WPLAR 2010 - RPL in Workplace Learning: International Update
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WPLAR 2010 - RPL in Workplace Learning: International Update
- 1. RPL in Workplace Learning International Update WPLAR Conference“Reframing Manitoba's Workforce: Uncovering Hidden Skills” December 2, 2010
- 2. Learning AgentsAccelerated learning systems E-learning resources & services Learning community support Consulting
- 3. Business drivers for change Global competition: products and services Flat world, rapid innovation, continuous improvement (“lean thinking”) Human capital needs Skills shortages Demographic shift, technological change, soft skills deficits Workforce adjustment (up and down) Succession: finding future leaders Changing Technology and the Internet Internal software tools and business methods Web 1.5: the Google effect Web 2.0: social software Image is creative commons GISuser.com
- 4. Key questions Where do I find good people? How can I retain good people? How can I develop our people to become happy, productive employees? How can I buildeffective teams, and an effective company as a whole? Where do I findfuture leaders? How do I prepare them?
- 5. Soft skills deficits Source: CIPD 2010
- 6. Leadership development needs Workforce.com
- 7. The workplace learning paradox Jay Cross http://www.leader-values.com/Content/detail.asp?ContentDetailID=135
- 8. The power of informal learning
- 9. Changing models of learning Bersin & Associates © July 2009 Bersin03 p4
- 10. Changing models of learning http://www.jarche.com/2010/11/from-learning-to-working-technologies/
- 11. Undesirable metrics & examples Cost of a bad hire Cost of losing a good hire Before and after… Waste in training and development Estimated untapped human capital Examples of poor succession
- 12. How to intervene?A decision tree http://www.jarche.com/2010/04/instructional-or-formal-whatever/
- 17. Process overview
- 18. Sourcing - just use Google? Sourcing on a Budget Glenn Gutmacher 2007 Arbita02
- 19. Applications to mine the Internet Arbita01 p2
- 22. Performance management Set career and learning goals aligned with needs of job, company Analyze current competencies vs. learning needs, identify gaps, opportunities Develop learning strategies to close gaps & meet goals Track progress to goals Set new goals
- 23. Talent management, succession planning Identify high potential employees early Develop individualized strategies for retention and development Track individual progress through learning and career advancement, fill their leadership learning gaps Aggregate the stream of future leaders in dashboard views for strategic management
- 24. Case study The New Face of Talent Management (ASTD 2009) ASTD01 p7
- 25. Human Capital Management A competitive marketplace
- 26. Human Capital Management …but consolidating
- 27. Workplace RPLWhat is Recognition of Prior Learning? A workforce development strategy based on: authentic and transparent assessment documentation of relevant skills and knowledge, regardless of where they were acquired. RPL can help: Capture and recognize verified skills and knowledge Document skills & competencies required in the workplace Provide practical assessments through demonstrations, interviews, work samples, portfolios and formal testing. Document evidence of skills & learning: to assist workers in finding and keeping employment transition through their workplaces and to other jobs wplar.ca
- 28. Employee development by RPL (Australia) Wendy Perry & Associates Pty Ltd. 2008 WPAA01
- 29. ROI of workplace RPL Productivity Tool (Excel) 35:1 n=246 10:1
- 30. ePortfolio: key tool for RPLePortfoliosand resumes (Courtesy FuturEd)
- 31. ePortfolio: product andprocessA system to manage informal learning Assessment of/for learning Reflection, self-assessment Transferring skills, making transitions Coaching, collaborative learning Learning plans Knowledge Management FuturEd 2004
- 32. The “e” factorAdvantages and opportunities Information Management Collecting, archiving, making different versions Measureability Frameworks, rubrics, summative tracking Interoperability Communication with other ICT systems via APIs, open standards Sharing “One to many”, digital copies, links to specific pages Multimedia Video, audio, digital images, online presentations…and scanned docs Internet skills Online research: documents, networks, Internet literacy Collaboration Easy to add comments, edit, mentor, coach Personal Learning Environment Integrated learning environment, professional network, digital identity
- 33. ePortfolio: Human Capital tool For individual & employer http://www.jiscinfonet.ac.uk/infokits/e-portfolios
- 34. ePortfolio examples Theo Ramsey – Technical sergeant > manager http://www.youtube.com/watch?v=oT1XYjZcmck Michael Woolley – Industrial mechanic http://michaelwoolley.efoliomn.com/presentation Michal Kopera – Engineering PhD http://www2.warwick.ac.uk/fac/sci/eng/pg/students/esrgae Kevin Fisher – Accountant https://www.innovatecv.com/cv/share/24/do-not-reply@innovatecv.com Sarah Stewart – Nurse/educator http://sarahstewart-eportfolio.wikispaces.com/Competencies Ted Johnson - Senior VP/Chief Marketing Officer http://tedjohnson.efoliomn.com/Home Mark Farand – Executive Director http://www.youtube.com/watch?v=b3ox9FR2iFk See more at: http://bit.ly/ePortfolio_examples
- 35. RPL and ePortfolio around the worldUK: NVQ, WBL, PDP, CPD...
- 36. National, regional initiatives Careers Wales Online http://www.careerswales.com
- 37. Competency Atlas http://www.competentieatlas.nl/ percolab CAPLA Nov 2009 National, regional initiatives The Netherlands
- 38. EuropeEuroportfolio, Europass CV, Language Passport
- 39. United StateseFolio Minnesota, Pennsylvania, “World”
- 40. CanadaEmployability Skills 2000+, Essential Skills
- 41. Web 2.0, social software“Publish yourself”
- 42. LinkedIn Example
- 43. Talent acquisition & Web 2.0 Bersin04 p8
- 44. Learning Forum London 2010European Institute for E-learning (EIfEL) http://bit.ly/LFL2010proceedings http://www.epforum.eu/
- 45. General impressionsTechnology Open Source Mahara/Moodle/Sakai/Drupal/WordPress Open Standards Leap2A, Europass, HR-XML, XCRI Web 2.0, social software YouTube, Twitter, Delicious Mashups and “combo platters” Mahoodle, Gahoodle, Mobile applications ALPS, others
- 46. General impressionsEmployability and workplace School to work University of Newcastle, Australia Accrediting workplace learning European Initiative for the Promotion of Informal Learning (EIPIL) Professional accreditation Health professions Workforce Adjustment, regional strategies Limburg Province, The Netherlands Adult employability Career Portfolio Manitoba
- 48. ePortfolios for Health Increasing uptake Continuing Professional Development (CPD) Revalidation Pharmacy, Dentistry, Medicine, Nursing... SkilSure in Ontario 6 regulated health bodies Royal College of Surgeons in Ireland Royal College of Surgeons of England
- 49. Royal College of Surgeons of IrelandDetail
- 50. ePortfolios for Health Reflection on action
- 52. AustraliaFlexible Learning Framework Gen Y vs. Gen X & Boomers http://epcop.net.au www.flexiblelearning.net.au/content/e-portfolios
- 53. A plethora of ePortfolios…
- 54. Open Source/Web 2.0 growing…
- 56. Exposition
- 58. Build knowledgeINSTRUCTOR LED Export artefacts (learning products) “Single Sign On” Other artefacts Submit for recognition Links to artefacts & views; assignments, evidence for outcomes USER DRIVEN Mahara tools: Blog, forum, views Human capital Employability Skills transfer KSA asset building Collect, Select, Reflect… Artefacts, commentary, dialogue Networks Peers, mentors Other Web 2.0 tools:
- 59. CanadaCareer Portfolio Manitoba Adults in transition Community based Open source, open standards Life stories and assessment Socially aware Globally inspired...locally relevant
- 60. Career Portfolio Manitoba http://careerportfolio.mb.ca
- 61. So...takeaways from today RPL and ePortfolios can reduce waste and increase productivity in workforce development Workplace RPL doesn’t have to cost a bomb, and can easily pay for itself Even baby steps can help your bottom line Implementation can be phased to reduce risk Technology can help, but: not for its own sake beware of paving cowpaths: rationalize your current processes Public use of the Internet and Web 2.0 are changing everything...
- 62. Phased approaches On the beach Watching brief, further research Toe in the water Get hands-on with Google, Web 2.0 tools Investigate HRIS capabilities, local support Wading in Proofs of concept, small implementations in particular areas (e.g. talent management) Develop business plans for senior management Full immersion Develop an RFP for a fully managed system
- 63. Current local traction in RPL WPLAR & Workplace Education Manitoba http://wem.mb.ca, http://wplar.ca (Beyond MB) Career Portfolio Manitoba http://careerportfolio.mb.ca Centre for Education and Work http://www.cewca.org Red River College’s RPL Practitioner Program http://www.rrc.mb.ca/index.php?pid=636 MPLAN: Manitoba PLA Network http://mbplar.ca
- 64. Worth following EIfEL - www.epforum.eu/ ere.net Arbita.net bersin.com internettimealliance.com Jay Cross, Harold Jarche, Jane Hart epcop.net.au twitter.com/donpresant
- 65. Don Presant
Editor's Notes
- Themes:Technology (Internet/Web 2.0/social software, but also integrated Human Capital systems)Informal learning (community of practice)ePortfolioOpen standards (open source)
- Federal corporation, HQ in ManitobaMultimedia learning resources for career development, workplace learning and professional developmentSpecialty: facilitating, packaging & disseminating insights of learners, practitioners and subject matter expertsProducer of “Career Destination” solutions through community partnerships since 2001Opened Learning Agents eStudiosin 2007multimedia & video facility for learning resource production, ePortfolio development and webcastingActive voluntary role in communityCareer Trek and “Let’s Get to Work” conferenceDon Presant: Chair of Manitoba PLA Network (MPLAN) Community Telecentre COMMUNITY ECONOMIC DEVELOPMENT CONCEPT: technology literacy, engagement, expression, workVideo-conference (in development)job interviews , online learning e.g. classes for prospective immigrants overseas, workplace trainingOther community learning events (subscribe to other networks)Collaborative Workshop EnvironmentHands-On ePortfolio and related workshopsDigital Production StudiosPhotos, objects, actions, interviews, simulationsImages, audio, video, textQuick set-up, quick turnaround (photo vs. scan, permanent lighting setup, direct to disk recording, etc.)Multimedia Post Production Facility :career profiles, ePortfolio resources, training videosProduction and Facilitation Support Services: staff, freelance & partners
- QUESTION: how would a typical post-secondary education normally feed the soft-skill needs of employers?
- The Late Majority and Laggards are focused on meeting their compliance needs. Many of these are in traditional industries. They are purchasing one of their first learning management systems (LMS) and are focused on features & functions, which is usually a large shopping list provided by a variety of constituents.The Early Majority are focused on learning and particularly course delivery. They are comprised in large part of education and training (E&T) intensive organizations, including schools. Most have existing contracts that bind them to a vendor. Some are considering open source (OS) as an option to their costly systems.The Innovators & Early Adopters have shifted to a work focus. Many are in newer industries, with little legacy software. Others are in more traditional industries who have seen the urgent need for change. They are focused on supporting social and informal learning and integrating it into the work flow. These companies are retiring their LMS and are outsourcing formal course development that accounts for only 10% of their performance needs.As an organization, are you waiting for Workscapes to cross the chasm or are you content to use technologies that have jumped the shark?
- See ERE presentation
- I used this chart, developed a few years ago, to explain in a simplified way the differences between Learning Interventions and Instructional Interventions.It shows that training & education (in the workplace) should concentrate on addressing a clear lack of knowledge and skills by using appropriate instructional interventions, well-established over the years.Non-instructional learning interventions are those that provide tools and resources in order to do something we don’t know (or have forgotten) how to do. This is typically the area of performance support but also communities of practice, personal knowledge management, personal learning environments, etc. Informal learning would be another name for non-instructional. Instructional Systems Development (ISD) does not address non-instructional (informal) learning requirements and even the literature on performance support lacks clear design guidelines. Informal learning (or whatever you want to call it) is a major opportunity for improving work performance.Informal learning needs will continue to grow as more work requires access to contextual knowledge, as Robert Kelley showed over a 20 year study of knowledge workers:“What percentage of the knowledge you need to do your job is stored in your own mind?”1986 ~ 75%.1997 ~ 20%2006 ~ 10%We cannot train individuals for that 90% but we can support access to knowledge and expertise across the enterprise. This is an opportunity. There is much experience available in the fields of knowledge management, organizational design, human-computer interaction and information design that is valid and can be put to good use.
- I used this chart, developed a few years ago, to explain in a simplified way the differences between Learning Interventions and Instructional Interventions.It shows that training & education (in the workplace) should concentrate on addressing a clear lack of knowledge and skills by using appropriate instructional interventions, well-established over the years.Non-instructional learning interventions are those that provide tools and resources in order to do something we don’t know (or have forgotten) how to do. This is typically the area of performance support but also communities of practice, personal knowledge management, personal learning environments, etc. Informal learning would be another name for non-instructional. Instructional Systems Development (ISD) does not address non-instructional (informal) learning requirements and even the literature on performance support lacks clear design guidelines. Informal learning (or whatever you want to call it) is a major opportunity for improving work performance.Informal learning needs will continue to grow as more work requires access to contextual knowledge, as Robert Kelley showed over a 20 year study of knowledge workers:“What percentage of the knowledge you need to do your job is stored in your own mind?”1986 ~ 75%.1997 ~ 20%2006 ~ 10%We cannot train individuals for that 90% but we can support access to knowledge and expertise across the enterprise. This is an opportunity. There is much experience available in the fields of knowledge management, organizational design, human-computer interaction and information design that is valid and can be put to good use.
- I used this chart, developed a few years ago, to explain in a simplified way the differences between Learning Interventions and Instructional Interventions.It shows that training & education (in the workplace) should concentrate on addressing a clear lack of knowledge and skills by using appropriate instructional interventions, well-established over the years.Non-instructional learning interventions are those that provide tools and resources in order to do something we don’t know (or have forgotten) how to do. This is typically the area of performance support but also communities of practice, personal knowledge management, personal learning environments, etc. Informal learning would be another name for non-instructional. Instructional Systems Development (ISD) does not address non-instructional (informal) learning requirements and even the literature on performance support lacks clear design guidelines. Informal learning (or whatever you want to call it) is a major opportunity for improving work performance.Informal learning needs will continue to grow as more work requires access to contextual knowledge, as Robert Kelley showed over a 20 year study of knowledge workers:“What percentage of the knowledge you need to do your job is stored in your own mind?”1986 ~ 75%.1997 ~ 20%2006 ~ 10%We cannot train individuals for that 90% but we can support access to knowledge and expertise across the enterprise. This is an opportunity. There is much experience available in the fields of knowledge management, organizational design, human-computer interaction and information design that is valid and can be put to good use.
- RPL is good workforce development practice based on authentic and transparent assessment and documentation of skills and knowledge learned in the workplace.RPL can help:Capture and recognize verified skills and knowledge, regardless of where they were acquired. Document skills and competencies required in the workplace. Provide practical assessments - through demonstrations, interviews, work samples, portfolios and formal testing. Document evidence of skills and learning to assist workers in finding and keeping employment, and transitioning through their workplaces and to other jobs. RPL is good workforce development that promotes strategies and tools which recognize formal and informal learning.Over the past decade, RPL has evolved into an effective practice to assist employers, labour and other labour market partners in meeting diverse workforce development challenges.
- Study included 8 training orgs:Australian Institute of Management SA Division (AIM SA )Arrow Training Services (financial services, retail, business and call/contact centre environments)Cemons Skills Centre (hairdressing & beauty -> mgmt)Community Services Training and Development Centre (CSTDC) (people with disabilities)Detmold (manufacturing)RPL Assist (real estate agents)David J Foreman & AssociatesMitsubishi Motors Australia LimitedIn 2008 Mitsubishi Motors Australia Limited announced the closure of their manufacturing plant at Clovelly Park in South Australia. As part of an overall project to support workers to successfully transition to another job or career goal, the employees were offered the option of skills recognition. The process designed by DFEEST, Workforce BluePrint and TAFESA was made available to he non-production workers as the production workers were being supported to gain RPL via an existing process. One hundred and fifty two workers opted to undertake RPL with a 1 hour meeting including a 10-15 minute competency conversation and 45-50 minute online facilitated skills profiling process using Skillsbook™. The employees existing skills were matched to multiple units of competency, multiple qualifications and multiple Training Packages. Up to four hours per employee was provided to validate self-assessment and workplace evidence supported by feedback from the employee’s workplace supervisor. The total number of qualifications issued was ninety with some employees gaining two or three qualifications. From the initial skills profile process there was some employees that decided not to formalise their skills as this process was optional and others that have not yet been formally assessed as their finish date is a while away. The key features of this RPL model included up front design of the whole process involving RPL facilitators, RPL assessors and an RPL advocate from TAFESA with strong existing relationships with the MMAL employees. Professional development for all involved covered the RPL model, use of Skillsbook™ and one-on-one buddying with a lead RPL facilitator. DFEEST supported this process with a project manager and RPL coaches and mentors. The skills recognition process from both the employees and the facilitator’s perspective is outlined below:
- Study included 8 training orgs:Australian Institute of Management SA Division (AIM SA )Arrow Training Services (financial services, retail, business and call/contact centre environments)Cemons Skills Centre (hairdressing & beauty -> mgmt)Community Services Training and Development Centre (CSTDC) (people with disabilities)Detmold (manufacturing)RPL Assist (real estate agents)David J Foreman & AssociatesMitsubishi Motors Australia LimitedIn 2008 Mitsubishi Motors Australia Limited announced the closure of their manufacturing plant at Clovelly Park in South Australia. As part of an overall project to support workers to successfully transition to another job or career goal, the employees were offered the option of skills recognition. The process designed by DFEEST, Workforce BluePrint and TAFESA was made available to the non-production workers as the production workers were being supported to gain RPL via an existing process. One hundred and fifty two workers opted to undertake RPL with a 1 hour meeting including a 10-15 minute competency conversation and 45-50 minute online facilitated skills profiling process using Skillsbook™. The employees existing skills were matched to multiple units of competency, multiple qualifications and multiple Training Packages. Up to four hours per employee was provided to validate self-assessment and workplace evidence supported by feedback from the employee’s workplace supervisor. The total number of qualifications issued was ninety with some employees gaining two or three qualifications. From the initial skills profile process there was some employees that decided not to formalise their skills as this process was optional and others that have not yet been formally assessed as their finish date is a while away. The key features of this RPL model included up front design of the whole process involving RPL facilitators, RPL assessors and an RPL advocate from TAFESA with strong existing relationships with the MMAL employees. Professional development for all involved covered the RPL model, use of Skillsbook™ and one-on-one buddying with a lead RPL facilitator. DFEEST supported this process with a project manager and RPL coaches and mentors. The skills recognition process from both the employees and the facilitator’s perspective is outlined above
- Government mandated…a real competency ecosystem…lots of products, interwoven systemsPersonal Development PlanningNational Vocational QualificationWork Based LearningContinuing Professional Development
- Labour mobility in the European community…Europortfolio:Define, design, and develop digital portfolio systems that meet the needs of all stakeholdershttp://www.europortfolio.org/
- Digital identity….How many are on FacebookHow many use YouTube…have uploaded?Anyone can be a publisher
- Linked in = Facebook for Adults
- EIfEL (European Institute for E-Learning) is an independent, not-for-profit European professional association whose mission is to support organisations, communities and individuals in building a knowledge economy and a learning society through innovative and reflective practice, continuing professional development and the use of knowledge, information and learning technologies. EIfEL is leading the Europortfolio consortium and is a founding member of EFQUEL the European Foundation for Quality in E-Learning
- SkillSure:# College of Nurses of Ontario# Ontario College of Pharmacists# College of Physiotherapists of Ontario# College of Respiratory Therapists of Ontario# College of Audiologists and Speech-Language Pathologists of Ontario# College of Dental Hygienists of Ontario# Pharmacy Technicians of OntarioSee all
- Another example: recording a telecentre call….
- Mobile Learning in UniversitiesClient: Assessment and Learning in Practice Settings (ALPS).Challenge: To create a service platform allowing tutors to send assessments and supporting materials to the mobile devices of Health and Social Care students on work-based practice. The ALPS partners are the Health and Social Care faculties of Leeds, Bradford, Huddersfield, Leeds Metropolitan and York St John Universities, as well as the NHS Yorkshire and the Humber. The other bodies involved are T-Mobile, ecommnet and MyKnowledgeMap.The five universities involved in the ALPS project were using different VLEs, but they all required access to the same template assessment package. ALPS asked MyKnowledgeMap to provide a tool which would allow the tutors to create and package the assessments for delivery to the devices.Solution: The service platform created for the ALPS project, based on our Multi-Port system, allowed tutors to send assessments and supporting materials to mobile devices which the students used while on work-based practice. Tutors across all five institutions could create tailor-made assessments using a wide range of question types including multiple choice, fill in the gaps, and free text questions.The assessments could then be uploaded to Compendle and packaged with supporting materials such as additional instructions or extra reading. The students could then complete the assessments whilst at work and submit their answers for marking and feedback.Award-winning: The ALPS project won the Innovation Award in the Tertiary, FE & HE category at the 2009 Handheld Learning Awards. The event has become the largest of its kind. It brings together thought leaders, innovators, practitioners, developers, policy and decision makers from the education, technology and entertainment sectors. The ALPS project also won the Techworld Mobility Project of the Year 2008.
- Australian Flexible Learning Framework. So, that is basically a national e-learning strategy which is $15 million every year that used to be given out in drips and drops and it’s for the past 10 years been aggregated into one fund and made available for e-learning projects. So, all of our e-portfolio work is funded through this. Unfortunately out of the $15 million we get a very small amount to do e-portfolio stuff but it’s been really important to have that national focus. Big privacy document, broken down into simpler guidelinesAlso: ePCoPePortfolios Australia Conference 2010http://www.flexiblelearning.net.au/content/e-portfolios-australiaSo, where we are at, at the moment, we have these guidelines that have been developed based on the privacy impact assessment that we commissioned and stakeholder consultations that we did last year, particularly aimed at states and territories and managers of learner information. One of the things that we are planning to do next is look at what learners are looking for, as well, out of e-portfolios. It’s that sort of stereotype that Gen Y and younger are happy to just put everything up and don’t care about privacy and it’s no longer an issue; then the other extreme is Gen X and above are really protective and want to control everything. They are obviously extreme stereotypes but we need to find ways to deal with people that are on that spectrum.