The proposed project will facilitate an Industry wide strategy to the development of a Strategic Approach to ensuring the positioning of the Disability Sector as a relevant, needs focused industry that is demonstrating a commitment to the increasing professionalisation of the sector through leadership and facilitated change management. The underpinning driver of the project is to provide a vehicle for strategic leaders in the Disability Sector – RTOs and community based organisations and others to understand , support and champion VET training as the means to achieve these goals and to develop and build further strategic links between the Disability Sector, RTO, Statutory bodies and the National Training Framework. This project will be a logical continuation of the seeding work that has been laid down through other RTF projects that have been achieved under funding goals in 2004 and 2005. The project is about more than change management within an organisation – it is about having an opportunity to lead and facilitate change in the way an industry perceives, mobilizes and presents itself – initially on a NSW State wide basis and ultimately on a national basis. The project will be about identifying potential players , calling for expressions of interest and incorporating senior managers of community based organisations, private and public RTOs, representatives of peak bodies and statutory bodies as well as client representation to co-hese and lead innovation and change in the Disablity Sector through widespread support of the CHC02 Community Services Training Package.

This proposal is a major strategic and change management strategy that on completion of this project the rural and remote VET Co-ordinators will become strategic change agents for CDU within their remote localities and communities. As the group is geographically isolated, these key VET practitioners will become more cohesive, resourced and professionally resilient as a direct result of this project. They will plan and evaluate high quality VET programs in their regions utilising endorsed training packages in a manner that meets AQTF standards and CDU’s Strategic Directions. They will be pivotal in the achievement of a vibrant VET national training system by performing a range of functions; •assist review of CDU’s current structures and functions •assist training providers with new approaches •analyse industry training trends and future directions (Mitchell & Young, n.d.).

This project will use existing networks to firstly identify and recognise the impending crisis in workforce supply issues facing Health in South Australia. This will be used to develop a new workforce model for Health using the VET Sector as the key platform for planning and role redesign. The Aboriginal Health workforce will be a key component in this. A two part strategy will be developed in partnership with RTOs and the Education sector. The first will develop build career based programs for young people to reflect the Future Roles modelling. The second part to this strategy will investigate and propose a partnership approach to developing a new RTO model specific to the needs of the Health workforce of the future.

A range of strategic initiatives will come to completion during 2006. They directly affect how teachers work and achieve improved outcomes for learners. These organisational structures increase student access and communication methods which will change the teachers’ approach to developing learning materials, student support and teaching strategies. The uptake, sustainability and further strategic development of these initiatives rely on the teaching staff using the new methods of information storage and communication. This project identifies a group of Education Managers across the Institute to act as internal Change Agents and leaders of change. The focus will be on the leadership and mentoring of others to initiate changes in work practice.

The objective of the project is to develop a Governance Model for education within the South Australian Ambulance Service (SAAS). This model will focus on the strengthening of education as a key strategic objective for the organisation.

Aim: To improve the quantity and quality of student learning through the development and retraining of tenured staff in improved and innovative teaching skills and practices necessary to meet the changing needs of our clients in a local and global workforce and an ever evolving educational environment. In this way the project enables Southbank to determine their educational culture and change strategies to underpin continuous improvement in teaching and learning. Specifically the project aims to build the capacity of the new appointed Educational Leaders (change Agents) to: •Design a professional development and change management plan to promote and develop excellent teaching practice for all Southbank teaching staff. •Change the teaching practices of all teachers to include; adult learning principles, blended learning and the use of technology and delivery in alternate learning environments. •Develop an effective formative evaluation process that efficiently determines characteristics of each teacher and aids in their continuous improvement and professional development. •Develop a set of “tools” based on the characteristics of excellent teachers that can be used by educational leaders to promote change in teaching practice to reflect the ever-changing environment of VET teaching. •Promote and model best practice in the institute.

St George & Sutherland Community College (SGSCC) is an adult and community education (ACE) provider with a proud history of VET provision (485,171 student contact hours 2005), but urgently needs to reposition itself to become a financially independent, proactive RTO which excels at implementing the national training framework. As a result of undertaking this strategic and change management project, the College will be more customer focussed in developing and delivering accredited training. In particular, the College will be more flexible and responsive to the training requirements of both industry and individual customers, in meeting their needs for customised training. Additionally, the College’s improved strategic management processes will increase its ongoing capacity to build and sustain partnerships with industry and the community in southern Sydney and surrounds

This project aims to improve Swinburne TAFE’s capacity to embed workplace training and delivery as a core strategy.

Riverina Institute is working in a partnership with Huhtamaki Australia to address their national training needs. This change management project is designed to ensure: •each of the six Huhtamaki sites is ready to take on significant cultural change •Riverina Institute delivers the training consistently across each Huhtamaki site •the Riverina Institute staff working in a virtual team in remote locations work in synch •Riverina Institute functional divisions appreciate the complexities of delivering the training nationally in the workplace, so all Institute stakeholders make appropriate policy and procedural changes to support the training partnership.

The proposed project outcomes are: -The development of new skills by Institute managers and staff in the implementation of Unit Based Enrolments. The implementation of unit based enrolments requires a culture change within the organisation therefore managers will be required to use change management strategies to bring about this culture change. -The development of high performing teams, through effective leadership and change management strategies, which will result in staff having the capacity to respond to the implications to our Institute of unit based enrolments and the needs of the national training system and meet the needs of our learners. -The determination of appropriate organisational structures, cultures and strategies that will underpin continuous improvement in the implementation of unit based enrolments and the teaching, learning and assessment strategies and resources required for unit based delivery. -The development of strategic and change management skills within senior and middle-level management to better respond to the requirements of unit based enrolments. The skills developed in the implementation of unit based enrolments will also position the Institute to build the capacity of Institute staff to function more effectively in a competitive training market; increase current relationships with industry through unit based enrolments; and retrain staff to better meet the needs and demands of students

The Queensland Skills Plan, released in March 2006 has set a new direction for VET in Queensland. The plan placed a requirement on the State’s TAFE Institute’s to collaborate on building capacity to implement customized delivery of training through blended and distributed learning models. The project outcomes, relating to Networked Management of Change to Blended and Distributed Delivery in TAFE QLD will be as follows: •Increased capacity to customise training to industry needs and across a wide range of National Training Packages •Increased flexibility of delivery and access to training for all Queenslanders •High performing networked organisational structure •Client focused, responsive culture •Networked Management Model and Change Plan creating capacity to meet needs of multiple learners/contexts •Serve as a model for managing change in regards to other VET challenges

The TAFE SA Regional Institute proposes to develop a strategically orientated organisational culture across the broad expanse of the new Regional Institute in order to better place it achieve the vision, mission and outcomes of both its recently developed Strategic Plan within that of DFEEST and the SA Government. The project aims to: •Articulate the behaviours and attitudes necessary to achieve the institute’s strategic goals •Develop a cohesive organisational learning culture which recognises and supports best practice across the whole institute •Develop an institute-wide communications strategy for providing information and support to all members of the organisation across the broad expanse of its operations •Use technology to enhance and improve both the organisation’s communications and business operations •Implement an Action Plan to achieve agreed outcomes •Manage the transition to change and sustain the momentum

Phase One William Angliss Institute of TAFE (WAI) has just completed a strategic review and planning process which has culminated in the development of a new strategic plan. Phase two The purpose of the project will be to support implement the strategic planning process. • The strategic plan identified 4 key areas for major change o Learning and teaching o Innovation o Workforce management and development o Marketing • WAI has identified the following cultural aspiration to shape WAI actions: o A market focused; o Learner and customer centric o innovative o Learning organisation

This strategic project aims to develop through discussion and debate a comprehensive strategic response by ACPA to three key drivers. Driver one is range of national/ state arts and education policy positions that have emerged since 2006. Driver two is the need to engage with industry effectively based on high level industry input to maximise Indigenous employment through creative sector training. Driver three is to inform ACPA’s operationalising of its strategic plan in response to these key drivers. Action strategies relevant to the organisations engagement with these key drivers will be assessed for operational application beyond 2008.

To undertake a business unit level (Compliance Support & Capability) strategy-making workplace learning activity that will review, formulate and refine L&D strategies leading to modification of the Tax Office’s RTO organisational structure, systems, processes and culture. This project will: ?Meet the Tax Commissioner’s imperative to make the Tax Office a high performing VET organisation, with an RTO that is aligned with business outcomes to build community confidence because of highly skilled staff. ?Enhance the RTO’s responsiveness to current and emerging capability needs and workforce development requirements especially within the Compliance sub-plan.

This project seeks to ensure that Batchelor Institute’s Executive and Senior Management Team, particularly those responsible for the coordination and delivery of training are well versed in local industry needs and can meet those needs within the context of COAG’s national reform agenda. This will include examining flexibility of delivery, the notion of competency-based training versus other models such as time-based models, the development of appropriate training methodologies, familiarity with training packages and the compliance requirements of the AQTF. As the key drivers of change this group will also be given opportunities through this project to examine models that will assist them to facilitate the necessary transitions and change within their operational groups in a strategically responsive and appropriate manner. Thirdly, it’s about building a culture that is innovative, strategic and committed to continual improvement.

Berry Street Victoria received RTO status in February 2006. We are in the early stages of developing our potential as a provider of training to our young clients and in the community services industry. This project enables us to develop a strategic vision and agreed framework for decision-making within the context of the national training system and our industry. We will enhance the understandings and skills required by the organisation to effectively function as an RTO. We will address this challenge by bringing together all senior and education managers across the organisation to undertake an action learning program and participate in a series of facilitated workshops.

BRACE Education Training & Employment had a focus during 2007 on building better customer service delivery through: understanding and managing our competitive difference, developing key organisational capabilities and aligning our vision and work culture to existing and emerging business needs. We have the goal to be acknowledged as an Outstanding Recognised Training Organisation in 2008. The project will clearly link with the Board of Directors Strategic directions and these linkages will be reviewed and monitored for evidence of change and levels of adoption. The specific challenge that we face and will be addressed in this project is to build a culture of entrepreneurship amongst the Board and staff of BRACE that is customer focussed, demand driven, outcomes focussed and meet the needs of our clients and stakeholders.

This project will involve key stakeholders such as College staff and tutors, Board of Management and industry partners in developing a three (3) year strategic plan to become a high performing demand driven College in line with the new AQTF standards that is able to meet the needs of industry, our local community and the changing economic and political climate.

The majority of professionals in the West Australian Screen Industry do not have formal qualifications, the uptake of, and opportunities for RPL are negligible. In turn Industry members place little value on formal qualification, which creates challenges for new graduates who have passed through the national training system.This project aims to break that impasse.

GATE’s project aims to involve staff and Management Committee members in the introduction and implementation of AQTF2007, and in the process to break down some of the barriers existing between staff at separate sites. It is hoped that through the project we will identify ways in which we can better support existing clients and establish new partnerships, while developing a culture of continuous improvement. The organisation is aiming to become less supply driven and more demand driven, and to maintain a flexible, responsive and coordinated approach to delivery.

The TAFE Queensland Strategic Library and Information Collaborative Committee (SLICC) in partnership with Professional Practices Unit will use this project to develop and grow Institute library managers’ skills in change management. SLICC is faced with the challenge of creating and implementing a new strategic direction for TAFE Queensland Libraries in: •the rapidly changing teaching and learning environment of TAFE Queensland transitioning from traditional modes of delivery to blended and distributed modes and •in the context of newly emerging and evolving operating models within TAFE Queensland, initiated by the Queensland Skills Plan in March 2006.

In 2007, the Gordon Institute established a number of Education Development Advisor positions whose role is to work with teachers and managers to change attitudes so that the Institute becomes more outward focussed. The aim is to enable Institute teaching staff to develop the skills and attitudes to be more proactive and innovative in seeking and developing relationships and training projects to service the needs of business. This project will provide the Education Development Advisors and other identified staff opportunities to build the skills and qualities required to be the change agents. The project has been designed to allow for individual development in educational design, project management and preparing tender/project proposals as well as group development via a community of practice. The participants will also coach and mentor other Institute staff.

The project has a dual function with outcomes in the educational and practical domains. It will lead participants to an understanding of the value of collaboration to achieve desired outcomes. In the process of learning ‘Change Management’ strategies participants will achieve necessary and desired outcomes and simultaneously learn to transfer this knowledge into their individual workplaces to develop continuous improvement methodologies. The major challenges will include assisting participants to realise collaboration will assist them to achieve needed outcomes without affecting their individual, competitive edge in the industry and to overcome the fear associated with change and new working strategies.

TAFE Tasmania’s ‘Working with Business, for Business, like Business’ Project will focus on establishing a culture of entrepreneurialism within the organisation. The project will: •Review ways in which we can build the capability of TAFE Tasmania’s staff to develop a more entrepreneurial approach to their work by building profitable relationships with their enterprise clients. The project will encourage an improved understanding of what we mean by a ‘demand driven approach’ to our work with an emphasis on working with business for business like business •An enterprise focused focus will result in providing flexible and innovative responses by our delivery teams to meet their clients needs resulting in an increased understanding of enterprise needs and what is meant by the delivery of a customised approach This Project acknowledges that before market needs can be addressed, TAFE Tasmania needs to address issues of culture, communication and staff responsibility and the role these play in the strategic positioning of TAFE Tasmania.

Changes to Government policy have created new challenges for the way RTO’s engage with Indigenous clients and the way Indigenous RTO’s operate. Changes to Regional Councils, Shared Responsibility Agreements, Community Development Employment Programs, Structures Training and Employment Programs, Skills Vouchers, Working with Diversity and Australian Quality Training Frameworks are all impacting on how RTO’s plan, organise and fund training for their indigenous clients. This project brings together Indigenous organisations delivering non accredited training, short courses or VET, through partnership or auspicing arrangements with other organisations, or as RTO’s to develop strategies to best manage the current changes and a general framework for their organisations to manage ongoing changes. Workshops will be held in Darwin and Broome during July and August with ongoing feedback and consultation prior to, during and after the workshops.

The project will examine the professional learning and development opportunities of an ageing Vocational Technical Education (VET) workforce at Southbank Institute of Technology (SBIT). Specifically, this project will focus on an analysis of the Institute’s current professional learning and development policies and practices in responding to an ageing VET practitioner workforce, contemporary life based learning and capability development initiatives (ICVET, 2006). Further, in a constantly and rapidly changing VET market that is driven by clients, industry, and Government policy (e.g. Queensland Skills Plan); SBIT will face structural, cultural modification and strategy implementation challenges in its transition to a new Governance model. Therefore, the aim of this project is to identify and implement a range of life based leaning strategies that will enhance SBIT’s capability and market sustainability. Broadly, these factors and in particular the diffusion of strategy, are challenges that all registered training organisations (RTO’s) face in their pursuit of forging significant educational partnerships and continuously improving the learning environment.

Strive’s goal to IMPRESS our customers with exceptional service standards, which will ‘raise the bar’ and commitment toward VET, will come at a cost, largely a personal one to the entire Strive Team. We will face a number of challenges and the most significant will be the ‘perceived’ extra workload with no extra income! We are asking our team to rethink and change the way they do things to extend the current service we offer to our clients. This project will buy us the time and space to communicate and manage the change much more effectively, making sure everyone is on the bus – so to speak - and no one is left out!

Through this strategic project SCIT will for the first time develop and implement a 5 year Educational Plan. Our major challenge is to change from our previous educational planning practice which was restricted to looking only one or two semesters ahead. The new process will involve in depth review of our local region, our future market reach, our learner’s future needs and our responsiveness to COAG

Swinburne recognises the need to re-position its suite of products and services to better respond to COAG’s agenda of improving human capital both within the VET organisation and across the Australian workforce. A key Strategic Goal for Swinburne is to ‘Build a Sustainable Portfolio for Swinburne TAFE to thrive and grow” The specific challenges to be addressed in this project are: how to determine what a new portfolio should look like and how to convince and transform the current workforce at TAFE to adapt their thinking and actions to accommodate and implement a new portfolio.

To achieve the aims of the COAG led National Reform Agenda and National Quality Council (NQC) priorities will require a refocussing on organisational capabilities and provides both opportunities and challenges. The Head Teacher role will be pivotal in supporting the change management processes and facilitating educational leadership.

Our aim is to implement a change management approach that moves the Institute to being future oriented, demand driven, client focussed and results in the development of a Strategic Workforce Development Plan for three years. Driving a cultural change in workforce development requires a structured approach to the transition. This approach includes: •Creating a sense of urgency that change is needed •Assessing the current state including internal and external forces •Providing communication channels that support the process •Determining the desired state for the Institute based upon future product and service delivery •Conducting gap analysis and developing action plan •Developing a Workforce Development Plan to manage the ‘gap’ •Promoting the plan and implementation strategy.

The Institute will focus on the cultural shift required by teaching staff within the Institute to respond to the needs of industry. The focus areas include: flexibility in delivery, competence versus time based traineeship/apprenticeship completion, the development of materials and resources that respond effectively to the changed environment and the AQTF/contract compliance requirements. Focussing on skills development, this project will expose Institute staff to the real needs of industry, Australian Apprenticeship Centres and employers, and act as a catalyst for change. It will create urgency amongst teaching staff of the Institute to develop a more responsive approach to engaging in and servicing work based training in the Riverina Region. The project will not only adapt to the changing VET environment but will enhance the ability to deliver a range of workplace training models.

This project explores an initiative that would enhance VET capability to implement an industry-driven, demand-driven and client-focused training system through a new service to clients. This will mean regional TAFEs can identify clients with viable ideas for small businesses and support them to establish the business while the are completing their vocational training. The service would mean we deliver specific skill sets either as embedded in, or additional to, the qualification they are completing. This will involve considerable engagement with training packages in an attempt to customise the delivery to a real life project. As such the VET providers will be ”focusing more on client outcomes, not provider inputs” and encouraging staff “to move away from a curriculum and teacher-dominant culture to a service culture”. (Mitchell & Young, 2001)

The project will enable TAFE SA Hospitality, Tourism and Sport and Recreation Educational Managers from a range of programs, campuses and institutes, to develop skills in strategic management. The need to build this capability has resulted from the implementation of a new organisational structure which requires TAFE SA to operate as one RTO which requires a shift of focus from the traditional competitive model to a collaborative and strategic model. The project will emphasise strategic thinking/creative strategy making to facilitate change, and the development of a culture that is responsive to the changing needs and requirements of industry and the community in line with the revised Hospitality and Tourism Training Package and the AQTF. Particular focus will be given to considering the impact of federal and state policies for vocational education and training as they impact on the delivery of VET in SA.

The project aims to provide educational and systems leaders in TAFESA with enhanced knowledge, skills and practical tools to lead change within TAFESA to ensure the provision of consistent, responsive and quality RPL services to enable the organisation to contribute to a highly skilled workforce for South Australia. This project will set strategic directions for TAFE SA in RPL practice to improve response to the needs of students, employers and other stakeholders while building on outcomes from RPL Done Well in VET and Professional Judgement in VET.

This project will focus on developing a new strategy to systemically build capabilities and enable lecturers to more easily achieve their career aspirations. A key part of the project will be evaluating the need and/or demand for higher teaching qualifications. This strategy-making project focuses on improving human capital, building the capabilities of its teaching workforce and planning educational leadership succession. Firstly, the project will focus on the difficulty of retaining new and experienced trade lecturers. Secondly, it will focus on ways to support their career planning and development. Thirdly, it will focus on strategies to encourage lecturers to undertake educational leadership roles and enhance their professional and vocational credibility.

Challenger TAFE has developed a model of RTO service delivery that is based on Four Paradigms. Paradigm 3 is working with specific enterprises and paradigm 4 is concentrated on industry and community workforce planning and development. The challenge for the College is to move more of its delivery into these two paradigms. To do this it needs to develop the capacity and capabilities of lecturing staff as well as review and change procedures and systems.

This project is focussed on building the skills, expertise and capacity of frontline and middle managers to implement strategic change within the organisation. The need to build this capacity has emerged as a result of a recent restructure that has changed the functions and responsibilities of these positions. In addition, the college has recently embarked on a three year plan entitled the ‘Smart College Initiative’, which aims to infuse an appropriate use of technology into the three dimensions of college operations – students, lecturers and administration. As a result, a major challenge for managers will be leading this initiative whilst considering the effect such a change has on individuals and sections within the college. Perhaps the greatest challenge faced by WCT will be aligning individual staff members’ values with the directions given by COAG. In particular, we expect lecturers’ values, norms and practices to be challenged, which may lead to a resistance to change. As a consequence, this project will provide managers with the knowledge and skills to support their staff in implementing the ‘Smart College initiative’ and ensure that the change management process has the highest possibility of succeeding.

Using the proposed University of Ballarat RPL procedure and strategy as a vehicle of change, the project will assist in developing middle managers in strategic and change management. This will be done whilst developing strategies for implementing RPL at department level and managing the change of cultura and mind set of staff to RPL. Specific challenges: •Developing Middle managers to strategically manage change. •Create and develop a cultural change from master client to client cantered through RPL. •Manage resistance to change. This project is intended to assist the University on many levels but specifically in respect to the development of Staff as middle managers for their succession into more responsible positions. The implementation of a new and Revised RPL system that will be responsive to Industry needs, developing people’s skills and qualifications in the shortest possible time but maintaining high quality outcomes.

For some years Wide Bay Institute of TAFE (WBIT) has been delivering training in a number of vocational training areas across Australia to a number of corporate clients