Publications

IES research indicates the biggest growth area for coaching programmes in large organisations has been investment in internal coaching schemes, whereby managers and sometimes HR specialists are specially trained and supervised to operate as internal coaches. This paper summarises what we know about coaching outcomes and suggests possible ways in which businesses can ensure that their internal coaching delivers all the benefits they anticipate.

This paper concentrates on adults and their participation in learning activities from formal work-based qualifications to informal community-based activities. This paper helped inform the first phase of the Strategic Review of Health Inequalities in England Post 2010 (Marmot Review).

In February 2008 Skills for Health, in partnership with NHS West Midlands, commissioned a national evaluation of five Advanced Practitioner roles introduced under the New Practitioner Programme. The research involved a review to identify appropriate measures to use in the evaluation; a survey of sites at which Advanced Practitioners were employed and, for comparison, a similar survey of sites without these roles; and case studies of implementation sites.

The Learning Agreements Pilots (LAP) were launched in April 2006 in eight areas of England to run for two years. LAP was an initiative targeted at young people aged 16 to 17 who were working but not engaged in any accredited training, ie in jobs without training (JWT). The objectives of the evaluation were to test the effectiveness of the LAP approach for re-engagement; monitor and understand how LAP were managed and implemented and to highlight good practice, and understand what worked (or not) within the pilots - to understand how young people responded to the initiatives, agreements and brokerage and to understand for whom, and in what circumstances the theories behind the programme had worked.

The Learning Agreements Pilots (LAP) were launched in April 2006 in eight areas of England to run for two years. LAP was an initiative targeted at young people aged 16 to 17 who were working but not engaged in any accredited training, ie in jobs without training (JWT). The objectives of the evaluation were to test the effectiveness of the LAP approach for re-engagement; monitor and understand how LAP were managed and implemented and to highlight good practice, and understand what worked (or not) within the pilots - to understand how young people responded to the initiatives, agreements and brokerage and to understand for whom, and in what circumstances the theories behind the programme had worked.

This is a qualitative study of a small sample of employers to explore in detail their perspectives on apprenticeships. The report gathers views on issues such as: reasons for participation, current pay practices, the impact of the National Minimum Wage exemptions on employing apprentices, and likely impacts of various changes to the exemptions.

Train to Gain was designed as a national service for businesses that helped to identify and source training that would improve their business performance and the skills of their workforce. It aimed to encourage employers to invest in the development of the skills and qualifications of their employees. This report documents the findings from the fourth wave of the learner evaluation of Train to Gain. The evaluation took place over two years, from 2007 to 2009.

IES was commissioned to undertake research into how chief executives in the Yorkshire and Humber region had made it to the top in the NHS. This document presents pen pictures of 21 chief executives in the region. This publication is no longer available.

This report was commissioned by the Society and College of Radiographers to identify the effects of Agenda for Change (AfC) on career progression on the radiographic workforce in the National Health Service in England and Wales. A multi-method approach of a full literature review, telephone interviews, and an online survey was adopted.

This is an evaluation of the ALA trials between 2007 and 2009. It has two main strands: a process evaluation strand exploring the design, management and delivery of the ALA trials from the perspective of national, regional and local stakeholders; and a quantitative evaluation strand comprising a longitudinal survey of ALA learners and a comparison sample of full Level 3 learners outside the trial areas, alongside analysis of management information.