msa nsw engineering rto conference 2014
TRANSCRIPT
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Welcome to MSA NSW ITAB’s Inaugural Engineering RTO Conference
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Welcome
Leon DruryExecutive Officer – NSW ITAB
Twitter # EngRTO14
Your State. Your Workforce. Your Future.
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01. Keynote address
David Collins, General Manager State Training Services, DEC NSW
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02. Competency based training and progression: its relationship to the MEM Training Package
Ian Curry, National Coordinator - Skills, Training & Apprenticeships, AMWU Gail Silman, Education Advisor Ai Group
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Competency based classification and pay
Ian Curry
National Coordinator - Skills, Training & Apprenticeships
Australian Manufacturing Worker’ Union
NSW November 2014
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A bit of history
A bit of detail
An observation or three
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A bit of history
Objectives – circa 1987
A nationally consistent training system based on competence
Competence defined by skill standards developed by the industry parties
Promotion of key skills not narrow specialisation
Classifications linked to qualifications and wages
Recognition of prior learning based on standards
Skill formation at the centre of industrial relations
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Key events
Structural Efficiency Principle
Award Restructuring
Development of Competency Standards
MIP Program - Validation
Award Variations
Modern Award
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Structural Efficiency (1989)
The establishment of skill related career paths which would provide an incentive for workers to continue to participate in skill formation
The elimination of impediments to multi-skilling and a broadening of the range of tasks that a worker would be required to perform.
The establishment of appropriate relativities both within and between awards.
Improvements in productivity, efficiency and the international competitiveness of the industry and,
The provision of more varied, fulfilling and better paid jobs.
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Award Restructuring (1990)
364 task based definitions broad-banded to 14 level skills structure
Pay based on relative competency
Competency defined by industry through competency standards
Competency linked to qualifications
Wage relativities based on skills
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Modern Manufacturing Award
Adopts the 14 level Metal Industry Award classification structure
Adopts the metal & engineering competency standards as the ‘measure’ of competency
Adopts the ‘Guide for Implementing Competency Standards’ and the 5 step implementation process
Adopts the ‘trigger’ for implementation
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Industrial & Training Frameworks
Industrial RelationsFair Work Australia
Skills & TrainingMSA (MERS-ITAB)
Award Levels
C14 - C1
Recognition of
Prior Learning
Competency
Standards
Assessment
Procedures
Pay
QualificationsContract of
Employment
Classification Level
Definitions
Competency
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Minimum Training Requirement
Classification
C3
Qualification
Advanced Diploma of Engineering
C5 Tech/Trade Diploma of Engineering
C7 Advanced Trade (Certificate IV)
C10 Trade/Production (Certificate III)
C11 Production Technology (Certificate II)
C12 Engineering (Certificate II)
C14-C13 NO Minimum Requirement
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Classifications & CompetencyClassification Points Standards Requirements
C3 Specified Mandatory Units + 24 elective units
C5 Trade
C5 Technical
C10 + 60 Specified Mandatory Units + 108 Points*
Specified Mandatory + 16 elective units
C6 C10 + 48 Specified Mandatory Units + 124 points
C7 C10 + 36 Specified Mandatory Units + 109 points
C8 C10 + 24 Specified Mandatory Units + 97 points
C9 C10 + 12 Specified Mandatory Units + 85 points*
C10 Specified Mandatory Units + 73 points
C11 Specified Mandatory Units + 53 points
C12 Specified Mandatory Units +30 points
C14-C13 NO MINIMUM REQUIREMENT
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the ‘5 step process’
Consultation
negotiate and agree process and timelines
assign responsibilities
establish consultation & communication
1
Work Analysis
Key requirements of
the work
Tasks required
Planning and
contingencies
2
Match Standards
use mandatory units at required
levels
respect pre-requisites
match whole unit
3
Skills Audit
Workers complete self assessment
identify qualifications held & used
identify units held from
step 3
4
Implement
Work Organisation &
Job Design
Training Needs
Classification
New & existing
5
work person
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Classification Outcomes
No ChangeIf employee is seeking progress to a higher level – Gap Training
provisions apply.
No ChangeIf employee is seeking progress to a higher level, future training /career path may be identified
Meets requirement for
Higher Classification.
Meets requirement for
Current Classification.
Doesn’t meet requirement
for Current Classification.
ReclassifiedExtra Pay
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An observation or three
The industrial parties determine work and competency profiles
RTO’s need to understand that the structure has rules but they don’t need to let them drive their behaviour
RTO’s determine competence or otherwise
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03. Industry validation of
assessment
Sue Outhwaite, Project Officer, STSJenny James, Executive Officer, NSW PSITAB
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Smart and Skilled NSW Independent Validation of Assessment
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What is Independent Validation of Assessment?
An assessment quality process which
Engages with stakeholders involved in the assessment process
Ensures that RTOs and/or assessors are consultative and inclusive in the development and implementation of assessment
Ensures that assessment is meeting the client, learners and industry needs
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Who undertakes independent validation of
assessment: An implicit role for industry?
Independent validation of assessment is undertaken by individuals or agencies that are independent of the Provider. It can involve industry representatives, other registered training organisations, specialist assessors, and experts in education and assessment.
Independent validation means, for the purposes of clause 1.25 that the validation is carried out by a validator or validators who
a) are not employed or subcontracted by the RTO to provide training and assessment;
b) Have no other involvement or interest in the operation of the RTO
Standards for RTO’s 2015Smart and Skilled Operating Guidelines
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Independent Validation of Assessment Drivers
Improve assessment quality and consistency across the VET sector and provide a stronger
voice to industry
National Partnership
Smart and Skilled Quality
Framework
October 2014 Commonwealth
Discussion Papers on Review of
Training Package and Industry Involvement
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NSW Pilots
Pilot projects – led by TAFE NSW, Industry bodies and ACPET
Located – across metropolitan, rural and regional areas
Industries – water; veterinary nursing; aged care
Also covered – The Certificate IV in Training and Assessment
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Key findings
Increase the level of commitment, ownership
and trust between parties involved
Increase the expertise of assessors and
industry representatives
Reach agreement on common concerns and decide the focus
for validation on areas of high risk
establishing clear processes and clarifying
desired outcomes
access to tools and technologies that
support an efficient and
effective process.
There is a need to increase
There is a need to reach agreement
IVA can be assisted by:
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Overarching recommendation
That findings from the pilots are used to assist development of a framework for a shared
management model for sustainable provider led independent validation of assessment driven by TAFE
NSW, Australian Council for Private Education and Training and Community Colleges Australia.
This recommendation informs phase 2 of the project
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Phase 2 – a shared management model
ACPET has been contracted to work in partnership with TAFE NSW and Community Colleges Australia to scope an approach
Emerging principles/issues
include
RTO ownership
Industry engagement
Need for sustainability
A report is due to the Department in
December 2014
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Jennifer James
Executive Officer, NSW Public Sector ITAB
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Industry Context
Lack of confidence in
VET
Certification
Small RTO market for dispersed industry
NSW WTAN
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Project Aims
Build assessor skills in IVoA
Build industry confidence in VET
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Three-stage Process
1• Workshop with the 6 participating RTOs
(one assessor per RTO)
2• Trialling IVA process and documents
between assessors (telephone)
3• Workshop trialling IVA process and
documents with industry
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Outcomes
http://www.psitab.com.au/2014/independent-validation-of-assessment-resource/
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Outcomes
Professional development for assessors, including mentoring
Improved RTO assessment materials
Industry awareness of their own role
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Lessons Learned
Lack of trust exists between
RTOs
Industry must see benefits of participating
Adoption of IVoA is limited
Time and practice is
needed
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Recommendations
Industry needs to see outcomes from their investment
Pre-training of assessors is required
A neutral facilitator be used at meetings
Model needs to be driven by quality, not compliance
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Morning break
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04. Engineering Excellence
NSW Project
Peter Canavan, Ai GroupBruce Dunn, Hunter TAFE Paul Hoad, SWSI TAFE
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Peter Canavan, Australian Industry GroupPaul Hoad, South Western Sydney InstituteBruce Dunn, Hunter Institute
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Engineering Excellence Presentation
Peter CanavanNational and state developments around competency
based progression/completionwhat the Engineering Excellence project is trying to
achieve
Paul Hoad improving engagement with employers sign off processes Training Plan discussions with employers
Bruce Dunn My Profiling
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Council of Australian Governments (COAG) February 2006
• ‘apprentices can work as tradespeople once they are competent, without having to wait out a set time period or make special application’
• ‘references to fixed durations to be removed from awards and legislation in all jurisdictions’
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15.6 Apprenticeships under this award are competency based. The actual time taken to complete an apprenticeship will therefore vary depending upon factors such as the intensity of training and the variety of work experience.
15.7 The nominal period of the apprenticeship is four years, however this
period may be varied as follows …
15.8 Notwithstanding the nominal period, the apprenticeship is completed in a shorter period when:
(a) the qualification specified in the training contract is successfully completed;
And
(b) the apprentice has the necessary practical experience to achieve competency in the skills covered by the training contract, provided that the determination as to whether this condition has been met must be by agreement between the registered training organisation, the employer and the apprentice and where there is a disagreement concerning this matter the matter
may be referred to the relevant State/Territory apprenticeship authority for determination; and
(c) the requirements of the relevant State/Territory apprenticeship authority and any requirements of Manufacturing Skills Australia with respect to demonstration of competency and any minimum necessary work experience requirements are met; and
(d) with respect to trades where there are additional licensing or regulatory requirements under State legislation, when these requirements are met.
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Apprentice wages are based on 4 stages, not 4 years
Manufacturing and Associated Industries and
Occupations Award 2010
(previously the Metals and Engineering Award)
Stage 1 entry level wage
Stage 2 once 25% of competencies achieved or 12 months after commencing the apprenticeship; whichever is earlier
Stage 3 once 50% of competencies achieved or 12 months after commencing Stage 2; whichever is earlier
Stage 4 once 75% of competencies achieved or 12 months after commencing Stage 3; whichever is earlier
Trades wage once ALL competencies achieved
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Commissioners Information Bulletin 346 Issued 7 March 2008
• The RTO is responsible for the assessment process to confirm the apprentice’s competency
• Records of the apprentice’s progress are progressively entered and maintained in the student record system
• Before placing an apprentice’s competency assessment results on the student record system, the RTO confirms those results with the employer
• The RTO provides reports of progressive competency achievement to the employer and the apprentice
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Apprenticeships for the 21st Century expert panel report January 2011
Jim McDowell
(chair)
CEO BAE Systems
Dr John Buchanan Director Workplace Research Centre,
University of Sydney
Royce Fairbrother CEO Fairbrother Pty Ltd
Dave Oliver National
Secretary
AMWU
Marie Persson Deputy Director
General TAFE
NSW Department of Education
and Training
Tim Shipstone Industrial Officer ACTU
Simone Wetzlar Executive GM Thiess Pty Ltd
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Apprenticeships for the 21st Century expert panel report January 2011
• promote a culture of competency basedprogression
• Support a review of apprenticeship andtraineeship provisions, wages andconditions by Fair Work Australia,considering:– the removal of barriers to competency
based wage progression in modern awards– apprentice and trainee award pay
compared to going rates of pay– etc etc
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Fair Work Commission apprenticeship review August 2013
Competency based progression introduced into more awards from 1 January 2014
• Building and Construction – General On-site Award 2010,
• Joinery and Building Trades Award 2010,
• Airline Operations – Ground Staff Award 2010,
• Sugar Industry Award 2010
• Graphic Arts, Printing and Publishing Award 2010,
based on existing provisions in the Manufacturing and
Associated Industries and Occupations Award 2010.
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New clause inserted into Manufacturing Award regarding competency based wage progression:• Apprentice progresses to next pay level once relevant proportion of
competencies achieved• Competent when RTO, employer and apprentice agree OR• The employer does not respond within 21 days of written
notification from the RTO that they have assessed the apprentice as competent.
• Competency defined as the consistent application of knowledge and skill to the standard of performance required in the workplace. It embodies the ability to transfer and apply skills and knowledge to new situations and environments.
Fair Work Commissionrevises award, March 2014
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What does this all mean?
• Engineering apprenticeships are in 4 stages of 24 points per stage.
• RTOs are expected to seek the employer’s agreement or confirmation of competence.
• Assessment must take into account the standard of performance in the workplace.
• RTOs are expected to provide reports to help the employer monitor progress and pay correct wage.
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What does it mean for RTOs?
• Training Plans need to reflect 4 stage apprenticeships of 24 points per stage.
• A process is needed to seek the employer’s agreement or confirmation of competence.
• Assessment must take into account what the apprentice is doing at work.
• A process is needed for providing reports to the employer to help monitor progress and pay correct wage.
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How do we make this work for employers?
• jargon-free information.
• training plans that reflect their workplace.
• help to determine competent performance.
• help to know the stage their apprentices are at.
• clear procedures for confirming competency.
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Peter Canavan, Australian Industry GroupPaul Hoad, South Western Sydney InstituteBruce Dunn, Hunter Institute
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Engineering Excellence Presentation
Paul Hoad
improving engagement with employers
sign off processes
Training Plan discussions with employers
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Not new !• 2006 COAG – National position on CBPC
• CBPC in metals award 2006
• 2008-NSW Commissioners bulletin 346:• reporting progression and employer confirmation
• 2010- All Modern Awards have CB Completion
• 2013- New Training plan- RTO obligations• “21 day letters” sent to employers
• 2014-CBPC introduced into more awards• i.e., Some building and construction awards
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Our Obligations• Report completion data to STS
• Negotiate the training plan
• Agree on a reporting process for:– confirmation of competence
– Progress of apprentice
• Update the training plan
• Profile workplace – Training plan part 3
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Employer Engagement
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Visit Your Employers• Meet with employer/apprentice at workplace
– Commencements
– Follow up calls
• Employer pack– Work evidence book
– Advice on: RPL, CBPC and other STS fact sheets
• Negotiate training/ develop training plan– Update at least twice a year
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Visit Your Employers• Profile the workplace
– Checklists
• Explain how unit sign offs will be achieved• Letter
• Logbook
• Online system (eprofiling, My Profiling etc.)
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Employer engagement essential in Supporting CBPC
• Can’t progress if employer doesn’t sign off competencies
– Doesn’t understand obligations
– Doesn’t understand process/system
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Employer engagement essential in Supporting CBPC
• Misaligned on/off the job training impacts on progression and completion• Disincentive to complete apprenticeship (not relevant)
• Employer not able to confirm RTO judgement
• Apprentice takes longer to gain skills
• AACs don’t always get it right- inappropriate course
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38.539.5
38.8
36.4
2012 2013
Average Durations (months)
MEM30205 MEM30305
61.30%
52.20%
56.60%
53.60%
57.40%55.00%
2011 2012 2013
Completion rates
MEM30205 MEM30305
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Employer engagement
• Essential for business moving into the Smart and Skilled environment
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my profiling – What is it?
• Is a web based tool that uses a pictorial data base to record workplace activities.
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Why Change to an Online System?
1. Is the right person signing off competencies?Answer: Possibly
2. Has the apprentice actually demonstrated the relevant skills and knowledge on the job?
Answer: I don’t know
3. Does the person confirming competency fully understand the implications?
Answer: Unlikely
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Apprentice logs weekly work and requests approval
Supervisor approves weekly work
Apprentice profile is created detailing work activities
Teacher delivers/assesses unit followed by a
Request for Workplace Validation
Supervisor uses the apprentice profile to determine
if workplace standards have been met and responds
to the teacher.
What is the Process?
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What Device is Required?
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How Does an Apprentice Log Work?
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First Selection
Second Selection
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The role of the Supervisor
• To approve weekly work entered by the apprentice
• To monitor progress against training plan
• To provide opportunity for the apprentice to engage in workplace activities related to the training plan
• Confirm workplace standards have been achieved
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Ready for approval
All approved
No entries for 3 weeks
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Weld to X Ray Standard
• Select & Use Materials
• Plan Work Process• Interpret
Drawings• Safe Welding
Practices
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Partial, minimal, full
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The Process so Far
Apprentice logs weekly work and requests approval
Supervisor approves weekly work
Profile is created detailing work activities
Teacher delivers/assesses unit and sends a
Request for Workplace Validation
Supervisor uses profile to determine if workplace
standards have been met and responds to the
teacher.
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Use this button to send and automated message to the employer
From: Hunter TrainerDate: 10/06/14Time: 15:59All off-the-job components of this unit have been completed. Please select “Workplace Standard Achieved” when appropriate.
Request W’place Validation
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Workplace Std Achieved
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Unit Comments Dear Hunter TrainerI am not able to confirm workplace competence at this time as these skills have not yet been demonstrated on the job. I will provide an update in 30 days.
RegardsSupervisor
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TeacherTicks UnitQualification Percentage Complete
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1. Is the right person signing off competencies?
Answer: Yes Definitely
2. Has the apprentice actually demonstrated the relevant skills and knowledge on the job?
Answer: Check the Profile
3. Does the person signing off on competencies fully understand the implications?
Answer: Work in Progress
What's Changed with an Online System?
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82
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05. Quality training plans
Andrew Mavrakakis, Manager Vocational Training Unit, STS
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
Presenter: Andrew Mavrakakis
Apprenticeships and Traineeships
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
Australian apprenticeship harmonisation
Principles
• Nationally consistent arrangements, supporting compliance, system efficiency and mobility
• Consistent requirements, rules and procedures, including
o Apprenticeship/Traineeship Pathways
o Nominal durations
o Probationary periods
o Training plan template.
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
Apprenticeships and Modern Awards
• Provision for competency based wage progression
• Conditions of employment and entitlements including travel costs, payment of training fees, and attendance at training; and
• A model school-based apprenticeship schedule.
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
Progression based on competencies achieved rather than time served.
Stage 1
•nil entry requirement
Stage 2
•25% of units specified in the training plan or as specified in the relevant VTO or 12 months after commencement*
• *whichever is the earlier
Stage 3
•50% of units specified in the training plan or as specified in the relevant VTO or 12 months after commencement of Stage 2*
• *whichever is the earlier
Stage 4
•75% of units specified in the training plan or as specified in the relevant VTO or 12 months after commencement of Stage 3*
• *whichever is the earlier
Completion
•100% of competencies achieved
Competency Based Progression
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
NSW - Competency Based Completion (CBC)
When qualification achieved
• The Commissioner may invite the parties to consider CBC
• Both parties must consent to CBC
• Consent may be deemed if parties fail to respond
within 21 days
• If the parties disagree, STS will intervene to resolve an
dispute.
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
Competency Based Completion - update
79%
1% 6%
14%
0%
Automated competency based completions
Supported
Change date
Deemed
Not supported
Parties disagree
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
Engineering/manufacturing CBC - update
60%
2%
3%
35%
0%
Engineering/Manufacturing automated CBC
Supported
Change date
Deemed
Not supported
Parties disagree
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
New South Wales Training Plan
communication development engagement
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
Nationally agreed principles
• Identify all parties and set out their rights and responsibilities
• Set out the qualification and mode of delivery
• Support competency based progression and completion
• Be flexible and responsive and meet industry needs
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
A Training Plan must
Be developed by the RTO in consultation with the
employer and the apprentice/trainee
Comply with the Vocational Training Order
(VTO)
Be developed after an apprenticeship
/traineeship has been established and
approved
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
Training Plan requirements
• Specify Units of Competency for the relevant qualification
• Be customised to the nature of the employer’s business
• Support and reflect the apprentice’s or trainee’s workplace activities; and
• Be reviewed and updated as necessary to reflect the current status of training.
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
RTO obligations
• The RTO must be satisfied that the workplace can support the proposed training program and address any gaps identified
• Develop Training Plan in consultation with the employer and the apprentice/trainee
• Deliver training and assessment in accordance with the Training Plan schedule
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
RTO obligations (cont.)
• Engage with the employer and apprentice/trainee and gain employer endorsement of competence achieved
• Notify STS of any matters that may impact on the successful completion
• Notify STS within 28 days when apprentice/trainee is eligible to receive their qualification.
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
Employer responsibilities
• Provide work in accordance with the Training Plan and relevant to the vocation
• Provide appropriate facilities and supervision by a qualified or experienced worker
• Release apprentice/trainee with pay to participate in formal training and/or undertake self-paced learning and assessment tasks
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
Employer responsibilities (cont.)
• Liaise with the RTO in relation to participation and progress
• Engage with the RTO in relation to endorsement of competence
• Work closely with the RTO to ensure quality training and assessment outcomes
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
Employer responsibilities (cont.)
• Notify STS within 14 days of any matters that may impact on successful completion
• Discharge all obligations as an employer.
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
• Acquire the competencies of the vocation
• Obtain the appropriate qualification
• Discharge their obligations as an employee.
Apprentice/Trainee obligations
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
AAC obligations
• Assist employers, apprentices/trainees, to establish apprenticeships/traineeships
• Provide information on the rights and obligations of parties
• Monitor the training arrangement
• Administer incentives
• Report to STS.
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
Variations to Training Plans
A Training Plan may be varied with the consent of the parties when there is:
• change of vocation or qualification
• change of registered training organisation
• change of mode of delivery
• extension of term.
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STATE TRAINING SERVICES WWW.TRAINING.NSW.GOV.AU
State Training Services
Operates from 16 locations across NSW
Contact us on 13 28 11 or 1300 772 104
Presenter: Andrew Mavrakakis
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104
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Lunch
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06. Mentoring for completions
Robert Gallo, Ai Group Mentor
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Sample heading goes here
Mentoring For CompletionsNSW ITAB Engineering RTO ConferenceNovember 2014
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“Mentoring is NOT about making everyone else the same as you!”
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Agenda
• Background
• Outcomes
• Challenges
• Findings to date
• Mentoring Impact
• Questions
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Ai Group Focus
• 1998: Metal Trades Industry Association + Australian Chamber of Manufacturers
• Not-for-profit association to assist Australian industry
• Provide advice, advocacy and support to members to stay relevant and compete more effectively
• Focus on apprenticeships in the Metals, Engineering & Fabrication Trades
• Support for apprentices most at risk of withdrawing and those encountering difficulties engaging
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Recent Apprenticeship Data
Commencements,2,3 completions2 and cancellations/withdrawals,4 seasonally adjusted,1 2003–13 (’000)
0.0
20.0
40.0
60.0
80.0
100.0
120.0
December2003
December2004
December2005
December2006
December2007
December2008
December2009
December2010
December2011
December2012
December2013
Nu
mber
('000)
Commencements Completions Cancellations/withdrawals
Source: NCVER 2014, Australian vocational education and training statistics: apprentices and trainees 2013 — December quarter, NCVER
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• “…..apprenticeship completion rates is the major challenge for growth of the Australian economy.…”
Source: Apprenticeships for the 21st Century
Expert Panel, January 31, 2011
• Apprenticeship non-completion an enormous cost to business and the community. $360M for NSW alone.
Source: Deloitte Access Economics, 25 August 2011 Report commissioned by the NSW Board of Vocational
Education and Training.
Impact
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Commonwealth Response
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Scope of Ai Group Mentoring Service
• Facilitate resolution of issues
− Drive completion of apprenticeships
− Liaison with employers
− Liaison with RTO to ensure training/work linkages and troubleshoot any shortfalls
− Referral to other agencies where appropriate (e.g. welfare & mental health)
− Identification of further training as needed (e.g. literacy, maths)
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Scope of Ai Group Mentoring Service
• Dedicated mentor in each State (2012,2013) to support employers and apprentices. Currently NSW & Qld only.
• Access to mentor via email, phone, social media
• Personal visits to June 30, 2015 (Funding ends)
− Regular schedule or as required
− Reinforce the employers’ apprentice programs , processes & work practices (such as workplace health & safety)
• Progress review at approximately 6 and 12 months
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Scope of Ai Group Mentoring Service
• Access to the Apprenticeship Information Hub
• Apprentice Supervisor Workshops, covering: − Workplace OH&S obligations
− Understanding the training/work plan
− Competency based progression
− Types of supervision
− Discrimination, harassment & bullying
− Strategies to overcome difficult situations
• Delivery capability across Qld, NSW, SA, Vic – Metropolitan and some regional coverage
• No Cost to Employers− Except where external help is required, e.g. TAFE
− There may be a charge for delivery of the Apprentice
Supervisor Workshops outside the metropolitan areas
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Outcomes
• Kick off July 2012. End June 2015.
• 500 + apprentices signed up for mentoring
• Apprentices across all stages
• 90.1% retention rate
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Challenges
“Our business is falling apart……..the creditors are circling for their money……we can’t pay our taxes…….we’re headed for time in the slammer. You see this as a problem……………………………
I see this as an opportunity!”
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Challenges
“It must be remembered that there is nothing more difficult to plan, more doubtful of success, nor more dangerous to manage than the introduction of a new system of things. For the initiator has the enmity of all who would profit by the preservation of the old institution and merely lukewarm defenders in those who gain by the new ones.” ― Niccolò Machiavelli (1469
– 1527)
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Challenges
“I thought you were my mentor……..not my TORmentor!”
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Challenges
Resistance to uptake of mentoring:
o Crowded marketplace – mixed messages
o Don’t understand what it is.
o Not sure how this mentoring will make a difference?
o Don’t quite know how to take up the program?
o Yet another government program?
o Concerns over revelation of flaws in their own system?
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Challenges
“I thought you were my mentor……..not my TORmentor!”
• Employers NOT across apprenticeship processes:
o Involvement and input to the apprenticeship program?
o Dealing with key stakeholders – RTO, STS, ACCs
o Robustness of the recruitment process
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Challenges
“I thought you were my mentor……..not my TORmentor!”
• Apprentices need help:
o Ownership of personal development and training plan
o Engagement & behavioural adjustments
o Understanding of content
o Managing expectations
o Bullying?
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Employer • Free up resources• Better productivity• Enhance harmony &
workplace cohesion • Overall cost benefit
– reduced turnover
Mentee• Better understand
role & expectations• Develop key
behaviours and outlook
• Build confidence and self awareness
Mentor• Better engagement
with apprenticeship system
• Self Growth• Increased
networking
Mentoring Impact
RTO• Facilitate completions • Stickability – Bums on
seats• Link to employer • Support - Free up
resources
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Mentoring Impact
From: Oliver King [mailto:[email protected]] Sent: Thursday, 16 October 2014 10:11 AMTo: Robert GalloSubject: RE: Participation in the Mentoring component of the MSA Engineering Conference
Hi Robert,
Thanks for your call and email. I have looked at my diary and unfortunately this date coincides with us being audited by one of our suppliers, Stannah stairlifts. This happens on a yearly basis to ensure all suppliers are maintaining a high standard of workmanship and record keeping which is good but can be quite an intense few days for all involved.
As I have mentioned before I have nothing but praise for your involvement in our apprenticeship process, without the scheme I am sure that the relationship between apprentice and company would have broken down well before Alex was able to successfully complete this apprenticeship.
Kind regards,
Oliver
As I have mentioned before I have nothing but praise for your involvement in our apprenticeship process, without the scheme I am sure that the relationship between apprentice and company would have broken down well before Alex was able to successfully complete this apprenticeship.
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Mentoring Impact
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Mentoring ImpactPeter Drucker (1909 – 2005)
I don’t care who you are or what you do. Be a mentor. Have a mentor.Don’t worry if you don’t understand mentoring. Just go engage in one of the nine behaviours:
1. Define the landscape – mentors have a fresh eyes
2. Expose opportunities – passion disconnected from needs is wasted. Sincerity is
not enough.
3. Clarify strengths and capacities
4. Identify incorrect assumptions – listen for limiting beliefs
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Mentoring Impact
5. Help sort out the right strategies and actions
6. Encouragement to ‘go for it’ – inspire action
7. Affirm results
8. Point out wasted effort
9. Establish gentle accountability
Peter Drucker (1909 – 2005)
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Questions
• Shepherd the best outcomes for all stakeholders.
• Complements and supports what you do.
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07. Transformation &
Up-skilling SME’s for Global Competitiveness
Professor Graeme Sheather, University of Technology Sydney
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Transformation &
Up-skilling SME’s for
Global Competitiveness
Manufacturing Skills Australia
RTO Conference
20th November 2014
Prof. Graeme Sheather
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Transformation & Upskilling SME’s
for Global Competitiveness
Management and leadership skills are essential for the
future productivity of innovative firms operating in digital
economies.
Government reports and literature have identified a gaps in
sector-specific management and leadership training to
boost future global competitive of Australia’s SMEs.
This presentation illustrates the state of the nation,
articulates the level of need, outlines the way ahead, reports
on a survey of SME needs, type of transformation required
across three tiers of skills, what are our universities doing,
finishing with a new corporate start-up model to target SME
transformation, closing with recommendation of future
actions.
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Future Manufacturing
Global production networks and value chains are
key drivers of future manufacturing
“Micro multinationals’ capture value through
‘smart specialisation’ and clustering
Competitive advantage not just new
technologies but non-technological innovation
Business model innovation, design and systems
integration, high performance and management
practices
Such innovation must go beyond continuous
improvement and became transformative
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Global FortunePOPULATION MANUFACTURING*
Scandinavia 23 million 5 companies
Australia 23 million 0 companies
135
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Multifactor Productivity (MFP)
Growth
136
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137
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138
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139
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Statements of Need
This summary from the AIG’s “Advanced manufacturing”
argument is that “New Age” advanced manufacturing must:
Incorporate a mix of products and services
SMEs to focus on globalised markets in Asia
SME must collaborate for innovation
Collaboration and networking between businesses,
Government & universities
SMEs need to be nimble, flexible, agile to meet
challenges in the complex rich environments facing future
manufacturing
Adopt digital technologies
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Statements of Need cont.
Address opportunities for waste, energy and green
technologies
Up-skill SME workforce & management leadership skills
Transformative change for SMEs to smart manufacturing
Hands-on skills for new employees
Increase literacy, numeracy and problem solving skills for
new staff
And for HSC focus on STEM fundamentals
Must provide career pathways for skilled workforce
141
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Education Solution
Provide cross-disciplinary curriculum
Address advanced manufacturing technologies
Focus on SMEs transformation
Involve WIL and WPL approaches
Introduce digital technologies
New product development and start-ups for bio, nano, CIT
Focus on global marketing
Engage TAFE and VET for HSC entrants to acquire
‘hands on’ technical experience
142
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AWPA Report – Critical Objectives
Transition to a sustainable, globally competitive
manufacturing base
Enhance management skills to underpin a competitive
manufacturing sector
Position the workforce for adjustment and renewal
Promote manufacturing as a rewarding career choice
Guarantee the supply of capable apprentices
Increase engagement with universities to secure a
pipeline of skilled workers
Address the demand for science, technology,
engineering and mathematics skills in manufacturing
Increase the diversity of the Australian manufacturing
workforce. 143
[AWPA – Australian Workplace Productivity Agency 2014]
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What needs to be done!
Adopt the 4th Industrial Revolution Future Smart
Technology based on the integration of virtual and
physical production systems and services.
First three industrial revolutions started in 1850 (steam
machinery), 1900 (mechanised processes), 1970
(Controls, IT and automation) through to 2000-current
(mass production).
The 4th IR processes the internet of things, cloud
platforms, collaboration, wireless intelligence, big data
analytics, integrated industries, IP centralisation, social
innovation, internet of sustainable services,
manufacturing life cycle assessment, and energy
efficiencies.144
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What needs to be done cont.
Achieved through product innovation, increased
collaboration, operational process enhancement,
collaboration, cyber-physical production, new mind set
and business models for the enterprise.
Functional attributes will be wireless
intelligence, Smart clouds, collaborative IT solutions,
distributed manufacturing, scalability, lower IT costs,
mobility and agility, reduced complexity, reduced time-to-
market, improved productivity, minimal capital
expenditure, local manufacturing, mobile maintenance,
operator empowerment, and integrated enterprise
systems (ERP, SAP, CRM).
145
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Four Skill Sets - Conceptual,
Problem Solving, Technologies,
Reflexive
CONCEPTUAL – Abstract Skills
1. Conceptualise The Issue
2. Adapt Thinking To Situation
3. Innovative Abilities
4. Intelligence Scanning
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Four Skill Sets Cont.
PROBLEM SOLVING – Tacit Knowledge
1. Flexibility In Response
2. Agility And Acuity In Response
3. Problem Identification And Problem
Solving
4. Manage Unstable/Unpredictable/Complex
Environments
147
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TECHNOLOGIES – Explicit Technologies
1. Handle All Digital Technologies
2. Knowledge Of Augmented Realities
3. Knowledge Technology & Management
Skills
4. Remote Design Capabilities
148
Four Skill Sets Cont.
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REFLEXIVE – Tacit Experience
1. Embedded Experience
2. Reflective Capacity In Learned
Environments
3. Entrepreneurial & Commercialise Actions
149
Four Skill Sets Cont.
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Relationship –
Skills, Technologies & Qualifications
150
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3D Concept Diagram
X AXIS: VET SKILLS REQUIRED
RANGING FROM TRADITIONAL TO ADVANCED LEVEL
TRADITIONAL = Technical capability; Operations; SCM; Procurement;
Warehouse RFD; Quantitative; HRM/team skills; TQM; SPC;
Operational equipment.
KNOWLEDGE = Communications; Problem solving;
Leadership/management; Legal; Innovation; NPD/start -ups;
advanced business analytics; technicians’; flexible & agile
capabilities; creativity; entrepreneurial.
151
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3D Concept Diagram Cont.
Y AXIS:INDUSTRIAL TECHNOLOGIES REQUIRED
RANGING FROM TRADITIONAL TO SMART/AMT
TRADITIONAL TECHNOLOGIES = CNC processes; computer routers;
estimating software; presses; blast chamber; cutting machine;
automation; robotics; mechatronics; laser welding; water jet
cutting.
HIGH/SMART TECHNOLOGIES = additive manufacturing; 3D printing;
digital technologies; CIM processes; advanced robotics; advanced
electronics; circular economy; renewable energies; solar
technologies; nanotechnologies; materials sciences; product
prototyping; augmented reality; knowledge management; cloud
systems; remote design; disruptive technologies.
152
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3D Concept Diagram Cont.
Z AXIS: CATEGORIES OF EDUCATIONAL PROGRAMS
RANGING FROM APPRENTICESHIPS, TAFE, SUB-DEGREES,
UNI DEGREES
BASIC LEVEL = NO QUALS; HSC; CERT 1; CERT 3-4; VET DIPLOMA;
SUB-DEGREES.
ADVANCED LEVEL = META PROJECTS, BACHELOR’S DEGREE,
MASTERS DEGREE, PHD, R&D, PROJECTS.
153
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New Age Smart Manufacturing
MANUFACTURING
BUSINESS MANAGEMENT
INDUSTRY
ENVIRONMENT
ENGINEERING DESIGN
MARKETING
CIT SYSTEMS
“NEW AGE” SMART MANUFACTURING & SERVICE TECHNOLOGIES
INCORPORATED IN THE ATELIER CURRUCULUM (SUPPLIED BY UTS,
RTOs, ITABs, META HUBS, WPL) - (Details on handout)
154
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3D Printing & Additive
Manufacturing Examples
MEDICAL : IMPLANTS; PROSTHETICS; MEDICAL EQUIPMENT; SURGICAL
MODELS; HEARING AIDS; DENTAL IMPLANTS; OPTICAL ASSESSORIES
MECHANICAL: AUTOMOTIVE COMPONENTS; AEROSPACE; DEFENSE; FUEL
NOZZLES; JET ENGINES; DRONES; FIREARMS (SILENCERS)
APPAREL: GARMENTS: FASHION; JEWLERY; CLOTHING; FOOTWARE.
ENERGY: ALTERNATIVES (WIND, SOLAR, THERMAL); LIGHTING; WASTE
SAVINGS; GE METAL PRINTING PROCESSES; RECYCLING; CARBON FIBRES;
NYLONS SHAPES; BUILDING TECHNOLOGIES
FURNITURE: BUILDING COMPONENTS; HOUSEHOLD; COMMERCIAL; RETAIL
FITOUTS; MULTI-MATERIALS;
CONNECTED PRODUCTS: TECHNOLOGY STACKS; MULTI-PRODUCTS; SMART
PRODUCTS (E.G. WIND TURBINES, AEROSPACE, SMART FARMS, RETAIL)
155
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SME Survey Results
A population of 390 SMEs across the Sydney
Metropolitan Area provides a survey of the level of need
for up-skilling in the fields of advanced manufacturing,
smart technologies and willingness to host UTS
internships.
The results provide the level of market-based demand
and need for our proposed ‘Business Innovation’
program and focus for ‘Up-Skilling’.
156
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Key Points
157
Skills Required
Technical 94%
Quant. Comm PSS 75%
Leadership/Team Mgmt 68%
Ops Mgmt, Procurement, SCM 51%
Legal etc. 25%
Innovation / Start-up 68%
Qualifications Used
PG UG VET None
Technical 23% 67% 47% -
Quant. Comm. PSS 20% 45% 26% 21%
Leadership / Team Mgmt 35% 36% 19% 18%
Ops Mgmt, Procurement SCM 30% 37% 40% -
Legal etc. 48% 47% 10% 11%
Innovation / Start-up 28% 36% 6% 32%
Advanced Education PG UG
Senior Leaders 86% 27%
Operations Management 48% 57%
Team Leaders/Members 20% 80%
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Key Points Cont.Currently host interns:
yes = 51% no = 49%
Willing to host interns
(paid/unpaid):
yes = 83% no = 17%
CIP training:
yes = 68% no = 31%
See table
158
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On-site Model for Corporate
Program to Transform SME’s
159
SMEs in Collaboration
Customer Markets
Original Equipment
Manufacturer
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On-site Model for Corporate
Program to Transform SME’s
160
DELIVERY Experts as instructors/Mentors/Advisors (with hands on
experience in up-skilling and transformation).
Advice from practicing OEMs is that transformation is a
‘contact sport’ with ‘hands on experience’.
CONTENT MOOCs, Virtual Reality, Augmented Reality, Case studies
in Innovation, Smart Technologies, Change Management
etc. Business models, Start-ups, Global Markets,
Leadership, Smart materials, Digital technologies,
Advanced manufacturing, Design led innovation, Energy
management etc.
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Design Lead Innovation –Integrating Strategy, Activities & Mindsets
161
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Experience Drawn from Sample of
Successful SME’s
162
Hunternet ‘ Atsa Defence Services & Uvs’ - Darren
Burrows
Hedweld ‘Mining Equipment Manufacturer &
Exporter’ - Ian Hedley
Meta DLI Launch ‘Centor’ - Nigel Slack
Gourmet Gardens ‘Organic Foods’ - Nicholas White
MEIA ‘Epicor (ERP) Software’ – Anthony Cusack
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Advice to Achieve Global
Competitiveness
163
Have To ‘Go On A Journey’
It Is The ’Process’ Not The Strategic Plan which is too fixed
Transformation Is A ‘Contact Sport’ Requires ‘Hands On’ Action
Know Your Customers And Their Values
Innovate New Products With Them
Collaborate With New Partners In Global Markets
Attend International Trade Fairs for NPD ideas & JV’s
Joint Ventures Are Essential
Explore Options With Prototypes
Value Add Across All Stages Of The Value Chain
Adopt Design-led Thinking For Export & Competitiveness
Requires A Change Of Mind Set And Business Models
Time To Develop Projects 5-7 Years
Cooperative Staff Development & Take Interns
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Key Policy Steps
164
Identify areas of existing and potential
competitive advantage (Knowledge Foresight)
Support SME participation in global markets
and value chains (Micro multinationals)
Invest in knowledge creation, exchange and
engagement (Innovation Ecosystem)
Promote design, technology and business
model innovation (Business transformation)
Upgrade management capability and
integration of workforce talent (Creative
Leadership)
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165
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Afternoon break
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08. Future Plan Workshop
Heidi Alexandra &
Christina Gerakiteys, UQ Power
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www.UQPower.com.au
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THE NEW REALITY
A STUDY CONDUCTED BY THE BOSTON CONSULTING GROUP IN 2014, THE SHIFTING
ECONOMICS OF GLOBAL MANUFACTURING FOUND:
• MEXICO, UK, US – RISING STARS
INDIA, INDONESIA, NETHERLANDS, UK – HOLDING STEADY
FRANCE, ITALY, BELGIUM, SWITZERLAND, SWEDEN AND AUSTRALIA – LOSING GROUND
DUE TO RISING ENERGY COSTS, HIGH CURRENCIES, WEAK PRODUCTIVITY GROWTH
www.UQPower.com.au
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LET’S PLAY – STICK ‘EM UP OK
www.UQPower.com.au
Position 1 Position 2
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#STARTWITHU
•YOU MUST BE THE CATALYST FOR YOUR TRAINING ORGANISATION
•YOUR DECISIONS, ACTIONS & RELATIONSHIPS ARE KEY
•ARE YOU PLAYING TO YOUR STRENGTHS?
•ARE YOUR PEOPLE?
www.UQPower.com.au
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CHANGE YOUR FOCUS
IN THE MODERN ECONOMY HARD WORK IS NOT A COMPETITIVE ADVANTAGE.
EVERYONE WORKS HARD. THE COMPETITIVE ADVANTAGE IS:
•THINKING DIFFERENTLY
•CONNECTING WITH THE RIGHT PEOPLE
•SPOTTING FRESH OPPORTUNITIES
STEVE JOBS DITCHED THE ‘APPLE MUSEUM’ IN THE FOYER
www.UQPower.com.au
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FOUR KEY AREAS TO BE THE CHANGE
1 - VISION – INSPIRE A SHARED VISION
2 - EQ – FOCUS ON OTHERS
3 - IQ – CHALLENGE THE PROCESS
4 - BODY – MODEL THE WAY
www.UQPower.com.au
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1 - VISION - CONTENT / CONTEXT
• WE CANNOT SOLVE OUR PROBLEMS FROM
THE SAME LEVEL AT WHICH THEY WERE
CREATED
• THINK ABOUT THE CONTEXT YOU ARE
OPERATING IN – WHERE ARE YOU STUCK
IN THE CONTENT?
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2 - EQ- DESIGN THINKING – FOCUS ON OTHERS
• IDEO - DESIGN THINKING INSIGHTS
• PROBLEM SOLVING APPROACH
• SOLVING PROBLEMS CLIENTS DON’T KNOW THEY EVEN HAVE
• FOCUSES ON REAL WORLD INTERACTION AND EXPERIMENTATION
• STUDY THE CLIENTS
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DESIGN THINKING – FOUR STAGES
1. WHAT IS THE OPPORTUNITY – IDENTIFY AN OPPORTUNITY AS OPPOSED TO A
SOLUTION
2. WHAT IF? START TO IMAGINE SOLUTIONS. TAKE THE LIST OF NEEDS AND BRAINSHIFT
3. WHAT WOWS? WHICH IDEAS WILL WORK? WHERE DO CLIENTS WANTS AND PROFIT
MEET?
4. WHAT WORKS? CREATE THE PROTOTYPE
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IDENTIFY THE PROBLEMS/OPPORTUNITY
• SELECT AT YOUR TABLE THE #1 PROBLEM OR OPPORTUNITY
YOU SEE FOR THE INDUSTRY IDENTIFIED TODAY TO WORK ON
THIS AFTERNOON (SEE SUGGESTIONS)
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3 - IQ - HOW TO GENERATE NEW IDEAS
•CHALLENGE ASSUMPTIONS – CASE STUDY - SEMCO
• EXPRESS THE CHALLENGE DIFFERENTLY – CASE DIFFERENTLY – BEN ZANDER
ORCHESTRAL MUSIC (WATCH CLIP)
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4 - BODY - LET’S DO SOME BRAIN DANCING
WHAT ARE THE STRENGTHS AND CHALLENGES OF THE CHALLENGE/OPPORTUNITY YOU HAVE SELECTED?
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ACTION PLANNING
•AS A TABLE GROUP DISCUSS WHAT ARE 3 ACTIONS YOU CAN TAKE TO
MAKE THIS HAPPEN
•WHO NEEDS TO UNDERTAKE THESE ACTIONS?
•BY WHEN?
•INDIVIDUALLY WHAT IS 1 ACTION YOU WILL TAKE OVER THE COMING 7
DAYS TO APPLY WHAT YOU HAVE LEARNT TODAY?
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WANT MORE?
Follow: UQ TV www.uqpower.com.au/_blog/uqtv
Twitter @UQPower
LinkedIn www.linkedin.com/company/uq-power
Facebook www.facebook.com/UQpower
Resources: http://www.uqpower.com.au/resources
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09. Conference wrap-up
Leon Drury, Executive Officer
MSA NSW ITAB
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Level 3, 104 Mount StreetNorth Sydney NSW 2060(PO BOX 289 North Sydney NSW 2059)AUSTRALIA
Phone 1800 345 458Fax +612 9955 8044Email [email protected] www.mskills.org.au