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Building Capability in VET by engaging industry. A project with the automotive trades area for tracking skills electronically. What worked, what didn't. 2011

Building Capability in VET by engaging industry. A project with the automotive trades area for tracking skills electronically. What worked, what didn't. 2011

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  • The deliverables have been defined as   In discussion with the automotive trades teachers: Update the current delivery Forms to include e-learning support requirements; Establish a network of support when facilitating e-learning. In discussion with the local automotive employers: Identify where contextualisation of e e-learning products is appropriate; Establish a network of support within the workplace  
  • MSA Skills is the Industry Skills Council (ISC) for this industry, and their 2011 Environmental Scan includes the following relevant issues for apprenticeship training:   There is a strong acknowledgement of the need to effectively integrate on-the-job training, with industry seeing this as a critical factor in successful training delivery and assessment. It is evident that further support for this methodology is a priority to improve skilling outcomes . MSA’s vision is for demanding consumers who are well informed and aggressive about getting their skill needs met. MSA sees that the role of VET and the Industry Skills Councils (ISCs) is increasingly to help stakeholders be this type of consumer. This will help to shape VET as a system that can effectively achieve greater participation and productivity   All apprenticeships and traineeships in Queensland operate under competency-based training and assessment arrangements. While apprenticeships and traineeships were previously time-based, competency-based training enables apprenticeships and traineeships to progress through their training and complete their apprenticeship/ traineeship once all parties have determined the attainment of competence - regardless of the time served. Supervising registered training organisations need to be flexible in their delivery of training to allow apprentices and trainees the opportunity to achieve required training outcomes as soon as their level of skill permits. As soon as an apprentice or trainee demonstrates competence to industry standard, on and off-the-job, they must progress. This will allow apprentices or trainees to move through their apprenticeship or traineeship as efficiently as possible while maintaining an emphasis on their quality of work. (QLD Automotive Skills Alliance (QASA))   http://www.mskills.com.au/ Manufacturing Skills Australia Environmental Scan 2011 p6 accessed July 2011 http://www.qasa.com.au/apprentices-trainees/competency-based-training.aspx QASA accessed July 2011
  • The Automotive team are already on the flexible learning pathway: The team are currently developing online tests for use in our LMS my.TAFE with the support of the WBIT Innovations group The Automotive team may consider expanding the flexibility to include the availability of training record books in my.TAFE; as used successfully in the water courses I coordinate.
  • BNIT (Brisbane North TAFE) are developing 8 unit of competency online resources for the Auto TLN (teaching and Learning Network) for moderation later in 2011.
  • There is a requirement for strong industry support and that within Dealerships this is readily accessible but for small businesses, problematic - SMEs typically only have 1 computer and this is used by the administration staff or manager

Transcript

  • 1. Flexible Training Solutions for Local industry
    • This project focussed on the engaging of industry with e-learning at two levels;
    • at a local level through the ability of the teachers to confidently provide personalised training solutions for their industry Apprentices, which in turn
    • empowered the learners involved in the e-learning pilots within their local automotive industry.
  • 2. Why this is important
    • MSA is the Industry Skills Council (ISC) for this industry, their 2011 Environmental Scan and peak QLD body QASA recognises the following relevant issues for apprenticeship training:
    • Supervising registered training organisations (SRTOs) need to be flexible in their delivery of training to allow apprentices and trainees the opportunity to achieve required training outcomes as soon as their level of skill permits
  • 3. What I found out
    • The Automotive team are already on the flexible learning pathway:
      • They are working with WBIT Innovations on making assessments available online using my.TAFE
      • They may consider expanding the flexibility to include the availability of training record books in my.TAFE.
  • 4. Learnings
    • Understand existing systems and processes before changing anything
  • 5. Struggles
    • Personal frustrations
      • Meeting current work commitments + project tasks
      • Perceived lack of support
      • Identifying the right people
      • Industry introductions
  • 6. Struggles
    • Time issues
      • My time
      • Auto Faculty members availability
      • Timing of industry meetings
      • Project timeline
  • 7. Struggles
    • Technology
      • Availability
      • Literacy
      • Firewalls
      • Access
  • 8. Struggles
    • Jargon
      • Industry
      • Trainer
      • TAFE support staff
  • 9. Struggles
    • Teaching environment
      • Workplace or TAFE?
  • 10. Strategies for moving forward
    • Request appropriate support
    • Keep technology basic
    • Make appointments
      • Have an agenda
      • Take key people away from their usual desk
  • 11. Strategies for moving forward
    • Minimise distractions
      • Keep to defined deliverables
      • Share the workload (delegate and follow up)
      • Ask for help in specialist areas (eg. ICT and firewalls)
  • 12. Strategies for moving forward
    • Ensure ownership
      • Identify the WIIFM early
        • TAFE
        • Industry
      • Document as an agreement and way forward
  • 13. More discussions needed
    • Faculty meetings
    • Managers
    • Signup staff
    • Admin support
  • 14. LinkedIn to industry
    • Using industry networking sites allows for greater consultation and collaboration opportunities
  • 15. What’s next
    • Expand discussions
    • Review Skills Tracker
    • Implement
    • Monitor
    • Build on successes
    • Apply to other apprenticeship areas
  • 16. LinkedIn discussions Both consolidated and wider industry networking opportunities must be developed if closer TAFE-employer-Apprentice relational networks are to improve.
  • 17.
    • Skills Tracker is a website that assists in the electronic tracking of the building of skills competencies and is worthwhile considering for the outcomes of this project. Awareness of this site came late into the project and has created strong levels of interest
    http://www.skills-tracker.com/Overview/CompetencyBasedTraining.htm accessed July 2011
  • 18. This is important to finish
    • The importance of this for the sustainability of this industry in light of a looming skills shortage resulting from a booming resources sector means time is of the essence .
  • 19. thanks for your attendance Wide Bay Institute of TAFE Appreciates your feedback Email [email_address]
  • 20. Copyright 2011 web conference sessions developed by Tracie Regan, Wide Bay TAFE. Special thanks for the permission granted by various statutory authorities and speakers’ resources - these are recognised and shown with relevant images. Images: Microsoft clipart. Copyright: © The State of Queensland (Department of Education, Training and the Arts) 2011 . Copyright protects this material. Except as permitted by the Copyright Act 1968, reproduction by any means (photocopying, electronic, mechanical, recording or otherwise), making available online, electronic transmission or other publication of this material is prohibited without the prior written permission of the Department of Education, Training and the Arts. This material may contain third party copyright material which has been incorporated in it under licence, in which case, permission from third party copyright owners may also be required. Inquiries should be addressed to product.services@deta.qld.gov.au or Executive Director, Information Technology and Product Services (DETA), 1 Cordelia St, South Brisbane Qld. 4000, GPO Box 1326, Brisbane, QLD, 4001. Photographs & images: The photographs and images in this work are subject to specific terms of permission, and may not be used or reproduced in any other publication or context. Disclaimer: Every care has been taken to ensure that the information in this product is correct, but trainers are advised to check the currency and the relevance of the content to their own training package. Contact Information: Wide Bay Institute of TAFE Teaching and Learning Innovations Team, LMB 279, Maryborough QLD 4650