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Insights From Strategic and Change Management Projects in ...

  1. 1. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES Insights From Strategic and Change Management Projects 1 in Registered Training Organisations Dr Peter Smith CONTENTS Introduction 2 7. Entrepreneurialism, Innovation and the ‘Agile’ Structure 24 CASE STUDIES 1. Multiplying Capability for Responsive Training 4 8. Building an Indigenous Training Network 27 2. Innovative Outcomes for Remote Locations 8 9. Change to Better Support Apprenticeship Training 31 3. Developing Strategies for Responsive Long Term Planning 11 10. Change Supporting the Screen Industries 35 4. Enhancing Service Paradigms 14 11. Responsive Library Services 38 5. Developing a VET Culture in a Community Services Organisation 18 Conclusions 41 6. Effectively Supporting Remote Trainers 21 Appendices 45 1 BACK NEXT
  2. 2. INTRO 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES Introduction 1 Background about the project. Once returned by the project convenor, any necessary adjustments were made to the report at that stage. This publication provides a snapshot of a sample of eleven of the thirty Reframing the Future strategic and change management projects undertaken in 2007. The researcher, Dr Peter Smith, who undertook the interviews and reporting for The eleven projects were chosen on a basis that each of them focused on building this publication is a recently retired senior academic and experienced researcher, capability strategically. with a long-standing understanding of VET and Reframing the Future, but with no operational involvement with Reframing the Future, nor with any of the projects The projects were managed and supported by Reframing the Future, the funded in 2007. national staff development and change management program that supports the implementation of the national training system in Australia. The program is an Conclusions initiative of the Commonwealth, State and Territory governments. More information about the strategic framework of Reframing the Future is provided in the appendix. These are developed more fully in the final chapter of this publication, but are summarised here. Method • Internal workforce productivity – Reframing the Future projects universally The projects chosen as exemplars for further exploration in this publication were had acted as a catalyst in developing higher levels of productivity for staff selected for their combination of looking inwards and looking outwards to identify within RTOs. These productivity enhancements came through structural changes required to support contemporary VET, as well as the VET we may see in the and cultural change, most importantly a shift towards a team and/or project future. At the conclusion of the publication we draw a set of conclusions from these based organisation that led to enhancement in skills and knowledge usage, projects on the ways in which they have contributed to the aims, and how they can communication, and accuracy of response to client needs. act as beacons to other RTOs and individuals intending to travel the same pathways. • External workforce development and participation – all projects could point to outcomes that showed enhancement of the productivity of individuals, or the Once a project was identified for inclusion in this set of eleven case studies, the workforce of client enterprises. Most projects were able to provide evidence appropriate project convenor or facilitator was approached and interviewed to elicit and comment about increases in participation as well. They were confident further information about the project, and its effects the following year. Interviews and precise about project outcomes associated with enhancement of products were then undertaken either in person, or by telephone, using a semi-structured or services. While there was always confidence that the project had increased interview schedule. Interviews were written up as reports on the project and sent to business throughput, it was acknowledged that other influences may have each project convenor to check for any inaccurate statements and interpretations played some role in this as well. 2 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Introduction BACK CONTENTS NEXT
  3. 3. INTRO 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES • Agile structures and culture – the concept of developing an organisation that was agile in its structure such that it could quickly respond to new requirements was evident in projects, along with the culture change required to support that agility. Agility here included seeking and forming partnerships with other providers where that was strategic. • Language and culture – Reframing the Future projects had been instrumental in developing a shared language about change in RTOs that assisted discussion and enhanced outcomes and eventual productivity. That language and culture also developed between RTOs and their clients, resulting in greater capability to understand each other and for RTO’s to respond effectively and accurately. • Change management processes – across the projects collectively there has been the development of a great deal of knowledge about change management theory and its practical application to working organisations. It is suggested these experiences and knowledge be collected to form a basis for others embracing change management in the future. • Innovation multiplier effect – Reframing the Future projects normally achieved more than they had planned to, and there was a multiplier effect evident whereby projects impacted on more people than was expected, or on more processes than was expected achieving outcomes beyond what was originally anticipated. • Empowerment – Reframing the Future projects served to empower RTO staff to be able to operate more productively and autonomously while operating out in workplaces. The empowerment process was supported through professional development and culture change at management and staff levels. 3 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Introduction BACK CONTENTS NEXT
  4. 4. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES 1. Multiplying Capability for Responsive Training 1 Project Sponsor: Gordon Institute of TAFE, Victoria Those structural and cultural changes, it was expected, would also lead to Project Convenor: Sheryl Mackie, General Manager, Educational Services increased capacity to design and deliver more customised training across a wide range of Training Packages; increase capability in project management, tender and submission development and innovative education design; assist in progress Project Aims and Planned Outcomes towards a client-focused and responsive culture; and the encouragement of The Gordon Institute of TAFE, in Geelong, planned to establish Education Development a culture of sharing ideas and practices. Adviser positions in 2007. The role was envisaged to work with teaching and management staff to develop skills and attitudes that seek out and develop relationships Program Methodology and Outcomes Achieved and projects that support the needs of business, and then to support Institute staff The project was initially designed around the Cummings and Worley (1997) working in those projects with advice and expertise. This would require teaching and model of change management, with the variation that within each of the five management staff to focus to a greater degree outside the Institute, to recognise and stages of the model there would be locally flavoured methodologies to suit develop opportunity, and to be innovative in response. Institute context. Action learning was central to the Education Development Advisers experience within the project, with encouragement for participants to In more detailed terms, the work of the Advisers would be with individuals to assist co-design activities that met their developmental needs, and to create the vision in educational development projects and with writing submissions and tenders for change within each of the teaching areas they support. Accordingly, as Sheryl with groups as part of the development of a community of practice. The Advisers Mackie said in interview: would also be coaches and mentors to other Institute staff. This project was designed to develop the skills and qualities among Education Development The methods these Advisers were to develop would vary between the different teaching areas and client groups, due to different contexts, Advisers that would support them as change agents. cultures, practices, and expected outcomes. The project anticipated the development of a strong change management process This project suffered a major setback and then staged a recovery that forms an which could be used across this large Institute in a range of contexts and projects, interesting contribution to the data around Reframing the Future projects. The and that would guide change as it rolls out throughout the institution. Also setback was that the Gordon Institute was eventually unable to source and employ expected was the development of a team of skilled change agents, well supported the eight Educational Development Advisers it had intended to appoint, and who through further professional development, who would act as internal agents of were to form the focus of the project. The sorts of people the Gordon wanted to change and its processes. appoint were simply not available in the marketplace. That meant a substantial 4 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Multiplying Capability for Responsive Training BACK CONTENTS NEXT
  5. 5. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES re-think of the project such that the focus became one of enhancing the human Appreciative Inquiry was scheduled first. This really set the scene and the capital of selected existing staff, by developing the educational development tone of the whole project. External facilitators were utilised for most of the skills among those people. The Gordon already had a mentoring system in place workshops. They brought different facilitation styles that the group could for e-learning development, and a similar model was brought to bear on the analyse and in some cases adapt to their own teaching or facilitating. A central Reframing the Future project. feature was allowing time at the end of most sessions to reflect on what had been learnt and how the facilitator had performed. Partially as a result of the re-engineering of the project, and partially through practice, the model of change evolved as the project proceeded, and eventually There were four workshops devoted to Education Design. The first three covered moved away from the Cummings and Worley model to a simpler two-stage the theoretical aspects. The fourth workshop provided the opportunity for the model promoted by the Australian-based Wheeler Strobel Consulting Group. project team to develop a process specifically for the Gordon Institute. The model That model was favoured partially because Wheeler Strobel had been engaged was developed with an intention that it could be used for all education design by the Institute for some leadership development work, such that there was projects and this has in fact turned out to be one of the outcomes of this project strong local understanding of that different model. The non-linear nature of this that is highly valued. model appealed, where the first stage, Initiating Organisational Change included developing motivation, vision, impact and process, and much of this ground work There were also two workshops devoted to Project Management. These have had been completed in 2006 as a driver for the Adviser appointments. The second provided the foundation for the Institute to move from a functional organisation stage of the Wheeler Strobel model includes Strategy, Risk, Design, Leadership, to a more project orientated organisation. Making a wider use of available skills Commitment, Sustainability and Project. The preference for this model was that, in that are brought to bear on a project, and supporting that project with advice and the view of the project manager, Sheryl Mackie: expertise have substantially increased the productivity of the Gordon workforce. ….the model and its activities are not particularly linear in nature so Appreciative Inquiry was introduced as a technique early in the project, and the that things could develop alongside each other rather than in a staged examination of how people in organisations respond to change set the scene for sequence, and it meant that the preparatory work we had done in 2006 a positive approach to making changes. Three of the project participants clearly on initiating change could be conceptualised into the project process showed the importance, and exciting impact on them, when they said: and model. It gave me the opportunity to reflect on change and how I can change my Much of the program was driven through Friday afternoon workshops – approach to it? preceded by a healthy lunch. A change management workshop that introduced 5 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Multiplying Capability for Responsive Training BACK CONTENTS NEXT
  6. 6. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES and effective relationships with enterprises served by the Institute, and more responsive The first session I attended was a real buzz. Looking around the room, there were lots training products and delivery formats. of ‘movers and shakers’. The innovative people that often have their hand up to get involved and try something new. It feels great being in a room of motivated people. A further major outcome came through having to rethink the project when and the Educational Advisers were not able to be appointed. That meant a rethink I think the best session was the 1st session about appreciative inquiry. I felt for one of project participants, and the relationship of those participants to other of the first times excited and inspired by a PD session at the Gordon. I was able to members of Institute staff. What has happened as a result of the project rethink hear so much about the great work that my colleagues have been doing around the is the development of skills among a larger number of people than originally Gordon and talk, in depth with one colleague to share our positive experiences of work intended (20 as opposed to the originally intended 8), and the embedding of challenges and achievements. It would be so great to use appreciative inquiry regularly these people within the Schools of the Institute to work alongside their peers on in our work at the Gordon. My only regret was it was only one session. development projects. As noted above, an important across-Institute outcome of this project has been The project convenor, Sheryl Mackie, was delighted with the project outcomes the identification and development of a change management model that works and said in interview for that context. This is potentially an important model to develop further out of this project since the Gordon Institute is a large, complex, and not atypical TAFE We have had major increases in workforce productivity, in the development of institute, such that any successful model developed out of reflective practice at human capital, and in the responsiveness of our staff to client requirements. that institution would be a good place for similar institutions to start from in their Responding to client needs is no longer an issue – it is just something that own thinking about change. people now do, expect to do, and are skilled to do. There is a methodology for instructional design and team development to respond to clients, and a In terms of workforce productivity there were several outcomes identified by language of client engagement has developed along with the right sorts of participants and by the project convenor. First, the introduction of a cross section attitudes. The response methodology has been tested now with a major project of the Institute to appreciative inquiry as a change management strategy was and we feel pretty comfortable with it. We would not have achieved that very successful and provided a platform and a strategy to identify and adopt without the Reframing the Future project. change with some confidence in technique. Second, there was a considerable enhancement of the education design skills of at least twenty staff and enabled A further important change was the multiplier effect on the rest of the Institute a model for education design to be developed for the Institute. Similarly with who did not participate in the project. These other Institute staff have been project management, with both of these outcomes resulting in stronger and more impacted by the development of an open and dynamic group of experienced 6 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Multiplying Capability for Responsive Training BACK CONTENTS NEXT
  7. 7. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES and skilled educators who are ready to be change agents, together with the development of the response methodology, and a clear vision of the direction in which the Institute needs to move. The closer congruency between Institute strategic directions and the supporting skills of staff is a major move in the direction of greater workforce productivity and stakeholder satisfaction. Finally, the Gordon is preparing itself for the possibility that the Victorian State Government will require providers to tender for an amount of their course profile, possibly in the high skill areas. Sheryl Mackie, in interview, made the point that the response methodology, the new skills and relationships developed, and the move towards a more responsive mindset were all organisational characteristics that would enhance the Institute capacity to flourish in an environment of greater tendering competitiveness. 7 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Multiplying Capability for Responsive Training BACK CONTENTS NEXT
  8. 8. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES 2. Innovative Outcomes for Remote Locations 1 Sponsor: Charles Darwin University, Northern Territory Project Methodology and Outcomes Achieved Project Facilitator: Ruth Wallace, Senior Lecturer VET, School of Education The project was planned around the Cummings and Worley (1997) model of change management with action learning. This involved developing readiness for Project Aims and Planned Outcomes change, creating a shared vision across the team, securing political support in the The essential aim of this project was to enhance Charles Darwin University organisation for the project, managing the transitions in the implementation of new teaching and support staff capacity to implement an innovative and outcomes structures, and supporting sustained momentum for change. based approach to VET delivery and management. The challenges here involve: Twenty-five Indigenous and non-Indigenous people participated in the project, • working across different industry groups; with varying levels of engagement. These twenty-five participants were drawn from each of the seven locations that were the focus of the project. An initial • professional and physical isolation for staff across seven locations in the workshop, conducted by a facilitator, focused on the AQTF 2007 and new national Northern Territory; directions in VET. During that initial workshop three industry oriented professional • understanding and using the AQTF 2007, user choice and industry focus learning teams were identified. Each of the learning teams identified a component in a context of little external network to draw on; and, of the AQTF 2007 that represented a significant challenge for them, and they also developed a learning and dissemination plan. The teams were supported by the • the changing needs of client groups and the changing profile of facilitator/critical friend to further identify opportunities for implementing their Indigenous students. plans in practical and effective ways, and for disseminating the outcomes of those The outcomes anticipated by the project included greater understanding plans. Each team identified an action learning project that would support the of the needs of different and changing clienteles, staff working effectively in implementation of its planned professional development (e.g. delivery strategy, groups to identify and develop relationships that would enhance innovative assessment strategy, industry engagement forum). The action learning project practice nationally, identifying and implementing strategies that improve was the vehicle used to implement, refine, and assess the change as it emerged student and industry outcomes and incorporating these into delivery through practice. management, and develop an increasing the understanding among staff of change management processes. Dissemination was provided by sharing findings about best practice and change management at university forums and more broadly based Northern Territory forum opportunities. 8 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Innovative Outcomes for Remote Locations BACK CONTENTS NEXT
  9. 9. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES The chosen methodology was effective and worked well throughout the project. the deficiencies that frustrated them in the past and align their programs Project convenor Ruth Wallace has reported: more closely to industry standards. Some things that we did worked better than others, although most of it Underpinning much of that sustained enthusiasm for change, and the outcomes performed well enough to meet our needs. The aspects that we used that from the 2007 Reframing the Future project, has been the support among staff for worked well in order of priority were, firstly, working with the team to create working in project based teams that focus on VET program design and delivery that a shared vision aligned with a compelling reason for change. Second, rather is responsive to client needs, and also responsive to client difference and diversity. than leading change from the front in a tumultuous time, it was important to There is a multiplier effect here since the teams also cross communicate to share walk beside people, be very flexible and responsive to individual’s ideas and new ideas and stories of success or otherwise. interest in exploring change at different times and recognising that a large proportion of the most influential work occurs outside meetings. This meant In individual productivity terms, enhancement has come through the sustaining of participants increased their ownership of the program and commitment to the facilitation strategies that were used in the project. These were characterised achieving positive outcomes. Finally, developing readiness for change and by separating control and leadership by enabling people to own their project and addressing resistance to change also worked well for us. work with individuals or teams as needed; an open door policy by the project convenor for any participants to discuss their ideas about the project when they There were significant cultural shifts in staff as a result of this project. were ready; and ensuring professional development was a sharing by partners There was a developing sense of empowerment to enact change within rather than top down advice. the new workbased teams, and a sense of belonging to a larger network of VET specialists who are capable of making effective decisions to support From a broader perspective, the project has resulted in a higher performing VET industry training needs. Going into 2008, these changes and enthusiasms organisation through the changes involved in AQTF2007 being viewed as a helpful have been sustained. tool for VET facilitators to address important issues in meeting industry requirements and supporting diverse client groups. The team culture developed has had both an Ruth told us that: organisational productivity and client responsiveness benefit since teams are positive about change and their role within it. They can work together to identify an issue, Staff members have shown interest in developing new approaches for 2008 share ideas and be innovative about addressing it; and develop and implement that will build on the work we have done in 2007 through this project. projects that impact priority areas. Additionally, the teams now embrace change Rather than being responsive, staff members are working proactively and as part of their professional development and growth, and focus on industry and innovatively towards a future for their programs that will address many of student needs by choice and as part of their normal response pattern. 9 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Innovative Outcomes for Remote Locations BACK CONTENTS NEXT
  10. 10. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES A further outcome for individuals and for the organisation has been the At a level of sustained change, during the course of the project, participants worked emergence of several participants as leaders in the new management structure, with experts in relevant areas resulting in the production and articulation of new and an experienced involvement in negotiating team organisation for 2008. approaches and pedagogies. Participants have taken these ideas and confidence in The project convenor, Ruth Wallace, observed a number of benefits for their professional judgment to their new teams. This has established new ways of management personnel that derived from the project: knowing and working in a broader part of the organisation and establishes a network of leaders and lecturers that can support each other in the organisation. One cultural An increased understanding of change management which helped them change that is already evident here is a desire now to ‘get things right’ rather than cope with the changes in their status and role, their ability to understand just to get them done. and work with senior managements’ implementation of the university’s strategic direction and ability to support their teams to embrace change Individual client students have responded well to the changes in programs, and develop positive and forward looking strategies for 2008. Also, reporting that they find the programs and their delivery more effective, quite apparent has been the development of a language of change and interesting, and more responsive. Indigenous learners have reported that they now productivity enhancement that enables the managers to articulate their feel they have more impact on program design that suits them better as learners. ideas about the best ways to implement change. Industry clients, such as government and health providers, have also reported that they enjoy the changes; that programs and delivery are more responsive; and that The project has had a multiplier effect in the University in a number of ways. processes of consultation are more transparent and more accessible to them. Staff who participated in the Reframing the Future project in 2007 are, in 2008, running workshops and mentoring other staff who were not Reframing the Future participants. There has also been a wider interest and involvement among staff in learning new software to support e-learning, and then actually engaging that new software in their pedagogy. The restructure within CDU in 2007 was something of an issue for the project at the time but, now in 2008, it is evident that the Reframing the Future project has developed new leaders for the new roles within the restructure, and the restructure has been embraced as an opportunity for the new, rather than as a threat to the old. 10 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Innovative Outcomes for Remote Locations BACK CONTENTS NEXT
  11. 11. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES 3. Developing Strategies for Responsive Long Term Planning 1 Sponsor: Sunshine Coast Institute of TAFE, Queensland Cultural change could be anticipated to support a shift in mindset of key personnel Project Convenor: Linda Schlanger, Director of Vocational Education from a public provider to an educational business. Changes to organisational and Training structures as a result of the Reframing the Future project will inevitably result in relationship change between individuals and between groups, resulting in a form Project Aims and Planned Outcomes of collateral cultural change in those relationships, and in some of the roles and responsibilities of individuals within SCIT. The project was designed to explore This Reframing the Future project provided Sunshine Coast Institute of TAFE these issues and their possible implementation processes. (SCIT) with the opportunity to develop and begin to implement a five year Educational Plan. The challenge of the project was to move from a past practice Project Methodology and Outcomes Achieved of planning only one to two semesters ahead towards a more ambitious and long term planning sequence. Success in the longer term planning model The project was designed originally around a number of key strategies: required a renewed and more in-depth review of the local region’s demographics and economic expectations, and the future market reach. Also of interest was • Identifying external factors affecting the business, involving consultation with an understanding of learner response to COAG policy and the Queensland employer and government groups, organisations, and networks; Skills Plan, both of which include strengthening enterprise human capital and • Identifying key internal and external factors affecting the business, involving workforce capacity. The group of people within SCIT who would have the major wide internal and external consultation and alignment with institutional plans; carriage of the planning and implementation processes had previously little professional development in strategic planning and implementation. • Identifying key internal factors affecting the business, involving a focus on institutional senior and middle managers; In specific terms this Reframing the Future project anticipated outcomes of a structural nature as well as cultural change. In the structural change domain • Identifying critical internal processes that need particular attention, involving the there is expectation that the organisational configuration of Faculties may need development of the leadership group’s skill base to enable them to embrace and adjustment to align more effectively with the changing nature of client demand; drive the strategic direction to be identified in the Educational Plan; building changes to the relationship between the planning functions of SCIT and the cross-institutional ownership; developing the skills and motivations necessary to resultant operational decision making processes; and change to the roles of senior drive implementation among the leadership group; identifying linkages within and middle management personnel. SCIT that need to be developed to support implementation; 11 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Developing Strategies for Responsive Long Term Planning BACK CONTENTS NEXT
  12. 12. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES • Identifying external factors affecting the business and build cross-Institute Alongside this educational plan, discussion, and process, the project also undertook awareness by providing at least two ‘State of the Region’ forums during the four facilitated Strategic Management days when the upper slice of all managers course of the project, to focus on demographic and economic change, skills in the organisation (not just those directly related to education delivery) came shortages, and projected demand. together to discuss strategic issues related to the educational plan. There was a focus here on the future directions in VET; possible changes in light of the federal Project convenor Linda Schlanger commented on how she had to modify her election and the COAG agenda. In parallel, there was a program for direct training project plans: of Faculty administrators and the more senior administrative officers in Faculty administration. As a result of a two-day live away workshop mentoring groups This project was strategic in its nature. However, I had to focus on change were developed and the Faculty administrators provided with specific training and management considering the culture of some of the management and ongoing coaching in mentoring. staff within the institute. To enable endorsement of the original concept, I needed to use part of different models, but the one that gave me the These Strategic Management days and their parallel activities were a crucial part of best understanding to engage the management and teams for the initial the change management process and its outcomes have been critical for achieving development was Wheeler Strobel’s two stage model where I worked on the the cultural shift in the organisation. In 2008, this training in mentoring and stage one of (MVIP) motivation, vision, input and process. I believe that I will coaching has continued to be rolled out across the organisation. In addition to the need to consider other models when it comes to implementation next year. mentoring and coaching program, the Institute has planned the development of I worked separately on the change management strategy with the senior a Teacher Help Desk. Through that facility teachers will be able to access advice management team through my change agent project. and assistance with problems they are experiencing with any aspect of pedagogy, assessment, learner management, and so on. The Help Desk will also have a role in The project convenor did the initial groundwork with the senior educational assisting in the development of ‘champion’ teachers to further develop their skills. management group to develop a shared understanding of the project purpose and its expected processes, and the part that they would play in it. Following that The project has been important in that it has allowed the Institute to “blue sky” was a forum that highlighted some of the research information that managers and identify a vision toward future educational delivery across many areas and needed to take away and analyse with their individual teams. Each team then levels, from senior management through to the Faculties. It has given a forecast developed workshops with each of their teaching teams and support staff. of the required infrastructure and support services that will enable the institute to The result was a draft created of a possible educational plan, which was sent progress towards fulfilling the national training program agenda. Linda Schlanger out for discussion. summarised this by saying: 12 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Developing Strategies for Responsive Long Term Planning BACK CONTENTS NEXT
  13. 13. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES As an institute we can focus our strategic direction towards a dynamic …although the educational plan has been developed for the five year period, competitive environment and empower the management and staff to pursue it became very apparent during the course of the project that where once five the commitment and direction for the future. The project and its processes years may have been a short period of time, now VET has to respond in much have promoted a culture of innovation and forward thinking. shorter time frames. Although the five year plan will provide us with plenty of guidance and goal to pursue, we will need to be a very agile organisation The productivity of SCIT staff has been considerably enhanced by the strategic alongside that if we are to satisfactorily meet client demands and needs. alignment of effort to client outcome, and the expectation is that client satisfaction However, the cultural and structural changes we have been able to reach out will be enhanced also through this more effective alignment. It has been important of the Reframing project have provided us with the right skills and mindsets to make that change towards individual staff and the organisation being much more to be agile. client driven than supply driven. The process for identifying client requirements sets up an ongoing dialogue between SCIT personnel and the clienteles, and provides offers The project has provided Institute management, project managers and for a greater external focus among staff. Additionally, the outcomes have required facilitators with the capabilities to lead change as it is needed going a change of the social and functional relationships and structures between individuals forward. Sustaining these changes will be pursued through the inclusion and teams and will enable the institute to develop the cross-Institute linkages required of change management and strategic management skills training in the to provide client responsive programs. regular SCIT management development programs. In very specific terms the Reframing the Future project has positioned the Speaking about change management Linda told us insightfully: Institute with a clear direction and an alignment of future needs to enable strong achievement towards the COAG agenda and the Queensland Skills Plan. These Change management is just two words for some people. You have to break achievements are being won through greater responsiveness to individual learners, theories, strategies and ideas down into steps and processes that they can to existing enterprises and to new ones being established in a fast growing part of understand and do, and then it comes alive to them. That’s the way you Australia. Also contributing to those achievements is the stronger participation in achieve an outcome. While this is happening you develop among yourselves and from the community of the Sunshine Coast. The understandings built through a language of change management and strategic management and then, the project of organisational development and change and a focus on capacity all of a sudden, you find you are all talking about the same thing. building will sustain the project, and future iterations of the 5 Year Educational Plan. At the same time there has been recognition of some limitations of a 5 year plan, as Linda Schlanger told us: 13 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Developing Strategies for Responsive Long Term Planning BACK CONTENTS NEXT
  14. 14. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES 4. Enhancing Service Paradigms 1 Sponsor: Challenger TAFE, Western Australia In more specific terms the project sought to increase delivery in Paradigms 3 and Project Facilitator: Margaret Gannaway, Director, IT and Business Skills Centre 4 by engaging with clients to meet their workforce development needs through flexible, customised and responsive training services; to revise and improve Project Aims and Planned Outcomes institutional processes and systems to support Paradigms 3 and 4; to develop an effective strategy for upskilling lecturing staff as required to operate as workplace Challenger TAFE has developed a model of RTO service delivery based on four learning facilitators and workforce developers; to develop an integrated team Paradigms. Paradigm 1 is about teaching in class on campus; Paradigm 2 is approach to working with industry and the community that makes more effective on-the-job training support such as with traineeships; Paradigm 3 is training use of the skills of team members; and to develop the change management skills for and within enterprises; and Paradigm 4 is concentrated on industry and of lecturers and managers to enable them to lead the implementation strategy community workforce planning and development. across Challenger TAFE. Development of skills and effort in Paradigms 3 and 4 were the drivers of this Project Methodology and Outcomes Achieved Reframing the Future project. The project was focused around the need to move more delivery into these two Paradigms, and to develop the capability and To create the readiness for change (Cummings and Worley, 1997) a one-day workshop capacity of teaching staff to support this move, as well as to review and change was held with senior and middle management and lecturing staff to discuss the four procedures as required to support it. Specific challenges here include developing Paradigm model, look at what is being done “differently” across Australia by other lecturer understanding and commitment to Paradigms 3 and 4, providing necessary RTOs and showcase some of the innovative work already being done by individuals PD, and maintaining an enthusiasm for engagement with these two Paradigms. within the college. John Mitchell facilitated the workshop which proved to be, as Margaret Gannaway put it, …’a very good way to kick start the project’. This workshop As project convenor, Margaret Gannaway succinctly put it: created the vision for changing from a strong institution based delivery model to focus more on the workforce development needs of industry and the community as As a major training provider we felt the need to further expand staff skills outlined in Paradigms 3 and 4. By having senior management at this workshop it also so they could be effective consultants who provide a more comprehensive reinforced their support for the change and outlined the importance of the Workforce workforce development service. Development projects that would be undertaken and how the knowledge gained from these projects would be used to improve the College’s systems and procedures. Outcomes anticipated for the project were, in broad terms, the structural and cultural changes needed to support the two Paradigms and the achievement of the The guiding theoretical base for the activity components of this project was characteristics of a high-performing organisation, including an improved client focus. derived from Markides three principles of strategic thinking – the need to analyse 14 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Enhancing Service Paradigms BACK CONTENTS NEXT
  15. 15. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES current position; on the basis of the analysis to start ‘doing’ even if there is their day-to-day environment and enabled good opportunities to motivate group uncertainty; modify and adjust as you progress. discussion, challenge ideas and strategies and thereby stimulate critical reflection and self-evaluation. All the workshops were facilitated to encourage the lecturers The analysis of the current position phase was developed through a SWOT analysis to freely communicate and exchange ideas, analyse and evaluate their proposed undertaken by participants in a workshop environment, with a focus on skills strategies, challenge assumptions, and broaden their perspectives. for operating successfully in Paradigms 3 and 4. At this stage the lecturers also developed with their program managers and directors an outline of their project Another strategy used when it became evident that some lecturers were not goals and an action plan for achieving them. making progress with their projects was to call on the services of a lecturer who had experience mentoring new staff. This lecturer was given time to make direct The second phase, of starting to ‘do’ was planned to involve lecturers starting contact with the project lecturers and provide them with additional support. The work on their project to engage with industry, and to identify professional Project convenor also made regular reports to the Directors of Training and if development needs. Two workshops were planned during this phase to provide there were any concerns regarding the projects the issues could be discussed and support for the teachers and an opportunity to share experiences, although there appropriate action taken to remedy them. was planned opportunity for further workshops as needed. Margaret Gannaway, project convenor, was insightful in describing some of the The third phase, monitoring and modifying as needed, was planned as an project outcomes in this way: ongoing encouragement for lecturers and managers to constantly review their plans, actions, and modify them as necessary, then monitor again and so on. If culture is defined as “the way we do things around here”, like Deal & Kennedy A final workshop in the project was planned to review the outcomes and identify do, then the culture of the staff that have taken part in this project has changed. the findings that related to the need for change in institutional processes and The managers and lecturers that have taken part in this project represent the new systems. All sections from the College (training delivery and non-delivery) were breed that do not see themselves as “institution” bound or “classroom” bound. invited to the workshop and lecturers provided an insight into their experiences They have the capability and capacity to operate as workplace learning facilitators from the project. and workforce developers who engage with industry on their terms and provide products and services that are customised and client focused. The culture in the A time was also made available during the workshops for the General Manager College is changing from being reactive to proactive as training areas look for new of Training Research and Development at Challenger to meet with the lecturers and innovative ways to engage with industry and the community. and hear at first-hand their concerns, clarify the issues and, wherever possible, suggest solutions. The workshops were an opportunity to remove lecturers from 15 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Enhancing Service Paradigms BACK CONTENTS NEXT
  16. 16. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES In the main, Challenger TAFE’s structure has so far been based around an a total workforce planning and development service as the product/service that institution-based delivery (Paradigm 1), rather than around Paradigms 3 and the College is able to supply in a flexible and customised manner. 4. The change towards greater delivery through Paradigms 3 and 4 has been informed and supported by the knowledge gained from this project. Lecturing Through this project the profile of the four Paradigm model of service delivery staff mainly enjoyed the challenges faced in the Reframing the Future project and has been raised right across the College and the language of the model is now report themselves as better equipped and more confident to operate in Paradigms part of normal conversations. This is important since it has raised consciousness 3 and 4. about Paradigms 3 and 4 as important and legitimate, and not only seen as competing with other more traditional Paradigms. The project has not decreased The new knowledge from the experiences through the project has been presented the commitment of the College to other delivery Paradigms, but there has been to all other sections across the College that support training. A workshop which a market-driven reduction in them as clients want more customised and workplace was attended by all sections of the College was held in November 2007 to learning, and as the resources boom in WA reduces the attraction of being a identify and discuss what needed to be done to move forward. As a result of full-time student on-campus. The change management project has encouraged this the College has sponsored new projects in 2008 to improve IT infrastructure the development of innovative and targeted services. Staff are more focused on and systems, establish a more efficient system for the development of learning being customer focused and on why, how, and where they can be innovative. resources and focus on the development of a “can do” internal and external customer service structure and culture. That development involves modifying the For 2008 there are plans in place to ensure that the College continues to grow and job roles of some staff, altering College procedures and upgrading/expanding IT expand the client-driven business as a major commitment to workforce development systems to better support this service driven model. The major change in service to and to participation. These plans are in place and examples of them having effect clients from the IT projects is to provide Challenger staff working out in enterprises on workforce productivity for clients are beginning to be evident. With Paradigm 3, with the resources needed to support the workforce development consultancy for example, feedback from the Community Services Aged Care industry has shown service, by being able to access learning materials and other College resources that the model of training in the workplace that follows some upfront College-based on-site, as well stay in communication through email. A second project is focused instruction has resulted in students completing their course more quickly, and in on providing greater flexibility in use of learning management systems by adding employers being able to assess students in training at their workplace and select for Moodle to the already existing WebCT service operating out of WestOne. eventual staff jobs. A second example has been with Paradigm 4 in the Peel region south of Fremantle. Challenger staff have been working with community agencies Movement towards workforce development and productivity objectives have been (such as Community First) to identify training and qualifications needed to develop enhanced through the development of much closer relationships with industry the capacity and workforce participation of the community and the individuals within and the community. These closer relationships have enabled the promotion of it, and then delivering the required training into the Peel region. 16 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Enhancing Service Paradigms BACK CONTENTS NEXT
  17. 17. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES Internal workforce productivity has been enhanced through the effective use of skills across a team, rather than based around individuals and, as Margaret Gannaway says: The opportunity to have professional conversations with lecturers and managers from across the seven training centres has been highlighted as an extremely positive experience. The facilitated workshops promoted a team-based approach which enabled the participants to report on their findings, raise their issues, discuss problems, and debate possible solutions. The participants are confident in their ability to support others within their areas to change their approach to training and assessment as they have a much better understanding of what can be done, what is difficult but possible, how to get help and that they will be supported by management in their endeavours. 17 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Enhancing Service Paradigms BACK CONTENTS NEXT
  18. 18. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES 5. Developing a VET Culture in a Community Services Organisation 1 Sponsor: Berry Street, Victoria More specifically, several outcomes were anticipated for this project. First, using Project Convenor: Jenny Newcombe, Senior Internal Consultant Education the already existing culture of quality and continuous improvement to develop and Training the new RTO business as an enterprise; enhancement of staff knowledge of the national training system and the AQTF 2007; development of strategic management and leadership skills across the organisation; alignment of the Project Aims and Planned Outcomes organisational business plan with the AQTF and industry requirements; and the Berry Street was founded in the 1870s as a home for unmarried mothers and their development of a shared framework and process for decision-making about babies. Its core business remains caring for children in the child protection system, future RTO business, including scope of registration and service delivery. and is focused in four regions – northern and southern metropolitan, Gippsland and Hume. There are 350 staff across the organisation, and the RTO forms only Project Methodology and Outcomes Achieved a very small part of the operation. The project involved bringing all senior and education managers (15 people Berry Street received RTO status in February 2006 and when it commenced the in total) together to participate in an action learning approach and a set of Reframing the Future project it was in the early stages of development as a training facilitated workshops. Through these shared activities Berry Street Victoria provider for young clients and in the community services industry. This project was would develop a shared identity and culture with regard to RTO practice designed to develop the skills and processes necessary to yield a strategic vision within VET programs. For Berry Street Victoria these are important outcomes and an agreed framework for decision-making within the relatively unfamiliar (to to pursue since the clientele is relatively young, often vulnerable, and often Berry Street at the time) context of the national training system, and within the from areas of disadvantage. scope of registration of the RTO. Jenny Newcombe, the project convenor and Senior Education Project officer put this challenge as: Berry Street Victoria had already established itself as a learning organisation and was accustomed to using action research as a tool for change and We are trying to bring a VET culture into a community services organisation. development, such that there was already a shared commitment to that method, and experience with it that would be valuable moving into the new These developments were designed to underpin working towards becoming an project. In the Reframing the Future project the addition of the application effective RTO. The driver for wanting to move into RTO business has come from of a reflective practice model to the workplace learning was a feature, using a series of commitments to the education of vulnerable young people and to a developmental action inquiry approach involving self-study, face-to-face provide pathways for these young people into VET studies and to work. second person study, and organisation-wide study. 18 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Developing a VET Culture in a Community Services Organisation BACK CONTENTS NEXT
  19. 19. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES The final project report for this Reframing the Future project has been particularly do with the available time and what the project convenor and facilitator insightful about the theoretical model used for guiding the project. The organisational needed to do. Hence, it was not always possible to provide the conditions change model used to initially plan and guide the project was the Amado and Ambrose and create the space for people to be able to undertake a transition. (2001) Transitional Approach to Change Management model. A principle feature of this So, we had to be very flexible and adapt to the needs of our participants in model is “…the design and provision of conditions that enable the transition process to a respectful way. At times, it seemed chaotic and there was a small degree take place at both the psychological and social levels and facilitate its progress” (Amado of discomfort. In fact, it is fair to say that all participants felt some degree and Ambrose 2001:15). In this model there are several types of conditions that assist of discomfort at different times with the change management process. with the transition, each relevant to different aspects of the process: However, the change process that we have begun with this project will continue past the life of the project. • Open-system perspective It was important in the Berry Street Victoria cultural context to position the project • A collaborative management style carefully as not so much focused on change, but on strategic planning and • Providing a ‘holding environment’ development. The reason for that was a sense on the project convenor’s part that to be focusing on the need to change could be unpopular with some people. • Problem toleration • Potential space and playing There were three workshops convened through an external facilitator, with the most useful of these being simply the telling of ‘their story’ by other industry • Facilitating transitional learning: project design and double task partners who had similarly gone through the processes of becoming an RTO, and the way in which that development impacted on the staff, management • Developmental potential and other stakeholders. The reason for the success of that style of workshop was • The role of ‘transitional objects’ or situations in facilitating transformation the opportunity for participants to recognise common issues, engage with them, and develop a confidence from others in how to deal with them. • Transitional space and containment. The project convenor, Jenny Newcombe, said this about the performance of the Actual project outcomes have been substantial and have exceeded the original model throughout the project: expectations. Aspects of this approach worked well and others didn’t. There was at times As a relatively new and small RTO, Berry Street was able to develop much further a tension between what workshop participants wanted and needed to along the path to becoming a high performing VET organisation than was 19 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Developing a VET Culture in a Community Services Organisation BACK CONTENTS NEXT
  20. 20. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES envisaged at the beginning of the project. As a result of this Reframing the Future For young people there have been very significant productivity and participation project (in conjunction with a Berry Street Reframing the Future Community of outcomes, with an increase from two to twenty young people enrolled in Practice), the organisation achieved the delivery of a great deal more training accredited VET programs; the commencement of eight young Indigenous activity throughout 2007, compared to 2006. In one region all of Berry Street students in Gippsland, and the expansion of scope of registration to include the education staff have achieved the Certificate IV TAA. Senior staff have an enhanced CGEA. Plans are in place to introduce VET in Schools studies at the Noble Park knowledge of the VET sector, even those managers whose work is not directly school site. These are important changes for staff as well, since training was earlier related to the RTO business. There were more young people enrolled in accredited only run out of the Shepparton site, but is now more embedded across other sites training for 2007 and more plans for delivering accredited training in 2008. Also run by Berry Street Victoria. For the community services sector more broadly the identified is the niche for Berry Street in the market and this has involved developing RTO at Shepparton is now conducting the Certificate III in Community Services new partnerships with other RTOs, so that it can be easily identified when it is Protective Care. appropriate to deliver training directly or partner with others for the delivery. Actions and strategies resulting from the Reframing the Future project have been embedded in the Berry Street Business Plan as well as in the Berry Street Strategic Plan for Education & Training 2007–2010. Similarly, the business of the RTO component of Berry Street has been brought further in towards the centre of consideration, strategic planning, and the culture of Berry Street. The theme of development of a language for discussion of VET was also an important outcome for this project. Jenny commented in interview: The language of VET is quite inaccessible, and the project has introduced much of this language and its meanings into our organisation, and into our conversations. This means that people have new concepts and understandings, and can see new service possibilities. The project outcomes focused on three groups of clients – the young people served by the RTO; the Berry Street staff; and the community services sector more broadly. 20 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Developing a VET Culture in a Community Services Organisation BACK CONTENTS NEXT
  21. 21. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES 6. Effectively Supporting Remote Trainers 1 Sponsor: Wide Bay Institute of TAFE, Queensland Project Methodology and Outcomes Achieved Project Convenor: Anne Carlin, Program Director Anne Carlin, project convenor, told us that: Project Aims and Planned Outcomes The project is loosely based on the Cummings and Worley model, having Wide Bay Institute of TAFE (WBIT) delivers training in a number of locations across identifiable components of creating readiness for change; creating a vision Australia, to a variety of different corporate clients. This is an increasing line of and articulating the need for change; developing political support for business and has been attended by an increasing number of teachers and trainers change; managing the transition; and sustaining momentum. being employed remote from WBIT to deliver these programs. These teachers and trainers are also remote from the support and other services offered by WBIT. In quite specific terms, the project methodology was designed to identify and adapt WBIT policies and procedures to suit the needs of remote staff; to develop Additionally, an increasing number of the people who work with WBIT as industry structured communication processes to provide more effective information and trainers and assessors are part time or casual workers, or contractors, typically knowledge to them in a timely fashion; and through professional development working independently from the WBIT. provide the remote staff with needed tools, knowledge, and strategies. The need for this Reframing the Future project is to assist WBIT to adapt and The activities of the project involved first a survey of remote personnel to identify develop existing policies and procedures to recognise these changes in the their needs and state of professional ‘health and well being’ during the project and workforce, and to be able to support the individuals involved. Quality procedures at its completion. will be an outcome of the project to meet operational needs and AQTF requirements. A three-day workshop also brought the group together to help develop the identified skills and knowledge, and to enable the formation of effective networks Program Directors will have, through the project, developed their skills and with other WBIT staff relevant to each of them. The vision for the project was strategies needed to manage and support this widely geographically dispersed communicated consistently by Program Directors leading up to the face-to-face workforce through enhanced communication strategies; and organisational three-day conference held in October. All aspects of the Agenda for the conference culture will be modified to be more effectively inclusive of remote workers, and to were designed to share the vision and empower the participants to engage and provide among those workers a greater sense of belonging with WBIT. embrace the vision. More trusting relationships between the remote delivery staff and their managers were developed though the conference. 21 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Effectively Supporting Remote Trainers BACK CONTENTS NEXT
  22. 22. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES The project also provided each person with an email address that would provide benchmarks achieved by trainers. This result has had some challenge to it more them with the same information connectedness as other WBIT staff and a recently with a change in training policy of a major client. However, the change communication hub that would enable communication between the members management processes developed through the 2007 Reframing the Future project of the group and other WBIT staff and management. Induction procedures and will be used to develop effective responses to that client’s policy changes. electronic access to all forms was planned, along with professional development to assist teaching skills development. During the project remote delivery staff A goal of the project was to also ensure the training delivery met not only the identified whether they felt they would benefit from having a mentor and where needs of clients and students but also the quality standards of the AQTF 2007 and appropriate they were provided with mentors. the concept of continuous improvement. The capacity of remote delivery staff to understand the AQTF 2007 and its requirements and to participate actively When it came to operationalising the project, the project convenor ultimately felt in the Institute’s implementation of new training packages in their industries was that Kotter’s model was more appropriate in the context, and was able to follow enhanced though the project. that model successfully, implementing all eight steps. Existing policies and procedures have been adapted to meet the needs of the The Reframing the Future project has resulted in increased expertise and support changing workforce. Operational staff are empowered to seek workable solutions of remote delivery staff that will ensure the delivery of training to clients across to the problems of external delivery staff through a greater understanding of Australia will be more flexible and more readily meet their needs. Supporting their concerns and issues. Quality procedures have been developed to meet the the performance of the remotely based instructors, Program Directors, who are dispersed workforce needs and AQTF requirements. New sign-up packs have been the managers of delivery staff, have developed skills and strategies to manage developed for students, along with revised student evaluation forms that more a widely dispersed workforce through enhanced communication strategies. This is effectively reflect the issues and experiences of students who have been learning evidenced by each of the Directors having definite procedures in place, including at the locations remote from WBIT. For the remote trainers, there have been attendance at WBIT of remote staff once a year to meet, and to attend the WBIT enhancements to the WBIT learning management system that enable them to Annual Teaching and Learning Conference. That outcome has been sustained into access the same resources and information systems as any member of staff internal 2008 with attendance of remote trainers at the January conference. to WBIT. The enhancement to workforce productivity here is clear in intent and, in 2008, WBIT’s responsiveness to current and emerging skill needs and workforce has been evaluated in terms of quality output and greater efficiencies in the development requirements is enhanced. Enterprises using WBIT as a training design and delivery of remote programs. Greater efficiencies have been achieved resource have commented favourably on the enhanced delivery methods, learning as an outcome of the project, with an increase in the Student Contact Hours guides, and assessment tools. 22 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Effectively Supporting Remote Trainers BACK CONTENTS NEXT
  23. 23. INTRO. 1 2 3 4 5 6 7 8 9 10 11 CONCL. APPENDICES In speaking about the impact on workforce development and client productivity There are a number of strategies being implemented to keep the change moving. outcomes, Anne Carlin said: The most significant relate to changed Institute management and administrative processes. A staff member has been designated, on a part time basis, to specifically Significant relationships with Industry have been established and manage the communication processes with the largest Vocational Training Area maintained to ensure that their needs are met and that they are explicitly (Retail) group of remote and local trainers. That person also manages the online involved in the development, delivery, and assessment of training. communication hub that has been developed as part of the project. That staff This co-configuration of training indicates a much greater likelihood member will also be responsible for managing the process to continue to build that the training outcomes are of greatest relevance to workplace needs. the capacity of this Vocational Training Area delivery staff through professional The evidence so far indicates that clients are finding this to be so. development activities that will enhance their delivery strategies and their assessment tools and practices. This has been welcomed both by managers and As a consequence of the Reframing the Future project, individual managers have Vocational Training Area staff. been empowered to manage remote trainers in a way that would ensure the capacity of the organisation to deliver training to meet the requirements of the AQTF 2007 and Industry clients. Managers feel better able to manage teams that are remote from the Institute. Additionally, Institute changes to processes and procedures to meet the needs of remote trainers have meant that remote delivery staff are feeling more valued and accepted and this has had a positive effect on the capacity of the managers to interact with and manage the teams effectively. Other managers, whose areas impacted on the delivery and administration of training by remote trainers, became involved in the project to support remote trainers in their delivery of quality training and assessment and in undertaking the administrative processes required to comply with the AQTF. Accordingly, managers of non-delivery areas understand the importance and significance of the role that remote delivery staff play in achieving the Institute’s strategic and business goals. 23 INSIGHTS FROM STRATEGIC AND CHANGE MANAGEMENT PROJECTS IN REGISTERED TRAINING ORGANISATIONS – Effectively Supporting Remote Trainers BACK CONTENTS NEXT

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