A lifelong learning case study of a successful Amicus learning programme at Oticon, a hearing aid manufacturer in Hamilton, Lanarkshire.

Founded in Denmark in 1904, Oticon is a multinational hearing aid manufacturer. which has had a production facility in Hamilton, South Lanarkshire since 1974. Ultimately owned by a charitable trust, Oticon was named European Company of the Year 2003 by the European Business Press Association. Oticon UK produces a range of state of the art hearing aids for the local market and export, and is the leading supplier to the NHS.

The factory in Hamilton employs 200 skilled workers, most of them women who are members of the trade union Amicus. Staff turnover is low and most employees have many years of service with the company. Like most modern manufacturing concerns, flexibility is key to the operation of the factory, as is the constant improvement of technology and production processes. As a result, there is a need for skills to be constantly improved, and for staff to be able to adapt to new productions processes.

“Everything is computers now”, says Amicus union learning rep (ULR) Marie Whalen. “This business is constantly changing and we’ve got to change with the time.”

The company recognises that flexibility cuts both ways, and partnership is key to industrial relations. The company regularly briefs staff on industry developments so that they understand why certain decisions have been made and why change is necessary, and they are open to negotiation with the union. Union learning reps are given the time off they need to support workers in gaining skills.

In 2006, Scottish Enterprise Lanarkshire met with the management of Oticon around a number of issues, including skills. The local enterprise company has experience working in partnership with Amicus and other unions to improve skills, and recommended to Oticon that they use union learning reps to promote a lifelong learning culture within the organisation.

Amicus met with the company and the two union learning reps at the site to agree on a programme of action.

Outcomes
The learning reps conducted a learning needs survey of the workforce, and most employees indicated that IT courses were a top priority for them. A series of computer courses was organised through the Workers’ Education Association and run at the workplace in the evenings, and attended by 32 staff members. Upon completion of the course, the learners were presented with certificates by the deputy minister for enterprise and lifelong learning, Allan Wilson, at a ceremony held in the workplace.

In addition, a learning open day was organised and attended by ILA Scotland. 67 People opened an ILA account, and so far, have used their ILAs to register for courses at colleges in the local area, doing Spanish, beauty therapy, hairdressing and much more.

The result of this has been improved industrial relations, and better morale on the shopfloor.

“A lot of the women here have been out of education for years. When we first suggested learning, people were a bit frightened, but when the IT skills course started, they got on board and thoroughly enjoyed themselves,” said Amicus ULR Gwen Mullen. “Many people have progressed through that course and some are going to the local college now.”

Alistair Tait, the managing director of Oticon in Hamilton, also feels that lifelong learning has benefited the company:

“More and more of our production processes require core computer skills, so as employees take the initiative to develop these skills, it benefits the company as well as themselves,” he said. “These computer courses complement the existing in house technical training we do, and help us to stay competitive.”

Lessons
The key lesson of this learning programme is that partnership is the best way to deliver results. According to Liz Connolly, Chief Executive of Scottish Enterprise Lanarkshire, “This is a fabulous example of a partnership between the employer, the union and Scottish Enterprise, all united around a common goal . This brings benefits to the company, to the union and to the individuals involved. This really is a first class example of best practice”.

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