The fear factor - from classroom to the workplace
Irene (left) receiving her Quality Teaching award from the Minister
Irene shares the benefits of adapting her practice to meet the demands of the current VET environment, both to herself and her learners.
“The workplace has provided an enhanced practitioner perspective through my involvement with the broader environment and applying what I’ve learned from this. I have been able to build case studies that can be used and these maintain industry currency.”
Being awarded a Minister’s Quality Teaching Award is another aspect of Irene’s professional practice which has supported both her professional and personal development.
“Participation in the awards has pushed me to look at what I actually do – it has also provided reward and acknowledgement of the extra hard work I’ve put into things”. I feel it also enhances my career prospects for the future and can be used as evidence in future job applications. ”
Irene also stresses the importance of the positive impact that students gain from their workplace learning experience and how rewarding this can be. Her observations highlight the NCVER research findings by McDonald and Fyfe (2002) that “quality training can also assist with staff relations and in attracting skilled workers”.
“I have observed learners who have moved within their organisations and taken on positions and projects that previously they would not have had the confidence to undertake. As one student put it “I have come out of my shell and am now able to talk with management.”
What factors made you change your practice from that of a traditional face to face model to that of workplace facilitator?
The old adage of being thrown in at the deep end seems to have been alive and well in Irene’s situation.
Irene relates that the Business section was already engaged in workplace delivery and assessment and that her opportunity came as a result of negotiations with an organisation that had already been finalised and the subsequent need for someone to undertake the work.
So you could say I was “thrown in” there was no time to think about it or prepare myself. I had to believe in my ability and self talk “I can do this – I’ve got the skills and knowledge”.
This is re-affirmed through Irene’s Manager, Val Wilson, Assistant Director of Educational Programs at St George. Val says that “Irene’s energy is infectious, and that she just gets in there and puts the hard work in but is always positive”. This outlook has certainly assisted Irene in overcoming obstacles or resistance to making change happen. Irene is modelling the attributes and attitudes of the new VET practitioner as described by Mitchell (2006).
"The new VET practitioner lets go of the old certainties, like pre-set curriculum and didactic instruction, and develops attributes, attitudes, ideas and techniques that meet the needs of clients. The new practitioner looks outwards at market needs and seeks to meet those needs" (Mitchell 2006)
Irene delivers the Certificate IV in Frontline Management and the Public Sector Programs, but if required to meet the customer’s needs will cluster units of competence and provide Statements of Attainment. The workplace provides the opportunity for a more self directed approach where the student is responsible for their own research, there’s more emphasis on them to go out there and do some work. The work is directly related to their professional environment and involves the student working in a team and developing an action plan.
“I have always leaned towards the action learning method of teaching and so it was a natural transition to move away from lecturing.”
Irene has worked with numerous organisations both in the public and private sector since taking up the challenge and continues to promote TAFE NSW.
What was one of the biggest adjustments you have needed to make?
“An example of one of the biggest adjustments I had to make in the transition to the workplace was that of compacting 9 weeks of delivery hours into a 4 hour workshop before the student returned to their workplace to complete the assigned tasks."
COAG National Reform Agenda
"Demand for more flexible work and training arrangements is coming from employers and employee alike."
"They want training tailored to meet a wide range of needs – whether it is a four week skills course or an Advanced Diploma" (Robb, 2007)
The dilemma for Irene was in asking herself:
“How do I cover all this information, successfully, succinctly and have that change of behaviour”.
This question highlights that which many teachers face, that the quality of the delivery content and scope of information in the classroom delivery mode is not to be compromised. The shift required was to move to a flexible, facilitative role with the assistance of support mechanisms external to the classroom. To achieve this shift in practice a range of support mechanisms were set up with email and telephone being the most used. Technology was also utilised in the form of the Janison toolbox as a platform for organising chats and forums for her students to communicate. The more traditional mode of a workbook was also used as a learning resource when required.
Whilst Irene’s delivery was certainly flexible there was still some structure relating to learner outcomes in the form of learning milestones. These were put in place through the completion of Action Plans developed by students through the course work and which were expected to be completed within an allocated time frame. The course delivery whilst having a hierarchical basis and requiring some pre-requisite skills focused on encapsulating the organisational and learner needs as an integral part of the process.
Some key points to the shift needed in meeting learner needs are:
- A move away from lecturing
- Facilitated learning – action based
- Working on team based projects
- Related directly to their work/life experience
- Meeting personal learning needs
- Emphasis on learner self direction and self motivation.
Assessment was conducted through the work based action plans and 3rd party reports which were supplemented through communications with the facilitator and the development of a portfolio gathered as part of the learning process. RPL was also facilitated as part of the process where applicable. Learners were supported in the initial stage with a recognition workshop.
How did you achieve success in moving to workplace learning practice?
Having never said ‘no’ to the customer, Irene has demonstrated a commitment to getting things done. This has been achieved through collaboration and relationship building with key stakeholders whilst in the process of delivering in the workplace and customising resources. Establishing a collaborative working relationship with her Curriculum Centre in the early stages was essential to ensure that any customisation to existing products was possible.
Tip: Irene’s networking skills were an important aspect of overcoming obstacles. “Knowing who to go to and who to contact, being involved and making it your business, these are all tips to getting things done.”
Irene has also displayed a commitment to professional development for teachers in the area of Business Literacy, “Business Literacy is vitally important”. The transition from the classroom to the workplace can be daunting and requires a changed perspective and a knowledge of the processes and support networks in place to enable the teacher’s capability and capacity in undertaking this change. To support this philosophy Irene is a member of a working group currently undertaking the development of a professional development program for teachers to develop their skills and knowledge in business literacy.
In relating to her experience in meeting the customer needs, Irene stresses the need for a realistic business approach, “What do you really want to get out of it”.
This was exemplified in one instance when negotiations took place with the customer for over a year. Naturally this effort needs to be accounted for when making a business case and this further supports the need for development of skills in negotiation and business literacy.
References
Mitchell J, 2006, Ideas for Practitioners, A professional development guide to growth and change in the Australian vocational education and training sector, J.G. Mitchell & Associates Pty Ltd
NCVER 2003, What makes for good workplace learning?, ANTA
Robb A, (2007) Training our workforce for tomorrow