A study was undertaken to provide information on the overall structure of the engineering workforce in Australia and the job functions of each occupational cluster. In the study, the term "engineering technical workforce" was defined as all staff primarily performing engineering functions between the levels of tradesperson and professional engineer or surveyor. The study involved a review of literature, interviews with Technical and Further Education and Training Authority staff and engineering workers, and two national surveys that obtained data from more than 2,000 persons throughout Australia. Data were analyzed through cluster analysis. Ninety-nine primary clusters were identified; these merged into intermediate clusters and then four major clusters: engineering systems and administration, civil engineering and surveying, drafting and design, and electrical and electronic engineering. The job function profile and background characteristics of each occupational cluster were drawn. The study found that the duties important to most workers were written communication, oral communication, general administration, the use of calculators and computers, and engineering drawing. The study showed that there are two primary levels of technical engineering workers: associates and technicians, with associates having completed more education and technicians having more on-the-job training. Recommendations for changes to course organization and content were made as a result of the study. (KC)
A study examined the difficulties encountered by first-year, part-time Technical and Further Education (TAFE) students that cause them to consider withdrawing from, and in many cases, dropping out of their TAFE programs. Questionnaires were administered to 4,150 early withdrawers (persons who dropped out between January 1 and May 16, 1986), 2,940 later withdrawers (those who dropped out between May 17 and October 30, 1986), and 1,405 program persisters (persons still in the program as of October 31, 1986). Of those variables that affected 17 percent or more of the respondents, six could be classified as academic, four as environmental, one as a background variable, and one as a defining variable. The variables that were most likely to result in a decision to drop out were as follows: inability to resolve the pressures from mixing the demands of home, work, and study; difficulties in establishing a study routine; difficulties in organizing study time; teaching methods that did not stimulate interest; too much difficulty in meeting family commitments; an expansion of career options by virtue of only taking part of a course (thus obviating the need to complete a course); impossibility of home study because of home jobs; inadequate study skills; inability to cope with both work and study; failure to find a course interesting; and excessive demands imposed by after-work travel to college. (Appendixes include the questionnaires for early and later withdrawers and for program completers, a list of the liaison researchers who participated in the study, and the original and followup letters that were sent to early withdrawers.) (MN)
This booklet is written for the general reader who wants to understand important trends in vocational education and training. It aims to give the reader an understanding of industry restructuring by answering three key questions: What is industry restructuring? Why restructure? How is industry restructuring achieved? The first part describes industry and award restructuring as well as restructuring at the industry level and at the enterprise level. The second part discusses the external and internal forces that cause restructuring within enterprises. The third part describes a strategic approach to restructuring and then considers each of the six elements of operational strategy that are involved in the current restructuring process: new technology, change to work organization, job redesign, award restructuring, definition of skill-related career paths, and education and training. A number of case studies are referred to in the discussion in each of the three parts. The final section of the booklet provides an annotated list of 36 publications for further reading. (YLB)
A study examined the overall structure of Australia's engineering technical work force, the relationships between occupations in each branch and level of the engineering work force, and the job functions of each occupational cluster. The primary purpose of the study was to gather data to assist Technical and Further Education (TAFE) curriculum planners and planners working with other education and training bodies. The analysis was based on two national surveys. The first survey, which was intended to collect general information on the number of workers in each occupational level and branch of engineering, involved a net sample of 1,089 government and industry organizations and 1,090 TAFE and college of advanced education students. The second survey (of a net sample of 1,230 engineering technical workers from all of Australia's states and territories) examined workers' background characteristics and detailed each respondent's job functions. Cluster analysis sorts were carried out by using a statistical rather than a judgmental process, and a cluster diagram was developed after each sorting procedure. Ninety-nine primary clusters were identified. These primary clusters were merged into four major clusters given the following designations: engineering systems and administration (438 respondents), civil engineering and surveying (318 respondents), drafting and design (123 respondents), and electrical and electronic engineering (188 respondents). Job function profiles and background characteristics (including average age, salary, highest education, and proportion of females) were compiled for each cluster. (MN)
An assessment of Australia's housing industry determined the level of management skills currently existing in the industry, identified current and future management skills required for the industry, and evaluated current management skill development strategies. Data were collected from the following activities: review of recent literature; study of 4 housing companies that were selected to illustrate management training practice; interviews with 22 industry representatives; 6 focus group meetings of approximately 10 people each; and consultation with key industry stakeholders and educational providers. Small builders were generally unaware of the value of undertaking management training. Medium- to large-size builders were most likely to value financial and other management skills. Management skills were usually learned informally. Fourteen management skills in four broad areas (managing operations, finance, people, and information) were deemed critical to the industry's future. It was recommended that formal training in entry-level management skills be expanded, small builders' and subcontractors' access to continuing training in management skills be increased significantly, and distance learning programs covering the management skills identified in the study be developed. (Appended are the interview schedule and lists of the interview and focus group participants. The bibliography contains 17 references.) (MN)
Written for the Australian general reader who wants to understand important trends in vocational education and training, this document describes skills audits and provides an annotated list of publications for those who want more information. The first section defines skills audits as identification of the skills required and held by the work force and states that such audits may help businesses identify the complete range of skills at their disposal, identify deficiencies in the skills they require, set corporate objectives, maximize productivity, and provide employees with more fulfilling jobs and rewarding career paths. The second section considers skills audits in the broader text of industry and award restructuring that is caused by new technology and the increasing sophistication of consumers. The third section includes implications for workers. The fourth section examines skills audits in detail, including their relationship to competencies, objectives, strategic planning, reporting outcomes, redesigning jobs, and ongoing skills monitoring. The fifth section concerns when to use skills audits and who should conduct them. The sixth section provides four case studies involving skills audits conducted in 1989. The seventh section describes how the outcomes of a skills audit are implemented. Thirty-three publications are annotated in the concluding section. (CML)
Integrated manufacturing is an approach that applies information technologies and new types of work organization to integrate machines, information, and people. The trend toward integrated manufacturing is worldwide and irreversible, and is evidenced and reinforced by these activities and characteristics: development of new technologies of flexibility; sophistication of world markets; application of integrated types of work organization; and industry restructuring. As integrated manufacturing is implemented, there will be increased need for people with cross-disciplinary, higher-level, and cognitive skills as well as a wider range of skills. The implications for training adults include the following: (1) there must be a greater emphasis on conceptual learning; (2) courses and course administration should be more flexible; (3) cross-disciplinary training programs should be developed; (4) generic skills such as computer literacy, process development, and quality improvement should be integrated into existing vocational courses; (5) special programs for managers and supervisors should be developed; (6) efforts to retrain workers already on the job should be increased; and (7) industry's level of commitment to training should be increased. (A reference list of 91 citations concludes the report.) (CML)
This report gives an overview of the primary issues identified through case studies on exemplary training programs for integrated manufacturing. Following an introduction, Chapter 2 outlines the key elements of integrated manufacturing. Chapter 3 describes the context of integrated manufacturing with reference to Australian and worldwide trends: a major structural shift in employment to service industries; newer "high tech" industries; integrated manufacturing; sophistication of world markets; availability of computer technologies; and changes in work organization. Chapters 4 and 5 contain case studies of six manufacturers and seven educational institutions with exemplary training arrangements. Case studies of manufacturers describe the firm's problems before its involvement with integrated manufacturing, how it identified training needs, its competitive strategy, its present condition, training arrangement, and the future. Case studies of educational institutions describe the curricula offered, teaching approach, and links with industry. Chapter 6 outlines work force skills required for integrated manufacturing, including cross-disciplinary, cognitive, and communication skills. Chapter 7 discusses the training responses required, such as more intensive initial training, continuing education, new course content, joint ventures with industry, and good range of technical equipment. Appendixes include a 151-item bibliography, a glossary, a more detailed description of one educational institution, and examples of integrated manufacturing courses. (YLB)
This four-part package is designed to assist Australian workshop leaders running 2-day workshops on skills analysis, skills audit, and training needs analysis. Part A contains information on how to use the package and a list of workshop aims. Parts B, C, and D consist, respectively, of the workshop leader's guide; overhead transparency sheets and handouts; and participant information. Each part is divided into seven sections. Section 1 on client expectations and needs covers industry/award restructuring. Section 2 describes the process of skills audits and related processes. Section 3 includes a discussion of skills audits with industrial relations implications and the Structural Efficiency Principle. Section 4 focuses on techniques for data collection and technique selection. Section 5 addresses data analysis and presentation. Section 6 provides an overview of strategies involved in project planning: negotiation, proposal preparation, costing, management, project teams, consultative committee, and climate setting. Section 7 covers four skills issues: (1) multiskilling, cross-skilling, upskilling, and broadbanding; (2) national competency standards; (3) targeted groups; and (4) subcontracting and collaborating. The workshop leader's guide provides recommendations and specific content. The overhead transparency sheets and handouts in Part C are coded to the topics. Part D contains detailed narrative information on the topics. A list of 28 references is appended. (YLB)
The TAFE (Technical and Further Education) National Centre for Research and Development conducted a survey to determine industry needs for quality training in Australia. Interviews were conducted with managers in manufacturing and tourism/hospitality companies throughout Australia, especially with firms with a high reputation. Interview forms were designed to gather data on background information, quality strategy, current and expected quality profile, and quality training needs. Companies interviewed had fewer than 10 to more than 3,000 employees. The survey found that company goals were most often survival, profit, competitiveness, customer service, and the desire to be the best in its particular industry. "Everyone" was the overwhelming response to questions as to who, within the company, was involved in quality improvement; as to methods, consultants, Australian standards, total quality control, Deming's 14 steps, quality circles, and total quality management formed the basis of quality strategies for the companies surveyed. The tourism/hospitality industry did not appear to have well-defined quality strategies, although quality improvement is important to the industry. Most strategies had been in place since 1986. Training packages of various types are planned by all of the companies surveyed, and TAFE involvement appears to be required. The information obtained from the industry survey will be considered in sample curricula being prepared in the following areas: basic trade apprentice--sheet metal working, associate diploma--mechanical engineering, and short course--hospitality. Three figures give a breakdown of survey responses and four charts compare current quality practices with practices two years hence as perceived by the industries surveyed. (KC)
The history and current state of evaluation of vocational education and training (VET) in Australia was examined. The study's main conclusion was that, despite its important potential, evaluation has thus far been little used for the improvement of VET in Australia. Other conclusions of the study were as follows: (1) little development of evaluation theory has occurred over the past few decades; (2) during the past 5 years, only 98 evaluations of VET and 4 evaluations of workplace training were published; (3) according to a recent survey of industry, only 48% of worksites formally evaluated any training delivered in the past year; (4) most of the information being sought by Technical and Further Education (TAFE) agencies requires routine processing of data already held on TAFE's computer systems; (5) because of its relative ease and inexpensiveness, the performance indicators approach has replaced traditional course evaluation approaches in most areas of formal VET in Australia and overseas; and (6) three issues affecting the current state of evaluation of VET in Australia are little or no theory base, little policy focus, and little evaluation of "big" issues. (The report contains 43 references. Appended is a chart explaining the traditional division between evaluation and research.) (MN)
The Sturgeon General is an anthology of comedic writing, compiling short works of fiction and non-fiction and other miscellany for the hilarious good of all. Each issue features the work of a single comedy writer. This edition is a collection of non-fiction articles from writer Geoff Lemon. It includes his article from 2011 'You Shut Your Goddamn Carbon Taxin Mouth' – an hilarious rant against the nay-sayers of the proposed carbon tax, which was a viral phenomenon. The collection also includes an array of inspired and witty political and travel writing, including an epic series of misadventures in South America.
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