msa nsw engineering rto conference 2014

Welcome to MSA NSW ITAB’s Inaugural Engineering RTO Conference

Welcome

Leon DruryExecutive Officer – NSW ITAB

Twitter # EngRTO14

Your State. Your Workforce. Your Future.

01. Keynote address

David Collins, General Manager State Training Services, DEC NSW

02. Competency based training and progression: its relationship to the MEM Training Package

Ian Curry, National Coordinator - Skills, Training & Apprenticeships, AMWU Gail Silman, Education Advisor Ai Group

Competency based classification and pay

Ian Curry

National Coordinator - Skills, Training & Apprenticeships

Australian Manufacturing Worker’ Union

NSW November 2014

A bit of history

A bit of detail

An observation or three

6

7

A bit of history

Objectives – circa 1987

A nationally consistent training system based on competence

Competence defined by skill standards developed by the industry parties

Promotion of key skills not narrow specialisation

Classifications linked to qualifications and wages

Recognition of prior learning based on standards

Skill formation at the centre of industrial relations

8

Key events

Structural Efficiency Principle

Award Restructuring

Development of Competency Standards

MIP Program - Validation

Award Variations

Modern Award

9

Structural Efficiency (1989)

The establishment of skill related career paths which would provide an incentive for workers to continue to participate in skill formation

The elimination of impediments to multi-skilling and a broadening of the range of tasks that a worker would be required to perform.

The establishment of appropriate relativities both within and between awards.

Improvements in productivity, efficiency and the international competitiveness of the industry and,

The provision of more varied, fulfilling and better paid jobs.

10

Award Restructuring (1990)

364 task based definitions broad-banded to 14 level skills structure

Pay based on relative competency

Competency defined by industry through competency standards

Competency linked to qualifications

Wage relativities based on skills

11

Modern Manufacturing Award

Adopts the 14 level Metal Industry Award classification structure

Adopts the metal & engineering competency standards as the ‘measure’ of competency

Adopts the ‘Guide for Implementing Competency Standards’ and the 5 step implementation process

Adopts the ‘trigger’ for implementation

12

Industrial & Training Frameworks

Industrial RelationsFair Work Australia

Skills & TrainingMSA (MERS-ITAB)

Award Levels

C14 - C1

Recognition of

Prior Learning

Competency

Standards

Assessment

Procedures

Pay

QualificationsContract of

Employment

Classification Level

Definitions

Competency

13

Minimum Training Requirement

Classification

C3

Qualification

Advanced Diploma of Engineering

C5 Tech/Trade Diploma of Engineering

C7 Advanced Trade (Certificate IV)

C10 Trade/Production (Certificate III)

C11 Production Technology (Certificate II)

C12 Engineering (Certificate II)

C14-C13 NO Minimum Requirement

14

Classifications & CompetencyClassification Points Standards Requirements

C3 Specified Mandatory Units + 24 elective units

C5 Trade

C5 Technical

C10 + 60 Specified Mandatory Units + 108 Points*

Specified Mandatory + 16 elective units

C6 C10 + 48 Specified Mandatory Units + 124 points



C9 C10 + 12 Specified Mandatory Units + 85 points*

C10 Specified Mandatory Units + 73 points

C11 Specified Mandatory Units + 53 points

C12 Specified Mandatory Units +30 points

C14-C13 NO MINIMUM REQUIREMENT

15

the ‘5 step process’

Consultation

negotiate and agree process and timelines

assign responsibilities

establish consultation & communication

1

Work Analysis

Key requirements of

the work

Tasks required

Planning and

contingencies

2

Match Standards

use mandatory units at required

levels

respect pre-requisites

match whole unit

3

Skills Audit

Workers complete self assessment

identify qualifications held & used

identify units held from

step 3

4

Implement

Work Organisation &

Job Design

Training Needs

Classification

New & existing

5

work person

16

Classification Outcomes

No ChangeIf employee is seeking progress to a higher level – Gap Training

provisions apply.

No ChangeIf employee is seeking progress to a higher level, future training /career path may be identified

Meets requirement for

Higher Classification.

Meets requirement for

Current Classification.

Doesn’t meet requirement

for Current Classification.

ReclassifiedExtra Pay

An observation or three

The industrial parties determine work and competency profiles

RTO’s need to understand that the structure has rules but they don’t need to let them drive their behaviour

RTO’s determine competence or otherwise

17

03. Industry validation of

assessment

Sue Outhwaite, Project Officer, STSJenny James, Executive Officer, NSW PSITAB

Smart and Skilled NSW Independent Validation of Assessment

20

What is Independent Validation of Assessment?

An assessment quality process which

Engages with stakeholders involved in the assessment process

Ensures that RTOs and/or assessors are consultative and inclusive in the development and implementation of assessment

Ensures that assessment is meeting the client, learners and industry needs

Who undertakes independent validation of

assessment: An implicit role for industry?

Independent validation of assessment is undertaken by individuals or agencies that are independent of the Provider. It can involve industry representatives, other registered training organisations, specialist assessors, and experts in education and assessment.

Independent validation means, for the purposes of clause 1.25 that the validation is carried out by a validator or validators who

a) are not employed or subcontracted by the RTO to provide training and assessment;

b) Have no other involvement or interest in the operation of the RTO

Standards for RTO’s 2015Smart and Skilled Operating Guidelines

Independent Validation of Assessment Drivers

Improve assessment quality and consistency across the VET sector and provide a stronger

voice to industry

National Partnership

Smart and Skilled Quality

Framework

October 2014 Commonwealth

Discussion Papers on Review of

Training Package and Industry Involvement

NSW Pilots

Pilot projects – led by TAFE NSW, Industry bodies and ACPET

Located – across metropolitan, rural and regional areas

Industries – water; veterinary nursing; aged care

Also covered – The Certificate IV in Training and Assessment

Key findings

Increase the level of commitment, ownership

and trust between parties involved

Increase the expertise of assessors and

industry representatives

Reach agreement on common concerns and decide the focus

for validation on areas of high risk

establishing clear processes and clarifying

desired outcomes

access to tools and technologies that

support an efficient and

effective process.

There is a need to increase

There is a need to reach agreement

IVA can be assisted by:

Overarching recommendation

That findings from the pilots are used to assist development of a framework for a shared

management model for sustainable provider led independent validation of assessment driven by TAFE

NSW, Australian Council for Private Education and Training and Community Colleges Australia.

This recommendation informs phase 2 of the project

Phase 2 – a shared management model

ACPET has been contracted to work in partnership with TAFE NSW and Community Colleges Australia to scope an approach

Emerging principles/issues

include

RTO ownership

Industry engagement

Need for sustainability

A report is due to the Department in

December 2014

Jennifer James

Executive Officer, NSW Public Sector ITAB

Industry Context

Lack of confidence in

VET

Certification

Small RTO market for dispersed industry

NSW WTAN

Project Aims

Build assessor skills in IVoA

Build industry confidence in VET

Three-stage Process

1• Workshop with the 6 participating RTOs

(one assessor per RTO)

2• Trialling IVA process and documents

between assessors (telephone)

3• Workshop trialling IVA process and

documents with industry

Outcomes

http://www.psitab.com.au/2014/independent-validation-of-assessment-resource/

http://www.psitab.com.au/2014/independent-validation-of-assessment-resource/

Outcomes

Professional development for assessors, including mentoring

Improved RTO assessment materials

Industry awareness of their own role

Lessons Learned

Lack of trust exists between

RTOs

Industry must see benefits of participating

Adoption of IVoA is limited

Time and practice is

needed

Recommendations

Industry needs to see outcomes from their investment

Pre-training of assessors is required

A neutral facilitator be used at meetings

Model needs to be driven by quality, not compliance

Morning break

04. Engineering Excellence

NSW Project

Peter Canavan, Ai GroupBruce Dunn, Hunter TAFE Paul Hoad, SWSI TAFE

Peter Canavan, Australian Industry GroupPaul Hoad, South Western Sydney InstituteBruce Dunn, Hunter Institute

Engineering Excellence Presentation

Peter CanavanNational and state developments around competency

based progression/completionwhat the Engineering Excellence project is trying to

achieve

Paul Hoad improving engagement with employers sign off processes Training Plan discussions with employers

Bruce Dunn My Profiling

Council of Australian Governments (COAG) February 2006

• ‘apprentices can work as tradespeople once they are competent, without having to wait out a set time period or make special application’

• ‘references to fixed durations to be removed from awards and legislation in all jurisdictions’

15.6 Apprenticeships under this award are competency based. The actual time taken to complete an apprenticeship will therefore vary depending upon factors such as the intensity of training and the variety of work experience.

15.7 The nominal period of the apprenticeship is four years, however this

period may be varied as follows …

15.8 Notwithstanding the nominal period, the apprenticeship is completed in a shorter period when:

(a) the qualification specified in the training contract is successfully completed;

And

(b) the apprentice has the necessary practical experience to achieve competency in the skills covered by the training contract, provided that the determination as to whether this condition has been met must be by agreement between the registered training organisation, the employer and the apprentice and where there is a disagreement concerning this matter the matter

may be referred to the relevant State/Territory apprenticeship authority for determination; and

(c) the requirements of the relevant State/Territory apprenticeship authority and any requirements of Manufacturing Skills Australia with respect to demonstration of competency and any minimum necessary work experience requirements are met; and

(d) with respect to trades where there are additional licensing or regulatory requirements under State legislation, when these requirements are met.

Apprentice wages are based on 4 stages, not 4 years

Manufacturing and Associated Industries and

Occupations Award 2010

(previously the Metals and Engineering Award)

Stage 1 entry level wage

Stage 2 once 25% of competencies achieved or 12 months after commencing the apprenticeship; whichever is earlier

Stage 3 once 50% of competencies achieved or 12 months after commencing Stage 2; whichever is earlier

Stage 4 once 75% of competencies achieved or 12 months after commencing Stage 3; whichever is earlier

Trades wage once ALL competencies achieved

Commissioners Information Bulletin 346 Issued 7 March 2008

• The RTO is responsible for the assessment process to confirm the apprentice’s competency

• Records of the apprentice’s progress are progressively entered and maintained in the student record system

• Before placing an apprentice’s competency assessment results on the student record system, the RTO confirms those results with the employer

• The RTO provides reports of progressive competency achievement to the employer and the apprentice

Apprenticeships for the 21st Century expert panel report January 2011

Jim McDowell

(chair)

CEO BAE Systems

Dr John Buchanan Director Workplace Research Centre,

University of Sydney

Royce Fairbrother CEO Fairbrother Pty Ltd

Dave Oliver National

Secretary

AMWU

Marie Persson Deputy Director

General TAFE

NSW Department of Education

and Training

Tim Shipstone Industrial Officer ACTU

Simone Wetzlar Executive GM Thiess Pty Ltd

Apprenticeships for the 21st Century expert panel report January 2011

• promote a culture of competency basedprogression

• Support a review of apprenticeship andtraineeship provisions, wages andconditions by Fair Work Australia,considering:– the removal of barriers to competency

based wage progression in modern awards– apprentice and trainee award pay

compared to going rates of pay– etc etc

Fair Work Commission apprenticeship review August 2013

Competency based progression introduced into more awards from 1 January 2014

• Building and Construction – General On-site Award 2010,

• Joinery and Building Trades Award 2010,

• Airline Operations – Ground Staff Award 2010,

• Sugar Industry Award 2010

• Graphic Arts, Printing and Publishing Award 2010,

based on existing provisions in the Manufacturing and

Associated Industries and Occupations Award 2010.

New clause inserted into Manufacturing Award regarding competency based wage progression:• Apprentice progresses to next pay level once relevant proportion of

competencies achieved• Competent when RTO, employer and apprentice agree OR• The employer does not respond within 21 days of written

notification from the RTO that they have assessed the apprentice as competent.

• Competency defined as the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments.

Fair Work Commissionrevises award, March 2014

What does this all mean?

• Engineering apprenticeships are in 4 stages of 24 points per stage.

• RTOs are expected to seek the employer’s agreement or confirmation of competence.

• Assessment must take into account the standard of performance in the workplace.

• RTOs are expected to provide reports to help the employer monitor progress and pay correct wage.

What does it mean for RTOs?

• Training Plans need to reflect 4 stage apprenticeships of 24 points per stage.

• A process is needed to seek the employer’s agreement or confirmation of competence.

• Assessment must take into account what the apprentice is doing at work.

• A process is needed for providing reports to the employer to help monitor progress and pay correct wage.

How do we make this work for employers?

• jargon-free information.

• training plans that reflect their workplace.

• help to determine competent performance.

• help to know the stage their apprentices are at.

• clear procedures for confirming competency.

Peter Canavan, Australian Industry GroupPaul Hoad, South Western Sydney InstituteBruce Dunn, Hunter Institute

Engineering Excellence Presentation

Paul Hoad

improving engagement with employers

sign off processes

Training Plan discussions with employers

Not new !• 2006 COAG – National position on CBPC

• CBPC in metals award 2006

• 2008-NSW Commissioners bulletin 346:• reporting progression and employer confirmation

• 2010- All Modern Awards have CB Completion

• 2013- New Training plan- RTO obligations• “21 day letters” sent to employers

• 2014-CBPC introduced into more awards• i.e., Some building and construction awards

Our Obligations• Report completion data to STS

• Negotiate the training plan

• Agree on a reporting process for:– confirmation of competence

– Progress of apprentice

• Update the training plan

• Profile workplace – Training plan part 3

Employer Engagement

Visit Your Employers• Meet with employer/apprentice at workplace

– Commencements

– Follow up calls

• Employer pack– Work evidence book

– Advice on: RPL, CBPC and other STS fact sheets

• Negotiate training/ develop training plan– Update at least twice a year

Visit Your Employers• Profile the workplace

– Checklists

• Explain how unit sign offs will be achieved• Letter

• Email

• Logbook

• Online system (eprofiling, My Profiling etc.)

Employer engagement essential in Supporting CBPC

• Can’t progress if employer doesn’t sign off competencies

– Doesn’t understand obligations

– Doesn’t understand process/system

Employer engagement essential in Supporting CBPC

• Misaligned on/off the job training impacts on progression and completion• Disincentive to complete apprenticeship (not relevant)

• Employer not able to confirm RTO judgement

• Apprentice takes longer to gain skills

• AACs don’t always get it right- inappropriate course

38.539.5

38.8

36.4

2012 2013

Average Durations (months)

MEM30205 MEM30305

61.30%

52.20%

56.60%

53.60%

57.40%55.00%

2011 2012 2013

Completion rates

MEM30205 MEM30305

Employer engagement

• Essential for business moving into the Smart and Skilled environment

my profiling – What is it?

• Is a web based tool that uses a pictorial data base to record workplace activities.

Why Change to an Online System?

1. Is the right person signing off competencies?Answer: Possibly

2. Has the apprentice actually demonstrated the relevant skills and knowledge on the job?

Answer: I don’t know

3. Does the person confirming competency fully understand the implications?

Answer: Unlikely

Apprentice logs weekly work and requests approval

Supervisor approves weekly work

Apprentice profile is created detailing work activities

Teacher delivers/assesses unit followed by a

Request for Workplace Validation

Supervisor uses the apprentice profile to determine

if workplace standards have been met and responds

to the teacher.

What is the Process?

What Device is Required?

How Does an Apprentice Log Work?

First Selection

Second Selection

The role of the Supervisor

• To approve weekly work entered by the apprentice

• To monitor progress against training plan

• To provide opportunity for the apprentice to engage in workplace activities related to the training plan

• Confirm workplace standards have been achieved

Ready for approval

All approved

No entries for 3 weeks

Weld to X Ray Standard

• Select & Use Materials

• Plan Work Process• Interpret

Drawings• Safe Welding

Practices

Partial, minimal, full

The Process so Far

Apprentice logs weekly work and requests approval

Supervisor approves weekly work

Profile is created detailing work activities

Teacher delivers/assesses unit and sends a

Request for Workplace Validation

Supervisor uses profile to determine if workplace

standards have been met and responds to the

teacher.

Use this button to send and automated message to the employer

From: Hunter TrainerDate: 10/06/14Time: 15:59All off-the-job components of this unit have been completed. Please select “Workplace Standard Achieved” when appropriate.

Request W’place Validation

Workplace Std Achieved

Unit Comments Dear Hunter TrainerI am not able to confirm workplace competence at this time as these skills have not yet been demonstrated on the job. I will provide an update in 30 days.

RegardsSupervisor

TeacherTicks UnitQualification Percentage Complete

1. Is the right person signing off competencies?

Answer: Yes Definitely

2. Has the apprentice actually demonstrated the relevant skills and knowledge on the job?

Answer: Check the Profile

3. Does the person signing off on competencies fully understand the implications?

Answer: Work in Progress

What's Changed with an Online System?

05. Quality training plans

Andrew Mavrakakis, Manager Vocational Training Unit, STS

STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU

Presenter: Andrew Mavrakakis

Apprenticeships and Traineeships


Australian apprenticeship harmonisation

Principles

• Nationally consistent arrangements, supporting compliance, system efficiency and mobility

• Consistent requirements, rules and procedures, including

o Apprenticeship/Traineeship Pathways

o Nominal durations

o Probationary periods

o Training plan template.


Apprenticeships and Modern Awards

• Provision for competency based wage progression

• Conditions of employment and entitlements including travel costs, payment of training fees, and attendance at training; and

• A model school-based apprenticeship schedule.


Progression based on competencies achieved rather than time served.

Stage 1

•nil entry requirement

Stage 2

•25% of units specified in the training plan or as specified in the relevant VTO or 12 months after commencement*

• *whichever is the earlier

Stage 3

•50% of units specified in the training plan or as specified in the relevant VTO or 12 months after commencement of Stage 2*


Stage 4

•75% of units specified in the training plan or as specified in the relevant VTO or 12 months after commencement of Stage 3*


Completion

•100% of competencies achieved

Competency Based Progression


NSW - Competency Based Completion (CBC)

When qualification achieved

• The Commissioner may invite the parties to consider CBC

• Both parties must consent to CBC

• Consent may be deemed if parties fail to respond

within 21 days

• If the parties disagree, STS will intervene to resolve an

dispute.


Competency Based Completion - update

79%

1% 6%

14%

0%

Automated competency based completions

Supported

Change date

Deemed

Not supported

Parties disagree


Engineering/manufacturing CBC - update

60%

2%

3%

35%

0%

Engineering/Manufacturing automated CBC

Supported

Change date

Deemed

Not supported

Parties disagree


New South Wales Training Plan

communication development engagement


Nationally agreed principles

• Identify all parties and set out their rights and responsibilities

• Set out the qualification and mode of delivery

• Support competency based progression and completion

• Be flexible and responsive and meet industry needs


A Training Plan must

Be developed by the RTO in consultation with the

employer and the apprentice/trainee

Comply with the Vocational Training Order

(VTO)

Be developed after an apprenticeship

/traineeship has been established and

approved


Training Plan requirements

• Specify Units of Competency for the relevant qualification

• Be customised to the nature of the employer’s business

• Support and reflect the apprentice’s or trainee’s workplace activities; and

• Be reviewed and updated as necessary to reflect the current status of training.


RTO obligations

• The RTO must be satisfied that the workplace can support the proposed training program and address any gaps identified

• Develop Training Plan in consultation with the employer and the apprentice/trainee

• Deliver training and assessment in accordance with the Training Plan schedule


RTO obligations (cont.)

• Engage with the employer and apprentice/trainee and gain employer endorsement of competence achieved

• Notify STS of any matters that may impact on the successful completion

• Notify STS within 28 days when apprentice/trainee is eligible to receive their qualification.


Employer responsibilities

• Provide work in accordance with the Training Plan and relevant to the vocation

• Provide appropriate facilities and supervision by a qualified or experienced worker

• Release apprentice/trainee with pay to participate in formal training and/or undertake self-paced learning and assessment tasks


Employer responsibilities (cont.)

• Liaise with the RTO in relation to participation and progress

• Engage with the RTO in relation to endorsement of competence

• Work closely with the RTO to ensure quality training and assessment outcomes


Employer responsibilities (cont.)

• Notify STS within 14 days of any matters that may impact on successful completion

• Discharge all obligations as an employer.


• Acquire the competencies of the vocation

• Obtain the appropriate qualification

• Discharge their obligations as an employee.

Apprentice/Trainee obligations


AAC obligations

• Assist employers, apprentices/trainees, to establish apprenticeships/traineeships

• Provide information on the rights and obligations of parties

• Monitor the training arrangement

• Administer incentives

• Report to STS.


Variations to Training Plans

A Training Plan may be varied with the consent of the parties when there is:

• change of vocation or qualification

• change of registered training organisation

• change of mode of delivery

• extension of term.


State Training Services

Operates from 16 locations across NSW

Contact us on 13 28 11 or 1300 772 104

Presenter: Andrew Mavrakakis

06. Mentoring for completions

Robert Gallo, Ai Group Mentor

Sample heading goes here

Mentoring For CompletionsNSW ITAB Engineering RTO ConferenceNovember 2014

“Mentoring is NOT about making everyone else the same as you!”

Agenda

• Background

• Outcomes

• Challenges

• Findings to date

• Mentoring Impact

• Questions

Ai Group Focus

• 1998: Metal Trades Industry Association + Australian Chamber of Manufacturers

• Not-for-profit association to assist Australian industry

• Provide advice, advocacy and support to members to stay relevant and compete more effectively

• Focus on apprenticeships in the Metals, Engineering & Fabrication Trades

• Support for apprentices most at risk of withdrawing and those encountering difficulties engaging

Recent Apprenticeship Data

Commencements,2,3 completions2 and cancellations/withdrawals,4 seasonally adjusted,1 2003–13 (’000)

0.0

20.0

40.0

60.0

80.0

100.0

120.0

December2003

December2004

December2005

December2006

December2007

December2008

December2009

December2010

December2011

December2012

December2013

Nu

mber

('000)

Commencements Completions Cancellations/withdrawals

Source: NCVER 2014, Australian vocational education and training statistics: apprentices and trainees 2013 — December quarter, NCVER

• “…..apprenticeship completion rates is the major challenge for growth of the Australian economy.…”

Source: Apprenticeships for the 21st Century

Expert Panel, January 31, 2011

• Apprenticeship non-completion an enormous cost to business and the community. $360M for NSW alone.

Source: Deloitte Access Economics, 25 August 2011 Report commissioned by the NSW Board of Vocational

Education and Training.

Impact

Commonwealth Response

Scope of Ai Group Mentoring Service

• Facilitate resolution of issues

− Drive completion of apprenticeships

− Liaison with employers

− Liaison with RTO to ensure training/work linkages and troubleshoot any shortfalls

− Referral to other agencies where appropriate (e.g. welfare & mental health)

− Identification of further training as needed (e.g. literacy, maths)


• Dedicated mentor in each State (2012,2013) to support employers and apprentices. Currently NSW & Qld only.

• Access to mentor via email, phone, social media

• Personal visits to June 30, 2015 (Funding ends)

− Regular schedule or as required

− Reinforce the employers’ apprentice programs , processes & work practices (such as workplace health & safety)

• Progress review at approximately 6 and 12 months


• Access to the Apprenticeship Information Hub

• Apprentice Supervisor Workshops, covering: − Workplace OH&S obligations

− Understanding the training/work plan

− Competency based progression

− Types of supervision

− Discrimination, harassment & bullying

− Strategies to overcome difficult situations

• Delivery capability across Qld, NSW, SA, Vic – Metropolitan and some regional coverage

• No Cost to Employers− Except where external help is required, e.g. TAFE

− There may be a charge for delivery of the Apprentice

Supervisor Workshops outside the metropolitan areas

Outcomes

• Kick off July 2012. End June 2015.

• 500 + apprentices signed up for mentoring

• Apprentices across all stages

• 90.1% retention rate

Challenges

“Our business is falling apart……..the creditors are circling for their money……we can’t pay our taxes…….we’re headed for time in the slammer. You see this as a problem……………………………

I see this as an opportunity!”

Challenges

“It must be remembered that there is nothing more difficult to plan, more doubtful of success, nor more dangerous to manage than the introduction of a new system of things. For the initiator has the enmity of all who would profit by the preservation of the old institution and merely lukewarm defenders in those who gain by the new ones.” ― Niccolò Machiavelli (1469

– 1527)

http://www.goodreads.com/author/show/16201.Niccol_Machiavelli

Challenges

“I thought you were my mentor……..not my TORmentor!”

Challenges

Resistance to uptake of mentoring:

o Crowded marketplace – mixed messages

o Don’t understand what it is.

o Not sure how this mentoring will make a difference?

o Don’t quite know how to take up the program?

o Yet another government program?

o Concerns over revelation of flaws in their own system?

Challenges


• Employers NOT across apprenticeship processes:

o Involvement and input to the apprenticeship program?

o Dealing with key stakeholders – RTO, STS, ACCs

o Robustness of the recruitment process

Challenges


• Apprentices need help:

o Ownership of personal development and training plan

o Engagement & behavioural adjustments

o Understanding of content

o Managing expectations

o Bullying?

Employer • Free up resources• Better productivity• Enhance harmony &

workplace cohesion • Overall cost benefit

– reduced turnover

Mentee• Better understand

role & expectations• Develop key

behaviours and outlook

• Build confidence and self awareness

Mentor• Better engagement

with apprenticeship system

• Self Growth• Increased

networking

Mentoring Impact

RTO• Facilitate completions • Stickability – Bums on

seats• Link to employer • Support - Free up

resources

Mentoring Impact

From: Oliver King [mailto:[email protected]] Sent: Thursday, 16 October 2014 10:11 AMTo: Robert GalloSubject: RE: Participation in the Mentoring component of the MSA Engineering Conference

Hi Robert,

Thanks for your call and email. I have looked at my diary and unfortunately this date coincides with us being audited by one of our suppliers, Stannah stairlifts. This happens on a yearly basis to ensure all suppliers are maintaining a high standard of workmanship and record keeping which is good but can be quite an intense few days for all involved.

As I have mentioned before I have nothing but praise for your involvement in our apprenticeship process, without the scheme I am sure that the relationship between apprentice and company would have broken down well before Alex was able to successfully complete this apprenticeship.

Kind regards,

Oliver

As I have mentioned before I have nothing but praise for your involvement in our apprenticeship process, without the scheme I am sure that the relationship between apprentice and company would have broken down well before Alex was able to successfully complete this apprenticeship.

Mentoring Impact

Mentoring ImpactPeter Drucker (1909 – 2005)

I don’t care who you are or what you do. Be a mentor. Have a mentor.Don’t worry if you don’t understand mentoring. Just go engage in one of the nine behaviours:

1. Define the landscape – mentors have a fresh eyes

2. Expose opportunities – passion disconnected from needs is wasted. Sincerity is

not enough.

3. Clarify strengths and capacities

4. Identify incorrect assumptions – listen for limiting beliefs

Mentoring Impact

5. Help sort out the right strategies and actions

6. Encouragement to ‘go for it’ – inspire action

7. Affirm results

8. Point out wasted effort

9. Establish gentle accountability

Peter Drucker (1909 – 2005)

Questions

• Shepherd the best outcomes for all stakeholders.

• Complements and supports what you do.

07. Transformation &

Up-skilling SME’s for Global Competitiveness

Professor Graeme Sheather, University of Technology Sydney

Transformation &

Up-skilling SME’s for

Global Competitiveness

Manufacturing Skills Australia

RTO Conference

20th November 2014

Prof. Graeme Sheather

Transformation & Upskilling SME’s

for Global Competitiveness

Management and leadership skills are essential for the

future productivity of innovative firms operating in digital

economies.

Government reports and literature have identified a gaps in

sector-specific management and leadership training to

boost future global competitive of Australia’s SMEs.

This presentation illustrates the state of the nation,

articulates the level of need, outlines the way ahead, reports

on a survey of SME needs, type of transformation required

across three tiers of skills, what are our universities doing,

finishing with a new corporate start-up model to target SME

transformation, closing with recommendation of future

actions.

133

Future Manufacturing

Global production networks and value chains are

key drivers of future manufacturing

“Micro multinationals’ capture value through

‘smart specialisation’ and clustering

Competitive advantage not just new

technologies but non-technological innovation

Business model innovation, design and systems

integration, high performance and management

practices

Such innovation must go beyond continuous

improvement and became transformative

134

Global FortunePOPULATION MANUFACTURING*

Scandinavia 23 million 5 companies

Australia 23 million 0 companies

135

Multifactor Productivity (MFP)

Growth

136

Statements of Need

This summary from the AIG’s “Advanced manufacturing”

argument is that “New Age” advanced manufacturing must:

Incorporate a mix of products and services

SMEs to focus on globalised markets in Asia

SME must collaborate for innovation

Collaboration and networking between businesses,

Government & universities

SMEs need to be nimble, flexible, agile to meet

challenges in the complex rich environments facing future

manufacturing

Adopt digital technologies

140

Statements of Need cont.

Address opportunities for waste, energy and green

technologies

Up-skill SME workforce & management leadership skills

Transformative change for SMEs to smart manufacturing

Hands-on skills for new employees

Increase literacy, numeracy and problem solving skills for

new staff

And for HSC focus on STEM fundamentals

Must provide career pathways for skilled workforce

141

Education Solution

Provide cross-disciplinary curriculum

Address advanced manufacturing technologies

Focus on SMEs transformation

Involve WIL and WPL approaches

Introduce digital technologies

New product development and start-ups for bio, nano, CIT

Focus on global marketing

Engage TAFE and VET for HSC entrants to acquire

‘hands on’ technical experience

142

AWPA Report – Critical Objectives

Transition to a sustainable, globally competitive

manufacturing base

Enhance management skills to underpin a competitive

manufacturing sector

Position the workforce for adjustment and renewal

Promote manufacturing as a rewarding career choice

Guarantee the supply of capable apprentices

Increase engagement with universities to secure a

pipeline of skilled workers

Address the demand for science, technology,

engineering and mathematics skills in manufacturing

Increase the diversity of the Australian manufacturing

workforce. 143

[AWPA – Australian Workplace Productivity Agency 2014]

What needs to be done!

Adopt the 4th Industrial Revolution Future Smart

Technology based on the integration of virtual and

physical production systems and services.

First three industrial revolutions started in 1850 (steam

machinery), 1900 (mechanised processes), 1970

(Controls, IT and automation) through to 2000-current

(mass production).

The 4th IR processes the internet of things, cloud

platforms, collaboration, wireless intelligence, big data

analytics, integrated industries, IP centralisation, social

innovation, internet of sustainable services,

manufacturing life cycle assessment, and energy

efficiencies.144

What needs to be done cont.

Achieved through product innovation, increased

collaboration, operational process enhancement,

collaboration, cyber-physical production, new mind set

and business models for the enterprise.

Functional attributes will be wireless

intelligence, Smart clouds, collaborative IT solutions,

distributed manufacturing, scalability, lower IT costs,

mobility and agility, reduced complexity, reduced time-to-

market, improved productivity, minimal capital

expenditure, local manufacturing, mobile maintenance,

operator empowerment, and integrated enterprise

systems (ERP, SAP, CRM).

145

Four Skill Sets - Conceptual,

Problem Solving, Technologies,

Reflexive

CONCEPTUAL – Abstract Skills

1. Conceptualise The Issue

2. Adapt Thinking To Situation

3. Innovative Abilities

4. Intelligence Scanning

146

Four Skill Sets Cont.

PROBLEM SOLVING – Tacit Knowledge

1. Flexibility In Response

2. Agility And Acuity In Response

3. Problem Identification And Problem

Solving

4. Manage Unstable/Unpredictable/Complex

Environments

147

TECHNOLOGIES – Explicit Technologies

1. Handle All Digital Technologies

2. Knowledge Of Augmented Realities

3. Knowledge Technology & Management

Skills

4. Remote Design Capabilities

148


REFLEXIVE – Tacit Experience

1. Embedded Experience

2. Reflective Capacity In Learned

Environments

3. Entrepreneurial & Commercialise Actions

149


Relationship –

Skills, Technologies & Qualifications

150

3D Concept Diagram

X AXIS: VET SKILLS REQUIRED

RANGING FROM TRADITIONAL TO ADVANCED LEVEL

TRADITIONAL = Technical capability; Operations; SCM; Procurement;

Warehouse RFD; Quantitative; HRM/team skills; TQM; SPC;

Operational equipment.

KNOWLEDGE = Communications; Problem solving;

Leadership/management; Legal; Innovation; NPD/start -ups;

advanced business analytics; technicians’; flexible & agile

capabilities; creativity; entrepreneurial.

151

3D Concept Diagram Cont.

Y AXIS:INDUSTRIAL TECHNOLOGIES REQUIRED

RANGING FROM TRADITIONAL TO SMART/AMT

TRADITIONAL TECHNOLOGIES = CNC processes; computer routers;

estimating software; presses; blast chamber; cutting machine;

automation; robotics; mechatronics; laser welding; water jet

cutting.

HIGH/SMART TECHNOLOGIES = additive manufacturing; 3D printing;

digital technologies; CIM processes; advanced robotics; advanced

electronics; circular economy; renewable energies; solar

technologies; nanotechnologies; materials sciences; product

prototyping; augmented reality; knowledge management; cloud

systems; remote design; disruptive technologies.

152

3D Concept Diagram Cont.

Z AXIS: CATEGORIES OF EDUCATIONAL PROGRAMS

RANGING FROM APPRENTICESHIPS, TAFE, SUB-DEGREES,

UNI DEGREES

BASIC LEVEL = NO QUALS; HSC; CERT 1; CERT 3-4; VET DIPLOMA;

SUB-DEGREES.

ADVANCED LEVEL = META PROJECTS, BACHELOR’S DEGREE,

MASTERS DEGREE, PHD, R&D, PROJECTS.

153

New Age Smart Manufacturing

MANUFACTURING

BUSINESS MANAGEMENT

INDUSTRY

ENVIRONMENT

ENGINEERING DESIGN

MARKETING

CIT SYSTEMS

“NEW AGE” SMART MANUFACTURING & SERVICE TECHNOLOGIES

INCORPORATED IN THE ATELIER CURRUCULUM (SUPPLIED BY UTS,

RTOs, ITABs, META HUBS, WPL) - (Details on handout)

154

3D Printing & Additive

Manufacturing Examples

MEDICAL : IMPLANTS; PROSTHETICS; MEDICAL EQUIPMENT; SURGICAL

MODELS; HEARING AIDS; DENTAL IMPLANTS; OPTICAL ASSESSORIES

MECHANICAL: AUTOMOTIVE COMPONENTS; AEROSPACE; DEFENSE; FUEL

NOZZLES; JET ENGINES; DRONES; FIREARMS (SILENCERS)

APPAREL: GARMENTS: FASHION; JEWLERY; CLOTHING; FOOTWARE.

ENERGY: ALTERNATIVES (WIND, SOLAR, THERMAL); LIGHTING; WASTE

SAVINGS; GE METAL PRINTING PROCESSES; RECYCLING; CARBON FIBRES;

NYLONS SHAPES; BUILDING TECHNOLOGIES

FURNITURE: BUILDING COMPONENTS; HOUSEHOLD; COMMERCIAL; RETAIL

FITOUTS; MULTI-MATERIALS;

CONNECTED PRODUCTS: TECHNOLOGY STACKS; MULTI-PRODUCTS; SMART

PRODUCTS (E.G. WIND TURBINES, AEROSPACE, SMART FARMS, RETAIL)

155

SME Survey Results

A population of 390 SMEs across the Sydney

Metropolitan Area provides a survey of the level of need

for up-skilling in the fields of advanced manufacturing,

smart technologies and willingness to host UTS

internships.

The results provide the level of market-based demand

and need for our proposed ‘Business Innovation’

program and focus for ‘Up-Skilling’.

156

Key Points

157

Skills Required

Technical 94%

Quant. Comm PSS 75%

Leadership/Team Mgmt 68%

Ops Mgmt, Procurement, SCM 51%

Legal etc. 25%

Innovation / Start-up 68%

Qualifications Used

PG UG VET None

Technical 23% 67% 47% -

Quant. Comm. PSS 20% 45% 26% 21%

Leadership / Team Mgmt 35% 36% 19% 18%

Ops Mgmt, Procurement SCM 30% 37% 40% -

Legal etc. 48% 47% 10% 11%

Innovation / Start-up 28% 36% 6% 32%

Advanced Education PG UG

Senior Leaders 86% 27%

Operations Management 48% 57%

Team Leaders/Members 20% 80%

Key Points Cont.Currently host interns:

yes = 51% no = 49%

Willing to host interns

(paid/unpaid):

yes = 83% no = 17%

CIP training:

yes = 68% no = 31%

See table

158

On-site Model for Corporate

Program to Transform SME’s

159

SMEs in Collaboration

Customer Markets

Original Equipment

Manufacturer

On-site Model for Corporate

Program to Transform SME’s

160

DELIVERY Experts as instructors/Mentors/Advisors (with hands on

experience in up-skilling and transformation).

Advice from practicing OEMs is that transformation is a

‘contact sport’ with ‘hands on experience’.

CONTENT MOOCs, Virtual Reality, Augmented Reality, Case studies

in Innovation, Smart Technologies, Change Management

etc. Business models, Start-ups, Global Markets,

Leadership, Smart materials, Digital technologies,

Advanced manufacturing, Design led innovation, Energy

management etc.

Design Lead Innovation –Integrating Strategy, Activities & Mindsets

161

Experience Drawn from Sample of

Successful SME’s

162

Hunternet ‘ Atsa Defence Services & Uvs’ - Darren

Burrows

Hedweld ‘Mining Equipment Manufacturer &

Exporter’ - Ian Hedley

Meta DLI Launch ‘Centor’ - Nigel Slack

Gourmet Gardens ‘Organic Foods’ - Nicholas White

MEIA ‘Epicor (ERP) Software’ – Anthony Cusack

Advice to Achieve Global

Competitiveness

163

Have To ‘Go On A Journey’

It Is The ’Process’ Not The Strategic Plan which is too fixed

Transformation Is A ‘Contact Sport’ Requires ‘Hands On’ Action

Know Your Customers And Their Values

Innovate New Products With Them

Collaborate With New Partners In Global Markets

Attend International Trade Fairs for NPD ideas & JV’s

Joint Ventures Are Essential

Explore Options With Prototypes

Value Add Across All Stages Of The Value Chain

Adopt Design-led Thinking For Export & Competitiveness

Requires A Change Of Mind Set And Business Models

Time To Develop Projects 5-7 Years

Cooperative Staff Development & Take Interns

Key Policy Steps

164

Identify areas of existing and potential

competitive advantage (Knowledge Foresight)

Support SME participation in global markets

and value chains (Micro multinationals)

Invest in knowledge creation, exchange and

engagement (Innovation Ecosystem)

Promote design, technology and business

model innovation (Business transformation)

Upgrade management capability and

integration of workforce talent (Creative

Leadership)

Afternoon break

08. Future Plan Workshop

Heidi Alexandra &

Christina Gerakiteys, UQ Power

www.UQPower.com.au

THE NEW REALITY

A STUDY CONDUCTED BY THE BOSTON CONSULTING GROUP IN 2014, THE SHIFTING

ECONOMICS OF GLOBAL MANUFACTURING FOUND:

• MEXICO, UK, US – RISING STARS

INDIA, INDONESIA, NETHERLANDS, UK – HOLDING STEADY

FRANCE, ITALY, BELGIUM, SWITZERLAND, SWEDEN AND AUSTRALIA – LOSING GROUND

DUE TO RISING ENERGY COSTS, HIGH CURRENCIES, WEAK PRODUCTIVITY GROWTH

www.UQPower.com.au

LET’S PLAY – STICK ‘EM UP OK

www.UQPower.com.au

Position 1 Position 2

#STARTWITHU

•YOU MUST BE THE CATALYST FOR YOUR TRAINING ORGANISATION

•YOUR DECISIONS, ACTIONS & RELATIONSHIPS ARE KEY

•ARE YOU PLAYING TO YOUR STRENGTHS?

•ARE YOUR PEOPLE?

www.UQPower.com.au

CHANGE YOUR FOCUS

IN THE MODERN ECONOMY HARD WORK IS NOT A COMPETITIVE ADVANTAGE.

EVERYONE WORKS HARD. THE COMPETITIVE ADVANTAGE IS:

•THINKING DIFFERENTLY

•CONNECTING WITH THE RIGHT PEOPLE

•SPOTTING FRESH OPPORTUNITIES

STEVE JOBS DITCHED THE ‘APPLE MUSEUM’ IN THE FOYER

www.UQPower.com.au

FOUR KEY AREAS TO BE THE CHANGE

1 - VISION – INSPIRE A SHARED VISION

2 - EQ – FOCUS ON OTHERS

3 - IQ – CHALLENGE THE PROCESS

4 - BODY – MODEL THE WAY

www.UQPower.com.au

1 - VISION - CONTENT / CONTEXT

• WE CANNOT SOLVE OUR PROBLEMS FROM

THE SAME LEVEL AT WHICH THEY WERE

CREATED

• THINK ABOUT THE CONTEXT YOU ARE

OPERATING IN – WHERE ARE YOU STUCK

IN THE CONTENT?

2 - EQ- DESIGN THINKING – FOCUS ON OTHERS

• IDEO - DESIGN THINKING INSIGHTS

• PROBLEM SOLVING APPROACH

• SOLVING PROBLEMS CLIENTS DON’T KNOW THEY EVEN HAVE

• FOCUSES ON REAL WORLD INTERACTION AND EXPERIMENTATION

• STUDY THE CLIENTS

https://www.youtube.com/watch?v=gPqjKOA1qlo

DESIGN THINKING – FOUR STAGES

1. WHAT IS THE OPPORTUNITY – IDENTIFY AN OPPORTUNITY AS OPPOSED TO A

SOLUTION

2. WHAT IF? START TO IMAGINE SOLUTIONS. TAKE THE LIST OF NEEDS AND BRAINSHIFT

3. WHAT WOWS? WHICH IDEAS WILL WORK? WHERE DO CLIENTS WANTS AND PROFIT

MEET?

4. WHAT WORKS? CREATE THE PROTOTYPE

IDENTIFY THE PROBLEMS/OPPORTUNITY

• SELECT AT YOUR TABLE THE #1 PROBLEM OR OPPORTUNITY

YOU SEE FOR THE INDUSTRY IDENTIFIED TODAY TO WORK ON

THIS AFTERNOON (SEE SUGGESTIONS)

3 - IQ - HOW TO GENERATE NEW IDEAS

•CHALLENGE ASSUMPTIONS – CASE STUDY - SEMCO

• EXPRESS THE CHALLENGE DIFFERENTLY – CASE DIFFERENTLY – BEN ZANDER

ORCHESTRAL MUSIC (WATCH CLIP)

http://www.ted.com/talks/benjamin_zander_on_music_and_passion?language=en

4 - BODY - LET’S DO SOME BRAIN DANCING

WHAT ARE THE STRENGTHS AND CHALLENGES OF THE CHALLENGE/OPPORTUNITY YOU HAVE SELECTED?

ACTION PLANNING

•AS A TABLE GROUP DISCUSS WHAT ARE 3 ACTIONS YOU CAN TAKE TO

MAKE THIS HAPPEN

•WHO NEEDS TO UNDERTAKE THESE ACTIONS?

•BY WHEN?

•INDIVIDUALLY WHAT IS 1 ACTION YOU WILL TAKE OVER THE COMING 7

DAYS TO APPLY WHAT YOU HAVE LEARNT TODAY?

WANT MORE?

Follow: UQ TV www.uqpower.com.au/_blog/uqtv

Twitter @UQPower

LinkedIn www.linkedin.com/company/uq-power

Facebook www.facebook.com/UQpower

Resources: http://www.uqpower.com.au/resources

http://www.uqpower.com.au/_blog/uqtv

http://www.linkedin.com/company/uq-power

https://www.facebook.com/UQpower

http://www.uqpower.com.au/resources

09. Conference wrap-up

Leon Drury, Executive Officer

MSA NSW ITAB

Level 3, 104 Mount StreetNorth Sydney NSW 2060(PO BOX 289 North Sydney NSW 2059)AUSTRALIA

Phone 1800 345 458Fax +612 9955 8044Email [email protected] www.mskills.org.au

msa nsw engineering rto conference 2014

Education

consistent training

level skills structurepay

competency standardscompetency

skill standards

mem training package

elective unitsc6c10

amwu gail silman

keynote address david