foundation modern apprentices have started training in the past two years. Only one of the 11 advanced modern apprentices has completed the programme. Thirty-six per cent have left achieving NVQs at level 3 without completing their framework. The retention rate for advanced modern apprentices is 64 per cent. None of the 47 foundation modern apprentices has completed the framework and one trainee has left achieving an NVQ at level 2 without completing the framework. Twenty-three per cent of trainees left the programme without achieving any qualifications. Ninety-two per cent of foundation modern apprentices have achieved an NVQ at

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Business administration Grade 2

level 2. The retention rate for the foundation modern apprentices is 75 per cent.

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Business administration Grade 2

9. The self-assessment report identified seven strengths and three weaknesses. Many of the strengths and weaknesses were concerned with generic aspects. The inspectors identified additional strengths and weaknesses to those in the self- assessment report and awarded the same grade as that given in the self-assessment report.

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Business administration Grade 2

STRENGTHS ♦ strong working relationships among trainees, assessors and employers ♦ good understanding of NVQs by trainees and employers ♦ demanding individual targets set and met

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Business administration Grade 2

WEAKNESSES ♦ slow achievement and assessment of key skills

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Business administration Grade 2

10. Sysco recruits trainees through its existing client base by approaching companies directly and through personal recommendations. All trainees are employed, and work in organisations which offer good opportunities to generate evidence for their qualifications. Sysco actively involves the trainees’ employers from induction to completion of the programme. Employers are made aware of the support and the responsibilities which will be expected from them before trainees their training programmes. At the same time, occupational skills assessments of the organisation, the potential trainees and their job roles are carried out. These are used to identify whether the trainee has any relevant prior experience and achievements and whether there are any additional training needs. An individual training plan is then developed to meet the training needs which have been identified. The member of staff who will be allocated to assess the trainee carries

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Business administration Grade 2

out the induction and initial assessment and the occupational skills assessment. This establishes a strong relationship between the employer, the assessor and the trainee throughout the trainee’s programme. I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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Business administration Grade 2

 Training Standards Council 11. This rapport contributes to good understanding of NVQs by both the trainee and the employer. Assessors regularly communicate with the trainee’s supervisors or managers to inform them of the trainee’s progress, discuss possible job opportunities and help the trainee to gather evidence from work-related tasks. Trainees have a sound knowledge of the national standards and the assessment process. They are able to relate work-based activities to the NVQ and they also use the training to evaluate current work processes and recommend improvements. Trainees’ work is of a good standard and they take pride in the way portfolios are presented and organised. Evidence is well indexed and referenced and personalised to meet the trainee’s own individual needs. All evidence relates directly to the trainees’ work experience.

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Business administration Grade 2

12. Assessors are extremely dedicated, experienced and motivated. They are all occupationally competent and highly qualified to train, assess and support trainees. Most assessors have academic teaching and counselling qualifications as well as qualifications to assess vocational trainees. Assessors visit the trainees at their workplace every two weeks to carry out progress reviews, set targets and carry out assessments when sufficient evidence has been identified. Training plans are devised to suit the individuals’ needs. Trainees keep the original copy of their individual training plans. These plans are continually and regularly updated with realistic targets for reviews and achievements and with amendments to the original plan. Trainees and assessors use the training plans to monitor the progress of the training programme and to keep the trainees’ employers informed about the trainee’s development. Assessors use a range of methods of assessment from

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Business administration Grade 2

observations in the workplace to accreditation of prior achievement. Training is planned and recorded effectively and meets the needs of the trainees and employers. The targets set are challenging and are based on realistic work-based activities. Additional support is given to trainees, with opportunities for off-the-job training to help trainees meet targets and keep them stimulated. Assessors also carry out off-the-job training so that they are able to incorporate and reinforce training already done in the workplace.

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Business administration Grade 2

13. Key skills are integrated with the NVQ from the start of the training programmes. Evidence is collected of the trainee’s NVQ competencies. There is no assessment of key skills, however, until the very end of the training programme. This contributes significantly to the slow achievement of key skills and to poor rates for framework completion. Only one advanced modern apprentice has fully completed the training programme from a total of 11 advanced modern apprentices and 47 foundation modern apprentices. The NVQ achievement rates for advanced modern apprentices and foundation modern apprentices are 36 per cent and 92 per cent respectively. Retention rates for both frameworks remain high, at 64 per cent for advanced modern apprentices and 75 per cent for foundation modern apprentices. I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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Grade 2

14. Sysco has 86 trainees on retailing, customer service, warehousing and lift- truck NVQs. Trainees follow an advanced modern apprenticeship or foundation modern apprenticeship programme with key skills or an NVQ programme. NVQs are available to trainees at levels 1, 2 and 3. An initial assessment determines the level of programme and key skills which trainees should complete and whether they have any special requirements. A work-based induction including health and safety and equal opportunities introduces trainees to the NVQ. There are 44 trainees on customer service, 19 on lift-truck training, 13 on distribution and 10 on retail qualifications. Sysco does not have its own facilities for training on lift- trucks. Trainees who join the programme and already hold the basic certificate are encouraged to take the level 2 lift-truck NVQ. There is a qualified instructor from the awarding body among the staff, and trainees who do not hold the basic

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Grade 2

certificate either are trained at their place of work using the employer’s lift-truck or in some cases use lift-trucks rented by Sysco. Trainees are employed in work placements and are trained and assessed on the job by Sysco staff. Trainees are usually visited every two weeks for at least an hour to complete assessments and portfolio work for the NVQ. There are progress reviews every 13 weeks with action-planning for the next visit. Most trainees do not visit the training centre but may attend for training if they need support or to complete key skills training. Some employers offer additional training in the workplace and trainees are occasionally released from work to complete further training. There are sometimes individual training sessions with assessors in the workplace. Sysco staff are qualified as assessors and verifiers and well qualified in their occupational area. Some staff complete additional training in, for example, basic skills, raising

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Grade 2

awareness about trainees with hearing difficulties and key skills in order to offer more support to trainees. The self-assessment report identified four strengths and three weaknesses. Inspectors found five strengths and two weaknesses. The report was well constructed, easy to follow and mostly accurate.

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Grade 2

STRENGTHS ♦ thorough assessment process ♦ good quality evidence and portfolios ♦ good monitoring of targets ♦ well-planned progression

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Grade 2

WEAKNESSES ♦ low achievement and retention rates ♦ slow achievement of key skills

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Grade 2

15. Training plans are regularly updated and used as a working document. Information is clearly recorded and shows exactly where trainees are on their I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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Grade 2

 Training Standards Council programmes. Trainees have a copy of their plan and there is a file copy at Sysco so that staff have quick access to information. Trainees understand the plans. Key skills are also recorded and the plans show achievements. Sometimes there are changes in circumstances or special requirements to be noted. All training plans seen were accurate and reflected the current status of the trainee’s progression.

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Grade 2

16. Targets for work to be completed are written on the trainees’ reviews and assessment plans. Trainees interviewed understood what they needed to do and when they were expected to complete it. The targets are negotiated with trainees and supported by employers. Assessors are monitored by the programme managers and internal verifiers. Senior management monitors the whole programme and targets are discussed at meetings and on ongoing programme reviews. Plans and goals are revised to match changes in individual circumstances. Trainees who are working for warehousing NVQs are offered lift-truck training as part of their framework. If there are a number of trainees requiring basic training then self- employed instructors are engaged for the basic certificate training, with Sysco staff responsible for the NVQ assessments. Most trainees have lift-truck training at their place of work so that they learn in a familiar environment using lift-trucks

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Grade 2

appropriate for their work role. A disadvantage is that a busy warehouse could be distracting to an inexperienced trainee. Most lift-truck training is given on a one to one basis and trainees can work at their own pace. Trainees who are taking the lift- truck NVQ with no other qualification usually have their basic training within four to eight weeks of starting training.

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Grade 2

17. Trainees’ achievements and general progress are reviewed regularly. There are opportunities for trainees to change programmes or achieve a higher level qualification. Assessors match changes in job roles or promotion to the most appropriate NVQ and adapt programmes to accommodate individual trainees’ requirements. Almost all trainees have the chance to progress to the next level to enhance their job prospects. There are opportunities for trainees to work without supervision and also for employers to become expert witnesses. The assessors make good use of this. Trainees’ achievements are ongoing and always recorded. Trainees have access to their assessors at any time and this has proved invaluable for those wishing to move on at a faster pace. Trainees can ask their assessors to visit more often. Several trainees commented on how useful this extra support had been and how they felt their opinions on progress were valued.

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Grade 2

18. Trainees’ work portfolios are checked by assessors on each visit. Evidence is taken from the trainees’ work tasks, observed by assessors and supplemented by questioning to validate what has been achieved. There has been very good use of a variety of sources of evidence in the portfolios and trainees can explain how the work relates to their jobs. Trainees have copies of their records and are aware of how much progress they have made. Many kinds of evidence are collected, including observations of work, witness testimonies and work products. The standard of work is high and trainees use portfolios for job interviews as well as for their appraisals. Employers stated that the NVQs helped produce better working practices and performance. I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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Grade 2

 Training Standards Council 19. Rigorous assessment of the trainees’ competence in work tasks has been demonstrated in the portfolios and employers have provided supporting witness testimony. Assessment is carried out by qualified and occupationally expert staff. Assessment decisions and practices are regularly sampled to ensure consistency. Trainees on shifts have good opportunities to access assessment and there is similar help for trainees with special requirements. Records are accurate and clear and achievements are referenced to the qualification. Assessors perform their roles effectively and support trainees consistently. There is effective communication within the assessment team and with other appropriate parties. Accreditation of prior learning is used well, with previous achievements taken into consideration for the current NVQ so that trainees can complete their qualification at a faster

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Grade 2

20. Employers are fully aware of the NVQ requirements and offer further support in the workplace. Some employers continuously employ trainees and take on more as their businesses expand. There is a good rapport and clear communication about the NVQ among employers, assessors and trainees working as a team. The positive effect on trainees is evident. Employers felt that the NVQ improved the trainees’ work and benefited the business. Where trainees were completing customer service awards, employers were particularly impressed with the effect on performance. Some employers encouraged trainees with the licence in lift-truck to go on to complete the lift-truck NVQ. This is unusual for this industry. Trainees’ job prospects are considerably improved by this qualification.

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Grade 2

21. Fifty-one per cent of trainees have achieved NVQs in the past 12 months. Forty-six per cent of these have left the programme having gained an NVQ only. Forty-one customer service level 2 NVQs, 21 customer service level 3 NVQs and 26 retailing level 2 NVQs have been achieved. Additionally, 16 level 2 NVQs have been achieved on the warehousing programme. Level 3 trainees who leave tend to do so after completing retailing or warehousing NVQs at level 3 and not the full framework. This is a national trend which has been officially recognised and new, more relevant NVQs in this area have now been developed.

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Grade 2

22. Key skills have only recently been introduced to the advanced modern apprenticeship programmes and are not always integrated with the programme. Progress has been very slow with few achievements. Only two trainees have achieved key skills awards so far and one trainee have been accredited with key skills from another award. Some trainees have had the offer of extra support to complete their key skills in the new Liverpool training centre but employers will not always release them and it is too far for some trainees to travel. Some trainees have completed some work on key skills but it has not been assessed.

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Leisure, sport & travel Grade 3

23. There are 11 trainees working towards the mechanical rides operation NVQ at level 2. Seven are national trainees and four are on other work-based training programmes for young people. All trainees are employed by either a theme park or POOR PRACTICE Two trainees who have been on the programme for five months working towards the level 2 lift- truck NVQ had not yet had any basic lift-truck training. It had been arranged twice and cancelled at the employer’s request. The trainees were working towards the general units of the qualification without any experience of operating lift-trucks. No action had been taken with the employer to put this right. I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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Leisure, sport & travel Grade 3

 Training Standards Council a safari park in the Merseyside area. One of these has a shift system, with trainees working weekends and evenings. The other is open during the day for seven days a week. Trainees find their jobs through the local job centre or word of mouth. They are recruited by employers between February and April, for the summer season. Trainees are allocated to an area of the park and placed in a team. A team leader allocates duties and tasks for each shift. Trainees have an induction to the workplace covering health and safety, company background and customer service. Inductions are given by tutors from a local college, the Sysco assessor and supervisors. Trainees have an interview and assessment to identify their suitability for the programme and a short introduction to the NVQ. Sysco has one assessor, who assesses all the trainees in the workplace. Nine of the trainees work for one

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Leisure, sport & travel Grade 3

employer, who has a work-based internal verifier. This internal verifier is subcontracted by Sysco to verify the other two trainees’ portfolios. The assessor and internal verifier have appropriate occupational experience and qualifications. Training is done in the workplace, with off-the-job workshops and individual tuition and support from the assessor. All trainees have workbooks supplementing the training and linking the knowledge and understanding to the trainees’ work environments. The mechanical rides operation programme has been offered for eight months. To date, no trainees have achieved all the targets in their individual training plan but two trainees have achieved an NVQ at level 2. The self- assessment report identified six strengths. Inspectors agreed with only one, that there was a productive working team, and identified two other strengths. Inspectors considered the three weaknesses given in the self-assessment report to

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Leisure, sport & travel Grade 3

have had little effect on trainees. Two additional weaknesses were identified. The grade awarded is lower than that given in the self-assessment report.

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Leisure, sport & travel Grade 3

STRENGTHS ♦ productive working team of assessor, internal verifier and trainees ♦ effective induction to the workplace ♦ excellent opportunities for gaining evidence at work

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Leisure, sport & travel Grade 3

WEAKNESSES ♦ no key skills training or assessment ♦ poor retention and achievement rates

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Leisure, sport & travel Grade 3

24. Trainees make regular contact with the work-based assessor, who is on-site for approximately three days each week for support and guidance. Trainees receive immediate responses on any work they need help with. One-to-one training meets each individual trainee’s learning needs and work pattern. Trainees value the personalised coaching and support they receive in these sessions. The internal verifier and assessor give training which is relevant and specific to the trainees who work at both parks. I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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Leisure, sport & travel Grade 3

 Training Standards Council 25. The induction to the workplace is given by a local college and held on site at one of the parks. A very good induction pack includes a background to the industry, equal opportunities, disciplinary procedures, health and safety and customer service. Trainees use the material from the induction as evidence for their NVQs. Induction is given frequently and at the peak recruitment time this is twice a week. Trainees apply what they have learnt from the induction to their work situation. There is an additional, optional module of food safety and hygiene. The induction topics are raised at a half-hour discussion with the tutor or assessor a few weeks later. Additional training needs are sometimes identified at this meeting. Trainees receive a further, intensive induction to their area of work. This includes two to three days’ operational and health and safety training for each ride

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Leisure, sport & travel Grade 3

they will work on. Trainees shadow experienced operators and are assessed on their own performance.

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Leisure, sport & travel Grade 3

26. Trainees are given experience of a range of different adult and children’s rides and have opportunities to cover the full range of situations required for their qualifications. For example, situations like evacuation of rides naturally occur at work and are recorded through witness statements. Trainees are given the responsibility to handle complaints and different customers’ needs. Portfolios contain a variety of product evidence demonstrating performance in the workplace. This includes customer standards checklists and daily report sheets for rides. A well-planned and realistic simulation of an evacuation of a ride ensures trainees cover the full requirements of the unit and tests their first aid, teamwork and communication skills.

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Leisure, sport & travel Grade 3

27. The framework for the national traineeship, confirming the level for key skills, was approved in July 2000. No trainee has started key skills training, and some have two of the key skills at the wrong level on their individual training plans. Trainees have little awareness of what the key skills are or how they will achieve them. They do not have assessment plans for the key skills. Two trainees have very recently completed a key skills initial assessment. Neither of these has been marked, learning needs have not been identified and no training action plan has been written. One trainee who had this assessment has dyslexia and could not answer the questions in this written test. Trainees have no opportunity to learn about information technology in their job role. Trainees have the opportunity of training in this key skill at the training centre in Liverpool but no trainee has received computer training.

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Leisure, sport & travel Grade 3

28. Twenty-eight (72 per cent) of the trainees who have started this programme have left early without achieving their qualification aims. Four of the trainees who left the programme early have achieved the NVQ at level 2 in mechanical rides operations. Some trainees have had to leave training because they have left or been dismissed from their place of employment. This is a characteristic of the industry. Of the 11 trainees still left on programme, seven have achieved an NVQ at level 2, but the full programme aims shown on their training plans have not been achieved. I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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Equal opportunities Grade 3

29. Sysco has an equal opportunities policy which applies to both staff and trainees. Trainees receive a copy of the policy in their induction pack. The policy has recently been revised. Data are collected monthly to monitor achievement of targets and are discussed at monthly and quarterly staff meetings. Minority ethnic groups account for 2.4 per cent of the working population of Merseyside and the Northwest and people with disabilities account for 5 per cent. Sysco has 1.6 per cent of trainees from minority ethnic groups and 8.6 per cent with a disability. The overall gender balance is 53 per cent male and 47 per cent female.

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Equal opportunities Grade 3

30. The self-assessment report identified a number of strengths and weaknesses. Some of the strengths had been subdivided into additional strengths and some of the weaknesses had been addressed by the time of the inspection. Inspectors found different strengths and weaknesses and gave the same grade as that given in the self-assessment report.

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Equal opportunities Grade 3

STRENGTHS ♦ creative resource materials for better equal opportunities understanding ♦ extensive equal opportunities training for staff ♦ positive promotion of equal opportunities through marketing materials

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Equal opportunities Grade 3

WEAKNESSES ♦ failure to effectively cover equal opportunities after induction ♦ ineffective bullying and harassment processes ♦ under-representation of minority groups

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Equal opportunities Grade 3

31. Sysco has completely revised its equal opportunities policies and procedures over the past 12 months. To improve equal opportunities, the company looked for examples of best practice from other training providers by checking the Training Standards Council’s reports on the website. This has resulted in the equal opportunities policy being rewritten twice to create a broad, all-inclusive, user- friendly policy.

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Equal opportunities Grade 3

32. A senior member of staff produced a comprehensive action plan to deal with weaknesses. Actions to encourage minority ethnic groups to take up training are ongoing and include visits to local minority ethnic employers to explain the benefits of training. Visits to schools include presentations to pupils on the benefits and opportunities available in vocational training. New premises in Liverpool city centre have been acquired to provide drop-in training facilities where there is a higher percentage of minority ethnic groups than in the Rainford area. GOOD PRACTICE Sysco moved premises last year from premises over retail outlets to ground floor accommodation and as a priority ensured that access and facilities for people with disabilities are available. It has also taken on new premises in the centre of Liverpool to improve access by minority ethnic groups, which are concentrated in the city centre. I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D

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Equal opportunities Grade 3

 Training Standards Council 33. The company has developed an equal opportunities workbook as a training aid for staff designed to raise their awareness of equality of opportunity issues. Staff have taken several training courses on equal opportunities, including courses for dealing with blind or partially sighted trainees, deaf awareness, drug and alcohol abuse and counselling. There is a central resource pack with copies of policies, workbooks, guidance notes, promotional material, and the latest information on equality of opportunity issues from a range of external sources. This is used by staff for reference.

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Equal opportunities Grade 3

34. Sysco has positive marketing material. The first edition of a quarterly newspaper has just been published. This includes a section on equal opportunities and counselling. It also celebrates the achievements of trainees and includes a picture taken at a presentation evening held at a famous local football club and of a female trainee who had successfully completed her lift-truck licence. Recruitment literature includes mini case studies of successful trainees and has a brief statement on the back in three languages.

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Equal opportunities Grade 3

35. All trainees cover equality of opportunity during induction, but equality of opportunity is not promoted effectively beyond induction. Inspectors found that trainees’ understanding of equality of opportunity was very poor.

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Equal opportunities Grade 3

36. Sysco produces a statement on bullying and harassment and this is included in the trainees’ induction pack. The company does not, however, have an effective procedure for dealing with bullying and harassment and the statement passes responsibility on to the employer. At the time of inspection, two cases of bullying and harassment were identified by inspectors. Sysco was aware of these incidences but it was not clear that adequate, swift and sufficient action had been taken to protect trainees.

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Equal opportunities Grade 3

37. Much of the work done in improving equality of opportunity is in its early stages and has yet to show results. There is under-representation of minority ethnic groups among staff and trainees. A few female trainees are working towards traditionally male-dominated qualifications in lift-truck and warehousing but most trainees are in gender-stereotypical employment.

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Trainee support Grade 3

38. Sysco recruits potential employed trainees by personal recommendations, direct approaches to employers, and recommendations from the TEC. Discussions are held with the employers and an occupational skills assessment is carried out to ensure that the trainee’s work role meets the targeted qualification. All applicants are interviewed and given initial assessment tests to determine their suitability for the training programmes they wish to pursue. Prior learning and experience is discussed and recorded. There is entry testing for key skills but no basic skills assessment. The assessor carries out a one-day induction, which covers the appeals procedure, the training programme, the NVQ and assessment process, health and I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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Trainee support Grade 3

 Training Standards Council safety, equal opportunities, key skills and roles and responsibilities. Employers and the assessors support trainees in the workplace. Assessors visit trainees every two weeks for progress reviews, action-planning and workplace assessments. Pastoral reviews are held every 12 weeks.

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Trainee support Grade 3

39. The self-assessment report identified six strengths and five weaknesses. Inspectors identified different strengths and weaknesses and awarded the same grade as that given in the self-assessment report.

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Trainee support Grade 3

STRENGTHS ♦ good resources ♦ outstanding and flexible pastoral support ♦ high profile celebration of trainees’ achievements ♦ effective use of training plans

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Trainee support Grade 3

WEAKNESSES ♦ poor support for some trainees with additional learning needs ♦ inadequate initial assessment

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Trainee support Grade 3

40. Assessors visit trainees in the workplace every two weeks to monitor their progress against targets. This is the basis of an agreed action plan and identifies possible opportunities for NVQ assessment. Assessors use the visit to give advice on evidence gathering and plan how any training gaps they identify can be met through off-the-job training. Pastoral reviews are carried out every 12 weeks in conjunction with a TEC review which evaluates the training being given and support for trainees who may be experiencing personal difficulties. These reviews are recorded and follow-on action is noted. This does not however apply to those trainees in the leisure, sport and travel sector. For pastoral support, trainees are able to contact assessors and programme managers 24 hours a day through a telephone help line or e-mail. Special arrangements are made for trainees working shifts. Out-of-hours workshops and additional training support are offered to those

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Trainee support Grade 3

trainees who feel they need it and who fall behind with their programmes.

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Trainee support Grade 3

41. Trainees have access to good resources. These range from a dedicated training suite in the centre of Liverpool to laptops being available to assessors and those trainees who cannot attend the training centre in the city. The training centre in Liverpool is well equipped with up-to-date technology and training materials and has a library of information relating to the NVQs trainees are working towards. Trainees in business administration are given course manuals to help them with work-based assignments and to provide the required NVQ knowledge and understanding. I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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Trainee support Grade 3

 Training Standards Council 42. Training plans set demanding and realistic targets, highlight prior experience and learning and identify any additional support the trainee may need. They outline the qualifications the trainees are required to achieve, based on the job roles and workplaces. Trainees keep the original training plan and assessors and trainees update it as the trainee’s progress is monitored. The training plan is referred to during pastoral reviews. Any amendments to the plan are discussed with all those involved and recorded. There are presentation ceremonies for trainees’ achievements and they appear in Sysco’s quarterly newsletter which is sent to all trainees and employers.

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Trainee support Grade 3

43. There is initial assessment for key skills but not for basic skills. Initial assessments do not identify additional training needs, such as numeracy or literacy difficulties or problems with motivation for learning. The initial assessment relies heavily on spelling tests but in the literacy tests some of the ‘correct’ answers for trainees to choose from are misspelled. The results of initial assessments are very subjective and do not follow the awarding body’s guidelines. A recent TEC audit has recommended that a nationally recognised initial assessment should be used. When a need for additional support has been identified, there is no plan to take action. Five trainees have indicated in a recently introduced medical questionnaire that they have learning difficulties. Their training plans do not show this, even though the trainees are six months into the programme. Many trainees have completed their training without receiving appropriate support. One trainee in

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Trainee support Grade 3

retailing who had been on the programme for over nine months had identified during initial assessment that support with computing skills was needed. Nothing has yet been done to help this trainee gain this required skill.

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Management of training Grade 3

44. Sysco has sites in Liverpool and Rainford in Merseyside. The managing director is based at the head office in Rainford with the senior management team, which comprises four people who set the financial, quality assurance and strategic targets for the company. Two programme managers reporting to the managing director are responsible for the day-to-day management of the TEC contract. One of them is responsible for business administration and customer service and the other is responsible for warehousing, retailing, lift-truck and leisure, sport and travel. The clear management structure is understood by all staff. An administration and quality assurance manager works with the programme managers to develop systems and procedures. Training is done by assessors/trainers who have relevant occupational experience and appropriate assessors’ qualifications. The programme managers assess a small number of trainees. All staff have job descriptions and are deployed effectively. Sysco was

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Management of training Grade 3

re-recognised as an Investor In People in September 1999. The self-assessment report identified nine strengths and six weaknesses. Inspectors agreed with some of the strengths although other strengths were found to be no more than normal practice. They found different strengths and weaknesses, which were not I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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Management of training Grade 3

 Training Standards Council mentioned in the self-assessment report. A lower grade was awarded than that given in the self-assessment report.

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Management of training Grade 3

STRENGTHS ♦ comprehensive business-planning and review ♦ good analysis of data to manage performance ♦ extensive staff development

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Management of training Grade 3

WEAKNESSES ♦ inadequate contracting and monitoring of subcontractors ♦ poor management of mechanical ride operations programme

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Management of training Grade 3

45. Sysco is well managed. The company has effective business-planning and review. Sysco develops a business plan, which sets targets and priorities for the forthcoming year. It is written in consultation with all training staff. The targets and objectives contained within the plan are reviewed at staff and management meetings. At the time of inspection the business plan had been updated five times. Staff and management meetings are an opportunity to discuss all aspects of the business. Staff are all involved in a number of meetings including reviews against performance targets, and assessors and internal verifiers’ meetings. Staff usually meet weekly to discuss key operational issues and set priorities. At a more strategic level, management meets at least every two months to discuss key performance issues and the wider aspects of the business.

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Management of training Grade 3

46. The company has effective processes for staff review and development. There are job descriptions for all roles. Qualified and experienced staff are recruited and all new staff receive an effective and well-supported induction. Staff are appraised after three months and then annually throughout their employment. The appraisal process identifies both individual and company-specific development needs. There is an extensive staff development programme. Sysco supports staff financially as well with time off for both in-house and external training. In-house training includes a variety of courses on assessors’ and internal verifiers’ awards, management skills and keys skills training. Staff are positively encouraged to take degree level qualifications and have continuous professional development. Staff and managers work well together. Staff are encouraged to develop themselves for their job roles and their career aspirations. Managers and staff are enthusiastic,

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Management of training Grade 3

well motivated and committed to trainees’ achievement.

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Management of training Grade 3

47. Sysco has developed a specialised computer software application to keep relevant information on trainees. Data are accessed and used to manage the programmes and help assessments. Reports are produced regularly and are discussed at assessors’ meetings to draw out specific quality issues. Individual assessors’ reports are used to manage the performance of each assessor against specific individual and company targets. Progress against the NVQ for each occupational area has been compared with national trends. The system has been I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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Management of training Grade 3

 Training Standards Council running less than one year but is now starting to identify early trends, potential problems and good practice.

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Management of training Grade 3

48. Contracting is weak for both employers and subcontractors. Some employers’ records lack an up-to-date signed agreement. Some agreements are as they were when signed by staff who no longer work for Sysco. In some instances, the health and safety risk banding is inaccurate, with some stating that trainees will not encounter or use machinery or apparatus which discussion with the employers and trainees shows that they do in fact use. The agreements are narrow in scope. They do not contain detail on occupational areas, the level of the NVQ or the frequency of progress reviews and assessments. They do not specify the requirements of the programme and the consequent responsibilities or involvement of the employer. An employer has been allowed to restrict access to training for two young people, putting the trainees at a disadvantage and consequently slowing their progress.

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Management of training Grade 3

49. The mechanical ride operations programme has had a number of problems. Roles and responsibilities are not clearly established. Two incidents of bullying at the theme parks were not managed effectively and swiftly by Sysco. The employer is not aware of and has no copy of Sysco’s grievance and appeals procedure. A subcontractor for internal verification has no clear agreement and there has been no induction into Sysco’s policies and procedures. Many of the problems result from poor management controls and lack of adequate subcontractor arrangements.

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Quality assurance Grade 3

50. Sysco has a quality assurance system based on the ISO 9002 standards, which Sysco achieved in 1998 and had reissued in 1999. A manager has overall responsibility for quality assurance. The quality assurance system includes procedures for the key processes including induction, initial assessment, training and assessment. These are contained in a procedures manual which is introduced to staff during their induction. Copies are held at the two training centres. The system has been reviewed recently. Staff are updated through meetings and memoranda. The manual has master copies of all forms with instructions on completing them to ensure a consistent approach. This manual contains details of how procedures will be audited. A database has recently been introduced which tracks the dates for assessment, induction, progress reviews and unit achievement. Training sessions and trainees’ feedback are also analysed by this system and

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Quality assurance Grade 3

trends can be identified by programme area, assessor and month. Internal verification procedures are documented for each programme area and include guidelines for planning, sampling, observation of assessors and portfolio verification. Project managers monitor trainees’ performance and feedback. Off- the-job training workshops are evaluated through feedback forms. Questionnaires are sent to trainees after three months, six months and on leaving the programmes. The self-assessment report identified five strengths, three of which were found to be no more than normal practice and one of which was more appropriate to management of training. Inspectors agreed with the strength of comprehensive quality assurance arrangements and found that five of the six weaknesses had been I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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Quality assurance Grade 3

 Training Standards Council addressed by the time of inspection. One additional weakness, relating to subcontracting, was identified by inspectors and the grade given was the same as that in the self-assessment report.

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Quality assurance Grade 3

STRENGTHS ♦ comprehensive quality assurance arrangements ♦ good internal verification systems and procedures ♦ thorough analysis and evaluation of feedback

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Quality assurance Grade 3

WEAKNESSES ♦ lack of established quality assurance systems ♦ failure to include subcontractor in quality assurance arrangements

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Quality assurance Grade 3

51. The quality assurance procedures have been developed and revised over a two-year period, since Sysco was awarded the ISO standard. The current arrangements cover all of the processes, including on- and off-the-job training, assessment, internal verification, trainee support and key skills. There are clearly written procedures with flow charts. Assessors and programme managers are responsible for monitoring procedures by means of reviews, internal verifications and monitoring visits. Staff are updated regularly about changes to procedures and have a good awareness of the quality assurance arrangements.

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Quality assurance Grade 3

52. A range of methods is used to gain feedback from trainees including initial, mid-programme and end-of-course evaluations, interviews with leavers, employer surveys and focus groups. The questionnaires have evolved from previous surveys and the method, timing and questions have been changed to increase responses and effectiveness. An analysis of results is discussed at meetings and with programme managers. There are examples of changes resulting from the questionnaires such as amendments to the knowledge and understanding questions for the information technology NVQ and to the structure of the induction programme. Workshops and training sessions are evaluated by trainee questionnaires. These are administered, collated and analysed by independent members of staff. Results are sent to programme managers for discussion and dissemination with the appropriate members of staff.

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Quality assurance Grade 3

53. There are clear and well-documented procedures for internal verification. These include guidelines on the percentage to be included in the interim and final internal verifications and on how many units should be verified through assessor observation and portfolio scrutiny. All internal verifiers have a sampling plan which encompasses a range of trainees, units, methods and dates for each assessor. Internal verifiers and staff use standard forms which encourage consistency of observation and assessment. Internal verifiers hold standardisation meetings to share good practice and monitor processes and consistency. Assessors and trainees receive feedback from internal verifiers. The feedback for assessors covers development needs and actions. I N S P E C T I O N R E P O R T : S Y S C O M A N A G E M E N T C O N S U L T A N T S L T D S E P T E M B E R 2 0 0 0

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Quality assurance Grade 3

 Training Standards Council 54. Meetings are held for staff on TEC-funded training programmes every two weeks, for internal verifiers every month and for all staff every two months. These are all minuted and actions are identified and recorded. These meetings are used to disseminate changes to procedures and quality assurance. Good practice and opportunities for development and improvement are regularly discussed at these meetings.

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Quality assurance Grade 3

55. Monitoring of trainees in the workplace has been introduced only very recently. Many of the evaluations and the auditing of records were introduced in the four months leading up to inspection. It is too early to assess the effectiveness of these processes. There are inconsistencies between programmes and assessors. For example, some reviews include supervisors, trainees and assessors while others are completed by the assessor and trainee in isolation with the supervisor being involved after the discussion. A very recently introduced system for observation of training and coaching sessions has not yet been introduced across all occupational areas. It has not identified developments for coaching or training practice. A new computer system which monitors the dates for progress reviews, assessment and induction has been introduced recently. If scheduled activities do not take place a report is produced for the appropriate programme manager. This

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Quality assurance Grade 3

system identifies when questionnaires including exit surveys are due and issues the relevant forms and letters to send out to trainees but at the time of inspection this had only just started to be used by managers. The quality manager has just started to visit trainees in the workplace and interview them about their programmes and assessments.

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Quality assurance Grade 3

56. The subcontractor for the leisure, sport and travel programme is not included in the quality assurance arrangements and has not received copies of relevant procedures despite playing a major role in the quality assurance of training and assessment. There are inconsistencies in the information held by the subcontractor and at Sysco’s office. For example, trainees’ training plans have different levels of key skills and different target dates. The programme manager has made random and unrecorded checks of some processes. This is unsystematic and does not follow the quality assurance procedure. The subcontractor produced a version of self-assessment, which was fed into the main report without being monitored or validated by Sysco.

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Quality assurance Grade 3

57. Self-assessment is annual and includes input from all staff. The report is linked to the company business plan. An action plan has evolved over the three years of self-assessment. A consultant works with staff to monitor the action plan in regular meetings. The self-assessment report contained much useful background information. It was generally accurate in identifying strengths and weaknesses for the occupational areas. However, inspectors did find many strengths to be statements of no more than normal practice or more appropriate to the generic areas. In some areas the weaknesses had been addressed by the time of inspection, and changes in the organisation had resulted in other weaknesses no longer being applicable. Grading was largely accurate.

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