Upskilling refers, to increasing the skills of workers, usually through training. But its

introduction reflects substantial changes in the nature of work in developed and developing

countries. In the past two decades a substantial proportion of all jobs have become more

technical and varied. Much of this is due to the introduction of computers, which require many

workers to take on tasks like word-processing or financial analysis which once would have been

done by specialists. Trainers and employers both argue that to upskill workers improves their

employability. But critics say that upskilled workers are not necessarily better paid, nor do they

have better promotion prospects, and that upskilling benefits the employer rather than the

worker. Upskilling may be distinguished from reskilling, which usually refers to giving people

new skills to cope with a new job, usually an enforced one.

Measures to promote upskilling and lifelong learning can raise the mobility and

employability of workers, mitigate the costs of job displacement resulting from rapid

technological change and reduce resistance to reform. Structural Reform and

Adjustment, OECD Report (1998)

The current economic climate has really driven up the importance of having both the

skill sets and the education to differentiate us from the competition. With redundancies

an everyday occurrence and unemployment levels rising, it is imperative for those not

only seeking employment but also wishing to stay in their current role to adopt an

attitude of continuous learning.bs win brings work back on-shore

11 May 2009

THE AWU has announced it welcomes the move by Qantas to move maintenance work back

from The Philippines to Brisbane – securing the jobs of between 400 and 500 Queenslanders.

"The agreement we have negotiated offers to not only protect 400 jobs, but will create more

jobs and investment in upskilling of the workforce – despite the global economic doom.

“If we are to protect our skills base and prepare for the inevitable future economic upswing

unions and Qantas employers should do all they can together to retain good skilled jobs and

staff in tough economic times."

Online Training Helps Keep BalanceWednesday, 10 June 2009

Travel Managers’ introduction of online training for its personal travel managers is proving to be not only a huge hit internally but with families also.

Travel Managers’ executive general manger, Mandy Scotney says training and professional development normally means travel to a main centre which impacts significantly on families.

“With living and working remotely having to attend a course or seminar, while important for professional development and keeping trade knowledge up to date can place difficult demands on families. Childcare arrangements are often required as it may take a few hours to even travel to the venue.”

Ms. Scotney says the introduction of their online training is about up-skilling their personal travel managers for Qantas while allowing them to work more efficiently.

“With providing online courses and supplier updates when we say it will take 45 minutes that is exactly what we mean. Forty-five minutes out of their day that they can log in and receive the training and information. No traffic or parking worries or costs plus lost time.”

Travel Managers are now providing supplier training to their personal travel managers via online with Qantas Holidays being the first this week.

“The response has been fantastic from a wide range of suppliers and we are fully booked to roll out online training every Wednesday until September.”

Ms. Scotney says the training is designed to maximize interaction so the number of personal travel managers logging in is restricted for each session.

“Our research tells us the maximum number is 12 participants, so once a session is fully subscribed, we just schedule another one. It is a further advantage to online training; the costs associated with putting the training on are minimal.”

The Qantas Holidays online training running this week will cover how to use their online booking site more efficiently to maximize personal travel managers productivity.

Successful models for enterprise vocational education: Distributed learning strategiesMark KeoughManaging DirectorTechWorks

Large enterprises are facing significant challenges in providing equitable access to training in a climate characterised by shrinking budgets, demands for improved corporate performance and changes in industrial relations.

In partnership with customers such as Qantas, BHP, CentrelInk and Air Services Australia and a range of vocational training providers, we have gained a unique insight into the needs of the modern enterprise. Online learning and team development is a watershed for learning organisations operating strategically to improve personal and corporate performance. Like the Model T Ford transformed the way future generations were to operate, online learning systems will change corporate opportunities and capacity to improve performance. Traditional institution based education and training was developed to meet the requirements of learners in an environment characterised by stability rather than change (Brennan, 1996). This approach is no longer relevant in an economic environment in which national and international competitiveness not only depends on productivity but also relies on quality, variety, customisation and timeliness (Kearns and Johnson, 1993). Increase in access to the Internet and World Wide Web, the expansion of communications networks in Australia and other developments are taking place at a time when continuous learning approaches and courses that are flexible, adaptable, portable and interactive are essential. Through the use of new and emerging technologies associated with the Internet, TechWorks' online learning system can deliver customised learning programs on demand, administer individual assessment, manage learner progress, manage corporate learning programs, provide learning support for a range of learning models and provide access to learning resources of unprecedented magnitude. What does corporate online learning and development look like, why is it a such a landmark, what will happen if decision makers choose to do nothing, how does it impact on IT and HR/Training departments and what are the critical success factors for successful implementation? Answers provided will draw on TechWorks' three years experience implementing corporate online learning systems, including Qantas College On-line.

TechWorks - an overviewIn 1997 Qantas began offering its 30,000 staff access to 'anywhere, anytime' learning courses over the Internet. TechWorks built the underlying system and works in partnership with Qantas to grow their

online learning system. An Adelaide company of 13 staff and some 20 contracted staff, TechWorks' core business is online learning systems. Online for us means Internet assisted. Our clients include

1. companies, such as Qantas and Centrelink with whom we partner to provide customised online learning systems

2. a growing number of public and private training providers such as Canberra Institute of Technology, Eastern TAFE in Victoria, OTEN in NSW, Regency Institute of TAFE in South Australia and Deakin University with whom we partner to market and deliver or support online accredited courses which they nominate

3. individuals seeking qualifications or course modules through online learning 4. companies requiring bulk purchase of varied online courses for employees.

The TechWorks Learning System is platform independent and can be accessed from anywhere in the world with a Web browser through a Web connection.

Context for learning and development

Environment scan

The needs of learners are changing rapidly and continually. They are altering in response to an environment that is characterised by very considerable change across broad economic, social, political and technological developments. These have been identified in a number of reports and include

1. The rapidly developing trend towards globalisation of national economies and the emergence of more complex and competitive economic environments

2. The impact of new technologies on business operations and philosophies 3. An appreciation of the central role of information and communication technologies in meeting

the new imperatives of business.[ANTA National Flexible Delivery Taskforce, 1996; Kearns, 1994; Palmieri and others, 1994; Kearns and Johnson, 1993]

Within this context, learners are demanding continuous learning approaches, which reflect the demands of their work and lifestyle, as classroom learning becomes less appropriate and less relevant to their needs. They require learning that is flexible, adaptable, portable and interactive [Mason, 1995]. Traditional institution based education and training was developed to meet the requirements of learners characterised by stability rather than change [Brennan, 1996].

Organisations are demanding cost effective, flexible continuous learning systems that demonstrably improve corporate performance to give them a competitive edge. New research for ANTA based on linking the national stock of qualifications to international competitiveness revealed Australia lags behind its OECD competitors in the post compulsory and post secondary arenas. [Australian Training, Jan 1998]. Vocational training and education providers must change to meet these needs; discover and apply new and innovative ways to manage, support and deliver learning and qualifications.

Online learning technologies have the potential to transform traditional learning and training. This can be likened to the advent of the Model T Ford in 1908 which transformed the personal transportation industry. This was not the first car, but it was the most successful. It was affordable, reliable, and efficient. It was effective because it was easy to operate, maintain, and handle on rough roads. [Henry Ford Museum & Greenfield Village Online http://www.hfmgv.org]. Online learning technologies aren't the first electronic learning technologies but they are cost saving, reliable and effective learning tools, easy to operate and the roads are improving. To push the analogy a little further, the mass production processes initiated by Henry Ford laid foundations for moving from supply driven automotive market to the demand driven market we experience today. Similarly, the learning and development market in Australia has tended to be supply driven primarily by the nature of VET sector and university funding and limited user ability to purchase from distant suppliers. Online learning is changing both buyers' and sellers' access to the training and learning marketplace. Buyers and sellers of learning are no longer geographically restricted - online training providers can offer nationally and globally while on the other hand learners can select the very best from globally marketed online learning. In such a demand driven market, a training provider's survival is likely to depend more than ever before on quality of service and ability to respond to client needs. This is quite alarming for many provider institutions that see their traditional domain under threat or genuinely fear the erosion of depth in their university faculties. The tertiary sector in the United States is experiencing considerable disquiet as some tertiary administrators partner with private enterprises to fund course conversion to online form and mandate the use of the web to support learning on their campuses. Called the "Instructional Enhancement Method" in UCLA, students and faculty members alike protested the top down commercialisation of higher education. [Noble 1997]. One is reminded of the quotation, author unknown: The pessimist complains about the direction of the wind.The optimist expects the direction to change.The leader simply adjusts the sails.

Smooth sailing depends on reading the prevailing winds and setting the sails appropriately. We believe we do this very well at TechWorks.

Electronic learning technologies: The trendsTraining and human resource units are increasingly using or are expecting to use some form of electronic learning technology such as a PowerPoint presentation, a CD-ROM, video conferencing or computer based learning as delivery systems or to enhance learning delivery.

The potential of electronic learning technologies has been widely recognised for several years. Early commentators and researchers focussed on the role of improving access to learners disadvantaged by distance, work practices or lifestyle. However interest in the new technologies is no longer limited to distance education applications.

Emphasis is now on how they impact on learning per se and their cost effectiveness compared with traditional training methods. In an address at the International Conference on Computers in Education in Malaysia, December 1997, the noted Thomas Reeves claimed information technology improved learning outcomes for 47% of learners at K-6 level, 36% at 7-10 level, 26% at the tertiary level (where learning is not vocational) and 42% at the vocational level.

Data source: Thomas Reeves, ICCE, Malaysia, December 1997.

In TechWorks' experience of cost efficiencies for online learning technology, savings are made on accommodation, travel, course maintenance, training administration and time spent on learning or revisiting learning. This view is supported by documented instances of significant savings by companies using electronic learning technologies [Training and Development, November 1997]. However, the trend in learning technologies is toward online learning. This is borne out in two surveys in USA last year [National HRD Executive survey and Benchmarking Forum survey, as reported in Training and Development, November 1997]. While mid 1997 classroom training was still the dominant delivery method in the States, it was expected to decline from 80% to 55% by the year 2000. By that time it was predicted that 35% of all training would be delivered by electronic learning technologies. A significant rise in the use of Internet and network based distance learning systems was forecast. Intranets were predicted to more than triple (14%-45%) and use of the World Wide Web expected to soar from 27% to 48%.

Use of electronic learning technologies: USA predictions

Learning technologyPercentage using technology

in 1996Percentage expecting to use

technology in 1997Rank in the year

2000

CBT: disc/hard drive 55.2 63.5 9

Video-teleconferencing 53.1 56.3 5

CBT: CD-ROM/CD-I 42.7 54.2 10

Interactive TV/video (incl.satellite)

37.5 42.7 6

Multimedia: CD-ROM/CD-I 29.2 37.5 7

Internet/Web 27.1 47.9 3

CBT: LAN/WAN 21.9 41.7 4

Computer teleconferencing 14.6 22.9 8

Intranet 13.5 44.8 1

Multimedia: LAN/WAN 12.5 24.0 2

EPSS 4.2 13.5 11

Virtual reality/electronic simulation

1.0 2.1 12

(Source: ASTD's National HRD Executive Survey, 1997)

A similar trend is emerging in Australia. While classroom based delivery still predominates, the rate of increase in online learning is leapfrogging.

Percentage of use of delivery systems in Australia

Reporting year

Delivery system 1994 1995 1996

Classroom (instructor-led lecture) 97 100 100

Advanced technology/Interactive classroom 53 56 47

Computer based training 72 90 84

Interactive/Multimedia 47 85 81

Televised electronic distance learning 47 64 69

Internet/Network based electronic dist learning 12 33 53

EPSS 34 46 37

Other self paced delivery 66 80 75

Other delivery systems 12.5 10 <1

(Source: Training and Development, November 1997)

This is not surprising in light of the most recent research into Internet use in Australia by APT Strategies Pty Ltd, First Quarter 1997. Of more than 2,000,000 Australians (or 13% of the population) who accessed the Internet in the last month of the survey, at least 25% were engaging in some form of online learning. [ http://aptstrategies.com.au/rec_inter.htm].

Data source: APT Strategies Pty Ltd Quarter 1, 1997.

Recent Australian internet usage statistics are difficult to find. However a Yellow Pages survey found 23% of small businesses were on the Net, (up from 9% a year ago) - with 18% more expected to connect within the year [The Australian NetNews dated 15 Oct 1997]. It seems reasonable therefore to anticipate a similar escalation in access to the Internet and online learning in Australia as has been forecast for the United States.

What does online learning and development look like?

Online learning; Hierarchy of understandings

People mean different things by 'online learning'. To begin with, 'online' currently means 'on the Internet'. For our company, 'online learning' or 'online training' encompasses any one or all three of administrative management, interactive materials, collaborative tools - all delivered online.

There is however a variety of understandings about what constitutes online learning. Anne A'Herran (December 1997) describes a hierarchy of applications. To many organisations 'online training' means just a directory of courses, the courses themselves being delivered by post or conventionally, face-to-face with a phone call or letter to start the conventional enrolment and learning process. Or perhaps it means you can download lecture notes from the Internet. However there is still a real face-to-face component. Sometimes lecture notes online are supplemented by postage of textbooks. You might communicate by email with your tutor and be assessed as you go. They call this online delivery. At a higher level enrolment is captured to an administrative system that tracks student data. Few systems go as far as offering RPL and assessment online, courseware progress tracking and the capacity for tutors and administrative staff to view and record/update student progress and attainment. At its best online learning includes access to collaborative tools, the 'human face of learning'. These include online chat, email and Message Board. Learning materials online remain only marginally interesting to institutions and enterprises alike unless they are part of a reporting engine, and an administering system. A seriously online system tracks the learner from registration of interest, enrolment, through learning guides, and assessment. It embeds formative assessment activities and summative assessment from which data can be extracted and manipulated for purposes of student tracking and certification. Learning materials, says A'Herran, have to engage the learner in achieving learning outcomes and in the end, if they excite but take the learner nowhere in terms of skills, understanding and eventually qualification, the learner will leave. They need to sit within a system that qualifies the learner and leaves the learner with a qualification in hand. A comprehensive system tracks who has been using the materials, and reports to the learning institution who has been assessed and how and when they achieved. It guides the learner though the use of the system and offers online and conventional help all the way. It takes into account the training and induction of facilitators in this new mode of delivery, and the new interactive learning in which they will build relationships with the learner. So it can be seen that online learning means many things to different people.

The TechWorks Learning System look

Earlier in this paper we characterised the learner of the future as demanding anywhere anytime learner built and 'just in time' learning. We characterised learning organisations demanding learning solutions that were cost effective, provided accountability and enhanced performance. We characterised providers able to improve learning outcomes and grow their markets with user oriented online learning systems.

The TechWorks Learning System has been developed with all three clients in mind. The System therefore has many faces. The face that welcomes clients depends on their purpose for using the system. Some examples follow. Suppose client Mark from Company Petal Corp, on his own initiative, enrols in Conflict Resolution - a Communications module provided on the TechWorks Learning System by Canberra Institute of Technology. Subsequent to a neat online registration process, Mark will be advised by email that he can start the course. Greeted by name on reentry, Mark will see a welcome message from his tutor and links to all tools he needs to engage in, manage and track his learning progress. For example, Mark will see links to course information (about competencies, assessment requirements and application for recognition of prior learning), links to engage with the courseware itself (such as course modules and assessment events) and he will see links to collaborative learning tools (such as a chat room, notice board and calendar of events). CIT (Canberra Institute of Technology) is also a TechWorks Learning System client, and a CIT tutor will see a very different face of TechWorks Learning System from the face which welcomed Mark. When the tutor logs in she will see all the functionality she needs to manage and administer her tutorial group members. Apart from tools to broadcast messages, chat with learners, add or delete dates on the calendar, the tutor can drill down on group and individual learner information, tracking an individual's learning. The tutor can edit an individual's learning achievement status subsequent to recorded online self testing and assignments received. When an Administrator from CIT comes online he will see only administrative functions such as enrolment forms and reports. A CIT Manager will see management reports about tutor workload and achievement for any or all CIT courses on the system. Employment challenged Jenny registers online for Managing Customer Service an OTEN course that currently uses traditional surface mail delivery of materials, enriched through TechWorks Learning System collaborative communication tools and by online student management. The most significant difference between Jenny and Mark's screens is the absence of courseware links. In the final scenario an enterprise called Metoo Holdings partners with TechWorks to develop an online learning system like Qantas College Online - just for Metoo employees. When Zia, a Metoo employee logs on to The Metoo Online College from home or work, she will see the mood and essence of her organisation reflected in the graphical look and feel of the site. The Home page is a gateway to specialist areas defined by function, that is there will be separate gateways for the learner, administrator, tutor, manager and perhaps also a Resource Manager (for online library reservations). Through the learner gateway, Zia will see learner functionality and she will not have access to tutor, administrator or manager gateways. Mahummed, the HR Manager will have access to those reports about corporate learning that he asked to be built for him. It is worth noting that the site is secure and neither Mark nor Jenny has access to this password protected site.

Wired for learning: What are the considerations

Improving corporate performance

Learning and development is one of the many factors that make a difference to individual and corporate performance. Access as it is needed to quality and current learning as a normal part of work practices is critical to improving corporate performance. Using the online system to share corporate learning, capture and build new corporate learning encapsulates the very essence of a learning organisation.

Online learning adds value to corporate performance as follows

1. There is flexibility in time, place and manner of delivery of learning to suit the requirements of the enterprise and individuals

2. Online learning systems are particularly suited to dispersed populations and so contribute to access and equity objectives and to quality and standards in client service delivery

3. Online learning provides a means of fostering life-long learning and so contributes to continuous improvement objectives and to upgrading and maintaining and growing the skill level and knowledge base of the workplace in changing conditions

4. Online learning enables individual, interactive methods of learning which can be more effective in achieving some learning outcomes or competencies for some learners than classroom delivery methods

5. Learning materials, always available, can be revisited and easily updated 6. Online learning systems provide accountability snapshots of corporate investment in and

measured outcomes from learning and development.

What if I do nothing (if it ain't broke don't fix it)

In this paper we have endeavored to map the changing terrain in which individuals, enterprises and training providers are operating. We have described the benefits of online learning in that terrain. It is not really a matter of if it ain't broke, don't fix it but can you afford a missed opportunity to better travel the new terrain?

As a learner will online learning bring you benefits? As an enterprise can you afford the missed opportunity to reduce costs, improve your image in the marketplace and add value to your corporate performance? And if you are trading globally can you afford not to train globally? If you are a training provider, what is your future marketplace in the new terrain?

Role changes: What new skills will I need?

Any systemic change needs to be accompanied by change management communication, support and implementation strategies. Rather than address widely documented change management strategies, the following describes how traditional functions and manners of operating can change when an online learning system is adopted by an enterprise.

IT systems managers and administrators, CIOsThere is little impact on the day to day operations of Informologists and technologists when the system is outsourced - which is the way we operate. TechWorks manages the server and server applications. IT personnel are involved from the outset in collaborative discussions about the most appropriate solution for their enterprise. An outsourced online learning system is an opportunity to enhance the company view of IT (seen as useful because it works) for very little effort from the IT professionals. It is making profitable and productive use of a service already in place to add value to the organisation or enterprise. According to a July 96 ComputerWorld poll of 100 senior systems managers, 36% were driven from above to source Internet projects subsequent to media reports top management had read and 18% felt that they had wasted money due to unrealistic expectations about the Internet. [E-Commerce: The 8 Corners] Interestingly few organisations have an Internet strategy; they may toy with a business front - a marketing presence on the Web; they tend to divert their energies to an Intranet to store and access corporate information. An online learning system provides an in house opportunity to rethink the difference between access to corporate information and resources and building corporate learning. Training unit / HR unitContent providers and instructional designers are still needed to develop an online learning system. TechWorks actually provides upskilling training to enable this transition to the new media. An additional workshop is conducted to facilitate the change in role from trainer to online tutor. This unit also frequently provides the Project Manager. Materials development teamFor online learning technologies it is a shift rather than a radical change in materials development. The same principles of adult learning and distance delivery apply. For these reasons, website designers with graphic skill but no understanding of education and learning are inappropriate for online education materials development. The production cycle for business presence websites is typically twenty pages of graphics with minimal text. It is not the same production cycle for hundreds or thousands of pages of educational text and associated resources. Often the course exists as a growing body of practice in a trainer's head with supplementary visuals such as OHPs and hand outs. Crucial to online production is a creative and expert writer who can elicit the content from the trainer and collaboratively write the course to suit online delivery. Developing online resources requires a team of a content specialist, writer, instructional designer, programmer and graphic designer. The team may be one person or may be more. All our production people work together in teams throughout the cycle of production as the stages of writing, graphics design, programming and instructional design are intertwined. Each contributes ideas about how the product design can best ensure that learning occurs.

Critical success factors

Like all successful projects a clearly articulated business plan with a sharp and shared vision of purpose and end product is crucial. Goals should service corporate goals. Here is an opportunity to turn around the traditional perception of business unit supports the training unit (as a necessary add on) to that of Training unit supports the Business unit achieve its goals. Strategic support for the business plan is needed. Inside champions really help, but commitment at all appropriate levels is very important.

The business plan needs to be an ongoing plan of staged development incorporating an internal and if appropriate external marketing plan rather than a short term project. Around the world training providers and enterprises are partnering with specialist businesses who know how to manage the risk associated with web applications. In an outsourced or partnership arrangement initial time spent building relationships, establishing how to work together and how all involved relate to one another is invaluable. Understanding each other's processes, culture and organisational structure helps. Knowing who supports what and at what stage and establishing support processes for Customer Service is very important as Customer Service is the first point of contact for users. Of singular importance for effective learning is the learning model applied. Many faculty assume that the WWW is a 'magic box', and that simply putting a course on the Web guarantees better learning. Commercial advertisements for Web authoring tools encourage this assumption, proclaiming that once instructional materials are on the Web, students will learn automatically. Actually the WWW does not guarantee learning any more than the presence of a library on campus guarantees learning [Thomas Reeves, 1997]. A materials development model based on successful learning engagement is critical. Flinging face to face courses online to meet business imperatives may be efficient delivery but it rarely provides effective learning outcomes. Existing courses need to be restructured rather than repacked. Equally crucial in the learning model are the tutors or workplace mentors as they determine to a large extent the experience of the learners. Use of an Intranet to distribute learning materials to employees is similarly less effective than a distributed learning model which supports anytime anyplace learning and finds ways to share and capture knowledge systematically as work occurs.

ConclusionThe terrain is changing. It will continue to do so. There is a better way to travel now. Are you ready? Are you ready to be wired for learning? Can you afford not to be?

ReferencesA'Herran, A. (1997). Learning Online. International Conference for Computers in Education, Malaysia, December.

ANTA National Flexible Delivery Taskforce (1996). Final Report of the Taskforce. ANTA Brisbane. Bassi, L. J. and Cheney, S. (1997). Benchmarking the Best. Training and Development, November.

Bassie, L. J., Cheney, S. and Van Buren, M. (1997). Training Industry Trends 1997. Training and Development, November. Brennan, T. (1996). Lifelong Learning - Who will own the system? Paper presented to the European Distance Education Network Conference, June 1996, France. Henry Ford Museum & Greenfield Village Online. http://www.hfmgv.org Kearns, P. (1994). Flexible Delivery for Small Business. Flexible Delivery Working Party, South Brisbane. Kearns, P. and Johnson, R. (1993). Towards New Alliances for Learning in Industry. Flexible Delivery Working Party, South Brisbane. Mason, R. (1995). Evaluating Technology Based Learning. In B. Collins & G. Davies (eds), Innovative Adult Learning with Innovative Technologies. Spinger-Verlag Berlin. Mills, P. (1998). Workskills and National Competitiveness. Australian Training, January. Noble, D. F. (1997). Digital Diploma Mills: The Automation of Higher Education. October. York University, Toronto. Palmieri, P., Blansby, V. and Hammond, B. (1995). Flexible Delivery in Action: Success Factors and Case Studies. Open Learning Technology Corporation, Adelaide. Raybould, B. Performance Support Engineering: An Emerging development Methodology for Enabling Organizational Learning, http://www.cet.fsu.edu/sy2000/piq/raybould.html Reeves, T. C. (1997). Using the WWW as a Cognitive Tool in Higher Education. Paper presented at International Conference for Computers in Education, Malaysia, December. Skippington. P, and Keough, M. (1997). Issues in Online Learning - A Way Forward. A white paper. June 1997. Sumser, J. E-Commerce: The 8 Corners. http://www.interbiznet.com/nomad1/ecom/index.html

Author: After a 10 year Public Service Career in South Australia and Victoria, leading to an executive Admin and Finance role in TAFE, Mark Keough joined the burgeoning computer industry as a Technical Service executive. Eventually owning his own computer dealership led Mark to an understanding of the commercial future of the Internet. In 1995 Mark founded TechWorks and developed a system which manages Training delivery and administration. He and his small team developed Qantas College Online, among the first corporate Internet training systems in the world. TechWorks now employs 15 people and counts among its customers some of Australia's blue chip organisations and educational institutions.

Mark KeoughManaging Director, TechWorkshttp://www.techworks.com.au/

Tel +61 8 8223 3599 Please cite as: Keough, M. (1998). Successful models for enterprise vocational education: Distributed learning strategies. In C. McBeath and R. Atkinson (Eds), Planning for Progress, Partnership and Profit. Proceedings EdTech'98. Perth: Australian Society for Educational Technology. http://www.aset.org.au/confs/edtech98/pubs/articles/keough.html

[ Proceedings Contents ] [ EdTech'98 Main ]

© 1998 The author and ASET.

This URL: http://www.aset.org.au/confs/edtech98/pubs/articles/keough.html

Created 30 May 1998. Last revision: 18 Apr 2003. Editor: Roger Atkinson

Previous URL 30 May 1998 to 30 Sep 2002:

http://cleo.murdoch.edu.au/gen/aset/confs/edtech98/pubs/articles/k/keough.html

BUSINESS NEWS & PRESS RELEASES Training to workers in the tourism and hospitality industry.

Bligh

The Bligh Government will partner with industry to deliver more

than $2.6 million in training to workers in the tourism and

hospitality industry.

Education and Training Minister Geoff Wilson said the

Government would work with the Queensland Tourism Industry

Council to deliver the Productivity Places Program.

"The Bligh Government is meeting its commitment to boosting

the number of training places and improving training for existing

workers to make them more employable," Mr Wilson said.

"The program will deliver high-level training to 600 workers during the next two years.

"More industry input into training will mean better outcomes for the sector.

"It will help leverage industry contributions towards upskilling the workforce and ensure the training sector is more responsive to the

future needs of the industry."

As the state's skills alliance for the tourism and hospitality industry the Queensland Tourism Industry Council will p artner with

training organisations to deliver the training.

Council CEO Daniel Gschwind said it was more important than ever to build business capacity and skill levels to remain competitive

and exploit new opportunities.

"The Productivity Places Program brokerage arrangement is a significant new initiative that will enable the Queensland tourism

industry and business operators to respond proactively to the market challenges we face," Mr Gschwind said.

Mr Wilson said the Productivity Places Program was a joint initiative of the Commonwealth and State Governments.

"In Queensland the program aims to offer more than 46,000 additional training places for jobseekers and more than 102,000

additional training places for existing workers over the next four years," he said.

Tourism and hospitality employers seeking to upskill their workforce should contact the Queensland Tourism Industry Council on

(07) 3236 1445.

For more information a bout the Productivity Places Program in Queensland, including places currently available for jobseekers, visit

www.training.qld.gov.au/ppp  

Business school in all A380 classes

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Fran Foo | September 16, 2008

PASSENGERS on the maiden voyage of Qantas's A380 Airbus superjumbo jet will be able to improve their minds as well as eat, drink and watch movies.

Qantas's A380s will host learning modules from the Melbourne Business School, Harvard and Stanford Picture: James Croucher

All passengers, regardless of their cabin class, will be able to access selected business courses by the Melbourne Business School and prestigious US universities, Harvard and Stanford, for free. Users can sign-up for certificate courses from Harvard Business, watch five-minute videos of business leaders or access 40-minutes lectures. They can also obtain Harvard Business Review articles while on the plane or search for selected book extracts. The system will be integrated with the new fleet of A380s' in-flight entertainment platform. Qantas and local partner Deloitte Leadership Academy began testing the application 18 months ago. The modules are part of a new push in bite-sized e-learning. "This is the era of 'snack-learning' ... executives choose to 'snack' when they have time," Deloitte Consulting partner Tom Richardson said. The Qantas education tool, Mr Richardson's brainchild, contains online courses, articles and videos with senior business leaders from Morgan Stanley, Rio Tinto, Tesco, Oxfam and Ogilvy and Mather. Deloitte and Qantas are in the midst of increasing local content, recently completing filming with a group of yet-to-be-disclosed Australian captains of industry, he said. "This is a uniquely Australian proposition. The next step is to see how we can run this on BlackBerrys," he said. Passengers on the October 24 Sydney-Los Angeles route will be the first to use the e-learning tool. Last week, Qantas said it would introduce new online check-in options, including electronic boarding passes on mobile phones, from early next year.

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Spreadingenvironmentalawareness throughe-learningQantas was founded in the Queensland in 1920.Registered originally as the Queensland and NorthernTerritory Aerial Services Limited (QANTAS), Qantas hasbuilt a reputation for excellence in safety, operationalreliability, engineering and maintenance, and customerservice.Qantas is widely regarded as the world’s leading longdistance airline and one of the strongest brands inAustralia. Qantas also operates subsidiary businessesincluding other airlines and businesses in specialistmarkets such as Qantas Holidays and Qantas FlightCatering.THE NEED FOR E-LEARNING‘Environmental Awareness’ is of key importance to theQantas Group. Qantas aimed at developing an e-learningprogram for the entire Qantas Group employees toeducate all Qantas staff about the environmental issuesthat affect the company. The overall aim was to reducethe company’s impact on the environment.TIS proposed to create an interactive and engaginge-learning program to educate all the Qantas staffabout the environment issues that affect the company.This program would enable the staff to return to theirworkplace and identify any issues that required furthermanagement/assessment.The target audience for the proposed e-learning

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program comprised the entire Qantas Group employees.The composition of the target audience in terms ofage, background, and profi le was quite heterogeneous.The target audience included all the employees of theQantas Group across the globe. Therefore, the programwas to be structured to appeal to a global audience.An award-winning program for Qantas, aimed atspreading promoting eco-friendliness.Regulatory and Compliance TrainingTRANSPORTATION & LOGISTICSHOW OUR SOLUTION HELPEDThe main objectives of the program were to:Identify and understand the background of eachspecifi c environmental issue that impacted theQantas Group.List the measures or initiatives adopted by theQantas Group to address the specifi cenvironmental issue.List the steps that the employees could take at theirworkplace to manage the issue at a local level.The key challenges were:Conversion of the ‘Environmental Policies andGuidelines’ into an effective and engaging learningprogramDesigning a highly interactive program withminimal text on screen, and without any audio aidConceptualizing a variety of relevant andinnovative interactivities, puzzles, and games tokeep learners interested while providing effectivelearningDeveloping a program to cater for a global andheterogeneous audienceFeatures of the program:The program was a WBT hosted on the Qantasenvironment; it was deployed on the OracleiLearning LMS.Use of scenarios, games, and activities as part of theinstructional approach to keep the learnersengaged.The Assessment module was based on a ‘NatureTrail’ game to be completed in 20 minutes. Here, thelearner was required to collect articles that werenot environment friendly and answer questions,mapped to the learning objectives.Logo theme and brand colours carried outthroughout the program visually.The program used a combination of semi-realisticillustrations and photographs.The program followed a sequential navigation pathfor fi rst time learners and subsequently allowed for

random access.TECHNOLOGY USEDThe program was created in Flash MX embedded inHTML/DHTML framework with dynamic references fromXML■■■■■■■■■■■■■The program won the Melbourne AirportEnvironment Award 2005 for ‘Best EnvironmentalInitiative.’Regulatory and Compliance TrainingTRANSPORTATION & LOGISTICSSAMPLE SCREENS:Practice activityModule menu screenMain menu screen