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Knowledge management and team building in a small RTO

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Using a knowledge management approach... Knowledge management role built into job description of course co-ordinators. Knowledge management processes ... – PowerPoint PPT presentation

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Title: Knowledge management and team building in a small RTO


1
Knowledge management and team building in a small
RTO
  • Leanne FitzGerald
  • Team Leader
  • Coonara Community House
  • P.O. Box 7041 Upper Ferntree Gully 3156
  • Phone 0397587081
  • Email coonarahouse_at_optusnet.com.au

2
Project overview
  • Project goal
  • Using a knowledge management approach
  • To develop staff capabilities to continuously
    improve the quality of competency based training
    and assessment by changing their focus from one
    of more traditional (mostly written) assessment
    to one of gathering a wide range of evidence of
    competency.


3
The Challenge
  • Whilst we have a real need for a KM system it
    would have to be one that could work within the
    ACE context. To be really effective and to gain
    support for its implementation it has to
  • Decrease staff workloads not increase them
  • Reduce documentation not increase it.
  • Provide staff with practical and usable resources
    for working smarter.
  • Preferably bring value and professional support
    to people who are usually fairly isolated in the
    way they work.
  • Build on the good will in the sector without
    abusing it.

4
Project outcome
  • Development of a knowledge management system
    that meets the needs of a small RTO
  • Knowledge management role built into job
    description of course co-ordinators
  • Knowledge management processes included in every
    activity undertaken by training teams
  • Wikispace previously used for communication
    between sessional staff now includes repository
    for knowledge management. This site allows for
    interactive and collaborative knowledge
    management

5
Associated outcomes
  • Development of a team approach to assessment
  • Reduction of isolation experienced by sessional
    staff
  • Much broader range of evidence gathering for
    proof of competency (including gaining confidence
    with RPL)
  • Moving towards effective incorporation of
    employability skills into assessment tools
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