Industry enterprise and RTO partnerships DECEMBER 2010
Industry enterprise and RTO partnerships DECEMBER 2010 Industry Enterprise and RTO Partnerships Page 1 Contact NQC Secretariat TVET Australia Level 21/390 St Kilda Road Melbourne Vic 3004 Telephone: +61 3 9832 8100 Email: nqc.secretariat@tvetaustralia.com.au Web: www.nqc.tvetaustralia.com.au Disclaimer This work has been produced by Mitch Cleary from Precision Consultancy and has been developed as part of a project commissioned by the National Quality Council in 2010 with funding through the Australian Government Department of Education Employment and Workplace Relations and state and territory governments. The Guide for RTOs, Enterprises and Industry Groups seeking to establish or maintain effective partnerships in the delivery and assessment of training at the workplace appears as an appendix to this report together with a PowerPoint presentation which was used in the interactive workshops conducted as part of this project. The guide may be downloaded at http://www.nqc.tvetaustralia.com.au/nqc_publications to enable modification by users. Acknowledgement Precision Consultancy gratefully acknowledges SkillsDMC Ltd for providing copyright permission to use the ideas that form the basis of the tool for contextualising units of competency. Industry and enterprise RTO partnerships BACKGROUND AND METHODOLOGY In its earlier research, Industry/ Enterprise and RTO Partnerships (2009) the NQC sought to improve the responsiveness of training to industry and employer needs. Precision Consultancy was contracted to undertake this work on behalf of the NQC. Using a case study and action learning approach, the project identified, documented and disseminated good practice examples of industry/enterprise partnerships and new ways of working between RTOs and industry/enterprises to adopt more innovative, flexible approaches to training and skills development. The project described: • strategies for the development of an enterprise learning and assessment plan, and documentation of processes and procedures that were used in completing the plan; • examples that reflected RTOs and enterprises collaborating in the contextualising of units of competency; and • examples of collaboration between RTOs and enterprises, both in the identification of relevant sources of evidence guiding assessment decisions which reflected the enterprise context, and in the efficient and effective use of third party reports. The intention of the current project was to follow on from the earlier project and draw on material used from the action learning sites to develop a guide and associated resources for: • industry and enterprises working with RTOs (with a focus on industry and enterprises as the audience); and • RTOs working with industry associations and enterprises (with a focus on RTOs as the audience). This project was also to include a series of interactive information sessions in each State and Territory and with key industry groups to disseminate the guide and supporting resources. At the August meeting of the Quality Assurance Action Group the consultants sought advice from members of the Action Group about whether they saw benefit in combining enterprise and industry representatives and RTO representatives in the interactive workshops or wished separate workshops to be developed. Advice was also sought about whether two separate booklets should be developed, or one which combined advice and tools for each audience. The outcome of this meeting was a decision that the guide to be developed should be focussed on both audiences, and that individuals from industry groups, enterprises and RTOs should be invited together in the interactive information sessions. The draft booklet included nine tools for use by RTOs or enterprises or both. These are 1. Conducting an RTO skills analysis 2. Choosing an RTO Industry and enterprise RTO partnerships 3. Negotiating, establishing and maintaining the relationship 4. Conducting a training needs analysis (TNA) and skills audit in the enterprise 5. Developing a learning and assessment strategy 6. Contextualising units of competency 7. Identifying language, literacy and numeracy (LLN) needs in training specifications 8. Developing mentoring skills 9. Using authentic workplace tasks for training and assessment. The tools were prefaced by a section which explained the background to the project and why each of the tools had been developed. Not all tools were developed from scratch as part of this project. Some were originally developed by a particular Industry Skills Council and used in the industry, enterprise and RTO partnership project of 2009, then modified to suit a broader industry context. Industry and enterprise RTO partnerships INTERACTIVE INFORMATION SESSIONS The intention was to combine enterprises and RTOs and to conduct interactive information sessions in each capital city. The communication strategy for the project was circulated to the QA AG soon after its August meeting. If 20 people had attended each of the eight originally planned sessions, a total of 160 people would have been involved. Original enrolments were much higher than this. When more than 400 individuals registered to attend, dates and times were reorganised to try to accommodate the extra interest within the tight timelines of the project. One session was held in each of Hobart, Canberra, Darwin, Adelaide and Perth, while Brisbane filled two sessions, and Melbourne and Sydney each filled four sessions. Sessions were capped at 25, mainly because of venue constraints as well as to enable interaction between participants. After 455 individuals had been accepted into these workshops, there were still individuals attempting to register. Rather than just respond by informing them that the sessions were oversubscribed we asked if they wished to register interest in the project and any future workshops. Before the online registration form was removed, another 145 people had expressed interest. Enquires were received from Cape York, Wagga, Coffs Harbour and Kalgoorlie, all expressing disappointment that no sessions were being conducted in regional areas and no provision had been made for web seminar or other remote access. Of those registering to attend, 75% were from RTOs, 11% identified as being from enterprises or industry associations and another 9% from ‘both’ i.e. Enterprise RTOs. The remaining 5% who selected ‘other’ included state training authority representatives, VET in schools organisers, government departments both state and federal, and individual auditors and consultants. The intention of the interactive information sessions was to provide information about the project, and the earlier research projects on which it was built, as well as to provide an opportunity to test the draft tools and guidance materials. A copy of the draft booklet and tools can be found at Appendix I. Feedback from the sessions The feedback from the sessions was overwhelmingly positive, particularly about the usefulness of the tools. Quotes from feedback sheets General comments Thoroughly enjoyed, multiple ‘light bulb’ moments. The tools provided were brilliant! I have so many ideas that I can see will be easily implemented and easily monitored and measured (re effectiveness). RTOs need to have a more ‘service focused’ attitude. ‘Respect is earned.’ Industry and enterprise RTO partnerships Can’t wait for the final copy of this, I can’t praise it enough – the content is well thought out and easy to use/customise for our clients. As [our organisation is] going through changes nationally, this workshop came in such a timely manner – regarding our current practices and initiating discussions. Thank you. Very worthwhile event given the contestable environment we work in. What actions will you take to follow up on this session? Use the tools to fine tune the process between employers, RTO including business developer and trainers. They are very useful. Re-evaluate our processes. Use tools to strengthen and develop partnerships. Ensure other management attend this session. Improve communication internally in our RTO between sales staff who talk to clients directly and staff who actually deliver and organize the actual training. Work closer with RTOs and really specify the requirements we need for effective training to be delivered on communities. There were some excellent points raised and discussed here. I will use some of these concepts and resources to further develop my resources for management and staff development. Consider the skill areas in the tools along with expectations to help develop individual development plans for team members (including self). What support activities or products would you like to help you to engage more effectively in partnerships? 66% said PD for RTO trainers and assessors 35% said PD for enterprise trainers and assessors 61% web based resources 59% networking events 36% print based guides What else would help? Models of success would be good ‘Best practice’ guidelines to minimize interpretation differences. Feedback on the booklet and individual tools Although most of the feedback was focussed on individual tools, there was support for retaining the introductory sections which outlined the background to Industry and enterprise RTO partnerships the tool development. Suggestions were made to re order the tools against the stages of a partnership. The consultants believe it is possible to organise the tools around five stages in a partnership: 1. Readiness 2. Negotiating 3. Implementing 4. Maintaining 5. Evaluating An additional tool on evaluation was agreed to be added to cover both evaluation of the outcomes of the training or assessment, and evaluating the partnership itself. The table below summarises the feedback on each tool. Name of Tool Audience and context Description Feedback Conducting an RTO skills analysis RTOs – before they consider partnerships An internal training needs analysis tool which enables an RTO to self assess whether its staff have the requisite skills to enter into and maintain a partnership with an enterprise. Very useful but need to provide clearer introduction about how to use and who with Choosing an RTO Enterprises – before they enter into a partnership A set of questions for enterprises to ask RTOs Very useful for larger enterprises but simplification needed for small business and consideration of a layered approach – i.e. 3 key questions – if RTOs pass that test, move on to next stage Negotiating, establishing and maintaining the relationship Enterprises, industry associations and RTOs A set of questions for each group to check with the other – sets up a dialogue to agree parametersparticularly for longer term projects or partnerships Suggestion to realign to remove overlap with top two tools and maybe re-write into three separate tools, one for each stage. Conducting a training needs analysis (TNA) and skills audit in the enterprise Mainly the RTO but will need enterprise agreement to the approach Step by step TNA tool Some RTOs wanted a ‘simpler’ tool but enterprises often stated that this step was either missed altogether or not done well. Consideration given to revising into a two level tool – overview questions, then in depth TNA. Developing a training and RTOs are required to develop these AQTF compliant training and assessment strategy Some RTOs claimed this tool was unnecessary as it was a Industry and enterprise RTO partnerships Name of Tool Audience and context Description Feedback assessment strategy but it should be developed in consultation with the client enterprise or industry group template which includes instructions about how to engage enterprises and get their input requirement of the AQTF, but some enterprise participants were unaware of the requirement for industry input and saw it as a useful template to capture their input Contextualising units of competency RTO trainers and assessors A tool to help trainers and assessors contextualise a unit of competency for a specific enterprise or worksite Considered very useful but not enough on its own to develop this skill in trainers and assessors. An additional tool for RTOs to start from ‘where the enterprise is’ rather than a TP unit of competency needed. Identifying language, literacy and numeracy (LLN) needs in training specifications RTO trainers and assessors A tool to help trainers and assessors identify the LLN requirements in a unit of competency or accredited course Considered useful but also a need for a core skill requirements tool at an industry or occupational level, i.e. what are the key LLN requirements of a driver, or a retail salesperson and how can they be taught in context? Developing mentoring skills RTOs and enterprises Advice about the availability of a mentoring unit of competency and an associated workplace supervisor skill set in the new TAE10 Training Package Enterprises keen on mentoring and have different approaches to it. The unit provides a vehicle for RTOs to engage with enterprises to help develop the skill and the system internally and something for enterprises to ask for from RTOs that are training the enterprise’s own trainers and assessors. Using authentic workplace tasks for training and assessment RTO assessors and enterprises Advice for RTO assessors about how to look for and ask about ‘naturally occurring evidence’ as a component of assessment. Also provides information for enterprises to help them engage in discussions with RTO representatives about how assessment is to be done. RTO representatives varied in their comments about how useful this tool would be. Enterprises keen to have information which they feel empowers them to ask for what they want from the assessment process. Industry and enterprise RTO partnerships RECOMMENDATIONS Issue: Extremely high demand and unmet demand for workshops Recommendation: That the QAAG consider how best to encourage the take up of the materials and provide assistance about how to use the tools. Options include, conducting additional workshops as an extension of this project, or encouraging states to conduct workshops for RTOs as part of their overall VET workforce development plans. Issue: Many RTOs expressed concern about the recent changes to the AQTF that require a closer engagement with industry and enterprises and are unsure about how to go about this. Recommendation: That further work be undertaken in the area of AQTF compliance requirements in relation to engagement with industry to provide practical advice to RTOs about how to go about this and to develop the skills of their own workforce. This extends beyond the idea of partnerships, into broader consultation and feedback in relation to the industry areas that the RTO delivers in. Issue: Extension work in relation to some of the tools Recommendation: That the LLN contextualisation tool be balanced by the development of some tools which link to core foundation skills that are industry specific. Issue: Lack of awareness of previous NQC publications – almost no interactive information session participants were aware of the two previous research projects undertaken by the NQC in this area or of the fact that reports could be freely downloaded from the NQC website, in relation to various aspects of quality in assessment Recommendation: That the publication of a pdf version of the booklet not be the only mechanism by which RTOs, enterprises and industry groups receive copies of the materials. Consideration could be given to sending copies directly to RTOs, ISCs and other organisations. Appendices: I Working in Partnership: A Guide for RTOs, Enterprises and Industry Groups II Powerpoint presentation : Working in partnership RTOs, enterprises and industry groups Note: The Guide for RTOs, Enterprises and Industry Groups may be downloaded from http://www.nqc.tvetaustralia.com.au/nqc_publications to enable modification by users. Industry and enterprise RTO partnerships . Working in partnership A guide for RTOs, enterprises and industry groups National Quality Council Industry Enterprise and RTO Partnerships 2010 National Quality Council Industry/Enterprise and RTO Partnerships 2010 DRAFT IMPORTANT NOTE This document has been produced by Precision Consultancy for use by participants in interactive information sessions to be conducted from October to December 2010. This material has been developed as part of a project “National Quality Council Industry Enterprise and RTO Partnerships 2010”. It is in draft form and is provided solely for use in the sessions. A final version of these materials will be presented to the NQC for acceptance in December 2010 and final copies will be available for download from www.nqc.tvetaustralia.com.au after that time. Comments or queries about these draft materials can be sent to info@precisionconsultancy.com.au. Contact NQC Secretariat TVET Australia Level 21/390 St Kilda Road Melbourne Vic 3004 Telephone: +61 3 9832 8100 Email: nqc.secretariat@tvetaustralia.com.au Web: www.nqc.tvetaustralia.com.au Disclaimer This guide was developed by Mitch Cleary from Precision Consultancy as part of the Industry Enterprise and RTO Partnerships project, which was commissioned by the National Quality Council in 2010 with funding through the Australian Government Department of Education Employment and Workplace Relations and state and territory governments. The Guide includes tools which may be used by RTOs, enterprises and industry groups seeking to establish or maintain effective partnerships in the delivery and assessment of training at the workplace. It may be downloaded at http://www.nqc.tvetaustralia.com.au/nqc_publications to enable modification by users. Acknowledgement Precision Consultancy gratefully acknowledges SkillsDMC Ltd for providing copyright permission to use the ideas that form the basis of the tool for contextualising units of competency. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Contents Introduction .............................................................................................................................1 Background to the guide ....................................................................................................... 1 Investigation into industry expectations of vocational education and training (VET) assessment ....................................................................................................................... 1 Industry/enterprise and RTO partnerships ......................................................................... 1 Who this guide is for ............................................................................................................. 3 Terms used in this guide........................................................................................................ 4 Key findings from the research.................................................................................................5 What do enterprises want? ................................................................................................... 5 What do RTOs want?............................................................................................................. 6 Key strategies........................................................................................................................ 7 Strategies used by enterprises ........................................................................................... 7 Strategies used by RTOs .................................................................................................... 8 Other strategies ................................................................................................................ 9 Skills developed through partnerships ................................................................................... 9 Enterprise personnel ....................................................................................................... 10 Limitations .......................................................................................................................... 11 Tools for an effective partnership – an ongoing process ........................................................ 12 Quick reference guide for partnership tools ........................................................................ 15 Are you ready for a partnership? ........................................................................................... 16 Getting ready for a partnership ........................................................................................... 16 TOOL: Getting ready for a partnership ................................................................................. 17 Conducting an RTO skills analysis ........................................................................................ 19 TOOL: RTO skills analysis ..................................................................................................... 20 Choosing an RTO ................................................................................................................. 23 TOOL: Choosing an RTO – a checklist for enterprises or industry groups .............................. 24 Step 1: Negotiation ................................................................................................................ 27 Steps for negotiating the partnership .................................................................................. 27 TOOL: Steps for negotiating the partnership ....................................................................... 28 Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Step 2: Implementation.......................................................................................................... 30 Implementing the partnership............................................................................................. 30 TOOL: Implementing the partnership .................................................................................. 31 Step 3: Maintenance .............................................................................................................. 34 Maintaining the partnership................................................................................................ 34 TOOL: Maintaining the partnership ..................................................................................... 35 Conducting a training needs analysis and skills audit in the enterprise ................................ 36 TOOL: Conducting a training needs analysis and skills audit in the enterprise ...................... 37 Developing a training and assessment strategy ................................................................... 40 TOOL: Developing a training and assessment strategy ......................................................... 41 Contextualising units of competency ................................................................................... 46 TOOL: The contextualisation process................................................................................... 48 Identifying language, literacy and numeracy (LLN) requirements of units of competency .... 53 TOOL: Identifying language, literacy and numeracy (LLN) requirements of units of competency ........................................................................................................................ 54 Step 4: Evaluation and review ................................................................................................ 58 Evaluating the outcomes of training and assessment .......................................................... 58 TOOL: RTO focussed responsibility for evaluation – reaction and learning ........................... 59 TOOL: Enterprise/industry focussed responsibility for evaluation – behaviour and results... 60 Reviewing the partnership .................................................................................................. 61 TOOL: Reviewing the partnership ........................................................................................ 62 Supporting the partnership .................................................................................................... 64 Developing mentoring skills ................................................................................................ 64 Using authentic workplace tasks for training and assessment and identifying sources of evidence ............................................................................................................................. 65 Some background ........................................................................................................... 65 Examples of evidence using workplace activities ............................................................. 65 Strategies to ensure third party evidence is genuine ....................................................... 65 Appendix I .............................................................................................................................. 67 Appendix II: Useful websites .................................................................................................. 70 Appendix III: Bibliography ...................................................................................................... 73 Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Introduction This guide and the accompanying tools have been developed to encourage Registered Training Organisations (RTOs), enterprises and industry associations to form effective partnerships. The resources will assist them to develop and implement training solutions so that Australia has ‘a productive, sustainable and inclusive future’. (Skills Australia 2010, Australian Workforce Futures: A National Workforce Development Strategy) <http://www.skillsaustralia.gov.au/PDFs_RTFs/WWF_strategy.pdf>. Background to the guide Investigation into industry expectations of vocational education and training (VET) assessment A project conducted by the National Quality Council (NQC) in 2008, Investigation into industry expectations of VET assessment <http://www.training.com.au/documents/NQC_ VET_Assessment_Report.pdf> identified a growing requirement from industry for training providers to reflect a closer client focused approach in the design and contextualisation of training programs and assessment to reflect enterprise needs. The project report highlighted that satisfaction with assessment processes and outcomes were highest when there was a strong partnership between the enterprise and the RTO, and when training and assessment was directly linked to the workplace. The RTO working with The Westin Hotel is flexible in the way it conducts training and assessment and has been chosen specifically by the hotel because of this flexibility. When the RTO started working with The Westin Hotel they were given an office in the hotel so they could organise the training and assessment to meet the needs of the hotel. This included examining job descriptions and organisation documentation, and having open forums with key personnel, so that the training and assessment was linked to the hotel’s tasks. Investigations into industry expectations of VET assessment, p 27. Industry/enterprise and RTO partnerships In further research conducted in 2009, Industry/enterprise and RTO partnerships <http://www.nqc.tvetaustralia.com.au/__data/assets/pdf_file/0009/51021/Enterprise_RTO_p artnerships_VET_Workforce_Development_final_report_All_Optimised.pdf> the NQC sought to improve the responsiveness of training to industry and employer needs. Using a case study and action learning approach, the project identified, documented and disseminated good practice examples of industry/enterprise partnerships and new ways of working between RTOs and Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 1 industry/enterprises to adopt more innovative, flexible approaches to training and skills development. The project described: strategies for the development of an enterprise learning and assessment plan, and documentation of processes and procedures that were used in completing the plan examples that reflected RTOs and enterprises collaborating in the contextualising of units of competency examples of collaboration between RTOs and enterprises, both in the identification of relevant sources of evidence guiding assessment decisions which reflected the enterprise context. During this project (the RTO and Vineyard staff) worked collaboratively, with input from other vineyard site managers, to undertake the following: Current procedures, training and assessment tools and records management systems were reviewed Job tasks were mapped against individual training plans A series of Assessor Refresher workshops were undertaken online as professional development opportunities for workplace assessors Individual training plans were modified. Case Study: Fosters Barossa Valley Vineyards and River Murray Training, Industry/Enterprise and RTO partnerships 2009. Australian Quality Training Framework The Australian Quality Training Framework, 2010, <www.training.com.au>, AQTF link, which is the national set of standards to assure nationally consistent, high-quality training and assessment services, highlights the need for RTO consultation with industry. Standard 1, which is about the RTO providing quality training and assessment across all of its operations states: Strategies for training and assessment meet the requirements of the relevant Training Package or accredited course and are developed in consultation with industry. (Standard 1, Element 1.2.) An extract from the Users’ Guide to the Essential Conditions and Standards for Continuing Registration, AQTF 2010, which describes the intent of this standards, key actions, guide to Industry Enterprise and RTO Partnerships –A guide for RTOs, Enterprises and Industry Groups Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 2 compliance and explanatory notes, plus suggestions for ‘doing it better’ is provided in Appendix I. Australian Workforce Futures: A National Workforce Development Strategy The Australian Workforce Futures: A National Workforce Development Strategy, Skills Australia 2010, also has an emphasis on the development of stronger partnerships between education and training providers and industry in order to ‘increase productivity, employee engagement and satisfaction’ by making better use of skills in the workplace. They report that there are: ... many excellent examples, especially where firms are innovating or restructuring, and where training providers have worked with enterprises to conduct skills audits of their staff to identify gaps. Together these providers and enterprises have considered how the work could be re-organised and jobs designed — potentially with better career paths — to make the best use of existing and future skills. (p 4) Who this guide is for This guide is designed for enterprises and industry groups and RTOs who are planning to work in partnership, or who are already working in partnership, to develop the workforce. It is designed to benefit both partners. The guide, accompanying tools and interactive information sessions draw on material from the earlier NQC projects. It provides tools to assist industry associations and enterprises working with RTOs and RTOs working with industry associations and enterprises. The focus of this guide is on how these partnerships can be developed and maintained. The guide and accompanying tools also supports and are informed by some of the recommendations from the Skills Australia report, Australian Workforce Futures, 2010, which encourages partnerships between industry and the education sector that align training with business strategy; and provides strategies to lift the unacceptably low level of adult language, literacy and numeracy. Australia has the workforce capability required for a productive, sustainable and inclusive future. Australian enterprises have the capacity to develop and use the skills of their workforce to maximum advantage for industry and community benefit. Vision: Australian Workforce Futures, p 1. It also supports the updated AQTF 2010 which emphasises RTO collaboration with industry. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 3 Terms used in this guide Registered Training Organisations (RTOs) are recognised providers of training which are registered with the relevant state/territory training authority. RTOs are diverse and could be TAFE and adult community education colleges, private training companies, enterprises, industry and professional associates or schools. They all need to meet nationally recognised standards of quality and deliver nationally recognised training and qualifications. Enterprises are also extremely varied ranging through small, medium and large commercial organisations. Industry is a broad term used in this guide to describe representative bodies that have a stake in the training, assessment and client services provided by RTOs. These representative bodies could include industry skills councils, industry associations, unions, regulatory bodies, licensing bodies and peak bodies. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 4 Key findings from the research The research undertaken as part of the NQC Investigation into industry expectations of VET assessment project and the Industry/enterprise and RTO partnerships project identified many successful partnerships between RTOs and industry/enterprises, and strategies for success used in the partnerships. However, the research also highlighted that this successful practice was not universal. What do enterprises want? The research identified a number of areas where enterprises and industry groups were dissatisfied with previous relationships with RTOs. When working with an RTO, industry groups have highlighted the following needs: RTO has an understanding of the industry group or enterprise, including: its business and complexity; the conditions of the industry; the need to tailor training to site specific requirements; and a preparedness to induct their own staff so that they understand the real needs of the industry. This program ... involves the joint development of a training program for the exclusive and internal use of Kuehne & Nagel Australia, using the services of Myfreightcareer Pty Ltd to deliver the training. The collaboration will ensure that the training programs are flexible, suit Kuehne & Nagel’s specific needs and can be incorporated directly into existing K&N internal training plans and requirements, while maintaining the integrity of the units of competency, their elements, and performance criteria. Action learning report: Kuehne & Nagel Australia and My Freight Career, Industry/enterprise & RTO Partnerships, Appendix III, p 9. RTO delivers training to suit the needs of the enterprise or industry group including: customising resources to suit the enterprise or industry and using up to date materials; ensuring robust training outcomes so that the industry had confidence in the assessment; being flexible in terms of time for training and assessment and being prepared to change as industry needs change; using workplace personnel to be involved in training and ensuring RTO trainers have current industry knowledge and experience including an understanding of emerging technology; and building the capacity of workplace assessors to gather evidence. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 5 DHS allows for learning and assessment tasks to be carried out using on the job tasks as required, within work time. Because the training and assessment is based around real work tasks, there is little need to make adjustments to work schedules. Case Study: University of Ballarat and Department of Human Services, Grampians Region. Industry/enterprise & RTO Partnerships, Appendix IV, p 6. RTO provides solutions needed by the enterprise or industry group and be transparent about their agenda rather than just selling training. This would require the RTO personnel to: demonstrate their commitment as a partner; be a good communicator; be innovative; understand the costs and benefits of training; understand the funding arrangements; have the capacity to fill skill gaps; have an emphasis on continuous improvement; and have good reporting mechanisms. SMYL supports the program by negotiating the funding, preparing and contextualising the training and assessment material to the mine site and needs of learners, and providing the trainers, including an indigenous trainer who has connections to the area. Case study: South Metropolitan Youth Link (SMYL) Community Services and Kimberley Diamond Co, WA, with the Bunuba people. Industry/enterprise & RTO Partnerships, Appendix IV, p 20. What do RTOs want? The research also identified that RTOs also needed some commitment from the enterprises or industry groups in order to foster a successful partnership. This included: a climate of mutual commitment and respect along with honest communication; connection with management and measurable KPIs; ongoing management of the training from within the enterprise; agreed release times for people undertaking workplace based training and assessment; and pastoral care policies within the enterprise. This is the only training arrangement that I know of that is based so exclusively around a working mine-site. The generosity of KDC and then Gem diamonds cannot be overstated in terms of their willingness for the workplace to be used as a training opportunity. Case study: South Metropolitan Youth Link (SMYL) Community Services and Kimberley Diamond Co, WA, with the Bunuba people. Industry/enterprise & RTO Partnerships, Appendix IV, p 20. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 6 Key strategies The research highlighted many strategies used by RTOs and enterprises to build good partnership arrangements in order to best develop the workforce of an enterprise or industry, or even a community. These differed, of course, depending on the context, for example the different context or training needs. Partnerships that were successful reported that their success depended on a number of factors including: having an ongoing dialogue; building trust and respect; working together to develop the program; being flexible in training and assessment arrangements; having commitment to a common goal; sharing ideas; and developing a common language. Both parties commented on the importance of the continuous, open and honest communication. They have discussions weekly by telephone or email, and once a month a more formal meeting is held. Any issues are discussed and resolved. As this is an ongoing relationship, these discussions are vital as changes occur, for example in legislation, training packages, expectations, changes in the aviation industry etc. Case study: TAFE NSW, South Western Sydney Institute and Qantas Engineering, Industry/enterprise & RTO Partnerships Appendix IV, p 15. Strategies used by enterprises Some of the strategies used by enterprises or industry groups in successful partnerships are described below: Commitment, such as driving the relationship by accepting the RTO as part of the process; identifying and targeting talented people; appointing a training coordinator; sharing facilities so smaller enterprises can obtain relevant training; and providing effective management support. Operational factors, such as adjusting operational demand to allow for training; allowing time and facilities for the job skills development; and providing job complexity for trainees, e.g. rotation to develop a variety of skills. Support for the training process, such as: encouraging employees to be trained as trainers and assessors so they could conduct training and assessment on-site; providing technical expertise for training; providing coaching and mentoring in the workplace; providing incentives, reward and recognition for training success; encouraging ongoing learning; and providing networks. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 7 Strategies used by RTOs Some of the strategies used by RTOs in successful partnerships are described below: Good planning and set up, such as: mapping of work tasks, policies and internal training to the Training Package qualification; conducting a training needs analysis; customising training, assessment and resources to workplace needs; ensuring training personnel have authentic industry experience; and taking into consideration the needs of the learners such as literacy needs. Organisational strategies, such as: making sure that their own staff were embedded in the enterprise; having a single point of contact in the RTO so the enterprise knew who to contact; being flexible in terms of time and place for training and assessment; collaborating with other RTOs to provide all the training needed; and obtaining support from their senior management. Delivery strategies, such as: training on-site to suit the enterprise’s work hours; piloting the training; using innovative methods such as web-based, CD-ROM and using a range of training locations; and involving enterprise staff in training and assessment. Assessment strategies, such as: using naturally occurring evidence for assessment; using workplace tasks as evidence for RPL assessment; and using a ‘skills passport’. Evaluation, such as evaluating training and providing feedback to staff and management. Value adding, such as: providing help with funding arrangements; and assisting enterprises with change, innovation, quality, new markets etc, not just training. Training provider staff are extremely flexible with their time, because there is a critical need for them to visit the apprentices/trainees on-site. This may involve overnight stays, and flying to off shore oil rigs for visits. The trainers and assessors who undertake these visits are trained in Helicopter Underwater Escape Training (HUET). They gain an enormous amount of knowledge about current technology while on these visits, and the visits can be seen as ongoing professional development as well as a necessary part of their role. In one case, CCIWA placed a trainer onsite for 10 days to save apprentices coming down to the training. Case study: Challenger TAFE, CCIWA and the oil and gas industry, Industry/enterprise & RTO Partnerships, Appendix IV, p 12. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 8 Other strategies Further research found other suggested strategies for the development of successful partnership. The AQTF Essential Conditions and Standards for Continuing Registration provides advice to RTOs about industry consultation as follows: Giving industry and enterprises the opportunity to collaborate in making joint decisions about training and assessment strategies Encouraging industry representation on committees and participation in award ceremonies. (p 24) The Australian Workforce Futures scan of current workforce development practice found many good practices which can be translated into advice for RTOs and industry partners. This includes: the employer is engaged as a partner, not a ‘recipient’ in the skill solution workplace champions with carriage of the project are identifiable and have the support of management the skill specifics of any training are customised to the business and there are ongoing opportunities for workplace learning there is allocated time and support for on-the-job training the trainer is credible, an authoritative source of expertise and can integrate practical, real examples from the workplace. (p 47) Skills developed through partnerships The research showed that people from RTOs and enterprises or industry groups involved in the development and maintenance of partnership arrangements developed a range of skills in the process. This means that partnerships are not only valuable for the development of the skills of the workforce involved in the training or other service offered by the RTO, but is also valuable for the people in the development and maintenance process. Both RTO and enterprise personnel learnt the importance of open and clear communication with all stakeholders, and the importance of flexibility, as well as the importance of collaborating early in a project, for example between the RTOs and the industry specialists, especially where extensive contextualisation of Training Package requirements is necessary. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 9 Enterprise personnel As well as developing negotiating skills, enterprise personnel also developed skills through the partnership through exposure to RTO training and assessment practices. Some were trained as trainers and assessor by undertaking the Certificate IV in Training and Assessment, or relevant parts of the qualification such as skill sets; and they were also exposed to the recordkeeping and quality assurance aspect of the Australian Quality Training Framework (AQTF). Others gained exposure to the complexities of the VET sector. If they were not actually delivering the training, many were involved in mentoring people in the workplace and gathering evidence for assessment. A development of cross cultural awareness across the mine-site is a positive but unintended outcome of the training, with Indigenous and non-Indigenous learning more about each others’ cultures. A story was told about the village manager complaining that the Indigenous people were using ‘lingo’ when in fact they were teaching the non-Indigenous employees words from their traditional languages so they could take it home and teach their children. Case study, South Metropolitan Youth Link (SMYL) Community Services and Kimberley diamond Co, WA, with the Bunuba people. Industry/enterprise & RTO Partnerships, Appendix IV, p 22 RTO personnel RTO personnel involved in the development and maintenance of partnership arrangements developed a range of skills in the process. These included developing initiative and ability to make decisions in the spot, away from the RTO; being able to sustain relationships with the partner; creating ways of talking about change and strategic directions; planning and development, and RTO business development; and change management. Other skills learnt were around exposure to the industry through the partnership, for example to gain a great knowledge of sustainability practices in the industry or emerging technologies; an increased ability to customise training so that it is site specific; and the importance of holistic assessment using authentic evidence. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 10 Trainers from ACEPT and CCIWA all come from the oil and gas industry and have wide contacts in the industry. As well, they remain up to date with technology as they visit the sites for inspections and assessment, e.g. on the offshore rigs ... Case study: Challenger TAFE, CCIWA and the oil and gas industry, Industry/enterprise & RTO Partnerships, Appendix IV, p 12. (Training staff) are involved on committees discussing changes to and impact of changes in legislation with the regulatory body, the Civil Aviation Safety Authority (CASE), so are kept up to date with legislative changes. As new planes are introduced, the Institute trainers are involved in ‘type’ training delivered at Qantas, usually by the manufacturer, so they remain up to date with the new technology. Case study, TAFE NSW, South Western Sydney Institute and Qantas Engineering, Industry/enterprise & RTO Partnerships, Appendix IV, p 15 Limitations The research highlighted that even though there are many successful partnerships between enterprises/industry groups and RTOs, there were some limitations and issues which prevented successful partnerships being formed. It was reported in some cases that RTOs needed different human resource management processes to cater for flexible working arrangements; and that they needed to integrate more with the local community so that they can cater for regional development needs. In other cases it was reported that enterprises needed to encourage their workforce to engage in learning; to develop information communication technology (ICT) skills to cater for elearning; and to provide learning opportunities for casual workers and those with lower levels of education and training or with language, literacy and numeracy (LLN) needs. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 11 Tools for an effective partnership – an ongoing process The research highlights that key features for successful partnerships between RTOs and enterprise/industry included building trust and respect, having commitment to a common goal, working together to develop the training program, ongoing dialogue, flexibility in training and assessment arrangements, sharing ideas and developing a common language. These features suggest a process the RTO and enterprise/industry group might go through once they have determined they are ready for a partnership: 1. Negotiation: Once ready for a partnership, the RTO and enterprise/industry come together to reach an agreement about what the partnership will deliver. Issues such as cost, resourcing, obligations, and performance of specific tasks should be discussed and agreed on at this stage. 2. Implementation: This is the RTO and enterprise/industry getting the partnership in place in their organisation. 3. Maintenance: Once a partnership is in place, both the RTO and enterprise/industry will need to contribute to its success. 4. Evaluation and Review: The RTO and enterprise/industry need to evaluate the outcomes of the training and assessment. They also need to review how the partnership performed. What were the benefits and challenges, and would they continue the relationship? The following tools are designed to assist RTOs and enterprise/industry groups in preparing for and creating successful partnerships. These tools may reflect some practices already in place at your RTO or enterprise/industry. They may encourage RTOs and enterprise/industry to think differently about how they approach their relationship with each other. There is no need to use all the tools, and some Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 12 tools may be more suitable for different types of RTOs and enterprise/industry than others. However, they provide a framework for how RTOs and enterprise/industry groups can work together to improve skills in the workplace. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 13 Using the tools For each tool, the following diagram will indicate when the tool should be used: The following information is also provided for each tool: Who is this tool designed for? Why is this tool useful? How is the tool used? Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 14 Quick reference guide for partnership tools Who is the tool for? RTO or enterprise/ industry or both Page BOTH 15 RTO 18 Enterprise/industry 22 Steps for negotiating the partnership BOTH 26 Implementing the partnership BOTH 29 Maintaining the partnership BOTH 32 BOTH 34 BOTH 38 BOTH 44 BOTH 51 BOTH 56 BOTH 59 Stage Tool name Getting ready for a partnership Conducting an RTO skills analysis Choosing an RTO Conducting a training needs analysis and skills audit in the enterprise Developing a training and assessment strategy Contextualising units of competency Identifying language, literacy and numeracy (LLN) requirements of units of competency Evaluating the outcomes of training and assessment Reviewing the partnership Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 15 Are you ready for a partnership? Getting ready for a partnership Who is the tool designed for? BOTH RTOs and enterprise/industry should both consider this tool individually before approaching a potential training partner. Why is this tool useful? This tool will help determine the reasons for entering a partnership and measure your organisation’s readiness to form partnerships. If this reveals some gaps in organisational readiness, decide on actions to take before you can begin the partnership arrangements. How is the tool used? Identify the staff in your RTO or enterprise/industry who should be involved in a partnership. Using the ‘Are your staff ready for a partnership?’ checklist, look at each item and consider how your RTO or enterprise/industry responds. Look at any issues that need to be addressed before you approach the other party for discussions. You may like to add further questions relevant to your circumstances. This tool could also then be used in consultation with the potential training partner to assist in clear communication about goals and outcomes. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 16 TOOL: Getting ready for a partnership Steps Industry/enterprise group RTO Why Why do you want a partnership with an Why do you want a partnership with RTO? enterprise/industry? Who will benefit and how? Who will benefit and how? Notes What issues will training address? What What services do you need from the RTO? Will training address your needs? What services can you provide to the enterprise/industry partner? How flexible are you willing to be with your services? Who Who in your organisation needs to be Who are your potential enterprise/industry partners involved in the partnership? and other stakeholders? Who are the potential RTOs you will use? Who are the other stakeholders? How How will you find information about RTOs? How will you find current information about the industry? Key contact Have you nominated a key person to Have you nominated a key person to negotiate and negotiate and manage the relationship? manage the relationship? Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 17 Steps Industry/enterprise group RTO Staffing Do you want your staff to be involved in the Does your relevant staff have the skills required to delivery of training and assessment (e.g. for develop and maintain a relationship? (see tool their expertise)? ‘Conducting an RTO skills analysis’) Notes Will you be able to: release your staff from their day to day work for training provide them with opportunities to gain skills through working with others Safety provide job rotations Are you able to provide a safe workplace for Does your staff understand the OHS requirements of RTO personnel providing a service at your the enterprise and the industry in general? premises? Quality How will you ensure the services provided Do you have the structures in place required by the assurance have met your needs? Australian Quality Training Framework (AQTF), e.g. staffing, recordkeeping, required units, or qualifications on scope of registration? Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 18 Conducting an RTO skills analysis Who is the tool designed for? RTO Why is this tool useful? The research has identified a wide range of skills needed by a variety of personnel within RTOs to contribute to a successful partnership with enterprise/industry. It also found some whole of organisation factors which need to be in place, linked to the RTO’s quality processes required by the Australian Quality Training Framework (AQTF). This will assist the RTO to identify the skills of its staff to contribute to a successful partnership with enterprise/industry. The RTO may also use this tool to discover the development needs of its own staff (e.g. an internal training needs analysis). Once completed, the RTO might provide it to the enterprise/industry to demonstrate their readiness and commitment to the partnership. How is the tool used? Identify the staff who should be involved in a partnership with enterprise/industry. Using the ‘RTO skills analysis’ checklist, conduct a skills audit of these staff and note any gaps you think there are in their skills and/or in your RTO. This could be a broad audit of the organisation, or you could use the checklist with specific members of staff rather than by position - either as a self assessment or as an audit with their manager. You may use ticks () to indicate a skill or knowledge is held, or a rating scale (1 – 5) to demonstrate the level of a person’s ability, or you may make notes about what needs to be done to ensure appropriate staff have the required skills or knowledge. Modify the tool as needed – not all skills and knowledge important to a partnership are included. Remember that not all staff at the RTO will be involved in the partnership, and not all staff involved in the partnership will need all skills. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 19 TOOL: RTO skills analysis Skills and knowledge needed Managers Business Trainers, development assessors Support staff managers Communication ability to communicate with a wide range of personnel negotiation skills listening to needs of enterprise ability to write proposals, agreements and reports demonstration of commitment Creativity, innovation emphasis on continuous improvement basing training solutions on enterprise needs Management understanding of funding possibilities planning, writing contracts and agreements costing of services conducting a Training Needs Analysis (TNA) Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 20 Skills and knowledge needed Managers Business Trainers, development assessors Support staff managers conducting a cost benefit analysis Industry knowledge knowledge and experience of the industry, including technical skills and emerging technologies understanding of the enterprise’s business and complexity understanding of the conditions of the industry willing and able to induct own staff into the needs of the industry or enterprise Training and assessment methodologies able to cater for different learning styles uses authentic assessment tasks uses workplace tasks for training ability to tailor training to specific site needs able to customise units of competency, resources and assessment tasks to meet enterprise or industry needs Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 21 Skills and knowledge needed Managers Business Trainers, development assessors Support staff managers able to source up to date training materials mentoring skills for staff in the enterprise/industry application of VET knowledge to enterprise e.g. able to cater for enterprise or industry needs, but still meet requirements of AQTF able to adjust training to meet the language, literacy and numeracy (LLN) needs of learners Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 22 Choosing an RTO Who is the tool designed for? Enterprise/industry Why is this tool useful? Becoming an informed consumer is critical to a successful relationship with an RTO. RTOs vary in size, scope, training approach and expertise. This tool will assist enterprise/industry to ensure they are choosing an RTO who understands their specific characteristics and needs. You may need to talk to a number of RTOs before you find the right one for your needs. Listed in the Appendix II are some websites where you can find further information about the vocational education and training (VET) sector, which can often appear complex for people new to the sector. How is this tool used? Use the following checklist to identify some questions you could ask the RTO representative as you are negotiating a partnership arrangement. Questions to ask include the RTO’s knowledge of your enterprise/industry, how they train and assess, their flexibility in providing training and assessment, communication and costs. These questions may assist you to identify the issues that are important to you in choosing an RTO for a partnership, and gather information to make a decision about which RTO you will work with. You may not find all the questions relevant to your enterprise or industry, or you may need to ask different questions. Depending on what you want to know about an RTO, you may need evidence of procedures, policies or past/current work of the RTO to be satisfied of their ability to meet your needs. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 23 TOOL: Choosing an RTO – a checklist for enterprises or industry groups Questions Does the RTO satisfy this? Knowledge of industry Does the RTO have experience working with enterprises similar to yours, or in your industry? Can they provide examples and details of previous or current work or partnerships? Does the RTO employ or use trainers and assessors with current industry knowledge, qualification and experience? Can they provide details of their experience (e.g. a CV, biography)? What will they do to ensure trainers and assessors have the required understanding of your enterprise/industry? Do you need to be involved? Does the RTO help their trainers and assessors maintain their industry knowledge, and if so, how? Training and assessment Can the RTO provide training and assessment in ways which reflect your specific enterprise and/or industry processes e.g. will they base training and assessment on your enterprise’s processes, equipment etc.? Can the RTO involve relevant and experienced staff from your enterprise in training and assessment? Will the RTO assess your staff’s prior learning and experiences to determine if they have particular skills and knowledge (Recognition of Prior Learning or RPL)? Does the RTO ensure their trainers and assessors keep their specific skills relevant to training and assessment up to date, and if so, how? Flexibility Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 24 Questions Does the RTO satisfy this? Can the RTO provide training and assessment where you need it, e.g. at your workplace, off site, at their premises? Can the RTO provide training and assessment when you need it, e.g. during business hours, during shifts, in the evenings, on weekends? Can the RTO provide training and assessment in a mode which suits your workforce, e.g. on the job, face to face training sessions, web-based training? Can the RTO meet the individual needs of your staff, e.g. language, literacy and numeracy? Will the RTO consider feedback in response to their training and assessment, and make changes where appropriate or requested? Will the RTO adapt resources and training programs it has already developed to meet your specific needs? Will the RTO explain how the vocational education and training (VET) sector works and its relevance to your staff? Communication Will the RTO have a key person, or position holder, for you to contact? Will the RTO communicate with you in a way that suits your enterprise/industry e.g. email, telephone, face to face meetings, video conferencing, etc. Value for money Does the RTO offer cost effective services? Is their costing easy to understand? Can the RTO explain how their services will benefit your business or industry? Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 25 Questions Does the RTO satisfy this? Can the RTO access or suggest sources of government or other funding for training? Can the RTO provide low cost training materials? Support Will the RTO provide ongoing support to your business and your staff? Is the RTO committed to a long term partnership with your enterprise/industry? How do they demonstrate this? Can the RTO identify training needs of the enterprise (TNA) and conduct skills assessments of individuals? Will the RTO provide mentoring and other workplace support? Administration Will your staff gain a nationally recognised qualification at the end of training, including certification? Will the RTO provide evidence and records of training participation and assessment of your staff’s participation in training and assessment (e.g. attendance, copies of qualifications, etc.)? Will the RTO sign a written agreement for the training and assessment services which includes their obligations and your obligations, e.g. Purchase Agreement, Memorandum of Understanding? If the agreement is for Apprentices, does the RTO have the appropriate legal processes in place? Quality assurance Will the RTO work with you to evaluate the training and assessment for continuous improvement? Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 26 Step 1: Negotiation Steps for negotiating the partnership Who is this tool designed for? BOTH RTOs and enterprise/industry Why should they use this tool? This tool can help RTOs and enterprise/industry understand what is expected of each of them in the partnership. This tool will help you think about the steps that need to be put in place during the negotiation process. You may change these steps to suit organisational needs and the context. How is this tool used? Both the RTO and enterprise/industry will need to consider this tool separately. Work with a small group consisting of relevant people in various positions in both the RTO and enterprise/industry, for example, business development manager, training manager, trainer and assessors, workplace supervisor. Consider each step and see how it applies to your specific needs and circumstances. Once completed, the tool can then be used as a discussion framework between the RTO and enterprise/industry as they are starting the relationship, and can be referred to throughout the partnership. The steps in this tool are suggestions only and relevant staff from the RTO and enterprise/industry will need to discuss and customise the tool to meet their own needs. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 27 TOOL: Steps for negotiating the partnership Steps Enterprise/industry group RTO Be prepared Set objectives or outcomes of Be aware of objectives or training. outcomes of training. Think about what training or other Help the enterprise with a Training services you need and what you Needs Analysis. want people to do better as a result. Put needs on paper. Interpret enterprise needs into training solutions. Be clear about the reasons for the Be clear about the reasons the entering into the arrangement. enterprise or industry group is entering into the arrangement. Make sure the organisational Examine the organisational climate is favourable towards climate of your RTO is such that an establishing a relationship and open, honest and respectful there is a climate of commitment, relationship can be developed. respect and honest communication. Think of the likely strengths and Think of the likely strengths and weaknesses of the collaboration for weaknesses of the collaboration your enterprise or industry group, for your RTO, e.g. do a SWOT e.g. do a SWOT analysis (strengths, analysis. weaknesses, opportunities, threats). Know your budget Decide how much you have to Calculate how much training or spend on the training or other other services will cost. Is there services. any funding you can put the enterprise in contact with? Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 28 Steps Enterprise/industry group RTO Come to a Make sure you are clear about Make sure you clear about what common what services you are being offered services you are offering the agreement by the RTO. Agreement will depend enterprise or industry group and on the service needed, but could come to a common agreement. include content, cost, terms, timing etc. Confirm agreement Sign a contract or other agreement Develop a contract or other in writing with the RTO, which clearly agreement with the enterprise/ establishes the basic rules of the industry group such as: partnership arrangement. memorandum of understanding letter of agreement. A good formal agreement will clearly establish the basic rules of the partnership arrangement, e.g.: Policies and procedures How much each partner will contribute to the partnership, e.g. money, personnel, time, resources Measurable KPIs. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 29 Step 2: Implementation Implementing the partnership Who is this tool designed for? BOTH RTOs and enterprise/industry Why should they use this tool? This tool looks at the specific requirements under the partnership – issues such as who needs to do what and when. How is this tool used? This tool will help you think about the steps that need to be put in place to establish the relationship once you have completed the initial negotiation and agreed on services. Use this tool to come to an agreement about what obligations the RTO and enterprise/industry has individually and jointly under the partnership. Both the RTO and enterprise/industry will need to give this tool individual thought, but the issues should be discussed jointly. The steps in this tool are suggestions only and relevant staff from the RTO and enterprise/industry will need to discuss and customise the tool to meet their own needs. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 30 TOOL: Implementing the partnership Steps Enterprise/Industry RTO Resources What resources will you be What resources will you be contributing, e.g. personnel contributing, e.g. trainers for mentoring, money, space, and assessors, learning equipment, time for staff to materials? undertake training? Timelines Document and clearly Make sure timelines and communicate timelines and deliverables are deliverables, and fit with the documented. Check they fit enterprise work patterns and with the enterprise’s work production deadlines. patterns and production deadlines, as well as the RTO capacity to meet the deadlines. Contact Provide a single point of Provide a single point of contact, with backup person. contact, with backup person. Make sure that if the contact This is particularly important changes because of job for large RTOs. rotation etc that the RTO is informed of the new contact. Reporting Contribute to any reporting Make sure that reporting and and recordkeeping processes recordkeeping fit with the set up by the RTO, and which AQTF requirements as well as also fit with your own records, the requirements of the e.g. personnel records of enterprise. training completed. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 31 Steps Enterprise/Industry RTO Confidentiality Ensure that the RTO has a Put confidentiality confidentiality agreement in agreements in place, e.g. place so that your proprietary proprietary enterprise knowledge and information knowledge learnt while about your own staff is training and assessing in the protected. workplace is confidential, as is knowledge of people being trained and assessed. Intellectual property Discuss intellectual property of Make decisions about material developed for intellectual property of training, in particular around material developed for your own equipment or training and assessment. processes. Insurances Support for staff Have the required insurances Have the required insurances in place, e.g. to cover RTO staff in place, e.g. to cover RTO entering your workplace. staff working off site. Have management/HR Provide support to trainers strategies to deal with issues and assessors who are that arise with staff during working at workplaces, e.g. training and assessment, e.g. counselling, pastoral care. regular communication, visits. Provide mentors in the workplace. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 32 Steps Enterprise/Industry RTO Quality assurance Make sure that the RTO is Make sure all parties are aware of your quality aware of any quality assurance processes and assurance arrangements, in factor this into services they particular as they relate to provide. Also be aware that AQTF. You may need to RTOs follow quality assurance explain the AQTF to the procedures set out in the enterprise or industry group Australian Quality Training if they have not dealt with Framework (AQTF). RTOs in the past. Also factor the quality assurance policies of the enterprise into services provided. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 33 Step 3: Maintenance Maintaining the partnership Who is this tool designed for? BOTH RTOs and enterprise/industry Why should they use this tool? This tool is a checklist for the successful maintenance of the partnership between the RTO and enterprise/industry. It addresses issues such as communication, resources, flexibility and training, and reflects that both partners need to consistently monitor how the relationship is going. How is this tool used? Both the RTO and enterprise/industry should use this tool to check they are satisfied with the progress of the partnership. Each partnership will raise unique issues, and this tool should be customised to meet specific needs. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 34 TOOL: Maintaining the partnership Steps Enterprise/Industry RTO Communication Participate in regular progress Have regular progress meetings meetings or conversations to or conversations to ensure that report on satisfaction with the training activities or other training activities or other services being provided are on services being provided. target. Make sure trainers and assessors Follow all OHS and other are inducted into the workplace, workplace procedures. Policies and procedures especially into OHS procedures, and provide a healthy and safe training environment for trainers, assessors and staff being trained or assessed. Have a complaints procedure and conflict management plan in place and make sure enterprise is aware of the procedure. Be informed about the RTO’s conflict management and complaints policy. Flexibility Allow staff time off the job for Provide flexibility in terms of training, and opportunities on time for training and the job for skill development. assessment to meet enterprise Provide replacement for staff if needs. required if they are away from workplace for training. Training and assessing Encourage workplace personnel Use trainers and assessors with to be involved in training and assessing, e.g. by mentoring, up to date training and assessment methodology, e.g. gathering evidence for capacity to train and assess assessment. using authentic workplace Help provide authentic workplace tasks. tasks for skills development and Use trainers and assessors with for evidence for assessment. current industry knowledge and experience. Organisational Allow a workspace for the trainer Trainers and assessors to be at the workplace. placed on-site for time needed for training and follow up. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 35 Conducting a training needs analysis and skills audit in the enterprise Who is this tool designed for? RTOs with enterprise/industry Why is this tool useful? In order to make decisions about what services are needed by the enterprise or industry group, and whether these services can be met by the RTO, a training needs analysis (TNA) and skills audit needs to be conducted. This shows the enterprise/industry the current status of their staff’s skills and knowledge, and what needs to be developed to perform their work. This flowchart is a guide to conducting a TNA and skills audit. It provides some examples as starting points for discussion. How is the tool used? Enterprises could use this tool independently, using a group of relevant personnel such as training manager, workplace supervisor and representatives from the staff who may be receiving the training. Alternatively, an RTO could use the tool in conjunction with relevant personnel from the enterprise or industry group. This could also form a framework for negotiating and maintaining a partnership relationship. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 36 TOOL: Conducting a training needs analysis and skills audit in the enterprise Examples: What is the driver? New legislation, regulations Quality issues IR/awards New equipment Competition Succession planning Training existing employees Company amalgamation What are the drivers for your enterprise or industry group? Examples: What do we already have in place? Strategic plans/goals/objectives Quality system Policies/procedures Training plan/strategy Appraisal system Competency framework In-house training programs Training manuals What does your enterprise or industry group already have in place? Who is the target group? Example: Who is your target group? Job roles rather than people New or long term employees Skilled/unskilled employees Apprentices or trainees What is the context? Example: Target group? What is the context? Work individually or in team Remote locations Worksite Small, medium or large enterprises Are there any particular learner List any particular learner needs. needs or equity issues? Example: Language/literacy/numeracy needs Different learning styles Gender issues, e.g. females in traditional male occupations Age issues, e.g. cross generational teams People with disabilities Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 37 Major activities What does their job include? What skills/knowledge do they A need to do job? Now? Future? Look at: List skills/knowledge required by job role. Job descriptions/duty statements Questionnaires (paper based, online) Focus groups Observation Asking employees and supervisors Individual or team – can be Skills audit amalgamated into an enterprise B audit Suggested methods: List current skills/knowledge of Questionnaire – self assessment Interview Observation Use performance reviews with key indicators Previous training completed Third party report Compare skills audit with requirements of job employees. A – B = Gap What are the gaps? (Enterprise and/or individual) Examples: Identify learning solutions Map the skills gap to existing units of competency for other training specifications What units of competency will you use? (or other training specifications) Considerations, e.g. Prioritise Budget Legislative needs Competition New equipment Quality issues What needs to be developed first? Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 38 What is the preferred mode of Choose preferred mode of skill development What sources of evidence will you use for assessment? Complete a learning and assessment strategy skill development e.g. What is the preferred mode of On job training/off job In-house using current organisational courses/enterprise RTO External training, e.g. linked to RTO – short term or long term, e.g. Diploma Mentoring or coaching in workplace Secondment to another department or organisation Individual learning using written learning materials or online Special projects skill development? Examples: Samples of work products and processes Observation of work in progress Include: Third party reports What, when, who, how etc. (detail will depend on context) What sources of evidence will you use? Complete learning and assessment strategy (proforma) Contextualise your units of competency Contextualise units for enterprise/ industry Contextualise units of competency, using, for example: Policies and procedures Enterprise equipment Relevant legislation Work practices Required knowledge for e codneliv textery method Usinwo g prkp reflaecrred – to suit individual and work needs Delivery and assessment How will you evaluate your training? Examples: Self assessment – how effective was training to assist you in your job performance? Ask supervisor after period of time – is work now more effective? Measurements, e.g. have quality and productivity improved, are there less accidents? Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Evaluation Page 39 Developing a training and assessment strategy Who is this tool designed for? BOTH RTOs with enterprise/industry Why is this tool useful? The purpose of this learning and assessment strategy template is to assist RTOs and enterprises to plan and document the decisions made about the training and assessment services being offered by the RTO. How is the tool used? This strategy template has been adapted from a template developed by the Australian National Training Authority (ANTA) in its 2002 booklet, Learning and assessment strategies: the how to kit. Many RTOs have developed their own strategy templates to assist to design learning and assessment to meet the needs of clients, and to meet their requirements under AQTF. Use this template as a guide, but adapt it to suit your own RTO and enterprise/industry group needs. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 40 TOOL: Developing a training and assessment strategy Name of enterprise Name of RTO Learning and assessment period Gaps identified List gaps in performance, knowledge, skills identified. Target group What is the context? Are there any special needs to be catered for? Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 41 Delivery and assessment Broad outline of the major approaches to skill/knowledge development and assessment, e.g. workplace based training, project work, rotation, arrangements off the job training. Learning strategy Details of the specific activities to be used to develop the required knowledge and skills. For example, authentic workplace activities which will be used. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 42 What evidence Give details of evidence which will be used for assessment, in particular will be used for authentic workplace tasks e.g. a project, product, third party report, assessment? presentation, observation of work. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 43 Resources required Resources Who will provide the resources? Link to Qualifications Qualification – code and name: Units of Code Title competency Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 44 Contextualisation Do the units of competency need to be contextualised for the workplace processes, and analysed for language, literacy and numeracy requirements? Who is going to do this? Sign off Enterprise/industry group RTO Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 45 Contextualising units of competency Who is this tool designed for? BOTH RTOs and enterprise/industry Why is this tool useful? Contextualisation means ‘tailoring units of competency to suit specific needs’. In practice this means that RTOs can ‘modify units of competency to reflect the local outcome required by an individual and/or enterprise’. This can be achieved by including, modifying or substituting text within the unit/s of competency, so that it is specific to the enterprise/industry and/or individual learner need. However, in all cases of contextualisation ‘the integrity of the outcome of the endorsed unit/s of competency must be maintained’, e.g. elements and performance criteria must not be removed, distorted or narrowed. (Source: Training Packages@Work, Back 2 Basics, Edition 3, page 22.) Examples of contextualisation: Substituting enterprise specific requirements for generic terms in performance criteria, e.g. policies and procedures Adding to the range statement, and adding enterprise specific requirements, e.g. specific equipment or processes Identifying any particular skills and knowledge required to perform the tasks in the workplace and adding to required skills and knowledge or make them more enterprise specific Identifying the kinds of evidence candidates may be able to provide in their job roles, and add to the evidence guide Making any modifications within the Training Package rules to meet special needs of target group, e.g. literacy and numeracy. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 46 How is the tool used? The contextualisation process is shown in a diagram on the following page, with an example of a unit of competency which has been contextualised for a particular enterprise following. Enterprise/industry should work with representatives from the RTO such as trainers, and the enterprise or industry group such as training manager, safety officer, supervisors to contextualise units of competency to the specific circumstances of the enterprise/industry using the tool on the following page. Examine the whole unit of competency, and think about any specific equipment or processes that are used by the enterprise or industry group. As an example, you can insert or substitute them where relevant in the elements and performance criteria and add any specific requirements such as specific equipment in the range statement. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 47 TOOL: The contextualisation process 1. Identify relevant qualifications and competencies Enterprise / Site TNA Senior Operator Safety Officer 2. Identify who to work with Training Officer Supervisors Elements and Performance Criteria 3. Review each unit of competency Range Statement & Required Skills and Knowledge Evidence Guide How do WE do it? 4. Contextualise relevant units How do WE know it is done well? Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 48 Example of contextualisation in action MNCO1016A Conduct grader operations Following is an example of a unit of competency, MNCO1016A Conduct grader operations, which has been contextualised for an enterprise. This extract from a unit of competency demonstrates what a contextualised unit might look like. A third column has been added for additional questions which could assist in the contextualisation process. ELEMENT PERFORMANCE CRITERIA Possible contextualisation question prepare for requirements in the form of shift briefings, • Who does this happen with? operations. handover details or work orders before proceeding. • When does it happen? 1 Plan and 1.1 Obtain, interpret and clarify/confirm work Verbally obtain, interpret and clarify/confirm work requirements, in line with 24 hour work 1.2 • How are work instructions for grader operations usually communicated? plan from shift boss during shift handover. • Are there any standard documents or procedures? Access, interpret and apply geological and survey • Where does it happen? data required to complete the allocated work in • Where is data available from? accordance with site procedures. • Geological and survey data will be provided as part of 24 hour work plan and work instructions, as well as Grader Standard Operating Procedures (SOPs) and Job Safety Analysis (JSA) to detail specifications for working with different materials • What site procedures exist? • Operator able to identify material composition of road-bed/wall composition to identify appropriate ripping/grading processes. 1.3 Access and apply safety information and procedures throughout the work. • What safety procedures and information exist? • Safety Information and procedures may be accessed and applied from relevant (JSA)and Grader Training Sheets. 2 Operate the grader. 2.1 Resolve coordination activities with others at the • Who coordinates activities? site prior to commencement of, and during, the • Is any documentation required? work activity. • All activities communicated with control, supervisor, logistics or scheduler • Observe site procedures for passing pedestrians Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 49 ELEMENT PERFORMANCE CRITERIA Possible contextualisation question and other equipment during operation. 2.2 Carry out pre-start, start-up, parkup and shutdown procedures in accordance with manufacturer instructions and site procedures. • Test operation of grader before moving/beginning work, including condition of blade and ensuring that all operational controls and gauges are functioning • Is there more than one grader? If so, are there any significant differences? • Are manufacturers’ instructions available? • Do site procedures exist? • Pre-start and shutdown procedure as per relevant SOP and should include look/listen checks • Grader 3 should be used only for highwall operations. 2.3 Use grader controls and functions, including blade, tyres, articulation and wheel tilt to • What controls and functions do you need? manoeuvre and complete specified tasks. • What kind of jobs are graders used for? • If required, safely move grader to work site • Position grader at appropriate area for grading operations as described in 24 hour work plan • Monitor operations including environmental/geological conditions and windrow placement to adjust wheel lean, blade angel and circle shift as required. 2.4 Carry out towing of equipment and plant safely and in accordance with the authorised • What equipment do you tow? equipment and connection capabilities. • Do any standard procedures exist for towing or the equipment being towed? • Equipment to be towed identified in 24 hour work plan • Operator should ensure that weight to be towed does not exceed manufacturer and site limits as defined in instruction manual and SOP. 2.5 Act on or report monitoring systems and alarms in accordance with manufacturer instructions and site procedures. • Refer to fault communication process • Access gauges to monitor performance and operational indicators are within parameters. • What monitoring systems and alarms are there? If your organisation has more than one model, you will need to specify this for each one. • What site and manufacturer instructions exist? Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 50 ELEMENT PERFORMANCE CRITERIA Possible contextualisation question 2.6 Recognise and respond to hazardous and emergency situations in accordance with manufacturer instructions and site procedures. • Refer to emergency evacuation procedures in manufacturer’s instructions • Refer to site risk management plan. 2.7 Complete work in accordance with the agreed plan and outcomes and within the operating capacities of the allocated equipment. • Refer relevant JSA and work requirements as outlined in 24 hour plan. 3 Carry out operator 3.1 maintenance. Carry out equipment inspections and fault-finding in accordance with manufacturer instructions and site requirements. • Is there a risk management plan? • What types of hazards are operators likely to encounter? • What site and manufacturer instructions exist? • What types of works are typically carried out? • What are the operational specifications of the grader(s)? • According to manufacturer and site requirements, what should be inspected and how often? • Refer to grader maintenance procedures • Look and listen check performed at shut-down • Grader visually inspected for any physical damage. 3.2 Carry out routine operational servicing, lubrication and housekeeping tasks in accordance with manufacturer instructions and site authorised procedures and practices. • Refer to equipment maintenance SOP, which include visual inspections and cleaning to maintain tidy cab and visual inspections of blade and ripper for damage as well as maintaining fuel, oil and air pressure levels. 3.3 Carry out minor maintenance to manufacturer instructions and site requirements. • Refer to equipment maintenance SOP for description of minor maintenance tasks to be carried out by operators . 3.4 Provide operator support during preparation for, and conduct of, major maintenance tasks in accordance with site requirements. • Refer to equipment maintenance SOP • Maintenance requests communicated promptly to maintenance crew • According to manufacturer and site requirements, what parts should be lubricated and how are housekeeping tasks defined? • Do operators carry out minor maintenance? • What maintenance procedures exist for your site? • What maintenance procedures exist? • How are major maintenance tasks communicated in your organisation? Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 51 ELEMENT PERFORMANCE CRITERIA Possible contextualisation question • Equipment is tagged as required and appropriate. 3.5 Process records in accordance with site • What site procedures exist? requirements. • What documentation is required? • Refer to equipment maintenance SOP • Maintenance request forms completed and returned to supervisor. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 52 Identifying language, literacy and numeracy (LLN) requirements of units of competency Who is this tool for? BOTH RTOs and enterprise/industry Why is this tool useful? Recent surveys have highlighted that 46% of Australians aged between 15 and 64 have literacy levels below the minimum required to function fully in life and at work. (Australian Bureau of Statistics (2008), Adult Literacy and Life Skills Survey, Australia. Summary results, Cat no.4228.0 (2006 reissue) p.5) To improve skills for work, issues around low language, literacy and numeracy (LLN) skills need to be addressed. RTOs can assist enterprise/industry by ensuring that learners develop vocational LLN skills needed for job tasks. This requires identifying the gaps that exist between the LLN levels of the learner, the LLN requirements of the workplace and the LLN requirements of the training. Identified skills gaps need to be addressed, at least in part, by vocational trainers. Vocational trainers can develop skills to assist learners by completing the unit titled TAELLN401A Address adult language, literacy and numeracy skills, an elective in the TAE40110 Certificate IV in Training and Assessment. This unit refers to the Australian Core Skills Framework (ACSF) (Department of Education, Employment and Workplace Relations, 2008), which is a framework that describes the levels of performance in the five core skills of learning, reading, writing, oral communication and numeracy. The ACSF provides a common reference point and a common language for discussions around LLN skills. How is the tool used? This tool will assist RTOs and enterprise/industry to understand the LLN requirements of the training. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 53 TOOL: Identifying language, literacy and numeracy (LLN) requirements of units of competency Units of competency include the LLN skill requirements for a particular job task. These are sometimes obvious, such as ‘Read and understand...’. However, often the requirements are embedded. The LLN skills required can be teased out with a careful examination of the elements, performance criteria, range statement and assessment guidelines. Together, the RTO and enterprise/industry should analyse the unit of competency by asking: What do people have to listen to and understand? What do people have to say? What do they have to read? What do they have to write? Do they need to understand any diagrams, pictures or symbols? What maths calculations do they need to do? Highlight the words that indicate these areas to consider. Then decide what this means in the workplace. For example, what workplace documents will learners need to read, what forms do they need to complete, who do they need to report to. ‘Trigger words’ can help identify where LLN skills exist in a unit of competency. For example, ‘interpret’ and ‘follow written instructions’ requires reading skills ‘clarify’ and ‘discuss’ requires speaking and listening skills ‘report’ and ‘maintain records’ requires writing skills ‘calculate’ and ‘formulate’ requires numeracy skills. Following is an example of how to analyse a unit of competency to identify LLN needs in a unit competency. The example, an extract from the unit RIIVEH201A Operate light vehicle, has key words identifying LLN skills highlighted. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 54 Example of how to identify LLN needs RIIVEH201A Unit descriptor Employability skills Application of the unit Competency field ELEMENT Elements describe the essential outcomes of a unit of competency. 1. Plan and prepare for operations 2. Operate a light Operate light vehicle This unit covers the operation of a light vehicle in the resources and infrastructure industries. It includes planning and preparing for operations, operating a light vehicle, and carrying out operator maintenance. Licensing, legislative, regulatory and certification requirements that apply to this unit can vary between states, territories, and industry sectors. Relevant information must be sourced prior to application of the unit. This unit contains employability skills. This unit is appropriate for those working in an operational role at worksites within: Civil construction Coal mining Drilling Extractive industries Metalliferous mining Vehicle Operations PERFORMANCE CRITERIA Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. 1.1. Access, interpret and apply compliance documentation relevant to the work activity 1.2. Obtain, interpret and clarify information, work requirements and details 1.3. Access and apply safety information and procedures when planning light vehicle operations 1.4. Select appropriate types of equipment and attachments according to job specifications to maximise efficiency and effectiveness 1.5. Identify, address and report potential hazards and risks 1.6. Select appropriate personal protective equipment for planned work activities 1.7. Identify, address and report environmental issues 2.1. Carry out pre-start, start-up, park- Learners may not be able to read full detail but at this level they must understand the meaning. How is that conveyed? How is reporting carried out in the particular workplace? Written? Oral? Is there a form to be completed? Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 55 RIIVEH201A vehicle 3. Carry out operator maintenance Operate light vehicle up and shutdown procedures 2.2. Operate light vehicle with or without ancillary attachments 2.3. Operate equipment within recommended speed, engine capability and limitations 2.4. Operate ancillary attachments to the light vehicle 2.5. Use vehicle lights and indicators in accordance with traffic regulations 2.6. Identify and respond appropriately to hazardous and/or emergency driving situations 2.7. Complete light vehicle operations according to work plan 3.1. Conduct visual inspections to identify faults 3.2. Conduct routine operational servicing and housekeeping activities 3.3. Carry out minor maintenance and repairs 3.4. Report defective or irregular performance to relevant authorities 3.5. Maintain and update vehicle records in accordance with workplace procedures How is this communicated? Manual? Procedure? This will be site specific: electronic or paper-based. What steps would assist a learner? Word lists? REQUIRED SKILLS AND KNOWLEDGE This section describes the skills and knowledge required for this unit. Required skills Specific skills are required to achieve the Performance Criteria of this unit, particularly for its application in the various circumstances in which this unit may be used. This includes the ability to carry out the following as required to operate a light vehicle: apply legislative, organisation and site requirements and procedures for the operation of light vehicles match ancillary equipment with appropriate tasks communicate effectively with others to coordinate light vehicle operations diagnose vehicle instrumentation readings and vehicle faults maintain vehicle records plan and organise work tasks resolve maintenance and repair issues interpret plans, reports, maps, schedules and specifications Required knowledge Specific knowledge is required to achieve the Performance Criteria of this unit, particularly for its application in the various circumstances in which this unit may be used. This includes knowledge of the following as required to operate a light vehicle: basic mine geological and survey data types of communication systems and equipment Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 56 RIIVEH201A Operate light vehicle driving hazards and related defensive driving techniques equipment and trailer characteristics, technical capabilities and limitations fatigue management techniques light vehicle maintenance requirements/procedures loading/offloading procedures map reading and road navigation techniques relevant road rules, regulations, permit and licence requirements of the relevant state/territory road traffic authority Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 57 Step 4: Evaluation and review Evaluating the outcomes of training and assessment Who is this tool for? BOTH RTOs and enterprise/industry Why is this tool useful? Evaluation is important for determining the outcomes of training. This tool can assist RTOs and enterprise/industry to assess the outcomes of the partnership from perspectives that are important to them. It can also reveal to each side of the partnership unexpected positives. How is this tool used? The tool is based on Kirkpatrick’s four levels of evaluation <http://www.kirkpatrickpartners.com>, which is regularly used in training and assessment. The first column lists the levels and type of evaluation. The second column explains what is being evaluated, or measured. The third column offers suggestions on how to gather the information. It should be noted that the RTO and enterprise/industry involvement in all levels of evaluation is important, but one will be better placed than the other to gather information. For example: The first two levels, ‘reaction’ and ‘learning’, will be gathered by the RTO in their assessment of training after delivery. The last two levels, ‘benefits’ and ‘results’, will require the enterprise/industry considering what was expected from the training and assessment process against what was actually gained. The enterprise/industry group may need to monitor workplace performance for a period of time after the training to determine the outcomes. Both the RTO and enterprise/industry may use the information in different ways. For example, information gathered from a ‘reaction’ evaluation may lead to the enterprise/industry requesting a specific trainer to be used again, or it may provide direction for professional development for RTO’s trainer. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 58 TOOL: RTO focussed responsibility for evaluation – reaction and learning Level and type of What are you looking for? evaluation 1. Reaction How can you gather the information? How did the staff personally feel Reactions should be gathered in an about the training? informal way - discussions, Did they enjoy the training and how it was delivered? anonymous questionnaires, open ended questions, opportunity to add more comments or express feelings Was it a good use of their time? outside the formal training setting. Did the assessment reflect the The RTO should gather this training? information immediately after training and assessment, but the enterprise/industry can also collect responses when staff are at work. 2. Learning What did the staff gain from the training? What new knowledge, skills or attitudes have staff gained as a result of the training? The RTO will measure the knowledge and skills your staff gained through assessment processes. However, some gain is not as easy to measure e.g. changes in attitudes. Another measure of learning could be through observation in the workplace of staff using their new skills and knowledge in their role, or taking on new work tasks that reflect their new learning. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 59 TOOL: Enterprise/industry focussed responsibility for evaluation – behaviour and results Level and type of How can you gather the What are you looking for? information? evaluation 3. Behaviour* How has the training impacted on This will be more difficult to assess staff behaviour? than the reaction and learning For example, the performance of their role or their attitude to work. evaluation, and may require time to assess. Diversity awareness training is an area where people’s attitudes and behaviour are impacted on directly – have these changes been seen at work? The enterprise/industry may request the RTO to come back to the workplace to do follow up evaluation. 4. Results* What changes has the training made This evaluation will need to take to the enterprise/industry? place over time, and again, looks at For example: Has there been increased productivity? Has customer satisfaction the before and after training. increased? Are staff more satisfied with their roles? Is this less staff turnover and/or absences? * Behaviour and results may also be relevant to the review of the partnership. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 60 Reviewing the partnership Who is this tool for? BOTH RTOs and enterprise/industry – for individual consideration, and joint discussion Why is this tool useful? Once the training and assessment is complete, it is important for both the RTO and enterprise/industry to look at how the partnership performed and if it met both the RTO’s and enterprise/industry’s expectations. Some key questions that might be asked at the end of the partnership are: Was delivery of training and assessment services to time requirements? Was delivery of these services within budget? Was there quality in the delivery of these services? Did the partnership achieve improved importance because of these services? How is this tool used? This tool has been developed through consideration of project management processes, namely ‘closing’ a project. In the case of a partnership, it may be that there is an agreement to review the partnership: every three months at the end of delivery of every training program at other defined points. The relevant people from the RTO (trainers, assessors, business development managers, etc.) and the enterprise/industry (managers, training managers, HR staff, workplace supervisors, a sample of learners) should discuss the checklist and assess how they felt the partnership progressed from their perspective. It is useful to refer back to the ‘Are you ready for a partnership’ and ‘negotiation’ stages and tools of the process. The outcomes of these discussions should then be brought to a meeting between the RTO and enterprise/industry group for a frank and open discussion about the successes and difficulties in the partnership, whether the partnership achieve what it was meant to, and the potential for continuing or expanding the partnership. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 61 TOOL: Reviewing the partnership How did the partnership go? Expectations Successes Challenges Communication Questions for the enterprise/industry group Questions for the RTO Revisit why you entered the partnership – what did you want to gain? Refer to the tools in ‘Are you ready for a partnership?’ and ‘Negotiation’. Revisit why you entered the partnership – what did you want to gain? Refer to the tools in ‘Are you ready for a partnership?’ and ‘Negotiation’. Did the partnership meet, exceed or fall short of your expectations? Did the partnership meet, exceed or fall short of your expectations? Has everything that you agreed to provide been provided? Has everything that you agreed to deliver been delivered? Is there any dispute about this? Is there any dispute about this? What are you most pleased with from the partnership? What are you most pleased with from the partnership? What do you think worked well and why? What do you think worked well and why? Were there any unexpected benefits from the partnership? Were there any unexpected benefits from the partnership? Were there unanticipated problems in the partnership? Were there unanticipated problems in the partnership? How were these resolved? How were these resolved? Is there anything you were particularly disappointed with in the partnership? Is there anything you were particularly disappointed with in the partnership? Was it easy to communicate with the RTO? Was it easy to communicate with the enterprise/industry? Did the RTO provide a person/position for regular contact and discussion? Were there any issues with this? Did the enterprise/industry group provide a person/position for regular contact and discussion? Were there any issues with this? How were issues raised with the RTO, and did they respond appropriately? How were issues raised with the enterprise/industry group, and did they respond appropriately? Did you feel appropriately Did you feel appropriately Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 62 How did the partnership go? Questions for the enterprise/industry group Questions for the RTO consulted and involved in the partnership? respected and involved for your training and assessment services? Commitment How did the RTO demonstrate their commitment to the partnership? How did the enterprise/industry group demonstrate their commitment to the partnership? Budget Was delivery of services to budget? Was delivery of services to budget? Could the delivery of services have been more cost effective? How? Could the delivery of services have been more cost effective? How? What would you do again? What would you do again? What would you do differently? What would you do differently? Would you work with the same or other RTOs again? Why? Would you work with the same enterprise/industry group again, or similar? Why? Lessons learned Can you use this experience to improve training in your enterprise/industry? How? Can you use the experience gained from this process in future or other partnerships? How? Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 63 Supporting the partnership Developing mentoring skills Mentoring is a skill that has been identified as key to the success of traineeships and apprenticeship completion. A unit, TAEDEL404A Mentor in the workplace has been included in TAE10 Training and Education Training Package. The unit describes the performance outcomes, skills and knowledge required to establish and develop a professional mentoring relationship with a learner, in particular an apprentice or trainee employed by, or undertaking work placement in, a workplace. It includes establishing the need for mentoring, developing a mentoring plan or framework, facilitating and monitoring the mentoring relationship, and evaluating the effectiveness of mentoring. (Source: TAE10 Training and Education Training Package, unit of competency TAEDEL402A Mentor in the workplace.) The training package also contains a workplace supervisor skill set which may be useful for enterprises. It contains these units of competency: TAEASS301A Contribute to assessment TAEDEL301A Provide work skill instruction TAEDEL404A Mentor in the workplace. Any RTO with the TAE40110 Certificate IV in Training and Assessment on its scope of registration would be able to deliver the unit of competency or skill set for an enterprise. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 64 Using authentic workplace tasks for training and assessment and identifying sources of evidence Some background Evidence from our research (Investigation into Industry expectations of vocational education and training assessment, NQC, 2008) showed that enterprises that had their own RTO or were in a contracted relationship were more likely to be satisfied with the level of involvement in the assessment process. Some suggestions for increased enterprise involvement in assessment included using the workplace to collect evidence for assessment. Examples of evidence using workplace activities Combination of the following to form a portfolio of evidence: Sample of work products, e.g. document/report, model Sample of process, e.g. minutes of meetings, notes of follow up, emails showing communication about a process, action plans Sign off from supervisor of activities satisfactorily completed in workplace, e.g. using an observation checklist or skills passport Discussion about what the person did, e.g. explaining how they dealt with problems Simulated assessment, e.g. using a piece of equipment outside the normal operation of the enterprise Third party reports, e.g. reference from current or previous workplace supervisor, or from customers/clients – see strategies below to ensure third party evidence is genuine Certificates of courses already completed, e.g. in-house training, external training for which credit transfer has been established Awards received, e.g. internal or community Others? Strategies to ensure third party evidence is genuine Evidence for assessment can sometimes come from third parties. The following are some strategies to ensure the evidence is genuine: Ask to see original documentation Contact the person who provided the third party report to discuss the content of the report Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 65 Question the learner (staff member) about the third party report, e.g. talk more about their involvement, background etc Ask the learner about their relationship to the person providing the third party report Check dates on the documents, to check for currency Use a tool for the report, e.g. a form with checklist and questions Use third party reports in conjunction with other forms of evidence to build a picture of competence. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 66 Appendix I Australian Quality Training Framework (AQTF), 2010, Element 1.2, from Users’ Guide to the Essential Conditions and Standards for Continuing Registration. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 67 Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 68 Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 69 Appendix II: Useful websites Australian Apprenticeships <http://www.australianapprenticeships.gov.au/search/aacsearch.asp> This website provides information for employers, students, job seekers, trainers and others around the Australian Apprenticeships scheme, including benefits, training and qualifications. Australian Core Skills Framework <http://www.deewr.gov.au/SKILLS/PROGRAMS/LITANDNUM/ACSF/Pages/default.aspx> The ACSF was produced by the Department of Education, Employment and Workplace Relations, and their website provides an understanding of how the framework can be used to assist workers with their language, literacy and numeracy requirements. Australian Qualification Framework <http://www.aqf.edu.au/> The AQF is a quality assured national framework of qualifications in the school, vocational education and training (VET), and higher education. Their website provides information about the framework, with specific information for students, education providers and employers. DEEWR 2006, Employability Skills – from Framework to Practice, an introductory guide for trainers and assessors. (Precision Consultancy) <http://www.training.com.au/documents/Employability%20Skills_From%20Framework%2 0to%20Practices.pdf> This resource for individuals who provide competency based training and assessment in the vocational education and training sector. Many of the activities and materials contained in this guide could easily be used in a professional development session. Department of Education, Employment and Workplace Relations (DEEWR) <http://www.deewr.gov.au/> Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 70 The ‘Skills’ section of this website provides news, programs and resources relating to programs supported by DEEWR in relation to vocational education and training. Industry Skills Councils <http://www.isc.org.au/> Industry Skills Councils bring industry, educators and government together to focus on issues that impact on training. This website directs users to the relevant ISC for their industry, as well as providing details on the role and services of ISC’s in general. National Quality Council <http://www.nqc.tvetaustralia.com.au/> The NQC oversees quality assurance and ensures national consistency in the application of the Australian Quality Training Framework standards for the audit and registration of training providers. This website also has links to the 2008 and 2009 NQC reports which provided the background for this guide and tools. National Training Information Service (NTIS) website <http://www.ntis.gov.au/> NTIS is the database on vocational education and training in Australia and allows you to search for information on Training Packages, Qualifications, Courses, Units of Competency and Registered Training Organisations (RTOs). Skills Australia 2010, Australian Workforce Futures: A National Workforce Development Strategy, Commonwealth of Australia <http://www.skillsaustralia.gov.au/> Skills Australia is an independent statutory body, providing advice to the Minister for Tertiary Education, Skills, Jobs and Workplace Relations on Australia’s current, emerging and future workforce skills needs and workforce development needs. training.com.au <http://www.training.com.au/> Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 71 This website is a useful starting point for information about the VET sector in Australia, and directs users to other related sites, such as the National Quality Council and the Australian Quality Training Framework. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 72 Appendix III: Bibliography Billett, Stephen (Editor), 2006, Making the most of Workplace Learning, A report on the 2006 Vet-Connect symposiums on Workplace learning, Griffith University, Brisbane. Industry and Training 2007: Overview, exploring the relationship between industry and the VET system, NCVER, Adelaide. Kearns, Peter, Bowman, Kaye, Garlick, Steve 2008, The double helix of vocational education and training and development, NCVER, Adelaide. Mitchell, John et al, 2007, How VET enhances human capital: 31 examples, Reframing the future, DEST, Canberra. Mitchell, John and McKenna, Suzy 2008, Productivity and Participation Enhanced by VET, Reframing the future, DEEWR, Canberra. Mitchell, John, 2008, Improving the bottom line: Why industry values partnerships with TAFE NSW, John Mitchell & Associates, Sydney. Precision Consultancy 2009, Industry/enterprise and RTO partnerships, NQC, Melbourne. Precision Consultancy 2008, Investigation into industry expectations of Vocational Education and Training Assessment, NQC, Melbourne. Skills Australia 2010, Australian Workforce Futures: A National Workforce Development Strategy, Commonwealth of Australia, Canberra. Smith, Andrew & Hawke, Geoff 2008, Human resource management in Australian registered training organisations, NCVER, Adelaide. Smith, Peter 2008, Insights from strategic and change management projects in Registered Training Organisations, Reframing the future, DEEWR Canberra. Industry Enterprise and RTO Partnerships –A Guide for RTOs, Enterprises and Industry Groups Page 73
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