Head start to career

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Published in The Advertiser’s CareerOne page 24, 30.4.11

Young workers who rely on their after-school job for extra cash can use the experience to kickstart their career skills, a workforce advisor says.

Workforce BluePrint, Head Workforce Planner Wendy Perry and daughter Jessica, 15, have developed a plan to help teenagers make their first job a success:

Consider your approach.  Listen carefully to directions and instructions.  Be friendly and outgoing, greet your customers cheerfully with a bank of five open ended questions to ask them such as: How are you going with your Christmas shopping?, Got plans for New Year’s? and Taking a break over Easter?

Have a good attitude.  Demonstrate you are willing to learn.  Show an interest in extra training and do the necessary or boring jobs like cleaning and sweeping.  Ask about or offer to learn how to do the advanced jobs such as counting the tills, lay-by and ordering, training new people and later on, supervising staff.

Be available.  Let the employer know if you are available for additional shifts particularly over the school holidays, Christmas and New Year period.  Keep your contact details up to date and think about how you could get to work without much notice if called in urgently.  Helping the employer and co-workers shows flexibility and commitment.

Consider practicalities.  Allow enough time to get home from school, have a quick healthy snack and drink, brush your teeth and get to work 15 minutes beforehand.  In breaks, sit down, rest your feet and have something to eat and drink.

Socialise Go to work social events and see work as a way to make friends.

Wendy Perry, Head Workforce Planner and Jessica Perry (15 years)

Head start to career

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Published in The Advertiser’s CareerOne page 24, 30.4.11

Young workers who rely on their after-school job for extra cash can use the experience to kickstart their career skills, a workforce advisor says.

Workforce BluePrint, Head Workforce Planner Wendy Perry and daughter Jessica, 15, have developed a plan to help teenagers make their first job a success:

Consider your approach.  Listen carefully to directions and instructions.  Be friendly and outgoing, greet your customers cheerfully with a bank of five open ended questions to ask them such as: How are you going with your Christmas shopping?, Got plans for New Year’s? and Taking a break over Easter?

Have a good attitude.  Demonstrate you are willing to learn.  Show an interest in extra training and do the necessary or boring jobs like cleaning and sweeping.  Ask about or offer to learn how to do the advanced jobs such as counting the tills, lay-by and ordering, training new people and later on, supervising staff.

Be available.  Let the employer know if you are available for additional shifts particularly over the school holidays, Christmas and New Year period.  Keep your contact details up to date and think about how you could get to work without much notice if called in urgently.  Helping the employer and co-workers shows flexibility and commitment.

Consider practicalities.  Allow enough time to get home from school, have a quick healthy snack and drink, brush your teeth and get to work 15 minutes beforehand.  In breaks, sit down, rest your feet and have something to eat and drink.

Socialise Go to work social events and see work as a way to make friends.

Wendy Perry, Head Workforce Planner and Jessica Perry (15 years)

Workforce Development Plan

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So what is workforce development?

It is an umbrella term for implementing strategies that help you bridge the gap between your current workforce and your target (future) workforce.  Workforce development strategies address the gaps that you find when you undertake workforce planning and training needs analysis where the output is a workforce plan.  The strategies could be about attraction, recruitment, retention, career progression, succession planning, job design, skills and competencies, values and behaviours, KPI’s and performance.

Generally when you write a workforce plan you cover the same time frame as the organisation’s strategic plan which could be 5, 3, 5, 10 or 20 years depending on your industry and budget cycles.  The steps are reflected in the document itself starting with 1. Context and environment, 2. Current workforce profile, 3. Future workforce profile including forecasting demand and supply, 4. Gap analysis, priorities, implementation, 5. Review, monitor, evaluate.

Review your workforce plan regularly – about every 6 months or if there has been a major workforce change or refocus of the business.  The workforce plan is a dynamic document resulting in a prioritised action plan identifying who will do what and by when – it’s not uncommon for organisations to have numerous updated versions of their workforce plan over the timeframe for which it has been designed.

As job roles change and you implement workforce development strategies, the framework that measures your workforce capability also needs to change to reflect the organisation’s structure and focus.  You may want to build a capability framework to help you measure your workforce capability and capacity.  Revisiting your demand and supply forecasting is important to see if you are on track.

The process is facilitated transparently, involving people from across your organisation to help identify strengths, development needs and issues.  Communication, consultation and education is critical so you know what to do and what you are aiming for using a practical, straight forward approach – don’t over complicate it!

Workforce Development Plan

By | Workforce Development, Workforce Planning | No Comments

So what is workforce development?

It is an umbrella term for implementing strategies that help you bridge the gap between your current workforce and your target (future) workforce.  Workforce development strategies address the gaps that you find when you undertake workforce planning and training needs analysis where the output is a workforce plan.  The strategies could be about attraction, recruitment, retention, career progression, succession planning, job design, skills and competencies, values and behaviours, KPI’s and performance.

Generally when you write a workforce plan you cover the same time frame as the organisation’s strategic plan which could be 1, 3, 5, 10 or 20 years depending on your industry and budget cycles.  The steps are reflected in the document itself starting with 1. Context and environment, 2. Current workforce profile, 3. Future workforce profile including forecasting demand and supply, 4. Gap analysis, priorities, implementation, 5. Review, monitor, evaluate.

Review your workforce plan regularly – about every 6 months or if there has been a major workforce change or refocus of the business.  The workforce plan is a dynamic document resulting in a prioritised action plan identifying who will do what and by when – it’s not uncommon for organisations to have numerous updated versions of their workforce plan over the timeframe for which it has been designed.

As job roles change and you implement workforce development strategies, the framework that measures your workforce capability also needs to change to reflect the organisation’s structure and focus.  You may want to build a capability framework to help you measure your workforce capability and capacity.  Revisiting your demand and supply forecasting is important to see if you are on track.

The process is facilitated transparently, involving people from across your organisation to help identify strengths, development needs and issues.  Communication, consultation and education is critical so you know what to do and what you are aiming for using a practical, straight forward approach – don’t over complicate it!

CEDA Skills and Workforce Development Forum

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The CEDA Skills and Workforce Development Forum held on 14 April 2011 in Adelaide focussed on the link between skills, innovation and productivity.

Opened by the Hon Jack Snelling MP, Minister for Employment, Training and Further Education an interesting line up of speakers provided these main messages (as interpreted by Workforce BluePrint):

– Malclom Jackman, CEO Elders Ltd – move towards a high performing organisation, Go 2 client = client focussed sales, recruitment from the widest possible talent pool, challenges in managing a widespread, remote workforce

– Professor Sue Richardson, Principal Research Fellow, NILS, Flinders University – skills depth which is difficult to shift and skills breadth which is more easily transferable, stock of Human Capital = inflows/outflows, depreciation of skills

– Adrian Smith, Chair, SA Training & Skills Commission, Managing Director SYDAC – SA needs a wise investment in skills = evidence based, higher level, qualifications and skills

– Guy Roberts, Managing Director, Penrice Soda Products – moving beyond “stay in business training”, current competencies – target competencies, competency based job descriptions, graduated career ladder; value for money to adding value to creating value; change management – over educate and over communicate

– Chris Wood, Manager Corporate Human Resources and Organisational Development, Santos – huge people challenge with 80 000+ people needed by 2020, 6 years to develop employee to “autonomy”

– Tom Karmel, Managing Director, NCVER – SA against Australia has an over representation of Certificate I’s and II’s, we need higher levels of general education, shortages are about churn they aren’t structural = need for retention stratagies

A whole range of workforce development and planning gaps and issues were raised and I’d like to ask:

What is the number 1 priority for skills and workforce development in South Australia?  What about for your organisation?  What strategies could be implemented to address these issues and gaps?

For those people working on the Skills for All implementation I’d suggest we to:

– undertake a training needs analysis beyond what is on an RTO’s scope and that matches competencies with job roles and organisation capability

– make RPL opt out of not opt in to i.e. all clients/learners undertake an up front RPL process unless they choose not to

– skills development is about foundation, multi-literacies  and transferable skills (breadth) as well as industry and job specific skills (depth)

Overall, South Australia needs an evidence based approach to determining workforce demand for jobs and skills over the short and longer term (for enterprises, industries and regions) – this is the number 1 priority for me.

PS. A statewide skills stock-take would be great too!

CEDA Skills and Workforce Development Forum

By | Vocational Education and Training, Workforce Development, Workforce Planning | No Comments

The CEDA Skills and Workforce Development Forum held on 14 April 2011 in Adelaide focussed on the link between skills, innovation and productivity.

Opened by the Hon Jack Snelling MP, Minister for Employment, Training and Further Education an interesting line up of speakers provided these main messages (as interpreted by Workforce BluePrint):

– Malclom Jackman, CEO Elders Ltd – move towards a high performing organisation, Go 2 client = client focussed sales, recruitment from the widest possible talent pool, challenges in managing a widespread, remote workforce

– Professor Sue Richardson, Principal Research Fellow, NILS, Flinders University – skills depth which is difficult to shift and skills breadth which is more easily transferable, stock of Human Capital = inflows/outflows, depreciation of skills

– Adrian Smith, Chair, SA Training & Skills Commission, Managing Director SYDAC – SA needs a wise investment in skills = evidence based, higher level, qualifications and skills

– Guy Roberts, Managing Director, Penrice Soda Products – moving beyond “stay in business training”, current competencies – target competencies, competency based job descriptions, graduated career ladder; value for money to adding value to creating value; change management – over educate and over communicate

– Chris Wood, Manager Corporate Human Resources and Organisational Development, Santos – huge people challenge with 80 000+ people needed by 2020, 6 years to develop employee to “autonomy”

– Tom Karmel, Managing Director, NCVER – SA against Australia has an over representation of Certificate I’s and II’s, we need higher levels of general education, shortages are about churn they aren’t structural = need for retention stratagies

A whole range of workforce development and planning gaps and issues were raised and I’d like to ask:

What is the number 1 priority for skills and workforce development in South Australia?  What about for your organisation?  What strategies could be implemented to address these issues and gaps?

For those people working on the Skills for All implementation I’d suggest we to:

– undertake a training needs analysis beyond what is on an RTO’s scope and that matches competencies with job roles and organisation capability

– make RPL opt out of not opt in to i.e. all clients/learners undertake an up front RPL process unless they choose not to

– skills development is about foundation, multi-literacies  and transferable skills (breadth) as well as industry and job specific skills (depth)

Overall, South Australia needs an evidence based approach to determining workforce demand for jobs and skills over the short and longer term (for enterprises, industries and regions) – this is the number 1 priority for me.

PS. A statewide skills stock-take would be great too!

SA Adult Community Education Program 2011-12 Funding

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The Adult and Community Education Program is accepting applications for the 2011-12 financial year for:

– Foundation Skills Grants (up to $50 000) – accredited language, literacy and numeracy activities; supporting participants to make successful transitions

– Multi-Literacies Projects (up to $25 000) – non-formal learning to support engagement of participants facing barrier to accessing the workforce by delivering non-accredited language, literacy and numeracy activities

– Transitions Projects (up to $50 000) – delivering accredited training in a  community setting and partnership with an RTO

Having attended one of the ACE funding workshops in late March I’d suggest that there are a couple of things that potential applicants needs to be aware of when applying for Foundation Skills including:

– use of the IVEC I curriculum (currently being reviewed) which is owned by the Minister for DFEEST, used, maintained and managed by TAFESA

– the process will include a relationship with non RTO ACE providers and a local TAFEStart Education Manager

– TAFESA will be the accrediting RTO working with the ACE provider to deliver and assess the program

– for this quality assurance process between the ACE provider and TAFESA there is no cost

– ACE providers can arrange a relationship with non TAFESA providers at a cost that must be included in the application

– participants will enrol into the TAFESA system online

– someone within the non RTO ACE provider will need to hold the Certificate IV in Training and Assessment and provide supervision to those trainers/assessors without the qualification

For Multi-literacies and Transition Projects, accredited units from National Training Packages can be chosen with RTO partners based upon scope and experience.  The quality assurance/accreditation component must be costed into the application.  Need help identifying appropriate units of competency?  We can help with a skills profile using Skillsbook.

So if you are an ACE provider you might like to look for RTO partners and vice versa.  If you need to develop further knowledge and skills in the Vocational Education and Training (VET) sector such as an Introduction to VET, engaging learners and learning methodologies here’s our range of VET professional development topics.

Download application forms and guidelines and note that applications close on Friday 13.5.11 – good luck!

Evidence based approach to workforce and client demand

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Increasingly you are being asked to provide evidence of demand for jobs and skills that are linked to your contracts, funding and proposals as well as your programs and services, and that reach specific outcomes and targets.

So how do you,

  1. Make sense of the data on business and industry (I), major projects and regional trends?
  2. Analyse demographics (D) information?
  3. Know who you should partner (P) with?
  4. Examine your client (C) profile?

AND

Marry all 4 areas to identify opportunities for new products and services, develop engagement and support strategies, and provide crucial evidence demonstrating how you can meet demand now and into the future?

Workforce BluePrint has developed a methodology and a process to help you quickly and simply understand the industry (I), demographics (D), partners (P) and your client (C) profile resulting in engagement (E), and support (S) strategies, this is what is looks like:

Workforce Demand

A skills profile (SP) that details foundation skills, transferable skills and industry specific skills plus a competitor analysis (CA) are options you may want to include.

Methodology

–        Action research and collection of data for the specified regions, Local Government Areas (LGA’s) or Employment Service Areas (ESA’s)from a range of national, state/territory, local, major projects, regional and industry sources covering industry workforce demand and social demographics

–        Analysis of your client profile for the location/s

–        Comparison of industry workforce demand profile and social demographics with your client profile

–        Identification of themes in the data and validation of analysis with team members working across the specific locations to value add with local intelligence

–        Partnership map development with local team members

–        Option of skills profile and/or competitor analysis

–        Development of an action plan with priorities, engagement and support strategies and validation by team members

–        Documentation of the whole process so it is repeatable and can be used across your organisation and at other locations/regions.

Outputs per region or location may include:

–        Industry and business workforce profile

–        Social demographics

–        Partnership map

–        Client profile

–        Skills profile

–        Competitor analysis

–        Report and action plan

Get the evidence you need for your business case, tender submission, funding allocations, new program or workforce plan.

Send an email to wendy@workforceblueprint.com.au with the various components that you are interested in – I, D, P, C, SP and/or CA.

Evidence based approach to workforce and client demand

By | Vocational Education and Training, Workforce Development, Workforce Planning, Workforce Projects | No Comments

Increasingly you are being asked to provide evidence of demand for jobs and skills that are linked to your contracts, funding and proposals as well as your programs and services, and that reach specific outcomes and targets.

So how do you,

  1. Make sense of the data on business and industry (I), major projects and regional trends?
  2. Analyse demographics (D) information?
  3. Know who you should partner (P) with?
  4. Examine your client (C) profile?

AND

Marry all 4 areas to identify opportunities for new products and services, develop engagement and support strategies, and provide crucial evidence demonstrating how you can meet demand now and into the future?

Workforce BluePrint has developed a methodology and a process to help you quickly and simply understand the industry (I), demographics (D), partners (P) and your client (C) profile resulting in engagement (E), and support (S) strategies, this is what is looks like:

Workforce Demand

A skills profile (SP) that details foundation skills, transferable skills and industry specific skills plus a competitor analysis (CA) are options you may want to include.

Methodology

–        Action research and collection of data for the specified regions, Local Government Areas (LGA’s) or Employment Service Areas (ESA’s)from a range of national, state/territory, local, major projects, regional and industry sources covering industry workforce demand and social demographics

–        Analysis of your client profile for the location/s

–        Comparison of industry workforce demand profile and social demographics with your client profile

–        Identification of themes in the data and validation of analysis with team members working across the specific locations to value add with local intelligence

–        Partnership map development with local team members

–        Option of skills profile and/or competitor analysis

–        Development of an action plan with priorities, engagement and support strategies and validation by team members

–        Documentation of the whole process so it is repeatable and can be used across your organisation and at other locations/regions.

Outputs per region or location may include:

–        Industry and business workforce profile

–        Social demographics

–        Partnership map

–        Client profile

–        Skills profile

–        Competitor analysis

–        Report and action plan

Get the evidence you need for your business case, tender submission, funding allocations, new program or workforce plan.

Send an email to wendy@workforceblueprint.com.au with the various components that you are interested in – I, D, P, C, SP and/or CA.

Skills for All and Opportunities for You

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Skills for All, the Strategic Direction for Vocational Education and Training in South Australia 2011-2014 has been published and was great weekend reading with the pink highlighter pen out!

What does Skills for All offer?

  • extra $194 million over the next 6 years for an additional 100 000 places
  • transition to a National VET Regulator in 2011
  • income contingent loans and concession fees for low income earners
  • Skills in the Workplace initiative to upskill employees in support of their workforce development – sharing the costs with government where more than 200 employees – at least 50%; 100-199 employees at least 25%; less than 100 employees at least 10%
  • independent and endorsed workforce development advisors
  • subsidies – full for Cert I and II; 80% for Cert III and IV; 70% for Dip and Adv Dip; up to 100% for priority qualifications, critical skills and specialised occupations
  • designated skills set training once/year based upon advice from industry
  • move towards fully contestable training market
  • from 1.7.11 the Office of TAFE SA will be formed
  • training information portal
  • plain language document on provider services and outcomes for students, awareness of opportunities to feedback concerns or complaints from students and regular info campaigns
  • $6.4 million in additional funding for foundation skills and Adult and Community Education (ACE)
  • reduction in VET cost per hour closer to the national VET average
  • Skills for All providers will receive subsidies for delivery in rural locations that reflect additional costs with thin markets
  • targeted professional development initiatives that address contemporary education and training and workforce development practice
  • nominated capability building initiatives to ensure good practice for providers
  • a new Employer Recognition Program initially recognising employers of apprentices and expanding over time for employers who are committed to developing the skills of their workforce
  • employers co-investment with Government in integrate workforce development plans, encourage industry uptake of workforce development, industry investment and skill development for new and emerging industries and technologies
  • workforce development support including toolkits, workshops and resources

So here’s some ideas on what to consider now so you are ready for the roll out:

  • training providers must demonstrate the demand for skills and jobs, links to industry and funding required – this means taking an evidence based approach and analysing workforce, industry and regional demand
  • registration and qualification requirements as a Skills for All training provider – this is additional to the minimum AQTF standards and you’ll need to be on the look out for when DFEEST releases the requirements
  • increased focus on recognition of prior learning and identifying student learning needs – think about RPL as opt out of not op in and who you can tap into for learner support
  • at enrolment students and their provider will develop a customised training plan – do you already have this in place or will you need to develop a template and tools?
  • the subsidy price will be paid monthly to qualified providers based upon module completions – how will your cash flow work and what systems will you need to put in place for reporting?
  • one website will have information about Skills for All providers – how will you keep this up to date and what about your own website, maybe time for review and some advice?
  • DFEEST will provide information to students – how could you maximise this promotional opportunity and do you need to rethink your marketing strategy?
  • ACE partners – who do you know?  who can you work with? do/can/will you deliver foundation skills?
  • VET costing – do you know all the inputs, all the outputs and the return on the investment?
  • Delivery in rural locations – get familiar with the Accessibility Remoteness Index of Australia (ARIA) to determine regional loadings and classify your target markets based upon industries, student cohorts and regions – locality, SLA and postcode are important data sets here
  • need to better engage and support SME’s – facilitate a workforce development style conversation and identify all their needs
  • employer recognition – what about the commitment of your own organisation to workforce development?  are you leading the way?
  • focus on workforce development – this is moving beyond training and assessment and workforce skills development towards a workforce planning approach

What’s next – have a look at the key implementation milestones with the Skills in the Workplace program due for August 2011 with most activities kicking off publicly from June 2011 through until 2012-13.

Make sure you subscribe for further updates and what you are looking forward to?