mgmt3729 managing workplace training course … · managing workplace training course outline...

business.unsw.edu.au CRICOS Code 00098G

MGMT3729 MANAGING WORKPLACE TRAINING

Course Outline Semester 2, 2014

Part A: Course-Specific Information

Please consult Part B for key information on Business School policies (including those on plagiarism and special consideration), student responsibilities and student support services.

UNSW Australia Business School Management

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Table of Contents 1 STAFF CONTACT DETAILS 3

2 COURSE DETAILS 3

2.1 Teaching Times and Locations 3 2.2 Units of Credit 3 2.3 Summary of Course 3 2.4 Course Aims and Relationship to Other Courses 4 2.5 Student Learning Outcomes 4

3 LEARNING AND TEACHING ACTIVITIES 6

3.1 Approach to Learning and Teaching in the Course 6 3.2 Learning Activities and Teaching Strategies 6

4 ASSESSMENT 7

4.1 Formal Requirements 7 4.2 Assessment Details 7 4.3 4. EXAMINATION 35% 10 4.4 Assessment Format and Assignment Submission Procedure 10 4.5 Late Submission 10 4.6 Late Submission 10

5 COURSE RESOURCES 11

6 COURSE EVALUATION AND DEVELOPMENT 13

7 COURSE SCHEDULE, TUTORIAL QUESTIONS AND SUGGESTED READINGS 13

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1 STAFF CONTACT DETAILS

Lecturer-in-charge: Genevieve Watson Room Business School 554 and Phone No: Message may be left with reception on 9385 7157 Email: [email protected] Consultation Times –Thursday 3.00-4.00pm (or by appointment)

2 COURSE DETAILS

2.1 Teaching Times and Locations

Lectures start in Week 1 to Week 9, a study break followed by Week 10- Week 12 The Time and Location are: Thursday 5.00 – 7.00pm, New South Global Theatre Tutorials start in Week 2 to Week 9, a study break followed by Week 10 to Week 13. The Groups and Times are: Group 1 (H16A) Thursday 4.00 - 5.00pm, Gold Hall G16 Group 2 (H19A) Thursday 7.00 - 8.00pm Quadrangle 1045

2.2 Units of Credit

The course is worth 6 units of credit. There is no parallel teaching in this course.

2.3 Summary of Course

Training and development is a central component of strategic human resource management and public policy. Closely related to this topic is skills, which are a focus in discussions around economic restructuring in Australia and in many other parts of the developed world because of their role in workforce productivity and competitive advantage. The mechanisms by which skills are acquired, accredited and rewarded are of increasing concern to human resource managers, trainers and educators, industrial relations actors, national policy makers, and, employers and employees. At the same time, the conceptualization of ‘skill’ is being reshaped and variously defined, e.g. from ‘technical’ abilities to include ‘personal attributes’ and graduate attributes, as the skills sector itself has merged with higher education. This course critically examines the theory and practice of learning and development. Some opportunities for the development of practical training skills and techniques are provided. Issues covered include – the context of training; the nature of skill and ‘competence’; skill recognition, employability skills; learning theory and adult learning; ‘collective learning’ and ‘knowledge management’ in ‘communities of practice’, training needs analysis, design, delivery and evaluation; the Australian National Training System and training models in other countries.

mailto:[email protected]

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2.4 Course Aims and Relationship to Other Courses

The aims and objectives of this course are to:

1. Critically examine the nature of ‘skills’ in light of recent theoretical and policy debates

2. Critically examine the application of learning theories to training practice

3. Critically examine competence-based training as pedagogical technique

4. Describe and explain the ‘strategic’ approach to training associated with HRM

5. Explore the workings of Australia’s National Training System

6. Provide opportunities for the development and practice of certain training skills

This course is in a number of undergraduate programs offered by the Australian School of Business (in particular the BCom), and in certain programs offered in the Faculty of Arts. It can be taken as an elective as part of the Human Resource Management, International Business, Management and Industrial Relations majors in the School of Management.

2.5 Student Learning Outcomes

By the end of this course, you should be able to:

1. Identify and discuss a variety of salient approaches to key concepts like skill, learning, and competence

2. Critically discuss the various positions on ‘competency’ and competence-based training

3. Critically discuss the ‘strategic’ approach to training, revealing awareness of both business and broader public interests in training

4. Identify the broad challenges that public training policy has to meet, and critically evaluate the debate about training policy in Australia

5. Demonstrate basic competence at selected training skills

The Course Learning Outcomes are what you should be able to DO by the end of this course if you participate fully in learning activities and successfully complete the assessment items.

The Learning Outcomes in this course also help you to achieve some of the overall Program Learning Goals and Outcomes for all undergraduate students in the Business School. Program Learning Goals are what we want you to BE or HAVE by the time you successfully complete your degree (e.g. ‘be an effective team player’). You demonstrate this by achieving specific Program Learning Outcomes - what you are able to DO by the end of your degree (e.g. ‘participate collaboratively and responsibly in teams’).

For more information on the Undergraduate Program Learning Goals and Outcomes, see Part B of the course outline.

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Business School Undergraduate Program Learning Goals and Outcomes The table below indicates where the learning outcomes align with the graduate attributes

Program Learning Goals and Outcomes

Course Learning Outcomes Course Assessment Item

This course helps you to achieve the following learning goals for all Business School undergraduate students:

On successful completion of the course, you should be able to:

This learning outcome will be assessed in the following items:

1 Knowledge Identify salient approaches to key concepts: skill, learning and competence; along with

Various positions on competency based training;

Business and broader public interests in training with challenges to public policy.

Tutorial Participation

Written tut wrap-up

Reading Journal

Exam

2 Critical thinking and problem solving

Critically discuss ‘competency’ in training.

Critically discuss the ‘strategic’ approach to training.

Critically evaluate the debate about training in Australia.


Written tut wrap-up.

Reading Journal

Exam

3a Written communication

Construct written work which is logically and professionally presented. (SLO 5)

Written tut wrap-up

Reading Journal

3b Oral communication Communicate ideas in a succinct and clear manner. (SLO 5)


Facilitate tut wrap-up.

4 Teamwork Work collaboratively to complete a task.

(SLO 5)


Teamwork reflection

5a. Ethical, social and environmental responsibility

Identify the boarder challenges that public training policy has to meet.

Demonstrate basic competence in selected training skills.



Exam

5b. Social and cultural awareness

Identify the boarder challenges that public training policy has to meet.

Demonstrate basic competence in selected training skills.



Exam

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3 LEARNING AND TEACHING ACTIVITIES

3.1 Approach to Learning and Teaching in the Course

Role of Lectures: in the lectures, the main theoretical ideas will be sketched, and some guidance will be given to navigate the readings. It is to be hoped that students will find attendance at lectures an economical use of their time, in terms of delivering acquaintance with the subject matter for a relatively small investment of time. Student participation in lectures (questions and comments) is encouraged. Role of Tutorials: tutorials provide an interactive environment in which learning can be enhanced, and the conceptual material related to experiences of the ‘real world’. When working correctly, they can be extremely valuable learning experiences, and by no means only for the students.

3.2 Learning Activities and Teaching Strategies

STUDY TEAMS

By the second week, you should have formed a small study team, normally of three people, and no more than three. Each team member will take a different number – 1, 2 or 3, and this will be recorded. You will be responsible each week for doing reading linked to the Tutorial Question with that number, and for providing other team members with reading notes for this Question. In this course, this usually means reading more than a textbook, because the answers to the questions may be spread out across a number of different articles and book chapters. Other team members should also do the reading, but the spotlight is not so directly on their performance. Where there are more questions than group members, you will have to select a question, or do more than one (some may be linked). Every week you are required to write a response to your allocated tutorial question in the form of a Reading Journal and to submit this online through Moodle. More information about the reading journal is provided below.

If your Study Group member(s) work well as a team, you are encouraged to study together outside class. Part of the activity of week 2 will be to assign the teams to their tutorial wrap up assignment date.

READING JOURNAL

Every week you will be expected to undertake your own reading from the textbook and elsewhere as indicated. To participate effectively in tutorials you will need to have done the readings in advance. As mentioned above, you will need to have submitted your journal before your tutorial. You should also bring a copy of your journal to class so that you can discuss your responses to tutorial questions with your team members. Please collect extra case study material to illustrate the issues you are covering, using the sources suggested in the detailed tutorial guide. Material from overseas media would be particularly welcome. This is all good material to include in your reading journal. Three reading journals will be randomly selected and marked, as assessment tasks. TUTORIALS

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The first twenty minutes of most tutorials will be a team discussion in which team members will outline their answers, to their tutorial questions for that week, to each other. Each member of a study group should develop a comprehensive set of answers to all tutorial questions. The remainder of each tutorial will be a whole-class ‘wrap-up’, where one team will present and lead the discussion and other teams will contribute to a general discussion and critique of this presentation. In Week 2 (1st tutorial) teams will select a topic and week in which they will lead the ‘wrap-up’. The team presenting will provide a concept clarification ‘brainstorm’, drawing answers from the class. Teams may then do one or more of the following:

o present ppts and/or handout summarising key points in your answers;

o illustrate the key issues and controversies with a case study, or role play – you

might choose to use audio visual resources for this section;

o use a white-board display to build a mind-map or table summarising the issues;

o spark a controversy through a case study or debate.

4 ASSESSMENT

4.1 Formal Requirements

In order to pass this course, you must: o achieve a composite mark of at least 50; and o make a satisfactory attempt at all assessment tasks (see below)

4.2 Assessment Details

Assessment Task Weighting Learning Outcomes assessed

Length Due Date

1. Tutorial Participation: i. contribute ii. Facilitate tut’ wrap-up

25% [10%] [15%]

1, 2, 3, 4, 5 Various 25-30 m

On-going

2. Tut wrap-up write-up 20% 1, 2, 3 1,200 words

One between Wks 3 & 13

3. Reading Journal 20% 1, 3 500 words

Every week

[3 assessed]

4. Exam 35% 1,2,3,5 2 hours University Exam Period

Total 100%

1. TUTORIAL PARTICIPATION – 25%

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1i) Tutorial contribution (10%): Attendance at 10 tutorials is the threshold for receiving a tutorial attendance mark. You will be marked on active contribution to the study group discussion and to the whole-class ‘wrap-up’. ‘Active contribution’ means provision of your 500 word answer to your assigned question, and discussion.

Because each Study Team member will be preparing an answer to a different question, please bring a copy of your one-page answer to your question to give to each Study Team member. Make sure you provide proper references. Each team member will in turn explain his/her answer to the other person/people in your Study Team, taking them through the relevant readings. This information exchange will take the first 20 minutes of each tutorial. As each team member will be preparing a different question, this will help each of you cut down the preparatory reading for each week.

Your one-page answers for three tutorial weeks will constitute most of the Reading Journal (another reason for providing proper page references and bibliography). In the second half of each tutorial you will be expected to participate in the activities organised by the Study Team members who are leading that week’s wrap-up. To explain:

1ii) Facilitate one tutorial wrap-up (15%): Once in the session, between weeks 3 and 13, your Study Team will be asked to facilitate the presentation and discussion in the tutorial (25-30 minutes). You will:

o present a slide, flip-chart page or handout summarising key points in your answers

o use the whiteboard to collect extra points from other teams’ conclusions;

o organise a short role-play, case study or debate and draw comments from the class

on how your material helps answer your questions for the week. A suggested list of activities is provided for each tutorial in the weekly program. Everyone in the study group will get the same mark for the tutorial leadership exercise, but not for the wrap-up write-up (see below), which will be done and marked individually.

Assessment Criteria

Criteria Grade Comments Relevant definitions and concepts were clarified using whiteboard, slide or handout

HD DN CR PS F

Views on your question were drawn from each team, and your own team’s conclusions were clearly explained

The class was drawn into a discussion, debate, or case study analysis, using one of the suggested activities for your week

A clear conclusion was reached Total ( )

The rationale behind this assignment is that you learn best by teaching others. This is called the ‘jigsaw’ approach to learning. By providing summaries for each other, you will all be streamlining your work-load. This reflects behaviours essential for an HR practitioner. 2. TUT WRAP-UP WRITE-UP (20%) 1200 WORDS

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This should contain a summary of the main points made by the presenters of the tut wrap up, and a critical discussion of them. It should also make reference to any key points made in the discussion around the tut wrap up, and should make reference to a number of other relevant readings. It could also include a description of any of the activities undertaken during the session, for example a role-play, You-Tube video – and of the class reaction to them. The wrap-up write up should follow academic conventions, for example regarding use of sources and referencing.

Assessment Criteria

Criteria Comments

Grade HD DN CR PS F Question was clearly identified and broken down into components.

Relevant definitions and concepts were clarified, with page references and bibliography.

A clear answer was provided to the set question.

There was evidence of analysis, critique or synthesis (making links).

Additional references were used to illustrate or clarify the set question.

An effective concept map, table, case study or role play was devised to clarify the topic and question issues.

Other useful material was provided Total ( )

3. READING JOURNAL 20%

Every week you are required to read the selected texts for the tutorial topic and answer your allocated question, in approximately 500 words. This journal entry should be submitted through Turnitin on Moodle, before you come to your tutorial. You should also bring a copy of your journal entry with you to class each week, so that you can use it in the discussion. It is important that you reference correctly in your text, because Turnitin will identify any instances of plagiarism. It is not necessary to provide a reference list at the end of your journal entries. Three entries will be randomly selected and assessed. Each one is worth 5 marks.

Assessment Criteria

Criteria grade Comments Question was clearly identified and broken down into components.

HD DN CR PS F

Relevant definitions and concepts were clarified, with page references and bibliography.

A clear answer was provided to the set question.

There was evidence of analysis, critique or synthesis (ma

Total ( )

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4.3 4. EXAMINATION 35%

There will be a formal 2 hour examination held in the UNSW exam period. It will be composed of a number of short essay questions drawn from questions discussed in the class, and on this course outline.

4.4 Assessment Format and Assignment Submission Procedure

1. The Tutorial Participation and Wrap-up are presented and assessed in class. 2. The Tutorial Write-up needs to be completed individually, approx 1200 words in

length and typed, with 1.5 line spacing. The question being addressed should be stated under the title. This must be uploaded to TURNITIN through the Course Moodle on the due date. A hard copy, with assignment cover sheet, clearly stating the question being addressed must also be provided to the lecturer. The hard copy may be handed in at the start of the tutorial on the due date or submitted through the Business School assignment box prior to 4pm on that day.

3. The reading journal must be typed and submitted through TURNITIN on the Course Moodle before the tutorial each week. The three to assessed will be selected at random.

4. The Final Examination is a written invigilated exam in the common exam period. Students must keep a copy of all material submitted for assessment in the event such material is lost through technical failure or other misadventure.

4.5 Late Submission

Students are required to submit their work at the designated time in order to maintain a fair and equitable system. Failure to submit assessments on time, where approval of an extension has not been granted and where grounds for an extension do not exist, may result in a penalty.

4.6 Late Submission

Students are required to submit their work in the required format at the designated time in order to maintain a fair and equitable system. Failure to submit assessments on time, where approval of an extension has not been granted and where grounds for an extension do not exist, may result in a penalty.

Quality Assurance The Business School is actively monitoring student learning and quality of the student experience in all its programs. A random selection of completed assessment tasks may be used for quality assurance, such as to determine the extent to which program learning goals are being achieved. The information is required for accreditation purposes, and aggregated findings will be used to inform changes aimed at improving the quality of Business School programs. All material used for such processes will be treated as confidential.

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5 COURSE RESOURCES

The website for this course is on Moodle at: http://moodle.telt.unsw.edu.au There are no required texts for this course. The following are recommended only. Noe, R (2012) Employee Training and Development, 6th Edition, Sydney: McGraw-Hill

Noe is a widely used text for the practice of managing training programs. Noe, R. and C. Winkler (2012) Training and Development: Learning for Sustainable Management, 2nd Edition Sydney: McGraw-Hill

Noe and Winkler is the nearest thing to a course ‘set text’, although there are two modules that make no reference to it.

Kramar , R., T. Bartram, H. De Cieri, R. Noe, J. Hollenbeck, B. Gerhart, P. Wright (2013) Human Resource Management in Australia: Strategy, People, Performance, 5th Edition Sydney: McGraw-Hill Irwin.

This is the latest edition of a general reader in HRM commonly used as a professional reference with Helen De Cieri as the original lead author. It has a particularly strong chapter on training that is very useful for its references to Australia, and for how it summarises other aspects of the course material.

Blanchard, P. and J. Thacker (2013) Effective Training: Systems, Strategies, and Practices, 5th Edition Englewood Cliffs, New Jersey: Prentice-Hall.

A specialised textbook on training and development with an American HRM perspective.

Goldstein, I. and J. Ford (2002) Training and Development in Organisations, Fourth Edition, Singapore: Wadsworth: Thomson Learning

Goldstein and Ford is a specialised textbooks on training and development with a strong psychological focus

Delahaye, B. (2011) Human Resource Development,3rd Sydney: John Wiley & Sons Lawlor, D. and M. Tovey (2011) Training in Australia: Design, Delivery, Evaluation, Management, 4th Sydney: Pearson Prentice Hall

Lawlor and Tovey is designed to support the nationally accredited qualifications in Assessment and Workplace Training, the TAE10 (Release 3.6) Training and Education Package. Take care with which edition you reference as the TEA is regularly updated; most recently in 2013.

Grugulis, I. (2008) Skills, Training and Human Resource Development: A Critical Text, London: Palgrave Macmillan.

Grugulis is a valuable source for its critical perspective on this subject. Malloch, M., L.Cairns, K.Evans & B.N. O’Connor (eds). (2011) The SAGE Handbook of Workplace Learning, SAGE Publications Ltd.

Malloch et al provides a recent overview of the growing, complementary field of workplace learning.

Delahaye, B. (2011) Human Resource Development: Managing Learning and Knowledge Capital, 3rd Edition, Sydney: John Wiley & Sons

http://moodle.telt.unsw.edu.au/

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There is a large number of websites and resources that are useful for the course. At a national level, Training and Skills fall within the scope of the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education. The website is www.innovation.gov.au Students should spend some time investigating the National Training Information Service (NTIS), and the relevant part of the former Department of Education, Science and Training website. http://www.training.gov.au is the main portal for training information. It contains links to all training packages, State Training Authorities, Industry Skills Councils, Training Package developers, and Registered Training Organisations. On this website you can find any qualification, the competency standards of which it is composed, the Registered Training Organisations which deliver the qualifications and training. Of particular relevance to this course is the Training Package for Training and Assessment, TAE40110, http://training.gov.au/Training/Details/TAE40110 http://www.deewr.gov.au/Skills/Pages/default.aspx Is the main page for Government skills policy. One of the key aspects of skills policy reform in the past few years has been the attempt to achieve a greater degree of integration between Vocational Education and Training (VET) and Higher Education. Hence both frequently are referred to as ‘higher’ or ‘tertiary’ education. On this page links can be found to various aspects of training policy, including the role of the new national training regulator. Another key institution with much information is the Australian Workforce and Productivity Agency (Established in 2007 to provide advice and analysis on skills and workforce development strategy as ‘Skills Australia’) http://www.awpa.gov.au/. Industry Skills Councils are important institutions. They serve a key role as forums for discussion between the industry partners – training providers, employers, unions – on the content of training packages – which are the key components of Nationally Recognised Training. There are 11 such councils, and each publish so called ‘environmental scans’; important summaries of the environment for skills development which are accessible through their portal http://www.isc.org.au/ Another key institution is the National Skills Standards Council (NCSC). This institution attempts to ensure quality in training by providing national endorsement to the competency standards and training packages proposed by ISCs. http://www.nssc.natese.gov.au/ The main outlet for official research information on the training system is NCVER (National Centre for Vocational Education Research). Particularly useful is the glossary of terms. It also has extensive archives of publications. http://www.ncver.edu.au/index.html NCVER also produce an extensive database of articles and working papers on Vocational Education and Training, in particular throughout the Asia-Pacific region. http://www.voced.edu.au/ For a more practitioner orientation, see the website of the Australian Society for Training and Development http://www.aitd.com.au/, and the American equivalent http://www.astd.org/ The Australian Vocational Education and Training Research Association (AVETRA) is an independent association that facilitates action, consultation and the exchange of information on VET research. They hold conferences, publish a journal and provide an extensive database of research papers and articles. The website is http://www.avetra.org.au For an overseas perspective, http://www.b.shuttle.de/wifo/ehrd/=portal.htm is a portal for European research on HRD The ‘Spotlight’ related reports and tools are available at http://www.spotlightworkskills.com

http://www.innovation.gov.au/

http://www.training.gov.au/

http://training.gov.au/Training/Details/TAE40110

http://www.deewr.gov.au/Skills/Pages/default.aspx

http://www.awpa.gov.au/

http://www.isc.org.au/

http://www.nssc.natese.gov.au/

http://www.ncver.edu.au/index.html

http://www.voced.edu.au/

http://www.aitd.com.au/

http://www.astd.org/

http://www.avetra.org.au/

http://www.b.shuttle.de/wifo/ehrd/=portal.htm

http://www.spotlightworkskills.com/

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6 COURSE EVALUATION AND DEVELOPMENT

Each year feedback is sought from students about the courses offered in the School and continual improvements are made based on this feedback. In this course we seek your feedback through UNSW’s Course and Teaching Evaluation and Improvement (CATEI). Your feedback on the course is most welcome anytime throughout the semester, during the consultation times or via email.

7 COURSE SCHEDULE, TUTORIAL QUESTIONS AND

SUGGESTED READINGS

WEEK DATE LECTURE TOPICS

TUTORIAL TOPICS

1 31July 1.Introduction: Admin; The Context of Training and Learning

No tutorial this week.

2 7 Aug 2.Changing Concepts of Skill and Competence

1.Introduction: Admin: The Context of Training and Learning

3 14 Aug 3.Overview: Strategic Training 2.Changing Concepts of Skill and Competence

4 21 Aug 4.Individual Learning

3.Overview: Strategic Training

5 28 Aug 5.Collective and Organisational Learning

4. Individual Learning

6 4 Sep 6.Training Needs Analysis 5. Collective and Organisational Learning

7 11 Sep 7.Training Design and Transfer

6. Training Needs Analysis

8 18 Sep 8.Training Delivery and Choice of Training Methods

7.Training Design and Transfer

9 25 Sep 9.Training Evaluation 8.Training Delivery and Choice of Training Methods

Study Break 27 Sep to 6 Oct

10 9 Oct 10.Training Policy and Practice in Other Countries: An Historical View

9.Training Evaluation

11 16 Oct 11.Training Policy and Practice in Australia

10.Training Policy and Practice in Other Countries: An Historical View

12 23 Oct 12. Issues in Training 11.Training Policy and Practice in Australia

13 30 Oct No lecture 12. Issues in Training

Study Break 1- 6 November Exam Period 7-22 November

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Topic One. Introduction and the Context of training and Learning Topic Content The context of training is shaped by Globalisation and the increased international competition for, and by means of, ‘skill’. However, there is what may be called a ‘skills crisis’ in Australia, characterized by skill shortages in certain sectors, and a ‘skills quality gap’. The context of training is also shaped by state policy. This takes place against the background of the decline of manufacturing, and the rise of the ‘knowledge economy’, and the ‘service economy’. The rise of the latter has driven certain definitional problems surrounding ‘skill’ that are discussed later in the course. As a starting point for the course, students should reflect on the terms below. Questions 1. What are the differences between learning, training, development, and education? To what

kinds of activities, and to whom, are these terms most likely to be applied? 2. What is unitarism? How is it expressed in training and development? In other words, what

are the ingredients of a unitarist view of training and development at the workplace? Is it plausible? If so, why? If not, why not?

3. (To the extent that they are…) why are national governments, and corporations, giving increasing emphasis to training and development? To what extent do you think that this is happening in Australia or your country (if you are an international student)?

Readings Noe, R. (2012) Employee Training and Development, 6

th Edition Sydney: McGraw-Hill Irwin, ch.

1 Noe, R. and C. Winkler (2012) Training and Development: Learning for Sustainable Management, 2

nd Edition Sydney: McGraw-Hill, preface, ch. 1

Blanchard, P. and J. Thacker (2013) Effective Training: Systems, Strategies, and Practices, 5th

Edition Englewood Cliffs, New Jersey: Prentice-Hall. ch 1 Kramar , R., T. Bartram, H. De Cieri, R. Noe, J. Hollenbeck, B. Gerhart, P. Wright (2013)

Human Resource Management in Australia: Strategy, People, Performance, 5th Edition

Sydney: McGraw-Hill Irwin, ch. 11, pp. 397-404 Lawlor, D and M. Tovey (2011) Training in Australia: Design, Delivery, Evaluation,

Management, 4th Edition Sydney: Pearson Prentice Hall, ch. 1

Grugulis, I. (2008) Skills, Training and Human Resource Management: A Critical Text. London: Palgrave Macmillan, ch. 1, pp. 1-14

Hampson, I. (2008) Skills and Training: Reflections on a Recent British Contribution to Current Debates, Economic and Labour Relations Review, Vol. 19 No. 1, pp. 129–144

Goldstein, I. and J. Ford (2002) Training and Development in Organisations, Fourth Edition, Singapore: Wadsworth: Thomson Learning, ch. 1

Laird, D; S. Naquin and E. Holton (2003) Approaches to Training and Development, Cambridge, MA: Perseus Books, Third Edition, ch. 2

Topic Two. Changing Concepts of Skill and Competence Topic Content The question ‘what is skill’ has a long history, and it has recently become complicated by the equally difficult question ‘what is competence?’ Four approaches to ‘skill’ are identified in a seminal reading, and particular attention is paid to the concept of the ‘social construction of skill’. The module traces the ways in which the concept of competence is used, paying particular attention to behavioural and attribute models. It is noted that the Australian Training System has adopted competence based training (CBT), in face of a number of critiques. We note how the concept of ‘skill’ is morphing towards employer preferences, for example in

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Employability skills. Other terms are ‘soft skills’, and ‘generic skills’. We also note new approaches to skill, particularly in the service sector, characterized as ‘articulation work skills’ or ‘work process skills’. There is considerable ferment in American and Australian policy circles, in particular about how to update the current competence-based training approach to ‘harmonise’ with changes in Europe, and these debates are by no means settled. One example is the discussion around ‘21

st Century skills’. As an alternative to this there has recently been

developed a new approach to describing and classifying ‘invisible’ skills that are sometimes named as ‘soft’ skills, or ‘non-technical’ skills. In subsequent weeks we will explore the so-called ‘Spotlight’ skills recognition instrument. Questions 1. What is skill? What are the four approaches to ‘skill’, and their characteristics, as described

by Attewell? 2. In what ways are the concepts of ‘skill’ and ‘competence’ changing? Consider concepts like

‘employability skills’, ‘emotional labour’, ‘aesthetic labour’. 3. What is ‘articulation work’, as described in recent analysis of service sector? What skills do

you think are required to do ‘articulation work’? Readings

Australian Bureau of Statistics (2013) Program for the International Assessment of Adult

Competencies, Australia 2011-2012, at http://www.abs.gov.au/ausstats/[email protected]/Lookup/4228.0main+features992011-2012

Commonwealth of Australia (2012) Australian Core Skills Framework, at http://www.innovation.gov.au/Skills/LiteracyAndNumeracy/AustralianCoreSkillsFramework/Documents/ACSF_Document.pdf

Attewell, P. (1990) What is Skill? Work and Occupations, Vol. 17, No. 4, November, pp. 422-448

Hilton, M. (2008) Skills for Work in the 21st Century: What Does the Research Tell Us?

Academy of Management Perspectives, Vol. 22, No. 4, November, pp. 63-78 Grugulis, I. (2008) Skills, Training and Human Resource Management: A Critical Text. London:

Palgrave Macmillan, ch. 2, 5 Grugulis, I., C. Warhurst and E. Keep (2004) What’s Happening to ‘Skill’? Ch. 1, in Warhurst,

C., I. Grugulis and E. Keep (eds) (2004) The Skills that Matter, Houndmills: Palgrave MacMillan.

Lafer, G. (2004) What is ‘skill’? Training for Discipline in the Low –Wage Labour Market, Ch. 7, in Warhurst, C., I. Grugulis and E. Keep (eds) (2004) The Skills that Matter, Houndmills: Palgrave MacMillan.

Ashworth, P. and Saxton, J. (1990) On competence, Journal of Further and Higher Education, Vol. 14

Wolf, A. (1995) Competence-Based Assessment, Buckingham: Open University Press

Finegold, D. and A. Notarbello (2010) 21st Century Competencies and their Impact: an

Interdisciplinary Literature Review, Prepared for the US National Academy of Sciences and the Hewlett Foundation, available at http://www7.nationalacademies.org/dbasse/Finegold_Notabartolo_Impact_Paper.pdf


Hampson, I., A. Junor and A. Barnes (2009) Articulation Work Skills and the Recognition of Competence in Australian Call Centres, Journal of Industrial Relations vol. 51, no.1, pp. 45-58

Hampson, I. and A. Junor (2010) Putting the Process Back In: Rethinking Service Sector Skill, Work, Employment and Society, 24(3)

http://www7.nationalacademies.org/dbasse/Finegold_Notabartolo_Impact_Paper.pdf

16


TOPIC THREE: OVERVIEW: STRATEGIC TRAINING Topic Content This provides an overview of the ‘strategic training’ model. Strategic HRM tells us that training should be targeted on an organization’s mission, strategy, needs and so on. There is a so-called ‘process model’ designed to achieve this alignment, between training practices and organizational strategy. The model starts from the identification of training needs, and proceeds through training design and delivery, to evaluation. The model, as a set of prescriptions, claims to ensure that the organization does not engage in training that is not directly relevant to its needs. One thing missing from the model is that organisations will often try to minimise their training costs by recruitment, in a ‘war for talent’. Questions

1. What are the key propositions of the ‘strategic training’ model? What are the processes that ensure that training is strategic? What are the ‘phases’ of training?

2. Identify some key business strategies. What approaches to training would you expect within each?

3. What tensions, if any, do you see between the strategic training perspective and national training policy?



2 Noe, R. and C. Winkler (2012) Training and Development: Learning for Sustainable

Management, 2nd

Edition Sydney: McGraw-Hill, preface, ch. 2 Blanchard, P. and J. Thacker (2013) Effective Training: Systems, Strategies, and Practices, 5

th

Edition Englewood Cliffs, New Jersey: Prentice-Hall. ch 2 Kramar , R., T. Bartram, H. De Cieri, R. Noe, J. Hollenbeck, B. Gerhart, P. Wright (2013) Human Resource Management in Australia: Strategy, People, Performance, 5

th Edition Sydney:

McGraw-Hill Irwin, ch. 11 Mabey, C. and G. Salaman (1995) Training and Development Strategies, Ch. 3, in Mabey and

Salaman (eds) Strategic Human Resource Management, London: Blackwell Business, pp. 127-181

Carey, S. (2000) The organisation of the training function in large firms, Ch. 2, in Rainbird, H. (ed) (2000) Training in the Workplace: Critical Perspectives on Learning at Work, London: MacMillan

Goldstein, I. and J. Ford (2002) Training and Development in Organisations, Fourth Edition, Singapore: Wadsworth: Thomson Learning, ch 2

National Centre for Vocational Education Research, (2003), What Makes for good Workplace Learning? Australian National Training Authority, Adelaide.

Gill, L. And B. Delahaye (2004) Building organisational capability: Your future, your business, Proceedings 18

th Annual Conference of the Australian and New Zealand Academy of

Management, Dunedin, NZ.

TOPIC FOUR: INDIVIDUAL LEARNING Topic Content Learning is usually treated as something that takes place within individuals, and this topic concentrates on that aspect of learning theory. It discusses the basics of learning: behaviourism, cognitivism, combinations of the previous two, social learning theory, information processing theory. It discusses types of learned outcomes, and levels and stages of learning. These have been incorporated in the ‘Spotlight’ skills recognition instrument as in learning levels 1-3.

17


Questions

1. What happens when ‘learning’ takes place for the theories of (i) behaviourism? (ii) cognitivism? Are these mutually exclusive approaches to learning?

2. What are the principles of (i) ‘adult learning’? (ii) social learning theory? (iii) information processing theory?

3. Identify the phases of learning (or ‘levels’ of learning as described in the ‘Spotlight’), in the transition from novice to expert. Relate them to a number of learning experiences of your own.




Management, 2nd

Edition Sydney: McGraw-Hill, preface, ch. 4 Blanchard, P. and J. Thacker (2013) Effective Training: Systems, Strategies, and Practices, 5

th



Sydney: McGraw-Hill Irwin, ch. 11, pp. 410-419 Burns, R. (2002) The Adult Learner at Work; The challenges of lifelong education in the new

millenium, Australia: Business and Professional Publishing, ch. 4 Stammers, R. (1987) Training and the Acquisition of Knowledge and Skill, ch. 3, in P. Warr (ed)

Psychology at Work, London: Penguin, 3rd

edition, pp. 53-74 Dreyfus, H. and S. Dreyfus (1986) Mind over Machine: The power of human intuition and

expertise in the era of the computer, Oxford: Basil Blackwell, ch. 2 Shuell, T. (1990) Phases of Meaningful Learning, Review of Educational Research, Vol. 60, No.

4, pp. 531-541 Knowles, M. (1990) Adult Learning: Theory and Practice, ch. 6, in Nadler, L., and Z. Nadler

(eds) The Handbook of Human Resource Development, New York: John Wiley and Sons, Second Edition

Marsick, V., and K. Watkins (2001) Informal and Incidental Learning, New Directions for Adult and Continuing Education, No. 89, Spring, pp. 25-34

Lawlor, D and M. Tovey (2011) Training in Australia: Design, Delivery, Evaluation, Management, 4

th Edition Sydney: Pearson Prentice Hall, ch. 2

Laird, D; S. Naquin and E. Holton (2003) Approaches to Training and Development, Cambridge, MA: Perseus Books, Third Edition, ch. 9

Gagne, R. and K. Medsker (1996) The Conditions of Learning: Training Applications, New York: Harcourt Brace College Publishers

Simons, M., R. Harris and E. Smith (2006) The Certificate IV in Assessment and Workplace Training: Understanding learners and learning, National Vocational and Education Training Research and Evaluation Program Report

NB the New Training and Assessment Training Package (TAE40110) is available online at, http://training.gov.au/Training/Details/TAE40110

NZ DoL (2009) New Zealand Department of Labour Te Mari Mahi, Spotlight: A Skills Recognition Tool: Background Research Report, Pay and Employment Equity Unit available at http://www.spotlightworkskills.com/uploads/81857/files/166867/ResearchReportandBibliography.pdf

http://training.gov.au/Training/Details/TAE40110

http://www.spotlightworkskills.com/uploads/81857/files/166867/ResearchReportandBibliography.pdf


18


TOPIC FIVE: COLLECTIVE AND ORGANISATIONAL LEARNING Topic Content Organisational learning can be seen as a process whereby individual organisational members’ individual knowledge is shared and diffused throughout the organisation. This is the core task of ‘knowledge management’. The ‘Learning Organisation’ enhances collective – as well as individual – competence, and individuals learn from and teach each other. In this way organisational capability is increased. This topic examines the role of training, learning and teaching within the ‘learning organisation’. Related concepts are: ‘Work Process Knowledge’, ‘Workplace learning’, ‘Situated learning’ ‘Communities of Practice’, and ‘Knowledge management’. These concepts have been incorporated in Learning levels 4-5 of the ‘Spotlight’. Questions

1. What is the basis for concerns that the current concept of competence deployed, for example in the Australian training system, is excessively individualistic?

2. What is ‘work process knowledge’? What are the implications of this account of work and ‘competence’ for training?

3. What are the highest two levels of learning as described in the ‘Spotlight’? Do they provide a plausible account of collective learning and collective knowing?

Readings

Cairns, L. (2013) Learning in the Workplace: Communities of Practice and Beyond, in Malloch, M. et al, The SAGE handbook of Workplace Learning, Sage Publications: London.

Kramar , R., T. Bartram, H. De Cieri, R. Noe, J. Hollenbeck, B. Gerhart, P. Wright (2013) Human Resource Management in Australia: Strategy, People, Performance, 5

th Edition

Sydney: McGraw-Hill Irwin, ch. 11, pp. 413-415

Boreham, N. and C. Morgan (2004) A Sociocultural Analysis of Organisational Learning, Oxford Review of Education, Vol. 30, No. 3, September, pp. 307-325

Schofield K. & R. McDonald (2004), Moving On: Report of the High Level Review of Training Packages, Brisbane: Australian National Training Authority ANTA

Mabey, C. and G. Salaman (1995) Learning Organisations, Ch. 7, in Mabey and Salaman (eds) Strategic Human Resource Management, London: Blackwell Business, pp. 315-363

Goldstein, I. and J. Ford (2002) Training and Development in Organisations, Fourth Edition, Singapore: Wadsworth: Thomson Learning, ch 9

Hampson, I. and A. Junor (2010) Putting the Process Back In: Rethinking Service Sector Skill, Work, Employment and Society, 24(3) forthcoming

Sandberg, J. (2000) Understanding Human Competence at Work: An Interpretative Approach, The Academy of Management Journal, Vol. 31, No. 1, February, pp. 9-25

Boreham, N. (2004) A Theory of Collective Competence: Challenging the Neo-liberal Individualisation of Performance at Work, British Journal of Educational Studies, Vol. 52, No. 1, March, pp. 5-17

Spender, J-C. (1994) Knowing, managing and learning: A dynamic managerial epistemology, Management Learning, 25(3), pp. 387-412.

Brown, J. and P. Duguid (1991) Organisational Learning and Communities of Practice: Toward a Unified View of Working, Learning, and Innovation, Organization Science, Vol. 2, No. 1, February

Billet, S. (2001) Learning in the Workplace: Strategies for Effective Practice, Sydney: Allen and Unwin

Boud, D. and J. Garrick (1999) Understanding Learning at Work, Sydney: Routledge, ch. 10,

Griffiths, T. and D. Guile (2003) A Connective Model of Learning: the implications for work process knowledge, European Research Journal, Vol. 2, No. 1, pp. 56-73

Guile, D. (2002) Skill and Work Experience in the European Knowledge Economy, Journal of Education and Work, Vol. 15, No. 3, pp. 251-276

19


Boreham, N., R. Samurçay, and M. Fischer (eds) (2002) Work Process Knowledge, Routledge, London.

Goldstein, I. and J. Ford (2001) Training and Development in Organisations, Fourth Edition, Singapore: Wadsworth: Thomson Learning, ch. 9


Hampson, I., A. Junor and A. Barnes (2009) Articulation Work Skills and the Recognition of Competence in Australian Call Centres, Journal of Industrial Relations vol. 51, no.1, pp. 45-58

NZ DoL (2009) New Zealand Department of Labour Te Mari Mahi, Spotlight: A Skills Recognition Tool: Background Research Report, Pay and Employment Equity Unit available at http://www.spotlightworkskills.com/uploads/81857/files/166867/ResearchReportandBibliography.pdf

Topic Six: Training Needs Analysis Topic Content This topic explores the process of training (or development) needs analysis (TNA) – the first of the so-called ‘phases’ of training. TNA distinguishes organisational and employee performance deficits which are able to be fixed through training from those which can’t be so fixed. In practice, this distinction may not be as simple as it is in theory. This first ‘phase’ of training indicates the close links between training and performance management, broadly conceived. TNA is perhaps the most important process in ensuring that training is ‘strategic’, ie is directly targetted on organisational needs. Training needs analysis generates the raw material for the formation of learning objectives, which provide the basis for training design. This section describes a number of techniques for training needs analysis. Questions

1. What is the difference between a training need from a non-training need? How do you distinguish one from the other?

2. What is person analysis; task analysis; organization analysis? What are some of the different methods you might use to gather the data necessary for TNA?

3. One of the dangers for training departments within organisations as well as training consultancies is a ‘backlash from unmet expectations’. What does this mean? What could cause it?


th Edition Sydney: McGraw-Hill Irwin,ch3

Noe, R. and C. Winkler (2012) Training and Development: Learning for Sustainable Management, 2

nd Edition Sydney: McGraw-Hill, preface, ch. 3

Blanchard, P. and J. Thacker (2007) Effective Training: Systems, Strategies, and Practices, Englewood Cliffs, New Jersey: Prentice-Hall, Third Edition, ch 4.

Kramar , R., T. Bartram, H. De Cieri, R. Noe, J. Hollenbeck, B. Gerhart, P. Wright (2013) Human Resource Management in Australia: Strategy, People, Performance, 5

th Edition

Sydney: McGraw-Hill Irwin, ch. 11, pp. 405-410 Goldstein, I. and J. Ford (2002) Training and Development in Organisations, Fourth Edition,

Singapore: Wadsworth: Thomson Learning, ch 3 Lawlor, D and M. Tovey (2011) Training in Australia: Design, Delivery, Evaluation,


Laird, D; S. Naquin and E. Holton (2003) Approaches to Training and Development, Cambridge, MA: Perseus Books, Third Edition, ch. 5, 6, 7

Anderson, G. (1994) A Proactive Model for Training Needs Analysis, Journal of European Industrial Training, Vol. 18, No. 3, pp. 23-28

Peterson, R. (1998) Training Needs Assessment, London: Kogan Page, Second Edition.



20


Gagne, R. and K. Medsker (1996) The Conditions of Learning: Training Applications, New York: Harcourt Brace College Publishers, ch. 12

McGehee, W. and P. Thayer (1961) Training in Business and Industry, New York: Wiley, chs. 2-4

Hansen, B. (2000) Performance management and training, ch. 4, in Rainbird, H. (ed) (2000) Training in the Workplace: Critical Perspectives on Learning at Work, London: MacMillan

21


Topic Seven: Training Design and transfer Topic Content Training design starts with the careful crafting of learning objectives that are derived from a training needs analysis. The second is the choice of training methods – which should match the objectives. Well-designed training makes use of knowledge of the principles of learning. Training design should also attempt to ensure that learning is capable of being ‘transferred’ to the workplace. ‘Transfer’ of training involves learning (retention), generalization (application of learning to the workplace), and maintenance (preventing ‘relapse’ to pre-learning work methods). The difficulty of all this partly explains the attractiveness of ‘workplace learning’, where learning takes place in the course of work, and the issue of transfer from the training room to the workplace does not arise. However, the effectiveness of ‘workplace learning’ in part depends on the presence of ‘spaces’ (or ‘buffers’) within the flow of work which can be converted to the cause of learning. It is, however, characteristic of recent work reorganisation that many of these have been removed. Thus issues of the availability of workplace resources vie with principles of learning in the design of training programs. Questions

1. What are behavioural learning objectives? What sort of work process would these best apply to?

2. How can the ‘maintenance’ of transferred learning be ensured, and ‘relapse’ prevented? 3. How can training be designed to promote the transfer of learning? What are the other

factors that promote the transfer of training? Readings Noe, R. (2012) Employee Training and Development, 6


4, 5 Noe, R. and C. Winkler (2012) Training and Development: Learning for Sustainable

Management, 2nd

Edition Sydney: McGraw-Hill, preface, ch. 4, 5 Blanchard, P. and J. Thacker (2013) Effective Training: Systems, Strategies, and Practices, 5

th

Edition Englewood Cliffs, New Jersey: Prentice-Hall. ch. 5 Kramar , R., T. Bartram, H. De Cieri, R. Noe, J. Hollenbeck, B. Gerhart, P. Wright (2013) Human Resource Management in Australia: Strategy, People, Performance, 5

th Edition Sydney:

McGraw-Hill Irwin, ch. 11, pp. 415-422 Gibb, S (2002) Learning and Development: Processes, Practices and Perspectives at Work,

Hampshire, MacMillan Palgrave ch. 3 Goldstein, I. and J. Ford (2002) Training and Development in Organisations, Fourth Edition,

Singapore: Wadsworth: Thomson Learning, ch 4 Laird, D; S. Naquin and E. Holton (2003) Approaches to Training and Development, Cambridge,

MA: Perseus Books, Third Edition, ch. 8, 13 Annette, J. and J. Sparrow (1985) Transfer of Training: A Review of Research and Practical

Implications, Programmed Learning and Educational Technology, Vol. 22, No. 2. Tennant, M. (1999) Is learning transferable? Ch. 11, in D. Boud and J. Garrick (eds)

Understanding Learning at Work, London: Routledge, pp. 165-179. Billet, S (2000) Performance at work: identifying smart work practice, ch. 6, R.. Gerber and C.

Lankshear (eds) Training for a Smart Workforce, London: Routledge Lawlor, D and M. Tovey (2011) Training in Australia: Design, Delivery, Evaluation,

Management, 4th Sydney: Pearson Prentice Hall, ch. 4 Design and Develop Training

Gagne, R. and K. Medsker (1996) The Conditions of Learning: Training Applications, New York: Harcourt Brace College Publishers, Part III, ch. 12, pp. 154-167

Cheng, E. and I. Hampson (2008) Transfer of training: a review and new insights, International Journal of Management Reviews, Accepted, November 07

22


TOPIC EIGHT: TRAINING DELIVERY AND CHOICE OF TRAINING METHODS Topic Content Training methods divide into traditional (lectures, classroom, on and off job training) and non-traditional, by which is usually meant various forms of e learning, or web based instruction. This module explores the pros and cons of the various approaches to the delivery of training and learning. Questions

1. What are the main options in terms of the delivery of training methods? Ie, what types of training methods are there?

2. What training methods are best suited to what types of learned outcomes? 3. What factors should you consider in choosing a training method? (Consider why

traditional classroom methods of training remain popular despite their limiktations.) Readings Noe, R. (2012) Employee Training and Development, 6


7, 8 Noe, R. and C. Winkler (2012) Training and Development: Learning for Sustainable

Management, 2nd

Edition Sydney: McGraw-Hill, chs. 7 & 8 Blanchard, P. and J. Thacker (2013) Effective Training: Systems, Strategies, and Practices, 5

th

Edition Englewood Cliffs, New Jersey: Prentice-Hall. chs. 6, 7 Kramar , R., T. Bartram, H. De Cieri, R. Noe, J. Hollenbeck, B. Gerhart, P. Wright (2013)



Singapore: Wadsworth: Thomson Learning, ch 7, 8 Laird, D; S. Naquin and E. Holton (2003) Approaches to Training and Development, Cambridge,

MA: Perseus Books, Third Edition, ch. 15, 16 Guliano, D. (1990) Instructing, ch. 8, in Nadler, L., and Z. Nadler (eds) The Handbook of Human

Resource Development, New York: John Wiley and Sons, Second Edition Lawlor, D and M. Tovey (2011) Training in Australia: Design, Delivery, Evaluation,


Gagne, R. and K. Medsker (1996) The Conditions of Learning: Training Applications, New York: Harcourt Brace College Publishers, Part III, ch. 12, pp. 154-167

Malasky, E. W. (1990) Instructional Strategies: Nonmedia, ch. 9, in Nadler, L., and Z. Nadler (eds) The Handbook of Human Resource Development, New York: John Wiley and Sons, Second Edition

Spector, A. (1990) Instructional Strategies: Media, ch. 10, in Nadler, L., and Z. Nadler (eds) The Handbook of Human Resource Development, New York: John Wiley and Sons, Second Edition

Clarke, L. and C Winch (2004) Apprenticeship and Applied Theoretical Knowledge, Educational Philosophy and Theory, Vol. 36, No. 5, pp. 509-521

23


TOPIC NINE: TRAINING EVALUATION

Topic Content Training evaluation assigns a ‘value’ to training, assessing its effectiveness. From the strategic training perspective, training is valued according to is contribution to organisation goals – most often, its return on investment. Evaluation can be quantitative or qualitative. The aim of evaluation, as an ingredient of ‘strategic’ training, is to ensure that resources allocated to training are not wasted. However, evaluation is methodologically difficult and, in fact, surprisingly few organisations do it at all, much less do it in a technically proficient manner. This topic includes the issue of assessment – that is, ascertaining as to whether learning has taken place – which is prior to ascertaining if learning has been transferred to the workplace. The topic discusses evaluation methodology – the collection of data on reactions, learning and behavioural results, ways of utilising that data, and the role of evaluation at each of the training ‘phases’. Questions

1. What are the components of Kirkpatrick’s 4 level model of training evaluation? What additions have recently been made to Kirkpatrick’s model?

2. To what extent and how do outcomes at the lower level contribute to outcomes at the higher levels? In particular, what is the relation between ‘reactions’ and ‘learning outcomes’?

3. To what extent is training evaluation practiced in commercial situations? Why would upper level evaluation not be practiced? If it is not, what does this tell us about the ‘strategic training’ perspective?




Management, 2nd

Edition Sydney: McGraw-Hill, ch 6 Blanchard, P. and J. Thacker (2013) Effective Training: Systems, Strategies, and Practices, 5

th




Singapore: Wadsworth: Thomson Learning, chs 5, 6, Laird, D; S. Naquin and E. Holton (2003) Approaches to Training and Development, Cambridge,

MA: Perseus Books, Third Edition, ch. 15, 16 Lawlor, D and M. Tovey (2011) Training in Australia: Design, Delivery, Evaluation,

Management, 4th Edition Sydney: Pearson Prentice Hall, Ch. 5 Assess Training

Kirkpatrick, D. L. (1987) Evaluation, ch. 16, in Craig, R. (ed) Training and Development Handbook, New York: McGraw-Hill, Third Edition, pp. 301-319

Holly, L. and H. Rainbird (2000) Workplace Learning and the Limits to Evaluation, Ch. 14, in Rainbird, H. (ed) (2000) Training in the Workplace: Critical Perspectives on Learning at Work, London: MacMillan

24


TOPIC TEN: TRAINING POLICY AND PRACTICE IN OTHER COUNTRIES: AN HISTORICAL VIEW Topic Content The highly regulated German model of transferable skills and qualifications has been successful, and acknowledges an important role for unions. The Japanese have a different solution to the problems of training policy: they allow it to be mostly done ‘in house’, but the weaknesses of this approach include poor skill recognition across enterprises and industries. In an age of ‘jobs for life’ with the Japanese known for ‘industrial enterprises’; the ‘learning bureaucracy’; and ‘knowledge management’ the model produced international comparative advantage. Aging population demographics and entrenched deflation arising from the paradox of thrift have forced a revision of this model. In Europe, post the Global Financial Crisis, an austerity drive coupled with Globalisation and Liberalisation has seen these models transmuted. Notwithstanding this images of overseas models play a significant role in debates about training. Whilst not all ‘solutions’, to the ‘market failure’ issues evident, are successful – and acknowledging there may be intractable difficulties in obtaining the elusive ‘high skills society’- a knowledge of history prevents repeating the same mistakes in policy and practice and provides a reserve of tools to tackle re-emerging issues. Readings Grugulis, I. (2008) Skills, Training and Human Resource Management: A Critical Text. London:

Palgrave Macmillan, ch. 3. Brockmann, M, L.Clarke & C.Winch, 2008, ‘Knowledge, skills, competence: European

divergences in vocational education and training (VET) – the English, German and Dutch cases’, Oxford Review of Education, 34:5, pp 547-567.

Sharpe, S & C.Martin, 2012, ‘Leveraging Training and Skills Development in SMEs: an international analysis of skills development’, Service Skills Australia, National Conference, Brisbane.

Keep, E, 2008, ‘From Competence to Competition to the Leitch Review, The utility of comparative analyses of skills and performance’.

Cisco, n.d, Global trends in Vocational Education and Training, Higher Education and Research. Available at: http://www.cisco.com/web/ANZ/netsol/strategy/education/training.html

Brown, P., and A. Green and H. Lauder (2001) High Skills: Globalisation Competitiveness and Skill Formation Oxford: Oxford University Press.

Crouch, C, D. Finegold, & M. Sako (1999) Are skills the answer? The political economy of skill creation in advanced industrial societies, Oxford University Press.

Keep, E, 2008, ‘From Competence to Competition to the Leitch Review, The utility of comparative analyses of skills and performance’.

Cisco, n.d, Global trends in Vocational Education and Training, Higher Education and Research. Available at: http://www.cisco.com/web/ANZ/netsol/strategy/education/training.html

Brockmann, M, L.Clarke & C.Winch, 2008, ‘Knowledge, skills, competence: European divergences in vocational education and training (VET) – the English, German and Dutch cases’, Oxford Review of Education, 34:5, pp 547-567.

Sharpe, S & C.Martin, 2012, ‘Leveraging Training and Skills Development in SMEs: an international analysis of skills development’, Service Skills Australia, National Conference, Brisbane.

Dore R., (2013) British Factory Japanese Factory London: Routledge Dore R., and M. Sako (1998) How the Japanese Learn to Work 2

nd Edition London: Routledge

Questions

1. What is the problem of market failure in training policy? How do the roles of Government, industry and training providers differ under voluntarist vs regulated systems of training and skills development?

25


2. What are the two ‘national political solutions’ to the problem? In light of these solutions, what should be the role of the state in training policy? What should be the role of the market?

3. How can national training systems ensure the quality of training at firm level? Is this a responsibility of government? Summarise how governments have managed training and skill development since 2000.

26


TOPIC ELEVEN: TRAINING POLICY AND PRACTICE IN AUSTRALIA

Topic Content A short history of training reform in Australia, which starts from the opening of the economy in the 1980s. The interconnected problems of training in Australia: ‘market failure’, federal structures, quality of assessment. Continual reforms and ‘new directions’. Employability Skills (refer back to the critique of CBT). The reassessment of competence-based training as the central ‘language’ of reform. The current reform push and new institutions. Questions

1. What are the main ingredients of the reformed training system? What are training packages? What is the Australian Quality Training Framework?

2. What is ‘market design’ in training policy? What are the weaknesses of the marketised framework? What are its strengths?

3. What are the main features of the current reform push under the Rudd (now Gillard) government?

Readings Noe, R. and C. Winkler (2012) Training and Development: Learning for Sustainable

Management, 2nd

Edition Sydney: McGraw-Hill, ch 1, pp. 24-26 Kramar , R., T. Bartram, H. De Cieri, R. Noe, J. Hollenbeck, B. Gerhart, P. Wright (2013)


Sydney: McGraw-Hill Irwin, ch. 11, pp. pp. 397-404 Lawlor, D and M. Tovey (2011) Training in Australia: Design, Delivery, Evaluation,


NSWBVET (2001) (New South Wales Board of Vocational Education and Training) Beyond Flexibility: Skills and Work in the Future, NSW Board of Vocational Education and Training, Final Report, October

Hampson, I. and A. Junor (2010) Contesting Competence: Australia Enters Another Period of Training Reform, Paper prepared for the 28

th Annual International Labour Process

Conference, Rutgers University, New York. March 15-17 Watson, I., J. Buchanan, I. Campbell and C. Briggs (2003) ‘Whatever Happened to Lifelong

Learning? Ch. 10, in Fragmented Futures: New Challenges in Working Life, Sydney: The Federation Press, also see pp. 77-82;

Hampson, I. (2002) Training Reform: Back to Square One? Economic and Labour Relations Review, Vol 13, No. 1, June, pp. 149-174

Billett, S. (2004) From Your Business to Our Business: Industry and Vocational Education in Australia, Oxford Review of Education, Vol. 30, No. 3, September, pp. 13-25

SEWRSBERC (2000) [Senate Employment, Workplace Relations, Small Business and Education References Committee] Aspiring to Excellence: Report of the Inquiry into the Quality of Vocational Education and Training in Australia, Commonwealth of Australia

Brown, T. (2007) From Union Inspired to Industry Led: How Australian Labour’s Training Reform Experiment Turned Sour, Journal of Industrial Relations, Vol 48, No. 4, pp. 491-504

Hall, R. and R. Lansbury (2006) Skills in Australia: Towards Workforce Development and Sustainable Skill Ecosystems, Journal of Industrial Relations, Vol. 48, No. 5, pp. 575-592

ANTA (2004) Australian National Training Authority, Report of the High Level Review of Training Packages, Brisbane: ANTA

Cheng, A., I. Hampson and A. Junor (2010) A Matter of Trust: Quality in Competency-Based Assessment in Australia, Paper presented at the Conference of the Association of Industrial Relations Academics of Australia and New Zealand (AIRAANZ) 3-5 February

27


TOPIC TWELVE: ISSUES IN TRAINING Topic Content The content of this module and more readings will be announced closer to the date. It is envisaged that it will concentrate on several perennial issues for Australian training: first the crucial role of training in occupational health and safety, and for ‘high reliability’ functioning in safety-critical organisations – as in aircraft maintenance. Second it will discuss one of the serious problems of the Australian training system – how to ensure quality training, and to prevent unscrupulous private Registered Training Organisations (RTOs) from exploiting and undermining the system by taking government subsidies for training, but not providing ‘quality’ training and indeed issuing bogus qualifications. Readings Noe, R. (2012) Employee Training and Development, 6



Management, 2nd

Edition Sydney: McGraw-Hill, ch. 13 Hampson, I. and A. Junor (2010) Contesting Competence: Australia Enters Another Period of

Training Reform, Paper prepared for the 28th Annual International Labour Process

Conference, Rutgers University, New York. March 15-17 Skills Australia (2008) Future governance arrangements for the National Training System,

http://www.awpa.gov.au/tertiary-sector-reform/foundations-for-the-future/foundations-for-the-future.html

Skills Australia (2011) Skills for Prosperity, http://www.awpa.gov.au/tertiary-sector-reform/skills-for-prosperity/skills-for-prosperity.html

Skills Australia (2012) Better use of skills, better outcomes: A research report on skills utilisation in Australia, April, http://www.awpa.gov.au/publications/documents/Skills-utilisation-research-report-15-May-2012.pdf



http://www.awpa.gov.au/tertiary-sector-reform/skills-for-prosperity/skills-for-prosperity.html

http://www.awpa.gov.au/tertiary-sector-reform/skills-for-prosperity/skills-for-prosperity.html

http://www.awpa.gov.au/publications/documents/Skills-utilisation-research-report-15-May-2012.pdf

http://www.awpa.gov.au/publications/documents/Skills-utilisation-research-report-15-May-2012.pdf