contents · manpower resourcing for evolving and new tae job roles 7. deepen critical skill sets...

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FOREWORD

THE TRAINING AND ADULT EDUCATION SKILLS COUNCIL (TAESC)

WHY THE PLAN MATTERS

The Journey So Far

WHAT THE PLAN IS

A Look into The Future

TAESTP – The Journey Ahead

THE JOURNEY FOR TAE PROVIDERS

Meet Your Fellow TAE Providers

Your Journey

• Reposition For Growth

1. Identify new opportunities

2. Support business competitiveness

3: Establish outcome measurement for learning-to-performance effectiveness

• Strengthen Enabling Infrastructure

4. Strengthen training management to support business model

5. Strengthen learning infrastructure and systems to support innovation

• Address Manpower and Skills Needs

6. Manpower resourcing for evolving and new TAE job roles

7. Deepen critical skill sets through capability development and professionalisation

THE JOURNEY FOR TAE PROFESSIONALS

COME ON BOARD

LEARNING JOURNEYS – TAESTP CASE STUDIES

2CONTENTS

Dear Training and Adult Education Providers and Professionals,

The national SkillsFuture movement has charted the next steps to provide Singaporeans with the opportunities

to realise their fullest potential regardless of starting points, above and beyond paper qualifications or existing

skill sets. Through SkillsFuture, Singaporeans will be empowered with the ability to create a better future,

through skills mastery and lifelong learning.

With this national movement in mind, the Singapore Workforce Development Agency (and now SkillsFuture

Singapore) has been consistently reviewing the quality of our Training and Adult Education (TAE) Sector to

ensure that it remains responsive to address the needs of Singaporeans, from business enterprises to individual

learners. The TAE Sector includes all Training and Adult Education Providers, along with the TAE workforce

that is made up of primarily the Adult Educators (AEs), Training Managers (TMs), and HR Developers (HRDs).

It is vital that the TAE Sector continues to transform in support of the key changes that SkillsFuture will effect

in skills mastery and lifelong learning. There should, for example, be greater focus on blended learning which

integrates classroom, workplace and technology, as well as an emphasis on the outcomes of learning.

We are proud to present the TAE Sector Transformation Plan, which identifies key focal areas and

recommendations. This plan aims to articulate the way forward for the TAE Sector to embark on Continuing

Education and Training (CET), so that the sector is able to tap on the opportunities created by SkillsFuture,

ultimately benefitting Singaporeans in their continual quest for skills mastery and lifelong learning.

We urge the TAE Sector to join us on this exciting journey, whether you are a TAE Provider or a TAE

Professional. This transformation plan is one that is developed together with the TAE Skills Council (TAESC),

in consultation with the wider TAE community. Many of you would have been part of the dialogue through

various channels, including participating in focus group discussions and engagement sessions. Here, we

acknowledge the effort of all the TAESC members as well as the many different TAE Providers and TAE

Professionals who have contributed to this transformation plan.

This TAE Sector Transformation Plan is a plan by you, for you, and we look forward to shaping the TAE Sector

and journeying into SkillsFuture together.

FOREWORD

NG CHER PONG Chairman Training and Adult Education Skills Council

3CONTENTS

THE TRAINING AND ADULT EDUCATION

SKILLS COUNCIL (TAESC)CHAIRMAN

MEMBERS

DEPUTY CHAIR

DR GOG SOON JOO Group Director, Training Partners Group

SkillsFuture Singapore (SSG)

MR NG CHER PONG Chief Executive


MR ALSON TAN Director

Prince’s Landscape & Construction Pte Ltd

MR ANG HIN KEE Assistant Secretary General

National Trades Union Congress(NTUC)

MR BRANDON LEE Director-General

(Private Education)


MS CHRISTOPHANE FOO Executive Director, Human

Capital & OrganisationExcellence

SPRING Singapore

MS HUI MEI SAN Executive Director

Institute for Adult Learning (IAL)

MR KWEK KOK KWONG Chief Executive Officer

NTUC LearningHub Pte Ltd

MR LESLIE LOH Founder/Chief

Executive Officer

Lithan Academy Pte Ltd

COL KONG KAM YEANHead, Training &Simulation Group

Singapore Armed Forces (SAF)

MR LOW CHEONG KEE Managing Director

Home-Fix DIY Pte Ltd

MR NELSON LEE Chief Executive Officer

Institute for Human ResourceProfessionals Ltd

MS RACHEL ONG Chief Executive

ROHEI Corporation Pte Ltd

MR RUSSELL CHAN Director, SkillsFuture Division

Ministry of Education (MOE)

MR RAHUL VARMA Chief Learning Officer

Accenture Pte Ltd

MS TAY BENG KOON Area Director of Learning

and Development

Shangri-La InternationalHotel Management Pte Ltd

MR YEO LI PHEOW Principal / Chief Executive Officer

Republic Polytechnic

MS YIP YUEN FONGSenior Director, Sectoral

Innovation Group Info-communications Media

Development Authority (IMDA)

The Training and Adult Education Sector Transformation Plan (TAESTP) is developed in consultation with

representatives from the TAE Sector, employers, relevant Government agencies, and policy makers.

We would like to thank all of them for their contributions and support on this journey.

WHY THE PLAN MATTERS

CONTENTS

5W H Y T H E P L A N M AT T E R SCONTENTS

THE JOURNEY SO FAR

The past 10 years have seen tremendous changes impacting the way we work and live, as industries innovate and transform. These changes have created a need for individuals to deepen their skills and acquire new ones, and have paved the way for the Training & Adult Education (TAE) Sector to transform itself to meet the new needs of learners as

they pursue skills mastery as part of the SkillsFuture movement.

2. INDUSTRIES RESPOND TOTHIS CHANGE

Immersed in such digital-led innovation, industries have responded in clear, relevant ways. From hotel and food services to retail and built environment, sectors have been transforming themselves.

Our world has become increasingly digitised, connected,and automated. From online shopping to mobile apps suchas Grab and Uber, the transformation and innovation broughtabout by digitisation has impacted different industries.

1. DIGITAL REVOLUTION BRINGS CHANGE

With industries transforming in response to technology-driven changes, the demand for new skills and skills deepening is increasing.

Individuals need to consider the relevance of their skills in today’s world and embark on a journey of developing their skills, as well as embracing lifelong learning.

3. THE NEED FOR RE-SKILLING EMERGES

Industry transformations will become more

widespread. The TAE Sector must respond, as

more enterprises look for TAE Providers who are

capable partners in re-skilling their workforce.

It is integral in enabling industries to stay relevant,

and enabling individuals to attain skills mastery.

4. THE TAE SECTOR MUST RESPOND

New and exciting opportunities are available to the TAE Sector. The focus will shift from qualifications to workplace performance outcomes. So, it is timely to rethink business strategies, the services offered, and the ways of operating.

5. THE WAY FORWARD – A TRANSFORMED TAE SECTOR

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WHAT THE PLAN IS

CONTENTS

7W H AT T H E P L A N I SCONTENTS

A LOOK INTO THE FUTURE

A successful and transformed TAE Sector would support SkillsFuture and elevate the quality of our continuing education and training

system in Singapore – one where TAE Providers and Professionals are recognised as strategic partners in enabling business enterprises to transform themselves, and equipping individuals to achieve their

career aspirations through skills mastery and lifelong learning.

BUSINESS ENTERPRISES& LEADERS

Value skills development for their employees

Become a learningworkplace

Able to comprehend and translate government workforce policies into a reality at the workplace

Share values, collaborate and co-create

INDIVIDUAL LEARNERS

Embrace lifelong learning

Pursue skills mastery

Achieve personal satisfaction and career aspirations


TAE PROVIDERS

Become strategic partners to businesses

Become trusted partners to individuals

Become the choice employer for TAE Professionals

Adept in understanding future skills and industry trends and needs, as well as government schemes

Share values and best practices, collaborate and co-create

TAE PROFESSIONALS

Possess pedagogical skillswith deep domain expertise

Possess new skills that are industry-relevant

Embrace lifelong learning and innovation

Share best practices, collaborate and co-create

RECOMMENDATION

03ESTABLISH OUTCOME MEASUREMENT FOR LEARNING-TO-PERFORMANCE EFFECTIVENESSHow you can develop capabilities to ensure your solutions and training interventions lead to performance outcomes

RECOMMENDATION

07DEEPEN CRITICAL SKILL SETS THROUGH CAPABILITY DEVELOPMENT AND PROFESSIONALISATIONHow you can recognise and continuously develop your TAE Professionals’ skills by providing a workplace that champions a culture of learning and recognition

RECOMMENDATION

06MANPOWER RESOURCING FOR EVOLVING AND NEW TAE JOB ROLES How you can identify and effectively recruit for the evolving job roles of your TAE Professionals

RECOMMENDATION

05STRENGTHEN LEARNING INFRASTRUCTURE AND SYSTEMS TO SUPPORT INNOVATIONHow using Learning Management Systems and incorporating learning technologies can add value to your solutions while enhancing the effectiveness of your clients’ learning

RECOMMENDATION

01IDENTIFY NEW OPPORTUNITIESHow you can identify the needs of individual learners and business enterprises, and offer targeted solutions and training interventionsin response to current skills gaps and future skills needs

RECOMMENDATION

02SUPPORT BUSINESS COMPETITIVENESS How you can review and strengthen your business model and offerings to enhance your business competitiveness, and meet the needs of the learner segments you serve

TAESTPTHE JOURNEY AHEAD

THE JOURNEY STARTS NOW!

How integrating Training Management Systems and outsourcing non-core trainingfunctions can help you automate and ease administrative and operational tasks

RECOMMENDATION

04STRENGTHEN TRAINING MANAGEMENT TO SUPPORT BUSINESS MODEL

ADDRESS MANPOWER

& SKILLS NEEDS

STRENGTHEN ENABLING

INFRASTRUCTURE

REPOSITIONFOR GROWTH


THE JOURNEY FOR

TAE PROVIDERS

CONTENTS

11T H E J O U R N E Y F O R TA E P R OV I D E R S

Associations & Professional Bodies’ Training Arms/Functions(APBs)

PublicSectorTrainingInstitutions(PSTIs)

BusinessTrainingConsultancyOrganisations (BTCOs)

Post-secondary Education Institutions& Institutes ofHigher Learning (PSEIs & IHLs)

Private Education Institutions (PEIs)

WSQ ApprovedTraining Providers(ATOs)

All Others

CONTENTS

MEETYOUR FELLOW

TAE PROVIDERSOver the past decades, Singapore has grown a strong network

of TAE Providers, such as the Institutes for Higher Learning, Post-Secondary Education Institutions, Public Providers, and Corporate Training Arms, some of which provide training under the Singapore Workforce Skills Qualifications (WSQ) system. These efforts have laid a robust foundation for the transformation of the TAE Sector.

The TAESTP is for all TAE Providers delivering continuing education and training. This means you.

Get on board to understand the plan and be part of the exhilarating journey ahead!

Take a look at whom you will be journeying with.

12T H E J O U R N E Y F O R TA E P R OV I D E R SCONTENTS

YOUR JOURNEY

Once you have identified the target market segments and their needs, you can redefine your business strategies and

operating model to address those needs. Additionally, critical outcome measurements on your offerings can further improve your effectiveness while supporting business competitiveness.

Here are three recommendations to guide you:

REPOSITION FOR GROWTH

IDENTIFY NEW OPPORTUNITIES

How you can identify the

needs of the individual

learners and business

enterprises, and offer

targeted solutions and

training interventions

in response to current

skills gaps and future

skills needs

RECOMMENDATION

01SUPPORT BUSINESS COMPETITIVENESS

How you can review and

strengthen your business

model and offerings to

enhance your business

competitiveness, and meet

the needs of the learner

segments you serve

ESTABLISH OUTCOME MEASUREMENT FOR LEARNING-TO-PERFORMANCE EFFECTIVENESS

How you can develop

capabilities to ensure your

solutions and training

interventions lead to

performance outcomes

RECOMMENDATION

02RECOMMENDATION

03


IDENTIFY NEW OPPORTUNITIES

RECOMMENDATION 1

Understanding and knowing the market segments you serve will allow you to identify potential growth

areas and reposition your solutions effectively.

A deeper understanding of individual learners’ changing demographics, learning needs, and aspirations will enable

more effective Business-to-Consumer (B2C) engagement and a stronger focus on skills mastery and lifelong learning. For Business-to-Business (B2B) engagement, a strong focus on

workplace and blended learning can lead to overall improved business performance for your clients.

Here are some ways you can understand your market segments, so as to enhance your solutions and training interventions.

INDIVIDUALLEARNERS

BUSINESS ENTERPRISES


INDIVIDUAL LEARNERS

Understand learners’ demographics and learning profiles

Identify and understand each learner’s aspirations and motivations for learning Consider diverse training interventions to cater for different learner profiles: for example, a Silver Generation learner wanting a career change versus a Millennial learning a new skill set would require different targeted interventions

Prepare for increased demand fromSkillsFuture Credits and launch of other SkillsFuture initiatives

BUSINESS ENTERPRISES

Understand the support needed by business enterprises, especially Small and Medium Enterprises, to address business challenges in areas such as growth, productivity, operational efficiency, and human capital development

Stay informed about sectoral needs and how sectoral transformation will impact business enterprises, so as to design targeted solutions and training interventions

Collaborate with partners in the TAE ecosystem, such as Business Training Consultants (BTCs), to innovate and transform training interventions, as well as better meet the needs of different business enterprises

Help business enterprises tap on government schemes as well as SkillsFuture programmes and initiatives to add value to your offerings


CHAN KOK WAH General Manager Air Transport Training College

A “top-down bottom-up” approach works best for us. We need to understand government plans and initiatives, so as to better serve our clients’ needs.

SENTIMENTS FROM THE TAE COMMUNITY

ELIZABETH CHAN Chief Executive Officer CBLD Centre

We need to research and understand the needs of our clients, build a learning culture (where skills are critical to both businesses and individuals), and develop everyone with the necessary skills to be resilient in this volatile environment.

SHAMRIL JAMIL Director (Manpower Development) Centre for Urban Greenery and Ecology (CUGE)

Look out for emerging needs and trends. Access to research on market trends and sector studies is important. We need to know where and how to access these reports, and they should be made available to help the TAE Sector.

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Here’s a handy checklist to help you serve your target segments better:

GET STARTED!RECOMMENDATION 1

T H E J O U R N E Y F O R TA E P R OV I D E R SCONTENTS

There are sharing sessions by lead government agencies to help you better understand these programmes, initiatives, and schemes, and how they can be considered in your solutions to help your target market segments.

Click here for more details.

The IMPs identify future development plans and future skills that will be needed and set out a strategy for developing those skills in our local workforce. Click here for more details.

KNOW THE INDUSTRY TRANSFORMATION MAPS (ITMs)1

1 ITMs will be progressively launched for key industries. 2 There are plans to curate a pool of quality BTCs.

ITMs are part of the Industry Transformation Programme announced at Budget 2016. They provide an integrated and sector-focused approach to industry development that offer strategies for productivity improvement, skills development, as well as technology and innovation, while providing insights to the sectoral growth roadmap for the client’s industry you serve.

More information on ITMs will be made available in due time.

UNDERSTAND THE SKILLS-FUTURE PROGRAMMES AND INITIATIVES, AS WELL AS VARIOUS GOVERNMENT SCHEMES

INDUSTRY MANPOWER PLANS (IMPs)

Tap on the consultancy expertise of BTCs to diagnose the business problems of enterprises you serve, and work together to provide holistic solutions and training interventions to address your clients’ needs.

COLLABORATE WITH BUSINESS TRAINING CONSULTANTS (BTCs)2

http://www.skillsfuture.sg/skillsfuture-for-you

http://www.skillsfuture.sg/imp


Acquire the latest know-how by participating in conferences, seminars, and research sharing for the latest learning and pedagogical innovations.

E.g. The Adult Learning Symposium (ALS) is a biennial event bringing together TAE thought leaders, industry experts, and practitioners, to share insights on the latest TAE innovations and trends.

Access the Skills Framework to get up-to-date information on career pathways as well as existing and emerging skills identified for various job roles. The Skills Framework is a handy reference and resource to design training programmes and HR solutions for clients.


UNDERSTAND LEARNING INNOVATIONS

KNOW THE LATEST SKILLS IN-DEMAND

Access market information via labour force statistics and skills demand publications, as well as information from the Ministry of Manpower and other lead agencies.

UNDERSTAND THE MARKET AND MANPOWER TRENDS

http://www.skillsfuture.sg/skills-framework


SUPPORT BUSINESS COMPETITIVENESS

RECOMMENDATION 2

As key enablers of SkillsFuture, TAE Providers like yourself must analyse, understand, and respond effectively to the needs and challenges faced by both individual learners and business

enterprises in their pursuit of lifelong learning.

Knowing what each segment needs will help you refine your business strategies and offerings, thereby enhancing the competitiveness of

your own training business and the segments you serve.

WHAT THE MARKET NEEDS

Just-in-time learning

Learning that is relevant and integrated with work practices to overcome business constraints

Learning that is impactful and translates to performance outcomes

WHAT YOU CAN OFFER

Quick and fit-for-purpose solutions and implementation

Innovative curriculum and pedagogical design to enhance learning outcomes

Learning that creates value, enhances one’s performance, and improves business outcomes

Positive learning experiences that add value to individual learners and business enterprises – enhancing individual learners’ performance and career progression, and impacting businesses’ productivity

Innovative learning solutions, such as blended learning (incorporating elements of workplace learning and e-learning), to enhance learning outcomes and experiences, and for better translation to skills utilisation at the workplace


AW KIM GEOK Divisional Director of Continuing Education and Training Institute of Technical Education (ITE)

The Training Provider must be able to provide ‘Business’ Solutions to their clients, especially to the SME clients to help them identify their training needs and expand their businesses.

JEFFREY SEAH Director Security Industry Institute

Develop strategies to change mindset so that the Security Industry begins to leverage blended learning – learning at the workplace and learning through deployment of smart technologies. That way, the learning experience will be enhanced and security officers’ skills deepened. It is about learning that transforms the security industry, and for us to better attract and retain talent.



INNOVATIVE LEARNING (iN.LEARN) 2020

Give your business a competitive boost with this handy checklist.


iN.LEARN 2020 is a learning innovation initiative that will drive the use of blended learning to meet the dynamic learning needs of business enterprises and individuals. Through iN.LEARN 2020, TAE Providers can collaborate with other TAE Professionals and Technology Vendors to enhance the quality, accessibility, and effectiveness of learning.


Blended learning involves the incorporation of multiple modes of learning such as classroom, workplace, and technology learning, all coming together to make learning palatable, work-centric, and engaging. Take a look at the Blended Learning Framework guide for ideas on how to start blending your learning programmes.

Click here for more information.

BLENDED LEARNING FRAMEWORK GUIDE

SKILLSFUTURE LEARNING WORKPLACES

This initiative aims to develop business enterprises into learning workplaces with sustainable Human Resource and Learning & Development capabilities. As such, you will be able to work together with different workplaces to provide quality and structured internships and workplace training.

More information on SkillsFuture Learning Workplaces will be made available in due time.

There are sharing sessions by lead government agencies to help you better understand these programmes, initiatives, and schemes, and how they can be considered in your solutions to help your target market segments.

Click here or refer to the various lead agencies’ websites for more details.

UNDERSTAND THE SKILLSFUTURE PROGRAMMES AND INITIATIVES, AS WELL AS VARIOUS GOVERNMENT SCHEMES

http://www.skillsfuture.sg/inlearn

http://www.ial.edu.sg/blendedlearning

http://www.skillsfuture.sg/skillsfuture-for-you


Connect with the larger TAE community to share, learn, and explore opportunities for growth and development, as well as build collaborative partnerships to tap on growth opportunities.

Some of the TAE associations and networks are listed below:

• Adult Education Network (AEN) by Institute for Adult Learning

• Learning and Performance Network (LPN)

• Singapore Association of Professional Training Consulting Organisations (SAPTCO)

• Singapore Training and Development Association (STADA)

Stay informed on the latest know-how and knowledge required for training and pedagogical innovation. Some platforms include biennial events such as the Adult Learning Symposium (ALS) and the International Conference on Researching Work and Learning (RWL), as well as various Special Interest Groups (SIGs) organised by the AEN.

Tap on Business Training Consultants (BTCs) to diagnose business problems and brainstorm holistic solutions and training interventions to address your clients’ needs.

Learning Solutionists are also available via iN.LAB to provide additional consultancy on integrating innovation and technology with learning solutions. Click here for more details.

CONFERENCES AND SEMINARS

BUSINESS TRAINING CONSULTANTS AND LEARNING SOLUTIONISTS

TAE ASSOCIATIONS AND NETWORKS

Partner Certified Workplace Learning Specialists to design and implement workplace learning solutions.

Use the Learning@Work diagnostic tool to help business enterprises understand the current state of learning at their workplaces. Click here for more details.

LEARNING@WORK INITIATIVE

iN.LAB is set up to catalyse learning innovation. It provides a platform for you and your partners to come together, explore, and innovate learning solutions. Network within your TAE community through participating in these Innov-series:

• InnovPlus – develop solutions through prototyping

• InnovJam – exchange ideas and insights

• InnovLogue - share insights and best practices

• InnovBite – share know-hows over lunch as well as Continual Professional Development (CPD) programmes relating to innovative learning and technology-enabled learning


INNOVATION LABORATORY (iN.LAB)

http://www.ial.edu.sg

http://learningatwork.ial.edu.sg

http://www.ial.edu.sg/in.lab


ESTABLISH OUTCOME MEASUREMENT FOR LEARNING-

TO-PERFORMANCE EFFECTIVENESS

RECOMMENDATION 3

SkillsFuture emphasises skills mastery that lead to performance outcomes, for both individual learners and business enterprises, and accentuates

the need to strengthen the link between learning and performance.

Thus it is critical that you, the TAE Provider, develop the capability to track, measure, evaluate, and report learning outcomes for the market segment

you serve to convince your clients to continually invest in learning.

Such outcome achievements can be used to enhance your branding as a high quality TAE Provider.

MOTIVATE INVESTMENTIN LEARNING

Build a convincing case to persuade clients to invest in learning, by showcasing clear and positive results –

focusing on the link between learning and performance growth, for both individuals and business enterprises.

Publish and report how the learning has benefitted individual learners and business enterprises. Inevitably,

TAE Providers who consistently help clients meet performance goals would be highly sought after.

Develop capabilities to assess and measure outcomes, to highlight the impact and value of training to the individual learners and business enterprises, thus shifting away from SOA or qualification-based results.

Outcome measurements will also help TAE Providers gauge the standard of their own training provisions, for

continuous improvement and training business excellence.

LINK LEARNING-TO-PERFORMANCE

OUTCOMESPUBLISH

OUTCOMES FOR RECOGNITION


BENNY LEE Executive Director Zingrill Holdings

For SMEs like us, it is always about cost and business outcomes. It is important to establish the link between learning and business outcomes, to strengthen the worth of our investment in learning.

ROY LAI Chairman (Commerce) Singapore Training & Development Association (STADA)

With market forces of demand and supply, the publishing of outcome indicators will allow truly effective training providers to shine.


JOHN SEOW Chief Human Capital Officer Training Vision Institute Pte Ltd

Measurement tools and indicators should realistically consider the different types of training (e.g. soft skills vs technical skills) as well as the learner profiles (C-suite vs Rank-and-File).


Here is a checklist to set you, the TAE Provider, on your path to develop and adopt effective outcome measurement tools.


Here are some developments in the pipeline you can look forward to.

BUILD CAPABILITIES IN OUTCOME MEASUREMENT

Collaborate with experts to design outcome measurement tools.

Develop in-house capabilities by sending TAE Professionals to relevant Continual Professional Development (CPD) programmes to learn how to design outcome measurements.


This portal would publish training outcome measurement results to help training providers understand these outcomes and improve their offerings, thus raising the quality of these offerings. These results can also guide individual learners in their selection of quality training programmes.

CENTRALISED SURVEY SYSTEM

A set of standardised survey questions to measure the quality and outcome of training would be administered to learners for SkillsFuture Singapore funded courses.

TRAINING EXCHANGE

http://www.ial.edu.sg/aen


TAE Providers can achieve both operational efficiencies and training business excellence by leveraging technology through the use of Training and Learning Management Systems, and incorporating

relevant learning technologies into training delivery.

Here are two recommendations to guide you:

STRENGTHEN ENABLING

INFRASTRUCTURE

STRENGTHEN TRAINING MANAGEMENT TO SUPPORT BUSINESS MODEL

How integrating Training

Management Systems and

outsourcing non-core training

functions can help you automate

and ease administrative

and operational tasks

04STRENGTHEN LEARNING INFRASTRUCTURE AND SYSTEMS TO SUPPORT INNOVATION

How using Learning Management

Systems and incorporating

learning technologies can add

value to your solutions while

enhancing the effectiveness

of your clients’ learning

05RECOMMENDATION RECOMMENDATION


STRENGTHEN TRAINING MANAGEMENT TO

SUPPORT BUSINESS MODEL

RECOMMENDATION 4

Here is how you can relieve arduous administrative and operational tasks:

I wish I have more time to focus on core functions like the design and delivery of offerings.

I need more admin staff to help me... Turnover is high and I can’t find anyone.

Scheduling classes and arranging logistics for services is too time-consuming.

Manually-filed figures and registrations are causing mistakes.

Effective deployment of resources to focus on core functions such as market analysis for skills demand, quality assurance, design and delivery, and outcome measurement.

Enhanced operational efficiency with higher customer satisfaction that leads to greater business rewards.

You can implement technology-enabled systems, such as a Training Management System, and benefit from economies of scale through shared services, or a per-per-use model.

You can outsource non-core training management functions to free up resources.

LEADING TO


JONATHAN LEE Principal Consultant & Specialist Adult Educator Tat Hong Training Services Pte Ltd

Outsourcing training administrative functions would greatly alleviate the painful effort and cost to streamline and manage record keeping. An integrated and interoperable Training Management System would result in greater efficiency and productivity.

WANG CHIN SIAN Technical Director Absolute Kinetics Consultancy Pte Ltd

In this manpower-lean environment, automation is essential. The use of a Training Management System will allow for efficient and effective processing of training administrative work with minimal manpower resources.



STRENGTHEN LEARNING INFRASTRUCTURE AND SYSTEMS

TO SUPPORT INNOVATION

RECOMMENDATION 5

LEARNING NEEDS & TRENDS

Understand the market trends and demands for e-learning, mobile learning, and tech-enabled learning innovations

INVEST IN LEARNING INNOVATIONS

Invest in relevant and effective learning systems and technologies to better respond to market needs and trends

LEARNING TECHNOLOGIES

Integrate learning technologies such as learning simulations,

virtual reality, augmented reality, and gamification

into training solutions

COLLABORATE POOL YOUR RESOURCESBenefit from economies

of scale by tapping on a shared service or pay-per-service model

LEARNING MANAGEMENT SYSTEM

Use Learning Management Systems (e.g., LearningSpace.SG, Moodle, Blackboard,

Desire2Learn) to facilitate online learning and discussions through webinars, courseware

authoring and design, and discussion threads

Savvy investments in the right Learning Management System and learning technologies can strengthen your learning delivery and

support innovative learning solutions. Consider the following:

Partner Learning Technologists and subject matter experts to incorporate learning technology into the design

and delivery of curriculum and training


KAREN LAM Director SeraphCorp Institute Pte Ltd

We have started the journey andare exploring the use of learningtechnologies and innovations, not just to grow our faculty strength and benefit our learners, but also to enhance their learning experience and achieve better learning impact and effectiveness.

ONG CHEE MING Learning Designer Singapore Institute of Technology (SIT)

With the expanded role in the learning space, it is necessary that we are geared up for the change. We need to continuously up-skill and re-skill to keep up with the changing needs, to design and develop training programmes that are fit-for-purpose.



NATIONAL TRAINING MANAGEMENT SYSTEM

Here are some developments in the pipeline you can look forward to.

LOOKING FORWARD

Currently in pilot phase, the National Training Management System aims to engage various stakeholders to take on functions such as:

• Training Providers: Course Management, Enrolment Management, Billing, Collection Management

• Individual Learners and Business Enterprises: Profile Management, Course Application, Course Payment

Details on the National Training Management System will be shared in due time.

TRAINING EXCHANGE

The Training Exchange platform is being developed. When ready, it will house a national course directory of SkillsFuture-relevant courses.

The platform will also be integrated with various key national training-related systems, such as the future National Training Management System and SkillsConnect.

More details will be available in due time.

LEARNINGSPACE.SG

Currently a proof-of-concept project, LearningSpace.SG leverages technology for your learning solutions, thereby raising the quality of CET.

It allows for e-learning content creation and authoring, multiple-device access, learning analytics and reporting, social learning features, and more.

LearningSpace.SG is part of iN.LEARN 2020. Click here for more details.

COLLABORATE WITH LEARNING SOLUTIONISTS

iN.LAB has curated a list of Learning Solutionists – pioneers in learning innovations with extensive experience in technology-enhanced learning. Consider partnering them to kick-start your technology-driven learning innovations. Click here for more details.

https://learningspace.sg



You, as a TAE Provider, should strive to become a learning workplace to ensure business productivity and success, and encourage your TAE Professionals to continuously develop their skills. This can be achieved through actively recruiting, retraining, recognizing, and retaining your TAE Professionals.

Here are two recommendations to guide you:

MANPOWER RESOURCING FOR EVOLVING AND NEW TAE JOB ROLES

How you can identity

and effectively recruit

for the evolving job

roles of your TAE

Professionals

06DEEPEN CRITICAL SKILL SETS THROUGH CAPABILITY DEVELOPMENT AND PROFESSIONALISATION

How you can recognise and

continuously develop your

TAE Professionals’ skills

by providing a workplace

that champions a culture of

learning and recognition

07

RECRUIT

RECOGNISE RETAINRETRAIN

RECOMMENDATION RECOMMENDATION

ADDRESS MANPOWER AND

SKILLS NEEDS


MANPOWER RESOURCING FOR EVOLVING AND NEW TAE JOB ROLES

RECOMMENDATION 6

As the TAE Professional role evolves, it is key for you to identify these skills changes and respond with effective TAE manpower recruitment.

RECRUIT RECOGNISE RETAINRETRAIN

1. IDENTIFYPinpoint the manpower

resources and skills that are critical to your

business development and purposefully recruit them

2. RECRUIT

4. REVIEWWith skilled TAE expertise in your organisation, you may

need to conduct regular reviews of current business

and training processes, to identify other roles for redesign or outsourcing

Target and hire TAE Professionals who possess skills in more than one area of expertise. For

example, engage a TAE Professional who provides not just effective design and delivery

of a training product but can also value-add by developing innovative offerings

3. COLLABORATEIf you are unable to recruit the right

TAE Professionals, you can fill the skills gaps by collaborating with, or learning

from other experts, such as the Business Training Consultants (BTCs)


GARY KHOO Regional Head of Education Samsung Asia Pte Ltd

PATRICK LAU Director Civil Service College

Training Providers must offer integrated turnkey solutions (consulting-research-training-performance), and this is especially so for SMEs. To serve SMEs, greater collaboration amongst TAE Providers and Professionals are required to achieve economies of scale and efficiency. How about a directory or an exchange platform where teams of TAE experts could be assembled to help SMEs?


An ‘Uberised’ platform serving as an engagement point for TAE demand and TAE Providers will be useful in expanding demand for our TAE services from the region. This will help grow the vitality of the TAE Sector in Singapore and foster TAE mastery within our industry.

34T H E J O U R N E Y F O R TA E P R OV I D E R SCONTENTSCONTENTS

DEEPEN CRITICAL SKILL SETS THROUGH CAPABILITY DEVELOPMENT

AND PROFESSIONALISATION

RECOMMENDATION 7

As a TAE Provider, you have the responsibility of creating a workplace that fosters a culture of lifelong learning for

your TAE Professionals and their continuous development.

4. BUILD CAREER ROADMAPS

Retain your TAE Professionals by creating roadmaps for their career growth

and professional development

RECRUIT RECOGNISE RETAINRETRAIN

2. PRIORITISE SKILLS DEEPENING

Make skills deepening and professionalisation of your TAE Professionals a core priority to respond effectively to new

and emerging knowledge and skills in the 21st century

1. CREATE A LEARNING WORKPLACE

Become a learning workplace by fostering a workplace environment

that embraces lifelong learning

3. RECOGNISE YOUR TAE PROFESSIONALS Recognise your TAE Professionals’ performance and

continued development by establishing reward systems as well as encouraging them to join the Adult Education

Professionalisation (AEP) Scheme for national recognition

RETRAIN RETRAIN

RECOGNISE RETAIN



ANDERSON TAN President SAPTCO Singapore

We need to take ownership of the changes ahead and be prepared to ride future waves of opportunities. As leader of the organisation, I must be clear where the organisation will head towards, and cultivate a learning culture amongst my members. We aim to deepen the skills of our TAE Professionals and provide the bridge to the global stage of Training and Adult Education.

JONATHAN CHIN Assistant Vice President (Training & Development Services Group) ST Electronics (e-Services) Pte Ltd

TAE Professionals need to recognise that disruptive technologies have changed the job landscape. Many of the current jobs have either ‘disappeared’ or evolved, and many new jobs are generated which require new skillsets. As TAE Professionals, we need to be kept updated on the new skills to be ready to serve evolving market needs.



KANG HUEY LING Principal SMRT Institute

We need to first create a learning workplace ourselves, to raise awareness on the importance of learning and build interest in learning. This can also be done through collaboration and partnership with the TAE Sector.

TAN HUI BOON Vice President (IR & HR Services) SIA Engineering Company Limited

AEP is a good initiative to set the standards and professionalise Adult Educators. Collaborative platforms, such as AEN, have also cultivated the culture for learning through peer sharing and other capability development programmes. I will encourage my TAE workforce to continually develop themselves and be recognised for their expertise.


Here is a checklist to help you, the TAE Provider, to recruit, retrain, recognise,

and retain your TAE Professionals.

GET STARTED!RECOMMENDATIONS 6 & 7

STAY APPRISED OF SKILLS NEEDS

Look out for the Training and Adult Education Professional Competency Model (TAEPCM), a framework that cultivates career mobility for both inter-and-intra- functional skills. It covers 4 key job categories:

• Adult Educators

• Training Management Specialists

• Human Resource Developers

• Workforce Development Specialists

Collaborate with other TAE Providers, subject matter experts, and TAE Professionals to share best practices, updates, and developments.

Stay informed of future skills by attending conferences and self- learning with readings and research.

More details on the updated TAEPCM will be available in due time. Clickhere for more details.

CONTINUAL PROFESSIONAL DEVELOPMENT (CPD)

Encourage your TAE Professionals to join the Adult Education Network (AEN) and participate in their CPD programmes and wide range of training and development workshops. They can also collaborate and learn from each other through the various Special Interest Groups (SIGs). Click here for more details.

ADULT EDUCATION PROFESSIONALISATION (AEP) INITIATIVE

Inspire your AEs to engage in the AEP initiative where they would receive exclusive access to a range of opportunities for professional advancement. Click here for more details.

A list of the appointed Associate and Specialist Adult Educators under the AEP initiative can be found here.

http://www.ial.edu.sg/taepcm


http://www.ial.edu.sg/aep


38

Associations& ProfessionalBodies’ TrainingArmsFunctions(APBs)

PublicSectorTrainingInstitutions(PSTIs)

BusinessTrainingConsultancyOrganisations (BTCOs)

Post-secondary Education Institutes& Institutes ofHigher Learning (PSEIs & IHLs)

Private Education Institutes (PEIs)

WSQ ApprovedTraining Providers(ATOs)

All Others

T H E J O U R N E Y F O R TA E P R OV I D E R SCONTENTS

OTHER ENGAGEMENT

Here are other ways to focus on manpower and skills development:

• Engage best-in-class providers to address emerging skill needs and specialisations

• Work through unions to champion professionalisation and recognition of TAE Professionals

• Develop Training Roadmaps for critical TAE job roles

• Offer sponsorships to outstanding TAE Professionals in your organisation to cultivate deep skills

• Encourage your TAE Professionals to apply for the SkillsFuture Study Award, where relevant. Click here for more details.

http://www.skillsfuture.sg/studyawards

THE JOURNEY FOR TAE

PROFESSIONALS

CONTENTS

40T H E J O U R N E Y F O R TA E P R O F E SS I O N A L SCONTENTS

WELCOME TO THE TRANSFORMATION

You, the TAE Professional, play a critical role for the Singapore workforce. With SkillsFuture and its focus on skills mastery and lifelong learning,

TAE Professionals – especially Adult Educators – need to keep abreast of technological developments and future skills needs, while understanding how the Adult Educator role will evolve.

Whether you are an Adult Educator, Training Manager, or Human Resource Developer, this section helps you identify and understand your evolving

job roles and skills, so that you are prepared for new opportunities.

AT A GLANCE: THE CHANGING ROLE OF THE ADULT EDUCATOR

PAST ADULT EDUCATOR CURRENT ADULT EDUCATOR

Standardised training materials

COURSEWARE

Classroom-based training

DELIVERY

Classroom performanceASSESSMENT

Training materials that are customised and contextualised to learners’ needs

Workplace learning (e.g. on-the-job training, apprenticeships), e-learning

Workplace performance

Facilitator and mentor for workplace learning, and/or e-learning

Trainer/Assessor, Curriculum Developer


THE FUTURE ADULT EDUCATOR

As an Adult Educator, now is the time to take ownership of your personal learning and professional development, so that you can

become a highly sought-after ‘Entrepreneurial-Professional-Leader’.

Here are 9 key areas to focus on:

LEADER

BRANDINGProficient at self-branding, marketing, and promoting one’s skills and services on different platforms

NETWORKING& COLLABORATIONSkilled at networking, collaborating, and building partnerships across different fields

OPPORTUNISTICAdept at identifying and exploring opportunities for skills distribution, opening up multiple career options

ENTREPRENEURIAL

PEDAGOGICALLY-SKILLEDSkilled in instructional design, development, and delivery across multiple platforms

RESEARCH & ANALYSISEquipped with research and analysis skills to identify client needs and sectoral trends

BUSINESS TRAINING CONSULTANCYUnderstands business needs and plays a consulting role to help business enterprises (e.g. process & job redesign, develop HR capabilities, training, outcome measurements)

PROFESSIONAL

CONTINUOUS LEARNING & PROFESSIONAL DEVELOPMENTPrioritises own lifelong learning and skills mastery; keeps abreast of latest developments and skills needs

INNOVATION AND VALUE CREATIONMasters skills and understands sector needs, leading to innovation and creation of new products and services to benefit clients

DEEP DOMAIN EXPERTISEPossesses deep knowledge and competency in practice domain; regarded and consulted as a thought leader and expert

ENTREPRENEURIAL PROFESSIONAL LEADER


EMERGING SKILLS FOR TAE PROFESSIONALSWith SkillsFuture, TAE Professionals like yourself must be

responsible for your own skills mastery and lifelong learning.

Here are some emerging skills you can keep abreast of. Find out more about new and emerging skills in the Training and Adult Education Professional Competency Model (TAEPCM).

PEDAGOGICAL INNOVATION• Blended learning instructional design, development, and delivery

WORKPLACELEARNING• Workplace learning• Performance management

• Applying productivity models and tools

• Business modeling and process/job redesign

• Digital technology and applications

• Understanding legal implications for innovative learning and content development

• Consulting

• Critical thinking

• Innovation

• Business development

• Enterprise risk management

• Data analytics

• Industry/sector trend analysis

LEARNING & PERFORMANCE CONSULTANCY/SOLUTIONING

BUSINESS/ENTREPRENEURSHIPAND


JOURNEYING INTO SKILLSFUTURE THROUGH

BUILDING IDENTITY AND COMMUNITY

As a TAE Professional who plays a critical role for SkillsFuture, you gain by being plugged into the wider TAE community. Apart from engaging in

professional conversations, exchange of ideas, collaborations, and networking, your connections shape your identity and status as a TAE Professional.

BUILDING COMMUNITY

BUILDING IDENTITY

Know my own key skills and strengths

Engage in TAE conversations

Be a lifelong learner and contribute effectively

Contribute ideas for transformation

Gain recognition by being recognised as an AdultEducator under AEP

Collaborate and build partnerships with fellow TAE Professionals

Play a critical role in helping my learners and business enterprises journey towards skills mastery

Support the TAE community

Brand myself effectively as a TAE Professional

Join TAE networks and associations


RICHARD CHOOSpecialist Adult Educator

These are particularly exciting times. With the emphasis on skills rather than qualifications, the TAE Sector has to act as a catalyst to transform and facilitate this learning process.

It is extremely important that Adult Educators embrace change and reinvent themselves to stay relevant.

KRIS LOYSpecialist Adult Educator

The TAESTP is timely and allows the TAE Sector to take stock of their businesses. It acts as a compass for all stakeholders to move forward.

I will have to acquire new skill sets to remain relevant and be continuously engaged in learning. An area to note for personal development is to understand how technology can be used to support learning.

IRENE WEESpecialist Adult Educator

The TAESTP is a necessary response to developing tomorrow’s workforce and workplace. All the different stakeholders must work together closely in this transformation effort.

We have to integrate our new learnings into practice to face the challenges of tomorrow.



Identify the competencies and emerging skills required for your own skills development with the TAEPCM.


Engage in CPD through the Adult Education Network (AEN). AEN offers:

• A wide range of training and development workshops and seminars

• Special Interest Groups (SIGs) focusing on areas such as Coaching and Mentoring, Instructional Design, and Learning Technology


Get recognised as an Adult Educator through AEP, and be profiled on the IAL website. You will also receive exclusive access to a wide range of opportunities to further develop your career.


Develop and deepen specialist skills needed by the sector with the SkillsFuture Study Award. More details on the SkillsFuture Study Award for the TAE Sector will be available in due time.

Network with fellow TAE Professionals to share ideas, collaborate, and build partnerships via platforms like the Adult Education Network (AEN), Learning and Performance Network (LPN), Singapore Association of Professional Training Consulting Organisations (SAPTCO), amongst others.

Click here for more details or get connected via the AEN LinkedIn page here.

TRAINING AND ADULT EDUCATION PROFESSIONAL COMPETENCY MODEL (TAEPCM)3

With this handy checklist, find out how you can continue to develop

yourself as a TAE Professional.

GET STARTED!

ADULT EDUCATION PROFESSIONALISATION (AEP) INITIATIVE

SKILLSFUTURE STUDY AWARD FOR TAE PROFESSIONALS

CONTINUAL PROFESSIONAL DEVELOPMENT (CPD)

NETWORK AND COLLABORATE

3 More details on the updated TAEPCM will be available in due time.

http://www.ial.edu.sg/taepcm


http://www.ial.edu.sg/aep


http://www.linkedin.com/groups/2535096

46C O M E O N B OA R DCONTENTS

You can now stay informed of your market segments’ needs, areas to transform and innovate, collaboration opportunities, and government interventions to tap

on to enhance your training solutions.

LET’S GET GOING!

1. Know how the focal areas and recommendations highlighted in the TAESTP can help you.

2. Stay informed of potential areas for transformation and innovation.

3. Collaborate with different stakeholders.

4. Start your journey of transformation!

YOUR ACTION PLAN AHEAD

LET US SHAPE THE TAE SECTOR AND JOURNEY INTO SKILLSFUTURE TOGETHER!

47C O M E O N B OA R DCONTENTS

Whether you are a TAE Provider or TAE Professional, the TAESTP has provided several recommendations to help you

capitalise on the opportunities ahead with SkillsFuture.

AT A GLANCE

RECOMMENDATION 1

Identify new opportunities

RECOMMENDATION 2

Support business competitiveness

RECOMMENDATION 3

Establish outcome

measurement for learning-to-performance effectiveness

REPOSITION FOR GROWTH

STRENGTHEN ENABLING INFRASTRUCTURE

RECOMMENDATION 4

Strengthen training management to support business model

RECOMMENDATION 5

Strengthen learning infrastructure and systems to support innovation

RECOMMENDATION 6

Manpower resourcing for evolving and new TAE job roles

RECOMMENDATION 7

Deepen critical skill sets through capability development and professionalisation

ADDRESS MANPOWER AND SKILLS NEEDS

CONTENTS

49L E A R N I N G J O U R N E Y SCONTENTS

Fixing Skills Gaps with StyleAt Home-Fix, learning is not just a policy – it is

a mindset. Employees share their skills with the

public, learn at the workplace, and keep pace with

the retail scene. Read on for the blueprint.

Home-Fix has been shaping the Do-It-Yourself (DIY) retail scene since 1993. With the aim of becoming a total home improvement solutions provider, it recognises the need to develop its staff’s product knowledge and home improvement services.

Like other firms in retail, Home-Fix faces challenges in retaining staff and releasing them for skills upgrading. It has responded to these constraints creatively – setting up a full-time team to oversee training for their 170-strong workforce and exploring innovative learning solutions. Their efforts have paid off. With the focus on skills upgrading, Home-Fix employees now stay on for more than 3 years (longer than previous). Home-Fix has shown that the importance placed on learning and development can lead to staff retention and growth.

Company ProfileHome-Fix DIY Pte Ltd

Founded1993

BackgroundFrom a family-owned hardware store, Home-Fix has expanded to 20 stores in Singapore and several more overseas. Beyond hardware, its value-added services include repair, replacement, installation, painting, and handyman services.

“We believe that people are the essence of our success... We embrace a deep passion

for learning and innovation.”- Low Cheong Kee, Managing Director

Impetus for ChangeLike other retailers, Home-Fix faces challenges in retaining staff and releasing them for skills upgrading. As it aims to be a total home improvement solutions provider, staff knowledge must be top-notch.

SolutionsLearning indexing/video system, project collaborations with the public, training at the workplace, grooming in-house trainers with stakes in the business.

Recommendation 1 Identify new opportunities

Recommendation 2Support business competitiveness

Recommendation 4 Strengthen training management to support business model

TAESTP Recommendations Applied:


TOTAL LEARNING SYSTEM

LEARNING AT WORK

EVERYBODY LEARNS

Besides structured WSQ modules and On-the-Job Trainings

(OJTs) conducted in both classrooms and workplaces, Home-Fix

wants a ‘total learning system’ to ensure continued knowledge

transfer throughout the organisation. Employees should practise

informal and unstructured learning all the time.

For that, Home-Fix has been exploring innovations to encourage

learning. One avenue is through the ‘Make a Difference (MAD)’

project, a Corporate Social Responsibility (CSR) initiative where

Home-Fix staff renovate the homes of beneficiaries.

The company also runs its own Experience Centre (XPC),

where employees and the public embark on DIY projects

together to learn Craft, Design, and Technology.

The company is also looking at using videos (e.g., Youtube)

and indexing to develop a learning system, so that staff and

the public can be further educated on product knowledge

and home improvement.

Home-Fix has been collaborating with IAL and Infocomm Development Authority of

Singapore (now Info-communications Media Development Authority) on pilot programmes

that harness technology and innovative training methods. For example, they worked with IAL

in 2015 on the Learning@Work initiative, which organised training sessions at one Home-Fix

branch over six months.

Learning@Work addressed the challenge of sending employees to Home-Fix headquarters for

training, by bringing training to the workplace. With its success, Home-Fix is planning follow-

up programmes.

To meet ongoing labour and training challenges, Home-Fix is strengthening its collaborations

with government agencies. Besides Learning@Work, it partners WDA to tap on Enterprise

Training Support (ETS). It has also been working with IDA for a Smart Machine Learning Pilot

project, and with IAL’s iN.LAB to utilise LearningSpace.SG.

As full-time staff who are also involved in daily

operations, Home-Fix’s trainers are required to complete

WDA’s Advanced Certificate in Training and Assessment

(ACTA). They will most likely become store managers,

accountable for business performance.

The company’s dedication to learning and development

extends to executives and managers, who regularly

enrol in external workshops and seminars to keep

abreast of industry changes. When everyone adopts

learning as a mindset, Home-Fix can better adjust to the fast-paced retail climate.

L E A R N I N G J O U R N E Y S 51CONTENTS

“From a retail assistant, I am now heading the Information Systems department… I believe in lifelong learning and

being driven to excel in life.”-Edward Hiah, Head of Department (Management Information Systems)

OUTCOMES

Learning as a

mindset

Improved staff

retention

Public engagement

and branding


Disrupting Class with C.L.a.a.S Lithan Academy delivers mass customised

learning with its innovative learning pedagogy

and system

Established in 2008 as a CET (Continuing Education & Training) provider, Lithan Academy prides itself in adapting to the needs of its learners and their employers, thereby being a strategic partner for lifelong career growth. With this in mind, it has developed its training offerings in close alignment with the growing CET ecosystem in Singapore.

Company ProfileLithan Academy

Founded2008

BackgroundThis CET provider has been aligning itself with the growing CET ecosystem in Singapore. Its offerings include a “Competency-Based Learning Model” that delivers multi-disciplinary skills and workplace-based learning.

Impetus for ChangeLearning pedagogies were not meeting the needs of the time-challenged adult learner, who needs application-based content that is mostly reinforced at the workplace.

SolutionsOffer competency-based training in bite-sized modules, tap on new learning technologies to deliver training any time and place, provide value-added services to learners beyond training.

THE UNSTOPPABLE DIGITAL REVOLUTION

As the global digital revolution gains momentum, traditional ways of

doing business are becoming obsolete, especially in adult education.

Employees are expected to be productive in their roles from Day One

and engage in lifelong learning.

Further, the adult learning landscape has been affected by these

factors:

In response, Lithan has transformed into

a “Total Learning and Talents Solution”

provider. In the classroom, it delivers a

“Competency-Based Learning Model”

that trains multi-disciplinary skills that

are practical and relevant. Beyond the

classroom, it provides workplace-based

learning and job placement services for

learners.


Recommendation 5Strengthen learning infrastructure and systems to support innovation


Recommendation 7 Deepen critical skill sets through capability development and professionalisation

Inadequacy of traditional classroom-based learning for

employees; most students forget 70% of the content

70% of learning actually occurs at the workplace

Low success rate of Massive Open Online Courses (MOOCs),

particularly in adult learning contexts

Availability of new learning systems, allowing learner

identification, customised content, and individual assessments



At the core of Lithan’s offerings is CLaaS – Competency Learning as a Service. With the latest

learning technology and pedagogy innovations, CLaaS enables customised learning to large

groups of learners over the cloud, on demand.

The system is based on a competency-based curriculum, offering various modular courses

accredited to various skills and academic frameworks catered for jobs. Modules come in bite-

sized learning components, customisable for each learner’s needs and schedule.

Learners start with concept-based modules before progressing to applications using real-

life or simulated projects, without time pressure – an ideal arrangement for adult learning.

Throughout the process, faculty members play the role of facilitators and personal mentors,

not lecturers on podiums. To support the need for scalable resources, Lithan has “Uberised”

some job functions, including adjunct faculty responsible for mentoring on-demand.

A CLaaS OF ITS OWN

CLaaS is supported by Lithan’s EASE framework (see diagram). EASE outlines all the learning

and assessment facilities that enable learners to understand their lessons at their own time

and place. Beyond this, the company is investing in new learning systems and technologies,

including: a Community Learning Portal, a Training Management System, a Learning

Management System, and an Assessments Management System.

Evaluate Support

E-co

ntent Activity

Online, Self-paced Live, Online

Online

• Instructor Presentations• AV Lectures• Self-Assessments

• Diagnostics (Pre-course)• Recognition of Prior Learning Assessments (Pre-course)• Formative Assessments• Summative Assessments

• Lectures• Lab Exercises• Tutoring• Flipped Class• Assignments• Mentoring• Projects

Online, Self-paced

• FAQs• Forums• Online Queries• Knowledge Hub

Learners start with concept-based modules before progressing to applications using real-life or simulated projects, without time pressure – an ideal arrangement

for adult learning.


Just as Lithan trains external learners, its transformation began with retraining its own

workforce. Lithan faced and overcame several challenges while implementing CLaaS. The

biggest was in reskilling their workforce: beyond business knowledge, employees needed

technology and innovation skills to fit the new business model.

RETRAINING FROM WITHIN

In line with being a “Total Learning and Talents Solution” provider, Lithan complements its

core business with value-added services like just-in-time latent talents acquisition, learning

contents customisation, as well as talents and workplace learning consulting.

Despite covering all bases, the company is not stopping here. It is on schedule to launch 20

qualifications and 60 modular courses to support high demand future jobs in IT, innovation,

and entrepreneurship. It has also spread its wings overseas – learners from eight campuses

across Asia can now experience “first CLaaS” adult education.

RIDING REGIONAL TRENDS

Its transformation began with retraining its own workforce… beyond business knowledge, employees

needed technology and innovation skills to fit the new business model.

As examples, the operations team must be comfortable with Social, Mobile, Analytics &

Cloud technologies to run customer-centric, cost-effective processes; Lithan’s course

designers must now know the advanced education technologies necessary to implement

innovative pedagogies.

OUTCOMES

Training content access

anytime, anywhere

Content mastery at

learner’s own pace

Scalable training

resources

Low High


Simulations for SecurityNTUC LearningHub is taking security training

to the next level. Read on to find out how

learners prepare for various security threats

with augmented reality, simulations, and more.

LHUB (NTUC LearningHub) was corporatized as an NTUC social enterprise in 2004. Its mission is to enhance the lifelong employability of Singapore’s workforce with innovative products and affordable courses.

With the rising importance of the security sector, LHUB recognises that its security courses need to be more application-based. In 2016, it introduced augmented reality and simulations into these courses, allowing learners to be exposed to different security scenarios within a course.

Company ProfileNTUC LearningHub (LHUB)

Founded2004

BackgroundLHUB provides innovative solutions and affordable learning for the Singapore workforce. Some of their programme subjects include infocomms, language, manufacturing, and security.

Impetus for ChangeDue to rising security concerns and new demands on security personnel, security training needed to be more realistic and application-based.

SolutionsImplement gamification into security courses, training learners to be prepared for various scenarios via augmented reality and simulations.

REALISTIC TRAINING

The revised curriculum

starts learners off in the

classroom to build their

foundational knowledge.

They progress next to

Augmented Reality (AR)

training simulations, then

to real-life practice in

‘simulation rooms’ — all

while learning at their own

pace.

Simulations allow trainers

to inject simulated

environmental variables,

such as darkness and rain. They can also apply gamification elements,

which are effective at engaging learners.

The AR programme, developed by an independent software studio,

can simulate realistic scenarios in local settings like shopping malls,

car parks, residential and commercial buildings. The real-life

‘simulation rooms’ are duplicates of real settings, such as HDB coffee

shops and bars. For realism, each room comes with ambient noise,

working props, and even acting talents.



Recommendation 6 Manpower resourcing for evolving and new TAE job roles



During implementation, LHUB recognises that both trainers and learners are new to the

technologies, and encourages all parties to engage in discussions via social media or LHUB

Communities of Practice (CoPs).

Supported by an independent social content curator, trainers and learners form a collaborative

social learning network. Content from online discussions and the Internet is compiled for

reviews using advanced algorithms and machine learning. Thus, each learner receives unique

content based on his or her learning patterns, such that everyone can share personal insights

in class.

COLLABORATIVE LEARNING

The real-life ‘simulation rooms’ are duplicates of real settings, such as HDB coffee shops and bars. For realism, each room comes with ambient noise, working props, and

even acting talents.

View of the Virtual Mall View of the Security Simulator Simulator IED scenario

Overall, there are four takeaways from this initiative:

Effort is needed towards appreciation of new technology, for training and in real

workplaces

New technologies should be monitored and reviewed before integration with current

training programmes

Such an initiative can benefit the larger community: for example, Persons With Disabilities

(PWDs) have been trained to edit videos for the training programme

Availability of a new learning system allows for learner identification, customised content,

and individual assessments

LESSONS AND GAINS


One early gain from this initiative is the reduction of classroom hours, allowing security

companies to better manage their workforce training schedules. For learners, they can now

pace themselves better for knowledge retention and skills mastery.

LHUB believes that the key to professionalising the security industry lies in up-skilling industry

players. It is leading this effort through this initiative, and intends to expand the use of such

technologies for other sectors.

OUTCOMES

Content mastery at

learner’s own pace

Strong link between training

and actual job scopes

Less scheduling

problems sending

employees for

training

LHUB recognises that both trainers and learners are new to the technologies, and encourages all parties to engage in discussions via social media or LHUB Communities of

Practice (CoPs).


The Future of Pest BustingDrones and body cameras are not what pest

control officers usually use, but training to use

them has made PestBusters the folks to call when

pest control is needed in your neighbourhood.

PestBusters was founded in 1991 with the mission of becoming the gold standard for the pest control industry. Today, with a workforce of 200 and big-name clientele, the company is one of the most trusted names in the industry. Among their clients are Marina Bay Sands and the Shangri-La Group, along with other luxury hotels and healthcare facilities.

To further differentiate themselves, it is expanding into pest consultancy and management via on-site audits and pest prevention education. For this goal, the company believes that employees should be seen as their core asset, and employee development should be strongly advocated.

Company ProfilePestBusters Pte Ltd

Founded1991

BackgroundWith a workforce of 200, PestBusters is a trusted name in the pest control industry, counting among their clients Marina Bay Sands and the Shangri-La Group, along with other luxury hotels and healthcare facilities.

Impetus for ChangeThe company wished to move beyond pest control to provide pest consultancy and management services. Their training, learning, and development systems needed to support this goal.

SolutionsLearning progression roadmap for every employee, integrate L&D into job processes and workflow, experiment with new technologies and training methods.


EVERYONE HAS A STAKE

PestBusters constantly

looks out for new,

innovative ways to

improve their services,

especially important

in our manpower-lean

climate. By encouraging

experimentation with new

technologies and training

methods, it hopes that

each associate gets excited

about learning. Nurturing

a learning culture is not just the Training Department’s responsibility;

learning is integrated into everyone’s daily work.

For a start, the company addresses each employee as an ‘associate’,

sending a strong message that everyone has an equal stake in

developing themselves and the company. From the day a new hire

joins PestBusters, there is an established progression roadmap for the

person. Management, too, takes on the role of ‘learning advisors’ by

conducting regular sharing sessions and strongly promoting a culture

of collective learning.




“One of our associates, on an exchange programme in Australia, sent back live footages of a rare specimen of

komodo dragons (with his body cam). This was good learning and widens our knowledge and information repository.”

- Thomas Fernandez, Chairman & CEO

PestBusters is a market leader in adopting new technologies. One major initiative is adopting

body cameras, which has improved the efficiency of operations. Instead of assigning

supervisors to every site, one supervisor can direct several pest control officers from the

Operations Command Centre through live footage from the camera.

Another major initiative is using drones to complement the body cameras. Drones allow pest

control officers to view inaccessible areas and administer chemicals without needing to climb

ladders. They reduce work risk and free up manpower for other tasks. Further, associates

get the opportunity to become certified drone pilots and command higher salaries. With

experience, they can also be promoted to trainers.

“It is critical that we unleash the fullest potential of each associate, to expand their roles beyond pest controlling.”

- Praba G Menon, Group Managing Director

HIGH-TECH PEST CONTROL


Despite their success, PestBusters is not resting on its laurels. There are plans to expand the

business overseas and set up a Learning Academy to provide pest management education

and training. PestBusters proves that skills development and technology can translate into

game-changing results for both the company and their industry.

GAME CHANGERS FOR THE INDUSTRY

OUTCOMES

Capable and

progressive employees

Productive and

efficient operations

Technology-enabled

active learning


Growing in the Landscaping LandscapeThe changing landscaping industry places

new skills demands on employees at Prince’s

Landscape & Construction. Read on to find out

how they established a training system that meets

their daily job demands, quickly and directly.

Company ProfilePrince’s Landscape & Construction Pte Ltd

Founded1995

BackgroundThrough the decades, Prince’shas grown into an established landscape design and installation specialist. Today, the business includes two nurseries and more than 400 staff, offering a wide range of landscaping services.

Impetus for ChangeThe changing landscaping industry places new skills demands on Prince’s employees. They need training that allows them to meet their daily job demands, quickly and directly.

SolutionsEstablish in-house training capabilities with WDA support, set up full-time L&D team to address employees’ training needs.


Recommendation 7 Deepen critical skill sets through capability development and professionalisation

TAKING MATTERS IN-HOUSE

Prince’s began its Learning & Development (L&D) journey by sending

employees for landscaping WSQ courses conducted by the Centre

for Urban Greenery and Ecology (CUGE), the industry’s lead training

provider established by National Parks Board and WDA.


From its humble beginnings as a small flower shop, then as one of Singapore’s earliest nurseries, Prince’s has blossomed into an established landscape design and installation specialist. Today, the business includes two nurseries and more than 400 staff, offering a wide range of landscaping services.

Prince’s past success is credited to its dedicated and skilled employees. In recent years, skills demand on landscaping professionals have grown as a result of land scarcity, climate change, as well as the popularity of vertical greening and urban farming. As a result, Prince’s employees needed new ways of learning and applying their new knowledge immediately.


While CUGE’s programmes gave strong basic knowledge, the

employees often needed to make decisions on-site due to

customer requirements. Thus, the company needed to adapt

their formal knowledge to its distinctive workplace practices.

In 2013, Prince’s established its own in-house L&D programme.

Focusing on on-the-job training, the programme also teaches

many things on the business end, including sales, operations,

planning, and accounting.

Prince’s established its own in-house L&D programme. Focusing on

OJT, the programme also teaches many things on the business end,

including sales, operations, planning and accounting.

The programme was supported by WDA’s Enterprise Training Support (ETS) scheme. Through

the ETS scheme, Prince’s set up an internal L&D team to oversee employees’ learning needs

and mentor them. Further, Prince’s also worked with a BTCO for operational and L&D advice.

SEEDING THE RIGHT CONDITIONS

Even with the best systems in place, Prince’s programmes would not have been successful

without high employee motivation and support. The right conditions were seeded through

these actions and policies:

To encourage workplace learning for better productivity, Prince’s has linked learning

and performance

There are regular productivity forums, with prizes for teams with the best

productivity ideas

Employees can choose the courses they wish to enroll in, and thereby their

career development

Financial assistance from WDA was sought, enabling Prince’s to send employees

for training and form its in-house L&D team

Working with a BTCO has opened access to expert advice on business management

and running L&D programmes


THE NEXT GROWTH STAGE

As Prince’s L&D department is still young, there are many areas for improvement. Besides

starting a Management Trainee Programme, Prince’s plans to develop a Learning Management

System to manage courses and employee training needs. These are the roots to building a

system that supports Prince’s business growth and advances the landscaping industry as a

whole.

OUTCOMES

In addition to starting a Management Trainee Programme, Prince’s plans to develop a Learning Management System

to manage courses and employee training needs.

Many skilled specialists

under one roof

Strong link between training

and actual job scopes

Less scheduling problems

sending employees for

training


Geared for ChangeIndustry-relevant curricula and state-of-the-art

facilities have been integral to RP SEG’s success.

We look at the school’s strategic moves and

milestones through the years.

RP SEG (Republic Polytechnic School of Engineering) was established in 2003 with the vision of becoming a leading institution for engineering education. Logistics education based on industrial engineering principles was identified as a unique offering of RP SEG. As the logistics sector is poised to grow from a labour-intensive to a high-tech one, RP SEG saw the need to work closely with industry players to keep its curricula and infrastructure current.

Through the years, the school has remodelled its curricula, transitioning from a theory-based framework to one that combines classroom and workplace learning. This transition serves to provide updated training, relevant internships, and smoother entry into jobs for students.

Company ProfileRepublic Polytechnic School of Engineering (RP SEG)

Founded2003

BackgroundRP SEG is a leading institution for logistics education andtraining. It focuses on developing industry-related diploma curricula and niche capabilities in specialised logistics areas.

Impetus for ChangeAware that the logistics sector is a fast-changing pillar of Singapore’s economy, RP SEG saw the need to align with industry practices and prepare students to be job ready.

SolutionsOver the years, RP SEG included relevant internships in its curriculum, set up a realistic training centre for hands-on learning, and pioneered relevant, innovative programmes in logistics.

MAJOR MILESTONES

As the youngest polytechnic in Singapore, RP SEG faced challenges

in gaining industry interest and convincing them to form partnerships.

Further, many companies had no prior experience collaborating on

student internships or projects.

Nevertheless, RP SEG was very active in engaging the industry,

especially through the various logistics associations. The timeline on

the next page shows what it has achieved.





2014

2016

Appointed by MOE as sector coordinator of Logistics & Supply Chain

Management for Post-Secondary Education Institutions (PSEIs)

• As of today, RP SEG has led the rollout of the SkillsFuture Earn and Learn

Programme (ELP) and Enhanced Internship (EI) for the industry

Developed the first-ever poly-ELP-degree pathway

• Finalised a partnership with UniSIM offering RP’s ELP Specialist Diploma

graduates a place in UniSIM’s Logistics and Supply Chain Management

degree programme

2015

Launched the Supply Chain Innovation Lab, the next version of iSAIL

• Provided realistic distribution centre environment for hands-on learning

• Industry partners can gain access to new expertise, technology, and solutions

• A focal point for SEG and COI-SCM

Appointed by WDA to be the Programme Manager for logistics ELP

• RP’s logistics ELP had 39 participants hired by 15 companies

2006

2012

Founded the Integrated Supply Chain Lab (iSAIL)

• Simulated a real distribution centre for training

• Anchor facility for industry to test and optimise supply chain operations

Established the Centre of Innovation for Supply Chain Management (COI-SCM)

in partnership with EDB and SPRING Singapore

• Championed supply chain excellence for Singapore-based companies

• Provided industry-relevant knowledge through continuous training

• As of today, COI-SCM has completed more than 200 projects and partnered

more than 400 companies


OUTCOMES

RP SEG’s success is most evident in the

annual Supply Chain Challenge, a real case-

based competition organised by Singapore

Logistics Association (SLA) and SIM

University. The school’s students won the

competition three times in a row from 2013

to 2015.

MOVING LOGISTICS FORWARD

The school has come a long way since its humble beginnings in 2003. In addition to industry-

relevant curricula and state-of-the-art facilities, RP SEG has gained tremendously from robust

partnerships with the industry. Building on these achievements, it hopes to champion logistics

as an attractive career choice.

RP SEG’s success is most evident in the annual Supply Chain Challenge, where the school’s students

won the competition three times in a row.

Industry-relevant

training

Updated training

facilities

Job-ready

graduates


Building a Robust CultureAt ROHEI, developing the people comes first

– an approach that has brought them success.

Read on to find out how the company engages,

brands, and develops its own TAE Professionals.

Since ROHEI was established in 2007, the corporate training provider has fostered a culture of trust and connectedness within its ranks.

As a company that helps other organisations build strong workplace cultures, ROHEI practices what it preaches. As a result, it has won ahost of awards for both business performance and people development.

More notably, it was ranked as one of the top five best companies to work for in Singapore (2015) and one of the top 20 best small & medium workplaces in Asia (2016) by the Great Place to Work Institute. It also won the Best Corporate Training Provider 2015 award (by HRM Asia Readers Choice).

RECRUITING RIGHT

As everyone is equally important

in building ROHEI, recruiting the

right people is vital. The company

is deliberate about who they bring

in, favouring those who are like-

minded, skilled, and team players.

The recruitment process may take

six months or more, wherein the

management team takes time to

know candidates and invites them

to join company events.

Company ProfileROHEI Corporation

Founded2007

BackgroundA local SME focusing on corporate training and consultancy, ROHEI has been very intentional in developing its own workforce so they can flourish as employees and TAE Professionals in their own right.

One unusual practice at ROHEI is the hiring of full-time trainers. This allows for a fixed income and thus a peace of mind for them.

At the same time, having full-time staff allows us to build camaraderie, trust, and

a strong company culture.- Rachel Ong, CEO

Impetus for ChangeAs a firm that helps other organisations build strong workplace cultures, ROHEI wants to lead by example and be a great place to work – thereby turning employees into ambassadors.

SolutionsRecruit the right talents, build a strong corporate identity, develop employees constantly, professionalise TAE job roles.

ROHEI creates new ways of learning and development for its audience.


Recommendation 6 Manpower resourcing for evolving and new TAE job roles

Recommendation 7Deepen critical skill sets through capability development andprofessionalisation


ROHEI believes that teamwork gets everyone further. For instance, it uses a buddy system for

its engagements, even amongst senior trainers. When one trainer is facilitating, the other will

be noting the facilitator’s performance. At the end of the session, both trainers would debrief

the session, compliment each other on what they did well, and share with each other the other

person’s possible areas of improvement

Both younger and older employees are never left out

when it comes to staff development. For instance,

trainers who are interested in business management

can sit in for Management Meetings. Similarly, senior

consultants who wish to master different practices are

encouraged to acquire those skills.

More businesses are recognising that nurturing their human capital is a sound investment.

ROHEI’s commitment to its own staff serves a larger purpose as well – to equip itself to

shepherd the workforce, impact relationships, and lead the way in creating a culture of trust

in other organisations.

The first step to being a true TAE Professional is being recognised as one, and ROHEI strives to cultivate and

brand their staff as such.

THE ROHEI IDENTITY

GOING FURTHER TOGETHER

OUTCOMES

The first step to being a true TAE Professional is being recognised

as one, and ROHEI strives to cultivate and brand their staff as

such. It requires staff to be skilled in the required functional and

domain competencies, and taps on two global practice leaders

in Coaching and Learning Transfer to mentor its people.

Furthermore, ROHEI aspires to have its staff align their personal identities to the company’s

mission – to inspire hope, joy, courage, and purpose in the global workforce. This drives each

staff member to take ownership of their own career and build a collective ROHEI identity

with colleagues.

Robust

corporate identity

Capable and

progressive employees

Professionalisation of

TAE job roles


Transform and Roll OutThe Singapore Army has revamped and

implemented its entire learning framework

through Project LEARNet – an organisation-wide

transformation plan. Read on for details.

The Singapore Army constantly adapts to its soldiers’ training needs. In recent years, it saw the need to transform its learning environment because of the increasing complexity of its operations and soldiers’ evolving learning styles.

As a result, the Singapore Army introduced Project LEARNet in 2009. This is a transformation plan for a more learner-centric and technology-enabled learning environment in the organisation.

SHOOTING FOR REAL OUTCOMES

Project LEARNet has four desired outcomes. First, encourage

self-directed and personalised learning; second, facilitate more

collaborative group learning; third, provide access to learning

content anytime and anywhere; and lastly, build a robust knowledge

management system.

To achieve these outcomes, the Singapore Army utilised an

implementation strategy that covers five ‘Readiness Thrusts’ –

Organisation ProfileThe Singapore Army

Founded1965

BackgroundTraining is the lifeblood of the Singapore Army, which evolves with changing operational and national needs. It is committed to training that is realistic,tough, and safe.

In recent years, the Singapore Army saw the need to transform its learning environment because of the increasing complexity of its

operations and soldiers’ evolving learning styles.

Impetus for ChangeLearning pedagogies no longer matched the learning styles of newer generations of soldiers. Also, increased complexity of operations demands that all soldiers learn more and learn fast.

SolutionsTransform the learning environment into a learner-centric, technology-enabled one. Implement an intensive change management strategy.

INSTRUCTORS

CONTENT

INFRASTRUCTURE

CURRICULUM ORGANISATION

All 7 TAESTP Recommendations Applied:


Rich media and simulations were introduced into lesson content to promote active learning. Using online sharing

tools, soldiers could share lesson insights while validating their understanding with instructors.

Content: Rich media and simulations were introduced into lesson content to promote active

learning. Using online sharing tools, soldiers could share lesson insights while validating their

understanding with instructors (see below for examples).

Instructors: To equip instructors with the latest knowledge and skills, the SAF launched the

Training Development and Instructional (TD&I) Framework and formed the Institute for

Military Learning (IML) to conduct TD&I courses. IAL and NIE are partners in accrediting

and co-running related courses respectively.

Infrastructure: An advanced, technology-enabled learning environment

was implemented in several ways: launching a customised online portal,

issuing mobile devices with learning apps, and installing learning

technologies in lesson venues.

Facilitating online sharing

Curriculum: Using a Learner-Centric Curriculum Development (LCCD) concept, curricula were

redesigned to better engage the soldiers.

Providing visualisation Empowering role playing and decision making

Organisation: The LEARNet Management Office (LNMO) was created

to manage Project LEARNet. A new unit, the Centre for Learning

Systems, was also established to lead TD&I doctrine and learning

technologies. Finally, the SAF Learning Transformation Advisory Board

was formed to broaden networks with TAE Practitioners and learning

technology providers.


To facilitate Project LEARNet adoption, the SAF rolled out a number of change management

initiatives, including knowledge sharing events like the SAF Learning Conference, Training

Development Seminar, and Learning Masterclasses.

To cultivate good learning innovations and practices, the SAF introduced the Learning

Innovation Awards in 2013, established a TD&I Community of Practice, and organised

Curriculum Transformation Workshops (CTWs). In addition, the LCCD manual was published

to guide curriculum development. Further, adoption of the Training Institute Excellence Model

(TIEM) to aid evaluating processes is ongoing.

Together, these change management initiatives help the Singapore Army fulfil its learning

transformation vision.

IT’S ALL ABOUT CHANGE

OUTCOMES

Self-directed and personalised

learning

More collaborative

group learning

Access to learning content anytime and anywhere

A robust knowledge

management system


Company ProfileSingapore Institute of Retail Studies (SIRS)

Founded2006

BackgroundSIRS is the first CET Centre in Singapore to drive the WSQ Retail, Service Excellence, and Business Management related courses. It is recognised as a provider of quality training in the retail sector.

Impetus for ChangeIAL approached SIRS to join the ESCALATE initiative – which integrates curriculum and training across different domains. This was also an opportunity to open new career paths for retail frontline staff.

SolutionsSIRS conceived a training programme for Cold Storage. The process went in this sequence: Training Needs Analysis, customised programme design with OJT, programme delivery from two experts, and evaluation.



Recommendation 3Establish outcome measurement for learning-to-performance effectiveness

Stocking Up on Key SkillsA new, integrated training solution gave Cold

Storage frontline staff new key skills and new

career prospects. Read on to discover the process

of planning and evaluating the initiative.

In 2015 the Singapore Institute of Retail Studies (SIRS) collaborated with IAL to pilot a tailored training solution for Cold Storage under the Enhancing Skills Collaboration and Learning for Added Training Effectiveness (ESCALATE) initiative.

Integrating both technical and soft skills training, the solution was designed to up-skill Sales Assistants and Cashiers, so as to provide new pathways for them to become Supervisors. Its goals included understanding the trainees’ expected skills and behaviours, as well as identifying new, effective ways of training them.

Integrating both hard and soft skills training, the solution was designed to up-skill Sales Assistants and Cashiers,

so as to provide new pathways for them to become Supervisors.

The project commenced with a Training Needs Analysis via focus

groups and an online survey. These shortlisted nine key skills that

determine the success of supervisors:

KEY SKILLS TO SUCCESS

Problem management and leadership

Problem-solving

Communication

Time-management

Delegation

Numeracy (analysing reports)

Presentations and conducting briefings

Giving feedback

Salesmanship

1

2

3

4

5

6

7

8

9



Next, the training programme was developed. Syllabi on the key skills were combined with

three WSQ modules, allowing for an integrated and holistic approach to the programme.

Programme delivery lasted 13 weeks, incorporating one-to-one coaching, customised and

contextualised content, and collaborative learning.

Also important was the structured On-the-Job Coaching (OJC) component. Trainers visited

participants at their workplaces to observe how they applied their newly learned skills and

address concerns. Assessments were also conducted at both the classroom and workplace.

In an exceptional arrangement, two TAE Professionals were concurrently deployed to deliver

the training. Both were retail subject matter experts with more than 40 years of experience

combined. The two-trainer approach allowed participants to have more personalised attention

and interaction.

Syllabi on the key skills were combined with three WSQ modules, thereby allowing the same amount of content

to be delivered three times faster.

The programme was evaluated two months after completion. On the whole, it had positive

impact on both participants and Cold Storage. To summarise:

RENEWED MOTIVATION

Participants’ supervisors observed resounding

improvements in their key skills

Participants were highly motivated and satisfied

with the programme

43% of participants recorded improvements

in their speaking assessments after the

programme

Participants could clearly see their own

improvements and continued to develop

their skills after the training


The results showed that integrated, tailored training is beneficial and scalable for the industry

at-large. Today, SIRS continues to work with companies like Cold Storage to promote skills

mastery and lifelong learning.

OUTCOMES

Career progression Capable and progressive

employees

Strong link between

training and actual

job scopes


All S.M.I.L.E.S for Food Hygiene Boutique ATO XpRienz enhances its food handling

courses with a social learning and micro-learning

app. Learn the roadblocks and benefits that come

with this cutting-edge project.

XpRienz specialises in food hygiene training for a wide range of contexts – hawker centres, hotels, canteens, childcare centres, ships and more. As Singaporeans are spending more money on dining out, they develop higher expectations of food establishments. As such, XpRienz realised that training providers like themselves need innovative ways to keep their trainees engaged with the learning content.

The solution was SMILES (Social-MIcro-Learning System) – a mobile app that incorporates social learning and micro-learning. It lets public diners send in photos or videos of food hygiene lapses, which can then become learning snippets for food handlers on top of their face-to-face training with XpRienz.

EXTENDING CLASSROOM IMPACT

The business challenge for XpRienz was how to continually and cost-

effectively impact the workplace food hygiene practices of trainees

after their one-day training programme. Both trainees and the general

public can benefit from SMILES. For instance, it can provide valuable

education on food hygiene.

Company ProfileXpRienz

Founded2007

BackgroundXpRienz is a boutique ATO that specialises in food hygiene training for a wide range of contexts – hawker centres, hotels, canteens, childcare centres, ships and more.

The business challenge for XpRienz was how to continually and cost-effectively

impact the workplace food hygiene practices of trainees after their one-day

training programme.

Impetus for ChangeSingaporeans are dining out more often and have higher expectations of food establishments. XpRienz needed innovative ways to keep learners engaged with the learning content.

SolutionsA mobile app that incorporates social learning and micro-learning, eventually run by in-house developers and content experts.





A working committee was formed to shortlist key features that would benefit both

stakeholders. Considerations were taken from social media trends such as:

STOMP and Facebook being popular social media sites for posting hygiene lapses

Increasing social media use for raising issues to pressure authorities to take action

The system architecture and mockup user interface were conceptualised internally. Actual

development was outsourced to a third party software developer. The prototype was

incorporated into XpRienz’s WSQ Basic Food Hygiene Training and implemented with

the trainees. To ensure timeliness of content, a team of micro-content moderators posted

content and engaged the public on food hygiene lapses. Actual cases submitted through

the app were used as learning points with trainees.

To ensure timeliness of content, a team of micro-content moderators posted content and engaged the public on

food hygiene lapses. Actual cases submitted through the app were used as learning points with trainees.


ALL SMILES FOR S.M.I.L.E.S

To gather feedback and evaluate the app’s effectiveness, XpRienz carried out a survey with

its users, namely: app moderators, food handlers, and corporate clients.

The survey found that SMILES extended the impact of classroom training to the workplace.

Respondents found the concept of social micro-learning useful, as the hygiene lapses

highlighted serve as reminders for them to be vigilant.

This initial success has opened up many possibilities for SMILES. XpRienz plans to enhance

the app and adapt it for other industries (e.g., workplace safety and health) and for

in-house use. Discussions are underway for collaboration with Prince’s and Home-Fix.

ROADBLOCKS AND SOLUTIONS

Several challenges arose in the process. First, the XpRienz staff

lacked the technical capability to develop the app. Outsourcing

the technical development only solved part of the problem;

eventually XpRienz formed its own IT team to maintain the

system and re-develop it for future applications.

Second, providing timely mobile content to crowdsourced

inputs was more challenging than foreseen. XpRienz managed

it by assigning two dedicated subject matter experts to provide

timely inputs and learning snippets.

Finally, there was demand for multi-lingual content as trainees

were not necessarily competent English users. This was included

in the app’s ongoing development plans along with other

upcoming features.

OUTCOMES

Extends impact of

classroom content

Tap on real-life

learning examples

Knowledge sharing

through a community

contents · manpower resourcing for evolving and new tae job roles 7. deepen critical skill sets...

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