An Evaluation of the European Computer Driving Licence Essay

1. IntroductionThe inquiry project includes the complete lifespan of the work from the rule to the conclusion. I bear witness the reasons for conducting the investigate, how the social club macrocosm power turn a profit from the experience and how trainers whitethorn reflect and add to their toolbox of skills and intimacy. The project excessively librates the background to the European reckoner teara delegacy(a) manifest (ECDL) and how this came to AEGON UK operate, what role employment cultivation service had to play and what part of strategy ECDL was intentioned to meet.The main body of the project, the look itself, sets step forward to consider a pluck of questions linkd to the evaluation of ECDL at bottom a financial services setting which I believe is a valu able-bodied piece of question that is non presently widely available. The enquiry considers the practical implications of the work and the justifications for fol piteo employ the particular actio ns under taken.The conclusion hook shots the project in concert and provides says to the questions considered above. Does ECDL add value deep down the line of reasoning, disc exclusively o rattling learners acquired new-sprung(prenominal) skills, what of the present acquirement manners and how might these be intentional to suit the pauperisms of future learners?I persist my inquiry findings with the results of my data collection exercises together with statistics relating to ECDL including its recent recitation stunnedside of Europe. Finally, I present the detail of material handlingd whilst works on the project as Reference and Bibliography.2 RationaleAEGON UK work (UKS) is the pie-eyedd in(p) book offset or Third Party fluids (TPA) operation for AEGON UK ace of the foundings top ten financial services companies. As a TPA no new strain stick withs into the disposal and particularly in the present economic climate control of cost and expenses becomes par amount. It is not an everyplacestatement to consider that the continuing well being of the UKS invest in Lytham rests with its highly competitive nature. When one considers that the average cost of one round member in Lytham is 40,00 pa whilst the equivalent outlay at the AEGON UK Head Office in Edinburgh is al some double at 65,000 pa, financial evidence becomes clear particularly with close to 900 ply at the Lytham site. in that respect atomic effect 18 m whatsoever reasons for this divergence in cost, not all of which may be assumely influenced by the Comp both simply it is this difference which ashes signalize to the health of the AEGON UK go operation.It is against this background that the search into the European data edgeor Driving certify (ECDL) is set, one of the organisation finding maximum value for to each one pound of sp remainder. As Managing Director, David bow-wow, said at the 2002 Business Plan ready to provide, Through the professionalism, skil l and commitment of its supply AEGON UK service has a tombstone part to play in the ca workout and schooling of the UK operation.It is my responsibility, as instruct Manager for UKS, to provide encyclopedism opportunities, develop lag and upgrade their companionship and skills to meet the contends set by the Managing Director and the Board of AEGON UK. After all, a shortage of skills could threaten the livelihood of the operation. Fingold and Soskice (198922) who created the notion of a low skills/low quality equilibrium argued that the majority of enterprises catered by poorly accomplished coachs and workers raise low quality devouts and services. Their sen judgment of convictionnt was that Britain would not be able to obtain pace with changing economic conditions.A decade on and sedate the need for the training and growth of our supply in relation to the growth of our business remains. As David Blunkett, Secretary of State for Education Employment, sets out the challenge ahead for us all when speaking at the National teaching Awards ceremony in December 2000. The key message today is that in that respect is a real economic need for nation to upgrade skills passim life. We need to help everyone fulfil their authorization and respond to the changing earth economy. ( lot Management, Vol 6, No 25). The undertaking facing us in the UKS Training squad is to meet the Secretary of States challenge and drive the business forward at the said(prenominal) time whilst maintaining a tight find on expenditure.In the summer of 2001 our Union Representative introduced me to body of work Training Services and this union with a local education provider originally long bore fruit. A key strategic challenge for AEGON UK in 2002 was the go to sleepledgeability of a joint operate surroundings (COE) among its various UK trading operations the most visible aspect of the COE would be the launch of Microsoft Office 2000 in the various sites . Signifi fecestly, as AEGON UK Services previously usanced Microsoft at that place were no plans to create a formal training plan for the business, rather than relying our sensation of existing applications.The Manager, Dedicated Delivery, of Workplace Training Services (an arm of Preston College), Cyril drinking straw, offered the utilisation of the European Com stupefyer Driving Licence (ECDL) as part of our crimsont to the need for staff learning and development in Office 2000. The seven-module ECDL broadcast is based upon the Microsoft Office 2000 applications and include learning on our key workplace needs, Word, PowerPoint and stick out. Over 50 staff started the ECDL expertness in September 2001 and to-date everyplace 150 hand either achieved the award or atomic cast 18 operative towards it.Further developments of our work with the College keep been the provision of special learning and development for staff, in particular the provision of Learndirect facili ties and the healthy learning partnership that has coarsehanded between an employer, union and education institution. To documentation the development of this significant partnership Workplace Training Services offered AEGON UK Services deoxycytidine monophosphate free places on the ECDL programme in 2002.Although we carry seen a voluminous sum up of staff side by side(p) the ECDL programme, myself included, AEGON UK Services has never conducted every formal evaluation of the learning programme. Whilst I get learned new skills and am able to rile more difficult applications, has the Company benefited from the ECDL partnership, take the staff developed new skills and how might the programme best be carried forward? This is the rationale for the bygoneime seek which is designed for the benefit, primarily, of the Company exactly in any effect for the staff, College and as a valid piece of interrogation.3. BackgroundCongratulations Sara Lundstedt But why is this the Swedish environsal co-ordinator so significant to the history of the European Computer Driving Licence (ECDL). Well, Sara became the one gazillionth student to complete the programme, as describe in the June 2001 edition of IT Training (P7).What is ECDL and where did it come from? In 1994 the concept originated in Finland where the Finnish Information Process Association introduced the Computer Driving Licence. in brief after, the Council of European Professional Informatics Societies (CEPIS) established the User Skills Task impel in 1995. The Task Force, supported by funding from the European Com rush, was to examine how to raise IT skill levels in European industry.The Task Force place the potential of the Finnish Licence and investigated the feasibility of adopting it and making it into a force for the whole of Europe. CEPIS actively encourages IT literacy and promotes meetance of professional standards for ICT professionals throughout Europe. Pilot tests were carried out during 1995 and early 1996 resulting in the launch of the European Computer Driving Licence (ECDL) in August 1996, initially in Sweden and then throughout Europe.The ECDL metrical unit was formed in 1997 to administer the ECDL programme on a not-for-profit nucleotide and to promote, develop and certify data processor skills and IT k straightwayledge. According to its official website, the business of the ECDL unveiling is To disseminate, promote and evolve ECDL as a globally accepted IT skills franchise programme that prep bes all people for participation in the Information Society. On the surface, this has been palmy in 1999 the International Computer Driving Licence (ICDL) was created as the standard qualification for non-European countries.The syllabus is identical to that of ECDL and was initially taken up by Australia, Canada, South Africa and Zimbabwe. Since then, more countries have joined the ICDL programme, ranging from Greece in 2000 to most recently, Malaysia. Acco rding to The Electric Paper Company Limited (http//www.electricpaper.ie/products/ecdl.asp) to-date, oer 1.75 million people atomic number 18 registered on an ECDL/ICDL programme. This number is growing daily. in that respect argon tens of thousands of accredited test centres worldwide enabling people to take their tests an turn over certificates.So, seven module appears to be works as students be assessed against the future(a) competencies basic concepts of IT, victimization a computer and managing files, word processing, spreadsheets, databases, presentation and discipline and communication. The ECDL Foundation efflorescences out that the programme is now utilise in over 60 countries and IT Training pro filled in its October 2002 edition that the number of students enrolled transcend the half-million mark. The British Computer Society (BCS) in like manner reports that it is issuing 1,000 ECDL certificates every day. adept of the first organisations in the public sector to move towards qualifying the computer skills of its staff is the NHS which recognised the increase role that computer skills had to play in the public health sector. The significance of the ECDL decisiveness is reflected in the slur that it was announced by Health Secretary, Lord Hunt. He said, unseasoned technology investments to support staff to plan, deliver and review health fretfulness leave behind not be self-made un little more priority is dropn to ensuring that all staff have a basic level of IT skills.There is a gigantic deal of published support for the ECDL programme and I have included highlights from dickens triumphful ventures. The Ho example of Commons became the first Parliament in the world to offer staff training in IT skills, aimed at MPs assistants and constituency workers. Dr. Matthew Donaghy, Industry and Parliament Trust ADAPT Project Manager, said, Our objective, and so an important part of securing funding for the project, was to increase the em ployability of staff outside the parliamentary sector. ECDL gives staff an extra qualification showing their competence with IT in the office, but also discontinues flexibility in training for the qualification so that it does not interfere with major projects they may be working on. Donaghy continued, An extra benefit of the course has been the increased level of squadwork between MPs assistants. provide atomic number 18 increasingly sharing tips on office practices, which volition pie-eyed a more professional MPs service all round.The lodge of England is also enabling its staff to take the ECDL programme via individual(prenominal) or on-line training. Bank Deputy Governor, Mervyn King, who has successfully completed the qualification said, across the Bank, the ECDL will enable people to achieve a wide range of essential skills in IT, on which they can build in the future. I am convinced that it is an ideal way for my colleagues to improve and consolidate their knowledge, to build confidence and to improve both productivity and decision making.ECDL appears hence to have electropositive support, endorsed by Peter Bayley, Director of ECDL at the British Computer Society, who confirms that, Since the UK launch in that respect has been a growing demand for discipline well-nigh ECDL wontrs from both the Further Education and Corporate sectors in piece to stride profiles, motivation, satisfaction and in all probability interest in our newly launched ECDL Advanced qualification. apart(predicate) from a gratifying 95 per cent satisfaction rating, almost dickens thirds of those polled chose ECDL because of its broad recognition as a computer skills qualification. In addition, 97% said they would recommend ECDL to family, friends and colleagues and 87% were interested in an ECDL Advanced qualification. contempt the fact that in that respect is a expectant deal of published evidential support for ECDL, thither remains little evidence within AEGON UK Services that the programme has been and remains successful. To date, we have tended to take the view that people pass, therefore it works But does it? As Reay (199423) points out, evaluation can enable you to do better in the future. This is not to say that youve been failing in the past but total trainers realize there is always room for improvement.It is against this background, of a developing IT floriculture within Europe and latterly the rest of the world, that the look for with AEGON UK Services is set. Will the experiences outlined above be matched within the Company?4. searchMost people associate the word question with activities which atomic number 18 substantially removed from day-to-day life and which be pursued by outstandingly gifted persons with an unusual level of commitment, suggested Howard and Sharp (19836). However, Denscombe (19981) takes an p touch onence come up when splaying his piece of work some 15 age later, Social inquiry is no longer the concern of the pocket- coat elite of professionals and full-time researchers. It has become the concern of a far great number of people who atomic number 18 faced with the prospect of undertaking small-scale research projects as part of an academic course or their professional development. In my case, the piece of research was to be carried out over a 3 month period by the Training Manager of a large organisation with very ordinary skills and an extremely heavy workloadPayton (19794) set research as the process of looking for a particular(prenominal) answer in an organised objective reliable way and it is this search for answers that has dictated me to tackle the challenge of evaluating the European Computer Driving Licence (ECDL) in AEGON UK Services. Considering what questions to ask, B overleap suggests (199324/25), may prove a significant challenge in itself, The most difficult part of starting a research project is often that of identifying the best question to ask, o ne that is meaningful, whose answer contributes to the discipline, and whose resulting research can be carried out within the resources available. When considering the questions to answer from the piece of research I was conscious of two things set d receive by Managing Director, David Barker a) what would add value to the business livelihood AEGON UK Services as a key part of the AEGON UK operation and b) provide learning opportunities to develop staff and upgrade their knowledge and skills? These factors contributed directly to my questionsHow has ECDL added value in AEGON UK Services?How have the learners acquired new skills to help them do their stocks?Has the method of learning for ECDL proved efficacious?What is the most effective way for any supercharge learners to acquire the knowledge and skills obligatory to achieve ECDL?Blaxter et al (199758) identify 2 different methods for blueprint and doing a research project, their research families of soft and denary methods .To Burns (20003), the numeric attack is viewed as scientific and in his opinion, has been the conventional approach to research in all atomic number 18as of investigation. The methods and purposes of scientific inquiry have been moulded by uncounted generations of scientists Burns (20009) outlines the strength of the valued approach as being its preciseness and control, together with a deductive approach and the use of quantitative data (which) permits statistical analysis.Denscombe (1998177) supports Burns standpoint by adding that, The use of quantitative data in social research has its attractions. For one thing, it carries with it an aura of scientific respectability. Because it uses numbers and can present findings in the form of graphs and tables, it conveys a consciousness of solid, objective research. However, an alternative view also exists and caution is stressed by Silverman (20006) when pointing out that the hard data on social structures which quantitative rese archers claim to provide can turn out to be a mirage. circumspection was essential for me when considering the effect of ECDL upon an individuals ability to do their job more effectively, as Cicourel (1964) points to defects with quantitative research, it may be useful but it also may conceal as well as sack up kn decl atomic number 18 social processes.On the opposite hand, soft research is an umbrella circumstance that covers a pastiche of styles of social research, drawing on a variety of disciplines. Tesch (1990) identified 26 distinct kinds of social research which can declination under the term qualitative and no doubt, in time, that list will grow. However, Denscombe (1998207) does see some common elements which begin to give some sense, as he sees it, to qualitative research, a concern with meanings and the way people represent things and a concern with patterns of behaviour.Cohen and Mannion (19988) go a stage raise and view qualitative research as a search for fel low feeling in which the principal concern is with the way in which the individual creates, modifies and interprets the world in which he or she finds himself or herself. seekers who adopted this qualitative approach, reactive to individual perceptions, were felt up by bell (19997) to seek insights rather than statistical analysis.A positive aspect of qualitative research, according to Miles and Huberman (198410), is that they focalisation on course occurring, ordinary events in natural settings, so that we have a strong handle on what real life is like. The approach to this research project was on a qualitative can and whilst there is a range of dis avails to this method, including, as identified by Anderson (1990) the ability to collect a large number of replies, allow for easy collation and cheap and quick available, Anderson did identify advantages with a qualitative approach. Significantly, when gathering data and information Anderson held that a qualitative approach enables the researcher to in truth understand another(prenominal) person, and qualitative research tends to digest on learners, central to the research project, and their views of the world. My own research project mirrors a number of Andersons findings condenseing on the learners and managers and their views, attitudes and feelings is key to my work and as such(prenominal) does not lend itself naturally to a quantitative or scientific basis.However, in Denscombes opinion (1998 173), the two approaches argon not mutually exclusive, the distinction between the two is over-simplified and relates to the discussion of the data. As Strauss (1987 2) argues, the genuinely useful distinction is in how data be treated analytically. Denscombes (1998173) view then is that a distinction between qualitative and quantitative research is far from watertight.To some extent, the research design depends on what Barnes (1992114) highlights as either a deductive or inductive approach to the pro ject, with action research a key method of the latter. Barnes takes the view that when development action research, the outcomesare generally increased knowledge, understanding and change practice. The implication from this is that action research has a relevance for what I will be undertaking and indeed Blaxter et al (199764) confirm this by pointing out that it is well suited to the needs of people conducting research in their own workplaces, and who have a focus on improving aspects of their own and their colleagues practices.Cohen and Mannion (1998186) also focus their thoughts on this work-related aspect of action research by suggesting that it is situational it is interested with diagnosing a problem in a specific consideration and attempting to solve it in that context. Although action research as a basis suits the needs of my project as shown above, there are a number of criticisms about the method, often reflecting Cohen and Mannions (1998193) comments that it is not sc ientific, its sample is restricted and unrepresentativeits findings are restricted to the environment in which the research is carried out. I accept the above but am satisfied that although my findings may be restricted to the environment, they are after all intended for use exclusively within AEGON UK Services, any wider usage will be a bonus.Research data was accumulated by the use of questionnaires completed by learners, discourses with elderberry bush managers and Preston College staff, and focus conferences conducted with groups of learners. This common multi-method approach is referred to as triangulation, as originally identified by the works of Elliott and Adelman (1976), and has been defined in Open University course 811 landing field Guide (198854) as cross-checking the existence of certain phenomena and the veracity of individual accounts by gathering data from a number of informants and a number of sources and afterwards comparing and contrasting one account with another in order to produce as full and balanced a study as possible.The use of triangulation goes some way to meeting the need for this piece of research to be both reliable and valid. Bryman (198955) outlines reliability as something which refers to the consistency of a measure. Blaxter et al (1997200) summarise the issue of reliability in childly price as considering whether you have carried it out in such a way that, if another researcher were to look into the alike(p) questions in the same setting, they would come up with essentially the same results . Validity is identified in a similar tone by the same authors, to do with whether your methods, approaches and techniques actually relate to, or measure, the issues you have been exploring. Triangulation is particularly important to me because it increases the strength and validity of my work.The use of questionnaires is outlined by Denscombe (199888) who suggests that they are at their most productive when utilise with large numbers, straightforward information required, the social climate is open, standardised, time allows for delays, resources allow for the costs and when the responders can be expected to be able to read and understand the questions. However, my own piece of research is much smaller with less in the sample, straightforward questions on information that is current, all of which adds to the simplicity of this process.However, there is a range of issues when using questionnaires with Bell (199975) suggesting that It is harder to produce a really good questionnaire than might be imagined. McKernan (2000125) endorses that view and warns that amongst the disadvantages are the amount of time taken compiling successful questions and low resolution rate. Nevertheless, the use of questionnaires provides direct vex to the learners and adds balance to the interviews with my colleagues and members of Workplace Training Services. addicted that my questionnaire is straightforward with simple que stions I am satisfied that this is a particularly useful method of gathering my research data. Further weight is given to this argument by Burns (2000581) who supports me by adding such strengths as cost, each respondent receives same set of questions, errors in collation of responses reduced, respondents free to reply at own pace/time, fear and embarrassment avoided, may guarantee sure-footediality. Burns also highlights a number of potential concerns with the use of questionnaires including a poor response rate when compared to interviews, the potential for bias referable to poor returns and badly brisk questionnaires. I acknowledge Burns concerns and test my questionnaire on a small pilot group of learners, drawn at random, to assess its ease of use 2 questions are reworded to reflect the comments of this group.Given the small number of staff to have completed the ECDL programme I issue the questionnaire to all 45 which also supports the validity of my research and reduces the potential for any bias due to the choice of my sample. I am conscious that, as Cohen et al (2000245) put it, the questionnaire will always be an intrusion into the life of the respondent, be it in terms of time taken to complete the questionnaireor the possible infringement of privacy. As a result of this, great care is taken over the questions be, the amount of content and the manner in which this is issued to learners.To keep the questionnaire simple I want to largely use closed questions and this method is supported by Wilson and McLean (199421) who confirm that these are simple to completeand do not withdraw unduly on the basis of how articulate the respondents are. However, to ensure that peoples views are gathered I aim to allow respondents a small stratum of space for their own thoughts to be considered which mirrors the views of Oppenheim (1992115) when considering the use of closed questions they do not enable respondents to add any remarks, qualifications and explanati ons to the categories, and there is a risk that the categories might not be exhaustive and that there might be bias in them. A blank questionnaire is included as Appendix B.It is the need to gather personal views and opinions that prompts me to include interviews with senior managers, and focus groups amongst learners. As Denscombe (1998) points out, questionnaires are at their best with large numbers I am dealing with 6 senior managers and am mindful that the culture of my own organisation is such that as Training Manager it is politic for me to see the senior managers rather than issue them with a questionnaire. As McKernan (2000128) claims, Interviewing is a social survey skill which can be taught. I am satisfied that my role in designing and delivering Interviewing Skills training courses for 5 long time to the same group of managers enables me to carry out this processThere are a number of identified advantages in using interview techniques for gathering my research data and th ese include, Burns (2000582/3) who is an exponent of its flexibility, the interviewer has the find oneself to observe the vitrine and the total situation in which they are responding which according to Burns should produce higher response rates and if properly conducted should yield response rates of at least 80-85%. Cohen et al (2000268) provides further thoughts and considerations on interviews, when outlining the need for assertion to exist, suggesting that there should be a relationship between the interviewer and interviewee that transcended the research, that promoted a flummox of friendship, a feeling of togetherness and joint pursuit of a common mission rising above personal egos. Once again, my relationship with the senior managers is such that I am confident that I have this level of verify in place already to enable a smooth process to occur. In addition, greater credibility is given to me conducting these interviews, as Kane (199768) asserts, the closer the intervi ewer is to the respondent in class, sex, age and interests, the greater chance the interviewer has of being successful.When considering the strengths and weaknesses of different types of interviews I endorse the comments of Patton (1980206) who sets out the interview guide approach, which mirrors my requirements. The topic and issues to be covered are specified in advance, thus the outline increases the pretension of the data and makes data collection somewhat systematic for each respondent. I recognise that there is a risk of omitting important or large points and that I must pay particular attention to maintaining focus on the key issues, in this case whether the managers consider that the ECDL programme has benefited the business.Consideration heretofore must be given to the school of thought that exists regarding problems with the interview as a method for gathering my research data. Mason (199742) suggests that good qualitative interviewing is hard, creative work. It is a mu ch more complex and exhausting task to plan and carry out than, for example, to develop and use a integrated questionnaire for asking a set of predetermined questions. Tuckman (1972) set out a number of problems with the interview as a technique for gathering data, including the fact that a competent interviewer is required (which may involve payment), a hold in number of respondents can be reached and the reliability is quite limited. Whilst acknowledging these concerns, as I have set out my competency earlier, I require interviews with a controlled group of 6 individuals completely and have a great degree of confidence in the reliability of my data. not to mention that this interviewer requires no additional payment for the work.My final information gathering technique is the focus group which Kreuger (198827) highlights as typically having 5 characteristics, a) people who, b) posses certain characteristics, c) provide data, d) of a qualitative nature, e) in a focussed discussi on. Cohen et al (2000288) support my use of the focus group by suggesting that they might be useful to dissever with more traditional forms of interviewing, questionnaires, observation etc. Although observation is not necessary or appropriate for my research, Cohen et al do concur with my use of the interview and questionnaire.According to the December 2002 issue of Croners A-Z Briefing (12/022), the main advantage of a focus group lies in its ability to collect inhering judgments where several, individual, judgments are better than just one. By using a focus group the researcher can see how and why individual judgments are supported . This aspect of the focus group is particularly useful to me as it enables a group of learners to come together and share their experiences of the ECDL programme including highs and lows. It allows me the fortune to facilitate discussion on the optimum way forward for AEGON UK Services and for future learners. Croner goes on to add that, they perfor m a useful tend when evaluating various aspects of training and development, particularly when qualitative measurements are required and where it is deemed necessary to ascertain any unexpected outcomes or applications which have arisen as a result of such provision. Morgan (198843) cautions on the size of focus groups, suggesting between quatern and twelve whilst Croner takes a similar stance, between 6 and 12 two of the above agree on the need for careful consideration with sampling, in this case with the focus group, as Croner puts it (P3), all those involved do need to be representative of the total population under consideration. I have already decided to use all of my Award-holders as I have 3 months in which to carry out the research and have a small group, as Bell (199983) suggests, The number of subjects in your investigation will necessarily depend on the amount of time you have. However, the question of the size of the sample and how it is selected is an issue.Cohen and Mannion (199887) put forward a range of sampling tools including hazard and non- fortune, random and stratified samples whilst Bryman (1989107) argues the case for a representative sample using a type of probability sample. To ensure that each of my ECDL Award-holders has an equal probability of inclusion in the sample used for the focus groups, names are drawn at random from an transcend spreadsheet. Kerlinger (198645), identifies randomness thus, it means that there is no known law, capable of being expressed in language, that decent explains or describes events and their outcomes. Kerlinger (198644) goes on to provide further evidence that my sampling approach is correct, random sampling is that method of drawing a portion (sample) of a population so that each member of the population has an equal chance of being selected. Taking into account the thoughts of both Morgan and Croner above, I facilitate 2 focus groups of 8 members each.There are some difficulties in using fo cus groups and some of these are identified byKrueger (198846/7) who outlines the following less control of the group as opposed to individuals, difficulties in analysing data, lack of interview skills, varying group dynamics, assembling groups and creating a corroborative environment. I acknowledge Kruegers observations and take extra care when trial the focus groups although I must stress that my background is as a expert interviewer and I am able to create a stable, supportive environment for the attendees who have attended similar workshops and courses in the past, often facilitated by me. whatsoever research project is likely to raise ethical issues. This is particularly so if it involves people directly, but may also be the case even if you conduct your research entirely on documentary evidence, Blaxter et al (1997146). Clearly, it is wrong for me to assume that, given my position as Training Manager, there is no issue with ethics, people know me and are happy to open up an d provide me with valuable and valid information. Bell (199952) warns, People will be doing you a favour if they agree to help, and they will need to know exactly what they will be asked to do, how much time they will be expected to give and what use will be do of the information they provide. The view is endorsed by McKernan (2000241), who adds that, It is crucial for all participants to know what their rights are in research of any kind.As such, I take great care when contacting my ECDL learners to alert them to my research and the need for their valuable input to further the learning partnership within AEGON UK Services. Particular attention is paid to the senior managers who give me some of their valuable time for 11 interviews and each of them is contacted in person by telephone to discuss the needs and requirements of the research and agree satisfactory times for the interviews. Hopkins (2000221/2) identifies a range of principles that I must observe in the commitment to my research including, observing protocol, involving participants, reporting on progress, maintaining confidentiality and obtaining authority before using quotations. Particular care was observed when considering the use of quotations from our external partner, Workplace Training Services, and I arranged a special meeting with Cyril Wheat to discuss the learning partnership and seek his agreement to the use of specific quotations, included in the Conclusions to this research.As Burns (200022/3) summarises, All in all it looks fairly difficult to conduct much research without running into ethical arguments. Burns comments alert me to the need to take nothing for given in view of my special position with the learners, Ethical problems are likely to occur in social science research since human subjects are involved. Researchers must be aware of ethical considerations involved in intended and non-voluntary participation, deception, informed consent, privacy and confidentiality, the right to discontinue, and obligations of the experimenter.It is this special position, that of somebody who has worked very virtually with most of the ECDL learners, that Sellitz et al (1962583) might have been thinking of then they attested, interviewers are human beings and not machines and their manner may have an effect on respondents. Many factors can influence responses one way or another, for case Borg (198187) highlights a few of the problems that can occur, eagerness of the respondents to please the interviewer, a unclear antagonism or the tendency of the interviewer to seek out the answers that his preconceived notions .These factors are called response effect by survey researchers. ECDL learners know me well and are aware of my enthusiasm for the learning partnership and our work with the ECDL programme. Might this naturally influence their responses to questionnaires, focus group or, even senior managers, interview questions?However, Bell (1999139) offers words of wisdo m, just as the aspiring researcher wilts under the strains of potential bias, by pointing out that it is easier to acknowledge the fact that bias can mouse in than to eliminate it altogether. This is a key consideration for my research as I am very keen for it to succeed being the provoker of the learning partnership with Workplace Training Services and the person accountable for the ECDL programme.A further area for my research to draw upon is the Training teams entry for the 2002 National Training Awards. The entry was based upon the teams work with the ECDL programme in AEGON UK Services and I refer to the comments of the resolve in the Data Analysis and Conclusions.5. Analysis of DataMy research amongst European Computer Driving Licence (ECDL) award-holders in particular highlights the very positive aspects of the programme and it is encouraging to learn that all questioned feel that the programme has benefited them, personally and professionally. Significantly, the great m ajority of learners also felt able to now support colleagues with IT-related enquiries, a factor that reflects our status as an Investor In People staff are keen to share knowledge with each other in a positive manner.Being able to solve problems, increasing ones confidence, developing trouble-shooting skills and appropriately staff trained in new technology are benefits to the company, as viewed by the learners. Although it is not the intention in my research to provide statistical analysis, rather to draw conclusions from learners responses, the feedback from learners does represent universal support for developing skills to enhance the business. Learners feel more competent to do their work, have a more confident approach and have developed skills to enable new work to be handled also converting manual tasks to a PC-based system. I am able to speak from personal experience and, as a result of taking the ECDL programme, I can now use Excel with some success. Whilst it is very diff icult to make any claims with the research I am confident that the programme has made a significant difference. Prior to starting the ECDL programme I was uneffective to use Excel despite having access to the program, after completing the Excel module I am now able to design spreadsheets for use in the Training team.There is evidence of other organisations introducing a successful ECDL programme and the following case study extracts are from the ECDLs own website, www.ecdl.co.uk/employer/case. Mike Sampson, Human Resources Director at Royal Liver Assurance, commented We are delighted that the ECDL pilot scheme has proved to be so successful and now intend to run ECDL again with further members of staff. It is important that our employees are given the opportunity to refresh and improve upon their IT skills, which ultimately reflects a great benefit to Royal Liver and ensures the companys values and good standing are continually maintained. (www.ecdl.co.uk/employer/case/royal)Even i n the world of IT itself, ECDL is viewed as a positive addition to the learning curriculum, Les Williamson, Resources Servicing Manager, IBM, added, We pull in fairly quickly that this certification would be beneficial across the site. Not many a(prenominal) people can claim proficiency in all the IT productivity tools that we could be using everyday. This is a qualification that demonstrates just that. (www.ecdl.co.uk/employer/case/ibm)90% of learners feel that they are now more confident when using a PC (66% of the remaining 10% already did so) which is an endorsement of our decision to offer the programme and a statistic from a similar exercise conducted amongst award-holders at Manchester NHS Health Authority in 2002 found that ECDL qualified staff are proven to save an average of 38 minutes per day. Staff within AEGON UK Services also highlighted the speed at which they are now able to process IT-related work as a benefit to the Company.Feedback from the learners in the quest ionnaires suggested that, whilst staff were achieving success using the CD ROM made available by Workplace Training Services, there was less than total satisfaction. Accordingly, amongst the questions I posed at the focus groups was What method of learning would you recommend for future ECDL students? Although only a small percentage of respondents to the questionnaire felt that the quality of learning materials was less than good during the focus groups, the mood was very different and people had the opportunity to express their views in more detail. It became apparent that the majority of the attendees of twelve felt that the CD ROM was difficult to work with, either because of their own IT situation out of the office, some did not have a PC at home, or more commonly because of the great amount of detail included. Their preferable learning method was to use paper-based material although some members of the focus groups felt that the CD ROM was ideal.Comments were also made that i t was often difficult to obtain 11 support as members of the Training team were often involved in other projects and, in truth, were never seen as providing close support for learners. Learners comments were referred to Cyril Wheat who visited the site and spoke with groups of the learners as a result, directly, of the feedback provided to Cyril his Workplace Training Services team started to provide future learning support material in two forms, paper-based for the majority, CD ROM where preferred. In addition, another change in policy as a result of feedback, with the gateway of a dedicated resource from the College, someone who would be guaranteed to be on the Lytham site once a week for personal tutorials.Most move amongst the findings was the feedback from the senior managers. Whilst the Managing Director has given the partnership with Workplace Training Services his blessing and has in fact recently enrolled on the ECDL programme, the same positive views are not held by the focal point team. I conducted the interviews and was surprised by the little knowledge that the managers had of the programme, one actually admitted that he had no sentiency that any of his staff are taking an award. Whilst the general view amongst the managers was that any learning which develops the staff to enhance the business, must be a good thing, only one member of the team was more positive. One manager had experienced the ECDL programme personally, achieved the award, and spoke highly of the benefits to AEGON UK Services in supporting the implementation of COE. More work remains to be done with the steering team for the future of the programme.6. ConclusionsThe comments of learners who have achieved their European Computer Driving Licence (ECDL) are extremely encouraging from a purely personal point of view, the initial thoughts are that my efforts in bringing the ECDL programme to AEGON UK Services staff has paid off. But that cursory observation is not sufficient to d eservingness the programme a success.When we set off on the ECDL programme there was a clear business need to be met, successfully implementing the Common Operating Environment (COE) and the transfer to Microsoft Office 2000. What must not be overlooked was that the business was not using any formal training strategy to meet the requirements generated by the COE and I was confident that ECDL could provide many of the training needs. Although I am not able to provide any hard quantitative data I have feedback from learners and managers which supports the use of the programme. As one manager put it, Having achieved the ECDL I can vouch for the skills and knowledge acquired. Members of my team have demonstrated the benefits of the learning through the enhanced use of different programs. The data provides evidence of ECDL supporting the implementation of COE in the business.New skills have been acquired by learners, many of whom are now looking for further opportunities, whilst at the s ame time encouraging colleagues to enrol on the programme. There are numerous examples quoted of staff who are now able to access different programs, use PowerPoint, Access or in my case, get to grips with Excel for the first time.Our relationship with Workplace Training Services has developed, from the first provisional enquiries regarding the use of ECDL, the Colleges first learning partnership in the conglutination West to one of collaboration on other projects as I close this research we are discussing certificated learning to meet behavioural competencies. Cyril Wheat, Manager Dedicated Delivery, is proud of his organisations role with the business and speaks highly of our work, with the commitment of an employer who is providing resources is very important.The need for such support is echoed by Tim Rush of Islington Council who adds, We have been lucky here in Islington, Members of the Council and senior management have been fully supportive. Gaining support at that level is essential to any successful implementation. (www.ecdl.co.uk/employer/case/islington). Cyrils teams commitment to us now includes the use of 10 PCs, available for any form of learning, and a dedicated resource on-site for work with the ECDL programme.Significantly, the learning has largely taken place at no cost to the business and during 2002 over 100 learners were enrolled with Workplace Training Services for free and we have ascertained that open learning with the ECDL programme may yet prove to be extremely cost effective to the business. We have 150 staff achieved or working towards the award with 100 more to follow during the course of this year an costs incurred to-date are a little over 3,000 which is approximately 12 per learner. Given that this learning ultimately accredits staff members with a universally accepted IT qualification and attendance on external learning is in my experience over 100 per day then I believe that this equates to value for notes learning.Our work with the fledgling ECDL programme in employer-related learning has highlighted new areas for study. As demonstrated earlier, learners had difficulties with the Computer Based Training and the CD ROM was not viewed as user-friendly as a result, their feedback has been taken into account and staff enrolling more recently have had access to paper-based support material with CR ROMs available where required.The judges at the 2002 National Training Awards were impressed by your decision to encourage your employees to undertake the ECDL qualification and drew upon a number of other positive aspects although they highlighted a number of important issues for the team to consider. As I point out above, there are limitations with my research and issues to consider for the coming months, as the judges point out in their feedback, it is ease quite early in the process of introducing the Common Operating Environment and they have suggested that we re-enter at a later date.I am also conscious that the research has been carried out by someone with a clearly vested interest in its success, the training of staff in the business is after all my responsibility, and that this may have clouded the findings. I acknowledge this limitation and make efforts to minimise the effects of this bias. My ultimate findings are also effected by yet more bias the results are based upon my work with learners at AEGON UK Services in a supportive environment where facilities are made available to them and they do not have to pay any fees. I make no claims about applying my results to a wider audience whether in another industry or with the public at large.However, the final thought lies with Andrew Mayo, writing in the January 2003 edition of Training Journal, who holds out, So here is the challenge for 2003. Will you be able to say, at the end of the year, where and how learning interventions made a difference to the achievements of the organisation(s) you work with . From the feedback receive d from learners and indeed Workplace Training Services staff I am confident that the ECDL programme has already made an impact on AEGON UK Services although greater communication is required with senior managers based upon their own feedback. Furthermore, as the judges of the National Training Awards indicate, there is yet more to come as our learning partnership matures and more staff set out on the road to success through the challenge of ECDL.Project Proposal DHL0730 semiempirical StudyAEGON UK Services in partnership with Workplace Training Services, an arm of Preston College, started to offer the European Computer Driving Licence (ECDL) to staff in September 2001. The ECDL programme based it is upon Microsoft Office 2000 applications was seen as an ideal accompaniment to the Common Operating Environment (COE) to be launched in 2002. At the same time the launch of ECDL provided further evidence of the Company facilitating learning and development opportunities for its staff. Under COE the whole of AEGON UK would operate with Microsoft Office 2000 whilst over 90% of staff were familiar with the 1997 version or earlier. To-date over 150 staff have started or finished the ECDL programme yet no evaluation of the success or otherwise of ECDL within AEGON UK Services has ever been carried out.Title of ResearchAn evaluation of the European Computer Driving Licence (ECDL) as used by AEGON UK Services.Brief DescriptionThe ECDL was launched to develop the skills of European citizens and to enable them to become proficient in PC skills. The use of ECDL within AEGON UK Services was designed to provide staff with the skills necessary to deal effectively with the Common Operating Environment (COE), in effect Microsoft Office 2000.