I have been reading the recently published Skills utilisation literature review, a report by CFE for the Education Analytical Services, Lifelong Learning Research, Scottish Government (Executive summary and full text vailable at http://www.scotland.gov.uk/Publications/2008/12/15114643/0)
which aims ‘to bring together evidence on the topic of skills utilisation to provide a clear picture of the nature and extent of the current evidence base’. Naturally I read it from an information literacy perspective and therefore found it somewhat disappointing as the extensive list of references has nothing about information although there are a couple of useful education references. Although the researchers interrogated a range of databases Library and Information Science Abstracts was not among them. However there are some useful lessons for us.
The occasion of the report is the lack of evidence of a ‘conclusive and causal correlation between increased investment and skills and increased productivity’. (p.1) Attention is therefore moving away from simple skills acquisition to how skills are actually used in the workplace i.e. – skills acquisition which is defined as:
‘Skills utilisation is about ensuring the most effective application of skills in the workplace to maximise performance through the interplay of a number of key agents (e.g. employers, employees, learning providers and the state) and the use of a range of HR, management and working practices. Effective skills utilisation seeks to match the use of skills to business demands/needs.’ (p.2)
The last sentence seems particularly important although what we have been finding out suggests that businesses are not very sure themselves about what training they need. The study reports that both Scotland and Wales invest proportionately more in training in the workplace than England although this is not reflected in productivity (p.14). ‘Policy development needs to be linked to business need rather than simply trying to increase the number of people gaining qualifications’. (p.15).
The Scottish Skills Strategy has two main aims:
· Skills must be acquired
· Skills must be effectively utilised in the workplace in order to improve productivity (p.18)
The report identifies three approaches to Skills Utilisation: (pp.2-5)
1. the market driven workplace approach which focuses on individual workplaces
2. The state driven workplace approach in which the state takes the lead
3. The holistic approach in which the state collaborates with a range of agencies
However the report finds that substantive evaluation of these approaches or evidence of direct impact on productivity is lacking and that, not surprisingly, the large organisation is most important. Such findings are not encouraging for a country of SMEs.
On p.6 the report notes:
‘The evidence identifies a link between skills utilisation and a range of workplace matters such as employee motivation, job design, employee participation, equality issues, collective agreement and well being.’
While this may not be the most original observation in the world it does highlight points which have to be borne in mind when promoting information literacy in the workplace.
Pp.75-76 offer the most relevant quotes for information literacy:
Marchington and Wilkinson (2005) argue that the management of learning and transfer of knowledge have been shown to have a major effect on skills utilisation. If the learning fails to be integrated into wider business practices, it will become a barrier to the utilisation of new skills.
Ahlgren et al. (2007) identified good practice in workplace learning and found managers had an important role in the following practices:
- Promotion of open communication and encouragement of informal and social forms of learning
- Encouragement of employees’ ability to learn and to bring new knowledge, skills and experience into the workplace
- Welcome new knowledge and found it applicable in the workplace
Some food for thought perhaps