Workplace Learning - Technical and Further Education - Coursework Example

Running Head: Workplace learning Student’s Name: Instructor’s Name: Course Code and Name: University: Date Submitted: Workplace learning Introduction TAFE (Technical and Further Education) is a government-run college that constitutes a system of colleges that are nationally operated. The Australian TAFE system is one of the most highly regarded Australian training institutions. It is ideal for people with an interest in joining the job industry or seeking higher education elsewhere. Some of TAFE colleges include TAFE NSW, TAFE Queensland, TAFE South Australia, TAFE Victoria, TAFE Western Australia, TAFE Tasmania, and TAFE Australian Capital Territory. TAFE offers qualifications that are recognized and transferable internationally. The practical training given offers trainees key competencies that are essential for different categories of people. TAFE offers an opportunity to those who are already entrenched in various areas of expertise or those who are just about to do so. For this reason, TAFE courses are designed in close consultation with the industries and business that need these skills. TAFE is reputed for offering many relevant skills to people in various areas of expertise in response to the prevailing job market needs. For a TAFE student, one of the most obvious benefits of seeking this form of training is getting a direct pathway for furthering one’s university education. All TAFE college students are eligible for a credit of one or two years for a closely related university degree all over the world. This is often made possible by an effective system of different credit transfer arrangements established between TAFE and universities within and without Australia. Furthermore, TAFE offers an exceptional training experience in that students are provided with all the support services that they need during the learning process. The most important support service is the provision of frequent workshops whereby industry experts interact and share information with students. The purpose of this assignment is to examine and recommend the various ways through which the workplace can be transformed into a more effective environment. The ideal environment is one whereby the knowledge and skills required for work are acquired. In order to do this, the goals that need to be achieved in order for learning to be supported will be identified. Emphasis will be on the existing weaknesses and the strengths that need to be enhanced. The strategies needed in order for the goals to be achieved will be identified and justified through the use of relevant literature. Additionally, more strategies will be described for purposes of determining whether the set training goals have been achieved. The right time for evaluating the success of various strategies in the achievement of goals will also be indicated. Moreover, this paper will enumerate the factors that make it difficult for different strategies to be implemented in order for learning to take place. Finally, a summary of the problem and the proposed responses will be made, whereby a prediction will be made on the changes that will be evident in the end of workplace learning enhancement process. Identification of goals to be achieved in improving support for learning Weaknesses found in the analysis The system used at TAFE does not differentiate between professionals who are deeply entrenched in their specialties from young, inexperienced trainees who are yet to venture into the world of employment. For this reason, the inexperienced lot may feel that they training is too difficult for them. On the other hand, the experienced professionals may feel that they training that they are receiving is not challenging and enlightening enough. TAFE is a workplace learning environment. None of the trainees who attend courses here like being in the company of students, let alone pursuing the same courses. Unfortunately, both of these scenarios are inevitable. Additionally, senior managers who are assigned to trainees sometimes do not give adequate exposure that learners can consider to be reliable. Sometimes, the exposure is simply not adequate because the senior managers do not want to be innovative in the way they conduct lessons. At other times, they are simply overburdened with tasks such that they cannot afford to dedicate enough time to coaching tasks. Some of them, despite being experts in their fields, are not good teachers. The strengths that need to be enhanced The method of learning whereby trainee managers are given guidance by each department’s experts is an excellent one for enhancements can be made. In this approach, the trainees learn while doing actual managerial work. In this type of learning, the trainee has to be motivated by self-initiative in order to acquire the necessary managerial skills. The trainee works independently in order to achieve goals that are achievable through following a certain direction in terms of implementation. In the independent form of learning, the trainee manager may be given instructions on how to facilitate a recruitment drive for a certain number of junior staff. In this case, the trainee has to ensure that the best efforts are put into the recruitment process in order for the outcomes to be positive. Once these efforts have been made, the senior manager comes in and assesses the performance. He makes a judgement on whether the trainee managers have qualified in their efforts or not. He then points out the different areas whereby there is a need for improvements. This approach, if enhanced, is very effective from transforming the trainee managers into not merely competent professionals but also practically-knowledgeable human resource planners. New managers who are forced to begin working alongside senior managers at the beginning may find it difficult to cope with the challenges of the training setting. Although the new manager may know how to use his practical skills in order to create initiatives, the presence of senior managers may victimize him. He may not be able to use his experience in an innovative manner while undergoing training. This may create the impression that the manager trainee is not teachable. Although the centralization of roles in all TAFE’s colleges is aimed at bringing about synergy of operations, it does put into consideration the specific needs of each college. In a world where management practices are changing all the time, the bureaucratic machinery at TAFE slows down the pace of change. This problem is typical of all the government-run workplace learning institutions across Australia. As part of the standardization process, department heads in all the TAFE colleges are responsible for coaching, supervising and monitoring the workplace trainees at the beginning. Later on, the training role is delegated to other professionals. Some trainees may be uncomfortable with such frequent changes in the way training is conducted. This is because the relatively short training time available does not warrant such drastic changes without disorienting the trainees. The improvements necessary in the workplace learning setting Both teachers and managers at TAFE have been experiencing many radical changes in their workplace in the last decade. Although the changes are necessary, they have led to the emergence of new challenges. If these challenges were eliminated, TAFE would be among the best places where can receive the most relevant form of workplace training. One of the challenges arises because when teachers are asked to do things in a different way, they are being told to become new teachers. It is important to orient the teachers to the new things that they are being told to teach. This task should be carried in an efficient manner so that teachers can develop a positive attitude towards it. The things that these teachers may need to learn are very simple and basic; it would only take the right attitude in order for the induction process to take the shortest time possible. Such an induction would focus on issues like the teachers’ role in education and a change of relationships with students, industries and communities. According to a recent Canadian study facilitated by the Ministry of Education, Skills and Training (MEST), major reforms have been occurring over the last decade in every nation member of the OECD (Organization for Economic Cooperation and Development). Some of the themes that have been subject to change according to MEST include a commitment to lifelong learning, readiness for international competition, and a commitment to excellence. All these areas need to be improved on at TAFE. The best starting point is an overhaul of the way in which teachers do their work. Identification and justification of strategies to achieve goals A proper understanding of the strategies needed at TAFE can only be clear if emphasis is put the existing discourse among TAFE’s senior managers. This discourse would have to be compared with the reality of the institutional adjustments that have been taking place over the last decade as far as vocational training is concerned. The existing discourse affects all the three types of learning that are available at TAFE: procedural, declarative and dispositional knowledge (Smith et al, 1996). TAFE managers always like to paint the image of the ‘new TAFE’ using the concepts of competitive education, quality, commercial orientation, fee-paying courses, internationalization and entrepreneurship. Other concepts that dominate the discourse include ‘focus on the client’, and ‘customer-centricity’. One underlying strategy that has emerged from the managers’ discourse is lean management. In this regard, emphasis is put on better marketing, economic thinking, cost-cutting, sale of training packages and more emphasis on fee-paying courses (Smith et al, 1997). When talking about reduced government, these TAFE tend to talk about ensuring cost-effectiveness of the existing courses. By focusing on the economic aspects of TAFE’s institutional revolution, these managers put little focus on the intricate changes needed in workplace training. For these managers, it seems that whenever there is a choice to be made between cost-effectiveness and utility of workplace training courses, priority is put on cost-effectiveness. The best strategy is one whereby a balance is struck between the two approaches that are used to bring about change. There is a need for managers of vocational training institutions to respond positively to institutional realities that are hinted at through discourses of new vocationalism (Chappell, 1998). Unfortunately, such a response is not evident today. The only three aspects of vocationalism that TAFE directors talk about include changing student profiles, close links with industries and flexible delivery strategies. Additionally, TAFE director consider these three aspects to be the sole responsibility of teachers. This is not true. A holistic approach should be adopted, and reorienting teachers is only one of the measures that should be taken. An assessment of the changing industry needs should be carried out. The results of such a study should be communicated to teachers, who in turn transfer the necessary skills to the workplace trainees. This is a good way of ensuring that the managers who come to TAFE to seek new skills are able to learn new concepts that are useful in their respective areas of specialty. Up-scaling of teachers per se is not enough. New teaching techniques should be generated by the teachers themselves. They should not be imposed on them. For them to understand these techniques, they should be allowed to network with industry players. This would enable them advance their career interests while at the same time satisfying the learners’ workplace training needs. This is the point at which TAFE directors come in so as to ensure that industry research resources are utilized in a cost-effective manner. For teachers to be cost-effective, they should be encouraged to view students as their customers. Such a perception would enable teachers to make sense of the lean management principles being advocated at TAFE. In such a setting, the advantages that can be derived include competency based training, links with various industries and the recognition of prior learning. This is the best way of ensuring that there is flexibility of courses, an issue that is currently causing many problems with regard to choice of training methodologies. Several senior head teachers and training specialists at TAFE have recently insisted that it is difficult to implement the policies of new vocationalism, particularly because of the decrease in resource allocation (Chappell, 1998). However, their responses reveal that they support most of the policies highlighted in the new workplace learning strategy. Smith (2002) says that training packages have replaced competency-based training in the Australian vocational education and training (VET) sector. This, notes Smith, has privileged the industrial sector as opposed to students, who are the most important stakeholder group. Additionally, the government has opened up funding to private providers. Like in any other change of system, the Training packages triggered controversy. However, there is limited empirical research on the effectiveness of Training packages as opposed to competence-based training. The most significant difficulty with training packages is that they are designed for the workplace while they are primarily meant for application in educational institutions (Smith 2002). Competency-based training (CBT) was introduced in Australia in the late 1980s. This form of training focused on the outcome, which was measured against certain standards and not against the students. These standards are the ones that relate to industry (Smith & Keating, 1997) On the other hand, Training Packages were introduced in late 1996 after National Industry Training Advisory Bodies (ITABs) were requested to come up with a list of Training Packages that covered their industry areas. Seven training packages were proposed by ITABS. They include Wholesale, Retail, Beauty, Floristry, Hairdressing, Community Pharmacy and Funerals. All of these packages have been introduced into the Australian vocational education training (VET) system (Smith & Lowrie, 1999). The best strategy of improving workplace learning is to complement Training Packages with Competency-based training. There are some elements of Training Packages that dwell on the competencies of the student. Therefore, this approach cannot be dismissed for being a purely industry-oriented system. The role of teachers in this strategy is very significant as long as they understand the elements of both the students’ and industry’s needs. Strategies for determining whether the goals have been achieved How to assess the effectiveness of workplace training strategies The strategy of new vocationalism needs to be assessed for effectiveness. When the set goals are achieved, the strategy will be considered to have worked. Assessment should be done through focus on workplace practices, industry relevance, and outcomes. When the strategies are being assessed, care should be taken when issues of the TAFE identity are being addressed since they are the foundation upon which the country’s VET curriculum is based. Tensions may emerge if a false alarm was raised with regard to emphasis on industry’s needs at the expense of students’ needs. This has happened in the past when Training Packages were being introduced. The quality of TAFE provision should be assessed through focus on outcomes. Aspects of both training and education should be analyzed for effectiveness. Follow-ups of workplace performance by students should be made. This is the best way of determining whether the CBTs and Training Packages in place have led to the transformation of students from competent workers to expert professionals. The views of students and their teachers are also important avenues of generating information on the effectiveness of workplace training strategies. Only those students who have completed training should be requested for information since they have acquired a clear picture of the relevance of the training that they have received at TAFE. Such views need to be compared with issues such as workplace performance, promotions achieved, and performance appraisal ratings. Proper timing The manner in which all stakeholders respond to the challenge of new practices in vocational education training also needs to be assessed. All these assessments can be done within a period of five years. It is difficult to assess the achievement of students less than two years after they complete their studies. Similarly, it takes not less than five years for the effectiveness of VET curriculum changes to be determined. Normally, training packages are reviewed every three years. The review process is often similar to the development process. Within the strategy of carrying out an overhaul of the existing vocational training, the review of Training Packages should be extensive. All stakeholders should be consulted in order for the diverse views to be put into consideration. According to TAFE Directors Australia (2001), a three-year review is a very short time because students whose apprentice courses run for three years may graduate with courses that are already out-of-date. This is why the five-year duration works well for the interest of both the students and the VET curriculum developers. During this time, the necessary market-oriented adjustments should be put in place in terms of cost-effective use of available resources. Factors that might make it difficult to implement learning strategies Many difficulties emerge whenever learning strategies are being implemented. Flexibility can lead to variability in quality. Additionally, workplace and teachers must be provided with advanced skills in order to be able to structure learning activities. The strategies may also be difficult to implement because of Training Packages, which were introduced too hastily. Furthermore, the underpinning knowledge and competencies may be downplayed in the process of carrying out assessments. Additionally, the pathways of doing the assessment of strategies may be of suspect quality. When Training Packages are provided to the students for whom they are not appropriate, the outcomes will be negative, regardless of the strategies that are implemented. More fundamentally, training packages and CBTs have been dogged in controversies with regard to the provision of credits and entry into universities. Some universities refuse to accept Training Packages for purposes of articulation. This view was supported by Australian National Training Authority/Australian Vice Chancellors' Committee (ANTA/AVCC) research project (Carnegie, 2000). However, the project did find some successful examples of how the strategies proposed in this paper can be implemented. Conclusion TAFE faces many workplace training problems that need to be improved on in order for VET quality standards to be maintained. The curriculum that is currently in use is a result of hastily introduced Training Packages that are slowly phasing out competence-based strategies. In such a setting, many problems have arisen and improvements are needed. On the other hand, there are many good attributes of the current training system, which, if improved on, can be of great help to young, inexperienced students and highly experienced industry practitioners. The exposure that trainees are given through workplace learning interactions with professional departmental heads can be very helpful. However, trainees should not be expected to come up with novel solutions through innovation. Improvements in this area are needed in order for TAFE to become a hub for productive workplace training. The needs of different students should be identified and proper responses made. The concerns presently being raised about the industry-centered nature of TAFE training have an element of truth in them. Proper strategies need to be made in order to incorporate the career needs of students. These strategies should be molded on today’s changing professional standards, where workplace training practices are constantly evolving. Lastly, teachers need to view students as customers in addition to interacting with industry players. This will enable them adapt well to changing practices in vocational education workplace training at TAFE. References Carnegie, J. (2000). Pathways to partnerships: ANTA/AVCC Report and draft policy guidelines. Melbourne: Vetassess. Chappell, C. (1998). Changing TAFE in New Times. Australian Journal of Teacher Education. 23(2), 19-34. Smith, E. (2002). Training Packages: Debates around a new curriculum system. Issues in Educational Research, 12(1). Smith, E. & Keating, J. (1997). Making sense of training reform and competency based training. Wentworth Falls: Social Science Press. Smith, E. & Lowrie, T. (1999). VET teachers and Training Packages. Australian TAFE Teacher, 9-12. Smith, E., Hill, D., Smith, A., Perry, P., Roberts, P. & Bush, A. (1996). The availability of competency-based training in TAFE and non-TAFE settings in 1994. Canberra: AGPS. Smith, E., Lowrie, T., Hill, D., Bush, A. & Lobegeier, J. (1997). Making a difference? How competency-based training has changed teaching and learning (ANTARAC research project). Wagga Wagga: Charles Sturt University. TAFE Directors Australia (TDA) (2001). Training packages: A position paper. Canberra: TDA. Read More