Training for workplace change for Juvenile Justice Centre staff
TAFE NSW VET Pedagogy Project, Part C of Phase 1
PARTNERSHIPS AND ENTREPRENEURSHIP CASE STUDY | Lola Krogh and Richard Krogh, Department of Community Development, Canberra Institute of Technology
Training can be the catalyst for fundamental and lasting change in all aspects of an organisation. The changes that training brings to the workplace affect people and how they work.
Lola Krogh
Training Packages
Community Services (CHC02)
Learning Environment
The learning environment focuses on organisational change and the development of a learning culture for staff employed in a Juvenile Justice Centre. Learning pathways include in-house training mapped to Certificate III and IV in Community Services, delivery of Certificate IV in the workplace and articulation to Diploma, Graduate Diploma and other associated degree courses.
Teaching Approach
The use of training was engaged as a major strategy for workplace change. There was a need for a more effective approach to management in the centre. An approach that would enhance the centre’s capacity for innovation and creativity, provide more effective strategies and policies and develop a structure that allowed the assimilation of the various disciplines involved in the provision of services. The goal of developing a learning culture was integrated into decisions and planning as part of the change management process at the Centre. The concept was to engage all staff at all levels in the training culture and tailor training to meet individual needs throughout their employment with the Service.
Workplace learning strategies incorporate:
- induction processes,
- individual learning plans, and
- workshops that include collaborative and team learning activities.
These workshops also provide a venue for staff at the centre to constructively and critically self-reflect upon workplace incidents through discussions with teachers and co-workers.
Students' experiences and goals are an essential part of the educational process. These experiences are used to integrate work-focused projects and challenges from ongoing professional work into the students’ course work. The teaching approach also places a focus on the psychology and sociology of change, critical and creative thinking, understanding cultural perspectives and systems thinking.
Other strategies include workplace mentors; student workplace study groups; flexible course timetables to accommodate shift work; work based projects; access to online materials; print based texts; individualised RPL processes and professional development plans. Each of the modules within the courses emphasise the relationship between theory and practice to allow staff the opportunity to immediately integrate the classroom learning into practical outcomes.
Evaluation Methods
Evaluation has included external audits and regular student and workplace feedback. The centre has undertaken an independent audit against the Australasian Standards for Juvenile Justice facilities and is the only centre in Australia that has participated in the audit. Two external auditors from NSW and SA undertook the audit. Some of their findings that relate to achievements of the business, or its employees, which can be attributed to training are as follows:
- development of a new Case Management System;
- the lowest incident rates in Youth Justice facilities in Australia; and,
- a considerable reduction in self-harm rates.
The audit findings also included outcomes related to the training such as a reduction of injury and claims, lower staff turnover, improved staff morale and teamwork. The centre was awarded the 2001 Employer of the Year at the ACT Training Excellence Awards.
Positive Difference to Learning
There has been a significant increase in the level of staff with qualifications. During the past three years staff training profiles have gone from only 0.07% with qualifications relevant to their position to current rates of 100% of full-time and contract Youth Workers with tertiary qualifications relevant to their positions There has been a notable improvement in staff morale and a substantial reduction in staff attrition rates compared with previous years. Staff are experiencing greater opportunities for career progression both within the Centre and the wider organisation. An improved team approach and a greater sense of staff worth and belonging have also evolved through the changed philosophy and culture of the Centre.
Other positive differences from this teaching approach include improved casework practices. These practices have been developed as a consequence of the training and have provided the following outcomes.
1. Substantial reduction in critical incidents
2. Less need for restraint practices
3. More positive outcomes for the young people in the Centre.
The centre has experienced real changes in culture, philosophy and the outcomes of its core business; that is, the rehabilitation and reintegration of young offenders into the community.
See Also
Case
Studies Innovative and Excellent Practices in VET Teaching and
Learning 2003 (426 Kb) are also available as one
downloadable file.
