Bangladesh needs to value workplace learning
Saturday, 6 December 2008
Dr. Gazi Mahabubul Alam
WORKPLACE learning includes on-the-job training under normal operational conditions, and on-site training, which is conducted away from the work process, in a training room. Key findings show that workplace learning provides the skills needed to develop the capacity to innovate. Innovation has become a key concept in the ability of firms to be competitive. In the 'ideal' workplace learning situation, a systemic approach involving networks and partnerships is critical.
The advent of the global economy has changed the nature of products and services demanded, as well as the technologies and forms of communication. This has required changes in enterprises and 'demands more skilled, dynamic and innovative work' in order for them to be competitive and to stimulate productivity improvements. Workplace change is to be a major driver of training in organisations. In addition, they found that other environmental and moderating factors affect levels of training. The way the drivers and moderating factors interact determines what sort of training would take place in the organisation.
The Commonwealth has acknowledged the importance of innovation and has released an innovation strategy document called, 'Backing Australia's ability: An innovation action plan for the future'. It argues that 'success in the 21st century will depend predominantly on the innovative capacity of nations, their industries and their research and educational structures', and acknowledges the importance of skills development in this process. The document also stresses the importance of research, science and technology. There are opportunities for the vocational education and training (VET) system to develop closer links with the innovation system by forming stronger networks with co-operative research centres. These centres are committed to achieving research outcomes which can be used commercially. Vocational education and training can benefit from closer links to this system by gaining increased awareness of the skill needs of emerging industries. In turn, the centres can benefit from VET's links with industry, and the expertise of VET in designing and delivering courses, to enable the widespread application of innovations.
While research and development are important drivers of innovation, it is noted that for most enterprises innovation is more about a systematic improvement in performance. Hence, the skill development of employees in many instances is aimed at enabling them to make improvements to existing processes, products and services to contribute to enterprise performance.
Supporting and valuing a culture of learning in the workplace is important because ongoing learning is needed to survive in a time of increasing competition. Additionally, with its aim of skilling and upskilling employees for continued employability, organisations can play a vital role in facilitating lifelong learning by providing an environment conducive to ongoing learning. The workplace is the key site for the development of generic skills such as communication, problem-solving, teamwork, information technology and customer service skills. These skills are critical in today's workplace, particularly those concerned with employability. The culture of the workplace needs to assist individuals to effectively develop or use these skills. For example, to foster problem-solving skills, the organisation must encourage workers to reflect on current practices within the organisation, and to tolerate risks.
There has also been a gradual shift in the vocational education and training (VET) sector from being a supply- to a demand-driven system. This shift has resulted in a greater focus on stakeholders, with the workplace becoming a major place of learning. The importance of the workplace in supporting training and learning has been highlighted in discussions for the next national VET strategy for the period 2004-2010. There is, however, a need to recognise workplace learning as an investment instead of merely seeing it as an unnecessary expenditure.
Another major issue arising from the research relates to the importance of informal learning. Informal learning has been under-recognised both in terms of reporting in statistics and its importance as a valid form of workplace learning. The term 'informal learning', however, is somewhat misleading, even pejorative. It is argued that both formal and informal learning are valuable to skill formation, and it is important to find the right balance between them. In a study of workplace trainers, it was found informal workplace learning to be of central importance. And there is an inter-relationship between learning and work.
Informal workplace learning is not merely an ad hoc process, but part of a deliberate strategy which takes into account the work which needs to be done and the skills needed to do the work. This may, for example, involve giving employees a variety of tasks, or arranging the work in a manner which maximises learning opportunities. Informal workplace learning is of particular importance to small businesses. Various studies found that, contrary to available statistics, considerable amount of training takes place in small businesses, although informally. For example, small businesses are committed to training, though they lack the resources to undertake more formal approaches. Small businesses rely on informal training for achieving immediate business needs. More attention should be paid to developing formal approaches. Preferably, formal and informal learning should be used together, with informal learning amplifying the value of formal learning.
Workplace training should be part of a wider system consisting of the enterprise and its managers, the trainee, the external training provider, and other organisations such as government and community bodies. There is a change in thinking about how these various elements view each other. Rather than being discrete, the various elements form networks and even become partners. Within a systemic approach, it is the networks and partnership arrangements that are of crucial importance.
Changes in the nature of work have seen businesses shift from stand-alone enterprises to production networks and supply chains. These supply chains can be seen as a network involving the suppliers for an enterprise, the enterprise and its employees, and its customers. Effective management and integration of these supply chains is an important ingredient to business success as it can, for example, reduce costs. However, supply chains can also be used to facilitate learning in enterprises. Indeed, for 2001-2002, 24 per cent of businesses that offered structured training, used equipment manufacturers as providers. Conversely, businesses can also benefit from training their suppliers. As small businesses are a major supplier of goods and services to other businesses, they would also benefit from this training. Alternatively, some enterprises are requiring suppliers to demonstrate that staff have undertaken accredited training in relation to the goods and services produced.
E-learning can facilitate integration of supply chains. An example of this is FORDSTAR, which is 'an instructor led satellite based system for training staff employed by Ford dealers'. The training provided to dealerships is designed to link production, sales and service. One of the major benefits of this is that essential feedback loops are created between the links in the chain from design, through to production, and then through to sales and service. In the context of vocational education and training, it is often argued that online learning brings benefits to the customers of VET and to VET organisations. VET customers can benefit by greater customisation and even personalisation of online services. In turn, VET organisations improve their customer relationship management. These findings can also be applied to other types of service organisations.
E-learning in general can be seen as a valuable tool in networking. Apart from the important role it has to play in integrating supply chains, it can also assist in the sharing of information. The internet can be used as a forum for people to exchange ideas, discuss work and share what they have learnt. E-learning has become a major tool for training and learning in Australia and internationally. For example, e-learning is part of the 'e-Europe initiative' aimed at creating competitive human resources in Europe
Engagement by enterprises with the community can bring potential benefits to the enterprise, individuals and the community. The Alcoa site at Kwinana in Western Australia has been strengthening its links with the community by its provision of a strong apprenticeship and traineeship programme, and by undertaking activities with TAFE, colleges and with schools in Australia
Salty-Seas in Tasmania is an oyster processing enterprise that emerged out of a training programme developed by the Tasmanian Fishery Industry Training Council, customised to the needs of the local shellfish industry. The training programme has improved the knowledge of the VET system locally, and has resulted in improved training in the local fishing industry. It has also assisted in reducing youth unemployment in the area.
Small businesses have the potential to benefit considerably from whole-of-government approaches to training. Small business agencies, professional associations (such as the Australian Society of CPAs [Certified Practising Accountants]), industry associations, the Australian Tax Office and others currently offer advice and training opportunities for small business in addition to their other services. However, at present these services are not integrated or linked to the formal VET system. Such linkages could potentially improve the service these agencies provide to small business. ANTA is currently funding trial approaches aimed at integrating these business support agencies.
The writer works with the ILO
WORKPLACE learning includes on-the-job training under normal operational conditions, and on-site training, which is conducted away from the work process, in a training room. Key findings show that workplace learning provides the skills needed to develop the capacity to innovate. Innovation has become a key concept in the ability of firms to be competitive. In the 'ideal' workplace learning situation, a systemic approach involving networks and partnerships is critical.
The advent of the global economy has changed the nature of products and services demanded, as well as the technologies and forms of communication. This has required changes in enterprises and 'demands more skilled, dynamic and innovative work' in order for them to be competitive and to stimulate productivity improvements. Workplace change is to be a major driver of training in organisations. In addition, they found that other environmental and moderating factors affect levels of training. The way the drivers and moderating factors interact determines what sort of training would take place in the organisation.
The Commonwealth has acknowledged the importance of innovation and has released an innovation strategy document called, 'Backing Australia's ability: An innovation action plan for the future'. It argues that 'success in the 21st century will depend predominantly on the innovative capacity of nations, their industries and their research and educational structures', and acknowledges the importance of skills development in this process. The document also stresses the importance of research, science and technology. There are opportunities for the vocational education and training (VET) system to develop closer links with the innovation system by forming stronger networks with co-operative research centres. These centres are committed to achieving research outcomes which can be used commercially. Vocational education and training can benefit from closer links to this system by gaining increased awareness of the skill needs of emerging industries. In turn, the centres can benefit from VET's links with industry, and the expertise of VET in designing and delivering courses, to enable the widespread application of innovations.
While research and development are important drivers of innovation, it is noted that for most enterprises innovation is more about a systematic improvement in performance. Hence, the skill development of employees in many instances is aimed at enabling them to make improvements to existing processes, products and services to contribute to enterprise performance.
Supporting and valuing a culture of learning in the workplace is important because ongoing learning is needed to survive in a time of increasing competition. Additionally, with its aim of skilling and upskilling employees for continued employability, organisations can play a vital role in facilitating lifelong learning by providing an environment conducive to ongoing learning. The workplace is the key site for the development of generic skills such as communication, problem-solving, teamwork, information technology and customer service skills. These skills are critical in today's workplace, particularly those concerned with employability. The culture of the workplace needs to assist individuals to effectively develop or use these skills. For example, to foster problem-solving skills, the organisation must encourage workers to reflect on current practices within the organisation, and to tolerate risks.
There has also been a gradual shift in the vocational education and training (VET) sector from being a supply- to a demand-driven system. This shift has resulted in a greater focus on stakeholders, with the workplace becoming a major place of learning. The importance of the workplace in supporting training and learning has been highlighted in discussions for the next national VET strategy for the period 2004-2010. There is, however, a need to recognise workplace learning as an investment instead of merely seeing it as an unnecessary expenditure.
Another major issue arising from the research relates to the importance of informal learning. Informal learning has been under-recognised both in terms of reporting in statistics and its importance as a valid form of workplace learning. The term 'informal learning', however, is somewhat misleading, even pejorative. It is argued that both formal and informal learning are valuable to skill formation, and it is important to find the right balance between them. In a study of workplace trainers, it was found informal workplace learning to be of central importance. And there is an inter-relationship between learning and work.
Informal workplace learning is not merely an ad hoc process, but part of a deliberate strategy which takes into account the work which needs to be done and the skills needed to do the work. This may, for example, involve giving employees a variety of tasks, or arranging the work in a manner which maximises learning opportunities. Informal workplace learning is of particular importance to small businesses. Various studies found that, contrary to available statistics, considerable amount of training takes place in small businesses, although informally. For example, small businesses are committed to training, though they lack the resources to undertake more formal approaches. Small businesses rely on informal training for achieving immediate business needs. More attention should be paid to developing formal approaches. Preferably, formal and informal learning should be used together, with informal learning amplifying the value of formal learning.
Workplace training should be part of a wider system consisting of the enterprise and its managers, the trainee, the external training provider, and other organisations such as government and community bodies. There is a change in thinking about how these various elements view each other. Rather than being discrete, the various elements form networks and even become partners. Within a systemic approach, it is the networks and partnership arrangements that are of crucial importance.
Changes in the nature of work have seen businesses shift from stand-alone enterprises to production networks and supply chains. These supply chains can be seen as a network involving the suppliers for an enterprise, the enterprise and its employees, and its customers. Effective management and integration of these supply chains is an important ingredient to business success as it can, for example, reduce costs. However, supply chains can also be used to facilitate learning in enterprises. Indeed, for 2001-2002, 24 per cent of businesses that offered structured training, used equipment manufacturers as providers. Conversely, businesses can also benefit from training their suppliers. As small businesses are a major supplier of goods and services to other businesses, they would also benefit from this training. Alternatively, some enterprises are requiring suppliers to demonstrate that staff have undertaken accredited training in relation to the goods and services produced.
E-learning can facilitate integration of supply chains. An example of this is FORDSTAR, which is 'an instructor led satellite based system for training staff employed by Ford dealers'. The training provided to dealerships is designed to link production, sales and service. One of the major benefits of this is that essential feedback loops are created between the links in the chain from design, through to production, and then through to sales and service. In the context of vocational education and training, it is often argued that online learning brings benefits to the customers of VET and to VET organisations. VET customers can benefit by greater customisation and even personalisation of online services. In turn, VET organisations improve their customer relationship management. These findings can also be applied to other types of service organisations.
E-learning in general can be seen as a valuable tool in networking. Apart from the important role it has to play in integrating supply chains, it can also assist in the sharing of information. The internet can be used as a forum for people to exchange ideas, discuss work and share what they have learnt. E-learning has become a major tool for training and learning in Australia and internationally. For example, e-learning is part of the 'e-Europe initiative' aimed at creating competitive human resources in Europe
Engagement by enterprises with the community can bring potential benefits to the enterprise, individuals and the community. The Alcoa site at Kwinana in Western Australia has been strengthening its links with the community by its provision of a strong apprenticeship and traineeship programme, and by undertaking activities with TAFE, colleges and with schools in Australia
Salty-Seas in Tasmania is an oyster processing enterprise that emerged out of a training programme developed by the Tasmanian Fishery Industry Training Council, customised to the needs of the local shellfish industry. The training programme has improved the knowledge of the VET system locally, and has resulted in improved training in the local fishing industry. It has also assisted in reducing youth unemployment in the area.
Small businesses have the potential to benefit considerably from whole-of-government approaches to training. Small business agencies, professional associations (such as the Australian Society of CPAs [Certified Practising Accountants]), industry associations, the Australian Tax Office and others currently offer advice and training opportunities for small business in addition to their other services. However, at present these services are not integrated or linked to the formal VET system. Such linkages could potentially improve the service these agencies provide to small business. ANTA is currently funding trial approaches aimed at integrating these business support agencies.
The writer works with the ILO