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.