Journal of Research & Scholarly Output 2006 - Grimsby Institute of ...

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are already showing real economic and quality benefits to the participating businesses. The CoVE has also been successful in driving new product development projects in the Humber region through the provision of training support in new-product development and utilisation of the dedicated new product development lower than the EU, USA and Japan in terms of operational effective efficiency. Key areas for improvement were identified as changeover times, downtime, output rates, wastes & skills shortages. These problems are of particular significance when the importance of food manufacturing to the local economy is considered. centre. Keywords: fish, manufacturing, training, improvement, software Employment within the ‘Manufacture of Food Products & Beverages’ sector constitutes 16.3% of employment in North East Lincolnshire, 5% in Hull and 5.8% in Skill gaps in modern fish manufacturing North Lincolnshire. There is a manufacturing cluster within the Humber region that In fish products manufacturing, the work force undertakes daily operations that have become increasingly complex. Fish products manufacturing is a labour intensive sector and is therefore heavily reliant on the effectiveness of its human resources to underpin business productivity. This weighted reliance on personnel creates a represents 8.2% of local employment or over 23 000 jobs. The relative size of the labour market also has a bearing, with food commonly identified as a key strategic sector for support through both the Humber Sub-Regional Economic Strategy and the Regional Development Agency’s Cluster Strategy. need for higher skilled operatives and technicians. The relative deficit of Level 3 (pre-degree) skills within the food sector points to the The competitiveness of the UK Food Manufacturing Industry is currently a major concern. An International Benchmarking Study (FDNTO, 1998) found that the UK food industry is on average nearly 10% need for training. There is a particular need for higher level craft and technical skills provision in order to underpin overall operational effectiveness and efficiency within the sector. The food sector, in We would like to acknowledge our partner institutes who are working with us on these projects. North Lindsey College are researching and implementing Business improvement skills programmes and Hull College are leading on Engineering Maintenance. Further the Learning and Skills Council have actively supported the project financially and operationally. Mick Lochran - Assistant Director of Applied Learning, Skills and Technology, North Lindsey College Brian Smith - Project Manager, North Lindsey College Graham Towse - Director of Learning (programmes), Hull College Dave Dyble - Work Based Learning Co-ordinator, Hull College Ruth Palmer - Learning and Skills Council, Humber Page 60 FOCUS
contrast to national projections, has shown growth as the sector consolidates. This growth has contributed to the tightening in the labour market and is now manifesting itself in terms of skill/labour shortages in the higher order jobs, thereby stimulating a demand. Moreover, for every job lost, a new higher order job is created as the sector moves to higher levels of mechanisation. These issues are not unique to the Humber region. Nationally, both policy makers and industrial spokespersons are raising concerns over the capacity of the sector and the need for better qualified entrants and more highly skilled operational staff in what is now one of the most competitive sectors in the country. The main areas of skills support requirements within the food manufacturing sector have been identified in several key reports. These include the national and regional Foresight Programmes (Food Manufacturing), the Food Faraday Initiative, the Yorkshire and Humber Skills Action Plan, the Regional Food Cluster Strategy, and finally local household surveys. The priority skills shortages/training needs which emerge from these reports include: • Production management skills • Project management skills • Business improvement skills • Engineering skills – specifically multi-skilling • Product development skills- including up-skilling chefs The Centre of Vocational Excellence in Food Manufacturing The UK Government has developed the “Centre of Vocational Excellence” (CoVE) strategy to drive improvement in up-skilling target sectors of the work-force at supervisory level to agreed national standards. CoVEs now exist in many different sectors of industry in the UK and are mostly physically situated in the geographical region where the client industry is based. The CoVE in Food Manufacturing was initiated in November 2002 in Grimsby in the Humber region. The CoVE was a joint initiative of three Humber-based education institutes - Grimsby College, North Lindsey College and Hull College. Staff members were recruited by the beginning of 2003 from these colleges. Each college provides suitably qualified trainers and assessors to provide expertise to the local companies involved in the project. The main target group for the Humber Food CoVE are the production workforce and junior management/line technicians involved in food processing operations within the Humber region. Many are line operatives in a production process typified by small batch production, subject to linechangeover issues and shift pattern production. Team leaders, mechanics/fitters and technicians are employed in each shift to maintain productivity. These individuals, who are charged with maintaining productivity, constitute the critical target group to up-skill, both in terms of those already employed in these roles and those FOCUS Page Page 61
Page 1 and 2:
Journal of research & scholarly out
Page 3 and 4: Editor’s Comments by the Director
Page 5 and 6: Contents The Collegiate and Transfe
Page 7 and 8: y a minority, their location in a d
Page 9 and 10: A number of colleges were also cent
Page 11 and 12: The reasons for this are historical
Page 13 and 14: contribution made, first, to the sh
Page 15 and 16: Except in relation to the franchisi
Page 17 and 18: education levels, higher education
Page 19 and 20: of the conclusions of an independen
Page 21 and 22: About the author Professor Gareth P
Page 23 and 24: values, educational background, sys
Page 25 and 26: whether our metaphors, stories and
Page 27 and 28: institutions and culture is circula
Page 29 and 30: and used material from literature a
Page 31 and 32: their understanding of issues with
Page 33 and 34: Tutors need to be prepared and be a
Page 35 and 36: Reference Papers Dimmock, C. (2004)
Page 37 and 38: WISHful Thinking? By Rob Cooling -
Page 39 and 40: the growing trends of contractorisa
Page 41 and 42: These mechanisms can range from the
Page 43 and 44: References: HSE (2005) Obstacles pr
Page 45 and 46: Critical Circuits and Textual Const
Page 47 and 48: ‘The thing’ exists as a negativ
Page 49 and 50: offered for interpretation, the ‘
Page 51 and 52: Notes 1. All subsequent unattribute
Page 53: Vocational Excellence in Seafood Pr
Page 57 and 58: ensuring that the approaches used b
Page 59 and 60: Software Tools Produce Plus is a Un
Page 61 and 62: Although some factories were happy
Page 63 and 64: Conclusions So far a target group o
Page 65 and 66: About the author Dr Mike Dillon has
Page 67 and 68: continues to persist within this co
Page 69 and 70: From the beginnings of Christianity
Page 71 and 72: While Hogarth resisted the increasi
Page 73 and 74: tragedy, he nevertheless single-han
Page 75 and 76: References Collins, Max Allen, Road
Page 77 and 78: Error Analysis and Interlanguage By
Page 79 and 80: way the learner has of testing his
Page 81 and 82: sentence has to be analyzed in erro
Page 83 and 84: tongue of the learner. The implicat
Page 85 and 86: of different mother tongues learnin
Page 87 and 88: Information for Contributors The pr
Page 89: Nuns Corner, Grimsby, North East Li
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