Making Workplace Delivery Work

1. THE LEARNING P WERHOUSE conference 2006 Making Workplace Delivery Work Ken Fraser MECAT Program Manager

2. 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

3. 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

4. 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

5. Workplace delivery – why do it? • 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!

6. 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?

7. 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)

8. 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

9. 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

10. Looking for evidence of performance from the workplace Preparing assessment tools based on whole-of-job activities • Assessment … 2

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. Designing “whole-of-work” assessments Core 2 Food safety Key Unit for work role - Operate a mixing/blending process Core 4 Communications Core 5 Basic Maths Elective - Product sampling Elective - Product sampling Elective - Participate in teams Core 1 OHS Core 3 Quality Assurance Note: Overlap between units

21. 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

22. “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

23. 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

24. 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

25. In small groups, Consider the “Wildlife Biscuits” case study Evaluate the training/assessment activity Suggest other possibilities for training and assessment What skills and knowledge are required by the teacher to work effectively in this context. • Activity 2 – Role of teacher

26. 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

27. If you would like further info: Ken Fraser R/Program Manager Food and Pharmaceutical Programs MECAT Curriculum Centre Ph: 9204 4689 kenneth.fraser@tafensw.edu.au