A key aim of this project is to develop my abilities as an agent of change, to develop my skills as a leader in change through the platforms of innovation and creativity. If a leader needs strategic vision, energy and passion, ability to develop fellowship through persuasion, provide clarity of expectations and being comfortable in a leadership role, it the last of these I find most challenging and the one I believe the change agent project will help me address. A major outcome of this project will be the change effected in the ABC Learning team, namely the movement from “reactive” trainers working from an historic model, to creative practitioners who embrace the consultative model and who feel empowered to work creatively within the national training system.

In the current resources climate, drilling contractor companies have an intense level of work, and expansion with new personnel. Concurrently, there is a new demand for contractors’ personnel to have qualifications against the national Competency Standards. I will meet senior company managers of companies to -assist their change management in-company regarding training / qualifications -develop strategies for implementing the change across the industry. This will achieve: -Awareness of /buy-in to the (still-new) industry qualifications at a very senior industry level -Effective in-company implementation of the structure -An industry-wide ‘brainstorming’ by many of the senior company strategists to help us meet the industry’s extreme change requirements

Currently there are misconceptions of VET within the ICT industry and research shows that enterprises struggle to understand how to customise IT&T Training Packages and utilise competencies as a basis for managing skills development. This project would examine Workbased Competency Frameworks to implement competencies to affect change in how enterprises currently view VET Training and engage them to use competencies to impact productivity. In implementing the national training system there is an essential role for change agent “champions” thus enabling identified ICT VET practitioners to focus on the benefits of VET.

The reason for this project is the need for the Australian Canvas & Synthetic Products Association (ACASPA) to build a clear and unified direction for skills development across its sector. The industry sector is disjointed and lacks a ‘sector strategy’ for skills development. There are differences between States and Territories regarding the length of apprenticeships, issues regarding training delivery and accessibility, mixed levels of understanding of the national training framework and little evidence of effective implementation of the TCF training package. Potential project outcomes could include: •Understanding by ACASPA members of the national training framework including implementation of the TCF training package •Consensus from States and Territories regarding the length of apprenticeships •A sector driven strategy for skills development by current and potential training providers •On site and remote delivery options to address issues regarding accessibility •Formation of partnerships between industry and RTO’s •Understanding by VET practitioners of this industry sector and its potential as a training client

This project will develop my capacity as a change agent in order to drive a model in the VET Sector that directly responds to identified future Health workforce modeling. Stakeholders from the Department of Health, DFEEST and relevant RTOs will participate in a change management process that identifies the impending workforce issues facing the Health sector; the future roles and functions required to meet Health servicing needs (using the VET Sector as the reference point for developing the new workforce model); and a new partnership based RTO model to implement these challenges. As a change agent in this process, this will require me to facilitate cultural and structural transformations across multiple organizations. Underpinning this project therefore is the development of specialist skills as change agent central to coordinating a difficult and innovative change management process.

The Council of Australian Governments (COAG) has endorsed a National Reform Agenda with a significant focus on “Human Capital”. This component of the agenda clearly articulates the need to focus on outcomes within the VET sector with a detailed action plan prepared to address skill shortages through a national approach to apprenticeships and training and skills recognition. As Manager of the Training Package and Curriculum Unit, DFEEST, I am in a prime position to act as a Change Agent to assist in obtaining the required outcomes of the COAG recommendations by: •Collaborating through forums to, analyse, develop and design training and assessment products through expanding joint industry VET practitioner consultations in the lead up to the implementation of the COAG recommendations •Utilising relationships to develop assessment services across a variety of industry context to meet the identified needs of the COAG recommendations by making the most of the current quality networks operational across DFEEST •Modifying and transforming current practice through engaging VET practitioners to embrace and implement the COAG recommendations •Creating a proactive environment that communicates change strategies required to embrace the COAG recommendations across the VET sector by developing a communication strategy to assist with the flow of appropriate implementation information relevant to the VET practitioner.

This project will facilitate trust and collaboration amongst Hunter RTO’s and Contract Sessional Trainers to work together in establishing validation groups to improve the quality of delivery and assessment across industries and to impact on the need to take a learner centred approach to RPL /RCC services. To do this I need to develop and improve my skills in facilitating change, but at the same time know that it is a ‘we and us’ or collaborative outcome, to really know that I have achieved I want to see my colleagues forging ahead, creating new ideas and working together for mutual benefit of the Hunter VET providers

The divide between industry and Registered Training Organisation (RTO) delivery has been identified as a significant barrier to the effective implementation of training packages. This message had been made clear in many forums and more lately through State and Commonwealth government strategies as outlined in this application. As a neutral, impartial stakeholder in the training system, I would propose to bring about change through the identification of a relevant industry sector, reviewing current practices, and developing and facilitating workshops involving industry and training providers, both private and public, to develop a model that could be used in other sectors for true training provider and industry engagement. This project will enhance my skills and knowledge of change management through appropriate professional development to enable me to achieve these outcomes.

Taking TAFE Tasmania along a defined pathway away from curriculum toward embracing Training Package units/quals. for Work Education/Community Pathways students [students with a disability]. In taking that journey the staff will need to make significant, fundamental changes.

Police, Fire and Rescue, Emergency Services Officers work within the one organisation in the highly specialised areas of Public Safety in the Northern Territory. Training has traditionally been classroom based, with members travelling from across the Northern Territory to Darwin. Also there is a definite culture of training/learning being separate from work The project will: ? Implement a workforce change process that brings together and achieves some overlap of the separated circles of work and learning. ? Enhance my skills as a change agent as I develop and assist my colleagues implement a on-the-job training framework and sustain it.

As a national change agent I propose to initiate and implement a project within the Office of Post-Compulsory Education and Training (OPCET), to investigate an issue focusing on industry engagement strategies that facilitate demand driven training. The intended outcomes are to develop stronger change management capabilities in the organisation in relation to: • responding strategically to rapidly changing industry needs • understanding of the value and use change management strategies and processes underpinned by a conceptual framework • analysis of models and elements of successful industry engagement strategies • identification of impacts on OPCET and VET stakeholders, including RTOs, of implementing strategies to support demand driven training. At a personal level I believe that I would greatly benefit from being part of a national network of change agents and Reframing the Future’s change management expertise. The professional learning which I gain will be invaluable in informing and guiding the work that I undertake as a VET manager.

Through inclusion as a Change Agent I would like to obtain mentoring and professional empowerment to successfully implement a Mentoring program within the state of SA. Staff involved in continual change since St John became an RTO six years ago, feel unsure of the knowledge they possess around the National Training system. Through successful implementation of a mentor coaching program to support the numerous layers of resistors and supporters of training related change, it would improve and assist the organisation to progress and further implement new trainer qualifications, support existing staff with existing skills and produce a much needed layer of support through mentors within this process.

Creating effective cultural shift in VET requires 2 critical components oChange to the national training system (which has largely been undertaken) oChange in the mind sets of teachers from traditional teacher centred delivery to learner centred /industry driven practices. As a change agent at SC TAFE I see a demonstrable lack in the second of these changes. Many teachers have not embraced the opportunities provided by the national training system. Old methodologies are often perpetuated as new teachers come through. This project will enable me to hone my skills to really influence and drive the cultural shift we need, not only at SC TAFE, but across the VET sector.

VET is not managing RPL well – greater awareness and clarification of processes and practices is needed. New VET arrangements for new entrants to the workforce, including current workers, are expected to stimulate greater demand for RPL and a bigger role for RTOs. •Assist my organisation in reviewing its structures and cultures and adjust to an industry-led, demand-driven VET system •Professional development to ensure I posses an advanced suite of skills and store of knowledge, with confidence and ability to exercise my professional RPL judgement • Increased confidence in RPL decision-making, access and develop resources, share and reflect best practice through networking and better able to assist the needs of learner’s, VET and industry

To shift the Employment Preparation Faculty towards being a high performing VET business unit in which the culture, structures and strategies are characterised by creativity, innovation, flexibility and competitiveness and can strongly support the national training system. The Faculty has a strong LLN pedagogical base, pockets of innovation, experience in WELL delivery and an emerging sense of unity. The average age of the workforce is 58 and many managers are ‘fossilised’ use entrenched management practices and inflexible service delivery. This layer of ‘frozen’ management is hindering the growth, cohesion and future sustainability of the Faculty. The intended outcomes are a profile of Faculties culture, shared understandings of the link between the Faculty culture and faculty effectiveness, and the identification of strategies, processes and structures that support I& C The change agent ‘s knowledge and skills will build Faculty capability.

The main focus of my project will be in facilitating a cultural shift in attitudes & current practices in relation to competency-based training & assessment for custodial officers. The desired shift will be from one that is primarily associated with permanent employment, financial reward & achieving competency alone, to one that is based on professional development. Trainers, workplace assessors, managers, supervisors and trainees will be engaged in the change management activities that will be involved in preparing staff for the first prison in the ACT. The industry skills council for government & community safety will be used as a sounding board.

The main focus for my change management activities will be to focus on my skills gaps, in order to successfully manage the many diverse projects I am managing this year. After reflection after the Induction day I aim to, with the assistance of my project mentor and other relevant aids; •Continuously reflect and build a greater understanding of my values, attitudes and motives as a change agent, and how they impact on project outcomes •Increase my understanding of how to apply change agent management strategies •Research, collect, and analyse different approaches to change management •Increase my skills in Evaluation, integration, diagnostic and prognostic skills

The primary goal for this project is to develop a good practice model for work-based learning that is based on industry needs nationally. This will be supported by: Documenting and validating the what and how of simulated training and work-based learning from WRB04 to best meet industry needs; Encouraging robust industry involvement to present options for work-based learning; and Promoting industry led elements of change with RTO’s and STA’s.

I propose to hone my skills and build strategies as a change agent by working with participants of a current RTF Applying Information and Research project. This representative group of VET practitioners will develop a draft Employability Skills Implementation Framework for the sector. Although recent changes to Training Packages ensure that employability skills are progressively embedded into units of competency, I believe a significant cultural shift is required to convince teachers and educational managers of the importance of explicitly addressing employability skills in training delivery and assessment. Since participants will represent both public and private training providers they will provide multiple and complex challenges to the change management role.

This project will focus on developing models to encourage teachers to interact more closely with industry and focus ‘outside the academy’ in work structure. This will also require a cultural shift in thinking away from teacher focus to an industry focus. Case studies will be built based on 5 projects across the institute working with industry or to meet industry needs. These case studies will form the basis of a set of guidelines and tools to be used across the institute. As a VET change agent I hope to further define the role of Innovations at the Gordon Institute of TAFE and how that role can best establish the capacity to change directions to meet market needs.

This project with develop my skills and knowledge as an external VET change agent, reflect and theorise on my role in establishing an alliance between the Home and Community Care Service providers (HACC), RTOs, VET funding providers and client groups (workers) in the Hunter and Central Coast of NSW. To achieve this alliance my role will involve • Development of trust and confidence between all stakeholders in their ability to meet the needs of the industry, • Recognition and knowledge of VET in the aged and community care industry, • Strategies to support workforce participation, sustainability, productivity and growth that reflect the national training system. As the’ facilitator of change’ I will engage the HACC Training Coordinator Training Advisory Committee members, HACC Services providers, Community and Aged care RTOs and client groups in diagnosing issues, challenges and develop/promote/ implement strategies to meet the needs of all stakeholders.

To build my change agent skills and knowledge to enable me to be an effective change agent to look at the diagnostics and delivery of LL &N support for training packages to enable learners to successfully complete qualifications. To work with the LL& N staff at Learning Partnerships to investigate the current delivery models and to determine ways to deliver an integrated approach to LL &N skills within training packages using a range of strategies. To work with Townsville City Council to develop a range of LL& N strategies to support workers to complete training packages required for their work positions.

To further develop recognition and flexible delivery approaches and processes within the faculty of Building and Construction. Currently this method of assessing and training is being administered and delivered predominately by myself. The challenge is to develop skills and understandings in individuals within each department in order for them to gain independence as assessors and administrators of RPL/RCC. Furthermore for these individuals to be able take charge of this process and to trial and comment on the effectiveness and value of the assessment and training model. And finally to have this model embedded in the training culture and not to seen as just an ‘add on’ or compliance requirement.

This project aims to identify the specific skills and behaviours required of the Institute’s middle managers to achieve its strategic directions in the development of a 5 year Educational Plan. I see the greatest need for implementation of this plan to be my capacity to effectively operate as a change agent who can harness, motivate and up skill the educational drivers who I manage. They include Faculty Directors; Educational Program Managers and Faculty Administrators. This Change Agent project will enable me to develop and enhance my skill base to ensure I have the skills to support these key staff in implementing the Educational Plan.

The focus of my public process will be to manage a sustainable network of RPL practitioners across the VET sector. •Manage 3 south western region RPL Forums for VET practitioners from both public and private RTOs and industry. •Promote and implement weekly online RPL professional development activities that include key speakers recognised as good practice practitioners. •Manage a wiki space that will provide a range of resources for practitioners, industry and learners. •Develop a South Western Sydney Institute’s RPL framework and strategy through an Institute working party to meet COAG and AQTF RPL requirements.

To successfully complete my project which focuses on accelerated skills formation using RPL processes and the Australian Skills vouchers, I plan to undertake a range of activities which will increase my own personal skills as an internal Change Agent: •Review literature on conceptual models of change management theory and tools for change management •Identify a mentor who can assist me formulate my ideas to develop new skills and new consciousness •Revisit my own values and skills, how these align with the organisation and what does this mean for accelerated skills formation •Collect data from a range of sources across the organisation that will assist me in my role to determine current skills formation practice.

This project will allow me to facilitate national change within the Disability Sector, by increased participation in the National Training System. The Disability Sector is one of the slowest to embrace VET and the National Training System. The project value adds to the current change process I’ve been facilitating in NSW Disability Sector to connect with and facilitate change with industry leaders from other States in Eastern and South Eastern Australia.