FURNITURE INDUSTRY

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FURNITURE INDUSTRY ENTERPRISE ENGAGEMENT their
business our customers
change
practices
PROJECT LEARNING


CONSULTATIVE COMMUNICATION
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2006 Reframing the Futures Our
objective Enhance CONSULTATIVE communication
with enterprises Our task Establish a project
learning model for clients Our commitment

• CHANGE PRACTICES
• OUR TEAM professional
• OUR CUSTOMERS assessment learning
• OUR INDUSTRY CLIENTS enterprise focused

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PAINTING THE PICTURE
OUR GREATER MISSION
OUR STARTING POINT

• for our Team
• leadership trust co-operation
• semi-autonomous work team
• shared responsibilities (teamwork)
• work is fun, fulfilling worthwhile
• personal professional growth
• for our Customers
• consistent quality systems
• flexible project learning
• IT enabled theory assessments
• workplace learning assessment
• for our Industry
• engagement, relations, partnerships
• focused on the enterprise
• communicate the message
• ideas workplace training are valued

• Situation (challenges)
• only 3 FTE teacher/assessors
• 1 training centre (annex of TAFE)
• coverage of 4 traditional trades
• 122 trade apprentices in training
• shared operations/support (FCJ)
• no State peak industry body
• Tassie state-wide responsibility
• Constraints (normal)
• tight budget
• old facilities with adequate equipment
• aging but enthusiastic staff
• state government operation
• time - to achieve goals
• lack of non-endorsed material
• learning resources
• assessment tools

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FURNITURE INDUSTRY ENTERPRISE ENGAGEMENT

• Our methodology
• Project driven (Reframing the Future)
• Provide regional TAFE forums (3) to
• survey enterprise responses to industry
  questionnaire
• seek customer service feedback
• Produce regular activity reports and newsletters
• Provide regional workplace assessment workshops
  (3) to
• promote change thru the Project Learning
  flexible model
• introduce on-site assessment with workplace
  supervisors

• Business initiated (TAFE Tasmania business
  rules)
• i. Provide a TAFE Furniture Enterprise
  Reference Group
• ii. Visit all apprentices/enterprises
  min. 3 times per year
• iii. Maximise workplace assessments
• iv. Provide employer/apprentice reports
  2 times per year
• v. Utilise industry employers as paid
  sessional teachers at TAFE

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ENTERPRISE ENGAGEMENT FOCUS TOPICS
CONSULTATIVE COMMUNICATION SUPPORTING CHANGED
WORK PRACTICES

• Provide a TAFE Furniture Enterprise Reference
  Group
• Provide TAFE regional forums
• Provide regional workplace assessment workshops

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1. Provide a TAFE Furniture Enterprise Reference
Group

• PURPOSE
• ensures that we are completely enterprise
  focussed
• enables us to provide training that meets the
  needs of enterprises
• results in student qualification outcomes aligned
  to industry careers.

TYPICAL AGENDA TOPICS i. Industry Group/Team
Report  advise members on initiatives and
innovationsii. Delivery strategies feedback on
current practice and improvementsiii. Communicat
ion  opportunities to enhance advice to
enterprises iv. Workplace trends advice from
clients on enterprise training needsv. Technolog
y and equipment test out proposed purchases and
standardsvi. Staff development gain support
for industry release
and staff upskilling.
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Furniture Enterprise Reference Group

• MEMBERSHIP
• The FERG is relatively small with seven members
  who are broadly representative of Furniture
  enterprise clients and have a demonstrated
  interest in and commitment to training.
• State-wide servicing is reflected in the
  membership.
• Cross-sector trades are covered within
  membership.
• Note ERGs members are direct users of training
  rather than peak body or industry association
  representatives.

• FREQUENCY OF MEETINGS
• The ERG is not expected to meet more than three
  times in any year
• February/March
• May/June
• August/September

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2. TAFE REGIONAL FORUMS
i.) Northern Tasmania Launceston TAFE
evening with nibbles beverages - 10
participants
ii.) Southern Tasmania Hobart TAFE
evening with nibbles beverages - 8
participants
iii.) North West Tasmania Devonport
TAFE evening with nibbles beverages - 8
participants
Forum Proceedings the group worked through
the questionnaire provided convenor lead
discussion on each topic participants asked to
agree/disagree with recommended direction note
where appropriate, comment/feedback is
appreciated
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To ensure that simulated workplace learning at
TAFE is consistent, relevant and industry
focussed, a project learning model is
recommended. This model shall alleviate the
process of singularly assessing each individual
unit (stand alone) by providing project work
which combines a number of units, learned and
assessed as a cluster (holistically). The tools
used to record assessment of simulated projects
at TAFE shall be the same as those available for
workplace assessments to ensure validity and
reliability. Although learning models may vary to
suit learning styles and needs of individual
apprentices, assessments shall not vary.
Apprentices shall be given opportunity to re-sit
learning assessments twice if not successful at
first attempt. If on the second attempt the
apprentice is still not successful, additional
gap learning shall apply before a further
attempt is made available. This may incur an
additional cost to the learner.
PROJECT LEARNING MODEL
Current practice in competency based training
focuses on apprentice learning through assessment
and recognition. Teaching/training is the
process of learning their underpinning knowledge
(theory) at TAFE, with skills learning/assessment
in the workplace. Alternatively, simulated
training can be done at TAFE where units (skills)
are not achievable at the workplace, therefore
best learned at TAFE. Employer feedback over the
past 18 months has confirmed the need to provide
alternative learning models including some
units totally learned and assessed in the
workplace some units totally learned and
assessed at TAFE some units, a mixture of
learning and assessment in the
. workplace and at TAFE.
FORUM QUESTIONNAIRE
LEARNING AND ASSESSMENT MODELS
DISCUSSION TOPICS
TAFE Furniture team has been successful in
acquiring limited project funding to assist
establishment of a customer focussed tracking
system. User Choice training options provide
for alternative learning and assessment
strategies which can include variations such as
some units totally learned and assessed in the
workplace, some totally learned and assessed at
TAFE or mixed mode. To manage apprentices
learning and assessment, an individual client
management system shall be developed, initiated
by the training program outline (TPO) and
negotiated via a personalised training plan. As
each apprentices training plan may differ, an
internal tracking system will be established and
trialled to record various unit assessments,
which may be simulated at TAFE, in the workplace,
via recognition, testimonials, log books / work
records, etc.
TAFE Tasmanias priority one capital works
project is the relocation of furniture training
from its current city location at Thynes Centre,
31 Bathurst Street, Launceston to its Alanvale
campus with all other traditional
trades. Benefits of this relocation will
provide First class student facilities including
residence, library, cafeteria,
student amenities, central administration, secure
fast IT service all on site with alternative
learning opportunities A facility specifically
designed to suit current and future
teaching and learning practices (simulated
training and workplace assessments), with space
to expand Resource rationalisation to
incorporate and compliment both Furniture and
Construction learning.
TAFE TEACHING AND LEARNING FACILITES
APPRENTICE TRACKING, RECORDING AND REPORTING
CUSTOMER SERVICE FEEDBACK
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FORUM FEEDBACK-RESPONSES
RECOMMENDATION 1 to continue positive
communication with industry informing enterprises
of flexibilities of learning models with emphasis
towards workplace assessment. Seek advice as to
what assistance and resources are required to
build confidence in workplace mentors.
RECOMMENDATION 2 to continue progress with the
proposed project learning model as a framework
from which individual learning assessment
strategies are derived. Advice confirms that
tools used to learn and assess in the workplace
should mirror those used while at TAFE.
RECOMMENDATION 3 continue to develop trial a
user-friendly team client management system for
tracking, recording reporting individual
apprentice progress to final qualification
completion. This system to encompass the agreed
project learning model, accommodating both TAFE
Training Workplace Learning models.
RECOMMENDATION 4. Maintain industry relevance
with plant equipment including technology
updates.
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FORUM FEEDBACKPRIORITY 1
RECOMMENDATION to continue positive communication
with industry informing enterprises of
flexibilities of learning models with emphasis
towards workplace assessment. Seek advice as to
what assistance and resources are required to
build confidence in workplace mentors.
ACTION Set-up three (3) regional workshops (in
furniture businesses) to demonstrate and discuss
the virtues, methods, tools and processes used,
available and required to support valued
assessment in the workplace.
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Regional Workplace Assessment Workshops
i.) Northern Tasmania Toledo Furniture P/L
evening with nibbles beverages - 13
participants
ii.) North West Tasmania Fairbrother P/L
evening with nibbles beverages - 9
participants
iii.) Southern Tasmania Custom Cabinets P/L
evening with nibbles beverages - 10
participants
Workshop Proceedings TAFE teacher/assessor with
the workplace supervisor assessed an apprentice
whilst performing skills associated with a unit
of competence. Workshop participants suggested
support materials to assist the process of
on-site assessment by workplace supervisor/s.
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• Ongoing skills acquisition at work
• Technical skills assessment
• Assessor observer checklist
• WP supervisor testimonial
• Professional judgement
• Planning skills
• Organisational skills
• Teamwork skills
• Communication skills
• Problem solving skills
• Technology skills
• Productive cost effective

WORKPLACE LEARNING MODEL
ASSESSMENT TOOLSTAFE responsibility
TAFE TRAINING MODEL
LEARNING RESOURCESTAFE responsibility

• Underpinning Knowledge at TAFE
• Learning units covering theory, maths, design,
  WHS, comms, etc
• Theory assessments
• Progressive tests
• Project assessments
• Professional judgement
• attitude, performance, attendance, punctuality,
  WHS respect, commitment, technology, continuous
  improvement

Optional recognition process
Assessment tools with associated evidence guides.
to audit existing, current relevant skills and
knowledge
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PROPOSAL - TO DATE
Delivery Model
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CONSULTATION
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CONSULTATION
TAFE Training Model
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Discussion
Lesson learned consultative communication
takes time, effort
and commitment.
Terry Powell Team Leader, Furniture
Construction (North) TAFE Tasmania ph
[phone] fax [phone]
email Terry.Powell_at_tafe.tas.edu.au
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Regional Workplace Assessment Workshop - 1
i.) Northern Tasmania Toledo Furniture P/L
owner Michael Nieuwhof day/date Thur. 14
Sep. 2006 (5.00-6.30pm) location 62 Holbrook
St, Invermay teacher/assessor Neville
Mathewson workplace supervisor Brad
Hodgetts apprentice Linden Reid
(trout) unit assessed LMFFFM3002A Construct
furniture . using leg and
rail method
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Regional Workplace Assessment Workshop - 2
ii.) North West Tasmania Fairbrother P/L
manager Joe OByrne day/date Thur. 19 Oct.
2006 (5.00-6.30pm) location 12 Stoney Rise Rd,
Spreyton teacher/assessor Greig
Price workplace supervisor Mick apprentice
Dwain Ahearne (Dipper) unit assessed
LMFFM3027A Set-up, operate and .
maintain automated edge-banding machines
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Regional Workplace Assessment Workshop - 3
iii.) Southern Tasmania Custom Cabinets
owner David Clinch day/date Wed. 15 Nov. 2006
(5.00-6.30pm) location 38 Feltham St. North
Hobart teacher/assessor Rob Rattray workplace
supervisor Andrew Smith apprentice
Jason Pratt (Pratty) unit assessed LMFFF2006A
- Apply surface coatings .
by spray gun
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discussion
Terry Powell Team Leader, Furniture
Construction (North) TAFE Tasmania ph
[phone] fax [phone]
email Terry.Powell_at_tafe.tas.edu.au