ICVET Promoting Emerging Practice, TAFE NSW International Centre for VET Teaching and Learning

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Think Pieces

A New Breed of VET Practitioner THINKPIECE | eZine March 2008

The VET marketplace has shifted. Where previously it was about individuals wanting courses and qualifications, it’s no longer that simple. Not so long ago teachers were encouraged towards ‘flexible delivery’.

Exemplars

TAFE Practitioner providing Workforce Development Services EXEMPLAR | eZine May 2008

Neil Milton leads a double life. On the one hand, Neil is Head Teacher (Manufacturing) at Orange Campus (TAFE NSW Western Institute), while on the other hand he is the Training Manager for Manildra Flour Mills  (MFM), one of the biggest flour mills in the world

Different Ways of Working EXEMPLAR | eZine March 2008

Workplace Practice is not about shifting the classroom off the campus and into the workplace. Indeed, it seems that some modern workplace practitioners are evolving very different forms of practice

RPL and Workforce Capability Development EXEMPLAR | eZine March 2008

A TAFE NSW Sydney Institute project, which won a Gold TAFE NSW Quality Award in 2005, has been expanded, Institute-wide, as an existing worker traineeship for non-teaching staff.  The benefits and the process undertaken are seen from the perspective of a manager, staff member and participants.

Workplace Practice: A Team Approach EXEMPLAR | Greg Madden

Delivering educational services to industry can be quite complex. In the past, the customer came to the campus and the teacher turned up ready for action. It’s not so simple when we reverse the location and the campus goes to the customer.

Articles

Workforce Development: Implications for VET Providers REPORT | eZine Dec 2008

In a recent major report on skills and the Australian economy, the Business Council of Australia concluded that ‘the vocational education and training sector has a critical role to play in supporting the development and maintenance of skills, ingenuity and capabilities that are required by Australian enterprises.’

Psychological Learning Contracts SUMMARY | eZine Dec 2008

What is a psychological learning contract?  Why should it interest me?  Richard Hall’s two papers were prepared as a contribution to workforce development discussions.  The papers provide a lens for seeing the workplace as a manager, as an employee, and also as a teacher.

Kathy Rankin: General Manager, Training and Education Support INTERVIEW | eZine Dec 2008

Kathy Rankin has recently been appointed General Manager, Training and Educational Support (TES) in TAFE NSW. Kathy has come to TAFE NSW from the NSW Business Chamber (formerly Australian Business Ltd), where she was the Senior Policy Manager.

Workforce development: Case studies in private and public sector implementation ARTICLE | eZine Dec 2008

Workforce development is a key issue for both private and public sector businesses.  Previously a fragmented approach to the elements comprising workforce development led to lack of integration and inability to align the workforce to current and future business demands.

National Sharing on Capability Development PODCAST | Sep 2008

The fourth National VET Workforce Development Managers’ Meeting was hosted by ICVET in Sydney on Monday, April 28th and Tuesday, April 29th, 2008.  With key representatives from across Australia these meetings provide an opportunity to share information about workforce development and major state and territory strategies and initiatives.

Effective succession planning ARTICLE | eZine Sep 2008

There is an old adage, “Failing to plan is planning to fail”. Like any other organisation that wants to thrive and compete, a training organisation must have plans in place so that the right people are in the right place at the right time to achieve successful organisational outcomes.

Understanding workforce development: international trends and examples REPORT | eZine Sep 2008

In order for us to better understand the challenges of orienting Vocational Education and Training (VET) service delivery around workforce development, it is worth considering some key international developments.

Workforce Development - a whole-of-system model for workforce developmentTHINKPIECE | eZine Sep 2008

What is workforce development?  What does it include? Who does it involve? Why is it important? Finally, how it is different to traditional vocational education and training?

Back to the workplace: TAFE teachers and their emerging role as workforce development practitioners in enterprises THINKPIECE | eZine Sep 2008

The workplace is increasingly becoming a key site for the activities of TAFE teachers. In one sense, this is rather ironic since many teachers have often made a deliberate decision to leave their first occupation and their workplaces to assume careers in TAFE. For many teachers, this return to industry in the capacity of a teacher and facilitating learning in the workplace is not an easy one and raises many challenges and learning opportunities

Understanding Workforce Development REPORT | eZine May 2008

Workforce development is emerging as a new framework for orienting vocational education and training (VET). It is increasingly used by practitioners, policy makers and commentators involved in skills development both in Australia and overseas. It is also worth noting that it has a central place in the TAFE NSW: Doing Business in the 21st Century paper.

Workforce Development THINKPIECE | eZine March 2008

The term ‘workforce development’ is prominent in current discussion about the role and future directions of TAFE NSW.  What does the term mean? Is it just a new term for ‘the same old same old’, or, on the other hand, does it take us away from TAFE’s traditional role in education and training?

Resources

Learning Powerhouse Conference 2007 - Resources, Podcasts and Slides RESOURCE | 2007

Click on the Session links for to view speakers and resources.

Research

Investing in productivity: engaging TAFE to accelerate workforce development and job participation: response to the Council of Australian Governments' (COAG) human capital reform agenda / TAFE Directors Australia.

White paper prepared by TAFE Directors Australia (TDA) prepared this White Paper for The Council of Australian Governments (COAG) to demonstrate how TAFE can effectively play a role in building the nation's skills across three areas: learning for life to motivate skills development for younger and mature aged Australians; investment options for business and individuals in TAFE; and, through reforms to the structure of TAFE and widening options of qualifications, supporting the expanding requirements for flexibility, client demands in changing markets, and offshore delivery.

Imprint: Canberra: ACCI, 2007. 214 p. Skills for a nation: a blueprint for improving education and training 2007-2017.

Australian Chamber of Commerce and Industry (ACCI) from the past ten years brought into one consolidated document. It contains some new approaches to education and training in acknowledgement of changing labour market conditions and industry trends. In particular, there is a need to 'think outside the square' in relation to mature aged workers and how they will be up-skilled in the future. Outlines the education and training policies supported by the ACCI.

East Perth, W.A.: Western Australia. State Training Board, 2007. 60 p. Beyond the resources boom.

West Australian study to inform planning for the VET sector beyond the current economic boom. This project report consists of three main parts: Part one provides a range of economic and labour forcasts for Western Australia; Part two provides an overview of the current training system, identifies capacity for change in the current VET system and the extent to which emerging industries supported by Government policy and funding may be affected by the modelling results; Part three summarises the main conclusions and recommendations for a VET response to the longer term training needs of the State.  

Imprint: Sydney: N.S.W. Dept of Education and Training, 2006. 39 p. John Buchanan. From 'skill shortages' to decent work

Despite unprecedented employer control over the VET system, skills problems - shortages, recruitment and retention issues – persist.This paper argues that these problems can only be overcome if workforce development is better linked with business/organisational development. This is essential for continued productivity growth and more decent work.
Executive summary
Full report

Sydney: Independent Pricing and Regulatory Tribunal, 2006. xiv, 168 p. Review of the skills base in NSW and the future challenges for vocational education and training: other industries.

Draft findings and recommendations of the first part of review of the NSW VET system by the Independent Pricing and Regulatory Tribunal (IPART). The review is  aimed at determining future demand for skills in NSW and identifying the action needed to ensure the VET system is best placed to support these long-term skill requirements. The focus of the review was on publicly funded VET programs provided by registered training organisations (RTOs).

Consortium Research Program, 2006. 34 p. Control or capability?

In recent years workforce development has become a key feature of the management of registered training organisations (RTOs) in the VET sector. This project seeks to establish the current state of human resource management practice in RTOs in Australia.

Australian journal of career development, v. 15, no. 3, Spring 2006. pp.25-32 Shaping the future: connecting career development and workforce development: Australia country paper / Department of Education, Science and Training.

Provides an overview of the career development industry in Australia. The paper concludes that a firm foundation has been established on which to base the work still needing to be done in the field.
Australia. Dept of Education, Science and Training (DEST)

TAFE NSW Manufacturing, Engineering, Construction and Transport Curriculum Centre. Final project report: brokering partnerships for workforce development in the new manufacturing sector

Outcomes of pilot projects funded to support a more responsive approach by TAFE NSW to consultation with the industry, including networking, regional and state-wide partnership formation and acting more as a broker of training solutions.

London: Sage Publications for Industrial Relations Society of Australia, 2006. Skills in Australia: towards workforce development and sustainable skill ecosystems

Argues the benefits of a workforce development approach and an understanding of skill formation as occurring in the context of skill ecosystems. To be most effective this approach to skill formation requires the facilitation of networks and nurturing of partnerships among the different agents and agencies concerned with skill development. Recent initiatives in Australia that explicitly adopt a skill ecosystem and workforce development orientation demonstrate the potential of these approaches

Adelaide: DFEEST, 2005. 28 p, South Australia's Skills Action Plan: first steps.

The Workforce Development Strategy Better Skills, Better Work, Better State (indexed at TD/TNC 83.325) sets out the economic and social benefits to be gained from seeing workforce development as a shared responsibility of Government, industry, community and educational institutions. In order to start this process the Dept of Further Education, Employment Science and Technology (DFEEST) and the Dept of Trade and Economic Development (DTED) have developed this Skills Action Plan as a tool to consult with business, industry (through Industry Skills Boards) and community groups. This Plan outlines core initiatives which contribute to workforce development across all industries, and specific initiatives relevant to an initial 10 key industry sectors

Melbourne: Dept of Premier and Cabinet, [2005]. 37 p. A new approach to workforce skills for a more prosperous Australia.

Looks at how to approach the issue of workforce skills and participation to meet future challenges. The paper first sets the context of the challenges facing the workforce in Victoria and Australia. It then identifies three broad areas for reform. Also identified is the longer-term challenge, which is to ensure that Australia has the supply of skilled labour it needs to meet the challenges of demographic change (ageing) and the needs of a changing and dynamic 'knowledge-based' economy.

Broadway, N.S.W.: OVAL Research, 2005. 11 p, Di Lawson, Improving the skills base of the Australian workforce: Industry Skills Councils (ISC) partners with industry

Describes how ISCs use research and industry intelligence and their key link to industry and skills needs to maintain and develop the national training system, particularly focusing on the construction of new knowledge that innovates and leads workplace change. Smarter learning methodologies, accelerating and integrating learning on and off the job, better and less bureaucratic recognition of competence plus entirely new approaches to designing qualifications and recognising smaller skill sets are just a few things needed to really improve the skills base of Australia.

Broadway, N.S.W.: OVAL Research, 2005. 12 p. Investigating learning and work

The use of traditional training, as the key to improving individual and organizational capability is no longer regarded as sufficient to satisfy the needs of the contemporary work environment. Problems of transfer, flattened organizational structures, financial and time constraints, commercial pressures and the changing nature of work itself have led to renewed interest in finding learning solutions rather than training solutions to workforce development; with learning conceptualised as a central, on-going and integral feature of contemporary work. This paper reviews the latest thinking and evidence from Australian and European researchers that investigates issues concerning learning and work and suggests what this means for VET providers in terms of the organization and management of learning for contemporary work in VET.

Sydney: NSW Dept of Education and Training, 2006. The Skill Ecosystem National Project.

The NSW Department of Education and Training is exploring the skill ecosystem approach to workforce development through a series of demonstration projects in different industries and regions of Australia. The leaflets contained in this folder are information sheets on the different projects.

In 'Lifelong learning', pages 14-21. Melbourne : Committee for Economic Development of Australia, Whatever happened to lifelong learning? Lessons from recent Australian vocational education and training reforms.

Since the early 1990s the reform agenda has changed into a drive to establish a 'training market' and the establishment of a vocational education and training system that is 'employer led'. There is a need to move beyond a preoccupation with education and training institutions and instead devote attention to improving the processes of workforce development within the labour market, especially through better systems of training within organisations and on the job.

Noonan P, 'Lifelong learning', pages 28-33. Melbourne : Committee for Economic Development of Australia, The workforce participation challenge : the case for a national workforce development strategy.

In this chapter the author argues that the challenges posed by population ageing, the need to increase workforce participation levels and growing skill shortages in Australia require a national workforce development strategy, developed and agreed to by the Commonwealth and state governments, building on but extending beyond the current national VET system.

Melbourne: Committee for Economic Development of Australia, 2005. Committee for Economic Development of Australia;  Securities Institute of Australia Lifelong learning.

Abstract:  Collection of essays that examine current policy settings and practices, and identify the changes and responses necessary within governments, the education sector, businesses and individuals to ensure more effective lifelong learning. They also investigate how lifelong learning can be accessed and delivered so that individuals remain appropriately skilled to participate effectively and productively in the workforce.

Mark Winterbotham and Katie Carter. Nottingham, U.K.: Dept for Education and Skills, 2007. 95 p. + appendices Workforce Training in England 2006

Results of survey of 4,002 employer interviews in England in 2006. Survey aims were to collect information from employers about: the volume, type and pattern of employer-provided training; the motivations for training and the impact it has had; the barriers to undertaking any or more training; the use of external training providers and levels of satisfaction with them; awareness of government programs and initiatives connected with training, and levels of involvement with them.

Ottawa: Canadian Policy Research Networks, 2007. 13 p. Developing skills through partnerships: symposium report.

Conference: Developing Skills Through Partnerships Symposium: 2006, Ottawa, Canada
Report of symposium to explore how partners can help governments implement the agreements. Key speakers presented on Ontario's vision for a client-centred employment training system and the looming labour market crisis. The report includes presentations given on 'lessons learned' by other provinces

Boston, Mass.: Jobs for the Future, 2007. vi, 16 p. Cross Mwase and Geri Scott. Good things from small packages: finding common ground for workforce development in Rhode Island.

Paper which produces the results of a listening process aimed at identifying common ground and strategies around a set of shared core values for a high-performing workforce development system in Rhode Island.  

Paris: Organisation for Economic Co-operation and Development, 2006. 146 p. Live longer, work longer.

OECD review of policies to improve labour market prospects for older workers. Covers 21 OECD countries, aimed to examine both supply-side and demand-side aspects of this issue. This is the final report of the review of ageing and employment policies. It helps establish a new agenda for age-friendly employment policies and practices. It describes the policy challenges created by rapidly ageing labour forces in OECD countries and sets out the main lessons learned from the review. It discusses how to remove work disincentives and increase choice in the work-retirement decision, improve employability of older workers, and change employer attitudes and employment practices.

Ottawa: Canadian Policy Research Networks, 2006. vi, 55 p. Mark Goldenberg. Employer investment in workplace learning in Canada: how we are doing, why it matters, what the key issues are, how we can do better

This discussion paper, commissioned by the Canadian Council on Learning (CCL), assesses the impact of current employer investment in training, examines incentives used in other countries and offers suggestions for improvement. It presents some of the key information, facts and data about workplace learning in Canada.   

Journal of education policy, v. 21, no. 5, September 2006. pp.535-565 Alison Wolf, Andrew Jenkins and Anna Vignoles. Certifying the workforce: economic imperative or failed social policy?

The education policies of governments have become increasingly directed towards economic ends, including the development of workforce skills. UK governments have been particularly committed to workforce policies which emphasize certificated learning. This paper uses a large national longitudinal data set to examine whether these policies have met their objectives and how far these are consistent with the learners' own. It provides, in particular, detailed information on the factors affecting acquisition of additional formal qualifications in adult life.  The results suggest that current policies are failing even on their own terms. The paper provides some possible explanations for the findings and sets them in an international context.

London: HM Treasury, 2006. 148 p. Prosperity for all in the global economy - world class skills: final report [Leitch review].

The Leitch Review was commissioned by the UK government to: examine the nature of long-term skills needs of business and the economy; examine the optimal mix of skills for the UK in order to maximise economic growth and productivity; and consider the policy implications of this. This report, the final report of the Leitch Review, sets out the Review's recommendation of a shared national commitment to world class skills, and the respective roles of government, employers, trades unions and individuals.

Insights, 2006. pp.33-35 Neil Silverston and Jerry Rubin, 2006. An innovative approach to developing entry-level workers

Changing demographics and shortages of skilled workers are forcing many health care companies to find new sources for employees and innovative approaches to recruit and keep them. WorkSource Partners, a workforce development firm that designs and implements career development and education programs for entry-level workers, has helped long-term care employers and their community college partners develop comprehensive career ladder programs.    

International journal of lifelong education, v. 24, no. 1, January-February 2005. pp.21-29 Alison Fuller and Lorna Unwin. Older and wiser?: workplace learning from the perspective of experienced employees

This paper explores the (changing) role of older, experienced employees in the workplace in terms of their own needs and opportunities for learning and in the context of changing organizational expectations .The analysis suggests that factors such as organizational culture and history, the way jobs are designed and work is organized, and the way people are managed and their performance is judged, help explain the lived realities of workplace learning and provide messages for enhancing workforce development.

London: Learning and Skills Development Agency, 2005. 15 p. The Hutton review: the potential contribution of the learning and skills sector to the Lisbon agenda an initial paper from the Learning and Skills Development Agency.

The paper demonstrates the potential role of the learning and skills sector as a major agent in preparing people for work and highlights seven areas for consideration during the Hutton review (UK), including workforce development, planning for skills development and employer engagement. The paper includes activities underway and relevant publications.

Cardiff: ELWa, 2005. 52 p. Employer investment in workforce skills: final report

Sets out the findings of research into international good practice approaches to increasing the engagement of employers in training their workforce. It summarises several initiatives from various countries including Australia.  

V. N. Srivastava, M. Shafiq, K. Ghosh. Higher performance management through systematic training efforts

Discusses the performance management process, the importance of linking the training and development goals with the performance management and adopting a systematic and integrated approach to training and development for high performance in organizations.

Core sustainable development competencies for the workforce Chris Chinien.
Conference: International Workshop on Workforce Development for the Knowledge Economy: 2005, Seoul

The purpose of this study was to identify the sustainable development-related knowledge, skills, and attitudes required by the workforce. Six unifying themes are identified the essential knowledge, skills, and attitudes necessary for the workforce to apply the principles of sustainable development in their day-to-day activities: (1) ethics and values; (2) integrated decision-making; (3) responsible use of resources; (4) valuing diversity; (5) safety and well-being; and (6) continual improvement.

Thomas R. Bailey. New York: Community College Research Center, 2005. 27 p. Implications of educational inequality for the future workforce

Paper argues that economic, political, social, and demographic factors are changing in such a way that in the future, the traditional educational inequality in the United States is going to increasingly stand in the way of the ability to sustain productivity growth and to compete successfully in international markets.

Bernard, Rosalie Techniques (Association for Career and Technical Education) v. 82 no. 3 (March 2007) p. 22-4 Workforce development for manufacturing

A profile of the precision machining technology program at Miami Valley Career Technology Center (MVCTC) in Ohio is provided. Although the big auto plants and their major suppliers have been hit by a downturn in the economy, small manufacturing businesses in the Miami Valley are thriving and hiring employees with a solid education in all types of machining and computer skills. Therefore, the manufacturers have formed a close relationship with the program at MVCTC.

Jacobs, James; Dougherty, Kevin J. New Directions for Community Colleges no. 136 (Winter 2006) p. 53-62 The Uncertain Future of the Community College Workforce Development Mission

This chapter describes the evolution of the workforce development mission and its current crisis in the face of changing training demands, shriveling government support, and rising competition. Two alternative future paths are outlined: a baccalaureate degree-oriented new vocationalism and a renewed emphasis on serving the training needs of low-income adults.

Nash, Ian The Times Educational Supplement (May 18 2007 Fe Focus supp) p. 1 Employers turn backs on skills

Employers in Great Britain have failed to support the government's campaign for a more highly skilled workforce and are instead seeking more unqualified people to fill low-grade jobs.

Minic, Branka; Varney, Community College Journal v. 75 no. 6 (June/July 2005) p. 51-3, Rich The Future of Work

The writers discuss the most important factors shaping the future world of work and how knowledge of these trends can contribute to a successful response by businesses, educators, and policy professionals. In order to align workforce investment with all of these trends, businesses, educators, social service providers, and policy professionals must work together in partnership to ensure their full range of expertise can be deployed.

A Master Key to Workforce Skills Development

The key to the economic and social well being of Canada's diverse communities lies in the knowledge-and-skills base of its citizens. Paper concludes that the issues requiring translation to a strategic and results-oriented Workforce Skills Development Strategy should comprise of accessibility, affordability, and national funding mechanisms.

A Historical and Contextual Look at Education and Workforce Development.
California Postsecondary Education Commission

Gives a historical context and summary of workforce development and education in California. Section one outlines the current workforce development system in California, including its components and a definition of key terms. Section two describes the changing role of K-12 education as California shifted from an agrarian economy to an industrial economy, then to one dominated by information and service industries. The last section highlights postsecondary education's role in workforce development with a brief summary of the 1960 Master Plan.

Payne, Jonathan, International Journal of Lifelong Education, v25 n5 p477-505 Sep-Oct 2006, The Norwegian Competence Reform and the Limits of Lifelong Learning

Norway invests considerable resources in its education system and has already achieved a highly educated population by international standards. This paper explores the main achievements, problems and challenges that Norway has faced in attempting to implement a recent reform of adult and continuing education and training.  Norwegian policy makers appear to be reaching the end of a cycle of policy and academic thinking concerned mainly with boosting the supply of skills through the education system and are now embarking upon a new and challenging agenda aimed at increasing the utilisation and development of skills within the workplace.