Maths and English Functional Skills Reform Programme

Employer consultation questionnaire

This Word version of the questionnaire is intended for reference. Responses can be completed and submitted via: www.pyetait.com/fsreform/employersurvey. Alternatively if you wish to complete and return the questionnaire by another means, please contact us at fsreform@pyetait.com or telephone 01423 509433 and ask for the Functional Skills Reform team.

As a business-person you will be only too aware of the importance of maths and English skills, and you may have the same concerns as other employers about the maths and English skills of school and college leavers, your staff or new recruits to your business. The Government is listening to these concerns, and has already made some changes to the school curriculum and the content of GCSE maths and English qualifications.

The Government has asked the Education and Training Foundation (the Foundation) to review the literacy and numeracy standards underpinning qualifications such as Functional Skills, to ensure they reflect the needs of employers. To inform the updating of these standards, we want to know what YOU think about precisely what is needed in the key literacy and numeracy skills that are absolutely critical to the success of your business and the long term success of the economy.

DEFINITIONS:

Numeracy: This goes beyond simply ‘doing sums’; it is the ability to use numbers to make good decisions and solve problems in work and at home. In an increasingly digital age, the use of mathematical skills in spreadsheets, for example, is as important as paper-based calculations. However, underlying all of this is the important skill of mental arithmetic. Practical examples include being able to make rough estimates, represent and interpret data, choose the correct maths ‘tool’ to tackle a problem and then understand what decision to make based upon the numerical answer. Here we have referred to all of these skills as ‘maths’ skills.

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Literacy: The ability to understand written and oral instructions, write and communicate instructions/reports to others clearly and effectively; so it’s about speaking, listening and communicating (non-written communication); reading instructions, documents, reports, using search engines to find trustworthy information on the web: writing emails, reports, letters, using graphics in different situations to present and share ideas and information with colleagues, managers, new staff, customers etc. Here we have referred to these skills simply as ‘English’ skills.

You can find out more about the Education and Training Foundation’s previous consultation on 'Making Maths and English Work' (MMEW) by clicking here.

About this survey:

The research is being conducted, on behalf of the Education and Training Foundation, by Pye Tait Consulting in partnership with the Learning and Work Institute (formerly NIACE). Information provided to the research company will be treated in strict confidence and in compliance with the Market Research Society (MRS) Code of Conduct. Responses will not be linked to individuals or companies.

The survey will be open until late March 2016. On completion of the survey, feedback will be collated and analysed to identify key themes and possible changes to the literacy and numeracy Standards. Any issues with a mix of views will be brought to the Education & Training Foundation’s attention and discussed at workshops and webinars (dates to be arranged). For more information see www.pyetait.com/fsreform

The survey will take approximately 10 minutes to complete. As you progress, you will be automatically directed to the relevant questions, therefore not all questions may appear.

Any enquiries about this survey should be directed to Miranda Pye at Pye Tait Consulting, via m.pye@pyetait.com (telephone 01423 509433).

Any enquiries about the maths and English functional skills reform programme research as a whole should be directed to Sue Southwood at the Foundation, via sue.southwood@etfoundation.co.uk (telephone 020 3740 8280).

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About your organisation

Q1 Where is the location of your head office?

Eastern England East Midlands North East North West London South East South West West Midlands Yorkshire and the Humber Other (not based in England) If Other - please specify:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q2 How many people does your organisation employ in total (not including sub-contractors)?

0 to 4 5 to 19 20 to 49 50 to 199 200 to 500 501 to 999 1000+

Please leave questions 3 and 4 blank if you don’t know or would prefer not to say.

Q3 Approximately what percentage of your total staff are migrant workers?

_____

Q4 Approximately what percentage of your workforce has English as a second language?

_____

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Maths and English skills that are essential to your business

We would now like to understand the maths and English skills needed by your business.

Q5 First of all, which industry sector does your company primarily operate in? (Please select one)

Agriculture Construction (including Engineering) Creative and the arts Digital, Information and communication Education Energy Catering/tourism Health and social care Manufacturing Professional and business services Public administration or defence Retail (including car dealers) Transport, distribution and wholesale Voluntary Other If Other - please specify:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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The job roles by sector given below are examples. They are intended to indicate roughly the type of role you might like to bear in mind when completing the questionnaire. Whatever the title we are thinking about your new staff or junior staff. The list is to prompt your thinking rather than being comprehensive.

INDUSTRY SECTOR OCCUPATIONSAgriculture Farm, forestry or fisheries workers

Recycling officersNature conservation officers

Construction and Engineering

TechniciansTrade operatives (bricklayer, mason, plasterer, roofer, scaffolder, joiner, welder, etc)PlumbersElectricians

Creative and the arts Fashion designsArtists Painters WritersEditorial assistants

Digital, Information and communication

Digital assistantsMarketing assistantsHuman resources assistantsPersonal assistantsWeb design and developmentsAdministrators

Education Teaching assistantsCover supervisors Education administratorsNursery nurse/assistantsEducational support assistantsYouth workers

Energy Energy analyst assistantsDomestic gas installersSales assistants

Catering/tourism Travel assistants/consultantsSales and marketing assistantsTravel agentsJunior catering staffsWaitress/waiters

Health and social care Advice workersCommunity care/development workersHousing officersResidential care workersChild care workers

Manufacturing Machine/process operativesSales processersProduction supervising assistantsDrivers/pickers

Professional and business services

ReceptionistsPersonal assistants Office assistants Business sales executivesInternal audit assistants

Public administration or defence

Civil service administratorsHuman resources assistantsEducation administrators Development workers

Retail (including car dealers)

Merchandisers/Window dressersCustomer service assistantsSales/loss prevention assistantsWarehouse assistant/packersButchers, bakers, fishmongers

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Vehicle technicians, mechanics & electriciansTransport, distribution and wholesale

Transport clerks/assistantsTransport coordinatorsDrivers Wholesale sales assistantsPackers/goods handlers

Voluntary Support workersYouth workersCharity fundraisersRecovery workersAdministrators

Other/generic list included in all industry sector lists above

Secretaries, receptionists, PAs, telephonistsBook-keepers, credit controllers/wage clerksOffice assistantsDatabase assistantsStock control clerks & assistantsSales assistantsCustomer care occupationsCall centre agents

Q6 In relation to the types of roles shown above, please rate each of the following maths skills on a scale from 1 (not required) to 10 (essential) for your organisation:

Maths1 2 3 4 5 6 7 8 9 10

Solve problems that involve number or measurement in a job-specific context

Use mental arithmetic to solve simple numerical problems (price multiplied by quantity, calculate the cost of more than one item, and the change due from a transaction etc.)

Know 'times tables' up to 12

Mentally estimate an answer (before using a calculator or spreadsheet) to develop a feel for whether an answer is right or wrong

Break a problem down into smaller parts and then work through systematically to get to a sensible answer in a job-specific context

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Q6 Maths continued (on a scale from 1 'not required' to 10 'essential'):

1 2 3 4 5 6 7 8 9 10

Persevere and try different approaches if you don’t get the answer straightaway

Make decisions based upon an assessment of different data (e.g. how to meet job sales targets or comparing prices from two or more suppliers)

Understand and use positive and negative numbers of any size in practical contexts (e.g. temperature below zero, loss in trading)

Perform calculations ON PAPER with numbers of any size in practical contexts, to a given number of decimal places and check answers make sense (e.g. the number of products to be purchased, converting litres to gallons, currency conversions, distance and time)

Perform calculations MENTALLY with simple numbers in practical contexts, and check answers make sense (e.g. adding up the cost of three or four items, or converting centimetres to millimetres)

1 2 3 4 5 6 7 8 9 10

Understand, use and calculate ratios and proportions (e.g. sharing out money using a ratio, comparing the price of products)

Solve problems involving scale (e.g. using scale plans to work out the dimensions of a room or work out how full the stock room is, scaling quantities up or down)

Understand and use equivalences between fractions, decimals and percentages, calculate one number as a percentage of another (e.g. using 40%, four out of ten, two-fifths, as equivalents)

1 2 3 4 5 6 7 8 9 10Page 7 of 17

Add or subtract fractions (e.g. to order and compare amounts or quantities/ to solve practical problems)

Add, subtract, multiply and divide decimals for practical purposes (e.g. decimals up to three places and check answers in the context of measurements and money)

Q8 Maths continued (on a scale from 1 'not required' to 10 'essential'):

1 2 3 4 5 6 7 8 9 10

MENTALLY divide whole numbers by simple fractions and decimals (e.g. a quarter of 1,000, or 90% of 200)

Round numbers and measures to an appropriate degree of accuracy for practical purposes (e.g. when measuring total material needed for a project)

Understand and use simple formulae and equations involving one- or two-step operations (e.g. for calculating kilometres per litre, speed, distance and time)

Be able to use a simple spreadsheet to carry and manipulate data (e.g. simple additions and formulae)

Recognise and use 2D representations of 3D objects (e.g. using maps or plans, or laying carpet tiles)

Q7Page 8 of 17

1 2 3 4 5 6 7 8 9 10

Find area, perimeter and volume of common shapes (e.g. understand terms and that measurements must be in the same units when calculating perimeters, areas or volumes)

Confidently use standard units of metric and where appropriate, imperial measures (length, area, volume, capacity, mass, time, money etc) to solve everyday problems (e.g. understanding buying and selling rates, the use of exchange rates, units of time, temperatures, weights etc.)

Collect and represent data, using ICT where appropriate (e.g. using tables, spreadsheets, bar charts, pie charts)

Understand and be able to use scales in diagrams, charts and graphs

Use and interpret statistical measures, tables and diagrams, for different types of data, using ICT where appropriate (e.g. use a range to describe the spread within a set of data or compare two sets of data, for example sales results)

Be able to make use of, and interpret, graphical information in place of lengthy written text and charts and diagrams (e.g. organising a document to show how many people were affected by flu in 2014 by use of graphics and titles)

Q8 Are there other mathematical/numeracy skills not mentioned above that are equally important (essential) to you as an employer?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Q9 What type of jobs/occupations from your company did you have in mind when completing the maths skills lists on the preceding pages?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

English skills: The ability to understand written and oral instructions, write and communicate instructions/reports to others clearly and effectively; so it’s about speaking, listening and communicating (non-written communication); reading instructions, documents, reports: writing in different situations when dealing with colleagues, managers, new staff, customers etc.

Q10 Thinking about the list of occupations you saw earlier in relation to new or junior staff, and in view of the definitions above about English skills, please rate each of the following on a scale from 1 (not required) to 10 (essential) for your organisation:

English - speaking, listening, communicating (from 1 'not required' to 10 'essential')

1 2 3 4 5 6 7 8 9 10

Speak confidently and clearly

Follow complex oral instructions (e.g. do this, then do that and after that do a third thing)

Understand questions and give a relevant, logical and coherent answer in language that is appropriate

Present information and ideas clearly and persuasively to others (e.g. an informal discussion with a group of colleagues about a client, explaining work carried out to date on a project)

Be able to make a significant contribution to a discussion that suits the situation, and helps move the discussion forward (e.g. be able to develop or adapt their points accordingly, and or address points raised, discussing a work issue with colleagues and then with a supervisor)

Understand and communicate using a variety of vocabulary and formality of language depending on the situation

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Understand and communicate using a wider range of words related to work tasks, including some technical or specialist terms and acronyms

1

2

3

4

55

6

7

8

9

10

Be able to select the most appropriate electronic communication channels depending on audience and purpose (e.g. email, Facebook, LinkedIn, Twitter, video etc.)

Record and use information acquired online, and present in a productive and credible way (e.g. presenting findings in a report or a presentation, making clear the accuracy and reliability of underpinning sources etc.)

Use search terms - key words and phrase - in search engines and website ‘search’ boxes to obtain required information (e.g. using Google to locate information about a company, products, services or particular topics)

Q10 English - Reading (from 1 'not required' to 10 'essential')(text = report, article, letter, textbook, manual, advertisement)

1 2 3 4 5 6 7 8 9 10

Select and use different types of texts to obtain and use information, identifying the main points and relevant detail (e.g. from a range of texts - newspaper articles, reports, emails, letters)

Read and summarise information from several source documents or websites (e.g. to solve a workplace problem)

Extract information from reference materials, perhaps containing tabulated information (e.g. dictionaries, price lists, work rotas, invoices, timesheets)

Read and fully understand written administrative processes and procedures (e.g. a health and safety policy)

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Identify the purposes of texts and how meaning is conveyed, including through the use of punctuation and choice of vocabulary

1

2

3

4

5

6

7

8

9

10

Identify point of view or bias (e.g. reading between the lines perhaps through commercial agendas, publicity and advertising)

Use reference materials or the internet to find the meaning of unfamiliar or technical vocabulary

Q10 English - Writing (from 1 'not required' to 10 'essential')

1 2 3 4 5 6 7 8 9 10

Write clearly and coherently using standard English

Complete online forms and contribute to electronic discussions with other users (e.g. on web pages, forums and social media)

Make changes and edits to electronic word-based documents following tracked changes from another person

Use a range of writing styles for different purposes (e.g. memos, business letters, emails, agendas, minutes of meetings)

Use a range of sentence structures and paragraphs to express written communication effectively (e.g. using complex sentences with more than one part (clause) to help the reader by varying the style of writing)

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Present information and ideas concisely, logically and persuasively (e.g. when writing a letter to a customer to explain the different ways they can purchase a product - for example-internet, shop, auction, mail-order)

Present information on complex subjects clearly and concisely (e.g. describing the advantages of a new product or service and its benefits over previous products or services)

1

2

3

4

5

6

7

8

9

10

Use of punctuation such as commas, apostrophes, full stops, question marks, quotation marks, brackets etc.

Punctuate written text accurately using punctuation such as exclamation marks, semi-colons, plural possessive, spotting grammatical errors, missing or repeated words etc.

Change the meaning to express the text more clearly or concisely in any written text (e.g. being able to proof read and revise writing for accuracy and meaning)

Understand how to correctly use other people’s online work (e.g. electronic books, published reports and blogs with appropriate referencing and avoiding plagiarism)

Ensure written work is fit for purpose and audience, with accurate spelling and grammar (e.g. be able to write at least one side of A4 with few spelling, punctuation or grammatical errors)

Write online in different contexts using appropriate writing styles and etiquette (e.g. using formal language in external emails to customers and other organisations, whilst focusing on brevity and informal language in emails with peers)

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Use appropriate writing styles and etiquette for less formal electronic business communications (e.g. tweets, blog entries, Facebook posts and online discussion forums)

Q11Are there other English/literacy skills not mentioned that are equally important (essential) to you as an employer?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q12What type of jobs/occupations from your company did you have in mind when completing the English skills list above?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q13Thinking about the need for DIGITAL skills; a number have been listed in the skills-questions previously but are there any other digital skills not mentioned already that are equally important to you as an employer?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q14What type of jobs/occupations from your company do you have in mind when thinking about digital skills?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Q15Some employers have suggested that new recruits do not always have the ability to understand instructions AND carry out those instructions/act upon them. Please rate each of the following on a scale from 1 (not required) to 10 (essential) for NEW RECRUITS in your organisation:

1 2 3 4 5 6 7 8 9 10

Follow straightforward written commands or instructions (e.g. look at page X or empty those boxes)

Follow straightforward written and spoken instructions of up to three steps (e.g. review those sales figures; identify the most popular item; report where there is insufficient stock levels for next week)

Listen and follow straightforward written and spoken instructions of up to five steps (e.g. review those sales figures; identify the most popular item; look at the stock levels for that item, work out how much more is needed for re-stocking, and prepare a purchase order)

Take action appropriate to instructions and requests

Q16Prior to completing this survey, had you heard of Functional Skills qualifications?

Yes

No (GO TO Q19)

Q17Have you ever offered Functional Skills qualifications to your employees/trainees?

Yes

NoPage 15 of 17

Q18What, in your view, should be included in the content of maths and English Functional Skills to make them more valuable to you as an employer?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q19Is there ONE maths skill you need employees as a minimum to have which often seems to be lacking? (Leave blank if there is nothing)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q20Is there ONE English skill you need employees as a minimum to have which often seems to be lacking? (Leave blank if there is nothing)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q21Do you have any other comments about maths or English skills when thinking about your employees? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

As stated previously, your views will be treated confidentially and reported anonymously by Pye Tait Consulting who work to and abide by the Market Research Society code of conduct.

In case we have any queries or need to contact you directly, we would be grateful if you could complete the following information:

Q22Your name:____________________________________________________________________________________________________________________________________________________________________

Q23Your job role/title:____________________________________________________________________________________________________________________________________________________________________

Q24Organisation:

____________________________________________________________________________________________________________________________________________________________________

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Q25Telephone number:

____________________________________________________________________________________________________________________________________________________________________

Q26Email address:

____________________________________________________________________________________________________________________________________________________________________

Q27Would you be happy for us to share your name and organisation details with the Education and Training Foundation so they know you have participated? If so, these details may be included in a published list of consultation participants. (Please tick one)

Yes - name and organisation

Yes - organisation only

No

Q28Would you be willing to be contacted to see if you are able to take part in a short follow-up interview about this subject so we can explore some of your views in a little more detail?

Yes

No

Q29ONLY ANSWER IF YES TO Q28Thank you. Please kindly ensure you have provided your contact details in response to questions 23 to 26 (above) and indicate any preference as to when we should contact you (morning or afternoon):

Morning

Afternoon

No preference

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