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THE LEARNING P WERHOUSE. conference 2006. Making Workplace Delivery Work. Ken Fraser MECAT Program Manager. Manufacturing of food and pharmaceutical products 20% of manufacturing sector in Australia and hanging on against global competition - PowerPoint PPT Presentation
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conference 2006
Making Workplace Delivery Work
Ken FraserMECAT Program Manager
conference 2006
conference 2006
Manufacturing of food and pharmaceutical products
20% of manufacturing sector in Australia and hanging on against global competition
Range of employers – from large multi-nationals with major brand names to small niche manufacturers
The Food Processing Sector
conference 2006
Can cover all processed food items and food manufacturing processes
Increasing demand on companies to lift their game:
– increased regulation– supply chain pressures– quality demand from
customers– global competition
conference 2006
Training partnerships cover most sectors of the industry. (This presentation does not cover the traditional Baking area, although it is also part of the Food Processing Training Package, or meat processing)
8 Institutes offer food processing training Small teaching sections, usually with PT
teachers ~1500 enrolments across the State each year Delivery has been happening since mid 1990s Very few students ever attend a college!
Food Processing in TAFE
conference 2006
TAFE colleges can’t provide the facilities for food processing
Demand from companies for on-the-job delivery for new and existing employees
The workplace can provide a rich learning environment.
The traineeship system is built around it It’s an opportunity for TAFE to compete with private
providers in a “new” area It works!
Workplace delivery – why do it?
conference 2006
The Institute is notified about new trainees, or
A contract is negotiated with a food processing company, usually by a training consultant, or
Special funds can be obtained to support work-based training in the area.
How does it come about?
conference 2006
Depends on context, but can involve: Matching job roles to AQF levels and combinations of units Reviewing in-house training & assessment system – identifying “common gaps” Negotiating with company about respective roles – Who does what training? Who is involved in the assessment process? Developing/contextualising assessment tools
The model - (Version 1)
conference 2006
Conducting up-front assessment – providing Recognition and identifying training needs Developing/contextualising training resources Delivering training as required Re-assessing Completing student records Issuing results and qualifications
The model … continued
conference 2006
For each work role, identifying the key tasks
Visualising what it means to be competent– How would competent workers perform these tasks?– What would they do, what would they need to know? What would they not do?– How do the competencies link together and overlap?
The approach to assessment
conference 2006
Looking for evidence of performance from the workplace
Preparing assessment tools based on whole-of-job activities
Assessment … 2
conference 2006
Assessment strategies usually include:– Integrated assessment of multiple units– Self-assessment, so that students know where they are heading– Observation of practical tasks (either by TAFE teacher or workplace assessor)– Third party report of regular workplace performance– Questions to assess underpinning knowledge, problem-solving skills etc– Workplace documents– At higher AQF levels, evidence of participation in workplace projects
Assessment … 3
conference 2006
Different workplace contexts may require different approaches:
Individual students/trainees in small workplaces vs groups of students in large companies
Opportunities for structured training off-the-job vs all on-the-job
New employees vs experienced employees Companies with internal training and assessment
systems vs those without Companies with documented procedures (OHS, food
safety, quality) vs those without Full qualifications vs specific skill sets or units
Variations on the model
conference 2006
Negotiator with the company Trainer, delivering structured sessions Facilitator of work-based learning
– Arranging for job rotation– Preparing workbooks and on-the-job activities for students– Establishing work-based projects and supporting students
Role of the teacher
conference 2006
Advisor, on training programs, strategies and resources
Assessor, examining evidence from a range of sources (incl reports from company assessors)
Monitor of student progress
Administrator of student records
Role of Teacher … 2
conference 2006
Small family-owned business in Western Sydney
Produces cracker biscuits in different sizes and packet sizes
Partnership with TAFE started 5 years ago
Employees engaged as trainees
Training for operators, team leaders and production supervisor
Case Study 1 – Kurrajong Kitchens
conference 2006
Training has covered CII and CIII Food Processing, CIV Assessment & Workplace Training.
Shared responsibility for training and assessment between company and TAFE
The company was in the early days of developing their procedures and systems
Case Study 1 … 2
conference 2006
The trainees helped to develop the procedures – OHS, food safety, quality Strong partnership developed with TAFE as the preferred training provider All new employees now engaged as trainees Case Study 1 … 3
conference 2006
Large manufacturer of ice creams and other food products Large group of employees signed up as Existing Worker Trainees Major contract signed with a TAFE Institute Pre-existing in-house training and assessment system mapped to the requirements of the Training Package Training of company trainers and assessors RPL granted for completed assessments
Case Study 2 – Ice Creams
conference 2006
Gap training provided for some content areas, particularly around underpinning knowledge and higher level skills.
Work-based projects used to extend current skills and knowledge
Case study 2 ... 2
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Key Unit for work role - Operate a
mixing/blending process
Core 1OHS
Core 3Quality
Assurance
Core 2Food safety
Core 4Communications
Core 5Basic Maths
Elective - Participate
in teams
Note: Overlap between units
Elective - Product sampling
Elective - Product sampling
Designing “whole-of-work” assessments
conference 2006
Tips for the use of projects in workplace delivery:
Get support from management and workplace supervisor Link with company’s quality improvement system or
processes if possible Approve proposed topic/activity to ensure suitable scope Provide resources for each step in the project process
and to support evidence collection Have useful contact with the students, particularly at key
milestones
Workplace projects
conference 2006
“Visualising Competence” – Training Package Assessment Materials Kit - Guide 1 from green “esky” – DETYA, 2001
Developing workplace assessment tools” – OTTE Training Support Network (Vic DET) – via trainingsupport.ette.vic.gov.au
Helpful Resources
conference 2006
Questions & discussion
Further options for the session: Small group discussions about content Activity - Designing whole-of-job assessments Activity – The role of the teacher in this model of
workplace delivery Activity – Whole-of-job assessment strategies in
other vocational areas
Discussion and Activities
conference 2006
In small groups, Consider the sample unit list for a food processing
operator
Examine the “key unit” and identify opportunities for integrated assessment with other units
What assessment strategies would you use for the key unit that would provide assessment evidence for the other units. Think of how the “extra” requirements for the other units could be assessed.
Activity 1 – “whole-of-job” assessment
conference 2006
In small groups, Consider the “Wildlife Biscuits” case study Evaluate the training/assessment activitySuggest other possibilities for training and assessmentWhat skills and knowledge are required by the teacher to work effectively in this context.
Activity 2 – Role of teacher
conference 2006
In small groups Consider a job role in another vocational area Identify the qualification and “key unit or units”
related to the job role Identify additional units that can integrate with the
key unit(s) and describe the overlap What assessment strategies could be used to
assess the “whole-of-job” skills and knowledge covering multiple units?
Activity 3 – whole of job assessment strategies