August 16, 2005
What’s in it for me? Recognition of Prior Learning in enterprise based registered training
What’s in it for me? Recognition of Prior Learning in enterprise based registered training organisations
NCVER report by Kaaren Blom, Berwyn Clayton, Andrea Bateman, Marie Bedggood and Elvie Hughes
This report focuses on recognition processes within enterprise RTOs (rather than recognition within public or private RTOs who have training and assessment as their core business). Six enterprises participated in the research, all medium-to-large enterprises.
Goals and Outcomes
· All enterprises “had as their ultimate goal, improved productivity and enhanced business practice.” P 5
· Many of the enterprises which participated in the research had used recognition in response to a certain event eg change in legislation, quality certification, ISO accreditation, perceived staff skills shortfall, enterprise becoming an RTO. After an initial period of high demand for recognition services, demand stabilised. The impetus was invariably business focussed. P 11-13, 17
· Where organisational development, team building, cultural change or change in practice are needed, enterprises favour training over recognition. Recognition tends to maintain the status quo. P 16-17, 26
Practice and Process:
· Most enterprises offered some supports and services to recognition candidates including information sessions, printed information and guides to candidates, recognition workshops, provision of evidence requirements and exemplars, and meetings between candidates and assessors. P 6, 18
· Not all enterprises agreed on the value of guidelines and checklists to help candidates prepare for assessment. One enterprise provides detailed checklists whereas another felt this practice had lead to influencing candidates to using the portfolio methodology even where it was not appropriate. P 16
· Training needs need to be identified at the local level as people with the same job title can often be performing quite different roles. P14
· Some enterprises supported the recognition process through their intranets eg assessment matrix, self assessment forms etc. P 15
For Employees: Positives and Negatives
· Skills recognised and certified p 19 – mobility for workers with nationally recognised qualifications and being competitive in recruitment processes internally.
· Flexibility in the process
· Identify skills gaps (p6)
· Support for the candidate is critical to the success of the program. Confusion about the process was a barrier for candidates. P 19-20
· Some enterprises made limited time available to candidates, although time required to participate in the recognition process was cited as a major deterrent to undertaking further recognition. P 20
· Training was sometimes the preferred option even where employees already had skills p 21
For Employers: Positives and Negatives
· Recognition can lead to IR issues – people asking to volunteer to assess, recognition being linked to pay points etc. P 9 and XX
· Recognition is often a subset of a business’ quality activities P 17
· One benefit for enterprises from the recognition process is the uncovering of the existing skills of the workforce. In addition the learning culture within enterprises has been strengthened. P 6, 18
· Middle managers were found not to promote or understand recognition unless they themselves had experienced it. P 18
· The role of local trainers and assessors is “vital in actual implementation of training policy” within large organisations. P 14
· Recognition appeared to be more closely integrated with training and assessment as a whole than in non enterprise RTOs P 14-15
Conclusion:
“For the enterprises in this study, recognition is seen as a financially sound strategy for enhancing business practice and improving productivity. It offers managers a clearer picture of existing workforce skills and lessens the potential for delivery of unnecessary training. The complexity or apparent complexity of recognition processes, however, remains the major barrier to ready and extensive uptake by employees. For some, just as with some learners in other vocational education environments, training rather than recognition will always appear the more attractive option.” P 21