Scottish Government

CHAPTER SIX BRANDED LEARNING CENTRES

INTRODUCTION

6.1 This Chapter focuses on the study's exploration of branded learning centres ( BLCs). After a description of their aims and operations, earlier research on the centres is discussed. This is followed by a presentation and analysis of the findings from the current study, derived from the focus groups and telephone interviews conducted with the managers of the BLCs. The chapter concludes with a synthesis of the findings and discussion of their implications.

6.2 In direct support of the Scottish Executive's Lifelong Learning
Strategy, the mission of SUfI is to help individuals and small businesses across Scotland to realise their potential through learning, at a time, place, pace and style that suits their needs. Its network of 500 quality-assured learning centres is a key part of the national infrastructure set up to deliver these aspirations.

6.3 It is important to bear in mind that SUfIdoes not own or manage any learning centres, but enters into agreements with learning providers to offer high quality provision in a learner-centred environment. Learning centres across all sectors (further and higher education, voluntary and private sector providers, local authorities and others) apply to SUfI to become a 'branded' centre. learndirect scotland's learning centre approval panel meets monthly to consider applications based on the documentation submitted and a visit report.

6.4 Only learning providers that deliver the Pledge To Learners to the necessary quality standards can become members of the network (see www.learndirectscotland4partners.com). In delivering the Pledge to Learners learning centres undertake to:

• 'Offer the time, place, pace and style of learning that most closely meets your needs
• Give clear information that helps you make the best personal choices about learning programmes and maintain control of your learning
• Provide learning materials that are relevant to your own personal and work interests and actively involve you in practical examples, exercises and experience
• Enable you to monitor your progress and record your achievements as you go, not just at the end of a complete programme
• Provide you with access to the specialist support you need, when you need it
• Work with you to develop the skills that help you to learn and stay learning
• Give you the chance to relate your learning to your own longer term ambitions
• Help you feel part of a wider learning community and put you in touch with other people studying the same things
• Link your learning to key areas of your life such as work, family, citizenship and your own personal development
• Encourage you to value learning and see it add value to your life.'

6.5 Branded learning centres ( BLCs) are encouraged to register their learning provision on the national learning opportunities database ( NLOD) as do other providers. The NLOD offers learners a single comprehensive national database of learning opportunities - currently encompassing details of over 80,000 learning opportunities throughout Scotland ( www.learndirectscotland4partners.com) . The data held on the NLOD is at the core of the information and advice given to callers to the learndirect scotland and learndirect scotland for business helplines, and is not limited to data from Branded Learning Centres. It can also be accessed via the course search on the learndirect scotland websites.

6.6 Once branded, learning centres receive access to enabling software - the Provider Opportunity Management Tool ( PROMT) - that enables them to manage their own learning information. PROMT allows providers to: add, edit or remove courses in line with changing course content, new start dates or fees; react quickly if courses become fully booked or are no longer running; maintain the accuracy of information; and perform bulk updates to quickly change information in multiple courses. SUfI provides training in the use of PROMT.

6.7 Branded Learning Centres are also provided with access to Skillnet, learndirect scotland's learning management platform. Skillnet improves local access to learning and can be a major benefit for the centres: it is an additional option available to them that does not come at the cost of anything else. SUfI intends to review and replace the base software of the application in 2007.

6.8 Using the Skillnet platform, learning centres are able to offer Learning Bytes. Skillnet not only allows learners to access learning on-line in the learndirect scotland branded learning centre network, it enables individuals to undertake a broad range of learning opportunities on-line from their homes or workplaces.

6.9 Skillnet's 'launch and track' characteristics mean that learners have to register only once with the system, after which all their achievements are logged as they work their way through a learning programme. This enables individuals to see the progress they are making, and acts as encouragement for them to keep going. The system can generate certificates on completion of learning programmes.

REVIEW OF EXISTING RESEARCH

6.10 Given the existence of other recent research which has been undertaken on branded learning centres, it is relevant to place the findings of the focus groups conducted with branded learning centre managers in the context of the findings of that earlier research.

Survey of Branded Learning Centres

6.11 In 2005 SUfI commissioned research into its (then) 483 branded learning centres (Progressive Partnership, 2005). The objectives of the study were to:

• provide more detailed profiling of the learndirect scotland BLC database which could be used for segmentation and future targeting of products and communications
• determine awareness of the services provided by SUfI through learndirect scotland, and the value of these services to BLCs
• assess the potential for new learning content topics, and how these should be delivered
• evaluate usage and perceived value of the Skillnet system
• explore interest in potential new products and services that could be delivered by SUfI
• explore any additional ways in which SUfI could support the BLC network.

6.12 The research took the form of focus groups with BLC managers to identify key issues, followed by an online survey of all BLCs to explore those issues in more depth. A self-completion questionnaire was sent by email to all 483 BLCs. Respondents had the option of online, fax-back or postal return.

6.13 In total, 185 completed questionnaires were returned. However, some respondents were answering on behalf of more than one centre (38, or 21 per cent of the sample) and these responses were duplicated according to how many BLCs they represented. The final sample size was, therefore, 237, making an overall response rate of 49 per cent. This is be considered to be a very good response for a business survey of this kind.

6.14 Given the robustness of the findings from this study, it is appropriate to provide a summary of them.

Profile of BLCs

6.15 Figure 6.1, below, summarises the findings from research into BLCs (Progressive Partnership, 2005). It shows how the (then) 483 BLCs were distributed across the various sectors (in green) and compares this with the survey response rate from each sector (in violet):

Figure 6.1: Survey response rate compared to overall representation

Source: Progressive Partnership, 2005

6.16 As the figure indicates, the sample had higher than average representation from centres which were community based (26 per cent response rate, compared to 19 per cent of all BLCs in this sector), corporate (6 per cent compared to 1 per cent), libraries (17 per cent compared to 14 per cent), and NHS (8 per cent compared to 6 per cent).

6.17 On the other hand, there was a lower than average representation from centres based in further education (14 per cent compared to 26 per cent), private independent (12 per cent compared to 18 per cent) and higher education (0 per cent compared to 3 per cent).

6.18 The disproportionately high response rate from community based centres, and disproportionately low return from college-based centres, are both worthy of note and helped to guide the subsequent SQW research with BLCs. Thus, the telephone survey sample was chosen to ensure representation from college-based centres, in proportion to their representation among learning centres.

6.19 The research undertaken by Progressive found that key groups targeted by BLCs were aligned with SUfI's key targets for deprived areas/lower socio-economic groups, as follows:

• community BLCs were the most likely to identify unemployed people (75per cent) and those living in deprived areas (43per cent) as their key targets;
• BLCs based in libraries were also particularly likely to target people living in deprived areas (65per cent), as well as their local communities (73per cent);
• private sector BLCs tended to target SMEs (71per cent) and people on workforce development programmes (54per cent);
• as might be expected, BLCs in educational facilities were the most likely to target students (45per cent), but a high proportion also targeted areas of high deprivation (52per cent).

6.20 Table 6.1 summarises the value placed by BLCs on the various SUfI services. This reveals the high value placed on funding for physical infrastructure and for development projects, and the slightly lower, but still considerable value attached to a wide range of other services.

6.21 Interestingly, a further breakdown of the responses shows that different sectors value the various learndirect scotland services to varying degrees. Thus:

• community-based centres most value: funding for development and infrastructure; Learning Bytes; LCDOs
• libraries most value: LCDOs; marketing materials; funding for development and infrastructure; accredited for ILAS
• private sector centres most value: funding for development and infrastructure; NLOD
• education-based centres most value: funding for development and infrastructure; accredited for ILAS, NLOD

Table 6.1: Perceived value of services provided by SUfI

Percentages

Source: Progressive Partnership, 2005

6.22 The survey also found that larger BLCs tended to place slightly more value on Learning Bytes, NLOD and PROMT training than smaller centres . This may merely reflect the fact that larger centres have greater capacity to offer and support a wider range of activities.

Skillnet

6.23 The online survey of BLCs also sought to identify the value placed upon the range of Skillnet functions (Figure 6.2) and the extent to which each function was being used.

Figure 6.2: Skillnet functions used and most valued

Source: Progressive Partnership, 2005

6.24 The results indicated that BLCs do not use the full range of Skillnet facilities. In particular, private sector and education based LCs were more likely to use a range of functions, whilst community based and libraries LCs were more likely to restrict their use to the Learning Bytes function. On the basis of the data from the qualitative element of the study (focus groups with BLC managers), the researchers felt that there may be difficulties with understanding the functionality of the current version of Skillnet. Moreover, their overall conclusion was that these issues may be placing limitations on the perceived value of the service.

6.25 Table 6.2 presents the responses to a question about what BLC managers considered to be potential new functions that would improve Skillnet. Respondents were able to mention more than one function.

Table 6.2: Potential new functions that would improve Skillnet

Base: 227
Source: Progressive Partnership, 2005

Conclusions

6.26 The conclusions of Progressive's online survey of BLCs which are of most relevance for this study are that:

• the diversity of the BLC network is confirmed: different types of LC have different audiences and needs, and sector seems to be the primary differentiator. However, centres' key target groups are aligned with SUfI's own key target audiences
• the majority of BLCs are aware of, and value, the services provided by SUfI, although segmentation and tailoring of future initiatives would help to ensure that perceptions of value are improved
• services which may be being underused are: eLearning workshops; clusters of blending learning; and PROMT training. It is also apparent that BLCs are not using the full range of functions of Skillnet.

6.27 Pertinently, however, interest is evident in many of the proposals for new learning content and initiatives, particularly: staff training opportunities; softer skills learning content; funding and funding information; support for key target groups; and IT/on-line support.

6.28 The findings from this research were used to inform the topics and questions for the focus groups and interviews with BLC managers which were conducted as part of the SQW study.

'Mystery shopping' survey

6.29 Another relevant source of data was the research programme using mystery shopping visits to assess the standards of service provided by delivery partners, which was commissioned by SUfI ( ORC International, 2005). Mystery shopping visits to 50 centres across the country were undertaken in November 2005.

6.30 The general requirements of the research were to:

• identify and report on service levels and quality of service
• identify and report on areas of strength and excellence
• identify and report on areas of poor service and suggest possible improvements.

6.31 Table 6.3 gives an indication of the researchers' perceptions of the staff who handled their enquiry.

Table 6.3: How did the staff member handle your enquiry?

Sample base: 43
Source: ORC International, 2005

6.32 The findings of this study provide overwhelming support for the contention that the efficiency, helpfulness and knowledge of the BLC staff is a great strength.

6.33 Other findings from the mystery shopping exercise are summarised below, under the headings of: premises; 'traffic' within the centre; level of privacy; staff knowledge; and overall impressions. A summary of the recommendations in each of these areas is also provided. In assessing these findings, it should be emphasised that SUfI does not own or manage the centres, and that it is for centres themselves to implement changes.

The premises

6.34 In three quarters of BLCs, both learndirect scotland plaques and leaflets or posters were identified. Most delivery partners provided physical environments of a sufficiently high standard to encourage clients to enter and make their enquiry. All mystery shoppers found the premises to be clean and centres were invariably described as being tidy and comfortable.

6.35 A recommendation emanating from the study was that Learning Centres should be encouraged to increase the volume of learndirect scotland literature on display, as this may persuade clients to take leaflets away to share with others, and will improve branding knowledge. In addition, regular facilities audits will encourage delivery partners to display a full range of information.

Traffic within the centre

6.36 Most shoppers found centres to be quiet and only a single shopper found the noise level within the centre too high. Two shoppers found it difficult to know where to queue and one shopper was kept waiting for ten minutes and received no apology from a member of staff for their wait.

6.37 This suggests that some improvements may be made within sites where shoppers had to ask where to make their enquiry or wait. Also, it should be stressed to staff that, whilst they cannot control the length of time a client has to wait, it is important that the wait is acknowledged.

Privacy

6.38 Whilst the numbers are low, it is worth noting that three mystery shoppers said their conversations could be overheard, and that during one visit the mystery shopper was able to see personal materials relating to another client.

6.39 Although it may be impossible to avoid a situation where a conversation can be overheard, during such instances staff members may wish to employ other techniques, such as lowering their voice, to ensure that maximum privacy is gained. Staff should be reminded of the importance of keeping personal information in a secure location.

The enquiry

6.40 The study found that most members of staff asked additional questions of the enquirer and were usually able to deal with the enquiry by themselves. In some cases, advice was sought from a colleague.

Overall impressions

6.41 Overall, staff were found to provide a warm greeting to members of the public, and the standards of service were regarded as high.

6.42 As recommended in the previous exercise in 2004, the researchers felt that the results of the mystery shopping should be disseminated to all involved. It was felt that this would help staff embrace the mystery shopping process, as they would see that it could be used to highlight areas of excellence, as well as areas where additional instruction may be required.

SQW FOCUS GROUPS WITH BLC MANAGERS

6.43 As trailed in Chapter 2, two focus groups of BLC managers were convened. The key messages from the focus group held with five learning centre managers from 'rural' learning centres were as follows:

• learndirect scotland networking events are very highly valued: several learning centre managers have found them 'inspirational' and a very important opportunity to share ideas and learn from good practice
• notwithstanding the above, it was felt strongly that SUfI should provide more notice of forthcoming events, possibly through producing an annual diary of events
• 'word of mouth' is a particularly important means of attracting learners in small rural communities. If one learner has a positive experience they will encourage relatives and friends to visit the centre, whereas if they are not impressed with the centre, they have the power to alienate an entire rural community
• concerns were expressed that the national database does not allow referrals to smaller, rural centres - 'mystery shopping' by learning centre manager confirms that callers to the helpline are not always being well signposted
• Learning Bytes are highly valued for their content, particularly in the case of disadvantaged groups - but the current version of Skillnet throws up various ICT related problems and the system is not regarded as being particularly user-friendly
• Learning Centre Development Officers provide valuable support, but those who have to cover a large, geographically dispersed area, such as the Highlands, are unable to devote sufficient time to centres which require assistance
• SUfI is a very 'human' organisation: staff are very approachable, and BLC managers feel comfortable in contacting the LCDOs' line manager if their LCDO is unavailable. The flat structure of the organisation is noted and appreciated by centres
• some centre managers would like contact with learndirect scotland for business, but contend that they have continually been 'put off' when they have tried to pursue this. Some also claimed that they had been unable to ascertain who their learndirect scotland for business contact is. This confusion stems from the independence of the Training Partner team, meaning that Training Partners, in all geographic areas, are not allocated to the network of centres.
• dissatisfaction was expressed about the way in which the Sustainable Development Fund has been administered, with some managers claiming that their centres had received verbal approval of their application, but had still not been given formal approval. This was creating a feeling of uncertainty, particularly in cases where the renewal of staff contracts was dependent on that funding. In keeping with policy guidelines, SUfI would only ever award grants by letter, so there appears to be an issue with communication.

6.44 The key messages from the 'urban' group of seven learning centre representatives were as follows:

• learndirect scotland for business is again regarded as 'cagey', because of expressed difficulties in contacting anyone from the business side of learndirect scotland
• LCDOs are very highly respected and provide a huge amount of support
• there are considerable technological barriers inherent in the NLOD and Skillnet, which creates difficulties for users. Some centres are reluctant to use Skillnet in companies because it 'crashes too often'
• many centres keep fairly detailed learner data which could potentially be provided to SUfI for further analysis
• Individual Learning Accounts have helped centres to increase learner numbers
• there are perceptions of big variances in SUfI between areas of excellence ( e.g. learndirect scotland officers and the content of the Learning Bytes) and perceived poorer aspects ( e.g. learndirect scotland for business and the technical problems associated with Learning Bytes).

SQW TELEPHONE INTERVIEWS WITH 30 BLC MANAGERS

6.45 Key findings from the interviews are summarised below. Where direct comments are quoted, they are referenced by sector.

Benefits of having branded learndirect scotland status

6.46 BLC managers were asked why they originally sought status as a branded learndirect scotland learning centre. Their responses can be broadly categorised under the following headings:

• those who sought it primarily because of the funding opportunity it represented (4 out of 30 respondents)
• those who sought it primarily because of the marketing opportunity it represented (4 respondents)
• those who wanted access to new and/or online learning (3 respondents)
• those who saw branded status as an additional quality kite mark or 'stamp of approval' (8 respondents)
• those in small or rural centres who sought additional support from being part of a network (2 respondents)
• those who regarded it as evidence of their organisational commitment to learning (3 respondents)
• unsure (5 respondents)
• other (3 respondents).

6.47 Thus, the credibility and 'stamp of approval' inherent in branded status was the key motivating factor in more than a quarter of cases - the most frequently cited reason for seeking branded learndirect scotland centre status.

6.48 Interviewees were then asked to summarise the actual benefits to them of having become a branded learning centre. Responses showed that the actual benefits accruing from branded status were greater than those anticipated at the time of applying. For example, the four BLCs who cited access to funding as the primary reason for seeking learndirect scotland status reported that the actual benefits proved to be more wide-ranging:

• for one local authority BLC, the cash funding originally sought never actually came to fruition: instead, the actual benefits to the centre came in the form of 'the training provided to administrative staff and the ability to promote e-learning qualifications'
• for one NHS centre, although cash funding for new equipment has been a great bonus, the other most important benefit has been the network of support which became available: 'the network of other BLCs, events/conferences, and opportunities to exchange ideas and share good practice, etc'.

6.49 Another NHS centre described the benefits of having branded status as follows:

'It gives us support from a national organisation with a good reputation. There's good publicity and promotional stuff. The materials that learndirect scotland provides - promotional literature, guidance, etc - are well thought out. [Being a learndirect scotland centre] keeps us in touch with news and developments in the world of learning and training. It gives us access to new ideas and innovations - it always keeps us thinking.'

6.50 The survey did not highlight any correlation between type (sector) of learning centre and benefits gained. Across the entire sample, various key benefits of branded status can be identified. Chief amongst these were:

• networking opportunities
• funding (for new equipment, etc)
• credibility and recognition
• access to a wider client group
• publicity and marketing
• as a quality criterion to help seek ILA accreditation.

6.51 The survey sought to establish whether the attainment of branded status had enabled BLCs to increase the volume of learners using the centre. Of the 30 respondents, 19 (63 per cent) confirmed that branded status had indeed led to an increase in footfall. Many of these ascribed this increase to the advertising and marketing support engendered by being part of the network.

Skillnet

6.52 Although Skillnet is available to all centres, our survey sought to establish the extent to which BLCs are making use of it.

6.53 Clearly our small sample of 30 BLCs does not constitute a statistically robust survey. Nevertheless, problems with the accessibility and user-friendliness of Skillnet are a recurring theme, and our interviews have served to underline the findings from previous research commissioned by SUfI (Progressive Partnership, 2005) as well as confirming some of the points highlighted in our own focus groups. The use and value of Skillnet are not reaching full potential.

6.54 However, it is worth highlighting instances where Skillnet has been used successfully. One particularly positive response came from an NHS-based learning centre which reported that:

'it opens up opportunities for staff who don't like a classroom environment, or who can't access a learning centre. It's already proved very important in developing lifelong learning for staff, and there's been particularly good take-up amongst domestic support staff. We have a good example of a hospital porter who gained some IT skills and enjoyed it so much that he has now been seconded to help deliver training in the hospital - and this is a direct result of learndirect scotland.'

6.55 Another trade union BLC reported that:

'[through Skillnet we] can reach union members right across Scotland - they don't have to be based locally, they can log in remotely and learn wherever they live. Also word of mouth is important - if one person enjoys learning, their family members often sign up too.'

Provision of monthly statistics

6.56 Learning centres are not formally obliged to provide SUfI with statistics about their learners, but our interviews confirmed that the majority do report the total number of users on a monthly basis to their LCDO. (This enables SUfI to extrapolate the total number of people using BLCs each year).

6.57 However, many learning centres appear uncertain about exactly what information is required of them and how it should be reported. Some were unsure whether they were reporting the total number of visits, or the number of unique new learners each month. SUfI has not created a standard proforma which would ensure that BLCs all report on the same thing.

6.58 Encouragingly, more than 50 per cent of interviewees (16 out of 30) indicated that they would be willing to provide more detailed monthly statistics if asked to do so, in order to help SUfI monitor its impact more effectively. Many of them already collate information for their own purposes, and this could conceivably be shared with SUfI if required. A further 10 interviewees (one third of respondents) indicated a cautious willingness to provide additional information, and only 4 were categorically unwilling to do so.

Potential impact of losing learndirect scotland branded status

6.59 Interviewees were asked to say what impact their centre would experience if, for any reason, learndirect scotland branded status were withdrawn:

• 4 respondents said that loss of learndirect scotland branded status would mean they would not be accredited to offer Individual Learning Accounts, and that this would reduce the number of learners enrolling with them: there is a clear perception of a correlation between having learndirect scotland status and having ILA accreditation
• 4 felt that the main negative impact would be loss of access to learndirect scotland funding
• 8 felt that the loss of learndirect scotland status would equate to a loss of credibility, and would therefore have a negative impact upon them
• 2 indicated that much of the benefit of having learndirect scotland status lay in being part of a network, and that loss of this status would leave them more isolated
• 4 felt that loss of learndirect scotland status would have little or no impact upon them
• the remainder offered other reasons:
  • 'It would narrow the opportunities for development' [voluntary sector]
  • 'No access to learning bytes and other resources. Lost support from learndirect scotland, e.g. conference opportunities' [local authority]
  • 'Would be more difficult to do things. 25per cent less business perhaps' [higher education]
  • 'Even less support for centre from management level of NHS' [ NHS]
  • 'Would have a major negative impact - it signals to staff a standard and confidence in offering' [local authority]
  • 'Wouldn't like to lose learndirect scotland status; being in touch with learndirect scotland keeps you up to date with new thinking and ideas' [ NHS]

CONCLUSIONS

6.60 Learning centres vary greatly in size, ownership, management arrangements and service delivery. Despite this diversity many learning centres now share a common bond of learndirect scotland branded centre membership.

6.61 SUfI is already conscious that the network cannot be regarded or treated as homogenous, and plans are under way to develop strategies in order that the organisation can work effectively within a complex landscape. Given that SUfI's resources are finite, it may have to prioritise which, and how many, centres it works with.

6.62 SUfI has already attempted to categorise its learning centres according to their level of commitment and engagement with SUfI. This work is ongoing and is at a preliminary stage at the time of writing. Evidence collected by SUfI to date suggests that there are three 'levels' of centres within the network, in terms of their level of engagement. These are defined below. (It should be stressed that the categories do not refer to the quality of provision offered by each one. All centres have met the learndirect scotland 'pledge', have been quality assured, and have access to the same support.)

• Category 1 centre: 'communicates effectively with Learning Centre Development Officer ( LCDO), keeps BLC details up to date, is on the NLOD and updates course info, always provides statistics to LCDO, attends events, has used Learning Bytes to campaign level, has taken up some development support through LCDO, Staff Development, Skillnet support etc' (this category classified by SUfI as comprising around 27 per cent of all learning centres)
• Category 2 centre: ' LCDO has usually to take the lead with communications and updating BLC details, provision is not always on NLOD (although it should be noted that for some small community based centres and or specialist centres this would be inappropriate), irregular stats provision, some but irregular attendance at events, low level of Learning Bytes usage, has taken up some development support through LCDO' (around 46 per cent of all centres)
• Category 3 centre: ' LCDO always has to lead on communications and updating BLC details, not on NLOD, no voluntary stats provision, low attendance at events, little or no Learning Bytes usage, little development support yet taken up' (around 27 per cent).

6.63 According to SUfI's own estimates, therefore, over one quarter of all branded learning centres might be described as 'fully engaged' and almost half are at least partially engaged.

6.64 SUfI has been giving thought to how best the network of BLCs should be consolidated and developed, and this work is ongoing. It seems reasonable to suggest that any future resources be targeted on those centres which are most committed to SUfI and its aims and objectives.