Participation of workers in formal learning in SMEs

A study in Flanders as part of the EU project, LifeLong Learning 2010, investigated how small and medium enterprises (SMEs) organise and support lifelong learning policies. The many obstacles to the participation of SME employees in formal learning means it remains at a low level. Employers and employees have different expectations for formal learning, while the lack of managerial attention to the subject can lead to confusion among employees about the extent of company support.

Background

The EU 6th Framework project, LifeLong Learning 2010, is examining the contribution of the education system to the implementation of lifelong learning and its role as a potential agent of social integration in Europe. A study which formed the Belgian (Flemish community) part of this European project aimed to shed light on how small and medium-sized enterprises (SMEs) organise and support lifelong learning policies. The study by the Research Institute for Work and Society (HIVA) at the Catholic University of Leuven (Katholieke Universiteit Leuven, K.U.Leuven) used case studies to analyse how SMEs make use of formal educational provision for their employees and the extent to which they support those employees who participate in formal education. The case studies (373Kb PDF) and an overall country report (67Kb PDF) were published separately.

Methodology

Given the scope of the research and the method chosen (case studies), it was not easy to find suitable SMEs willing to participate in this study. Many of the employers contacted stated that they had no information on their employees’ formal educational activities.

First approaches to about 80 companies finally led to arrangements to talk to eight SMEs – three in the ‘production’ sector and five in the ‘services’ sector (business-to-business). A total of 23 interviews were conducted. Ten of the interviewees were employees participating in formal education; five line managers and eight general managers were also interviewed.

Main conclusions

After in-depth examination of eight case studies, the research team concluded that there is a complex mosaic of reasons why SMEs support formal learning. The case studies provided a differentiated picture of employer-supported formal training in Flanders today.

No negative attitude

Today’s business world does not have a negative attitude towards lifelong learning. The research literature, textbooks and other media addressing the subject all emphasise the importance and benefits of continuing training and learning. This makes it hard for an SME manager to oppose an employee’s wish to pursue their education.

Existing and connected obstacles

However, there are many obstacles which hinder the participation of employees in education. The study highlights the following:

• uncertainty about the return on investment;

• time pressures;

• mismatch between training needs and training supply.

The findings also reveal that the obstacles to participation are often connected to each other. Removing constraints requires a detailed understanding of all factors, taken not only separately but also as a cluster of arguments that influence the enterprise’s training policy or training culture. For instance, a lack of time, funds and other similar constraints might lead to a lack of interest in education for employees.

Explanatory factors

According to the study, part of the problems relating to SME involvement can be attributed to the different expectations of employers and employees towards lifelong learning.

Goal differences

Both employers and employees seem to consider participation in formal education primarily as a way to strengthen knowledge, know-how and productivity and regard such education as goal-oriented.

Employers see it as crucial to gain specific benefits from formal education such as meeting legal requirements, coping with new technology and internationalisation; in other words, the view of the SME managers on the (formal) learning processes of their employees is focused on the effects these processes have on working life. For employees, however, this view is complemented by a broader lifelong learning expectation particularly in terms of self-development as well as career enhancement.

Extra effect of lack of managerial attention

Because most of the SMEs involved in the study have a rather informal training policy, their managers risk becoming preoccupied with day-to-day concerns and failing to pay attention to learning and education, or becoming reluctant to acknowledge the need for it. Another risk is that, due to the lack of training measures, employees may no longer know what support to expect from the company or where to turn to with their specific learning demands.

Commentary

Although the study methodology has its limitations, it adds some new perspectives to current knowledge of the skills and training challenge within SMEs. The most remarkable perspective is that a lack of managerial attention has the additional effect of leaving employees not knowing what to expect in relation to training and showing an increasing lack of interest the matter.

References

Vermeersch, L. and De Rick, K., SMEs and the participation of workers in formal learning. Country report: Belgium (Flemish community), Lifelong Learning 2010 subproject 4, Leuven, HIVA-K.U.Leuven, 2008, available online at http://hiva.kuleuven.be/resources/pdf/publicaties/R1329b_100317_Country_report_SP4_final.pdf.

Vermeersch, L. and De Rick, K., SMEs and the participation of workers in formal learning. Case studies: Belgium (Flemish community), Lifelong Learning 2010 subproject 4, Leuven, HIVA-K.U.Leuven, 2008, available online at http://hiva.kuleuven.be/resources/pdf/publicaties/R1329a_100317_Case_studies_SP4_final.pdf.

Guy Van Gyes, Research Institute for Work and Society (HIVA), Catholic University of Leuven (K.U.Leuven)