Model agreement on training development

This agreement is between Prospect (and other unions, if applicable) and (name of organisation).

Both (name of organisation) and Prospect are committed to working in partnership to promote and support lifelong learning and ensure equal access to learning opportunities. 

Both parties will encourage staff to take up learning opportunities. 

Union Learning Representatives
Prospect (and other unions, if applicable) will be responsible for recruiting ULRs and will inform (insert details of appropriate management function) of the names and locations of the ULRs. 

The number of ULRs will be (if helpful, insert number). 

The functions of the ULRs should cover:
•	promoting training and development in the workplace by providing advice and information on learning initiatives
•	supporting members to review and broaden their portfolio of skills
•	helping to identify sources of learning or training provision, eg by signposting individuals to advice and guidance
•	acting as a confidential sounding board for individuals on development issues
•	working in partnership to meet the skills and learning needs of individuals and the organisation
•	giving feedback on members’ views and experience of learning at work 
•	raising the profile of training and development as a workplace issue.

Paid time off will be given to enable them to carry out their duties effectively (if helpful, state an agreed minimum amount of time). 

Paid time off will be given to enable individuals to train as ULRs and for continuing development of their skills and knowledge.

Staff will be entitled to time off to participate in promotional events and to access their ULR.

Suitable facilities will be provided to enable ULRs to undertake their role effectively. These will include (office space, filing cabinets, stationery, telephone, access to electronic equipment including email, noticeboards etc.) 

To this end (name of organisation) will:

Consultation
•	establish a joint forum, comprising equal numbers of trade union and management representatives, with responsibility for auditing existing training activity; developing, implementing and monitoring a training and development policy; and making decisions relating to the operation of this agreement
•	provide for the joint forum to meet regularly, ie at least twice a year
•	consult fully with the joint forum in the first instance on all matters relating to training and development, including conduct of a Training Needs Analysis (see Section 1) the Investors in People programme; use of competencies; and the introduction of new skills and qualifications.

Resources
•	commit a minimum of (a specified percentage or specified figure in year x) of the annual salary budget to support training and development. (Where the commitment is specified in terms of a cash figure, there should also be a commitment to uprate this each year, at least in line with the Retail Prices Index) 
•	to ensure that these resources achieve good value for money, evaluate all investment in training and development activities
•	ensure that line managers have sufficient time to discuss development issues with staff
•	ensure that budgetary provision for training and development remains available for externally funded areas of work
•	provide necessary cover to ensure that staff are able to participate in relevant training and development activities, and for new learning to be practised and applied in the workplace
•	ensure that provision for continuing professional development (CPD) and other accredited training is included in all business plans. Ensure that staff are able to comply with any higher CPD requirement set by the professional institution to which they belong. (In some organisations it may be helpful to specify a minimum number of hours/days for training and development)
•	provide additional funding for retraining of affected staff in the event that it is necessary to cut posts
•	ensure that line managers are trained to identify, understand and support learning opportunities for staff
•	consider appointing a training officer/team to assist line managers in identifying training needs and fulfilling their responsibilities for training, but also with a wider responsibility for providing general information and advice on training issues and, where appropriate, developing and delivering training courses in-house.

Equal opportunities
•	make training available and accessible to all staff irrespective of grade, hours of work, type of employment contract and length of service
•	ensure that all staff receive the agreed joint policy on training and, on a regular basis, information on training opportunities
•	make every effort to provide training in work time and to ensure that training courses do not conflict with the domestic commitments of staff
•	give specific consideration to the particular training needs of staff returning to work after a period of absence, for example for family reasons
•	train all staff in good equal opportunities practice in order to ensure that equal opportunities become a mainstream consideration, not an optional extra. For example, equal opportunities issues should be integrated into all induction and management training and should be a key principle in advertising jobs
•	where evidence indicates that it may be necessary, arrange special training for particular groups to counter under-representation at those levels
•	monitor training provision for equal opportunities purposes, including take-up of training courses
•	ensure that all skills developed, including those acquired through union activities, are valued and recognised.

Rights and responsibilities of individuals
Staff will be encouraged to take the initiative in pursuing their own training and development needs and it is open to any employee to put forward proposals for training. However, line managers will retain key responsibility for identifying training needs and ensuring that staff receive appropriate training and development opportunities. Discussions between members of staff and their line manager should cover not only the skills required for the job but the broader issues of career and personal development.

Individuals can expect:
•	induction training within one month of appointment, covering issues of health, safety and security, equal opportunities, organisational structure, function and procedures
•	an assessment of training requirements both on taking up post and at regular intervals thereafter leading to an agreed training plan. The appraisal/performance development process is likely to be an appropriate channel for this assessment
•	any discussion about training needs and options to be undertaken by an informed and authoritative manager
•	options for training to be assessed in the light of preferred learning style, immediate and future needs of the job, and domestic circumstances
•	wherever practicable, training to be linked to the achievement of recognised qualifications
•	provision of facilities, where appropriate, to undertake further education programmes
•	every effort to be made to provide re-training facilities to enable staff to be able to take up suitable vacancies in other disciplines, especially where technical change reduces staffing requirements in their own area
•	a right for those who are concerned that their training needs are not being met to a further discussion with a senior manager.