Comments are closed. Related posts:No related photos. Lifelong learning is a good idea in principle, but how can it be realisedwithin the workplace? Simon Kent eavesdropped on the recent Employer SkillsSummit as it shared some candid viewsIntegrating training into the workforce is no mean feat, particularly forthose attempting to reach the holy grail of a learning organisation.Training specialists are battling with a variety of perceptions of whatlearning is, and this often includes extreme reluctance – half the UK workforcebelieves that learning is nothing to do with them, according to a recent poll.However, the big guns – in the shape of the NTO National Council – are outto tackle this in force. In autumn 2000 they held the first of what will be anannual Employer Skills Summit. The day brought together employers, trainers andcommentators from across employment sectors, together with the chiefpoliticians responsible for this area from each party. The summit provided theopportunity for all concerned to debate a cross-sector approach to thedevelopment of skills within the workforce.One of the main talking points proved to be the issue of lifelong learningand in particular, how this concept could be made a reality in today’s organisations.Malcolm Wicks MP, Secretary of State for Lifelong LearningWhen I hear myself speak I occasionally think, “I mustn’t make lifelonglearning sound like a life sentence”.I can think of one 14-year-old kid I saw who was having a wonderful timefinding out about car mechanics with a trained supervisor. Previously, when hewasn’t being expelled from school, he was playing truant. He was now learning –but we shouldn’t tell him he was learning in case he thought twice about it.I think it is similar for some of the adult population, in terms of skillsand training – it is about how you present it. I take some of those Mori pollsabout people who don’t want to do learning with a pinch of salt because theyprobably think that we are going to send them back to school or college.One of the great challenges is how to take learning out to the community.Wonderful examples exist of people being taught in chapels and schools and pubsand curry houses and stables and all sorts of places. That’s the challenge for suppliers – how to deliver learning in the future.Alec McPhedran, Corporate learning and development manager, RailtrackLifelong learning has become one of the new buzzwords, however, one of thethings that does concern me is what is the point of evangelising aboutlearning, particularly when according to a recent Mori publication, 50 per centof the workforce says that nothing would persuade them to take up learning.As a jobbing trainer myself, I can only respond based on managers providingme with the people and circumstances to train. I believe we have to educatemanagers and employers and show that the onus sits with them. We in trainingsimply provide a service. We need to educate people what learning is about. Also, we have to be careful where we associate learning with passing testsor qualifications simply to either get a job or keep a job. Learning should befun, learning should be enjoyable, but all too often it is linked to stress andpressure while doing your job, in order to achieve something that simply makesyou keep your job.Stephen Tilsley, managing director, MetsecThe wording around lifelong learning is important. We failed our firstInvestors in People assessment on a similar issue. We’d done three or four daysof training on the job and the assessor came in and asked the employees whatsort of learning and training they’d had. They said they hadn’t had any becausetheir view of training is to go to a country house and go on a course. In asense we’d been using the wrong words.There is sometimes a problem with training taking time away from businessactivity, but, in my view, if training is part of the business plan and a clearrequirement, then no matter what the pressures are, that training must takeplace. We have to find a way to manage operational work around that trainingtime.John Monks, general secretary TUC, vice-president of Learning at ScottishPowerMost people would probably regard their educational experience as not beingsuccessful or maybe as a bit of a flop. If you didn’t gain a clutch of A-levelsor good GCSEs, you may think learning is a pretty unpleasant experience. As you get older, you are more careful about putting yourself in situationswhere you might fail, in your own eyes and in the eyes of your peers.Where we have cracked it with employers – and often employers have done itwith a union – is that we’ve got a group of enthusiasts who start and then thesense of emulation takes over. At any one time at Scottish Power we’ve got 70per cent of the staff doing some sort of flexible learning. It can be done, but you need to get that momentum going so that someone seessomebody else doing something or getting an opportunity and they think,”Well, maybe I could do that”.Denise Hall, head of government, health and education services, BTWe have to address lifelong learning and it does seem that we have torecognise and embrace basic skills. There are many examples in colleges,particularly where they’re trying very hard to ensure they can entice people byoffering to train them on things they want to do and through that, gain skillsthat are more necessary.It seems that there are three dimensions to the problem. Some of it is aboutlocation – it’s about making sure that people can get the training where theywant it. Secondly, it’s about the way people learn and addressing that inimaginative ways. Finally, some of it is about making sure people who trainlive in an environment in which young people are actually going to work andlive. Carrot or stick?On 1 Jan 2001 in Personnel Today Previous Article Next Article
Previous Article Next Article Consultation on job losses must be made to workOn 1 May 2001 in Personnel Today Related posts:No related photos. As more firms wield the axe, what gives more staff consultation meaning? By Dominic JohnsonThe debate on redundancy consultation sparked by recent high-profileclosures such as Marks & Spencer (in France) and Motorola has generated moreheat than light. Unions advance two arguments that these cases show theinadequacy of UK legal requirements – that UK law does not require meaningfulconsultation and that it is cheaper and easier to sack staff in the UK than inFrance or Germany. But neither claim stands up to scrutiny. So what should meaningful and effective consultation be about? The CBIsuggests three key objectives: – To deliver a dialogue on proposed redundancies in which managementexplains and justifies its proposals and, where presented with compellingevidence, is willing to change them. – To deliver discussion of the implementation of proposed redundancies,including where job losses will be made, how they will be undertaken and whatredeployment and training opportunities may be available. – To achieve open discussion with redundancy “survivors” on theimplications of proposals for job security and workload. Meaningful consultation is not about rights for employee representatives tosubstantially slow down or overturn management decisions. Rather, it is aboutmanagement accepting that plans likely to affect staff fundamentally should beexplained and scrutinised. Companies do not make redundancy proposals lightly and it is unlikely thatconsultation will throw up such startling evidence that will make managementrethink its plans. But it is central to the idea of meaningful consultationthat this possibility exists. The Collective Redundancies Regulations require precisely this kind ofapproach. Consultation must focus not just on the timing and implementation ofproposals but on the substance of decisions leading to redundancies in thefirst place. Proposals must be tabled while they are at a “formativestage”, including an examination of whether redundancies are necessary,ways to reduce the number of dismissals and ways to mitigate the consequencesof dismissal (such as retraining). These requirements are backed by stiff penalties if companies get it wrong.Ninety days’ pay for each affected employee – not just those who are facingdismissal – focuses the mind. What about the impact of redundancy costs on employers’ investmentdecisions? The critics argue that British jobs are lost before French or Germanbecause it is cheaper and faster to dismiss here. But although UK law ismarginally less onerous, the key point is that companies do not make divestmentdecisions on the basis of the one-off costs of how cheap it is to sack staff. Restructuring decisions are driven by the economic fundamentals –productivity, proximity to market, exchange rates, capacity, corporation taxand so on – not by labour law. Arguments that UK jobs could be saved by tryingto buck the market with tighter rules are fantasy. How, then, should government respond to the redundancy consultation debate?The CBI believes there are two priorities. First, clarify employers’ legalduties by incorporating court judgments into law. Second, promote understandingof how to achieve effective employee consultation and involvement. Existingguidance – such as the Acas handbook – has too low a profile. Dominic Johnson is head of employee relations at the CBI Comments are closed.
Hewlett’s modern approach bears fruit with sales revivalOn 15 May 2001 in Personnel Today Hewlett-Packard’s HR director introduced a seven-point plan to modernise thework culture of the 50-year-old technology company. The company was failing to meet its sales targets 18 months ago so SarahPatton started to work closely with the company’s UK managing director toimprove the sales team’s work culture. The seven “touchpoints” included issues surrounding leadershipstyle, communication, incentives and compensation. With the help of consultancy Maynard Leigh Associates, Hewlett-Packard’sannual sales conference was turned into a theatrical event – with all salesstaff given a bean bag as they entered a darkened room. The managing director took centre stage and the event turned into a highlyinteractive event with games and brainstorming sessions. “It was high-riskbut it worked brilliantly,” Patton said. The plan was not published because staff were sceptical of change. The company also stopped using e-mails to communicate. “Everyone wassick of e-mails and so we stopped sending them and used the more human side ofthe technology like webcasts and voice messages,” Patton said. The company exceeded its targets last year, although the company is facingjob cuts. Previous Article Next Article Comments are closed. Related posts:No related photos.
Related posts:No related photos. Comments are closed. Previous Article Next Article TheInternet has opened up a whole new world to learning, giving multinationals theopportunity to coach staff in their own corporate style. But providers mustbeware of using a blanket approach across different cultures. Sue Weekesoutlines some of the potential pitfallsInthe Western world, tapping your index fingers together may at worst indicate atouch of impatience or mild irritation with the person next to you, but inEgypt it can be interpreted to mean, “Will you sleep with me?” Hardlythe message you want to get over to your new Middle Eastern sales team, whowere expecting to be taught the finer points of customer relationshipmanagement via the company’s latest e-learning initiative.Thisexample highlights only one of the potential pitfalls for a training or HRmanager who has been led to believe that e-learning is a panacea for training aglobal workforce. The programme may represent an investment of hundreds ofthousands of dollars, but a finger, foot or eyebrow in the wrong directioncould be enough to lose its credibility from the opening credits. “Itis very short-sighted to produce a single training course and simply translateit for use in other countries,” says Michael Smith, managing director ofbusiness course content provider Xebec McGraw-Hill, whose headquarters are inNew York. “If the course depicts scenarios that wouldn’t happen in thatculture, the entire content becomes suspect.”Thefuture success of the global online learning market depends upon suppliersproducing courseware that reflects not just the linguistic but culturalrequirements of their local markets.”Researchshows this needs to happen fast. According to IDC, the Western corporatee-learning market will have nearly doubled by 2004 and in a survey carried outin April by e-learning solutions provider NETg, at its annual e-learningconference, more than half the respondents (223 corporate training managers)said their e-learning budgets had been increased in the last year. Eighty-fourper cent said their senior executives had become more committed to e-learningover the past 12 months and more than half said they believe it will have adirect impact on their recruitment and retention strategies within the nextthree years. Andwhile it’s always difficult to estimate return on investment, research carriedout for e-learning provider Skillsoft, based in Nashua, New Hampshire, byTaylor Nelson Sofres, is encouraging. Eighty-five per cent of directors andsenior managers of US public and private organisations said e-learning has madea positive impact on employee efficiency and 83 per cent reported a reductionin training costs.Whenthe first e-learning programmes arrived, they failed to live up to theexpectation of being a cure-all for training problems. The theory of trainingbeing delivered to a desktop at a time and place that suited the learnersounded irresistible, especially with its potential to cut costs. However,early courses frequently proved to be little more than traditional contenttranslated into hyper text mark-up language (HTML), the coding language used onthe Web, and they paid scant regard to the all-important pedagogical issues.Best practice e-learning is best summed up by the US e-learning guru ElliotMasie, who says, “Online learning is not about taking a course and puttingit on a desktop. It is about a new blend of resources, interactivity,performance support and structured learning activities.”Theword “blended” holds the key here since the more recent preferredoption when it comes to online learning is to combine it with traditionalmethods such as classroom-based learning. An e-learning programme is availablefor every subject imaginable these days and providers also create and customisecontent. Butsome subject areas lend themselves more to being taught online than others,which may benefit from the blended approach. For instance, learning a newsoftware package online will be easier than learning about leadership, sincethe latter relies on elements such as role-playing and human interaction. Inthis case, a blended solution would be more appropriate.Overall,e-learning courses have improved considerably over the past two years but theglobal e-learning market is still a developing one and, in places, suffers froma residue of the poor practices seen in the early days – all e-learningproviders claim to offer multi-lingual content, but not all live up to theculturally sensitive and customised options that they claim.Untilnow, the choice of multi-lingual training has been “pretty paltry”,according to Ian Shaw, communications and development director for pet foodmanufacturer Friskies Europe, part of the worldwide Nestl‚ Group. Shaw isinvolved in a Europe-wide e-learning programme of 2,500 users at Friskies. Healso sits on the e-learning steering group for Nestl‚. “We need Italian,we need Spanish and more,” he says. “Theproblem has been that many of the origins and starting points for the coursescome from the English. However, we’re starting to see the fruits of investmentin multi-lingual and cultural content.” Friskiesis currently using course content from Xebec McGraw-Hill, which has so farimpressed both Shaw and the learners. “They don’t simply translate. Theyare culturally sensitive and tend to re-shoot the whole thing,” he said.Xebecprovides more than 170 e-learning courses and is involved in an ongoingprogramme of localisation, based on the territory’s individual needs andpriorities. True localisation, it says, includes changing people and companynames, acronyms, currencies, terminology and re-shooting any video to featurenationals from that country, as well as paying huge amounts of attention torace, gender and other cultural issues.X.HLPhad to take a more cosmopolitan approach from the start because it comes fromOslo. “We have no issues adapting [e-learning programmes] becauseadaptability was the key criterion when the tools were originally created.Because X.HLP is a Norwegian company, the tools were designed to operate in anylanguage,” says UK director Brian Carroll.Thereare also all sorts of finer points of country- and sector-specific detail to beaware of. For London-based Inmarkets Training, which specialises in courses forthe financial markets, translation is only the first part of the task. Chiefoperating officer Catriona Pointer says, “We work with subject matterexperts in specific countries to ensure the content is 100 per cent accurate –factually, grammatically and socially.”Todeliver a programme to UBS Warburg in Germany, Inmarkets teamed up withBanAkademie, the largest provider of financial classroom training in Germany.”There were a few cultural differences that we encountered along theway,” says Pointer. “Forinstance, we discovered that Germans may typically save up for different thingsto the British, so we had to come up with alternatives that the Germans couldidentify with.”UKcompany Futuremedia, which delivers e-learning around the world through itsEasycando learning portal and lists motor company Ford among its globalclients, is another that bemoans the lack of customised content. “There isa shortage of this [multi-lingual content] and there are issues even in theEnglish-speaking markets. Where there is an audio component, for example,American accents result in negative feedback from some UK customers,”explains Futuremedia’s head of marketing, Paul English. Jokingly, he adds,”It’s not surprising when you think about dubbed TV adverts. But there ispressure for this to change and the content providers are addressing it.”Thereare also more tangible requirements to be aware of, such as differing laws andpolicies, explains Stephen Bennett, vice-president of e-learning providerClick2Learn, whose head office is in Bellevue, Washington. “In the US, itis illegal to track gender in test scores, whereas in France it is encouragedas a form of guaranteeing equal opportunities. You have to remain on top ofeach country’s requirements.”AndSteven Bird, who is managing an e-learning pilot at Allied Worldwide, says oneof the first questions he wants to ask his provider is whether the health andsafety modules of the course adhere to local laws.HRmanagers and trainers must look beyond course content when buying an e-learningsolution, since it is vital that the overall structure, design and navigationof the programme is right for its audience. Not all nations read from left toright, for instance. Anyone who surfs the Internet will know that navigatingsome websites in your native language can be hard, so imagine the problems ifthe text on the screen is also “back to front”.E-learningconsultancy, eLearnity, based in Cirencester in the UK, was commissioned byCopenhagen business college Niels Brock to work on the complete methodology fordesign, development, implementation and support for its e-learning projects.Niels Brock is Denmark’s second largest educational institution with about40,000 students and 1,800 employees, and the project is a good example of ane-learning programme that was built from scratch rather than adapted.eLearnityworked with the college’s course manager and tutors to redesign the learningfor online use and to customise the software to create a Niels Brock-brandedproduct. It also defined the pedagogical approaches to ensure high-qualitylearning. “We created a methodology database accessible to all staff inthe programme and used a Lotus Notes discussion database to determine the bestway forward based on Niels Brock’s culture and environment,” explains SueHonore, the main eLearnity consultant on the project. “NielsBrock approached this programme the way we wish all our customers would do.They thought of it as a complete programme, not a quick conversion of onecourse to another.”Thecourses were created in both Danish and English and eLearnity explains thatsometimes it’s preferable to use the English version because they know it willbe the latest version, since there can be a time lapse with the translations.Overall though, the programme has been adjudged a major success – one year on,several courses are on their second run and the college now has more than 1,000students on 30 e-learning courses. Inkeeping with the Niels Brock example, the best chance of success seems to comeout of a long-term, two-way relationship between client and provider. Globale-learning projects are being announced daily, one of the most recent being theMcDonald’s Corporation’s deal with San Francisco e-learning provider DigitalThink to deliver an e-learning pilot in five languages. McDonald’s has 1.5million staff in 121 countries. By turning to an integrated provider such asDigital Think, which provides the learning environment, sources the coursecontent and implements and supports the system, provides the best foundationfor a long-term e-learning strategy.Anotheradvantage of pledging allegiance to a major supplier is that you reap thebenefit of its multi-lingual and cultural experience. NETg, whose corporateheadquarters are in Naperville, Illinois, has built up a profile of mostcountries – its library of 1,300 courses is available in several languages –and is aware not just of content and language difficulties but how each countryperceives training and the best ways to entice them into it. NETg managing directorNige Howarth has seen Japanese clients introduce e-learning to staff as part ofrelaxed, fun sessions where they can also sit down and play Nintendo games. Itis in stark contrast to the company’s German clients, he says, like theirtraining to be scheduled.Althoughsome companies are further down the line than others in implementing e-learningstrategies, the e-learning community – providers as well as users – must acceptthat they are all on a learning curve when it comes to global best practices.Cost savings mean that e-learning often appears irresistible to CEOs and a bigpart of a global trainer or HR manager’s challenge will be keeping theproviders at arm’s length while they find the right supplier. E-learningprogrammes in general have proven difficult for many organisations to getright, with drop-out rates still much higher than in traditional trainingprogrammes (sometimes as high as 50 per cent). Let’s face it, if we can’t getit right in our own language, there’s little hope for the Swahili version.Whatto look for and what to ask your e-learning provider1.Who translated it and did they use subject matter experts?2.Can it ensure there are no cultural faux pas, ie hand gestures that are innocuousin one country but will offend in another? (A good checklist can be found at www.webofculture.com).3.Has it ensured there are no race or gender issues with the training?4.Will the learner understand how to navigate through the training – not all nationalitiesread from left to right and top to bottom?5.Has it checked there are no acronyms or English terminology that will confuse?6.Check the provider is aware of any legal issues pertaining to the countrieswhere the training is bound.7.Above all, don’t rush into pledging allegiance with a supplier until you’reconvinced it is aware of all the global issues.FurtherinformationE-learningsuppliers:–Academee www.academee.com–Click2Learn www.click2learn.com–Docent www.docent.com–Easycando www.easycando.com–Futuremedia www.futuremedia.co.uk–Educational Multimedia Corporation www.educationalmultimedia.com–Elearnity www.elearnity.com–Electric Paper www.electricpaper.ie–Interwise www.interwise.com–Knowledge Pool www.knowledgepool.com–NetG www.netg.com–Pathlore www.pathlore.com–Skillsoft www.skillsoft.com–Thinq www.thinq.com–Xebec McGraw-Hill www.mcgraw-hill.com–WBT www.wbtsystems.com–X.HLP www.xhlp.com Different strokes for different folksOn 1 Oct 2001 in Personnel Today
Previous Article Next Article Comments are closed. Companies with the most successful e-learning programmes have adoptedstrategic steps – and an overall approach aligned with corporate mission,vision and values – that allow them to implement effective comprehensivee-learning initiatives, according to Bruce Walton, senior consultant withWatson Wyatt Worldwide. The consultancy has put together a six-point plan to successful e-learning.These are: – Gain executive level support – Build a sound and compelling business case – Develop a phased implementation plan – Build the right implementation team – Plan carefully for the employee adjustment period – Understand that employee feedback is good “Employees should also realise that online training can lay the groundworkfor higher-level, face-to-face skill building,” Walton said. www.watsonwyatt.com Six strategic steps to e-learning perfectionOn 1 Oct 2001 in Personnel Today Related posts:No related photos.
Attacks on rail staff reach new highOn 8 Jan 2002 in Personnel Today Related posts:No related photos. Previous Article Next Article Comments are closed. Assaults on rail staff have reached record levels as passenger frustrationmounts over the quality of the transport system, according to the Health andSafety Executive. Reported attacks on rail staff rose by 22 per cent to 462 in the 12-monthperiod to March 2001, up from 379 the previous year. There were more than 282 assaults on mainland railway staff, according tothe HSE’s annual safety report. Attacks on London Underground staff have increased by more than two-thirds,with 169 staff assaulted in the past year compared to 101 the year before. Jacques Goodall, head of personnel at Thames Trains, agrees with the HSEthat one reason for the increase is the continuing unreliability of therailways. He said, “Thames Trains has seen an increase in both physical andverbal attacks on its staff, although at 10 per cent it is less than theaverage. We have found it is normally ticket inspectors who are assaulted. “Rail services have deteriorated over the past 12 months and this hasnot helped to ease tensions. “As a policy we send all our customer service staff on conflictmanagement courses, and I have no doubt that this has helped lower our assaultrate. It would also certainly help if the performance of the trainsimproved.” Mike Gooddie, HR director at GNER, said the company has just employed aconflict resolution specialist to advise the train company’s 900customer-focused staff. He said, “Employees now know where to get advice on behavioural issuesto back up the conflict resolution training that is provided.” However, there is better news for the beleagured industry in that the healthand safety of its staff is improving, with major injuries to staff falling by12 per cent to 300. Minor injuries increased by 3 per cent from 2,065 to 2,135, but the numberof rail staff whose ill health had a direct relation to their job fell from 62to 28. www.hse.gov.ukBy Paul Nelson
Comments are closed. Previous Article Next Article Carrot and stick used to drive new training reformsOn 2 Jul 2002 in Personnel Today Effective colleges and training providers will be rewarded while those thatdo not hit targets will be forced to address their failings under a newstrategy to transform the learning and skills sector. The Education and Skills Secretary Estelle Morris announced the launch ofthe new strategy at the Learning and Skills Development Agency’s annualconference last week. Supported this year by one-off funding of £43m, the strategy will set newtargets for each college and training provider alongside minimum levels ofperformance to improve accountability. Providers that deliver will haveincreased freedom to innovate and expand but where failure occurs there will beintervention to ensure change. Morris praised the overall excellence of provision, but she did highlightthe lack of clear direction and wide-ranging quality among learning providers. “We have some world class colleges which we should not hesitate tocelebrate,” she said. “But there is not enough good quality overalland standards are not as high as learners deserve.” The strategy includes plans to review post-16 learning provision to pave theway for wider choice for learners and better training for local businesses. Under the proposals there will be an extension of proven teaching methodsbased on evidence of what works and an overhaul of weak curriculum areas. There will also be a major programme of training and professionaldevelopment for teachers, support staff and workplace supervisors. Inparticular, the Learning and Skills Standards Fund will be extended to pay forqualifications and professional development for staff working in non-teachingroles, such as classroom technicians. Related posts:No related photos.
A new strategy to keep the UK motor sport industry ahead of the pack isbeing launched by the Government. The £5bn a year sector employs 40,000 peoplein the UK. Trade and Industry Secretary Patricia Hewitt said she hopes theindustry can be developed and help other manufacturers learn from its success.The new strategy will involve a partnership between the motor sport industryand Government in a bid to boost innovation and productivity Comments are closed. Government motor sport industryOn 16 Jul 2002 in Personnel Today Previous Article Next Article Related posts:No related photos.
Related posts:No related photos. Comments are closed. Employers are more concerned with talking up the share price than lookingafter staff or customers during corporate transactions, and just under halfbelieve HR professionals do not have the necessary business skills to make anyuseful contribution. This is despite the fact that 87 per cent of HR directors claim short-termstaff issues are most critical in ensuring a merger meets business objectives. A survey, by the HR practice at PricewaterhouseCoopers (PWC), shows thatsenior management in almost 40 per cent of companies attached the highestpriority to satisfying shareholders. A further 44 per cent doubted that the HR function even had the businessacumen to support the organisation during a merger or acquisition. Mark Hommel, a partner at PWC, said management’s failure to deal with peopleissues led to a drop in performance after corporate transactions. “Failure to tackle people issues is the single biggest reason why morethan 70 per cent of deals fail to deliver against expectations. If employeeissues are mismanaged or ignored at times of major change, the consequence is adownturn in business performance,” he said. “Ensuring that people issues are dealt with sooner rather than latersignificantly increases the chances of business success.” www.pwcglobal.com Previous Article Next Article HR’s ‘lack of business skills’ pushes people issues to bottom of agendaOn 3 Dec 2002 in Personnel Today
Comments are closed. Previous Article Next Article There are just three weeks left to complete your entries and be recognisedin the 13 categories which make up the Personnel Today Awards 2003. The closingdate for entries is 6 June and an impressive line-up of independent judges arewaiting to learn about your HR achievements and innovation. This year, all 39 shortlisted teams will be invited to the Awards evening on27 November at Grosvenor House, Park Lane, London. If you want to put your HR team and organisation into the spotlight, callJacqui Winn on the Awards hotline 020 8652 3304 or visit the Awards website at www.personneltodayawards.comAON Health SolutionsAward for Managing Health At WorkJudge: Dr Noel McElearney, director of health, safety andenvironment, Scottish & NewcastleDeloitte & ToucheAward for Innovation in Measuring Human CapitalJudge: Denise Kingsmill, chair of the Government’s Accounting for People TaskForce, deputy chairman of the Competition CommissionDepartment for Work & PensionsAge Positive at Work AwardJudge: Rob Taylor, director, AgeConcern, WalesHammondsHR Director of the YearJudge: Russell Martin, head of HR, PrudentialIntellectAward for Innovation in Career Development Judge: Richard Chiumento, managing director, ChiumentoCareer Management SpecialistsKnowledgePoolAward for Excellence in TrainingJudge: Colin Stead, chief executive, Instituteof ITMicrosoft Business SolutionsAward for Excellence in HR through TechnologyJudge: Norman McQueen, director of talent management,Freeserve.comComputers in PersonnelAward for HR CollaborationJudge: John Connolly, CEO, Deloitte & ToucheRebusHRAward for Best HR Strategy in line with BusinessJudge: Bruce Warman, member of the EmploymentAppeal Tribunal and former personnel director, Vauxhall Motors RightCouttsEmployer Branding AwardJudge: Mayuri Vyas, director of consultancy,The Work Foundation SHLAward for Global HR StrategyJudge: Vance Kearney, vice-president of HROracle Snowdrop SystemsAward for Communication StrategyJudge: John Smythe, chairman, communicationconsultancy Smythe Dorward LambertTMP HudsonAward for Innovation in Recruitment & RetentionJudge: Janet Rubin, former group HR director, TheLittlewoods Organisation, member of the Senior Salaries Review Body Related posts:No related photos. Personnel Today Awards 2003: The JudgesOn 20 May 2003 in Personnel Today