1. 1 TRANSFORMING THE TRADES  PROJECT OVERVIEW 

2. 2 TRANSFORMING THE TRADES CHALLENGER TAFE PROJECT IMPLEMENTING A WORKFORCE DEVELOPMENT MODEL  FOUR PARADIGMS OF TAFE 

3. 3 TRANSFORMING THE TRADES FOUR PARADIGMS OF TAFE PARADIGM 1: Campus- Based Delivery Training for industry and enterprises is delivered in classrooms, laboratories and workshops. Lecturers and trainers are expert presenters, demonstrators and tutors. PARADIGM 2: College and Workplace Delivery “Your place or ours”. Training includes a blend of classroom and workplace delivery. The RTO hires both campus based lecturers and workplace trainers. PARADIGM 3: Working Within Specific Enterprises Training embraces enterprise development, focusing on skill development for jobs. Trainers are work–based learning facilitators and workforce developers. PARADIGM 4: Industry & Community Workforce Planning & Development The RTO embraces an industry and community skills ecosystem mindset. Trainers, designers, consultants and teams operate inside the industry skills ecosystem.

4. 4 TRANSFORMING THE TRADES PROJECT AIMS:  To ensure Challenger TAFE Construction – Peel Campus, in consultation with the various Residential, Industrial/Commercial Builders, Employer Groups/Associations and Building Materials Suppliers of the Peel Region is able to provide flexible, innovative, quality training and assessment processes that are fair and equitable to all parties now and into the future

5. 5 TRANSFORMING THE TRADES  PROJECT THEME OVERVIEW 

6. 6 TRANSFORMING THE TRADES  Given the substantial and rapid growth of the New House Construction and Home Renovation markets with the parallel growth of specialised Industrial Projects in the Peel Region, Identify and endeavour to resolve the delivery, training and assessment issues facing the Peel TAFE Construction section, that are posed by “fractionalisation” and “specialisation” in the “traditional trades” skill areas, and where many apprentices are more “likely” to be learning on the job from “non-qualified tradespersons” or “hammer hands” 

7. 7 TRANSFORMING THE TRADES  FOCUSSING ON 

8. 8 TRANSFORMING THE TRADES  Carpentry & Joinery – Wall & Ceiling Fixing  Specialist Trade “Skill Sets” & Qualifications  Identifying and recognising the fast moving times and technology along with a changing work environment that TAFE Trade Instructors – Lecturers, Employers, Sub-Contractors, their Apprentices and Trainees operate  

9. 9 TRANSFORMING THE TRADES  Look at the specific delivery, training and assessment issues or problems that are posed by the various employer groups in these trade/skill areas 

10. 10 TRANSFORMING THE TRADES  Evaluate all information gathered to assist in the identification of the key or critical criteria necessary in the design and implementation of valid delivery, learning and assessment strategies specific to each, or combination of, trades and skill sets

11. 11 TRANSFORMING THE TRADES WHAT HAVE I LEARNT ?

12. 12 TRANSFORMING THE TRADES Patience!!!!!!!!!!!!!!!! ?  Definitely advanced my computer skills  Updated my industry knowledge  Enhanced my curriculum/TP knowledge Much more about my colleagues as people and their expertise A better insight into the people whom we are training

13. 13 TRANSFORMING THE TRADES WHAT SKILLS HAVE I USED ?

14. 14 TRANSFORMING THE TRADES Natural charm and chatting abilities An understanding of working with people of different cultures, impairments and adversity  A wide knowledge of the construction trades and their specialisations which helps to dispel uncertainty when dealing with clients  A creative ability to customise product and develop innovative training and assessment solutions and strategies Leadership, (Ego), Initiative and Teamwork

15. 15 TRANSFORMING THE TRADES HOW WERE THESE SKILLS USED ?

16. 16 TRANSFORMING THE TRADES On my Director, PM, clients and colleagues displaying hesitation or uncertainty of my more radical proposals  To give management and clients confidence in my ability to provide the service or product they required  In the Development, Delivery and Assessment processes of numerous Construction courses, at AQF level 1 including SAL and VET cert.1  Providing individualised training and assessment for Carpentry & Joinery and Wall & Ceiling Apprentices  Setting up of our new Peel Trades Compound whilst mentoring, guiding and assisting the “new, young team” of “ex” tradespersons to develop in the “professional” world of teaching and learning

17. 17 TRANSFORMING THE TRADES SUMMARY OF THIS PROJECTS ACHIEVEMENTS TO DATE

18. 18 TRANSFORMING THE TRADES A well defined and accepted process for the “Fast Tracking” of apprentices that is also compatible with the “Skills Recognition Process” in construction Identifying and implementing “Skill Sets” with a generic workbook pro-forma in Carpentry & Joinery that are compatible/generic across “Housing” and “Full Trade” qualifications The successful trial and change from “Intense Block Release Training” to “Day Release” “Individualised Training Programs” identified for specific apprentices and implemented with the assistance of their employers/apprentice masters

19. 19 TRANSFORMING THE TRADES EXTRACTS FROM FEEDBACK GIVEN BY EMPLOYERS

20. 20 TRANSFORMING THE TRADES “Any program that provides flexibility and options for skills recognition such as the fast track scheme is a positive step and has certainly been successful for us” 

21. 21 TRANSFORMING THE TRADES If “partial apprenticeships” or “segments of apprenticeships” are recognised by various AQF assessment levels that can be built on, I see that as an opportunity to have people qualified/skilled in specific areas thereby satisfying our duty of care under safety and quality to have competent operators, even if they are not fully qualified in a trade (provided they are only used in their area of competency)

22. 22 TRANSFORMING THE TRADES “The flexibility of our apprentices training and the reduction in his time at TAFE was of great assistance to our business”. “Apprentices competencies can be achieved at TAFE or on site as demonstrated by his being nominated twice for apprentice of the year during his apprenticeship”

23. 23 TRANSFORMING THE TRADES “This type of training with the right students is to be encouraged for future tradespersons in our industry. I would have no hesitation in enrolling future apprentices with Challenger TAFE if the systems implemented by Brian are adopted in the future as it was a vast improvement compared to experiences with a former apprentice ” 

24. 24 TRANSFORMING THE TRADES WHERE TO NOW ?

25. 25 TRANSFORMING THE TRADES The Project includes a range of TAFE and Construction Industry issues and scenarios which may/will have a critical impact on Trade Training for the future and so will be ongoing. The issues raised or identified are in many ways part of our AQTF requirements and will be constantly revised and moderated