A discussion on the role of government, employers and trade unions in ensuring futureskills needs are met. (AC 1.3)

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Various stakeholders, including the government, employers, and labour unions, must work together to meet labour demand.

The government helps to apprenticeship accessibility. A programme of apprenticeship provides essential experience for the development of practitioner and professional abilities. In this situation, the government can issue licences and certifications to specialists in their particular disciplines (TUC). The government of the United Kingdom has funded apprenticeships through the apprenticeship levy, which finances the necessary training to teach skills. Employers may provide extensive training thanks to the apprenticeship levy and employer tax. In addition, the government assists in identifying critical labour market skill gaps (Institute of Apprenticeship and Technical education).

Employers can also contribute to the sustained growth of the labour market. Employers may provide internship programmes to assist students in attaining the requisite market-readiness competencies (skills and experience) (TUC). Through its human resources L & D, the administration enhances employee skills and competence in accordance with market demands. Therefore, businesses should evaluate their learning requirements and take the necessary steps to close the gap, therefore lowering the skill gap (TUC). Employers are also expected to provide employees with comments regarding postsecondary preparation.

Trade unions have an exceptional capacity to bargain and negotiate on behalf of workers. In order to do this, they strive to provide staff with enough training and favourable working circumstances, allowing them to continue improving their skills (TUC). In addition, they influence the degree of education that postsecondary institutions must provide to prepare the labour force for labour supply (TUC). In preparation for the job market, they cooperate with such organisations to enhance their delivering abilities and knowledge. Trade unions influence the creation of policies that promote working relationships.

Other HR02 Assignment Assessment Criteria’s

  • An examination of turnover and retention trends and the factors that influence why people choose to leave or remain (AC 3.1
  • An analysis of the impact of effective workforce planning. (AC 2.1)
  • An evaluation of the techniques used to support the process of workforce planning
    (AC 2.2)
  • Explain approaches to succession and contingency planning aimed at mitigating
    workforce risks. (AC 2.3)
  • Assess the strengths and weaknesses of different methods of recruitment and selection to build effective workforces (AC 2.4) 
  • Compare different approaches to developing and retaining talent on an individual and group
    level. (AC 3.2)
  • Evaluate approaches that an organisation can take to build and support different talent
    pools. (AC 3.3)
  • Evaluate the benefits of diversity in building and supporting talent pools (AC 3.4)
  • Explain the impact associated with dysfunctional employee turnover. (AC 3.5
  • Assess suitable types of contractual arrangements dependent on specific workforce needs.
    (AC 4.1)
  • Differentiate between the main types of contractual terms in contracts. (AC 4.2)
  • Explain the components and benefits of effective onboarding. (AC 4.3)

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