Post on 03-Jun-2020
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FOREWORD
THE TRAINING AND ADULT EDUCATION SKILLS COUNCIL (TAESC)
WHY THE PLAN MATTERS
The Journey So Far
WHAT THE PLAN IS
A Look into The Future
TAESTP – The Journey Ahead
THE JOURNEY FOR TAE PROVIDERS
Meet Your Fellow TAE Providers
Your Journey
• Reposition For Growth
1. Identify new opportunities
2. Support business competitiveness
3: Establish outcome measurement for learning-to-performance effectiveness
• Strengthen Enabling Infrastructure
4. Strengthen training management to support business model
5. Strengthen learning infrastructure and systems to support innovation
• Address Manpower and Skills Needs
6. Manpower resourcing for evolving and new TAE job roles
7. Deepen critical skill sets through capability development and professionalisation
THE JOURNEY FOR TAE PROFESSIONALS
COME ON BOARD
LEARNING JOURNEYS – TAESTP CASE STUDIES
2CONTENTS
Dear Training and Adult Education Providers and Professionals,
The national SkillsFuture movement has charted the next steps to provide Singaporeans with the opportunities
to realise their fullest potential regardless of starting points, above and beyond paper qualifications or existing
skill sets. Through SkillsFuture, Singaporeans will be empowered with the ability to create a better future,
through skills mastery and lifelong learning.
With this national movement in mind, the Singapore Workforce Development Agency (and now SkillsFuture
Singapore) has been consistently reviewing the quality of our Training and Adult Education (TAE) Sector to
ensure that it remains responsive to address the needs of Singaporeans, from business enterprises to individual
learners. The TAE Sector includes all Training and Adult Education Providers, along with the TAE workforce
that is made up of primarily the Adult Educators (AEs), Training Managers (TMs), and HR Developers (HRDs).
It is vital that the TAE Sector continues to transform in support of the key changes that SkillsFuture will effect
in skills mastery and lifelong learning. There should, for example, be greater focus on blended learning which
integrates classroom, workplace and technology, as well as an emphasis on the outcomes of learning.
We are proud to present the TAE Sector Transformation Plan, which identifies key focal areas and
recommendations. This plan aims to articulate the way forward for the TAE Sector to embark on Continuing
Education and Training (CET), so that the sector is able to tap on the opportunities created by SkillsFuture,
ultimately benefitting Singaporeans in their continual quest for skills mastery and lifelong learning.
We urge the TAE Sector to join us on this exciting journey, whether you are a TAE Provider or a TAE
Professional. This transformation plan is one that is developed together with the TAE Skills Council (TAESC),
in consultation with the wider TAE community. Many of you would have been part of the dialogue through
various channels, including participating in focus group discussions and engagement sessions. Here, we
acknowledge the effort of all the TAESC members as well as the many different TAE Providers and TAE
Professionals who have contributed to this transformation plan.
This TAE Sector Transformation Plan is a plan by you, for you, and we look forward to shaping the TAE Sector
and journeying into SkillsFuture together.
FOREWORD
NG CHER PONG Chairman Training and Adult Education Skills Council
3CONTENTS
THE TRAINING AND ADULT EDUCATION
SKILLS COUNCIL (TAESC)CHAIRMAN
MEMBERS
DEPUTY CHAIR
DR GOG SOON JOO Group Director, Training Partners Group
SkillsFuture Singapore (SSG)
MR NG CHER PONG Chief Executive
SkillsFuture Singapore (SSG)
MR ALSON TAN Director
Prince’s Landscape & Construction Pte Ltd
MR ANG HIN KEE Assistant Secretary General
National Trades Union Congress(NTUC)
MR BRANDON LEE Director-General
(Private Education)
SkillsFuture Singapore (SSG)
MS CHRISTOPHANE FOO Executive Director, Human
Capital & OrganisationExcellence
SPRING Singapore
MS HUI MEI SAN Executive Director
Institute for Adult Learning (IAL)
MR KWEK KOK KWONG Chief Executive Officer
NTUC LearningHub Pte Ltd
MR LESLIE LOH Founder/Chief
Executive Officer
Lithan Academy Pte Ltd
COL KONG KAM YEANHead, Training &Simulation Group
Singapore Armed Forces (SAF)
MR LOW CHEONG KEE Managing Director
Home-Fix DIY Pte Ltd
MR NELSON LEE Chief Executive Officer
Institute for Human ResourceProfessionals Ltd
MS RACHEL ONG Chief Executive
ROHEI Corporation Pte Ltd
MR RUSSELL CHAN Director, SkillsFuture Division
Ministry of Education (MOE)
MR RAHUL VARMA Chief Learning Officer
Accenture Pte Ltd
MS TAY BENG KOON Area Director of Learning
and Development
Shangri-La InternationalHotel Management Pte Ltd
MR YEO LI PHEOW Principal / Chief Executive Officer
Republic Polytechnic
MS YIP YUEN FONGSenior Director, Sectoral
Innovation Group Info-communications Media
Development Authority (IMDA)
The Training and Adult Education Sector Transformation Plan (TAESTP) is developed in consultation with
representatives from the TAE Sector, employers, relevant Government agencies, and policy makers.
We would like to thank all of them for their contributions and support on this journey.
WHY THE PLAN MATTERS
CONTENTS
5W H Y T H E P L A N M AT T E R SCONTENTS
THE JOURNEY SO FAR
The past 10 years have seen tremendous changes impacting the way we work and live, as industries innovate and transform. These changes have created a need for individuals to deepen their skills and acquire new ones, and have paved the way for the Training & Adult Education (TAE) Sector to transform itself to meet the new needs of learners as
they pursue skills mastery as part of the SkillsFuture movement.
2. INDUSTRIES RESPOND TOTHIS CHANGE
Immersed in such digital-led innovation, industries have responded in clear, relevant ways. From hotel and food services to retail and built environment, sectors have been transforming themselves.
Our world has become increasingly digitised, connected,and automated. From online shopping to mobile apps suchas Grab and Uber, the transformation and innovation broughtabout by digitisation has impacted different industries.
1. DIGITAL REVOLUTION BRINGS CHANGE
With industries transforming in response to technology-driven changes, the demand for new skills and skills deepening is increasing.
Individuals need to consider the relevance of their skills in today’s world and embark on a journey of developing their skills, as well as embracing lifelong learning.
3. THE NEED FOR RE-SKILLING EMERGES
Industry transformations will become more
widespread. The TAE Sector must respond, as
more enterprises look for TAE Providers who are
capable partners in re-skilling their workforce.
It is integral in enabling industries to stay relevant,
and enabling individuals to attain skills mastery.
4. THE TAE SECTOR MUST RESPOND
New and exciting opportunities are available to the TAE Sector. The focus will shift from qualifications to workplace performance outcomes. So, it is timely to rethink business strategies, the services offered, and the ways of operating.
5. THE WAY FORWARD – A TRANSFORMED TAE SECTOR
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WHAT THE PLAN IS
CONTENTS
7W H AT T H E P L A N I SCONTENTS
A LOOK INTO THE FUTURE
A successful and transformed TAE Sector would support SkillsFuture and elevate the quality of our continuing education and training
system in Singapore – one where TAE Providers and Professionals are recognised as strategic partners in enabling business enterprises to transform themselves, and equipping individuals to achieve their
career aspirations through skills mastery and lifelong learning.
BUSINESS ENTERPRISES& LEADERS
Value skills development for their employees
Become a learningworkplace
Able to comprehend and translate government workforce policies into a reality at the workplace
Share values, collaborate and co-create
INDIVIDUAL LEARNERS
Embrace lifelong learning
Pursue skills mastery
Achieve personal satisfaction and career aspirations
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TAE PROVIDERS
Become strategic partners to businesses
Become trusted partners to individuals
Become the choice employer for TAE Professionals
Adept in understanding future skills and industry trends and needs, as well as government schemes
Share values and best practices, collaborate and co-create
TAE PROFESSIONALS
Possess pedagogical skillswith deep domain expertise
Possess new skills that are industry-relevant
Embrace lifelong learning and innovation
Share best practices, collaborate and co-create
RECOMMENDATION
03ESTABLISH OUTCOME MEASUREMENT FOR LEARNING-TO-PERFORMANCE EFFECTIVENESSHow you can develop capabilities to ensure your solutions and training interventions lead to performance outcomes
RECOMMENDATION
07DEEPEN CRITICAL SKILL SETS THROUGH CAPABILITY DEVELOPMENT AND PROFESSIONALISATIONHow you can recognise and continuously develop your TAE Professionals’ skills by providing a workplace that champions a culture of learning and recognition
RECOMMENDATION
06MANPOWER RESOURCING FOR EVOLVING AND NEW TAE JOB ROLES How you can identify and effectively recruit for the evolving job roles of your TAE Professionals
RECOMMENDATION
05STRENGTHEN LEARNING INFRASTRUCTURE AND SYSTEMS TO SUPPORT INNOVATIONHow using Learning Management Systems and incorporating learning technologies can add value to your solutions while enhancing the effectiveness of your clients’ learning
RECOMMENDATION
01IDENTIFY NEW OPPORTUNITIESHow you can identify the needs of individual learners and business enterprises, and offer targeted solutions and training interventionsin response to current skills gaps and future skills needs
RECOMMENDATION
02SUPPORT BUSINESS COMPETITIVENESS How you can review and strengthen your business model and offerings to enhance your business competitiveness, and meet the needs of the learner segments you serve
TAESTPTHE JOURNEY AHEAD
THE JOURNEY STARTS NOW!
How integrating Training Management Systems and outsourcing non-core trainingfunctions can help you automate and ease administrative and operational tasks
RECOMMENDATION
04STRENGTHEN TRAINING MANAGEMENT TO SUPPORT BUSINESS MODEL
ADDRESS MANPOWER
& SKILLS NEEDS
STRENGTHEN ENABLING
INFRASTRUCTURE
REPOSITIONFOR GROWTH
9W H AT T H E P L A N I SCONTENTS
THE JOURNEY FOR
TAE PROVIDERS
CONTENTS
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Associations & Professional Bodies’ Training Arms/Functions(APBs)
PublicSectorTrainingInstitutions(PSTIs)
BusinessTrainingConsultancyOrganisations (BTCOs)
Post-secondary Education Institutions& Institutes ofHigher Learning (PSEIs & IHLs)
Private Education Institutions (PEIs)
WSQ ApprovedTraining Providers(ATOs)
All Others
CONTENTS
MEETYOUR FELLOW
TAE PROVIDERSOver the past decades, Singapore has grown a strong network
of TAE Providers, such as the Institutes for Higher Learning, Post-Secondary Education Institutions, Public Providers, and Corporate Training Arms, some of which provide training under the Singapore Workforce Skills Qualifications (WSQ) system. These efforts have laid a robust foundation for the transformation of the TAE Sector.
The TAESTP is for all TAE Providers delivering continuing education and training. This means you.
Get on board to understand the plan and be part of the exhilarating journey ahead!
Take a look at whom you will be journeying with.
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YOUR JOURNEY
Once you have identified the target market segments and their needs, you can redefine your business strategies and
operating model to address those needs. Additionally, critical outcome measurements on your offerings can further improve your effectiveness while supporting business competitiveness.
Here are three recommendations to guide you:
REPOSITION FOR GROWTH
IDENTIFY NEW OPPORTUNITIES
How you can identify the
needs of the individual
learners and business
enterprises, and offer
targeted solutions and
training interventions
in response to current
skills gaps and future
skills needs
RECOMMENDATION
01SUPPORT BUSINESS COMPETITIVENESS
How you can review and
strengthen your business
model and offerings to
enhance your business
competitiveness, and meet
the needs of the learner
segments you serve
ESTABLISH OUTCOME MEASUREMENT FOR LEARNING-TO-PERFORMANCE EFFECTIVENESS
How you can develop
capabilities to ensure your
solutions and training
interventions lead to
performance outcomes
RECOMMENDATION
02RECOMMENDATION
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IDENTIFY NEW OPPORTUNITIES
RECOMMENDATION 1
Understanding and knowing the market segments you serve will allow you to identify potential growth
areas and reposition your solutions effectively.
A deeper understanding of individual learners’ changing demographics, learning needs, and aspirations will enable
more effective Business-to-Consumer (B2C) engagement and a stronger focus on skills mastery and lifelong learning. For Business-to-Business (B2B) engagement, a strong focus on
workplace and blended learning can lead to overall improved business performance for your clients.
Here are some ways you can understand your market segments, so as to enhance your solutions and training interventions.
INDIVIDUALLEARNERS
BUSINESS ENTERPRISES
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INDIVIDUAL LEARNERS
Understand learners’ demographics and learning profiles
Identify and understand each learner’s aspirations and motivations for learning Consider diverse training interventions to cater for different learner profiles: for example, a Silver Generation learner wanting a career change versus a Millennial learning a new skill set would require different targeted interventions
Prepare for increased demand fromSkillsFuture Credits and launch of other SkillsFuture initiatives
BUSINESS ENTERPRISES
Understand the support needed by business enterprises, especially Small and Medium Enterprises, to address business challenges in areas such as growth, productivity, operational efficiency, and human capital development
Stay informed about sectoral needs and how sectoral transformation will impact business enterprises, so as to design targeted solutions and training interventions
Collaborate with partners in the TAE ecosystem, such as Business Training Consultants (BTCs), to innovate and transform training interventions, as well as better meet the needs of different business enterprises
Help business enterprises tap on government schemes as well as SkillsFuture programmes and initiatives to add value to your offerings
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CHAN KOK WAH General Manager Air Transport Training College
A “top-down bottom-up” approach works best for us. We need to understand government plans and initiatives, so as to better serve our clients’ needs.
SENTIMENTS FROM THE TAE COMMUNITY
ELIZABETH CHAN Chief Executive Officer CBLD Centre
We need to research and understand the needs of our clients, build a learning culture (where skills are critical to both businesses and individuals), and develop everyone with the necessary skills to be resilient in this volatile environment.
SHAMRIL JAMIL Director (Manpower Development) Centre for Urban Greenery and Ecology (CUGE)
Look out for emerging needs and trends. Access to research on market trends and sector studies is important. We need to know where and how to access these reports, and they should be made available to help the TAE Sector.
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Here’s a handy checklist to help you serve your target segments better:
GET STARTED!RECOMMENDATION 1
T H E J O U R N E Y F O R TA E P R OV I D E R SCONTENTS
There are sharing sessions by lead government agencies to help you better understand these programmes, initiatives, and schemes, and how they can be considered in your solutions to help your target market segments.
Click here for more details.
The IMPs identify future development plans and future skills that will be needed and set out a strategy for developing those skills in our local workforce. Click here for more details.
KNOW THE INDUSTRY TRANSFORMATION MAPS (ITMs)1
1 ITMs will be progressively launched for key industries. 2 There are plans to curate a pool of quality BTCs.
ITMs are part of the Industry Transformation Programme announced at Budget 2016. They provide an integrated and sector-focused approach to industry development that offer strategies for productivity improvement, skills development, as well as technology and innovation, while providing insights to the sectoral growth roadmap for the client’s industry you serve.
More information on ITMs will be made available in due time.
UNDERSTAND THE SKILLS-FUTURE PROGRAMMES AND INITIATIVES, AS WELL AS VARIOUS GOVERNMENT SCHEMES
INDUSTRY MANPOWER PLANS (IMPs)
Tap on the consultancy expertise of BTCs to diagnose the business problems of enterprises you serve, and work together to provide holistic solutions and training interventions to address your clients’ needs.
COLLABORATE WITH BUSINESS TRAINING CONSULTANTS (BTCs)2
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Acquire the latest know-how by participating in conferences, seminars, and research sharing for the latest learning and pedagogical innovations.
E.g. The Adult Learning Symposium (ALS) is a biennial event bringing together TAE thought leaders, industry experts, and practitioners, to share insights on the latest TAE innovations and trends.
Access the Skills Framework to get up-to-date information on career pathways as well as existing and emerging skills identified for various job roles. The Skills Framework is a handy reference and resource to design training programmes and HR solutions for clients.
Click here for more details.
UNDERSTAND LEARNING INNOVATIONS
KNOW THE LATEST SKILLS IN-DEMAND
Access market information via labour force statistics and skills demand publications, as well as information from the Ministry of Manpower and other lead agencies.
UNDERSTAND THE MARKET AND MANPOWER TRENDS
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SUPPORT BUSINESS COMPETITIVENESS
RECOMMENDATION 2
As key enablers of SkillsFuture, TAE Providers like yourself must analyse, understand, and respond effectively to the needs and challenges faced by both individual learners and business
enterprises in their pursuit of lifelong learning.
Knowing what each segment needs will help you refine your business strategies and offerings, thereby enhancing the competitiveness of
your own training business and the segments you serve.
WHAT THE MARKET NEEDS
Just-in-time learning
Learning that is relevant and integrated with work practices to overcome business constraints
Learning that is impactful and translates to performance outcomes
WHAT YOU CAN OFFER
Quick and fit-for-purpose solutions and implementation
Innovative curriculum and pedagogical design to enhance learning outcomes
Learning that creates value, enhances one’s performance, and improves business outcomes
Positive learning experiences that add value to individual learners and business enterprises – enhancing individual learners’ performance and career progression, and impacting businesses’ productivity
Innovative learning solutions, such as blended learning (incorporating elements of workplace learning and e-learning), to enhance learning outcomes and experiences, and for better translation to skills utilisation at the workplace
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AW KIM GEOK Divisional Director of Continuing Education and Training Institute of Technical Education (ITE)
The Training Provider must be able to provide ‘Business’ Solutions to their clients, especially to the SME clients to help them identify their training needs and expand their businesses.
JEFFREY SEAH Director Security Industry Institute
Develop strategies to change mindset so that the Security Industry begins to leverage blended learning – learning at the workplace and learning through deployment of smart technologies. That way, the learning experience will be enhanced and security officers’ skills deepened. It is about learning that transforms the security industry, and for us to better attract and retain talent.
SENTIMENTS FROM THE TAE COMMUNITY
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INNOVATIVE LEARNING (iN.LEARN) 2020
Give your business a competitive boost with this handy checklist.
GET STARTED!RECOMMENDATION 2
iN.LEARN 2020 is a learning innovation initiative that will drive the use of blended learning to meet the dynamic learning needs of business enterprises and individuals. Through iN.LEARN 2020, TAE Providers can collaborate with other TAE Professionals and Technology Vendors to enhance the quality, accessibility, and effectiveness of learning.
Click here for more details.
Blended learning involves the incorporation of multiple modes of learning such as classroom, workplace, and technology learning, all coming together to make learning palatable, work-centric, and engaging. Take a look at the Blended Learning Framework guide for ideas on how to start blending your learning programmes.
Click here for more information.
BLENDED LEARNING FRAMEWORK GUIDE
SKILLSFUTURE LEARNING WORKPLACES
This initiative aims to develop business enterprises into learning workplaces with sustainable Human Resource and Learning & Development capabilities. As such, you will be able to work together with different workplaces to provide quality and structured internships and workplace training.
More information on SkillsFuture Learning Workplaces will be made available in due time.
There are sharing sessions by lead government agencies to help you better understand these programmes, initiatives, and schemes, and how they can be considered in your solutions to help your target market segments.
Click here or refer to the various lead agencies’ websites for more details.
UNDERSTAND THE SKILLSFUTURE PROGRAMMES AND INITIATIVES, AS WELL AS VARIOUS GOVERNMENT SCHEMES
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Connect with the larger TAE community to share, learn, and explore opportunities for growth and development, as well as build collaborative partnerships to tap on growth opportunities.
Some of the TAE associations and networks are listed below:
• Adult Education Network (AEN) by Institute for Adult Learning
• Learning and Performance Network (LPN)
• Singapore Association of Professional Training Consulting Organisations (SAPTCO)
• Singapore Training and Development Association (STADA)
Stay informed on the latest know-how and knowledge required for training and pedagogical innovation. Some platforms include biennial events such as the Adult Learning Symposium (ALS) and the International Conference on Researching Work and Learning (RWL), as well as various Special Interest Groups (SIGs) organised by the AEN.
Tap on Business Training Consultants (BTCs) to diagnose business problems and brainstorm holistic solutions and training interventions to address your clients’ needs.
Learning Solutionists are also available via iN.LAB to provide additional consultancy on integrating innovation and technology with learning solutions. Click here for more details.
CONFERENCES AND SEMINARS
BUSINESS TRAINING CONSULTANTS AND LEARNING SOLUTIONISTS
TAE ASSOCIATIONS AND NETWORKS
Partner Certified Workplace Learning Specialists to design and implement workplace learning solutions.
Use the Learning@Work diagnostic tool to help business enterprises understand the current state of learning at their workplaces. Click here for more details.
LEARNING@WORK INITIATIVE
iN.LAB is set up to catalyse learning innovation. It provides a platform for you and your partners to come together, explore, and innovate learning solutions. Network within your TAE community through participating in these Innov-series:
• InnovPlus – develop solutions through prototyping
• InnovJam – exchange ideas and insights
• InnovLogue - share insights and best practices
• InnovBite – share know-hows over lunch as well as Continual Professional Development (CPD) programmes relating to innovative learning and technology-enabled learning
Click here for more details.
INNOVATION LABORATORY (iN.LAB)
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ESTABLISH OUTCOME MEASUREMENT FOR LEARNING-
TO-PERFORMANCE EFFECTIVENESS
RECOMMENDATION 3
SkillsFuture emphasises skills mastery that lead to performance outcomes, for both individual learners and business enterprises, and accentuates
the need to strengthen the link between learning and performance.
Thus it is critical that you, the TAE Provider, develop the capability to track, measure, evaluate, and report learning outcomes for the market segment
you serve to convince your clients to continually invest in learning.
Such outcome achievements can be used to enhance your branding as a high quality TAE Provider.
MOTIVATE INVESTMENTIN LEARNING
Build a convincing case to persuade clients to invest in learning, by showcasing clear and positive results –
focusing on the link between learning and performance growth, for both individuals and business enterprises.
Publish and report how the learning has benefitted individual learners and business enterprises. Inevitably,
TAE Providers who consistently help clients meet performance goals would be highly sought after.
Develop capabilities to assess and measure outcomes, to highlight the impact and value of training to the individual learners and business enterprises, thus shifting away from SOA or qualification-based results.
Outcome measurements will also help TAE Providers gauge the standard of their own training provisions, for
continuous improvement and training business excellence.
LINK LEARNING-TO-PERFORMANCE
OUTCOMESPUBLISH
OUTCOMES FOR RECOGNITION
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BENNY LEE Executive Director Zingrill Holdings
For SMEs like us, it is always about cost and business outcomes. It is important to establish the link between learning and business outcomes, to strengthen the worth of our investment in learning.
ROY LAI Chairman (Commerce) Singapore Training & Development Association (STADA)
With market forces of demand and supply, the publishing of outcome indicators will allow truly effective training providers to shine.
SENTIMENTS FROM THE TAE COMMUNITY
JOHN SEOW Chief Human Capital Officer Training Vision Institute Pte Ltd
Measurement tools and indicators should realistically consider the different types of training (e.g. soft skills vs technical skills) as well as the learner profiles (C-suite vs Rank-and-File).
24T H E J O U R N E Y F O R TA E P R OV I D E R SCONTENTS
Here is a checklist to set you, the TAE Provider, on your path to develop and adopt effective outcome measurement tools.
GET STARTED!RECOMMENDATION 3
Here are some developments in the pipeline you can look forward to.
BUILD CAPABILITIES IN OUTCOME MEASUREMENT
Collaborate with experts to design outcome measurement tools.
Develop in-house capabilities by sending TAE Professionals to relevant Continual Professional Development (CPD) programmes to learn how to design outcome measurements.
Click here for more details.
This portal would publish training outcome measurement results to help training providers understand these outcomes and improve their offerings, thus raising the quality of these offerings. These results can also guide individual learners in their selection of quality training programmes.
CENTRALISED SURVEY SYSTEM
A set of standardised survey questions to measure the quality and outcome of training would be administered to learners for SkillsFuture Singapore funded courses.
TRAINING EXCHANGE
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TAE Providers can achieve both operational efficiencies and training business excellence by leveraging technology through the use of Training and Learning Management Systems, and incorporating
relevant learning technologies into training delivery.
Here are two recommendations to guide you:
STRENGTHEN ENABLING
INFRASTRUCTURE
STRENGTHEN TRAINING MANAGEMENT TO SUPPORT BUSINESS MODEL
How integrating Training
Management Systems and
outsourcing non-core training
functions can help you automate
and ease administrative
and operational tasks
04STRENGTHEN LEARNING INFRASTRUCTURE AND SYSTEMS TO SUPPORT INNOVATION
How using Learning Management
Systems and incorporating
learning technologies can add
value to your solutions while
enhancing the effectiveness
of your clients’ learning
05RECOMMENDATION RECOMMENDATION
26T H E J O U R N E Y F O R TA E P R OV I D E R SCONTENTS
STRENGTHEN TRAINING MANAGEMENT TO
SUPPORT BUSINESS MODEL
RECOMMENDATION 4
Here is how you can relieve arduous administrative and operational tasks:
I wish I have more time to focus on core functions like the design and delivery of offerings.
I need more admin staff to help me... Turnover is high and I can’t find anyone.
Scheduling classes and arranging logistics for services is too time-consuming.
Manually-filed figures and registrations are causing mistakes.
Effective deployment of resources to focus on core functions such as market analysis for skills demand, quality assurance, design and delivery, and outcome measurement.
Enhanced operational efficiency with higher customer satisfaction that leads to greater business rewards.
You can implement technology-enabled systems, such as a Training Management System, and benefit from economies of scale through shared services, or a per-per-use model.
You can outsource non-core training management functions to free up resources.
LEADING TO
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JONATHAN LEE Principal Consultant & Specialist Adult Educator Tat Hong Training Services Pte Ltd
Outsourcing training administrative functions would greatly alleviate the painful effort and cost to streamline and manage record keeping. An integrated and interoperable Training Management System would result in greater efficiency and productivity.
WANG CHIN SIAN Technical Director Absolute Kinetics Consultancy Pte Ltd
In this manpower-lean environment, automation is essential. The use of a Training Management System will allow for efficient and effective processing of training administrative work with minimal manpower resources.
SENTIMENTS FROM THE TAE COMMUNITY
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STRENGTHEN LEARNING INFRASTRUCTURE AND SYSTEMS
TO SUPPORT INNOVATION
RECOMMENDATION 5
LEARNING NEEDS & TRENDS
Understand the market trends and demands for e-learning, mobile learning, and tech-enabled learning innovations
INVEST IN LEARNING INNOVATIONS
Invest in relevant and effective learning systems and technologies to better respond to market needs and trends
LEARNING TECHNOLOGIES
Integrate learning technologies such as learning simulations,
virtual reality, augmented reality, and gamification
into training solutions
COLLABORATE POOL YOUR RESOURCESBenefit from economies
of scale by tapping on a shared service or pay-per-service model
LEARNING MANAGEMENT SYSTEM
Use Learning Management Systems (e.g., LearningSpace.SG, Moodle, Blackboard,
Desire2Learn) to facilitate online learning and discussions through webinars, courseware
authoring and design, and discussion threads
Savvy investments in the right Learning Management System and learning technologies can strengthen your learning delivery and
support innovative learning solutions. Consider the following:
Partner Learning Technologists and subject matter experts to incorporate learning technology into the design
and delivery of curriculum and training
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KAREN LAM Director SeraphCorp Institute Pte Ltd
We have started the journey andare exploring the use of learningtechnologies and innovations, not just to grow our faculty strength and benefit our learners, but also to enhance their learning experience and achieve better learning impact and effectiveness.
ONG CHEE MING Learning Designer Singapore Institute of Technology (SIT)
With the expanded role in the learning space, it is necessary that we are geared up for the change. We need to continuously up-skill and re-skill to keep up with the changing needs, to design and develop training programmes that are fit-for-purpose.
SENTIMENTS FROM THE TAE COMMUNITY
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NATIONAL TRAINING MANAGEMENT SYSTEM
Here are some developments in the pipeline you can look forward to.
LOOKING FORWARD
Currently in pilot phase, the National Training Management System aims to engage various stakeholders to take on functions such as:
• Training Providers: Course Management, Enrolment Management, Billing, Collection Management
• Individual Learners and Business Enterprises: Profile Management, Course Application, Course Payment
Details on the National Training Management System will be shared in due time.
TRAINING EXCHANGE
The Training Exchange platform is being developed. When ready, it will house a national course directory of SkillsFuture-relevant courses.
The platform will also be integrated with various key national training-related systems, such as the future National Training Management System and SkillsConnect.
More details will be available in due time.
LEARNINGSPACE.SG
Currently a proof-of-concept project, LearningSpace.SG leverages technology for your learning solutions, thereby raising the quality of CET.
It allows for e-learning content creation and authoring, multiple-device access, learning analytics and reporting, social learning features, and more.
LearningSpace.SG is part of iN.LEARN 2020. Click here for more details.
COLLABORATE WITH LEARNING SOLUTIONISTS
iN.LAB has curated a list of Learning Solutionists – pioneers in learning innovations with extensive experience in technology-enhanced learning. Consider partnering them to kick-start your technology-driven learning innovations. Click here for more details.
31T H E J O U R N E Y F O R TA E P R OV I D E R SCONTENTS
You, as a TAE Provider, should strive to become a learning workplace to ensure business productivity and success, and encourage your TAE Professionals to continuously develop their skills. This can be achieved through actively recruiting, retraining, recognizing, and retaining your TAE Professionals.
Here are two recommendations to guide you:
MANPOWER RESOURCING FOR EVOLVING AND NEW TAE JOB ROLES
How you can identity
and effectively recruit
for the evolving job
roles of your TAE
Professionals
06DEEPEN CRITICAL SKILL SETS THROUGH CAPABILITY DEVELOPMENT AND PROFESSIONALISATION
How you can recognise and
continuously develop your
TAE Professionals’ skills
by providing a workplace
that champions a culture of
learning and recognition
07
RECRUIT
RECOGNISE RETAINRETRAIN
RECOMMENDATION RECOMMENDATION
ADDRESS MANPOWER AND
SKILLS NEEDS
32T H E J O U R N E Y F O R TA E P R OV I D E R SCONTENTS
MANPOWER RESOURCING FOR EVOLVING AND NEW TAE JOB ROLES
RECOMMENDATION 6
As the TAE Professional role evolves, it is key for you to identify these skills changes and respond with effective TAE manpower recruitment.
RECRUIT RECOGNISE RETAINRETRAIN
1. IDENTIFYPinpoint the manpower
resources and skills that are critical to your
business development and purposefully recruit them
2. RECRUIT
4. REVIEWWith skilled TAE expertise in your organisation, you may
need to conduct regular reviews of current business
and training processes, to identify other roles for redesign or outsourcing
Target and hire TAE Professionals who possess skills in more than one area of expertise. For
example, engage a TAE Professional who provides not just effective design and delivery
of a training product but can also value-add by developing innovative offerings
3. COLLABORATEIf you are unable to recruit the right
TAE Professionals, you can fill the skills gaps by collaborating with, or learning
from other experts, such as the Business Training Consultants (BTCs)
33T H E J O U R N E Y F O R TA E P R OV I D E R SCONTENTS
GARY KHOO Regional Head of Education Samsung Asia Pte Ltd
PATRICK LAU Director Civil Service College
Training Providers must offer integrated turnkey solutions (consulting-research-training-performance), and this is especially so for SMEs. To serve SMEs, greater collaboration amongst TAE Providers and Professionals are required to achieve economies of scale and efficiency. How about a directory or an exchange platform where teams of TAE experts could be assembled to help SMEs?
SENTIMENTS FROM THE TAE COMMUNITY
An ‘Uberised’ platform serving as an engagement point for TAE demand and TAE Providers will be useful in expanding demand for our TAE services from the region. This will help grow the vitality of the TAE Sector in Singapore and foster TAE mastery within our industry.
34T H E J O U R N E Y F O R TA E P R OV I D E R SCONTENTSCONTENTS
DEEPEN CRITICAL SKILL SETS THROUGH CAPABILITY DEVELOPMENT
AND PROFESSIONALISATION
RECOMMENDATION 7
As a TAE Provider, you have the responsibility of creating a workplace that fosters a culture of lifelong learning for
your TAE Professionals and their continuous development.
4. BUILD CAREER ROADMAPS
Retain your TAE Professionals by creating roadmaps for their career growth
and professional development
RECRUIT RECOGNISE RETAINRETRAIN
2. PRIORITISE SKILLS DEEPENING
Make skills deepening and professionalisation of your TAE Professionals a core priority to respond effectively to new
and emerging knowledge and skills in the 21st century
1. CREATE A LEARNING WORKPLACE
Become a learning workplace by fostering a workplace environment
that embraces lifelong learning
3. RECOGNISE YOUR TAE PROFESSIONALS Recognise your TAE Professionals’ performance and
continued development by establishing reward systems as well as encouraging them to join the Adult Education
Professionalisation (AEP) Scheme for national recognition
RETRAIN RETRAIN
RECOGNISE RETAIN
35T H E J O U R N E Y F O R TA E P R OV I D E R SCONTENTS
SENTIMENTS FROM THE TAE COMMUNITY
ANDERSON TAN President SAPTCO Singapore
We need to take ownership of the changes ahead and be prepared to ride future waves of opportunities. As leader of the organisation, I must be clear where the organisation will head towards, and cultivate a learning culture amongst my members. We aim to deepen the skills of our TAE Professionals and provide the bridge to the global stage of Training and Adult Education.
JONATHAN CHIN Assistant Vice President (Training & Development Services Group) ST Electronics (e-Services) Pte Ltd
TAE Professionals need to recognise that disruptive technologies have changed the job landscape. Many of the current jobs have either ‘disappeared’ or evolved, and many new jobs are generated which require new skillsets. As TAE Professionals, we need to be kept updated on the new skills to be ready to serve evolving market needs.
36T H E J O U R N E Y F O R TA E P R OV I D E R SCONTENTS
SENTIMENTS FROM THE TAE COMMUNITY
KANG HUEY LING Principal SMRT Institute
We need to first create a learning workplace ourselves, to raise awareness on the importance of learning and build interest in learning. This can also be done through collaboration and partnership with the TAE Sector.
TAN HUI BOON Vice President (IR & HR Services) SIA Engineering Company Limited
AEP is a good initiative to set the standards and professionalise Adult Educators. Collaborative platforms, such as AEN, have also cultivated the culture for learning through peer sharing and other capability development programmes. I will encourage my TAE workforce to continually develop themselves and be recognised for their expertise.
37T H E J O U R N E Y F O R TA E P R OV I D E R SCONTENTS
Here is a checklist to help you, the TAE Provider, to recruit, retrain, recognise,
and retain your TAE Professionals.
GET STARTED!RECOMMENDATIONS 6 & 7
STAY APPRISED OF SKILLS NEEDS
Look out for the Training and Adult Education Professional Competency Model (TAEPCM), a framework that cultivates career mobility for both inter-and-intra- functional skills. It covers 4 key job categories:
• Adult Educators
• Training Management Specialists
• Human Resource Developers
• Workforce Development Specialists
Collaborate with other TAE Providers, subject matter experts, and TAE Professionals to share best practices, updates, and developments.
Stay informed of future skills by attending conferences and self- learning with readings and research.
More details on the updated TAEPCM will be available in due time. Clickhere for more details.
CONTINUAL PROFESSIONAL DEVELOPMENT (CPD)
Encourage your TAE Professionals to join the Adult Education Network (AEN) and participate in their CPD programmes and wide range of training and development workshops. They can also collaborate and learn from each other through the various Special Interest Groups (SIGs). Click here for more details.
ADULT EDUCATION PROFESSIONALISATION (AEP) INITIATIVE
Inspire your AEs to engage in the AEP initiative where they would receive exclusive access to a range of opportunities for professional advancement. Click here for more details.
A list of the appointed Associate and Specialist Adult Educators under the AEP initiative can be found here.
38
Associations& ProfessionalBodies’ TrainingArmsFunctions(APBs)
PublicSectorTrainingInstitutions(PSTIs)
BusinessTrainingConsultancyOrganisations (BTCOs)
Post-secondary Education Institutes& Institutes ofHigher Learning (PSEIs & IHLs)
Private Education Institutes (PEIs)
WSQ ApprovedTraining Providers(ATOs)
All Others
T H E J O U R N E Y F O R TA E P R OV I D E R SCONTENTS
OTHER ENGAGEMENT
Here are other ways to focus on manpower and skills development:
• Engage best-in-class providers to address emerging skill needs and specialisations
• Work through unions to champion professionalisation and recognition of TAE Professionals
• Develop Training Roadmaps for critical TAE job roles
• Offer sponsorships to outstanding TAE Professionals in your organisation to cultivate deep skills
• Encourage your TAE Professionals to apply for the SkillsFuture Study Award, where relevant. Click here for more details.
THE JOURNEY FOR TAE
PROFESSIONALS
CONTENTS
40T H E J O U R N E Y F O R TA E P R O F E SS I O N A L SCONTENTS
WELCOME TO THE TRANSFORMATION
You, the TAE Professional, play a critical role for the Singapore workforce. With SkillsFuture and its focus on skills mastery and lifelong learning,
TAE Professionals – especially Adult Educators – need to keep abreast of technological developments and future skills needs, while understanding how the Adult Educator role will evolve.
Whether you are an Adult Educator, Training Manager, or Human Resource Developer, this section helps you identify and understand your evolving
job roles and skills, so that you are prepared for new opportunities.
AT A GLANCE: THE CHANGING ROLE OF THE ADULT EDUCATOR
PAST ADULT EDUCATOR CURRENT ADULT EDUCATOR
Standardised training materials
COURSEWARE
Classroom-based training
DELIVERY
Classroom performanceASSESSMENT
Training materials that are customised and contextualised to learners’ needs
Workplace learning (e.g. on-the-job training, apprenticeships), e-learning
Workplace performance
Facilitator and mentor for workplace learning, and/or e-learning
Trainer/Assessor, Curriculum Developer
41T H E J O U R N E Y F O R TA E P R O F E SS I O N A L SCONTENTS
THE FUTURE ADULT EDUCATOR
As an Adult Educator, now is the time to take ownership of your personal learning and professional development, so that you can
become a highly sought-after ‘Entrepreneurial-Professional-Leader’.
Here are 9 key areas to focus on:
LEADER
BRANDINGProficient at self-branding, marketing, and promoting one’s skills and services on different platforms
NETWORKING& COLLABORATIONSkilled at networking, collaborating, and building partnerships across different fields
OPPORTUNISTICAdept at identifying and exploring opportunities for skills distribution, opening up multiple career options
ENTREPRENEURIAL
PEDAGOGICALLY-SKILLEDSkilled in instructional design, development, and delivery across multiple platforms
RESEARCH & ANALYSISEquipped with research and analysis skills to identify client needs and sectoral trends
BUSINESS TRAINING CONSULTANCYUnderstands business needs and plays a consulting role to help business enterprises (e.g. process & job redesign, develop HR capabilities, training, outcome measurements)
PROFESSIONAL
CONTINUOUS LEARNING & PROFESSIONAL DEVELOPMENTPrioritises own lifelong learning and skills mastery; keeps abreast of latest developments and skills needs
INNOVATION AND VALUE CREATIONMasters skills and understands sector needs, leading to innovation and creation of new products and services to benefit clients
DEEP DOMAIN EXPERTISEPossesses deep knowledge and competency in practice domain; regarded and consulted as a thought leader and expert
ENTREPRENEURIAL PROFESSIONAL LEADER
42T H E J O U R N E Y F O R TA E P R O F E SS I O N A L SCONTENTS
EMERGING SKILLS FOR TAE PROFESSIONALSWith SkillsFuture, TAE Professionals like yourself must be
responsible for your own skills mastery and lifelong learning.
Here are some emerging skills you can keep abreast of. Find out more about new and emerging skills in the Training and Adult Education Professional Competency Model (TAEPCM).
PEDAGOGICAL INNOVATION• Blended learning instructional design, development, and delivery
WORKPLACELEARNING• Workplace learning• Performance management
• Applying productivity models and tools
• Business modeling and process/job redesign
• Digital technology and applications
• Understanding legal implications for innovative learning and content development
• Consulting
• Critical thinking
• Innovation
• Business development
• Enterprise risk management
• Data analytics
• Industry/sector trend analysis
LEARNING & PERFORMANCE CONSULTANCY/SOLUTIONING
BUSINESS/ENTREPRENEURSHIPAND
43T H E J O U R N E Y F O R TA E P R O F E SS I O N A L SCONTENTS
JOURNEYING INTO SKILLSFUTURE THROUGH
BUILDING IDENTITY AND COMMUNITY
As a TAE Professional who plays a critical role for SkillsFuture, you gain by being plugged into the wider TAE community. Apart from engaging in
professional conversations, exchange of ideas, collaborations, and networking, your connections shape your identity and status as a TAE Professional.
BUILDING COMMUNITY
BUILDING IDENTITY
Know my own key skills and strengths
Engage in TAE conversations
Be a lifelong learner and contribute effectively
Contribute ideas for transformation
Gain recognition by being recognised as an AdultEducator under AEP
Collaborate and build partnerships with fellow TAE Professionals
Play a critical role in helping my learners and business enterprises journey towards skills mastery
Support the TAE community
Brand myself effectively as a TAE Professional
Join TAE networks and associations
44T H E J O U R N E Y F O R TA E P R O F E SS I O N A L SCONTENTS
RICHARD CHOOSpecialist Adult Educator
These are particularly exciting times. With the emphasis on skills rather than qualifications, the TAE Sector has to act as a catalyst to transform and facilitate this learning process.
It is extremely important that Adult Educators embrace change and reinvent themselves to stay relevant.
KRIS LOYSpecialist Adult Educator
The TAESTP is timely and allows the TAE Sector to take stock of their businesses. It acts as a compass for all stakeholders to move forward.
I will have to acquire new skill sets to remain relevant and be continuously engaged in learning. An area to note for personal development is to understand how technology can be used to support learning.
IRENE WEESpecialist Adult Educator
The TAESTP is a necessary response to developing tomorrow’s workforce and workplace. All the different stakeholders must work together closely in this transformation effort.
We have to integrate our new learnings into practice to face the challenges of tomorrow.
SENTIMENTS FROM THE TAE COMMUNITY
45T H E J O U R N E Y F O R TA E P R O F E SS I O N A L SCONTENTS
Identify the competencies and emerging skills required for your own skills development with the TAEPCM.
Click here for more details.
Engage in CPD through the Adult Education Network (AEN). AEN offers:
• A wide range of training and development workshops and seminars
• Special Interest Groups (SIGs) focusing on areas such as Coaching and Mentoring, Instructional Design, and Learning Technology
Click here for more details.
Get recognised as an Adult Educator through AEP, and be profiled on the IAL website. You will also receive exclusive access to a wide range of opportunities to further develop your career.
Click here for more details.
Develop and deepen specialist skills needed by the sector with the SkillsFuture Study Award. More details on the SkillsFuture Study Award for the TAE Sector will be available in due time.
Network with fellow TAE Professionals to share ideas, collaborate, and build partnerships via platforms like the Adult Education Network (AEN), Learning and Performance Network (LPN), Singapore Association of Professional Training Consulting Organisations (SAPTCO), amongst others.
Click here for more details or get connected via the AEN LinkedIn page here.
TRAINING AND ADULT EDUCATION PROFESSIONAL COMPETENCY MODEL (TAEPCM)3
With this handy checklist, find out how you can continue to develop
yourself as a TAE Professional.
GET STARTED!
ADULT EDUCATION PROFESSIONALISATION (AEP) INITIATIVE
SKILLSFUTURE STUDY AWARD FOR TAE PROFESSIONALS
CONTINUAL PROFESSIONAL DEVELOPMENT (CPD)
NETWORK AND COLLABORATE
3 More details on the updated TAEPCM will be available in due time.
46C O M E O N B OA R DCONTENTS
You can now stay informed of your market segments’ needs, areas to transform and innovate, collaboration opportunities, and government interventions to tap
on to enhance your training solutions.
LET’S GET GOING!
1. Know how the focal areas and recommendations highlighted in the TAESTP can help you.
2. Stay informed of potential areas for transformation and innovation.
3. Collaborate with different stakeholders.
4. Start your journey of transformation!
YOUR ACTION PLAN AHEAD
LET US SHAPE THE TAE SECTOR AND JOURNEY INTO SKILLSFUTURE TOGETHER!
47C O M E O N B OA R DCONTENTS
Whether you are a TAE Provider or TAE Professional, the TAESTP has provided several recommendations to help you
capitalise on the opportunities ahead with SkillsFuture.
AT A GLANCE
RECOMMENDATION 1
Identify new opportunities
RECOMMENDATION 2
Support business competitiveness
RECOMMENDATION 3
Establish outcome
measurement for learning-to-performance effectiveness
REPOSITION FOR GROWTH
STRENGTHEN ENABLING INFRASTRUCTURE
RECOMMENDATION 4
Strengthen training management to support business model
RECOMMENDATION 5
Strengthen learning infrastructure and systems to support innovation
RECOMMENDATION 6
Manpower resourcing for evolving and new TAE job roles
RECOMMENDATION 7
Deepen critical skill sets through capability development and professionalisation
ADDRESS MANPOWER AND SKILLS NEEDS
CONTENTS
49L E A R N I N G J O U R N E Y SCONTENTS
Fixing Skills Gaps with StyleAt Home-Fix, learning is not just a policy – it is
a mindset. Employees share their skills with the
public, learn at the workplace, and keep pace with
the retail scene. Read on for the blueprint.
Home-Fix has been shaping the Do-It-Yourself (DIY) retail scene since 1993. With the aim of becoming a total home improvement solutions provider, it recognises the need to develop its staff’s product knowledge and home improvement services.
Like other firms in retail, Home-Fix faces challenges in retaining staff and releasing them for skills upgrading. It has responded to these constraints creatively – setting up a full-time team to oversee training for their 170-strong workforce and exploring innovative learning solutions. Their efforts have paid off. With the focus on skills upgrading, Home-Fix employees now stay on for more than 3 years (longer than previous). Home-Fix has shown that the importance placed on learning and development can lead to staff retention and growth.
Company ProfileHome-Fix DIY Pte Ltd
Founded1993
BackgroundFrom a family-owned hardware store, Home-Fix has expanded to 20 stores in Singapore and several more overseas. Beyond hardware, its value-added services include repair, replacement, installation, painting, and handyman services.
“We believe that people are the essence of our success... We embrace a deep passion
for learning and innovation.”- Low Cheong Kee, Managing Director
Impetus for ChangeLike other retailers, Home-Fix faces challenges in retaining staff and releasing them for skills upgrading. As it aims to be a total home improvement solutions provider, staff knowledge must be top-notch.
SolutionsLearning indexing/video system, project collaborations with the public, training at the workplace, grooming in-house trainers with stakes in the business.
Recommendation 1 Identify new opportunities
Recommendation 2Support business competitiveness
Recommendation 4 Strengthen training management to support business model
TAESTP Recommendations Applied:
50L E A R N I N G J O U R N E Y SCONTENTS
TOTAL LEARNING SYSTEM
LEARNING AT WORK
EVERYBODY LEARNS
Besides structured WSQ modules and On-the-Job Trainings
(OJTs) conducted in both classrooms and workplaces, Home-Fix
wants a ‘total learning system’ to ensure continued knowledge
transfer throughout the organisation. Employees should practise
informal and unstructured learning all the time.
For that, Home-Fix has been exploring innovations to encourage
learning. One avenue is through the ‘Make a Difference (MAD)’
project, a Corporate Social Responsibility (CSR) initiative where
Home-Fix staff renovate the homes of beneficiaries.
The company also runs its own Experience Centre (XPC),
where employees and the public embark on DIY projects
together to learn Craft, Design, and Technology.
The company is also looking at using videos (e.g., Youtube)
and indexing to develop a learning system, so that staff and
the public can be further educated on product knowledge
and home improvement.
Home-Fix has been collaborating with IAL and Infocomm Development Authority of
Singapore (now Info-communications Media Development Authority) on pilot programmes
that harness technology and innovative training methods. For example, they worked with IAL
in 2015 on the Learning@Work initiative, which organised training sessions at one Home-Fix
branch over six months.
Learning@Work addressed the challenge of sending employees to Home-Fix headquarters for
training, by bringing training to the workplace. With its success, Home-Fix is planning follow-
up programmes.
To meet ongoing labour and training challenges, Home-Fix is strengthening its collaborations
with government agencies. Besides Learning@Work, it partners WDA to tap on Enterprise
Training Support (ETS). It has also been working with IDA for a Smart Machine Learning Pilot
project, and with IAL’s iN.LAB to utilise LearningSpace.SG.
As full-time staff who are also involved in daily
operations, Home-Fix’s trainers are required to complete
WDA’s Advanced Certificate in Training and Assessment
(ACTA). They will most likely become store managers,
accountable for business performance.
The company’s dedication to learning and development
extends to executives and managers, who regularly
enrol in external workshops and seminars to keep
abreast of industry changes. When everyone adopts
learning as a mindset, Home-Fix can better adjust to the fast-paced retail climate.
L E A R N I N G J O U R N E Y S 51CONTENTS
“From a retail assistant, I am now heading the Information Systems department… I believe in lifelong learning and
being driven to excel in life.”-Edward Hiah, Head of Department (Management Information Systems)
OUTCOMES
Learning as a
mindset
Improved staff
retention
Public engagement
and branding
52L E A R N I N G J O U R N E Y SCONTENTS
Disrupting Class with C.L.a.a.S Lithan Academy delivers mass customised
learning with its innovative learning pedagogy
and system
Established in 2008 as a CET (Continuing Education & Training) provider, Lithan Academy prides itself in adapting to the needs of its learners and their employers, thereby being a strategic partner for lifelong career growth. With this in mind, it has developed its training offerings in close alignment with the growing CET ecosystem in Singapore.
Company ProfileLithan Academy
Founded2008
BackgroundThis CET provider has been aligning itself with the growing CET ecosystem in Singapore. Its offerings include a “Competency-Based Learning Model” that delivers multi-disciplinary skills and workplace-based learning.
Impetus for ChangeLearning pedagogies were not meeting the needs of the time-challenged adult learner, who needs application-based content that is mostly reinforced at the workplace.
SolutionsOffer competency-based training in bite-sized modules, tap on new learning technologies to deliver training any time and place, provide value-added services to learners beyond training.
THE UNSTOPPABLE DIGITAL REVOLUTION
As the global digital revolution gains momentum, traditional ways of
doing business are becoming obsolete, especially in adult education.
Employees are expected to be productive in their roles from Day One
and engage in lifelong learning.
Further, the adult learning landscape has been affected by these
factors:
In response, Lithan has transformed into
a “Total Learning and Talents Solution”
provider. In the classroom, it delivers a
“Competency-Based Learning Model”
that trains multi-disciplinary skills that
are practical and relevant. Beyond the
classroom, it provides workplace-based
learning and job placement services for
learners.
Recommendation 2Support business competitiveness
Recommendation 5Strengthen learning infrastructure and systems to support innovation
Recommendation 1 Identify new opportunities
Recommendation 7 Deepen critical skill sets through capability development and professionalisation
Inadequacy of traditional classroom-based learning for
employees; most students forget 70% of the content
70% of learning actually occurs at the workplace
Low success rate of Massive Open Online Courses (MOOCs),
particularly in adult learning contexts
Availability of new learning systems, allowing learner
identification, customised content, and individual assessments
TAESTP Recommendations Applied:
53L E A R N I N G J O U R N E Y SCONTENTS
At the core of Lithan’s offerings is CLaaS – Competency Learning as a Service. With the latest
learning technology and pedagogy innovations, CLaaS enables customised learning to large
groups of learners over the cloud, on demand.
The system is based on a competency-based curriculum, offering various modular courses
accredited to various skills and academic frameworks catered for jobs. Modules come in bite-
sized learning components, customisable for each learner’s needs and schedule.
Learners start with concept-based modules before progressing to applications using real-
life or simulated projects, without time pressure – an ideal arrangement for adult learning.
Throughout the process, faculty members play the role of facilitators and personal mentors,
not lecturers on podiums. To support the need for scalable resources, Lithan has “Uberised”
some job functions, including adjunct faculty responsible for mentoring on-demand.
A CLaaS OF ITS OWN
CLaaS is supported by Lithan’s EASE framework (see diagram). EASE outlines all the learning
and assessment facilities that enable learners to understand their lessons at their own time
and place. Beyond this, the company is investing in new learning systems and technologies,
including: a Community Learning Portal, a Training Management System, a Learning
Management System, and an Assessments Management System.
Evaluate Support
E-co
ntent Activity
Online, Self-paced Live, Online
Online
• Instructor Presentations• AV Lectures• Self-Assessments
• Diagnostics (Pre-course)• Recognition of Prior Learning Assessments (Pre-course)• Formative Assessments• Summative Assessments
• Lectures• Lab Exercises• Tutoring• Flipped Class• Assignments• Mentoring• Projects
Online, Self-paced
• FAQs• Forums• Online Queries• Knowledge Hub
Learners start with concept-based modules before progressing to applications using real-life or simulated projects, without time pressure – an ideal arrangement
for adult learning.
54L E A R N I N G J O U R N E Y SCONTENTS
Just as Lithan trains external learners, its transformation began with retraining its own
workforce. Lithan faced and overcame several challenges while implementing CLaaS. The
biggest was in reskilling their workforce: beyond business knowledge, employees needed
technology and innovation skills to fit the new business model.
RETRAINING FROM WITHIN
In line with being a “Total Learning and Talents Solution” provider, Lithan complements its
core business with value-added services like just-in-time latent talents acquisition, learning
contents customisation, as well as talents and workplace learning consulting.
Despite covering all bases, the company is not stopping here. It is on schedule to launch 20
qualifications and 60 modular courses to support high demand future jobs in IT, innovation,
and entrepreneurship. It has also spread its wings overseas – learners from eight campuses
across Asia can now experience “first CLaaS” adult education.
RIDING REGIONAL TRENDS
Its transformation began with retraining its own workforce… beyond business knowledge, employees
needed technology and innovation skills to fit the new business model.
As examples, the operations team must be comfortable with Social, Mobile, Analytics &
Cloud technologies to run customer-centric, cost-effective processes; Lithan’s course
designers must now know the advanced education technologies necessary to implement
innovative pedagogies.
OUTCOMES
Training content access
anytime, anywhere
Content mastery at
learner’s own pace
Scalable training
resources
Low High
55L E A R N I N G J O U R N E Y SCONTENTS
Simulations for SecurityNTUC LearningHub is taking security training
to the next level. Read on to find out how
learners prepare for various security threats
with augmented reality, simulations, and more.
LHUB (NTUC LearningHub) was corporatized as an NTUC social enterprise in 2004. Its mission is to enhance the lifelong employability of Singapore’s workforce with innovative products and affordable courses.
With the rising importance of the security sector, LHUB recognises that its security courses need to be more application-based. In 2016, it introduced augmented reality and simulations into these courses, allowing learners to be exposed to different security scenarios within a course.
Company ProfileNTUC LearningHub (LHUB)
Founded2004
BackgroundLHUB provides innovative solutions and affordable learning for the Singapore workforce. Some of their programme subjects include infocomms, language, manufacturing, and security.
Impetus for ChangeDue to rising security concerns and new demands on security personnel, security training needed to be more realistic and application-based.
SolutionsImplement gamification into security courses, training learners to be prepared for various scenarios via augmented reality and simulations.
REALISTIC TRAINING
The revised curriculum
starts learners off in the
classroom to build their
foundational knowledge.
They progress next to
Augmented Reality (AR)
training simulations, then
to real-life practice in
‘simulation rooms’ — all
while learning at their own
pace.
Simulations allow trainers
to inject simulated
environmental variables,
such as darkness and rain. They can also apply gamification elements,
which are effective at engaging learners.
The AR programme, developed by an independent software studio,
can simulate realistic scenarios in local settings like shopping malls,
car parks, residential and commercial buildings. The real-life
‘simulation rooms’ are duplicates of real settings, such as HDB coffee
shops and bars. For realism, each room comes with ambient noise,
working props, and even acting talents.
Recommendation 5Strengthen learning infrastructure and systems to support innovation
Recommendation 1 Identify new opportunities
Recommendation 6 Manpower resourcing for evolving and new TAE job roles
TAESTP Recommendations Applied:
56L E A R N I N G J O U R N E Y SCONTENTS
During implementation, LHUB recognises that both trainers and learners are new to the
technologies, and encourages all parties to engage in discussions via social media or LHUB
Communities of Practice (CoPs).
Supported by an independent social content curator, trainers and learners form a collaborative
social learning network. Content from online discussions and the Internet is compiled for
reviews using advanced algorithms and machine learning. Thus, each learner receives unique
content based on his or her learning patterns, such that everyone can share personal insights
in class.
COLLABORATIVE LEARNING
The real-life ‘simulation rooms’ are duplicates of real settings, such as HDB coffee shops and bars. For realism, each room comes with ambient noise, working props, and
even acting talents.
View of the Virtual Mall View of the Security Simulator Simulator IED scenario
Overall, there are four takeaways from this initiative:
Effort is needed towards appreciation of new technology, for training and in real
workplaces
New technologies should be monitored and reviewed before integration with current
training programmes
Such an initiative can benefit the larger community: for example, Persons With Disabilities
(PWDs) have been trained to edit videos for the training programme
Availability of a new learning system allows for learner identification, customised content,
and individual assessments
LESSONS AND GAINS
57L E A R N I N G J O U R N E Y SCONTENTS
One early gain from this initiative is the reduction of classroom hours, allowing security
companies to better manage their workforce training schedules. For learners, they can now
pace themselves better for knowledge retention and skills mastery.
LHUB believes that the key to professionalising the security industry lies in up-skilling industry
players. It is leading this effort through this initiative, and intends to expand the use of such
technologies for other sectors.
OUTCOMES
Content mastery at
learner’s own pace
Strong link between training
and actual job scopes
Less scheduling
problems sending
employees for
training
LHUB recognises that both trainers and learners are new to the technologies, and encourages all parties to engage in discussions via social media or LHUB Communities of
Practice (CoPs).
58L E A R N I N G J O U R N E Y SCONTENTS
The Future of Pest BustingDrones and body cameras are not what pest
control officers usually use, but training to use
them has made PestBusters the folks to call when
pest control is needed in your neighbourhood.
PestBusters was founded in 1991 with the mission of becoming the gold standard for the pest control industry. Today, with a workforce of 200 and big-name clientele, the company is one of the most trusted names in the industry. Among their clients are Marina Bay Sands and the Shangri-La Group, along with other luxury hotels and healthcare facilities.
To further differentiate themselves, it is expanding into pest consultancy and management via on-site audits and pest prevention education. For this goal, the company believes that employees should be seen as their core asset, and employee development should be strongly advocated.
Company ProfilePestBusters Pte Ltd
Founded1991
BackgroundWith a workforce of 200, PestBusters is a trusted name in the pest control industry, counting among their clients Marina Bay Sands and the Shangri-La Group, along with other luxury hotels and healthcare facilities.
Impetus for ChangeThe company wished to move beyond pest control to provide pest consultancy and management services. Their training, learning, and development systems needed to support this goal.
SolutionsLearning progression roadmap for every employee, integrate L&D into job processes and workflow, experiment with new technologies and training methods.
Recommendation 2Support business competitiveness
EVERYONE HAS A STAKE
PestBusters constantly
looks out for new,
innovative ways to
improve their services,
especially important
in our manpower-lean
climate. By encouraging
experimentation with new
technologies and training
methods, it hopes that
each associate gets excited
about learning. Nurturing
a learning culture is not just the Training Department’s responsibility;
learning is integrated into everyone’s daily work.
For a start, the company addresses each employee as an ‘associate’,
sending a strong message that everyone has an equal stake in
developing themselves and the company. From the day a new hire
joins PestBusters, there is an established progression roadmap for the
person. Management, too, takes on the role of ‘learning advisors’ by
conducting regular sharing sessions and strongly promoting a culture
of collective learning.
Recommendation 5Strengthen learning infrastructure and systems to support innovation
TAESTP Recommendations Applied:
59L E A R N I N G J O U R N E Y SCONTENTS
“One of our associates, on an exchange programme in Australia, sent back live footages of a rare specimen of
komodo dragons (with his body cam). This was good learning and widens our knowledge and information repository.”
- Thomas Fernandez, Chairman & CEO
PestBusters is a market leader in adopting new technologies. One major initiative is adopting
body cameras, which has improved the efficiency of operations. Instead of assigning
supervisors to every site, one supervisor can direct several pest control officers from the
Operations Command Centre through live footage from the camera.
Another major initiative is using drones to complement the body cameras. Drones allow pest
control officers to view inaccessible areas and administer chemicals without needing to climb
ladders. They reduce work risk and free up manpower for other tasks. Further, associates
get the opportunity to become certified drone pilots and command higher salaries. With
experience, they can also be promoted to trainers.
“It is critical that we unleash the fullest potential of each associate, to expand their roles beyond pest controlling.”
- Praba G Menon, Group Managing Director
HIGH-TECH PEST CONTROL
60L E A R N I N G J O U R N E Y SCONTENTS
Despite their success, PestBusters is not resting on its laurels. There are plans to expand the
business overseas and set up a Learning Academy to provide pest management education
and training. PestBusters proves that skills development and technology can translate into
game-changing results for both the company and their industry.
GAME CHANGERS FOR THE INDUSTRY
OUTCOMES
Capable and
progressive employees
Productive and
efficient operations
Technology-enabled
active learning
61L E A R N I N G J O U R N E Y SCONTENTS
Growing in the Landscaping LandscapeThe changing landscaping industry places
new skills demands on employees at Prince’s
Landscape & Construction. Read on to find out
how they established a training system that meets
their daily job demands, quickly and directly.
Company ProfilePrince’s Landscape & Construction Pte Ltd
Founded1995
BackgroundThrough the decades, Prince’shas grown into an established landscape design and installation specialist. Today, the business includes two nurseries and more than 400 staff, offering a wide range of landscaping services.
Impetus for ChangeThe changing landscaping industry places new skills demands on Prince’s employees. They need training that allows them to meet their daily job demands, quickly and directly.
SolutionsEstablish in-house training capabilities with WDA support, set up full-time L&D team to address employees’ training needs.
Recommendation 2Support business competitiveness
Recommendation 7 Deepen critical skill sets through capability development and professionalisation
TAKING MATTERS IN-HOUSE
Prince’s began its Learning & Development (L&D) journey by sending
employees for landscaping WSQ courses conducted by the Centre
for Urban Greenery and Ecology (CUGE), the industry’s lead training
provider established by National Parks Board and WDA.
TAESTP Recommendations Applied:
From its humble beginnings as a small flower shop, then as one of Singapore’s earliest nurseries, Prince’s has blossomed into an established landscape design and installation specialist. Today, the business includes two nurseries and more than 400 staff, offering a wide range of landscaping services.
Prince’s past success is credited to its dedicated and skilled employees. In recent years, skills demand on landscaping professionals have grown as a result of land scarcity, climate change, as well as the popularity of vertical greening and urban farming. As a result, Prince’s employees needed new ways of learning and applying their new knowledge immediately.
62L E A R N I N G J O U R N E Y SCONTENTS
While CUGE’s programmes gave strong basic knowledge, the
employees often needed to make decisions on-site due to
customer requirements. Thus, the company needed to adapt
their formal knowledge to its distinctive workplace practices.
In 2013, Prince’s established its own in-house L&D programme.
Focusing on on-the-job training, the programme also teaches
many things on the business end, including sales, operations,
planning, and accounting.
Prince’s established its own in-house L&D programme. Focusing on
OJT, the programme also teaches many things on the business end,
including sales, operations, planning and accounting.
The programme was supported by WDA’s Enterprise Training Support (ETS) scheme. Through
the ETS scheme, Prince’s set up an internal L&D team to oversee employees’ learning needs
and mentor them. Further, Prince’s also worked with a BTCO for operational and L&D advice.
SEEDING THE RIGHT CONDITIONS
Even with the best systems in place, Prince’s programmes would not have been successful
without high employee motivation and support. The right conditions were seeded through
these actions and policies:
To encourage workplace learning for better productivity, Prince’s has linked learning
and performance
There are regular productivity forums, with prizes for teams with the best
productivity ideas
Employees can choose the courses they wish to enroll in, and thereby their
career development
Financial assistance from WDA was sought, enabling Prince’s to send employees
for training and form its in-house L&D team
Working with a BTCO has opened access to expert advice on business management
and running L&D programmes
63L E A R N I N G J O U R N E Y SCONTENTS
THE NEXT GROWTH STAGE
As Prince’s L&D department is still young, there are many areas for improvement. Besides
starting a Management Trainee Programme, Prince’s plans to develop a Learning Management
System to manage courses and employee training needs. These are the roots to building a
system that supports Prince’s business growth and advances the landscaping industry as a
whole.
OUTCOMES
In addition to starting a Management Trainee Programme, Prince’s plans to develop a Learning Management System
to manage courses and employee training needs.
Many skilled specialists
under one roof
Strong link between training
and actual job scopes
Less scheduling problems
sending employees for
training
64L E A R N I N G J O U R N E Y SCONTENTS
Geared for ChangeIndustry-relevant curricula and state-of-the-art
facilities have been integral to RP SEG’s success.
We look at the school’s strategic moves and
milestones through the years.
RP SEG (Republic Polytechnic School of Engineering) was established in 2003 with the vision of becoming a leading institution for engineering education. Logistics education based on industrial engineering principles was identified as a unique offering of RP SEG. As the logistics sector is poised to grow from a labour-intensive to a high-tech one, RP SEG saw the need to work closely with industry players to keep its curricula and infrastructure current.
Through the years, the school has remodelled its curricula, transitioning from a theory-based framework to one that combines classroom and workplace learning. This transition serves to provide updated training, relevant internships, and smoother entry into jobs for students.
Company ProfileRepublic Polytechnic School of Engineering (RP SEG)
Founded2003
BackgroundRP SEG is a leading institution for logistics education andtraining. It focuses on developing industry-related diploma curricula and niche capabilities in specialised logistics areas.
Impetus for ChangeAware that the logistics sector is a fast-changing pillar of Singapore’s economy, RP SEG saw the need to align with industry practices and prepare students to be job ready.
SolutionsOver the years, RP SEG included relevant internships in its curriculum, set up a realistic training centre for hands-on learning, and pioneered relevant, innovative programmes in logistics.
MAJOR MILESTONES
As the youngest polytechnic in Singapore, RP SEG faced challenges
in gaining industry interest and convincing them to form partnerships.
Further, many companies had no prior experience collaborating on
student internships or projects.
Nevertheless, RP SEG was very active in engaging the industry,
especially through the various logistics associations. The timeline on
the next page shows what it has achieved.
Recommendation 2Support business competitiveness
Recommendation 5Strengthen learning infrastructure and systems to support innovation
TAESTP Recommendations Applied:
65L E A R N I N G J O U R N E Y SCONTENTS
2014
2016
Appointed by MOE as sector coordinator of Logistics & Supply Chain
Management for Post-Secondary Education Institutions (PSEIs)
• As of today, RP SEG has led the rollout of the SkillsFuture Earn and Learn
Programme (ELP) and Enhanced Internship (EI) for the industry
Developed the first-ever poly-ELP-degree pathway
• Finalised a partnership with UniSIM offering RP’s ELP Specialist Diploma
graduates a place in UniSIM’s Logistics and Supply Chain Management
degree programme
2015
Launched the Supply Chain Innovation Lab, the next version of iSAIL
• Provided realistic distribution centre environment for hands-on learning
• Industry partners can gain access to new expertise, technology, and solutions
• A focal point for SEG and COI-SCM
Appointed by WDA to be the Programme Manager for logistics ELP
• RP’s logistics ELP had 39 participants hired by 15 companies
2006
2012
Founded the Integrated Supply Chain Lab (iSAIL)
• Simulated a real distribution centre for training
• Anchor facility for industry to test and optimise supply chain operations
Established the Centre of Innovation for Supply Chain Management (COI-SCM)
in partnership with EDB and SPRING Singapore
• Championed supply chain excellence for Singapore-based companies
• Provided industry-relevant knowledge through continuous training
• As of today, COI-SCM has completed more than 200 projects and partnered
more than 400 companies
66L E A R N I N G J O U R N E Y SCONTENTS
OUTCOMES
RP SEG’s success is most evident in the
annual Supply Chain Challenge, a real case-
based competition organised by Singapore
Logistics Association (SLA) and SIM
University. The school’s students won the
competition three times in a row from 2013
to 2015.
MOVING LOGISTICS FORWARD
The school has come a long way since its humble beginnings in 2003. In addition to industry-
relevant curricula and state-of-the-art facilities, RP SEG has gained tremendously from robust
partnerships with the industry. Building on these achievements, it hopes to champion logistics
as an attractive career choice.
RP SEG’s success is most evident in the annual Supply Chain Challenge, where the school’s students
won the competition three times in a row.
Industry-relevant
training
Updated training
facilities
Job-ready
graduates
67L E A R N I N G J O U R N E Y SCONTENTS
Building a Robust CultureAt ROHEI, developing the people comes first
– an approach that has brought them success.
Read on to find out how the company engages,
brands, and develops its own TAE Professionals.
Since ROHEI was established in 2007, the corporate training provider has fostered a culture of trust and connectedness within its ranks.
As a company that helps other organisations build strong workplace cultures, ROHEI practices what it preaches. As a result, it has won ahost of awards for both business performance and people development.
More notably, it was ranked as one of the top five best companies to work for in Singapore (2015) and one of the top 20 best small & medium workplaces in Asia (2016) by the Great Place to Work Institute. It also won the Best Corporate Training Provider 2015 award (by HRM Asia Readers Choice).
RECRUITING RIGHT
As everyone is equally important
in building ROHEI, recruiting the
right people is vital. The company
is deliberate about who they bring
in, favouring those who are like-
minded, skilled, and team players.
The recruitment process may take
six months or more, wherein the
management team takes time to
know candidates and invites them
to join company events.
Company ProfileROHEI Corporation
Founded2007
BackgroundA local SME focusing on corporate training and consultancy, ROHEI has been very intentional in developing its own workforce so they can flourish as employees and TAE Professionals in their own right.
One unusual practice at ROHEI is the hiring of full-time trainers. This allows for a fixed income and thus a peace of mind for them.
At the same time, having full-time staff allows us to build camaraderie, trust, and
a strong company culture.- Rachel Ong, CEO
Impetus for ChangeAs a firm that helps other organisations build strong workplace cultures, ROHEI wants to lead by example and be a great place to work – thereby turning employees into ambassadors.
SolutionsRecruit the right talents, build a strong corporate identity, develop employees constantly, professionalise TAE job roles.
ROHEI creates new ways of learning and development for its audience.
TAESTP Recommendations Applied:
Recommendation 6 Manpower resourcing for evolving and new TAE job roles
Recommendation 7Deepen critical skill sets through capability development andprofessionalisation
68L E A R N I N G J O U R N E Y SCONTENTS
ROHEI believes that teamwork gets everyone further. For instance, it uses a buddy system for
its engagements, even amongst senior trainers. When one trainer is facilitating, the other will
be noting the facilitator’s performance. At the end of the session, both trainers would debrief
the session, compliment each other on what they did well, and share with each other the other
person’s possible areas of improvement
Both younger and older employees are never left out
when it comes to staff development. For instance,
trainers who are interested in business management
can sit in for Management Meetings. Similarly, senior
consultants who wish to master different practices are
encouraged to acquire those skills.
More businesses are recognising that nurturing their human capital is a sound investment.
ROHEI’s commitment to its own staff serves a larger purpose as well – to equip itself to
shepherd the workforce, impact relationships, and lead the way in creating a culture of trust
in other organisations.
The first step to being a true TAE Professional is being recognised as one, and ROHEI strives to cultivate and
brand their staff as such.
THE ROHEI IDENTITY
GOING FURTHER TOGETHER
OUTCOMES
The first step to being a true TAE Professional is being recognised
as one, and ROHEI strives to cultivate and brand their staff as
such. It requires staff to be skilled in the required functional and
domain competencies, and taps on two global practice leaders
in Coaching and Learning Transfer to mentor its people.
Furthermore, ROHEI aspires to have its staff align their personal identities to the company’s
mission – to inspire hope, joy, courage, and purpose in the global workforce. This drives each
staff member to take ownership of their own career and build a collective ROHEI identity
with colleagues.
Robust
corporate identity
Capable and
progressive employees
Professionalisation of
TAE job roles
69L E A R N I N G J O U R N E Y SCONTENTS
Transform and Roll OutThe Singapore Army has revamped and
implemented its entire learning framework
through Project LEARNet – an organisation-wide
transformation plan. Read on for details.
The Singapore Army constantly adapts to its soldiers’ training needs. In recent years, it saw the need to transform its learning environment because of the increasing complexity of its operations and soldiers’ evolving learning styles.
As a result, the Singapore Army introduced Project LEARNet in 2009. This is a transformation plan for a more learner-centric and technology-enabled learning environment in the organisation.
SHOOTING FOR REAL OUTCOMES
Project LEARNet has four desired outcomes. First, encourage
self-directed and personalised learning; second, facilitate more
collaborative group learning; third, provide access to learning
content anytime and anywhere; and lastly, build a robust knowledge
management system.
To achieve these outcomes, the Singapore Army utilised an
implementation strategy that covers five ‘Readiness Thrusts’ –
Organisation ProfileThe Singapore Army
Founded1965
BackgroundTraining is the lifeblood of the Singapore Army, which evolves with changing operational and national needs. It is committed to training that is realistic,tough, and safe.
In recent years, the Singapore Army saw the need to transform its learning environment because of the increasing complexity of its
operations and soldiers’ evolving learning styles.
Impetus for ChangeLearning pedagogies no longer matched the learning styles of newer generations of soldiers. Also, increased complexity of operations demands that all soldiers learn more and learn fast.
SolutionsTransform the learning environment into a learner-centric, technology-enabled one. Implement an intensive change management strategy.
INSTRUCTORS
CONTENT
INFRASTRUCTURE
CURRICULUM ORGANISATION
All 7 TAESTP Recommendations Applied:
70L E A R N I N G J O U R N E Y SCONTENTS
Rich media and simulations were introduced into lesson content to promote active learning. Using online sharing
tools, soldiers could share lesson insights while validating their understanding with instructors.
Content: Rich media and simulations were introduced into lesson content to promote active
learning. Using online sharing tools, soldiers could share lesson insights while validating their
understanding with instructors (see below for examples).
Instructors: To equip instructors with the latest knowledge and skills, the SAF launched the
Training Development and Instructional (TD&I) Framework and formed the Institute for
Military Learning (IML) to conduct TD&I courses. IAL and NIE are partners in accrediting
and co-running related courses respectively.
Infrastructure: An advanced, technology-enabled learning environment
was implemented in several ways: launching a customised online portal,
issuing mobile devices with learning apps, and installing learning
technologies in lesson venues.
Facilitating online sharing
Curriculum: Using a Learner-Centric Curriculum Development (LCCD) concept, curricula were
redesigned to better engage the soldiers.
Providing visualisation Empowering role playing and decision making
Organisation: The LEARNet Management Office (LNMO) was created
to manage Project LEARNet. A new unit, the Centre for Learning
Systems, was also established to lead TD&I doctrine and learning
technologies. Finally, the SAF Learning Transformation Advisory Board
was formed to broaden networks with TAE Practitioners and learning
technology providers.
71L E A R N I N G J O U R N E Y SCONTENTS
To facilitate Project LEARNet adoption, the SAF rolled out a number of change management
initiatives, including knowledge sharing events like the SAF Learning Conference, Training
Development Seminar, and Learning Masterclasses.
To cultivate good learning innovations and practices, the SAF introduced the Learning
Innovation Awards in 2013, established a TD&I Community of Practice, and organised
Curriculum Transformation Workshops (CTWs). In addition, the LCCD manual was published
to guide curriculum development. Further, adoption of the Training Institute Excellence Model
(TIEM) to aid evaluating processes is ongoing.
Together, these change management initiatives help the Singapore Army fulfil its learning
transformation vision.
IT’S ALL ABOUT CHANGE
OUTCOMES
Self-directed and personalised
learning
More collaborative
group learning
Access to learning content anytime and anywhere
A robust knowledge
management system
72L E A R N I N G J O U R N E Y SCONTENTS
Company ProfileSingapore Institute of Retail Studies (SIRS)
Founded2006
BackgroundSIRS is the first CET Centre in Singapore to drive the WSQ Retail, Service Excellence, and Business Management related courses. It is recognised as a provider of quality training in the retail sector.
Impetus for ChangeIAL approached SIRS to join the ESCALATE initiative – which integrates curriculum and training across different domains. This was also an opportunity to open new career paths for retail frontline staff.
SolutionsSIRS conceived a training programme for Cold Storage. The process went in this sequence: Training Needs Analysis, customised programme design with OJT, programme delivery from two experts, and evaluation.
Recommendation 1 Identify new opportunities
Recommendation 2Support business competitiveness
Recommendation 3Establish outcome measurement for learning-to-performance effectiveness
Stocking Up on Key SkillsA new, integrated training solution gave Cold
Storage frontline staff new key skills and new
career prospects. Read on to discover the process
of planning and evaluating the initiative.
In 2015 the Singapore Institute of Retail Studies (SIRS) collaborated with IAL to pilot a tailored training solution for Cold Storage under the Enhancing Skills Collaboration and Learning for Added Training Effectiveness (ESCALATE) initiative.
Integrating both technical and soft skills training, the solution was designed to up-skill Sales Assistants and Cashiers, so as to provide new pathways for them to become Supervisors. Its goals included understanding the trainees’ expected skills and behaviours, as well as identifying new, effective ways of training them.
Integrating both hard and soft skills training, the solution was designed to up-skill Sales Assistants and Cashiers,
so as to provide new pathways for them to become Supervisors.
The project commenced with a Training Needs Analysis via focus
groups and an online survey. These shortlisted nine key skills that
determine the success of supervisors:
KEY SKILLS TO SUCCESS
Problem management and leadership
Problem-solving
Communication
Time-management
Delegation
Numeracy (analysing reports)
Presentations and conducting briefings
Giving feedback
Salesmanship
1
2
3
4
5
6
7
8
9
TAESTP Recommendations Applied:
73L E A R N I N G J O U R N E Y SCONTENTS
Next, the training programme was developed. Syllabi on the key skills were combined with
three WSQ modules, allowing for an integrated and holistic approach to the programme.
Programme delivery lasted 13 weeks, incorporating one-to-one coaching, customised and
contextualised content, and collaborative learning.
Also important was the structured On-the-Job Coaching (OJC) component. Trainers visited
participants at their workplaces to observe how they applied their newly learned skills and
address concerns. Assessments were also conducted at both the classroom and workplace.
In an exceptional arrangement, two TAE Professionals were concurrently deployed to deliver
the training. Both were retail subject matter experts with more than 40 years of experience
combined. The two-trainer approach allowed participants to have more personalised attention
and interaction.
Syllabi on the key skills were combined with three WSQ modules, thereby allowing the same amount of content
to be delivered three times faster.
The programme was evaluated two months after completion. On the whole, it had positive
impact on both participants and Cold Storage. To summarise:
RENEWED MOTIVATION
Participants’ supervisors observed resounding
improvements in their key skills
Participants were highly motivated and satisfied
with the programme
43% of participants recorded improvements
in their speaking assessments after the
programme
Participants could clearly see their own
improvements and continued to develop
their skills after the training
74L E A R N I N G J O U R N E Y SCONTENTS
The results showed that integrated, tailored training is beneficial and scalable for the industry
at-large. Today, SIRS continues to work with companies like Cold Storage to promote skills
mastery and lifelong learning.
OUTCOMES
Career progression Capable and progressive
employees
Strong link between
training and actual
job scopes
75L E A R N I N G J O U R N E Y SCONTENTS
All S.M.I.L.E.S for Food Hygiene Boutique ATO XpRienz enhances its food handling
courses with a social learning and micro-learning
app. Learn the roadblocks and benefits that come
with this cutting-edge project.
XpRienz specialises in food hygiene training for a wide range of contexts – hawker centres, hotels, canteens, childcare centres, ships and more. As Singaporeans are spending more money on dining out, they develop higher expectations of food establishments. As such, XpRienz realised that training providers like themselves need innovative ways to keep their trainees engaged with the learning content.
The solution was SMILES (Social-MIcro-Learning System) – a mobile app that incorporates social learning and micro-learning. It lets public diners send in photos or videos of food hygiene lapses, which can then become learning snippets for food handlers on top of their face-to-face training with XpRienz.
EXTENDING CLASSROOM IMPACT
The business challenge for XpRienz was how to continually and cost-
effectively impact the workplace food hygiene practices of trainees
after their one-day training programme. Both trainees and the general
public can benefit from SMILES. For instance, it can provide valuable
education on food hygiene.
Company ProfileXpRienz
Founded2007
BackgroundXpRienz is a boutique ATO that specialises in food hygiene training for a wide range of contexts – hawker centres, hotels, canteens, childcare centres, ships and more.
The business challenge for XpRienz was how to continually and cost-effectively
impact the workplace food hygiene practices of trainees after their one-day
training programme.
Impetus for ChangeSingaporeans are dining out more often and have higher expectations of food establishments. XpRienz needed innovative ways to keep learners engaged with the learning content.
SolutionsA mobile app that incorporates social learning and micro-learning, eventually run by in-house developers and content experts.
Recommendation 1 Identify new opportunities
Recommendation 5Strengthen learning infrastructure and systems to support innovation
TAESTP Recommendations Applied:
76L E A R N I N G J O U R N E Y SCONTENTS
A working committee was formed to shortlist key features that would benefit both
stakeholders. Considerations were taken from social media trends such as:
STOMP and Facebook being popular social media sites for posting hygiene lapses
Increasing social media use for raising issues to pressure authorities to take action
The system architecture and mockup user interface were conceptualised internally. Actual
development was outsourced to a third party software developer. The prototype was
incorporated into XpRienz’s WSQ Basic Food Hygiene Training and implemented with
the trainees. To ensure timeliness of content, a team of micro-content moderators posted
content and engaged the public on food hygiene lapses. Actual cases submitted through
the app were used as learning points with trainees.
To ensure timeliness of content, a team of micro-content moderators posted content and engaged the public on
food hygiene lapses. Actual cases submitted through the app were used as learning points with trainees.
77L E A R N I N G J O U R N E Y SCONTENTS
ALL SMILES FOR S.M.I.L.E.S
To gather feedback and evaluate the app’s effectiveness, XpRienz carried out a survey with
its users, namely: app moderators, food handlers, and corporate clients.
The survey found that SMILES extended the impact of classroom training to the workplace.
Respondents found the concept of social micro-learning useful, as the hygiene lapses
highlighted serve as reminders for them to be vigilant.
This initial success has opened up many possibilities for SMILES. XpRienz plans to enhance
the app and adapt it for other industries (e.g., workplace safety and health) and for
in-house use. Discussions are underway for collaboration with Prince’s and Home-Fix.
ROADBLOCKS AND SOLUTIONS
Several challenges arose in the process. First, the XpRienz staff
lacked the technical capability to develop the app. Outsourcing
the technical development only solved part of the problem;
eventually XpRienz formed its own IT team to maintain the
system and re-develop it for future applications.
Second, providing timely mobile content to crowdsourced
inputs was more challenging than foreseen. XpRienz managed
it by assigning two dedicated subject matter experts to provide
timely inputs and learning snippets.
Finally, there was demand for multi-lingual content as trainees
were not necessarily competent English users. This was included
in the app’s ongoing development plans along with other
upcoming features.
OUTCOMES
Extends impact of
classroom content
Tap on real-life
learning examples
Knowledge sharing
through a community
Printed in October 2016
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