Now that we are clear on what the new structure will be, we are working up the detail. A timetable for the transition to the new arrangements is set out in Annex 3.
Since the announcement of the Learning Skills Council, through informal discussion with a wide range people in the network and more formally through the review of assessment and recognition, we have identified some key principles on which the new arrangements will be built. The following table sets out these issues alongside some of the issues we need to address during the transition.
| Key
Principles |
Issues |
| Client
Focused Service |
- bespoke services designed to meet customer needs
- seamless package of support from advice to assessment and continuous improvement
|
How do we ensure services meet
the needs of employers? How do we ensure those working towards the Standard have
effective support throughout the transition and that they understand how they will be
affected by changes? |
| Collaboration |
- encouraging closer working between Assessment Units
- building new and effective partnerships between LSC, SBS and Investors in People UK
|
How do we develop a greater
degree of collaboration between partners and across boundaries? |
| Quality |
- providing a high quality service
|
How do we ensure new licensing
arrangements maintain consistently high quality and encourage continuous improvement in
service provision? What should the license fee provide? |
| Consistency
and the integrity of the Standard |
- ensuring consistent interpretation of the Standard
|
Should adviser and assessor
registration arrangements be further developed to enhance consistency? Should
practitioner registration be mandatory? |
| Cost
effectiveness |
- ensuring that clients are clear about what they are buying
- maximising impact of public funding and other resources
|
How do we ensure that Investors
in People services provide value for money for clients? How do we ensure transparency in
public funding? |
| Added
value |
- ensuring that clients value both the advice and assessment processes and are given
feedback on how to make further improvements
- continuous improvement of assessment and recognition arrangements.
|
What mechanisms do we need to put
in place to ensure that there is high quality advice, assessment and feedback to the
client? How do we build on the improvements achieved through the implementation of STAR?
|
| Reliability
and sustainability |
- new assessment units need to provide service on which clients can rely
- new units must be able to meet anticipated volumes of first time assessments and reviews
|
What will a reliable service mean
in practice? |
| Capacity
and capability |
- building capacity to provide services to increasing volumes of clients
- building on existing experience and expertise
- continuous professional development
|
What can we do to even out the
peaks and troughs of assessment? How can we continuously develop people in the network? |
| Employer
involvement |
- active employer participation in the promotion of the Standard.
|
How can we harness employer
involvement as promoters and stakeholders? How should recognition be managed in the new
arrangements? |
| Staffing |
- staff involved in transfers should be treated fairly and consistently and their rights
respected
- wherever possible, expertise within the current system should be utilised in the new
arrangements
- individuals directly affected should have the opportunity to update existing skills or
acquire new ones to equip them for future role
- people outside the TUPE groups in Investors in People Assessment units /TECs/CCTES who
have appropriate skills should be encouraged to apply for posts in the new arrangements.
|
|
