Agenda Document Pack - Clyde Valley Learning and Development Joint Committee - 10/02/2025
South Lanarkshire Council · 10 February 2025
Back to Clyde Valley Learning and Development Joint Committee — 10 February 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
Page 1
Council Offices South Lanarkshire Council Almada Street Hamilton ML3 0AA Friday, 31 January 2025 Dear Councillor Clyde Valley Learning and Development Joint Committee The Members listed below are requested to attend a meeting of the above Joint Committee to be held as follows:- Date: Monday, 10 February 2025 Time: 14:00 Venue: By Microsoft Teams, The business to be considered at the meeting is listed overleaf. Yours sincerely Jackie Taylor Clerk to the Joint Committee Members Council Member Substitute East Renfrewshire Andrew Anderson Glasgow City Anne McTaggart Inverclyde Francesca Brennan Jim Clocherty North Lanarkshire Michael McBride South Lanarkshire Lynsey Hamilton Gavin Keatt Copies to substitute members for information only 1
Page 2
BUSINESS 1 Declaration of Interests 2 Minutes of Previous Meeting Minutes of the meeting of the Clyde Valley Learning and Development Joint Committee held on 9 September 2024 submitted for approval as a correct record. (Copy attached) 3 - 6 Item(s) for Monitoring 3 Revenue Budget Monitoring 2024/2025 - Clyde Valley Learning and Development Joint Committee Report dated 17 January 2025 by the Treasurer to the Clyde Valley Learning and Development Joint Committee. (Copy attached) 7 - 10 Item(s) for Decision 4 Membership and Funding for the Clyde Valley Learning and Development Project for 2025/2026 Report dated 28 January 2025 by the Project Manager of the Clyde Valley Learning and Development Group. (Copy attached) 11 - 16 Item(s) for Noting 5 Update on the 2024/2025 Audit of Clyde Valley Learning and Development Joint Committee Letter dated 31 January 2025 from Audit Scotland, External Auditor. (Copy attached) 17 - 18 6 Clyde Valley Learning and Development Project – Progress and Outputs from the e-Learning Group Report dated 15 January 2025 by the Project Manager of the Clyde Valley Learning and Development Group. (Copy attached) 19 - 40 Urgent Business 7 Urgent Business Any other items of business which the Chair decides are urgent. For further information, please contact:- Clerk Name: Stuart McLeod Clerk Telephone: 07385 370 117 Clerk Email: stuart.mcleod@southlanarkshire.gov.uk 2
Page 3
CLYDE VALLEY LEARNING AND DEVELOPMENT JOINT COMMITTEE Minutes of meeting held via Microsoft Teams on 9 September 2024 Convener: Councillor Lynsey Hamilton, South Lanarkshire Council Councillors Present: Glasgow City Council: Anne McTaggart Inverclyde Council: Francesca Brennan (Vice Convener) North Lanarkshire Council: Michael McBride Councillor’s Apology: East Renfrewshire Council: Andrew Anderson Attending: Clerk’s Office Elizabeth-Anne McGonigle, Administration Adviser, South Lanarkshire Council Treasurer’s Office Jackie Taylor, Treasurer; Aaron Irving, Finance Adviser; Blair Riddoch, Trainee Accountant, South Lanarkshire Council Clyde Valley Learning and Development Project Gerry Farrell, Project Manager Project Steering Group Tracy Ferguson (Chair), South Lanarkshire Council Pauline McCafferty, North Lanarkshire Council Also Attending: Audit Scotland Pauline Murray, Senior Audit Manager 1 Declaration of Interests No interests were declared. 2 Minutes of Previous Meeting The minutes of the meeting of the Clyde Valley Learning and Development Joint Committee held on 10 June 2024 were submitted for approval as a correct record. The Joint Committee decided: that the minutes be approved as a correct record. 3 Revenue Budget Monitoring 2024/2025 – Clyde Valley Learning and Development Joint Committee A report dated 16 August 2024 by the Treasurer to the Clyde Valley Learning and Development Joint Committee was submitted:- 2 3
Page 4
providing a forecast for the year to 31 March 2025 providing actual expenditure at 9 August 2024 As at 9 August 2024, there was a projected breakeven position against the budget, as detailed in Appendix A to the report. An officer responded to a member’s question on an aspect of the report. The Joint Committee decided: that the projected breakeven position on the Clyde Valley Learning and Development Joint Committee revenue budget, as detailed in Appendix A of the report, be noted. [Reference: Minutes of 10 June 2024 (Paragraph 3)] 4 Audit Scotland - Clyde Valley Learning and Development Joint Committee - Audit of 2023/2024 Annual Accounts A letter dated 9 September 2024, together with the 2023/2024 Annual Audit Report (draft) for the Clyde Valley Learning and Development Joint Committee, dated September 2024, were submitted by the Joint Committee’s external auditor, Audit Scotland. The Senior Audit Manager gave a verbal overview of the Annual Report to members for the year ended 31 March 2024, which included the following key messages:- the financial statements gave a true and fair view and were properly prepared in accordance with the financial reporting framework the key audit risks had been detailed in the Annual Audit Plan presented to the Joint Committee at its meeting held on 10 June 2024 there were no significant matters to draw to the attention of the Joint Committee through the continued support from member councils, the Joint Committee’s financial position was sustainable for the foreseeable future governance arrangements were effective in 2023/2024 the Joint Committee’s annual governance statement was consistent with the financial statements and complied with applicable guidance the Joint Committee had appropriate arrangements in place for securing Best Value The accounts had received an unqualified and unmodified external auditor’s report. The Joint Committee decided: that Audit Scotland’s 2023/2024 Annual Audit Report (draft) for the Clyde Valley Learning and Development Joint Committee be noted. [Reference: Minutes of 10 June 2024 (Paragraph 5)] 5 Audited Annual Accounts 2023/2024 A report dated 16 August 2024 by the Treasurer to the Clyde Valley Learning and Development Joint Committee was submitted on the:- Joint Committee’s Annual Accounts for 2023/2024 which had received a clean audit certificate with no audit actions identified from the external auditor, Audit Scotland requirement to approve the Annual Accounts for 2023/2024 for signing by the Convener and Treasurer 4
Page 5
The Annual Accounts would be available on South Lanarkshire Council’s website. The Joint Committee decided: (1) that it be noted that the Annual Accounts for 2023/2024 had received a clean audit certificate with no audit actions identified; and (2) that the audited Annual Accounts for 2023/2024, attached as Appendix 1 to the report, be approved for signing by the Convener and Treasurer. [Reference: Minutes of 10 June 2024 (Paragraph 6)] 6 Urgent Business There were no items of urgent business. 5
Page 6
6
Page 7
Report Agenda Item Report to: Clyde Valley Learning and Development Joint Committee Date: 10 February 2025 Report by: Treasurer to Clyde Valley Learning and Development Joint Committee Subject: Revenue Budget Monitoring 2024/2025 - Clyde Valley Learning and Development Joint Committee 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] advise the Joint Committee of the forecast for the year to 31 March 2025 for the Clyde Valley Learning and Development Joint Committee, and the actual spend position for the period 1 April 2024 to 30 December 2024 [1purpose] 2. Recommendation(s) 2.1. The Joint Committee is asked to approve the following recommendation(s):- [] (1) that the projected position on the Clyde Valley Learning and Development Joint Committee revenue budget, as detailed in Appendix A of the report, be noted. [1recs] 3. Background 3.1. The running costs for the Clyde Valley Learning and Development Joint Committee are funded by contributions from the member councils. 3.2. At the February meeting of the Joint Committee, the 2024/2025 membership position was confirmed. The total member contributions amount to £0.075 million, from 15 councils, which is consistent with 2023/2024. 3.3. These member council contributions form the basis for the expenditure budget for 2024/2025 (£0.075 million). This funds the Management Fee to South Lanarkshire Council (£0.059 million), project work (£0.014 million), and the External Audit fee (£0.002 million). 3.4. In addition, an estimate of training expenditure (£0.025 million), and the recharge of this to Councils (£0.025 million) has also been added to the budget, giving a total expenditure and income budget of £0.100 million. 3.5. The report details the financial position for the Clyde Valley Learning and Development Joint Committee in Appendix A. 4. Employee Implications 4.1. None 3 7
Page 8
5. Financial Implications 5.1. As at 30 December 2024, there is a projected breakeven position against the budget. 6. Climate Change, Sustainability and Environmental Implications 6.1. There are no implications for climate change, sustainability or the environment in terms of the information contained in this report. 7. Other Implications 7.1. The main risk associated with the Clyde Valley Learning and Development Joint Committee Revenue Budget is that there is an overspend. The risk has been assessed as low given the detailed budget management applied within the Joint Committee. The risk is managed through four weekly Budget Monitoring when any variance is analysed. In addition, the probable outturn exercise will ensure early warning for corrective action to be taken where appropriate. 8. Integrated Impact Assessment and Consultation Requirements 8.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, function or strategy and therefore no impact assessment is required. 8.2. There is also no requirement to undertake any consultation in terms of the information contained in the report. Lorraine O’Hagan Treasurer 17 January 2025 Previous References None List of Background Papers Financial ledger and budget monitoring results to 30 December 2024 Contact for Further Information If you would like to inspect the background papers or want further information, please contact: Graham Booth, Finance Manager (Strategy) Ext: 2699 (Tel: 01698 452699) E-mail: graham.booth@southlanarkshire.gov.uk 8
Page 9
Appendix A CLYDE VALLEY LEARNING AND DEVELOPMENT JOINT COMMITTEE Revenue Budget Monitoring Report Period Ended 30 December 2024 (No.10) Annual Budget Projected Outturn Projected Outturn Variance Over/ Under % Variance YTD Actual £000 £000 £000 £000 Budget Category Employee Costs 0 0 0 - n/a 0 Property Costs 0 0 0 - n/a 0 Supplies & Services 14 14 0 - 0.0% 0 Transport & Plant 0 0 0 - n/a 0 Administration Costs 84 84 0 - 0.0% 76 Payments to Other Bodies 2 2 0 - 0.0% 0 Payments to Contractors 0 0 0 - n/a 0 Transfer Payments 0 0 0 - n/a 0 Financing Charges 0 0 0 - n/a 0 Total Controllable Exp. 100 100 0 - 0.0% 76 Total Controllable Inc. (100) (100) 0 - 0.0% (76) Net Controllable Exp. 0 0 0 - 0.0% 0 9
Page 10
10
Page 11
Report Agenda Item Report to: Clyde Valley Learning and Development Joint Committee Date of Meeting: 10 February 2025 Report by: Project Manager, Clyde Valley Learning and Development Group Subject: Membership and Funding for the Clyde Valley Learning and Development Project for 2025/2026 1. Purpose of Report 1.1. The purpose of the report is to:- update the Joint Committee on the membership and funding for the Clyde Valley Learning and Development Project for the financial year 2025/2026 2. Recommendation(s) 2.1. The Joint Committee is asked to approve the following recommendation(s):- (1) that it be noted that the model of membership and funding remains viable as per the Joint Committee approval of 11 June 2018; (2) that the previously agreed categories and level of membership fees, as detailed at paragraph 3.3, be retained for 2025/2026; (3) that the minimum level of funding to allow the continuation of the Project for 2025/2026 remains at the previously agreed level of £59,000; (4) that it be noted that five Full Member Councils have confirmed their continued participation in the Project, which is the minimum number of Full Member Councils defined as viable within the Clyde Valley Learning and Development Project Minute of Agreement; (5) that it be noted that the current confirmed funding of £71,000, exceeds the recommended minimum level of funding by £12,000; and (6) that it be noted that at the time of writing Perth and Kinross Council has not yet confirmed its position on membership. 3. Background 3.1. At its meeting on 11 June 2018, the Joint Committee approved the creation of three categories of membership which were open to all of the current members of the Group (Full and Associate Members). 3.2. It was also agreed that a minimum of five Full Member Councils and a minimum level of funding of £59,000 per annum would be required to maintain the viability of the Project. 4 11
Page 12
3.3. The agreed tariff for the various categories of membership was set as follows:- Membership category Full Participating Procurement Banding (Employee Numbers) Band 1 (0 - 4,999) £5,000 £3,000 £1,250 Band 2 (5,000 - 9,999) £7,000 £4,000 £1,500 Band 3 (10,000+) £10,000 £6,000 £2,500 3.4. The membership categories and tariffs and the minimum of five Full Member Councils and funding of £59,000 per annum have since remained unchanged. 4. Current Position for 2025/2026 Funding and 2025/2026 Budget 4.1. The final position on membership and funding for 2025/2026 has not yet been concluded, with confirmation awaited from one council. 4.2. During the past year the Project’s operational groups, e.g. Social Care Group, e- Learning Group and CMI Group have continued to meet regularly, not least because of the increase in uptake and development of e-learning in its various forms, the need for collaboration on content and technical problem-solving, and the challenge of ensuring learning, such as Promoting Positive Behaviour, could be delivered in a safe and effective way. 4.3. Confirmation of membership for 2025/2026 has been received from five Full Member Councils and nine of the current Participating Member Councils. Details of the membership contributions and the Council that has yet to confirm its membership are contained within Appendix 1 of this paper. 4.4. The total confirmed income from membership, as of 28 January 2025 is £71,000. An update on the confirmed income from membership will be provided at the Joint Committee meeting on 10 February 2025. 4.5. The £71,000 will form the basis of the 2025/2026 budget, with £61,460 set aside for support and audit costs, and the remaining £9,540 being available for use by the Project Steering Group and Social Care Groups. 4.6. It will be a priority for the Project’s management groups to identify appropriate uses for the Project’s residual fund, which will support the ongoing work plans. 4.7. It should be noted that the proposed baseline fee for the 2024/2025 audit is £2,460. 5. Project Governance 5.1. The five current Full Member Councils will continue to represent the interests of the Clyde Valley Group and develop the strategic direction of the Project, subject to the terms of the Minute of Agreement. 5.2. The Joint Committee will continue to comprise Elected Members from each of the Full Member Councils. 5.3. Similarly, the Project Steering Group and the Social Care Group will have the same Councils represented as core members. 12
Page 13
6. Utilisation of Funds. 6.1. The spend of the Project’s funds is agreed jointly by the Project Steering Group and the Social Care Group following discussions with the Sub-Group members where appropriate. 6.2. This area is kept under review, and suggestions for future spend will be actively considered at the Project Steering Group and Social Care Group meetings as a matter of urgency. As per previous years, in 2025/2026 the fund available will depend on the final overall income from all levels of membership. 6.3. At the time of writing two projects have emerged which would seek to access portions of the project fund. These are:- the establishment of a website to support all aspects of the Promoting Positive Behaviour (PPB) programme promote and support the universal use of the Articulate e-learning authoring products across the Clyde Valley Member Councils 6.4 Any unspent element of the funding each year will be transferred to the Balance Sheet for use in future years. This balance will be reviewed annually as part of the review of membership and contributions. 7. Conclusions 7.1. There remains a real commitment from the membership of the Clyde Valley Group to sustain the work of the Clyde Valley Learning and Development Project and continue to realise the benefits of participation. 7.2. The renewed commitment to membership illustrates the high level of enthusiasm for participation in each element of the Project’s work, including the Steering Group, Social Care Group, e-Learning Group, Promoting Positive Behaviour (PPB) Governance Groups and the Chartered Management Institute (CMI) Management Group. 7.3. It is proposed that the current categories and level of membership fees be retained for the next financial year, as the Project is deemed viable based on confirmed income and balances carried forward. 8. Employee Implications 8.1. The continued support of the in-kind contributions of officers drawn from the Clyde Valley Member Councils remains crucial to the ongoing success of delivering the Project’s objectives. 8.2. Of equal importance is to ensure that officers attending and participating in each of the Groups’ activities are empowered to make management and strategic decisions on behalf of their respective organisations and that appropriate officers are nominated from each council to fulfil this requirement. 9. Financial Implications 9.1. For the financial year 2025/2026, funding of £71,000 has been confirmed to date, compared to the £59,000 minimum level previously agreed to maintain the viability of the Project. The figure of £59,000 does not include any expenditure required by the Project and its Sub-Groups. 13
Page 14
9.2. The proposed baseline audit fee for the 2024/2025 audit will be £2,460. This will be met by Project funds. 9.3. One Council has yet to convey its decision regarding membership for 2025/2026. The potential increase to the income secured will be an additional £4,000 should this current Member retain membership for 2025/2026. 9.4. There are no guarantees that this level of funding will be maintained year on year. It is, therefore, essential that the Joint Committee agrees an acceptable minimum level of funding before proceeding each year. 10. Climate Change, Sustainability and Environmental Implications 10.1. There are no climate change, sustainability, or environmental implications within this report. 11. Other Implications 11.1. The risk to the Project in future years will be that the minimum number of Full Members or the minimum level of funding cannot be achieved. 11.2. In light of budgetary pressures facing all councils including South Lanarkshire, it must be considered a potential risk to the Project if South Lanarkshire Council should opt to withdraw from its position as lead authority. 11.3. In either of these circumstances, it may not be viable to continue with the Project in its current form and structure. 11.4. The Joint Committee is asked to note that the terms of the Minute of Agreement require Member Councils to provide six months notice of their intention to withdraw from the Clyde Valley Learning and Development Project. 12. Integrated Impact Assessment and Consultation Arrangements 12.1. This report does not introduce a new policy, function or strategy or recommend a change to an existing policy, function, or strategy and, therefore, no impact assessment is required. 12.2. Consultation has been undertaken with all existing members of the Project. Gerry Farrell Project Manager Clyde Valley Learning and Development Group 28 January 2025 Previous References 11 June 2018 - Update on the Future and Funding for the Clyde Valley Learning and Development Project for 2018/2019 12 February 2024 – Membership and Funding for the Clyde Valley Learning and Development Project for 2024/2025 List of Background Papers Clyde Valley EGF Training Bid NBSS Clyde Valley Consortium Submission November 2006 NBSS Clyde Valley Consortium – Secondary Paper December 2006 14
Page 15
Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Gerry Farrell, Project Manager, Clyde Valley Learning and Development Group Tel: 07795 454576 E-mail: gerry.farrell@southlanarkshire.gov.uk 15
Page 16
Appendix 1 Membership Contributions 2025/2026 Table 1: Confirmed Contributions as of 28 January 2025 Council Previous Membership Status New Membership Status Contribution East Renfrewshire Full Full £5,000 Glasgow City Full Full £10,000 Inverclyde Full Full £5,000 North Lanarkshire Full Full £10,000 South Lanarkshire Full Full £10,000 Angus Participating Participating £3,000 Clackmannanshire Participating Participating £3,000 Dundee Participating Participating £4,000 East Dunbartonshire Participating Participating £3,000 Falkirk Participating Participating £4,000 Orkney Participating Participating £3,000 Renfrewshire Participating Participating £4,000 Scottish Borders Participating Participating £3,000 West Dunbartonshire Participating Participating £4,000 Total £71,000 Table 2: Councils Yet to Confirm Membership/Contributions as of 28 January 2025 Council Previous Membership Status New Membership Status Potential Contribution Perth and Kinross Participating Participating £4,000 Total £4,000 16
Page 17
102 West Port Edinburgh EH3 9DN 8 Nelson Mandela Place Glasgow G2 1BT The Green House Beechwood Business Park North Inverness IV2 3BL T: 0131 625 1500 E: info@audit-scotland.gov.uk www.audit-scotland.gov.uk Clyde Valley Learning and Development Joint Committee 31 January 2025 Update on the 2024/25 audit of Clyde Valley Learning and Development Joint Committee 1. The purpose of this letter is to provide members with an update on the 2024/25 audit of Clyde Valley Learning and Development Joint Committee (CVLDJC). 2. Our planning work on the 2024/25 audit of CVLDJC is at an early stage. Therefore, we are not able to present our Annual Audit Plan at the CVLDJC meeting on 10 February 2025. We have included this Audit Strategy Letter to update members on progress and highlight key audit matters. Following the conclusion of our audit planning procedures, we will issue a copy of the Annual Audit Plan to officers and members of the CVLDJC by 31 March 2025. Risks 3. Our preliminary planning work has identified the following significant risk which is presumed to be a significant risk in any audit and requires specific audit considerations. • Risk of material misstatement due to management override of controls: International Standard on Auditing 240 (ISA 240) require that audits are planned to consider the risk of material misstatement in the financial statements caused by fraud. This includes the risk of fraud due to the management override of controls to change the position disclosed in the financial statements. 4. Our Annual Audit Plan will include any further risks identified from our planning work and outline our response to all identified risks. Audit Fee 5. The proposed baseline audit fee for the 2024/25 audit is £2,460 (2023/24: £2,410). 6. In setting the fee for 2024/25 we have assumed that the CVLDJC has effective governance arrangements and will prepare comprehensive and accurate accounts for audit in line with the agreed timetable for the audit. The audit fee assumes there will be no major change in respect of the scope of the audit during the year and where our audit cannot proceed as planned, a supplementary fee may be levied. Audit Timetable 7. We are working towards issuing the independent auditor’s report and Annual Audit Report by the statutory deadline of 30 September 2025. However, we acknowledge this may not be achievable due to ongoing pressures. We will maintain a pragmatic and flexible approach to the audit and will continue to have discussions with management and the Convener of the CVLDJC 5 17
Page 18
around the progress of our work and any changes that may be required to the target dates outlined in Exhibit 1. Exhibit 1 Audit outputs Audit Output Target date Joint Committee date Annual Audit Plan 31 March 2025 To be circulated to members by 31 March 2025 and presented at meeting of CVLDJC on 09 June 2025 Independent Auditor's Report 30 September 2025 08 September 2024 Annual Audit Report 30 September 2025 08 September 2024 Source: Audit Scotland Independence and Objectivity 8. Auditors appointed by the Accounts Commission or Auditor General must comply with the Code of Audit Practice and relevant supporting guidance. When auditing the financial statements, auditors must also comply with professional standards issued by the Financial Reporting Council and those of the professional accountancy bodies. These standards impose stringent rules to ensure the independence and objectivity of auditors. Audit Scotland has robust arrangements in place to ensure compliance with these standards including an annual “fit and proper” declaration for all members of staff. The arrangements are overseen by the Executive Director of Innovation and Quality who serves as Audit Scotland’s Ethics Partner. 9. The engagement lead (i.e. appointed auditor) for the CVLDJC is Pauline Murray, Senior Audit Manager. Auditing and ethical standards require the engagement lead to communicate any relationships that may affect the independence and objectivity of audit staff. We are not aware of any such relationships pertaining to the audit of CVLDJC. Pauline Murray Senior Audit Manager Audit Scotland 102 West Port Edinburgh EH3 9DN 18
Page 19
Report Agenda Item Report to: Clyde Valley Learning and Development Joint Committee Date of Meeting: 10 February 2025 Report by: Project Manager, Clyde Valley Learning and Development Group Subject: Clyde Valley Learning and Development Project – Progress and Outputs from the e-Learning Group 1. Purpose of Report 1.1. The purpose of the report is to:- [purpose] provide the Joint Committee with a summary and overview of the output and outcomes achieved by the e-Learning Group over the past year [1purpose] 2. Recommendation(s) 2.1. The Joint Committee is asked to approve the following recommendation(s):- [recs] (1) that it be noted that the e-Learning Group continues to function effectively with outputs based on both development for the members and for improving the delivery of online learning; (2) that it be noted that e-Learning Group members from five different councils and two external organisations have delivered a programme of skills development and best practice sharing. These have contributed to capacity building in the field of e-Learning development for the Group; and (3) that it be noted that the e-Learning Group has produced two practical working documents to support and improve the delivery of Mandatory Training and reduce the impact of Digital Exclusion and are now working on the implementation of these recommendations across the Clyde Valley Member Councils. [1recs] 3. Background 3.1. The Clyde Valley Learning and Development Group (CVLDG) e-Learning Group is one of the longest established and most productive networks within the Clyde Valley Group. It meets regularly on a six-weekly cycle via MS Teams. Meetings are hosted online and are consistently attended by between 15 and18 members. 3.2. The purpose of the e-Learning Group is to:- provide a forum for shared learning and skills development share content development techniques and courses minimise and resolve common problems relating to online learning explore and develop best practice provide guidance and plans to improve e-learning delivery for all 6 19
Page 20
4. Outputs from Activities in 2024/2025 4.1. Based on common priorities for e-Learning Group members, the workplan for this year has focused on the following key activities:- skills development and sharing knowledge of products, techniques and e- learning strategies completion of a guide to managing mandatory online training within each council producing a paper and resources to identify and address the issues associated with engaging with hard-to-reach groups of employees and the digitally excluded 4.2. Group Presentations 4.2.1. The presentations to the e-Learning Group were delivered by a combination of Group members and external providers, which ensures a broad range of topics are covered. The subjects covered over the year were:- Chat GPT (Artificial Intelligence tool) for producing e-learning content and generating images - Falkirk Council LMS Demonstration (Learning Pool) - North Lanarkshire Council and Angus Council LMS Demonstration (Moodle) - East Dunbartonshire Council and Renfrewshire Council Planned Improvements on Current LMS platform (Tessello) - Capita Improvements to content authoring software (Articulate and Vyond) - Omniplex 4.2.2. As per previous years, each presentation was well received and appreciated by Group members. The topics chosen have provided many new ideas and informed future decisions in several areas such as LMS procurement, authoring software and content development. 4.3. Mandatory Training 4.3.1. The short-life sub-group working on this topic identified that there was no “silver bullet” solution to address this topic. Instead, a combination of strategies would be necessary to effectively manage this requirement. It was also recognised that there was already a wealth of knowledge and experience across the Clyde Valley Councils which could be shared. 4.3.2. Moreover, it was recognised that a more practical way of improving the way mandatory learning was managed might be to produce a guidance document which would offer a combination of tried and tested approaches and additional suggestions to consider. 4.3.3. For these reasons the sub-group opted to publish a new document entitled “Mandatory Training – a Guide for Local Authorities”. In taking this approach the intention was to provide a menu of tactics and strategies which, when combined, may improve the uptake and management of mandatory training and online learning. 4.3.4. Principal findings and recommendations:- the responsible governance group should take a strategic overview of all current and proposed mandatory training activity the group should have a clear understanding of the number of courses being categorised as mandatory and for which audience 20
Page 21
a clear guideline should be agreed for the criteria for designating courses as mandatory, and this should be shared with stakeholders at all levels the decision-making process should consider the tensions between addressing the hierarchy of strategic, statutory and specialist priorities the outputs from this decision-making process should be a published list of mandatory training, timescale and frequency of completion and guidance as to allocation of time and resources to deliver the training both the decision-making process and the list of mandatory courses should be presented to the Executive Team for approval and to establish commitment to the process it should be an established principle of governance that without exception, no additional training can be identified as mandatory without going through due process ad hoc and arbitrary decisions arising from specific projects cannot be regarded as an exception and where necessary should be referred to the Executive Team 4.3.5. The full Guide document is included in appendix 1 of this report. 4.4. Hard to Reach Groups and Digital Exclusion 4.4.1. In a similar vein, the second short-life sub-group working on bringing online learning to hard-to-reach and digitally excluded groups of employees fully understood the complex and multifaceted nature of this issue. And from this it was recognised that a series of incremental improvements might offer the best chance of making a real impact in the longer term. 4.4.2. The group undertook the following activities with the aim of producing a discussion paper with recommendations for tackling the issue within our respective member councils. In broad terms this involved the following stages:- establishing a business case for why this matter needs to be addressed conducting research internally and externally on the experience of our councils and external organisations conduct online and desktop research on how other councils, private sector, government and third sector have addressed the topic and identify successes and best practice compile information on approaches that have been tried or are currently in place to address the problem identify the barriers of access and collate these under themes investigate means of overcoming these barriers either through sharing existing practice or developing innovative ideas gather information on UK legislation and accessibility standards compile a library of case studies and digital inclusion reports from within and outside the CVLDG where positive examples can guide the sub-groups’ recommendations produce a generic paper for internal use by the e-Learning Group members to seek senior management support and commitment to addressing the problem and introduce some of the approaches that have been successful elsewhere return to the business case for making progress with this issue 4.4.3. Led by Renfrewshire Council, a paper has now been produced for use by member councils. The paper, whilst academic in style, is designed to provide practical suggestions which can make a practical impact in extending the reach of member 21
Page 22
councils’ online learning offerings and in doing so ensuring that larger numbers of employees can access learning more easily. 4.4.4. Based on the research the paper highlights the barriers to accessing online learning which exist for many groups of employees. These are grouped thematically with suggestions for steps which might help to overcome these barriers. 4.4.5. The identified barriers include:- lack of access to a council device, the council network or the internet digital infrastructure challenges for geographically remote areas lack of active support and commitment to learning from some managers designing relevant and targeted learning for specific groups and job roles allowing adequate time to complete required learning seeking to improve motivation to learn online identifying and addressing accessibility issues for individuals and groups identifying gaps in and improving digital skills addressing literacy levels with specific reference to learners where English is an additional language 4.4.6. The paper concludes with suggestions for ways to overcome these barriers and recognises that to make a significant impact, all the relevant barriers need to be overcome. For this reason, the recommendations remain a dynamic work in progress with each council’s experiences and successes being added to the list over time to produce a more detailed source of strategies. 4.4.7. An additional digital resource has been produced in parallel with the formal paper. This resource can be used to explain the key messages in the paper for multiple audiences and can be presented online (via Renfrewshire Council’s YouTube channel) or via each council’s Learning Management System. (This will be available as a demonstration to the Joint Committee at the end of this meeting.) 4.4.8. Anecdotal evidence from councils within the group relates that action has already started through the implementation of action plans based on the recommendations within the paper. It is anticipated that this will continue to gather momentum across the Clyde Valley councils in the coming months. 4.4.9. This will remain an item on the e-Learning Group’s agenda over the coming months to ensure that the maximum impact can be achieved over time. 5. Conclusions 5.1. The development aspect of the Clyde Valley e-Learning Group remains a valued and valuable aspect of the regular meetings and has brought about real benefits in terms of research into procurement, good practice and learning new skills. 5.2. Both project areas undertaken by sub-groups drawn from the e-Learning Group have produced resources which are now being used as tools to tackle significant and complex issues which are common to all the Clyde Valley Member Councils. 5.3. The application of the recommendations will be an ongoing challenge for all Council’s, however, by integrating the recommendations of both groups into each Council’s Learning and Development strategy there is great potential to make a significant impact in improving the learning experiences of all council employees. 22
Page 23
6. Employee Implications 6.1. The work of the e-Learning Group is dependent on the continued active participation of its members. It is recognised that this often involves additional commitments of time alongside day-to-day tasks. Achieving meaningful outcomes is therefore a function of each member council’s commitment to the Project. 7. Financial Implications 7.1. None 8. Climate Change, Sustainability and Environmental Implications 8.1. Hosting meetings online continues to have a significant impact in reducing travelling for the member councils to attend meetings, especially for the many Participating Members from outside the Clyde Valley area. 8.2. Successfully addressing the issues of digital exclusion and delivering mandatory training to all staff groups through the use of technology reduces travelling, use of training rooms and the costs of delivering training for all member councils. 9. Other Implications 9.1. No specific risks have been identified beyond maintaining the commitment and application of members of the Group. 9.2. The sustainability of the programme is contingent on the continuation of the CVLDG and the ongoing commitment of its members. 10. Integrated Impact Assessment and Consultation Arrangements 10.1. Each Member Council should carry out appropriate impact assessments within their respective organisations prior to introducing any of the recommendations recommended by the paper and guidance referred to in this paper. 10.2. Consultation with all members of the e-Learning Group has been fundamental to identifying the critical issues to be addressed and sustaining commitment to the Project’s objectives and ideals. Gerry Farrell Project Manager, Clyde Valley Learning and Development Group 15 January 2025 Previous References Clyde Valley Learning and Development Project – Progress and Activity of the e-Learning Group – 12 February 2024 List of Background Papers None Contact for Further Information If you would like to inspect the background papers or want further information, please contact:- Gerry Farrell, Project Manager, Clyde Valley Learning and Development Group Tel: 07795 454576 E-mail: gerry.farrell@southlanarkshire.gov.uk 23
Page 24
24
Page 25
Page 26
6 25
Page 27
Mandatory training, often referred to as ‘essential’ training or compliance training, can be defined as a course, or programme of learning which an organisation considers to be of crucial importance to staff members. We know, because we have benchmarked our Clyde Valley Group members, that mandatory training is present in a significant portion (if not all) of local authorities in Scotland. Often this kind of training is targeted Council-wide; that is, aimed at all members of staff regardless of their role, grade, or even location in the organisation. Although, we know that such training might also be designated as mandatory for specific services, or even specific teams depending on the priorities of that particular area. Generally, where a programme of learning is defined as mandatory, this brings an expectation of completion, and accountability on managers to ensure that they are both acting as role-models for completion and ensuring that staff undertake what has been asked of them. Whilst that sounds easy in practice, often this can be one of the most difficult aspects of rolling out and monitoring mandatory training. Nevertheless, regardless of grade or role, mandatory training is designed to ensure that staff can undertake their roles in a safe, informed manner, and contribute to our organisation’s success. As such, mandatory training by its very nature can encompass a range of topics, often subject to review and change. This guide seeks to provide useful information for those tasked with implementing and monitoring mandatory training. It seeks to provide information on some of the most important matters to consider whilst doing so, and also some tips on improving uptake, and establishing accountability within your place of work. It is not designed to be comprehensive, but will provide, a starting point when implementing mandatory training in a way that suits your organisation, and most importantly, your staff colleagues. Often this kind of training is targeted Council-wide; that is, aimed at all members of staff regardless of their role, grade, or even location in the organisation. 26
Page 28
Training is often thought of as being something that increases your skills
and makes you better at your job. It is often desirable within a role, or
something an individual decides to take up of their own volitation or
interest. Mandatory training however, is slightly different, and is usually
classed as being essential training for a role (and in that regard,
something an employee must undertake).
The case for why mandatory is important hinges on the range of benefits it
can bring both for employees and organisations. For an organisation it can
help improve compliance with relevant laws, regulations and guidelines.
This in turn contributes to protecting the organisation and its employees,
reduces risk from legal action and avoids legal challenges which may
result in sanctions or fines.
For employees, mandatory training can improve their awareness and
compliance with organisational policies, procedures and required
standards. In other words, it helps employees understand the things they
really do need to know to work safely and in an informed manner within
their roles. More importantly however, it can assist with establishing a
culture of continuous improvement and learning, where employees see the
benefits of training.
27Page 29
Quite often, designating specific training as mandatory might be seen as a ‘quick win’ when implementing policies or procedures. That is, it is a relatively simple way of ensuring that staff are ‘trained’ and have the information they need to undertake their work in the correct manner. However (and as many Learning and Development (L&D) professionals will tell you) it is important to realise that applying a ‘mandatory training’ tagline to a policy or process will quite often set off a chain reaction of development, implementation, and evaluation, which if not managed or thought out can cause problems further down the line (or in some cases, as soon as the policy is agreed). As such, it is of real importance that organisations are able to seek agreement on minimum standards of training which will apply to all staff, seek buy in from those involved with policy or process development, and ensure that the programme of learning does not unintentionally increase, or spread with time (for example through policy approvals, executive decisions, or changes in organisational priorities). What follows are some tips about how to get the most from your mandatory training programme, and some examples of programmes already implemented from around the Clyde Valley Councils.
Page 30
28Page 31
Before implementing mandatory training, organisations must be able to
identify the core training and development needs of staff. When it comes
to mandatory training, this should be the minimum standard of training
expected of all staff, regardless of grade or role.
This can be achieved through a training needs analysis process, skills
matrix, or with reference to key policies and processes governing the way
staff will undertake their work. It will be different for every organisation,
but the key is that there is an evidenced process, which really seeks to
understand the needs of the organisation, and its staff.
Page 32
Page 33
Page 34
Page 35
29
Page 36
In summary, having buy-in for your mandatory training programme is
essential to its success. As such, establishing your mandatory training
programme requires more than just L&D professionals deciding on a set of
courses in isolation – it needs meaningful collaboration with relevant
stakeholders.
It is therefore crucial that you involve subject matter experts in the
development of your programme. This could include legal professionals,
Data Protection Officers, your HR Business Partners, or even your
executive team.
By getting feedback on your proposed programme of learning (at the
earliest stage) you will not only be able to establish the right content, the
right method of delivery, for the right people, but you will also be able to
build a sense of ownership and commitment to the programme with your
subject matter experts – something which will be crucial as you come to
evaluate and amend your programme further down the line.
When deciding your minimum standards, not all courses brought to the
table should form part of your programme of learning (if they did, your
learners would probably not be too pleased!).
Make sure that you review your proposed courses and rank them in terms
of critical compliance need (this could be things such as health and safety,
and data protection for example). This may also help with deciding how you
deliver courses (for example for PC and non-PC facing staff), and the
regularity in which they should be undertaken.
This is particularly important so that you can establish a properly governed
programme for years to come, and avoid short-sighted, or unevidenced
decisions on new courses to make mandatory further down the line.30Page 37
Your last consideration when creating your mandatory training programme
is to decide on how often learners will be asked to complete it. Many will
default to an annual cycle of mandatory training, but make sure to think
about the following before you to commit to that decision:
Once you have
considered those
questions, you will be in
a much better position to
decide on how often your
programme of training
will be completed.
Remember, this could be
annual, but could also be
bi-annual, or a three
yearly programme (so as
to reduce the burden on
staff). It may be your
decision, but it must
work for your
organisation and most
importantly, for your
staff.
What is currently in place – will your new
programme be a smooth transition, or a
step change for staff to undertake, and for
managers to govern?
How will all services manage the
programme – for example will Education
Services complete the programme during
in-service days, or as part of non-contact
time?
How will those in non-PC facing roles
complete training? Will you offer offline
alternatives, briefings, or face to face
training opportunities?
How will you manage those who are new to
the organisation – will they be asked to
complete training as part of their
induction?
How many courses are in your programme – is it reasonable to ask people
to complete them all in one go?
What do your policies say – do they outline suggested timescales,
compliance levels, and regularity for completing training?
31Page 38
€ A key consideration with mandatory training is to ensure that whatever courses you choose, your approach is suitable and easily accessible for all staff, no matter where they work or the role they undertake. Of particular concern are those staff who are non-PC facing, and as a result will usually have more challenges accessing online (e-learning) content than others in your organisation. As such, when agreeing your programme, always consider how you will meet the needs of these groups. Creation of offline Toolbox Talks briefing notes, and an appropriate system for recording who has received these and when; Face to face training content, delivered on demand where managers flag a particular concern or challenge with uptake of mandatory training; “Town hall” events for larger cohorts of staff, where you can cover a range of topics in one sitting; or Ensuring your learning (if online) is accessible across a range of devices both connected to your network, and external to it. Above all else, consultation is key. Ask the managers of staff who are not PC facing what would work for them and adjust your plans accordingly, avoiding a “one size fits all” solution. This might include: 32
Page 39
One of the challenges associated with managing, and delivering mandatory training is that the volume of training designated as mandatory can become overwhelming and potentially unmanageable. It is therefore recommended that a process is established to govern decisions relating to mandatory training, which is positioned at senior management level within your organisation. This section of our guide seeks to provide recommendations on how best to establish these governance arrangements. Either through existing senior management teams, learning and development boards or through the establishment of bespoke senior stakeholder groups, it is essential that you are able to establish where responsibility for mandatory training lies, and that you gain the authority of your Executive Team to make decisions as required.
Page 40
Page 41
33
Page 42
€ ‚ In addition to the above, the group with overall responsibility for mandatory training should communicate their recommendations to learning and development staff, managers and other stakeholders to ensure that the training is made available, delivered and target completion dates met. Lastly, a clear schedule should be established where reports on progress and completion will be provided on a realistic cycle (e.g. monthly or quarterly) covering each subject area, dates of completion, feedback on issues or problems, and queries regarding time conflicts over completion. Ideally, existing service management teams should have access to these reports for their own areas of responsibility and be encouraged to take an active role in ensuring successful completions take place within the designated timescale. 34
Page 43
The responsible governance group should take a strategic overview of all current and proposed mandatory training activity. the group should have a clear understanding of the number of courses being categorised as mandatory and for which audience. A clear guideline should be agreed for the criteria for designating courses as mandatory, and this should be shared with stakeholders at all levels. The decision-making process should consider the tensions between addressing the hierarchy of strategic, statutory and specialist priorities. The outputs from this decision-making process should be a published list of mandatory training, timescale and frequency of completion and guidance as to allocation of time and resources to deliver the training. Both the decision-making process and the list of mandatory courses should be presented to the Executive Team for approval and to establish commitment to the process. It should be an established principle of governance that without exception, no additional training can be identified as mandatory without going through due process. Similarly ad hoc and arbitrary decisions arising from specific projects cannot be regarded as an exception and should be referred to the Executive Team if required. What follows is a recommended governance structure for mandatory training: 1 2 3 4 5 6 7 8 35
Page 44
Establishing accountability for mandatory training is challenging but essential. As a starter, you should ensure that regular progress / completion reports are designed and distributed to provide data on learning activity across each organisation or service. These types of reports with visibility across services, can be useful for both line managers, and for use in other contexts such as internal audit, performance management, or as evidence for investigations. They also help to establish accountability for completion rates at all levels of your organisation. In addition to this proactive approach, it is also important to consider what can be put in place to follow up on non-completion results. In essence, doubling down on accountability for mandatory training in both a proactive, and reactive sense. It is therefore recommended that the group or staff responsible for mandatory training communicate with service managers the need to address shortfalls and contact directly the learners concerned. ƒ ‚ € This might be achieved by: Reminders posted on the learning management system (LMS); Global and direct e-mail or social media; Engaging directly with managers; Gaining support from trade unions; or Targeted learning campaigns focusing on the consequences of not completing as well as the reasons for completing. 36
Page 45
The most challenging governance question to be addressed is what action
should be taken to address non-completion of mandatory training.
By definition, your training programme has been deemed mandatory
because there may be negative or punitive consequences for the council or
for individuals if the training is not completed. This may range from
providing evidence of legislative compliance, the avoidance of litigation,
meeting insurance criteria or meeting statutory responsibilities of local
government.
We recommend that non completion should be addressed through
performance management measures at a local level and through reiteration
that attending mandatory training is an intrinsic aspect of each job role. In
extreme cases such as health and safety training, failure to complete such
mandatory training could result in disciplinary action, however this would
need to be clarified and agreed with your executive team.
‚
37Page 46
Mandatory training is designed to ensure that employees can undertake
their work in a safe and informed manner. As such, it is important that you
can quantify the value which your training has, both from evaluating your
approach (see later in this guide) and through ensuring proper uptake of
courses. Generally, you will achieve the latter through monitoring of uptake
across a specific period.
For ease of reporting, and
regularity, try to establish a
minimum three-month
reporting cycle. This
twelve-week period strikes a
balance between an adequate
initial period for completing
training, and establishes a
routine reporting cycle which
managers, and senior
managers can understand
(and which avoids the trap of
ad hoc, bespoke report
requests which can be time
consuming and
unmanageable). We would
also recommend that reports
are sent to senior leads to
establish accountability for
completion from the top down.
The frequency of how often you
should monitor mandatory training
reports and to whom they are
provided will likely vary to some
degree – be this across service
areas, or the organisation as a
whole. For example, you may find
a regular schedule of reporting will
work for corporate service areas,
whereas schools may need a
bespoke format which might fit
with the structure of in-service
days.
The frequency of reporting may
also be influenced by legal
requirements, and the
organisation's internal policies
(such as a Learning and
Development Policy). It is
therefore essential to establish
clear guidelines for reporting and
to track training effectiveness to
ensure that employees are
well-informed and compliant with
policy, regulations and legislation.
38Page 47
Are there any policies in place which establish a mandatory training reporting schedule? What areas of your organisation might need a more bespoke, or different approach? Have you talked to your area leads to find out their own requirements? Who will run your reports, how will they do this, and how resource-intensive will the process be? Who will you send your reports to in order to establish effective accountability for training? Evaluating the approach to mandatory training requires consideration of various factors, including the objectives of the training, the methods used, and the overall impact on individuals and organisations. The key to having staff engaged is communication. Staff should be informed that e-learning resources are being planned/launched and that completion of the training is expected of specific staff groups. Regular reports sent to managers should increase engagement at this level, if not, reports to a more senior level should include communications to be cascaded. Overall, a well-designed and well-implemented approach to mandatory training should contribute positively to employee development and organisational success. Continuous evaluation and refinement are essential to ensure that e-learning resources remain effective and relevant over time. As with many things, there is no “one size fits all” answer to how much time employees should have to complete mandatory training programmes. Remember, the goal is to strike a balance between providing staff with sufficient knowledge and skills while considering the practical constraints of reporting, and the specific needs of the organisation. Have a look at the questions below to help establish your own reporting schedule? 39
Page 48
„ For L&D teams across local authorities, mandatory training is and will continue to be a challenge to agree, administer, and evaluate. However, the organisational benefits which it can bring, should it be properly administered, continue to outweigh these concerns. Above all else, any approach taken to mandatory training should be reflective of the needs of not just your organisation, but of your staff members. This means finding and rolling out an approach which truly works for all – is social and engaging, accessible to all, and timely in how it is rolled out. From all of us at the Clyde Valley Group – good luck with your mandatory training journey. 40