VET Capability Framework in action Ty Theodore Goldfields Institute - PowerPoint PPT Presentation

VET Capability Framework in action Ty Theodore Goldfields Institute of Technology

A “Values” based Capability Framework

What is it? The “Lecturers Professional Development Framework”(LPDF) • represents the commitment Goldfields Institute has to the ongoing professional development of lecturers (Retention tool). Values based capability system, aligned with State based • deliverables (Skilling WA etc.), Industry Training requirements, AQTF compliance and the Institutes Strategic Plan & Competitive Advantages. Matrix of competencies written as Professional Development for • each aspect of a lecturers role and career phase.

How does it help? Lecturer – The framework provides you with a single point of view of the programs and learning opportunities to assist you, to undertake your duties in a more professional way. – It provides you with a map of the core skills and knowledge required to advance your career. Manager – Use the framework to plan and plot skill and knowledge development. – Embed choices into lecturer Valuing Performance: Personal Development Plans

Concept Attainment • Researched existing frameworks and those supporting VET. – Australian Institute of Company Directors (AICD) – Singapore Training and Development Association (STADA) – American Society for Training and Development (ASTD) – Reviewed the TAE10 Cert IV and identified areas for expansion. – Skilling WA Framework

Concept Attainment • Reviewed Institute Objectives, Goals and Challenges: – Staff Attraction & Retention challenges – Strategic Plan & Values of the Organisation – Points of difference in the region & state – Our Competitive Advantage as an Institute • Draft proposed & circulated – concept and diagram distributed within the Institute for feedback, via Team Meetings and Governance Committees.

Ring of Competitive Advantage Value Aspects of Role Career Phase Organisational Values

Framework Development from Concept • Proposed a Draft program based on our Ring of Value, circulated within the Institute for feedback, via Team Meetings and Governance Committees. • Proposed Draft to Industry to gauge input on the effectiveness of Lecturer delivery in the region. Gained ideas for program inclusions. • Worked with Principal Lecturers and Program Managers to produce a Second Draft for further consultation. • Held “All Staff” meeting for feedback. • Final Draft developed and sent to Corporate Executive for funding support and adoption.

Final Implementation Implementation considerations: 1. How would you deliver on the model? 2. How will it be rolled out it in the Institute? 3. How will it be evaluated? After considerations we now have a working model….. Wooohooo!!!

1. Delivery Model: Joyce & Showers – Skill Training Model Awareness Comprehension Transfer Input 90% 11% 2 – 3% Modelling / Demonstration 90% 11% 10% Practice & Check for 90% 90% 10% Understanding Observation & Coaching 90% 90% 90%

Delivery Model: Joyce & Showers - Skill Training Model • The model shows the transfer of knowledge if only certain types of activity are used, eg: if we only give students information or „Input‟ they are „aware‟ of the information (90%), but there is little transfer (2-3%). • However if the training program is designed to have an a input then an observation/coaching component eg: a cooperative group task, which over time, involves a period of observed experiential learning, followed up with coaching and reflection sessions, we can see up to a 90% transference of skills.

1. Delivery Model: Joyce & Showers – Skill Training Model Awareness Comprehension Transfer Input 90% 11% 2 – 3% Modelling / Demonstration 90% 11% 10% Practice & Check for 90% 90% 10% Understanding Observation & Coaching 90% 90% 90%

2. Rollout: Integration into Staff Performance • Progress and Performance measured against the 5 Aspects of the Lecturers role. – Via Performance evaluations • Individual Assessment “Rubric” developed to measure outcomes (not dissimilar to IBSA)

2. Rollout: Integration into Staff Performance • Added to “Valuing Performance Policy” (Personal Development Plan) – PD activities chosen with Program Manager. • System imbedded into Blackboard and monitored by ALU staff (Officer & PL‟s). – Lecturer access and enrolment.

3. Evaluation Process • Recorded ASL & Principal Lecturer contact - „Mentoring‟ sessions. • Program Manager - Valuing Performance Reviews (Biannual) • Team Meetings - PD Report • Student/ Employer Satisfaction Surveys • All Data collated: – Presented to Training Governance Committee for monitoring – Biannual review to Corporate Executive to support funding acquittal.

Summary The “Lecturers Professional Development Framework” (LPDF) has • been designed by lecturers for lecturers. It combines strategic thinking with intelligent instructional design, • which provides a unique arrangement that is representative of both the lecturers role and Goldfields Institute vision. The identification of the relationship between career phase and the • aspects of role are crucial components of this framework. The three career phases provide not only a starting point for those • new to the Goldfields Institute, but also those currently employed who are looking to strengthen their current lecturing practices.

Summary The phases show how lecturers can move across a range of • programs to gain a portfolio of experience that deepens and adds a richness to their current teaching practices. The five “Aspects of Role” represent a sensible arrangement of the • complexities faced by lecturers in the course of their day-to-day duties. The LPDF indicates a range of training programs, in a variety of • delivery modes that are designed to assist an individual develop key practices across the depth and breadth of their emerging careers and lecturing identities.