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

By | Funding, Vocational Education and Training | No Comments

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

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

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?

Are you an Australian VET Leader?

By | Vocational Education and Training | 3 Comments

YES – then join the Australian VET Leaders Linkedin group, take a proactive approach to your professional development, influence policy discussions and develop your political nous.

This group has activated a network of insightful, innovative and energetic people whose vision and dynamism can usher a future of progress, positive change and the sharing of knowledge.

The main goal of this group is to increase the productivity of the VET workforce and contribute to the productivity of the Australian workforce by developing a Community of Practice (CoP) with members from around the country to share ideas, inspire others and discuss leadership and succession planning issues faced by VET organisations. Drawing together a variety of people to work on a solutions based approach to transferring knowledge about implementing the national training system and ways to partner to address VET workforce issues is our focus.

A number of artifacts have been developed by the CoP, including a National VET landscape diagram, career maps of members, the development of an emerging VET leader competency profile, self assessment results and the compilation of a draft paper on VET Workforce Succession Planning with a leadership focus.

Specific outcomes to date include:

  • Documenting skills of emerging VET leaders to use as a CoP measurement as well as to go into organisation training plans to aid their growth through self assessment and validation of data;
  • Developing real information and data on VET pathways, career maps and competencies on VET and the issues participants face within it, to allow the development of a sector succession plan;
  • Building relationships across Australia with members drawn from private, public, ACE and enterprise Registered Training Organisations; industry bodies; policy, research and private sector organisations.

Formerly known as “Emerging VET Leaders”, the activities undertaken to date and the success of the community are due to the focus of the participants which has further defined the domain of knowledge through the following activities:

  • Four face to face forums in different states – Adelaide, Melbourne, Launceston (linked with the NCVER Conference) & Sydney
  • Each state forum has been hosted by different and local community of practice members
  • Have held four social functions in line with the forums including networking at the ACPET National Conference in Hobart
  • Teleconference and email facilities have also been readily used.

Skills funding out now

By | Vocational Education and Training | One Comment

Critical Skills Investment Fund – about to be released

Get ready for this new fund to be advertised in February  2011 (we think) with expressions of interest as Stage 1.  Here’s the draft guidelines:

http://www.deewr.gov.au/Skills/Programs/SkillTraining/CSIFund/Documents/CSIFGuidelinesforConsultation.pdf

And did you know that CPSISC is looking to support the Construction and Property Services industry by lodging expressions of interest from February to the Australian Government?  If you are interested in participating in this program could you please send an email to James Latimore,  Workforce Development Manager on james.latimore@cpsisc.com.au outlining project types, business profile, training requirements, location and partnership arrangements.

Enterprise Connect Funding – WIIN Round 4

Round 4: Opened on 17 January 2011 and closes on 21 February 2011 at 5.00pm AEDST.

The Workshops, Industry Intelligence & Networking (WIIN) element of the Enterprise Connect initiative offers grants of up to $50,000 for eligible organisations to deliver workshops, seminars and a range of other activities to Australian small and medium businesses.

Theme: Clean 21: the Future of Manufacturing. Clean 21: the Future of Manufacturing is the Australian Government’s manufacturing industry strategy to reduce pollution and fight climate change. It aims to make Australian manufacturing stronger by reducing costs, increasing innovation and supporting quality jobs. It is about improving what we make and how we make it.

Here’s the information document and application form.

The Social Enterprise Development and Investment Fund

The Department of Education, Employment and Workplace Relations (DEEWR) is calling for applications for grant funding for the Social Enterprise Development and Investment Funds (SEDIF).

The Australian Government announced in July 2010 that it would provide a $20 million cornerstone investment to seed the establishment of at least two Social Enterprise Development and Investment Funds.

The principal objective of the SEDIF is to establish two or more investment funds which generate social impact investment in addition to financial return and increase capital for social enterprises in Australia through capacity building.

The Department is seeking applications for SEDIF grant funding in response to the Guidelines included below. Applications close 5pm (AEDST) 18 February 2011.

Have a good read of the guidelines and information required.

Top tips for your first full time job

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Where do you look for your first full time job?  It can seem daunting and hard to get started so here are 6 steps.

First of all brainstorm the type of job you’d like, the industry and the type of company you want to work for.  Think about the hours, environment and location you would like to work in.  Have a short plan on what you are going to do to get the result of winning that first job.

Secondly do some research to develop your database of potential employers via the internet (Google, Facebook, industry/professional associations and company websites), local phone book, papers and family/friends networks.

Thirdly understand the best way to approach your database – does the company specify inquiries and applications via the web only, via email, only in response to an advertisement, or do they welcome direct contact via phone or face to face.  Some employers think that by calling in to their business you are showing initiative and they get to meet you but for others it’s probably not appropriate.

The fourth step is to change your introductory letter/email and resume to suit the company – use the same key words that they do on their website or in company documents and try to match your experience to their jobs.  Ask for help from family members, friends and other people you know in business – many people are very well networked and happy to help you out.  Check if you need any licences or minimum training for example to work in the building and construction industry you’ll need a white card and to work in a hotel, you’ll need responsible service of alcohol.

Fifth be aware of the different ways that you could be employed by a company including Australian Apprenticeships and federal or state/territory government initiatives and use this to your advantage by including information in your pitch to potential employers.  Also be aware that potential employers may use the internet to search on your name so check what’s out there about you and think about how things like your Facebook status updates, posts and photos could be seen.

Finally, keep going with your plan as sometimes it can take a little while, change things if they aren’t working for you and above all ask for help with your search.