• Establishing a baseline of verified ICT skills.
• With such a wide range of ages and workers at different stages of family and career interests, how different workers will have different preferences, motivation for and orientation towards learning and understanding the implications for how and when learning will be optimised.
• Building awareness among staff of wider potential of technology for learning and development.
• Develop awareness among line management that if a learning programme is designed to ensure a specific level and range of competences are reached (eg based around specific learning objectives), then completion and time to learn and practice are essential.
• Providing desktop access for e-learning but recognising that learners need time to practice and believe the message that it will allow them time to learn at their own pace and the implications of this for their line managers expectations of what constitutes appropriate use of time at the workstation.
• Allowing flexibility of decision making for targets of line managers to accommodate time for learning even if headcount at workstation remains same.
• Improved and more in-depth evaluation systems and methods linked to both specific competence achievement and business performance objectives.
• Involve all local line management in evaluation and establishing quality criteria for e-learning.
• Involving stakeholders at all levels (learners, supervisors, other line managers, QA managers, training staff, customers) in identifying business issues and processes and learning processes that will impact on design development and testing.
• Creating processes to envision business achievement and processes in the future and how learning might drive the change in that direction.
• Developing greater awareness of potential of learning technologies to support learning and development to achievement that business vision, and using this to articulate learning needs and learning process requirements for future.

...continue to recommendations (p4)