Employer Engagement

More than half of MoLeNET projects involve work based learners or learners who spend some of their time learning in workplaces.  In order to introduce mobile learning for these learners employers’ co-operation is required. 

The projects’ experience of the level of employer co-operation and enthusiasm was varied.  For many it was a good experience.  For example Lowestoft reported very positive reactions to the use of mobile devices for work based learning, commenting that two employers, following the project, planned to purchase mobile devices for a number of their other employees. Chichester also reported success with “a diverse spread of employers becoming involved and providing support” and a Regent College learner who used mobile technology whilst on work placement reported “When I started using the n800 all the staff members were very interested in it, they wanted to see how it works. They were all fascinated” and “(the employer) liked the way I was working and helping customers and offered me a job.”  Boston College reported “one employer has requested that his employee have a mobile phone and another has offered to pay 50% of the learner’s contribution towards the cost of the mobile phone.”

Other projects had problems e.g. “A major cause for concern throughout the project was the lack of buy in (and refusal to participate in some cases) from employers..” and that “Despite the considerable efforts of account managers who were all experienced in selling the benefits of the project there was still concern from employers about taking responsibility for the devices and allowing their employees to use them whilst at work.”

The experience of MoLeNET projects provides some advice:

In advance of introducing mobile learning investigate the general attitude of the employers to technology and new ideas

On college found employers in the Care sector did not respond well to the introduction of the mobile technologies and “it was decided to move the focus to other areas where the employers had a more progressive approach to innovative methods of teaching and learning.”

Involve employers early and ensure their co-operation, assistance and commitment

 “The significant lesson learned was the importance of involving the employers much earlier in the process in order to motivate them and get them to participate in the project prior to creating resources and training staff and assessors in the use of the devices.” Lewisham

Try to ensure that the timing of the project coincides with the timing of courses and is convenient for employers

“Many of our Train to Gain programmes run from January to June and because of this we have now developed a cycle for the distribution of devices to these learners.” Lewisham.

Ensure that employers fully understand and approve of what is going happen on their premises and get written approval

In some cases early apparent agreement by employers did not translate into the co-operation expected.  One college thought they had agreement from management at (...) for apprentices to use head cams to record evidence of the skills they were mastering.  Unfortunately when the technology was being deployed the company became concerned about the potential of head cams for industrial espionage and decided not to allow their use.

“Prior to the project all employers were informally told about the project. Teams reported back that they were supportive and would like to be involved. However, when the devices arrived it turned out that a tiny – but significant minority – did not wish the devices to be used on their premises. The reasons stated were client confidentiality, security of the premises and product secrecy. In future, permission to use the devices will be requested earlier and in writing.” (Chichester)