January 17, 2006
TAFE practitioner's ways of working with private enterprises
A Huge Learning Curve - TAFE practitioner's ways of working with private enterprises
Report for NCVER
Authors: Roger Harris, Michele Simons, Julian Moore
The key issue, then, is: In what ways and how effectively do public VET practitioners work with private enterprises? p12
Key to effective working in VET are:
- using the 'right' people
- understanding and adapting to cultural differences between VET and enterprises (working in different ways, recognising business imperatives etc)
- training and learning strategies - needs based, just in time and very interactive
- industrial background of TAFE trainers
p9
'The most valued characteristics that enable TAFE practitioners to be effective in these roles are seen to be their industry background and their ability to fit in with regular work patterns without disrupting the natural flow of work. Their passion and other interpersonal qualities are also evident, along with their ability to identify and fill needs, to form close relationships with their clients, and their willingness to learn.'
p16
'VET practitioners can therefore serve as links between the world of learning and the world of work. They have to develop a new role which, above all, requires the establishment of relationships and the development of a learning environment, both of which are viewed positively within a working environment.'
A case study approach was used for this report - case studies came from the following industries across a mix of urban and regional settings: wine-making, rubber & plastics for automotives, hospitalityx2,a cinema group and a wholesale distributor. p21-23
p 28 Summary of perceived culture differences
Perceived problems with TAFE
Administrative inefficiency, bureaucracy, paperwork-'awful administrative nightmare' (A, 40-41)
Costs charged on nominal hours rather than contact hours-'a rip off' (A, 41)
Relies too much on too few individuals who know industry's needs and can
meet them
Slow to respond-'doesn't cope well with anything out of the ordinary' (A, 33)
Staff keeping up with industry
Conflict between interpretations of training packages by TAFE and industry
TAFE managers not knowing what their people are doing out in industry
Lack of understanding about quality, initiatives
Need to provide professional development for their staff
Lack of, or old, technology-'hopeless' (B, 82)
Teaching methods-needing to 'change their game' (E, 197)
Fragmented functions-less 'personalised service' (A, 40)
Perceived problems with industry
Lack of people onsite who understand how training packages work
Poor relationships within the company
In many cases, industry leaving all the training to the external trainer
Perceived problems with New
Apprenticeships Centres
Bureaucracy with the New Apprenticeships Centres-'That's where the
problems come, that's what causes the hiccups' (D, 154), 'the diamond of
trouble' (D, 154), 'a three way thing' (D, 169)
p29
'The learning that is valued in the enterprises was variously described as task-oriented (A, 50), oneon-one on equipment (A, 51), on-the-job training (A, 37), hands-on (F, 240), 'training that helps them perform their job more productively, efficiently and safely' (F, 250), in fact, 'anything that will benefit the company ... anything that will help them be better than their competition' (C, 130).'
p31
'A significant aspect in overcoming their [the learner's] initial resistance was seeing others beginning to do the training, getting through it and gaining a certificate'
p42 - learners recognised and appreciated the need for upskilling for their current jobs and also for developing transferable skills.
p44 - managers in enterprises appreciated being 'freed up' to concentrate on managing, learning frequently is lowest priority.
p47-49
The TAFE practitioners' ways of working with enterprises may be most appropriately summarised in six roles: Bearers of glad tidings, Raisers of standards, Builders of learning culture, Coaches of learning, Bridges between TAFE and industry, and Models of learning.
Implications (taken from report)
p51-54
Implications for TAFE managers and practitioners
Understanding how work is undertaken and managed in an enterprise
Recognising that work shapes learning
Understanding tensions between different types of learning within enterprises
Recognising there are various groups with interests in learning, and they
are 'outsiders'
Accepting that TAFE practitioners in enterprises work within different parameters
Implications for both TAFE staff and company members
Acknowledging and accommodating differences between enterprises and institutes
Allowing time for establishing effective linkages
Recognising that both private and public sectors need each other
Acknowledging that partnerships require mutual commitment and that both can
derive benefit
Recognising that effective linkages demand considerable new learning
Considering good practice ways of working highlighted in this report
Implications for policy-makers
Recognising the new and different space being created between public and
private sectors
Dealing with perceptions about policies and practices that work against
effective linkages
Further educating about how to use training packages creatively
Ameliorating negative perceptions of TAFE in industry