1. OctoberVET Sydney 20 October Clive Chappell UTS Supporting Vocational Education and Training providers build capability for the future

2. 2 An integrated program of research 9 Dissemination forums 1 Consultations; focus groups 7 Leadership 5 Learning through work 4 Cultures & structures 3 Teaching, learning & assessment 8 Workforce development 6 HR practices 2 Career pathways

3. 3 RA 3 Analyzing Critical issues in Teaching Learning & Assessment 18th September 2006

4. 4 Research Focus Analysing critical issues in teaching, learning and assessment. Client wants Critical skills Success factors

5. 5 Products  Literature review -trends in teaching and learning policy and practice  Discussion paper as the basis for four focus groups  Commentary on developments in England and Scotland  Description of major VET networks and how they contribute to building and promoting good practice. Case studies from VET that demonstrate good practice in teaching, learning and assessment  Two mini-conferences  Final research report

6. 6 Messages  Quality focus - different views re quality Tensions complexity v opportunity compliance v creativity & innovation  Practitioners - up-skilling for complexity & opportunity new models of PD innovative strategies - work-based  Providers - structural & cultural shifts supporting flexibility, creativity and innovation Partnerships & networks - key elements in the future development of practitioners & providers

7. 7 RA 5 Investigating learning at work 18th September 2006

8. 8 Research Focus What workplace factors inhibit or encourage learning at work? How can we use what we know to assist RTOs make work more learning conducive? A diagnostic tool to - identify current position - identify improvements

9. 9 Our Research Work environment Clear work objectives Degree of exposure to change Extent of feedback provided Work process environment Understanding org context Appreciation of business objectives Exp in working in different areas Social interaction environment Experience of working in groups Exposure to external professional contacts Value org places on individuals work Managerial environment Managerial support for learning Rewards Provision of useful feedback Degree org knowledge provided to employees

10. 10 Initial results Analysis of responses -4 domain model.

11. 11 Initial results Analysis of responses -4 domain model.

12. 12 Further statistical analysis Management and Social Environment domains - reliable Job and Work Environment domains— not reliable The hypothesised four-factor structure therefore is not supported Rather a different two-factor solution provides a better interpretation of the pattern of responses provided by RTO staff.

13. 13 Redistribution of responses responses - 2 domain model.

14. 14 What now? Statistical methods used to analyze the original data supports the proposed 2 domain model. We are currently trialling this model with 10 different RTOs to provide empirical evidence to support its wider use.

15. 15 What now? Once validated the tool can be used to: 1.Identify priority areas/strategies to facilitate learning at work. 2.Use the survey to provide evidence of improvement after strategies have been implemented. 3.Benchmark internally or with other RTOs.

16. 16 Implications evidence of effectiveness of structural/cultural shift strategies linking organizational and individual development goals Managerial role crucial for development of learning culture Holistic & Work based professional development models Encourages collaborations and networks-benchmarking