SWSi innovate

DR JOHN MITCHELLJOHN MITCHELL & ASSOCIATES2013

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i innovate: the model of system

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Foreword: The importance of SWSi innovate

systematicapproach is a cleardemonstration ofthe Institute’sseriousness aboutbeing flexible andresponsive inserving ourstudents andclients.

One further featureof SWSi innovate captured by this publication isthat innovation is a continuous process. Once thefirst version of a new approach or new service isdeveloped, the innovation is improved and theexperience generates new ideas. SWSi innovatemeans we are continually enhancing innovations,refining them, sharpening them and addingcreative new elements leading to furtherinnovation.

I thank everyone portrayed in the stories in thispublication for their dedication and inventiveness. Ialso thank the staff who are not mentioned andwho work behind the scenes to assist theinnovations that occur at SWSi.

I acknowledge again our clients and stakeholderswho work with us to improve people’s lives, tosupport business success and to aid communityprosperity. I am confident that these stories ofcollaboration will inspire further innovation invocational education and training.

Peter RobertsInstitute Director

Innovation is critically important for TAFENSW – South Western Sydney Institute (SWSi),as we support the vast range of individuals,communities, businesses and industrieslocated in this fast-growing region to grow andprosper. Innovation means we are beingcustomer focused and are developing newapproaches and new solutions for diverseindustries and communities.

This publication consists of sixteen powerfulexamples of innovation in which SWSi is amajor partner. These sixteen stories are inaddition to the ten case studies set out in thepublication Improving Workforce Capabilities:How SWSi effectively assists organisations todevelop their workforces (2011). Notably, thesixteen stories were selected from 72innovations the Institute has been involved inover the last few years and which we havetracked and documented.

The evidence in this publication shows thatSWSi has its own unique way of developinginnovation, captured in the SWSi innovatemodel. SWSi innovate is simultaneously basedon two fundamental activities: developingcollaborative partnerships with otherstakeholders; and using this collaboration tojointly create value for our customers. I wouldlike to take this opportunity to thank all of ourpartners and the stakeholders who work withthe Institute to bring about the types ofinnovations described in this publication.

Another feature of SWSi innovate is that it issystematic, in the sense of being deliberate,planned and thorough. As you read throughthe exemplars in this publication, you willnotice in every case the innovation was not acoincidence: it was pursued and achieved. This

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Innovation means we are beingcustomer focused and are developingnew approaches and new solutions fordiverse industries and communities.

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Table of contents

Foreword: The importance of SWSi innovate ii

Project background and theoretical framework 1

Key findings 4

The strategic context for SWSi innovate 5

Section 1. SWSi innovate case studies 7

1.1 Case study: Indigenous Pre-Recruitment Course, Department of Defence 8

1.2 Case study: Genting Star Tourism Academy, Manila, Philippines 14

1.3 Case study: Carrington Care 19

1.4 Case study: Blue Tongue Recruitment 24

1.5 Case study: Telstra 30

1.6 Case study: Seqwater 36

Section 2: Exemplars illustrating the dimensions of innovation at SWSi 43

2.1 Innovation exemplar: Towards sustainability 45

2.2 Innovation exemplar: Beautifying Bonnyrigg 48

2.3 Innovation exemplar: Signing Art 52

2.4 Innovation exemplar: Online assessment for automotive 56

2.5 Innovation exemplar: ‘Stories of practice’ in community services 59

Section 3: Exemplars illustrating staff capability underpinning SWSi innovate 63

3.1 Innovation exemplar: Flexible butchery training 65

3.2 Innovation exemplar: Pathways for young people 68

3.3 Innovation exemplar: Skills for Somali women 71

3.4 Innovation exemplar: E-learning for building and construction 74

3.5 Innovation exemplar: RUReady 77

4. Conclusion: the SWSi innovate model 80

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Project background andtheoretical framework

The model also built upon the framework ofTAFE creating value internally and adding valueexternally, as set out in Dr John Mitchell’s 2011report for TAFE NSW, Creating and AddingValue. That framework showed how TAFE staffcreate value often behind the scenes andnormally in collaboration with clients, and thenadd value to and with clients, in the way theTAFE services are provided and the clientrelationships maintained.

This project involved the development of amodel of innovation that summarises keyfeatures of SWSi innovation. It is

• an inclusive model, indicating that everymember of staff, not just the training side,has a role internally in creating value

• a client-driven model: the value is addedexternally, to and with the client.

The model will deliver many ongoing benefits. Itwill provide a strong frame of reference for theproposed way forward for SWSi, it will supportthe achievement of SWSi Strategy 2015, and itwill provide every member of staff with arationale for collaborating and innovating.

Project methodology To achieve the project aims, the followingproject methodology was developed andfollowed by John Mitchell, in collaboration withSWSi:

Project liaising and collaboration. As theproject required considerable appliedresearch and staff engagement throughoutthe project, John liaised and workedcollaboratively with, and sought guidance,input and support from the AssociateInstitute Director – Strategy andDevelopment, to achieve the project aims.

Communication strategy. John developed,in collaboration with the Associate InstituteDirector, the communication strategy. It wasdeveloped in two iterations and stages: at the

BackgroundPrior to this project the Institute had won anaward for its capability development program‘Bright Ideas’, conducted for three years from2009-2011, which aimed to increase the skills ofSWSi staff in innovation. However, the Institutebelieved it was time to use the staff skillsdeveloped by that program, and otherinitiatives, to drive innovation throughout theorganisation.

There is a weight of documentary evidence ofcapability in and enthusiasm for innovation inSWSi in various evaluation reports prepared forBright Ideas, from 2009-2011. Those reportsshowed that many success factors contributedto the outcomes of the Bright Ideas program,including the support from management, theinput by specialist internal units and thecommitment of participants.

Project aims This 2012 project built upon the skills,achievements and success factors of BrightIdeas; a program which revealed the depth ofinnovation in the organisation and theenthusiasm of staff to make a difference andadd value to the lives of their students andclients. The 2012 project deliberately tappedinto the goodwill, enthusiasm, capabilities,confidence and products of the participants inBright Ideas.

The project aimed to convert the staff strengthsdemonstrated within the Bright Ideas programinto a much larger movement within theInstitute; a movement towards whole-of-organisation innovation in creating and addingvalue. The project also built upon other projectsand initiatives within the Institute in recentyears including a significant project ‘IncreasingQualifications Completions’ and thedevelopment of a Change Leaders’ Network.

In mid-2012 TAFE NSW – South Western Sydney Institute (SWSi)commissioned a project around innovation, resulting in this reportand the development of a model of innovation, because it wanted totake the next step in embedding innovation within the Institute.

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Project background and theoretical framework continued...

Selection of vignettes and case studies. Followingconsideration of a wide range of possible innovations thatcould be profiled in the publication, SWSi selected andprovided John with very brief descriptors of possiblevignettes and case studies and the names of SWSi andindustry interviewees.

Targeted data collection and analysis strategy. Foreach case study, John prepared and conducted phoneinterviews with the relevant SWSi staff member and anindustry, community or client representative.

Drafting of the publication. John then drafted this casestudy document.

Definitions of innovationIn popular folklore, innovation is associated with light bulbsgoing on. That is, innovation is seen by some people as beingabout the initial inspiration and excitement, not theperspiration and stamina required to develop a new service,product or organisational approach. In folklore, innovationoccurs occasionally, is fluky and can’t be managed.

In contrast, reputable international literature on innovation,as quoted below, shows that innovation can be generated onan ongoing basis, often can be handled in an orderly fashionand certainly can be managed. Think about the largetelephone manufacturers, continually producing new versionsof their smart phones.

Intentional, beneficial innovationThis publication was influenced by the following definition ofinnovation by King and Anderson (2002):

• an innovation is a tangible product, process or procedurewithin an organisation

• an innovation must be new to the social setting withinwhich it is introduced, although not necessarily new to theindividual(s) introducing it

• an innovation must be intentional not accidental

• an innovation must not be a routine change

• an innovation must be aimed at producing a benefit

• an innovation must be public in its effects (pp.2-3).

In particular, King and Anderson (2002) view innovation as“intentional not accidental” and “aimed at producing abenefit”. These two characteristics of innovation areparticularly relevant to SWSi which has a strategic aim ofembedding innovation in the organisation. SWSi intends thatinnovation will become a normal activity. SWSi also intends todevelop innovations that have ongoing benefits. To achievethese goals, innovation within SWSi needs to be systematic,in the sense of thorough, involving all the steps required toproduce an effective innovation.

commencement of the project, to identifyand promote key messages about thebenefits for staff of being involved in theproject to develop the SWSi innovate model;and near the end of the project, to promotekey messages about the benefits to staff andstakeholders about using the model and thispublication.

Engagement strategy. John met with smallgroups across the Institute, and conducted aseries of workshops to engage staff in themodel building. He also visited some selectedgroups that are profiled in the publication.These steps assisted engagement throughthe transparency of the processes and theintrinsic value of the meetings andworkshops.

Key data collection strategy. John drafteda data collection instrument to collect rawdata about examples of innovation at SWSi,suitable as vignettes (short descriptions) orcase studies. The instrument helped identifythe type of innovation, the origin of the ideasbehind the innovation, the drivers of theinnovation, the skills used to achieve theinnovation, a description of the innovationprocess and identifiable outcomes of theinnovation.

Model dimensions. A special feature of thedata collection and analysis, and of themodel building, was the use of a checklist toidentify 20 dimensions of each SWSiinnovation.

Development of the model. John liaisedwith the Associate Institute Director on thedevelopment of a unique SWSi model, whichwas also workshopped with representativeSWSi staff.

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• “Innovation is work rather than genius. Itrequires knowledge. It often requiresingenuity. And it requires focus. …Whatinnovation requires is hard, focused,purposeful work. If diligence, persistence andcommitment are lacking, talent, ingenuity,and knowledge are of no avail” (pp.223-224).

All of the case studies and exemplars in thispublication demonstrate the “hard, focused,purposeful work”, not only of SWSi staff butof their clients as well.

Drucker concludes with the point that “the veryfoundation of entrepreneurship is the practiceof systematic innovation” (p.224).

As demonstrated by the case studies andshorter exemplars in this publication, SWSiinnovation meets Drucker’s (2011) concept ofsystematic innovation and King and Anderson’s(2002) concept of ‘intentional’ innovation.Hence, for this publication and for SWSi,systematic innovation means innovation that is:

• conscious, deliberate, intentional

• based on a combination of knowledge andeffort, commitment and perseverance

• focused on and targeted at producingbenefits.

Systematic innovationA researcher who has underlined theimportance of systematic innovation is Drucker(2011), who found that a commitment to thesystematic practice of innovation was thehallmark of successful entrepreneurs: “What allthe successful entrepreneurs I have met have incommon is not a certain kind of personality buta commitment to the systematic practice ofinnovation” (p.207).

Drucker defined innovation as “the effort tocreate purposeful, focused change in anenterprise’s economic or social potential”(p.208). He acknowledged that light bulbssometimes flash, but this is the exception notthe norm: “There are, of course, innovationsthat spring from a flash of genius. Mostinnovations, however, especially the successfulones, result from a conscious, purposeful searchfor innovation opportunities” (p.208).

Drucker set out some principles of innovationthat are demonstrated by SWSi people andclients throughout this publication:

• “Purposeful, systematic innovation beginswith the analysis of the source of newopportunities” (p.222).

In all of the case studies and exemplars setout in this publication, SWSi staff haveanalysed the source of new opportunities,which in contemporary vocational educationand training (VET) are often industrydemands or market changes. In many of thecase studies the external client hasapproached SWSi with a need that theyhoped SWSi could help meet. These clientsdeserve commendation for being keyexternal drivers of SWSi innovation.

ReferencesDrucker, P.F., ‘The Discipline of Innovation’, in Harvard Business Review (2011), Inspiring and ExecutingInnovation, Harvard Business Review Press, Boston, Mass., pp. 207-224.

King, N. & Anderson, N. 2002, Managing Innovation and Change, Thomson, Australia.

Acknowledgements: Terri Connellan, in the Associate Institute Director – Strategy and Development role, led the project forSWSi with key, additional input provided by Debra Jolley, Oriana Romano, Rosemary Lasaro, BelindaKynaston, Jennifer Harding and Sylvia Arthur.

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Key findings

Section 2: Exemplars illustrating the dimensionsof SWSi innovateThis section contains a range of exemplars of innovative activityat SWSi, mapped to the SWSi innovation framework; a frameworkthat identifies 20 dimensions of innovation at SWSi. This sectionnot only records a range of innovations at SWSi, but also showsthat innovation has become embedded in various areas withinthe Institute, drawing upon and moving beyond the examplesgenerated by the Bright Ideas program and described in the 2011publication Improving Workforce Capabilities.

Section 3: Exemplars illustrating the staff skillsunderpinning SWSi innovateThis section shines a spotlight on the capability developed andused by SWSi staff to bring about and sustain innovation,including skills used by managers, practitioners and teams.Based on exemplars, this section emphasises the skills ininnovation that help underpin the depth and breadth ofinnovation in the Institute.

Section 4: Full description of the SWSi innovatemodelThis final section summarises the SWSi innovate model that isbased on the evidence provided in sections 1-3 of the publication.

The diagrammatic model meets the aim of the SWSi innovateproject that the model be inclusive, be client driven and capturethe creating and adding of value. The model also fits with theinternational definitions of innovation; in particular, thatinnovation by organisations is rarely the work only of peopleworking solely within the service organisation; and thatinnovation involves a systematic process that requires skills,effort and perseverance.

Overall, this publication highlights SWSi’s inclusive model ofcreating and adding value; a model that provides every memberof staff with a rationale for collaborating and innovating; a modelthat links staff effort and client benefits.

This report documents examples of bestpractice in innovation across SWSi. It alsoidentifies the elements of SWSi’s systematicmodel of innovation; a model that is based ondeliberate, targeted and ongoing actions.

Foreword and lead interview:Intentional, strategic pursuit ofinnovationThe Foreword from Peter Roberts, SWSiInstitute Director, and the lead interview withTerri Connellan, Associate Institute DirectorStrategy and Development, provide the strategiccontext for this publication and for innovationacross the Institute. Both Peter and Terri notethat innovation is a high priority of the Institute;and that it is actively pursued and highly valued,not left to chance. They want to help create theconditions in which innovation will flourish.

Section 1: Case studies illustratingthe benefits of SWSi innovationThis section contains six case studies, with eachfeaturing an interview with the client and therelevant SWSi staff. The case studies highlightthe impacts of SWSi innovation on industry,community, clients and individual students.

Each of the six case studies contains lengthyinterviews with SWSi clients, and all theinterviews confirm the three core elements ofthe SWSi model for innovation:

Relationships built. To implement aninnovation, the clients and SWSi peopleworked collaboratively over an extendedperiod; and the development of goodwill,openness and trust was pivotal to achievingthe aims of the client.

Value created and added. The clientsworked collaboratively with SWSi people toensure the service provided by the Institutefully met the client’s need.

Systematic process. The clients describedhow the collaboration with SWSi was focusedon the clients’ needs, and that all the stepstaken over a period of time were intended tosatisfy these needs.

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The strategic context for SWSi innovate

Second, innovation at SWSi is about thatcombination of staff knowledge and effort,commitment, perseverance and hard work,working as a team with our clients. And atheme that comes out of the stories in thispublication is that our customers also makean input into the cycle of creating and addingvalue.

Third, innovation is about outcomes and Ithink that’s really important. Innovation issolution focused: whether it be individualstudent or industry clients, the benefits areimportant.

And finally, innovation at SWSi is inclusive,requiring contributions from the team, fromleaders, from managers, from support staff.For example, in many of the stories there areadministration issues that are resolved. Inmany of the examples of innovations thereare a number of faculties involved, so we’rebringing the best of our business from acrossa range of areas to develop innovations. Thiswhole-of-organisation approach enables us tobuild the skills needed for innovation, fromthe technical skills, to the team skills, to thecustomer skills, to the knowledgemanagement skills.

After reading this publication, what aresome of the key messages you would like topromote to SWSi clients about innovation?

I would like them to know that we’ve been onan innovation journey for some time. That, todate, our focus has been on building ourcapability, and our capability is now wellhoned. And that it is the value-creatingrelationships with clients that we aredocumenting in this publication.

We have also developed professionaldevelopment programs based on our journeyof innovation that create and communicateour new ways of doing things. Thatprofessional development is based on anunderstanding of requirements and solutions.And it is outcomes focused.

Why is innovation important for TAFENSW – South Western Sydney Institute?

In an increasingly competitive environment,it is critical that South Western SydneyInstitute continues to work on ourcustomer focus and develop creativesolutions. That is what we have based ourstrategic directions on heading towards2015. Our driving principle is that we wantto support customers to develop skills, andin developing skills our customers will buildcommunity capacity and assist job growth.That’s our key driver and that explains ourtag line for the Institute, Innovate-Educate.

It is critical that we embody innovation andthat we know what it means, both forourselves and for our customers. We seeinnovation as very much about bringingtogether our breadth of resources and ourexperience to meet our clients’ needs.

As an Institute, we’ve been on a journey forsome time with the Bright Ideas program(2009-2011) which was about buildingcapability in innovation. Bright Ideas wasprimarily internally focused and a criticalfirst step; now it’s about how innovationwithin the Institute can become morecustomer focused. And that’s where ourfocus is with this publication: looking atwhat we have achieved in terms ofcustomer focus, where we’re up to and howwe can move forward.

After reading the draft of this publication,what do you think are some of SWSi’scurrent strengths with regard toinnovation?

Reading the stories it is clear, first of all,that our courses and programs begin withour customers’ needs: we are very muchclient driven and we have an ability tolisten, to understand, to contextualise andadapt.

Interview with Terri Connellan, Associate Institute Director – Strategy and Development

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The strategic context for SWSi innovate continued...

Externally with partners, and with potentialpartners, I will use the report and the model tocommunicate how we work and our culture andour perspective. I found with the previouspublication (Improving Workforce Capabilities2011), showing it to our national andinternational clients, it helps to show anarrative about how we work and the outcomesfor our partners, expressed in their wordsrather than in our words.

For our overall marketing, the publicationprovides a narrative about our culture, ourstrengths, our ways of working and ouroutcomes which add value to others.

In what ways will the SWSi innovate model beuseful?

The model shows that identifying needs,creating the value, listening, understanding andadapting, is very much part of our repertoire ofskills. All those things are part of how we work.Documenting that approach will enable us tobe more aware of our current repertoire ofskills and how we can extend that way ofworking to other areas of our work. Thatawareness of our skills will, in turn, enable usto be more creative about the solutions thatwe develop.

The SWSi innovate model also creates aplatform for recognising and celebratingachievements. Our innovations are notincidental or accidental achievements: they arethe result of the values that we enact for ourcustomers, whether they be individuals orenterprises.

What do you hope will happen in the next fewyears regarding innovation at SWSi?

I hope that innovation will become the platformfor us to move forward, based on the strengthswe’ve already built, around that capabilitydevelopment we achieved with Bright Ideas,towards becoming more systematic in what wedo around innovation; and that we build a widerand deeper repertoire of skills for innovation.

I hope that we become more aware of the skillsthat make innovation happen, so we candevelop those skills in others. I hope that wecontinually develop our workforce capability inorder to increase the scale of innovation tomeet customer needs.

There is a whole range of outcomes for clientsarising from our innovations, whether it behigh levels of student completion, recognitionof existing skills, workplace learning, orensuring the programs have become part ofthe enterprise. Another outcome is the raisedprofile enterprises can achieve by working withTAFE, such as in the aged care case studywhere Carrington Care is presenting nationallyabout how TAFE fitness training can assist inaged care facilities.

After reading this publication, what are someof the key messages you’d like to promote toSWSi staff?

I will promote the creating and adding value weachieve, and how powerful we are, when weconnect all our resources and our people. Whenwe’re able to harness all the skills andresources of the Institute, we are extremelyagile and able to meet the needs of our clientsvery successfully. The SWSi innovate modeldescribes how we can do that, and what can beachieved when we bring the best of our skillstogether.

I will also promote the fact that we candocument the skills that we use for innovation.They’re not random. That they can cometogether, we can work out what they are andbetter value our own skills in innovation.

I will also promote the value we create forothers. I want to recognise what value we canadd to other people, whether it be customers,enterprises or communities. We’re a key part ofthat process of adding value and making adifference.

How do you intend to use the report and themodel?

Internally, the value will be around promotingthe SWSi innovate model of innovation theInstitute has developed, and the systematicapproaches that we’re using and the languageof how we work. SWSi innovate is a very usefulmodel of skills and partnerships and alsooutcomes that we’re producing.

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Section 1. SWSi innovate case studies

This section contains six case studies, with each of the case studiesfeaturing an interview with an industry or community representative,and interviews with relevant SWSi staff. The case studies highlight theimpacts of SWSi innovation on industry, clients and individual students.

The interviews with SWSi clients confirm these three elements of theSWSi model for innovation:

• Relationships built. The clients and SWSi people workedcollaboratively over an extended period, and the development ofgoodwill, openness and trust was pivotal to achieving the aims of theclient.

• Value created and added. The clients worked collaboratively withSWSi people to ensure the service provided by the Institute fully metthe client’s need.

• Systematic process. The clients described how the collaboration withSWSi was focused on the clients’ needs, and that all the steps takenover a period of time were intended to satisfy these needs.

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1.1 Case study: Indigenous Pre-Recruitment Course,Department of Defence

Description of the innovationThe Indigenous Pre-Recruitment Course (IPRC)provides a pathway for Indigenous candidatesseeking to enlist in the Australian Defence Force(ADF). In partnership with the Department ofDefence, since 2009 TAFE NSW - South WesternSydney Institute (SWSi) has delivered thiscourse not only in South Western Sydney butalso in Tasmania and Western Australia.Additionally, the Institute has worked closelywith the client to continually improve theprogram including the co-development of anational version of the program in whichparticipants travel from around Australia to theInstitute.

The IPRC is designed for Indigenous men andwomen who indicate an interest in joining theAustralian Army, Navy or Air Force and areidentified in the Defence Force recruitingprocess as requiring development in one ormore areas, in order to become competitive forenlistment.

Following the formation of the partnership in2009, six IPRC programs have been conductedby the Institute: two in South Western Sydney in

This case study illustrates core elements of the SWSi innovate model:

Relationships built: Since 2009 the partnership between the Department ofDefence and SWSi has strengthened, with the Institute now offering anational version of the Indigenous Pre-Recruitment Course (IPRC).

Value created and added: The partners in the project have worked together toprovide Indigenous young people with a richer learning experience, onlinelearning options, increased mentoring support and access to a Certificate IIIqualification (formerly a Certificate I).

A systematic approach taken: Over a four year period, the partners in theproject have been focused, targeted, thorough and persistent in continuallyimproving the program.

2009, one in Tasmania in 2010, one in Western Australia in 2010and two nationally in 2011 and 2012. In these national programs,the Institute also offered follow-up Indigenous EmploymentProvider (IEP) services.

In 2012 the national program attracted Away From Base (AFB)funding, providing financial assistance for interstate studentswith flights, meals and accommodation, enabling them to travelto and complete their study at SWSi, in Sydney. In the first phaseof the 2012 program, students completed six weeks of training inSydney. After this block of training participants continuedtraining in their home location and received ongoing supportover a 26 week period. This training and support was deliveredthrough online tools such as Moodle – a web application forproducing internet-based courses – and was offered to those whodid not secure or take up an offer of enlistment with theAustralian Defence Force.

The main objectives of the 2012 national project were to improveemployment outcomes for the participating Indigenous studentsthrough facilitating their completion of a Certificate III inEmployment and Training, increasing their chances of placementwith the Australian Defence Force, opening up pathways intofurther vocational study, and assisting students with findingemployment if they were not offered a place with the AustralianDefence Force.

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Drivers of the innovationThe external strategic drivers of the innovationinclude the desire of the Commonwealth governmentto attract entrants to the armed forces, provideincreased opportunities for people with disadvantagesand increase the overall proportion of adults in theworkforce. This program focuses on contributing tothe Commonwealth government's agenda to Close theGap in Indigenous disadvantage through improvedemployment options and supported pathways.

Some strategic drivers within TAFE NSW helped drivethe innovation, notes David Roberts. This initiativeaddresses the following strategic objective of theTAFE NSW Strategic Plan 2011 – 2013: “to work withindividuals, local communities, schools and otherorganisations to improve outcomes for people facingdisadvantage”. The IPRC achieves this outcome byincreasing participation and completion in vocationaleducation and training by Aboriginal people.

The initiative also addresses another objective of theTAFE NSW Strategic plan 2011 – 2013: “to improveemployment and further study outcomes for ourstudents”. The achievement of this objective, saysDavid Roberts, is demonstrated by “the number ofstudents who go on to pass the Australian DefenceForce entrance examination and who are offeredpositions”.

David believes that “one of the fundamental strengthsof the program is that it is an Indigenous program byIndigenous people for Indigenous people”.Additionally:

The intentional focus on using positiveIndigenous role models across a range ofprofessional disciplines inspires the students. Wehad involved high ranking Indigenous militarypersonnel, we had Indigenous managers, we hadIndigenous educators, we had Indigenous socialworkers, we had Indigenous politicians, we hadIndigenous community leaders.

Since the commencement of the Institute’sinvolvement in the program in 2009, 140students have enrolled and 90% of studentshave successfully completed the program. Thispartnership has also provided a pathway intoCertificate III for those students who wanted tocontinue with further studies at the Institute.

David Roberts, SWSi’s Aboriginal DevelopmentManager, believes the success of the programhas strengthened the partnership with theAustralian Defence Force. “This is evidenced bythe fact that the program has been conductedsix times, with programs conducted beyondNSW.”

David considers the innovation has a number ofspecial features. “To begin with, it is a nationalprogram. It has been delivered in other statesaround Australia and the most recent deliveryof the program involved bringing students fromother states into Sydney for the training.”Another way in which this program is unique isthat the Institute now has a dual role indelivering the program, says David.

In addition to its role as the registeredtraining organisation, TAFE has become anIndigenous Employment Provider. This hasmeant that, in recent deliveries of theprogram, SWSi provided mentoring andorganised other aspects of the programsuch as accommodation and flights, inaddition to delivering the training.

Furthermore, this program is innovative in thatit has a high level of involvement from theindustry partner, the Australian Defence Force.This means, says David, that the program canengage students in “an authentic, real-lifetraining program which gives them a taste ofwhat it would be like to work as an employee ofthe Australian Defence Force”.

“The intentional focus on usingpositive Indigenous role modelsacross a range of professionaldisciplines inspires the students.”

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1.1 Case study: Indigenous Pre-Recruitment Course, Department of Defence continued...

Besides managing four faculties,considerable planning was required toimprove the flexibility of the deliverymethods. “Innovation can also be seen inthe delivery methods used, especially inthe most recent delivery of the programwhich involved blended delivery,” saysDavid. Students participated in theprogram through a combination of face-to-face training with TAFE teachers forthe first six weeks and they cancomplete their course work andassessments online using Moodle.

The online Literacy and Numeracyscreening tool RUReady was piloted in2012 as a tool to assess the skills gaps ofthe participating students and to provideresources to address these gaps. Thedelivery methods are continuallyimproved, says David: “We're constantlyrefining the delivery.”

Skills used by SWSi staff The members of the project teaminclude the following people, each ofwhom brings specialist skills to theprogram:

• Project Sponsor: Faculty Director -Maryanne Munro

• Aboriginal Development Manager -David Roberts

• Aboriginal Coordinator - Karen Davies

• Adult Basic Education (ABE) HeadTeacher – Anne Smith

• Aboriginal Support Officers – JodyLively and Keira Edward

• Teacher – Greg Tuchin.

Other TAFE staff involved in the programinclude Adult Basic Education (ABE)teachers and fitness teachers.

David Roberts believes that the programhas benefited particularly from theinternal partnership between theAboriginal Unit, the EmploymentPreparation and Social Inclusion Facultyand the Community, Health and PersonalServices Faculty.

David adds that a great strength of theprogram is that it’s more than bipartisan:

It is a combination of TAFE NSW –South Western Sydney Institute , anumber of CommonwealthGovernment departments andIndigenous communityorganisations, coming together towork collaboratively on an excellentClosing the Gap strategy.

Defence keeps saying, and quiterightly so, that it is eminently wellplaced to contribute to thegovernment’s Closing the Gapagenda and this course is one of thespecialised pathways to employmentprograms.

Steps in the innovation process For David Roberts and his SWSicolleague, Karen Davies, AboriginalCoordinator, two of the key steps insupporting the IPRC within the Institutewere to maintain good communicationwith the client, the Department ofDefence, and to manage relationshipswith other faculties within the Institute.David describes the management of thegroups of internal stakeholders:

In addition to the partnership withthe Australian Defence Force, wehave managed multiple internalstakeholders. Internally, theAboriginal unit is a broker with aninstitute-wide focus, which gave usthe capability to draw on theexpertise of multiple faculty areas.Essentially, what we have done is asfollows: we listened to the client'sneeds and what they required, thenKaren Davies and I constructed amap of potential units to cover therequirements of the training, thenwe brought in content specialistsfrom the faculties. When we first ranthe program there were fourdifferent SWSi faculties involved.

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• 27 of 28 students would recommend the course to others.Reasons given included that it was life changing,developed their confidence, opened doors, and they metnew people.

• Some of the responses students gave regarding what theyenjoyed in the course included: travel, fitness, hard work,teamwork, opportunity to learn, making new friends,seeing others succeed, going to different bases, almosteverything [about the course].

The program has a clear impact on students in terms ofcompleting the course and articulating into employment, ifnot with the ADF then with other employers. At least 140students have enrolled to date and 90% of students havesuccessfully completed the program.

The participants identified the sense of achievement and animprovement in their self-esteem as key outcomes oncompleting their qualifications and progressing toemployment. The impacts of this project extended beyondthe students to their families and community, says DavidRoberts.

There was a high level of participation and support fromindividual parents, extended families and communityelders as demonstrated by the attendance at programlaunches and graduations. For example, a graduationthat was held on the 26th July, 2012 for 16 students wasattended by 100 people.

David Roberts sums up the benefits for students:

Of all the programs we run, we see the biggest shift inthe students with this program. When they walk out theyare more respectful and very driven in the direction theywant to take. Students are prouder about their identityand want to make their lives better but also the lives ofthe community that they come from.

Since the inception of the program in 2009,teachers involved in the program have hadto be increasingly flexible in trying outstrategies specifically targeted for theyoung indigenous participants in theprogram. A highly intensive program, it isvery demanding on teachers’ time andcommitment. However those who have beeninvolved in the delivery of the program havebeen so inspired by the impact it had on theparticipants that they want to continuetheir involvement.

David adds that there are teachers involved inthe program, including ABE support teachers,who have volunteered to join the groups for the‘boot camp’ component, which requires them todo military style physical exercise in toughoutdoor terrain.

In addition to training delivering skills, SWSistaff use evaluation skills to monitor progress ofboth the training and the employment service.“We conduct a whole series of evaluations,”says David.

Identifiable outcomes of theinnovationDavid Roberts believes the project hassuccessfully met the needs of its targetaudience and the Institute’s partner, theAustralian Defence Force. He considers theADF’s satisfaction with the program “isdemonstrated by continuation of thepartnership over the past three years”. Studentfeedback has been positive and an evaluationcompleted with one of the recent groups ofstudents included the following feedback:

“There was a high level ofparticipation and support fromindividual parents, extendedfamilies and community elders...”

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1.1 Case study: Indigenous Pre-Recruitment Course, Department of Defence continued...

We started talks and then established that wecould meet several needs by working together.One is that we would have access to recruitsthrough TAFE’s Indigenous networks. Two, byengaging TAFE at the same time we could meetthe education requirements, if we could map thetraining that we were delivering to recognisedVET competencies and a training packagequalification.

Was the business need mostly for theparticipants to undertake academiceducation?

The business need was to help our young peoplemeet the requirements of the AustralianDefence Force recruiting process. Defence is notjust about an academic education. There isdefinitely a high academic standard required,but education is not just academic. Education isalso about life skills and self discipline. And SWSicontributed to these broader skills, in mappingthe Training Package to things like skills in theworkplace.

Another area of business need is physicalfitness, which is of paramount importance inDefence. Part of the education we deliver issport and recreation and SWSi now bring in theirphysical training instructors and teachers andthey work with us. The young people are doingthe physical aspects of training to prepare forthe minimum physical testing that the DefenceForce recruitment requires.

Through SWSi’s Aboriginal Education TrainingCentre at Miller College we also includeAboriginal culture in the IPRC program. Becausewe were bringing young people in from all overAustralia, from different Aboriginal jurisdictionsand Torres Strait Islander locations, not all ofthem were 100% up-to-date with theirIndigenous culture. We believe that it’s reallyimportant that our young people have a roundededucation in that area, if they’re going to beIndigenous men and women serving in theAustralian Defence Force.

Could you please describe the background tothe Indigenous Pre-Recruitment Course(IPRC)?

The service provided by South Western SydneyInstitute is a consequence of a relationship thatwe developed some time ago in the early days ofthe Indigenous Pre-Recruitment Course (IPRC).Initially the IPRC program was run in Townsville,and I recognised when I came on board with theprogram in Newcastle that the training theyoung people were receiving was not formal:they weren’t receiving any formal recognition.The young people were doing the work, butbecause they weren’t getting formal recognition,it wasn’t actually helping them in the DefenceForce recruiting process.

Initially, the Indigenous Pre-Recruitment Coursewas a strategy developed by Defence inconsultation with other civilian organisations tomeet the COAG [Council of AustralianGovernments] requirement for an increase inIndigenous employment in the workforce. COAGwanted to see a 2.7% increase in the Indigenousworkforce in government jobs, and that includedDefence. So Defence developed what they calledthe Australian Defence Force Indigenous Pre-Recruitment Course. Defence then brought onboard civilian organisations who wereresponsible for conducting this program, withadvice or expertise provided by Defencepersonnel.

I identified at the end of the Newcastle coursethat the education levels of our young peoplewho were coming through weren’t up to thestandard of Australian Defence Force recruiting.TAFE was not involved in the Newcastle course,but we needed to set up a program in Sydney atshort notice. So I contacted TAFE through ourheadquarters because I was familiar with DaveRoberts and his team, the Aboriginal EducationTraining team, who had links with the Indigenouscommunity.

Interview with SWSi client: Col Watego,Warrant Officer Class 1, Australian DefenceForce Senior Indigenous Recruitment Officer

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“When the IPRC was first designed, theparticipants received a certificate ofattendance as opposed to aqualification, so I approached TAFE toassist to change that situation.”

Boulton. Many organisations have played an integralrole in the process: all the STEP ERS [StructuredTraining and Employment Projects Employment andRelated Services] for instance; in Townsville it wasBindal Sharks and in Newcastle it was Alliance PeopleSolutions. In Sydney a key group was Gandangara, thelocal Aboriginal Land Council, in Tasmania it wasCampbell Page and in Western Australia the keystakeholders were Unity of First People of Australiaand Fairbridge.

Many other people have contributed. The person whowas first involved with me in the early days was MajorChristopher Duffy. Other key contributors were theDeputy Director Indigenous Affairs, CommunityEngagement, Michael Rowe and Warrant Officer Class2 Darren Moffitt. In the most recent program some keypeople were Major Stuart Ralph and Warrant OfficerClass 1 Brendan Greaves.

The Department of Education, Employment andWorkplace Relations (DEEWR) and the Department ofFamilies, Housing, Community Services and IndigenousAffairs (FaHCSIA) and Inspire Community Services alsoplayed key roles.

What were the key actions taken by SWSi staff toensure the innovation succeeded?

When the IPRC was first designed, the participantsreceived a certificate of attendance as opposed to aqualification, so I approached TAFE to assist to changethat situation. TAFE needed to map what they did towhat we did.

It is really a collaborative partnership: it’s a group ofpeople working together for a common cause. That’swhat makes it so valuable. TAFE staff have contributedmore than they may understand, because the programhas really changed the lives of these young people.

What is the impact of the IPRC on theparticipants?

In many cases it changed their lives and the lives oftheir families and has impacted on their peer groupsand broader communities in a very positive way. Manyare now in the Australian Defence Force but evenamong those that haven’t gained entry, as yet, manynow have great jobs and life skills that have equippedthem to do better things.

What is innovative about the SWSi service?

SWSi brings to the program a holistic approachtowards the individual. Ultimately, with the lifeskills training, with the educational training, withthe physical training and with the culturaleducation, irrespective of whether the youngpeople decide at the end of this program to joinDefence, they are in a much better situation intheir own personal journey.

An aspect of the IPRC which is unique is thementoring and the opportunity for the youngperson to be one-on-one with the TAFE trainer.We’re very selective about what people areinvolved in delivering the program, in any role orcapacity, and we build rapport with our youngpeople. It’s a safe place to learn and some greatbreakthroughs happen as a consequence of that.So it’s a truly holistic program, which SWSicontributes to.

How did SWSi find out your business needs?

It evolved over time. The IPRC started off with aCertificate I, and then it went to a Certificate IIand now we’re looking at a Certificate III withonline training which obviously makes ourcandidates more employable, or morecompetitive for employment, because they’reincreasing their education qualifications at thesame time as they’re getting the life skills.TAFE’s involvement has changed significantlyfrom the beginning when they were justproviding training: in the last two courses theywere also the Indigenous Employment Provider(IEP).

Who drove the initiative on the Defence side?

I’m a firm believer in acknowledging people. Inthe early days it was Defence Director ofIndigenous Affairs Soozie Parker’s vision andinitiative and strategy, working within Defenceand externally, that got a lot of things up andrunning. The person now in that role is Donna

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assessment in Australian nationally accreditedhospitality programs within the hospitalitytraining package, aligned to job roles withinGenting Hong Kong’s hospitality properties. Theprogram provided by SWSi meets therecruitment and training needs for GentingHong Kong’s ship fleet and resort needsworldwide, and provides participants with joband career pathways. Graduates of the programincrease their prospects of a satisfying career inthe global tourism and hospitality industry.

SWSi staff provide training for GSTA staff in theCertificate II and Diploma of Hospitality and theCertificate IV in Training and Assessment,through recognition of prior learning servicesand gap training. By late 2012, 20 students hadenrolled in the Diploma of Hospitality trainingand 200 students had enrolled in the CertificateII in Hospitality. The program started inSeptember 2011 and, as at May 2012, a total of85 Genting Hong Kong/Star Cruises employeeshad received the Certificate IV in Training andAssessment.

Description of the innovationIn 2010 TAFE NSW - South Western Sydney Institute(SWSi) entered a collaborative partnership withGenting-Star Tourism Academy (GSTA), a tourism-centric training academy in the Philippines. GSTA is ajoint venture between Travellers and Genting HongKong. Genting Hong Kong is a leading enterprise inglobal leisure, entertainment and hospitality, in bothland and sea-based businesses, operating the wellregarded cruise lines Star Cruises and NorwegianCruise Lines, as well as Resorts World Manila.

GSTA purpose-built a state of the art training facility inManila that reflected five-star hospitality facilities forboth ship and resort properties training and, followingGenting Hong Kong’s own analysis of Australianproviders, invited SWSi to deliver training in theAcademy.

The aim of the partnership is for SWSi to develop anddeliver tourism training programs at GSTA that will addvalue to the workforce recruitment and training forGenting Hong Kong. SWSi provides training and

1.2 Case study: Genting Star TourismAcademy, Manila, Philippines


Relationships built: In 2010, Genting Hong Kong selected SWSi to assist it indelivering hospitality training at its new Genting-Star Tourism Academy(GSTA), in Manila, the Philippines. The partnership has deepened since then,following the successful provision of programs.

Value created and added: Working together, the two parties have developedflexible, innovative training programs that meet the expectations of GentingHong Kong, resulting in hundreds of staff undertaking programs that lead toAustralian national qualifications which are also recognised internationally.

A systematic approach taken: A characteristic of this project is GentingHong Kong’s clear vision of what it wanted from the partnership, and thefocused way Genting Hong Kong and SWSi have realised that vision.

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Steps in the innovation process In 2010, Christine Williamson visited GSTA in thePhilippines and later she met with Genting HongKong’s Andrea Chan in Australia to discusssome options. Subsequently, teleconferenceswere conducted weekly to ensure the projectmilestones were achieved in a timely fashion,leading to GSTA staff being trained andupskilled by SWSi, resources developed andprograms conducted.

To establish the GSTA program and train staff inthe compliance requirements, SWSi appointed alocal SWSi Director of Studies. This directorgained insight into the business requirements ofGenting Hong Kong, enabling SWSi to bettercustomise the programs to suit the needs of thecompany’s occupations and career pathways.

SWSi recruited and trained internationallyexperienced staff as both ship and resort-basedtrainers within GSTA. SWSi mentored GSTA staffin delivery and assessment strategies and in thedevelopment of high quality resources indifferent levels of training and across strandssuch as food and beverage, cookery andaccommodation services. SWSi staff alsoconducted a quality audit of GSTA training andprovided professional development in trainingand assessment techniques and customisedresource development.

In addition, SWSi developed an online platformcustomised to meet the specific needs of theschool and Australian audit requirements. Theplatform offers online training solutions forstudents from Certificate II through to Diplomain Hospitality. The platform also offers onlineenrolment and provides staff with access to allpolicies and procedures.

Drivers of the innovationA key driver behind Genting Hong Kong’s desireto establish a relationship with SWSi was theincrease in tourism and customer serviceexpectations, specifically in the cruise industry.Within Genting Hong Kong, the project wasdriven as a recruitment and workforcedevelopment strategy to train and upskill staffto ensure that customer service demands weremet. By establishing GSTA and providingqualifications recognised in Australia, GentingHong Kong sought to create a pool of trainedstaff to recruit for its many business operations.

In 2010, Andrea Chan, Genting Hong Kong’sExecutive Vice President, Corporate Planning,conducted a three-month examination inAustralia to identify an appropriate Australiantraining provider to meet the company’sworkforce development goals. Genting HongKong eventually selected SWSi as the vocationaleducation and training (VET) provider and thepartnership has grown from there.

Christine Williamson, SWSi’s Director, Tourism,Hospitality, Primary Industry and Arts Faculty, isenormously impressed by Andrea Chan’sapproach to this collaboration, such that SWSinominated Andrea Chan for an award: “Andreawas so innovative in wanting to support andmove the ideas here, we nominated her for aleadership award in international education.”

Christine continues to be impressed by AndreaChan’s vision, high expectations and pursuit ofquality: “There was no doubt in my mind thatAndrea had a vision, and she wanted to seewhether we could capture that vision. At thestart, we were on trial to see whether we knewwhere she was going.”

SWSi developed an onlineplatform customised to meet thespecific needs of the school andAustralian audit requirements...

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1.2 Case study: Genting Star Tourism Academy, Manila, Philippines continued...

Identifiable outcomes of the innovationUnder the GSTA and SWSi educational cooperationagreement, the students can enrol in SWSi – Certificate II toDiploma of Hospitality Management in four different streams:food and beverage services; frontline and accommodationservices; culinary arts; gaming and casino management. Thefirst intake of students occurred in October 2011. By late 2012,20 students had completed the Diploma and 200 hadenrolled in the Certificate III. The programs includestructured workplace learning with Genting Hong Kong’scruise lines and resorts.

The GSTA programs’ structure and standards serve as themodel for the establishment of new and upcoming GSTAfacilities around Asia. In 2011, the development of GSTAIndonesia commenced, following the established GSTAinternational education brand. Discussions are currently inprogress with SWSi to have a similar arrangement to theGSTA Manila arrangement with GSTA Indonesia. The samemodel is expected to be used, as Genting Hong Kong movesfurther in building the GSTA brand.

On-board training options are currently being discussed forthe hundreds of Star Cruises staff to upskill and gainaccreditation. A variety of delivery options are beingdiscussed with SWSi such as distance learning packages withon-board mentors, tablets with all course materials uploaded,and online training to facilitate independent learning.

SWSi now provides an opportunity for Genting Hong Kongstudents to continue their training in Australia. SWSi has alsodeveloped a double Diploma program for local andinternational students to undertake in Australia whichprovides an opportunity for internships with Genting HongKong.

Christine Williamson is pleased that Genting Hong Kong hasintroduced SWSi to Genting’s partners:

The fact that they’ve introduced us to other partners,and they want us to do programs in other locations, andthey’ve had us talk to a number of differentorganisations, shows that they would like to continue.They have trust and respect and belief that theprograms we’re running suit where they’re moving to.

Skills used by SWSi staff GSTA together with SWSi were able to collectively leveragetheir previous experience to develop and deliver training inhospitality in the Philippines. The foundation of thepartnership with Genting Hong Kong is based on the sharedsearch for a high level of standard in the hospitality industry.To meet Genting Hong Kong’s special requirements, SWSistaff needed to use skills in project management, technologymanagement, product development and knowledgemanagement, as well as in training and assessment andprofessional development.

Christine Williamson emphasises that it is not just a matter ofSWSi staff using skills, as SWSi and Genting Hong Kong learnfrom each other: “In terms of relationship building, there’s alot of healthy respect for each other, and about futuregrowth and where we could go.”

Ellen Roach, Business Consultant, Tourism, Hospitality,Primary Industry and Arts Faculty, describes how the twoorganisations work closely together:

We have a weekly teleconference with the managementteam at Genting Hong Kong. The relationship hasdeveloped through the tracking system: we ran a trackerfor this project to ensure it came to fruition. Everythinghad to be timetabled very carefully as we work in twodifferent countries and that in itself creates issues. Allthe Genting managers have Christine’s telephonenumber and they know they can phone her directly andget an answer. So they know they can contact us hereand our response will be immediate.

The differences between computing networks in the twoorganisations meant that SWSi needed to modify some of theonline learning resources to fit the Philippine environment:“The electronic framework in the Philippines is not the sameas here. So we had to source products that met theirrequirements and then customise them,” adds Ellen.

Another example of flexibility modelled by the SWSi staff wastheir response to the fact that the Philippine academic yearextends from July-March, says Ellen:

They operate right through our major down period ofDecember-January. Meeting that challenge was a hugeshift for us and we had to make sure that we had co-ordinators available during that time so that they wereconstantly able to answer questions and guide themthrough the processes.

SWSi now provides an opportunityfor Genting Hong Kong students tocontinue their training in Australia.

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Interview with SWSi client: Andrea Chan,Executive Vice President, Corporate Planning,Genting Hong Kong

Why is a pathway important?

I wanted to provide a pathway for students interms of identifying their prior learning or skills,a pathway in terms of providing them withfurther education or training, and also apathway for a career.

The pathway will depend on the individuals’aspirations. Some will probably want to havesome qualifications for employability, so theycan find a job. Perhaps a few years later whenthey have some work experience, after theyconsolidate their skills, they may want to embarkon higher education. In being awarded aqualification by one of our partners or even byour own school, their further education will berecognised.

How do you want SWSi to relate to Genting?

I suggested to them that they should see us asnot just as an education partner but more likean employer. I put it to them that Genting HongKong, in its cruise business, has more than4,000 crew members working on ships andmore than 1,000 people working on-shore. Atthe same time we have a joint venture in thePhilippines called Travellers International HotelGroup, and this joint venture also is an employerin the Philippines for more than 5,000employees. I invited the Institute to see us anemployer and to consider providing continuouseducation and also recognition of prior learningfor our crew and other staff.

We have ships in Singapore, Malaysia, Taiwanand China, and we have a ship every day in HongKong. Our business will continue to expandconsiderably in the near future as we aremaking a US$1b investment in the Philippines.

What was your business need that drove thiscollaboration with SWSi?

We wanted to elevate the qualifications of ourcrew and our employees, basically ouremployees, by providing an avenue tointernational qualifications. We also wanted toimprove staff credibility and to improve theindividual’s self-esteem.

What is the service offered by TAFE NSW - South WesternSydney Institute?

We are their first partner in the Philippines to launch a TAFEdiploma program, and our first batch of students graduated inJanuary 2013.

How much time did you spend in establishing thepartnership with SWSi?

I spent three months in Sydney in 2010 setting up meetingswith the Institute and with the University of TechnologySydney (UTS) and preparing the internal documents,agreements and contracts. The signing ceremony in Manila in2010 was covered by about 200 international mediapersonnel. We also had a signing ceremony with UTS.

Why did you select as partners TAFE NSW and UTS?

I wanted to take our training academy to the next level andthat’s why we wanted to work with an institute like SWSi anda university like UTS.

I am the Executive Vice President of Genting Hong Kong. Ourheadquarters are in Hong Kong and we are a listed companyon the Hong Kong stock exchange. I see the partnership asbetween Genting Hong Kong and TAFE and UTS: profoundeducation and academic institutes. The reason I wanted towork with TAFE of course is its reputation – it is recognisedinternationally – and also because TAFE provides a pathwaybetween TAFE and UTS.

“The collaboration with SWSi alignswith our mission and our desire tobe the centre of excellence in thedelivery of quality competency-based hospitality training...”

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1.2 Case study: Genting Star Tourism Academy, Manila, Philippines continued...

What were some of the key actions that SWSitook to ensure the relationship succeeded?

They developed a good understanding of ourrequirements. The faculty also providedassistance in terms of documents and otherinformation which made it much easier for us.They basically provided resources to us and alsosupplied the experts.

What impact has the innovation had on yourclients and your organisation?

The innovation that we introduced together willfurther strengthen and expand the experience ofour staff, whose service is integral to creatingdelightful holiday experiences for our customers.At the same time the innovation will providebetter career options for our graduates and ourstaff. It will also provide continuous learning inour group of companies and our affiliates.

The collaboration with SWSi aligns with ourmission and our desire to be the centre ofexcellence in the delivery of quality competency-based hospitality training. We want to pioneerchanges in hospitality training and to contributeinnovations to the global hospitality industry.

How did the TAFE staff find out about yourneeds?

I spent three months in Sydney in 2010 workingwith TAFE and also UTS, meeting differentpeople and also with the faculties. We also havea memorandum of understanding between TAFEand ourselves. Christine Williamson, the DirectorTourism, Hospitality and Primary Industry andArts Faculty, visited our operations in thePhilippines several times and I went to SWSi in2011. We also held a series of regularteleconferences to launch the program and tomaintain the relationship.

“The innovation thatwe introducedtogether will furtherstrengthen andexpand the experienceof our staff...”

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The innovation enables TAFE students studyingthe Certificate IV and Diploma in Fitness tocomplete the practical work experiencecomponent of their Older Adults, Rehabilitationand Project Management studies at Carrington,on a weekly basis. The teachers and studentswork collaboratively with the CarringtonDiversional Therapy team to tailor one-on-oneand group exercise programs for those residentswho have the approval to participate from theirgeneral medical practitioner.

Under the supervision of qualified TAFE staff,Diploma students mentor and lead theCertificate IV students through a structuredexercise routine for the residents. In this way,Certificate IV students aiming to becomepersonal trainers with an additional ‘older adultstrainer’ qualification, obtain hands-on andpractical experience as part of their learningprogram. Similarly, the Diploma students aimingto be qualified fitness specialists benefit fromworking with the Carrington Diversional Therapyteam, Physiotherapy Aides and other AlliedHealth Professionals.

Description of the innovationAs a result of collaboration between the Health and Fitnesssection of TAFE NSW – South Western Sydney Institute(SWSi) and Carrington Care in Camden NSW, a ‘ResidentHealth and Fitness Initiative’ was developed. The initiativeunderpins residents’ wellbeing by enabling them to be activewhile having fun.

SWSi’s Health and Fitness section delivers training from thenational Health and Fitness training package with studentsgraduating in the following vocational areas: Certificate IIIFitness, Certificate IV Fitness, Diploma Fitness and DiplomaRemedial Massage. Carrington Care is a highly regarded andlong-standing aged care provider in the fast-growingMacarthur region of NSW with over 300 residents living in itsresidential care services. Its outstanding service wasrecognised recently when it won a number of national awardsin Aged Care.

Beginning in 2010, the two parties have worked inpartnership to provide health, fitness and rehabilitationprograms for Carrington residents in low care, for youngdisabled residents in high care, and for high care residentswith dementia living in the residential care services.

1.3 Case study: Carrington Care


Relationships built: Since 2010 SWSi Health and Fitness staff have workedclosely with the staff of Carrington Care to provide innovative workexperience for SWSi students while assisting aged care residents to improvetheir fitness.

Value created and added: The programs offered by the TAFE students arecontinually improved to provide optimum benefits for the aged care residentsand for the students.

A systematic approach taken: This collaboration is thoroughly planned andwell executed, exceeding initial expectations.

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1.3 Case study: Carrington Care continued...

Prior to this collaboration with SWSi, Carrington hadconducted several health and wellbeing programs in thecentre. However, the partnership with TAFE opened up newopportunities, as David Cencigh explains:

Up until the new arrangements started with theInstitute, the Carrington recreation activities staff haddelivered exercise and rehabilitation to small groups orindividuals. Given the ratio of activities staff toresidents, it would not have been possible for so manyresidents to have access to these services on such aregular basis, as they can now.

David sums up the mutual interests of the two parties:“Carrington wanted a larger program for their residents andour section wanted better ways of delivering for ourstudents”.

He believes that local connections and relationships wereother drivers of the innovation:

It happened because it was a Greater Western Sydneygeographically determined concept. It happened thatCarrington is in our area, our teacher Michelle Kelly nowlives and her parents previously lived in that area; hermother was a resident at Carrington; and all thoseconnections were based around that geography.

SWSi Head Teacher David Cencigh says that although similarprograms to this have been attempted between other FitnessRTOs and Aged Care centres, the innovation in thiscollaboration lies in “the scale of this program”.

Every student who enrols in a fitness course at SWSi’sMacquarie Fields College has the opportunity to gain theexperience and exposure offered by this program. Thereis arguably no better way to assess competency basedtraining than to have access to real life people andsituations. Additionally, the students not only grow asfitness professionals, but they also grow as caringindividuals.

Drivers of the innovationDavid Cencigh explains that the fitness industry has seendramatic changes over the past decade, in responding to theneeds of Australia’s ageing population. “Health, fitness andrehabilitation training for older adults will become a verylarge component of future demand in the industry”. Similarly,the aged care sector is constantly challenged with the needto maintain or improve frail aged residents’ levels of healthand wellbeing in the areas of strength, mobility, flexibility,rehabilitation and general fitness.

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Steps in the innovation process David Cencigh says that SWSi’s Macquarie FieldsHealth and Fitness Section “is constantly coming upwith new and innovative ways of delivering trainingto our students, rather than being focused onsimpler classroom based facilitation”. Hence,Michelle Kelly, who teaches for the section, madethe initial contact with Carrington’s Chief Executive,Mr Raad Richards. David Cencigh says that MrRichard’s interest in the possible partnership wastwo-fold: “he wanted to bring more fitness-relatedactivities into his care program to assist theresidents with their overall health status, and healso wanted to see more interaction with youngermembers of the community to assist the residents’mental and emotional wellbeing”.

Many meetings and discussions followed and thepilot program commenced in August 2010. Theprogram is now conducted over two eighteen-weeksemesters according to the TAFE fitness courseprogram. After each session there is a debriefingbetween the Carrington staff and the TAFE staffand students, and any feedback is taken intoaccount for implementation in the followingsessions. The program continues in this formatthroughout the semester, with two sessions beingheld each week for different sets of residents.

Coordinating the initial stages of such an innovativeidea presented numerous challenges from bothTAFE and Carrington’s perspectives. David Cencighsays that, “on both sides, there was considerablepreparation, paperwork, and work health and safetyand legal issues that needed to be agreed uponprior to the commencement of the program”.

David believes the initial idea was radical but sincethen the parties have made continual improvementsto the idea: “It started as a radical idea, but it’scertainly been incremental since them. The wholeconcept kept evolving and getting better.”

“There is arguably no better wayto assess competency basedtraining than to have access toreal life people and situations.”

Skills used by SWSi staff In addition to the skills required to plan the project and prepare, asdescribed above, “logistically some hurdles needed to be overcome”,says David Cencigh.

TAFE students had to be convinced that the 30 minute commuteto and from Carrington was a worthwhile extra component oftheir learning, and Carrington had very little program specificequipment for the students to have access to when training theresidents.

The solution to this equipment issue was straightforward, explainsDavid. Carrington provided a classroom set-up in one of theirconference room areas which also served as a safe equipment holdingarea. The TAFE students were then programmed to spend their wholeday of learning at Carrington, so that once they were finished thesessions with the residents, they were able to continue with their nextlessons in a suitably equipped classroom environment. SWSi’s Healthand Fitness section provided the necessary training equipment for thesessions, and it was then conveniently stored away in the classroom,rather than having to be transported back and forth from the campuson each day the sessions ran.

Identifiable outcomes of the innovationDavid Cencigh considers that the students involved in the Carringtonproject are now “coming away not only as better fitness professionals,but they are also seeing themselves grow in confidence in theirabilities and getting new direction with their futures within the fitnessindustry”. The program the students undertake is ideal: “Effectivelythe program gives our students a far better real world experience ofwhat to do when they have their qualification and leave TAFE.”

David believes the Carrington staff are seeing marked improvements inthe health and wellbeing of their residents. “By having access to sucha large pool of skilled ‘assistants’, it gives them the opportunity togrow and develop their existing health and wellbeing programs, and togo on to develop new and innovative ideas for future implementation.”

There are other benefits for the Institute, says David:

From SWSi’s organisational point of view it is innovative in thesense that it involves engaging with an industry partner and it isa very good collaboration between the two. The two effectivelyare inseparable and both are working as productively as they can.

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1.3 Case study: Carrington Care continued...

What is the innovative service that SWSiprovides?

Every Monday and Wednesday SWSi studentscome to our four residential facilities and provideone-on-one and group fitness and exerciseprograms to our residents in both low care andhigh care. The goal of that program is to improvethe residents’ general fitness, resulting in areduction in falls and challenging behaviours, andproviding an opportunity for social interactionbetween the generations, thus resulting in anenhancement of our diversional therapy program.

What is innovative about the SWSi approach?

We know that it’s innovative because no-one elsein New South Wales is doing it. It’s the firstinitiative of its kind. We launched it in 2010 as apilot to see how it would grow; and now it’s 2012and many residents are participating in theprogram.

It’s going from strength to strength and we’ve wonthe national Better Practice Award for Innovationfor this program. This award is given by the AgedCare Standards and Accreditation Agency, which isthe aged care industry’s governing body. We alsowon the Idea of the Year Award for Innovationthrough the Aged Care Channel, which is anAustralia based satellite television program.

Could you please describe Carrington Care, inbrief?

Carrington Care provides residential care,independent living and community care. We have310 residents living on site in our residential carefacilities, and about 450 people livingindependently on site. We provide care to clientsin their homes all the way from Silverdale andon to Wollondilly to Glenfield, for about 360clients. We’ve been in operation for over 100years and we’re a well-known provider in theMacarthur region of NSW. We have about 435staff and our motto is ‘enabled to care’.

Why did you form the partnership with SWSi?

Carrington looks on it as a communitypartnership that supports our resident lifestyleprogram in the areas of leisure and health, withthe aim of improving our residents’ mobility,flexibility, strength and social wellbeing. Therelationship was formed out of a mutual need.We formed the partnership to benefit both thestudents through work experience and then ourdiversional therapy program by incorporating afitness type program that we were conducting,but not to the same degree as what bringing in60 students a week will do.

Interview with SWSi client:Katherine Perkins, OrganisationalDevelopment Co-ordinator,Carrington Care

“It’s going from strength tostrength and we’ve won thenational Better Practice Award forInnovation for this program.”

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On the social side, when we orientate the studentsand start new students on the program we havebarbeques and ‘meet and greets’ with the residents.That socialisation is the key to the program’ssuccess. With elderly people you need to involvethem emotionally and socially, because fitnessreally isn’t their thing; to get them interested you’vegot to do all those peripheral things right.

What impact has the innovation had on yourresidents?

It has had a huge impact on our residents. Theprogram is growing every year and the involvementof the residents is growing every year. There hasbeen an improvement in the general fitness ofparticipating residents. There has been a reductionin falls and challenging behaviours. And socially wecan see a reduction in the number of dementiaresidents who don’t participate in activities, as thestudents are engaging them while they’re here.

We’ve also had feedback from families when theycome in sometimes and watch and hear the storiesabout the benefits of the program for their lovedones. And in addition we’ve had recognition fromthe industry about the program.

Most of the work experience students are Gen Y,the future nexus, and definitely the missinggeneration from aged care. We’ve already orientedover 200 students to the program and I would sayonly about 15-20 of them have been in aged carebefore. So there was valuable social interactionbetween the generations as well as the fitness sideof it.

What impact has the innovation had on yourorganisation?

For Carrington it has raised our profile across NewSouth Wales and Australia. Michelle and I wereinvited to speak at Better Practice Aged Careconferences in Adelaide, Hobart, Melbourne andSydney about this initiative. It has definitely raisedour profile.

What was your business need that drove this collaborationwith SWSi?

We had a need to improve our lifestyle and leisure program inthe area of general fitness. We have seven recreationactivities officers currently on staff and that equates to abouttwo per 100 residents. So there was a need to physically getpeople in to assist our recreation activities officers to providethe fitness component of their overall program. It was abonus that we got in people [through the SWSi partnership]who were seeking qualifications and additional competence inthe area.

What did SWSi staff do to find out your needs?

The SWSi staff – David, Michelle and Mark in particular – wentout of their way to work collaboratively with us. To find outour needs initially we had a scoping meeting together withthe key stakeholders: SWSi, myself, recreation activitiesofficers and our Director of Care. Then we involved theresidents themselves: Michelle and her Diploma students hadone-on-one time with the residents to develop plans andpersonal goals for their fitness program.

The TAFE staff worked closely with our recreation activitiesofficers and our physiotherapy aides to make sure that theywere complementing their therapy and pain plans andenhancing those along the way. On an ongoing basis, theywork with those staff and review progress and falls and painmanagement strategies to make sure that they’re meetingthe residents’ needs.

What were the key actions taken by the SWSi staff toensure this innovation succeeded?

I think firstly they orientated themselves to aged care and toour approach. They met with the Chief Executive Officer andthe key clinical care team.

We’ve bedded down an orientation program for all theirstudents, which the teachers participate in as well, whichtalks about Carrington values, a respectful approach to careand our expectations of the students. We also have milestonemeetings and progress meetings.

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The thriving Australian mining industry needsskilled workers, and Blue Tongue’s passion is“providing solutions to the critical skillsshortages that exist in Australia’s heavymaintenance sector”. Its website continues:

Through our upskilling program, BlueTongue allows dedicated individuals to learnhighly demanded specialist knowledge andskills, while establishing themselves in oneof the most highly sought after tradesacross the Australian Mining and HeavyAutomotive Industries. Our up-skillingprogram involves pre-job placement trainingand ongoing employment placement,leading to a career in the expanding andprosperous mining industry.(http://www.blue-tongue.com.au/upskilling-for-trades.html)

Description of the innovationThis case study involves TAFE NSW – SouthWestern Sydney Institute (SWSi), as contractedby Blue Tongue, training existing tradespeopleto upskill so they can work in the fast-growingmining industry in Western Australia. Theparticipants in the upskilling program normallyacquire their new trade qualification in one year.

The innovation commenced when the Institutewas approached by Blue Tongue, a leader insupplying unique workforce solutions to theAustralian Heavy Mobile Equipment industry, toassist with an accelerated program for enablingtradespeople with a Certificate III in LightVehicle Mechanics to acquire a Certificate III inHeavy Vehicle Mechanics. The approach to SWSifrom Blue Tongue was understandable becausethe Institute previously had conducted asuccessful 12-month program to retrain carmechanics who had been employed in the heavyvehicle industry but who had no heavy vehiclequalifications.

1.4 Case study: Blue TongueRecruitment


Relationships built: Blue Tongue Recruitment and SWSi formed a partnershipin 2011, in which SWSi provides intensive training for existing tradespeoplerequiring a second trade qualification to work in the Western Australiamining industry. The partnership has strengthened, with SWSi conductingfive programs for Blue Tongue by late 2012.

Value created and added: SWSi staff work with all stakeholders to ensure thetraining meets the needs of the eventual employers and the learning stylesof the students.

A systematic approach taken: Blue Tongue and SWSi staff have carefullyplanned this innovation, focused on meeting the specific requirements of themining industry.

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Drivers of the innovationThe immediate external drivers of this innovation are the needfor skilled tradespeople in the mining industry across Australiaand especially in Western Australia, and the direct requestfrom Blue Tongue that SWSi assist Blue Tongue in meeting thisneed.

Prior to the approach from Blue Tongue, the Institute had beenapproached regularly by individuals wanting to upgrade theirqualifications so they could secure work in the mining industry.Phillip Cue explains:

We’ve had many electricians and light vehicle mechanicscome to us, asking to be allowed to join our apprenticeclasses. We fitted them in with our day classes where wecould, then we tailored a program at night time. BlueTongue came to us with a business need that required usto build on that experience.

The SWSi staff were also driven by a desire to accommodatethe learning styles and preferences of the tradespeopleseeking a second trade certificate, says Andrew Cochrane:

When these guys walk in the door they’re practical people,they’re used to pulling things apart to learn, so we’ve gotto have a good variety of equipment for them to work on.You can’t sit them down and give them PowerPoints: theyneed to have the opportunity to actually practice on theequipment, so they are job ready when they get to thenew workplaces.

Phillip Cue describes how the teachers satisfy the participants’need for hands-on practice:

The first group from Blue Tongue rebuilt 12-litre Cumminsengines in their first week. The engines weren’t workingand we got them up and were able to run it. When thesecar mechanics saw the 12-litre engine shaking and rattlingand rolling, they got a real buzz out of that.

Phillip acknowledges the key role of Blue Tongue in itsselection of the most appropriate participants: “They’re alwayslooking for tradespeople who have good diagnostic skills andreasonable teamwork qualities, and so far the groups havebeen very cohesive, they’ve worked together, they’veprogressed together.”

The partnership between the Institute and Blue Tonguecommenced in 2011, and as part of this collaboration, bylate 2012 over 60 tradespeople had been trained atSWSi’s Wetherill Park College. The innovation directlyaddresses a skills shortage in the mining industry. SWSi’skey role in the partnership is to provide an intense blockof training, now for eight weeks – up from five weeks inthe first iteration of the program – for groups of 12tradespeople at any one time. Once the participantscomplete the training they stay connected with the SWSilecturers and continue their learning online via the webapplication for producing internet-based courses, Moodle.Additionally, workplace supervisors, in Western Australia,monitor and log the participants’ development on the job.

SWSi’s Phillip Cue, Head Teacher, Plant and HeavyVehicles, believes this package of customised services isan example of incremental not radical innovation:

I don’t see it as a radical change: it’s incremental totrain current trades people for another industrywhere they understand, for example, what an engineis, but they certainly don’t know what a 61 litreengine looks like. We also have to prepare them forall of the safety and the technical changes and thedifferent types of components that they’re going tobe experiencing in the new trade.

While it is an incremental innovation, Phillip believes theapproach is highly innovative: “We’ve brought all sorts ofdifferent components into the mix to cater for the enduser.” Fellow SWSi Head Teacher Andrew Cochraneagrees and adds that the innovation is characterised byflexibility in approach to the training package by SWSi:“We have flexibility. We focus on core units andcompulsory units, and then after that we can mix andmatch, in building whatever the customer really wants inthe program.”

“SWSi staff were also driven by a desireto accommodate the learning styles andpreferences of the tradespeople...”

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1.4 Case study: Blue Tongue Recruitmentcontinued...

Andrew Cochrane describes how the innovation is continuallyimproved, with the first cohort undertaking two blocks oftraining six months apart, but the approach has shifted to aneight week block:

Because of the issues of getting them [students]released from their host employers, we’re doing eightweeks straight with them and then we collect workevidence afterwards. So it’s moved along, and we’rechanging the units that have been required as well.

Phillip Cue recognises the important role performed by BlueTongue, including being able to place the course participantsin jobs in the Western Australia mining industry: “It is quitedifficult to get into a mine on your own, whereas Blue Tonguecan take you to the right places and get you started.” BlueTongue is also a key to the success of the program because“there’s more and more competition to get a job in a mine. Itused to be easier: if you were a technical person you couldget in, but now the push is about ‘show me thequalifications’.”

Skills used by SWSi Within SWSi, Phillip Cue believes that the success of theprogram is in part due to committed teachers and supportivecolleagues:

The driving motivation of the two teachers that arerunning the program is critical, because they’ve changedit each time. We’ve run five programs, so that’s 60students, and no two programs have been identical. GaryMartin and Robert Rigby have been the main twoteachers. We would class them as team leaders. But onthe back of that, the whole section has supported theprogram.

Steps in the innovation process The innovation arising from the collaborationbetween the Institute and Blue Tongue was builtupon the previous experience and knowledge ofthe two parties. Andrew Cochrane believes thatthe innovation basically involved a reshaping ofan earlier approach by SWSi, based on anunderstanding of what Blue Tongue’s clientswanted. This understanding was greatly assistedby Blue Tongue flying from Western Australiathe eventual employers of the participants inthe program. Andrew summarises:

While our industry knowledge laid behindthe Blue Tongue program, we also spoke tosome of the end users to determine the jobdestination for the students and what itemsthat they would like us to specialise in. Theprogram that we have run over the last fewyears was redesigned to fit the needs of thedestination of these new workers.

The innovation also required some redesign ofthe workshop space at Wetherill Park College,says Phillip Cue:

We freed up some space in our existingbuilding which allowed us to tailor aworkshop area and a classroom to matchthe needs of the participants and give theteachers the flexibility to have peopleworking on many projects at the one time.

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Identifiable outcomes of the innovationThe Institute staff carefully monitor a range of successindicators, from attendance to completion rates, to studentand client satisfaction. After the first five groups, consistingof 60 participants in total, “the attendance record for theSWSi blocks of training is 100% and the completion rate,once all the group complete the required steps, looks likebeing 100%,” says Phillip Cue.

The feedback from the candidates is exceptional, says PhillipCue: “They love what they can do here in the workshops.They come in and concentrate on the technical side andthey’re really thirsty for the information; they’ve been goodto work with.” The feedback from Blue Tongue is alsopositive: “They feel that we are very flexible in adapting totheir needs”. All stakeholders win, says Phillip:

The mining industry wins and light vehicle mechanicsgain career options that were previously unavailable tothem. They change their skill base and their career baseand gain a new lifestyle and they also end up with anincreased salary. And Blue Tongue can supply workersfor the mining sites and manufacturers.

The SWSi staff also benefit, says Phillip:

We’ve now got the ability to adapt quickly and respondto the requests of a commercial opportunity and build acourse and get it up and running to satisfy customers’needs across the board. A 300% increase in commercialfunding through the section this year would be aconservative estimate of what we have achieved.

Phillip describes how the two teachers responded initially:

The two teachers got together to package it up. Theysaid: ‘This is how we’re going to deliver it over thisperiod of time and this is how we would timetable theseaspects, and we’re going to bring these couple of otherresources in and we’re going to introduce extraworkplace health and safety because we know wherethese guys are all going’.

Andrew Cochrane acknowledges that we have “a range ofpeople in the section that like new challenges, so it’s workedwell for them. They’ll grab hold of something new.”

The management challenges of timetabling for irregulargroups who require a workshop non-stop for eight weeks areconsiderable, but the bigger management challenges met byAndrew and Phillip are to liaise with Blue Tongue and its hostemployers in Western Australia, and to monitor the students’ongoing learning when their working on the other side of thecontinent.

Another successful strategy is the welcoming attitude theInstitute has extended to both Blue Tongue and its clients,says Phillip. “We’ve been open with both the hosts of thecandidates and the employer, Blue Tongue, inviting them tocome in and meet with the participants regularly.”

Andrew Cochrane also pays tribute to the courage of theparticipants who often have to resign from good jobs or closetheir businesses and relocate to Perth:

It’s very brave of the guys. Some of them have given upbusinesses or fairly prominent positions in theirworkshops. They’ve got mortgages, they’ve got familiesand all those sorts of things, but so far everybody hasattended the whole program.

“The mining industry wins andlight vehicle mechanics gaincareer options that werepreviously unavailable to them.”

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1.4 Case study: Blue Tongue Recruitmentcontinued...

From your point of view, what is innovative aboutthe SWSi service?

Their approach is innovative in that they can make it asimulated working environment, not just a classroom.They can simulate a work environment so theparticipants are put under pressure and they learn reallife job skills. The SWSi staff know what environmentthe participants are going into, so they incorporatethat in their training.

They are innovative in their ability to provide a largeblock of training up front rather than over a few years.That’s a totally innovative model. Usually apprenticesattend TAFE one day a month for three or four years;but this way they’re getting a lot of RPL up front, andthey’re also getting a huge block of training. Ratherthan getting fragmented training over a long period oftime, they’re getting a lot more upfront, and that’svery innovative.


We have a need to provide mechanics to ourcustomers around Australia: they need people who aremore advanced than just the standard light vehiclemechanic. We needed to take the headache out of theprocess for our clients and deliver a solution to meettheir needs. We needed to offer innovative solutions tothe skill shortages that our clients face.

What is the service provided by SWSi to BlueTongue?

We do all the recruitment and selection andhiring, then we deliver to TAFE the successfulpeople who go to TAFE as full time employees ofBlue Tongue. TAFE then conduct RPL[recognition of prior learning] with them. ThatRPL streamlines the process because they arealready tradespeople; they’re not like startingapprentices. After the RPL they do gap training,to take them through the units of the heavydiesel qualification.

There’s a big focus in the training on thepractical things that they have to know. It’s not atheoretical exercise: the TAFE staff are givingthem practical, real life, hands-on skills thatallow them to hit the ground running when theystart in the workplace. The goal is to create asimulated working environment (of a repairworkshop) at TAFE. That’s effectively what SWSidoes for us.

Why did you partner with SWSi?

We researched training providers and we foundSWSi’s attitude to partnering with us, with ourunique requirements, was most definitely afactor. They were very flexible and innovative:we needed a partner that can think outside ofthe square a little bit because there is an oldschool system in place with a lot ofapprenticeships. We needed a forward thinking,dynamic group of people and that’s certainlywhat they are. We do work with a few TAFEs andI would say that they’re right up there with thatpartnering approach.

They had done some work with a lot of mobileequipment companies in New South Wales sothey already had some track record with mobileplants.

Interview with SWSi client: Tully Young,Managing Director, Blue Tongue

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The key action they took was to allocate the right technicalteam to it. And they gave them the authority to be astakeholder in the whole project. They also facilitated theclient days that we have. They are always veryaccommodating and they have a good sense of marketing theprogram as well. Rather than just be a school or a TAFE, theyactually have a very strong understanding of what is requiredto market and put on one of these days where clients comeacross to NSW from WA. They always look after our clientsand ourselves when we have these days and these days arevery successful.

What impact has innovation had on your clients and yourorganisation?

It has had a huge impact on us. The federal governmentchose us out of 54 projects that they had approved for thistype of program: we’ve been chosen in the top six for a storyon how it’s all worked.

It has allowed our organisation to become known for itsinnovation and providing a unique solution that is desperatelyneeded. Our clients as well have really embraced it, as it’sfairly unique for the industry in WA. They see it as a criticalsolution to their long term need for people: they can upskillpeople from Australia; they don’t have to go overseas to getthem.

Is there anything else that you’d like to say about thispartnership with SWSi?

The partnership side of it is huge: without us working closelytogether, this sort of program doesn’t succeed. They’ve beenvery flexible: they accommodate different numbers ofparticipants or any changes of market circumstances. If weneed to delay a project for a few weeks, they’ve beenaccommodating on start dates. It is an excellent partnershipand certainly the type of partnership that we need to makethis program successful.

What did the SWSi staff do to find out yourneeds?

They listened to us, they listened to what wewanted to achieve and what we wanted them toknow. They consulted with us about what ourclients wanted. They were flexible and theychanged things according to what we needed.

It took them some work to get the right modelfor how much they would do in TAFE, before thestudents would go out to the work sites. Theywere very flexible and there was to-ing and fro-ing on how to get it right. They’re partners withus, and they’re happy to talk to our clients aswell.

What were the key actions or steps taken bySWSi staff to ensure the innovationsucceeded?

SWSi had the right trainers on board and thetrainers were happy to partner with us. Whenour clients came across from WA to see the setup at Wetherill Park College, one of the thingsour clients liked was that SWSi had the rightpeople, the right trainers, behind it. AndrewCochrane had a lead role in communicating tothe clients about what the participants wouldlearn, and the two trainers, Robert and Gary,were very passionate about the whole program.Without the consistency of the trainers, theprogram would be much less successful.

“SWSi had the righttrainers on board andthe trainers were happyto partner with us.”

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The service provided by SWSi for Telstra since early2011 is fully online, uses a range of web-based tools,and concentrates on recognition of the participants’prior experience and current workplace skills. SWSi’sonline contact with the students is assisted by theTelstra participants’ managers, sometimes in amentoring capacity, encouraging their staff toengage with and reflect on the learning taking place.

Driver of the innovation Sylvia Arthur, Director of the Electrotechnology, ICTand Design Faculty at the Institute, believes the keydriver of the innovation was the identification byTelstra of its need to invest in its workforce to ensurethe company remained ahead of the challenges itfaces in an increasingly competitive industry.

Following discussions with Telstra in 2010 and theclarification of this need, the Institute worked incollaboration with Telstra to use the new ICT10Integrated Telecommunications Training Package torecognise and refresh the skills of Telstra’s technicalworkforce.

Description of the innovationThe Telstra Technical Career and QualificationPathway initiative is a joint venture betweenTelstra Operations and TAFE NSW – SouthWestern Sydney Institute (SWSi). The broad aimof the initiative is to recognise and refresh theskills of Telstra’s technical workforce using thenew Integrated Telecommunications TrainingPackage. The long-term outcome from theinitiative sought by Telstra is that its technicalworkforce will have further success in deliveringinformation and communication technologies(ICT) services and solutions to its customers.

The venture involves the provision of ICTqualifications, with each unit of competencymapped and contextualised to Telstra’s day-to-day work activities and job functions acrosstheir seven lines of business. The pilot programin 2011 serviced a total of 428 participants,involving six qualifications ranging fromCertificate IV in Telecommunications to theAdvanced Diplomas in Telecommunications andProject Management.

1.5 Case study: Telstra


Relationships built: The relationships formed between Telstra and SWSi notonly involved formal mechanisms such as a steering group to oversee thepilot program and a project control group to oversee the operational aspectsof the initiative, but also a range of informal mechanisms such as regularteleconferences.

Value created and added: Telstra sought and SWSi then developed a flexible,online, on-the-job approach to recognising the current skills and learning ofTelstra’s technical staff.

A systematic approach taken: To ensure the innovative venture wassuccessful, the provision of the services was closely monitored and the pilotproject thoroughly evaluated.

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To assist TAFE coordination, a hub wasestablished at the Faculty office at MacquarieFields College, where SWSi team membersincluding the Lead Assessor Team wererelocated. A focus of the TAFE staff was theconstruction of a web-based assessment tool,built to Telstra’s specifications. Otheroperational strategies included conductingregular teleconferences with all participants;establishing a direct hotline for students toaccess 24/7; and assigning TAFE assessors tospecific Telstra participants, depending upontheir area of expertise and Telstra line ofbusiness.

Skills used by SWSi staff SWSi staff used a range of skills to design, build,deliver and sustain this program for and withTelstra. For example, Sylvia Arthur underlinesthe use of the skills to customise existingmaterials to suit Telstra’s context: “We even hadunits added to TAFE NSW courses to addressthe needs of Telstra.”

SWSi’s Teaching and Learning Consultant forthis project, Deborah Willmer, recounts how theteam took a pre-existing assessment instrumentand substantially improved it for the Telstraproject:

The assessment tool we’ve used to supportthis project, our assessors have put theirown touches on it to make it more user-friendly. We were happy with it as anauthentic tool that was valid and reliablebut we wanted it to have greater usabilityand that’s what we’ve achieved thanks toour assessors.

Sylvia Arthur considers the fully onlineapproach is highly innovative as it changes theparticipants’ perception of training, and this wasa deliberate intention of Telstra:

Telstra wants to change the perception thattraining happens in the classroom. Tochange that mindset, the individual needsto identify what they’ve learnt on the job.That’s the mindset that Telstra is in theprocess of changing. That change of style inthe way people can learn on the job is theinnovation that Telstra want.

Steps in the innovation process Negotiations between the Institute and Telstracontinued throughout 2010 and a pilot programcommenced in 2011. A steering group wasestablished to oversee the pilot program and aProject Control Group was established tooversee the operational aspects of the work.

Using teleconferencing, TAFE subject matterexperts met with Telstra subject matter expertsto ensure the emerging program was developedaccording to the customer’s requirements.Sylvia Arthur explains: “All tools were written in‘Telstra language’ but referenced appropriatedocumentation to ensure the rigour of theprogram was sufficient to deem someonecompetent”.

Some challenges were encountered in meetingTelstra’s requirements, says Sylvia Arthur:

We were faced with the challenge that thiswas a national project, and it was fullyonline and delivered virtually, which meantwe never saw participants. Therefore it wascritical that we implemented strategies toensure its success while maintaining qualityand a customer focus.

“Telstra wants to change theperception that traininghappens in the classroom.”

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1.5 Case study: Telstra continued...

Sylvia also pays tribute to the collaborativeapproach taken by Telstra: “One of theunderpinning reasons for the success of theprogram was the collegiality and thecollaboration between the two organisations.”

Identifiable outcomes of theinnovationSylvia Arthur is delighted with the results fromthe 2011 pilot: “We had an overall completionrate of 95%.” She believes the partnership willresult in “Telstra’s technical workforce beingsuccessful in delivering ICT solutions andservices to its customers and consumers” andshe is pleased that in late 2012 “a new group of116 participants enrolled, with another 200 on awaiting list”.

Early in 2012 a Project Implementation Review(PIR) of the venture was conducted by Telstrawith the participants and their “one-up”managers as well as the SWSi Project ControlGroup and Assessor Team. Sylvia says thefindings “are extremely positive, with the reportrecommending that the Pathway Programbecome BAU – Business As Usual”.

Sylvia believes that “Telstra is embracingchange and sees learning as a vehicle tosupport their journey into the future. Therelationship that Telstra and SWSi havedeveloped is the power behind that vehicle.”

SWSi Project Officer Inas Sedrak describes theskills used by the Institute staff to ensure theinitial prototype was as good as possible:

What was really beneficial and reallyimpacted on the success of the programwas the amount of time and effort put in byboth the client and us to develop the initialproduct and to contextualise it. We wantedto make sure that right from the beginningwe met all of Telstra’s goals that theywanted to meet through this product. Thetime spent on that initial product was oneof the major success factors in theprogram.

Sylvia Arthur says that the innovative Telstraprogram required TAFE staff to develop newskills:

There was a whole lot of capabilitydevelopment in our teams, around workingwith a purely online program. There was alot of capability development around therecognition tool as a valid, rigorous, robustapproach. We had some philosophicaldiscussions about it.

She recognises the contribution of the SWSiLead Assessor Team, led by Phillip Lennon,Head Teacher Telecommunications. “Withouttheir commitment and willingness to embracenew approaches to RPL, the project outcomescould not have been achieved.”

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Interview with a client: Mike Brassington,Senior Organisational Development Specialist,Telstra

those standards, then we would work with SWSi,our own internal learning and development people,and of course participant managers, to identify theexperiences required for our people to satisfy theirdevelopment needs.

Last but not least, SWSi leadership team helped ussecure Federal and State Government funding insupport of our ICT10 program.

From your point of view what is innovativeabout the SWSi service?

It challenged SWSi, as it challenges most providersto Telstra, to support a national program, with ourpeople dispersed across all states and territories.Working with SWSi we used the full suite ofcommunication mediums, technical and personal,to achieve the best possible participant experience.Initially this challenged SWSi. SWSi then assembleda small team of assessors and coaches to engagewith our people and personalise the experience fora geographically dispersed group. That presentedsome challenges but we were able to do that withthis dedicated team of assessors and coaches.

We were adamant that we didn’t want conventionaltraining delivered to our people. As mentionedearlier, we required a progressive “self-directed”,experiential approach to personal and professionaldevelopment. The TAFE NSW – SWSi team was ableto adapt existing business processes and workpractices to fully meet our requirements.

What service is provided to Telstra by SWSi?

We partnered with SWSi to instigate a technicalleadership development program directlyaligned to Telstra’s business needs. There were anumber of reasons we chose SWSi to assist uswith launching the program. SWSi subjectmatter experts had an in-depth practicalknowledge of telecommunications technology;and SWSi co-designed the competencystandards for the ICT10 InformationCommunication Technology Training Package. Atthe time they were the latest standards whichrepresented the emerging technologies alignedto Telstra’s business.

To ensure the success of the program, SWSiworked with our technical specialists, oursubject matter experts, to develop the programmaterials and tools to optimise participantexperience. This collaborative approach ensuredany and all learning interventions met the needsof individuals and their business units.

A key aspect of the program was, we, Telstradidn’t want to send our people on yet anothertraining course. We have moved away fromtraining for the sake of training. The materialsthat we developed with SWSi enabled a self-development approach. Participants through thisprocess determined whether they met thecompetency standards or not. If they didn’t meet

“We partnered with SWSi toinstigate a technicalleadership developmentprogram directly aligned toTelstra’s business needs.”

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1.5 Case study: Telstra continued...

ensure the program met these objectivesincluding Telstra’s ability to employ emergingtechnologies to better service its customers.

Through our well disciplined governance processand very strong stakeholder management planwe have put into effect strategies to enhancethe participant experience and enjoy anexceptional completion rate.

What were the key actions taken by SWSistaff to ensure the innovation succeeded?

It was SWSi’s ability to adapt and fullyunderstand what we were trying to achieve froma business and human resource managementperspective. The governance process and thestakeholder management that we put in placewere excellent. Also we put in a very rigorousparticipant tracking and reporting mechanism.

We had a process initially during the pilot phasewhere we had a very efficient, effective issueresolution process where our people couldescalate any issues whatsoever. It is a credit toSWSi that their response to date has beenexcellent in terms of issue resolution.

What impact has the innovation had on yourstaff?

We’ve had the business units come back to usseeking more places to participate in theprogram. I receive questions every week aboutwhether we’re going to run the program nextyear and beyond. There’s a school of thoughtthat we should make it an enterprise wideprogram. In fact, we extended the pilot programand we have a further 116 Telstra staff nowparticipating.

One of the key outcomes is how we nowperceive human resource development in ourbusiness, and how we develop professionals.


Telstra is a leading telecommunications serviceprovider; our services are now far broader thana conventional and traditional “telco”. We’re intoareas such as cloud network computing and nextgeneration technologies. We had to put in placean infrastructure where we could continuallyrefresh the capabilities of our workforce.

One of the key business drivers is Telstra’semployee value proposition; the attraction andretention of talent is absolutely critical. TheICT10 pilot program allows Telstra to put in placea vocational career pathway. This initiativefurther enhances our value proposition andclearly demonstrates that Telstra takes veryseriously the development of its technicalworkforce. It allows them to progress throughthe organisation. And from a career perspective,it can help people move from being a technicaloperator right the way through to being atechnical specialist or technologist.

From a customer perspective, it really does bodewell for us that we have a highly qualified, well-credentialed workforce, especially given ourcustomers’ quality programs, as we provide arange of professional ICT services to manydifferent customers, including first tiercustomers such as banks and airlines.

What did the SWSi staff do to find out yourneeds?

We established a joint working party at theinitial scoping phase of the project. We called it asteering group. The steering group’s aim was toclearly understanding Telstra’s businessrequirements and the many objectives of theprogram. Then put in place the governance to

“It was SWSi’s ability toadapt and fullyunderstand what wewere trying to achieve...”

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Having the ability to build accreditations andqualifications into a value proposition for ourcustomers is important for us. For example, wecan say to our customers that we have peoplewho have advanced diplomas in projectmanagement and they’ve also gone on to attainindustry certification through the AustralianInstitute of Project Management. This providesour customers’ with confidence that we are anindustry leader capable of delivering ICTsolutions that add value to their businesses aswell as our own.

In the way that we now go about developing ourtalent, and how we develop professionals, we aremoving away from purely in role training. We areintroducing more holistic personal andprofessional development programs as well asmultiple career pathways for our people, and inthis case our technical talent. We are goingbeyond the idea of a learning organisation; we’regetting into double, if not triple, loop learning.We’re well advanced in developing a highperformance culture necessary for a marketleader.

Rather than looking at purely training solutionsto develop capability, we have a self-directedmodel of self-development and a collaborativeexperiential approach to address any and allcapability gaps.

Are you conducting an evaluation of theprogram?

Yes, at the beginning of 2011 we conducted aninitial PIR (Program Implementation Review) ofthe pilot program. We learned much from thepilot and built these learnings into the extendedprogram where we are realising more success.We will be running a subsequent PIR because ofthe extended program.

Are you building peoples’ careers or helpingthem build their own careers, rather than justhelping people gain a qualification?

The qualifications and the development processis adding value from a business perspective. Itallows us to recognise our people’s considerableskills and experiences.

“We are introducing more holistic personal and professionaldevelopment programs...”

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Drivers of the innovationIn February 2012, Seqwater issued a request for tender foran organisation to provide training for its staff in theDiploma of Water Operations. Seqwater wanted to increasethe leadership capability of its team leaders andsupervisors working in the water treatment and damoperations areas. SWSi was invited to respond to thetender and set about assembling a group of staff fromseveral faculties to offer a package of services forSeqwater.

The Seqwater tender request presented a significantcommercial opportunity for the Institute, remembersKristie O’Brien, who was occupying the Institute’s tenderwriting position at the time, and was the main internalchampion behind the tender response. Given her previousrole as the Business Consultant in the Manufacturing andTransport Faculty, the faculty responsible for the provisionof water operations training, she was insistent that SWSicould develop the capability for this project in order toaddress Seqwater’s need.

Given our inability to respond to similar opportunitiespreviously, and our position in the water operationslandscape more broadly, it was viewed as anopportunity that had to be pursued, at all costs.

Description of the innovationSeqwater is South East Queensland’s bulk watersupply provider. To ensure the quantity andquality of the region’s water supplies meetAustralian Drinking Water Quality Guidelines itprovides efficient management of catchments,water storages and treatment services.

This innovation involves TAFE NSW – SouthWestern Sydney Institute (SWSi) developing,delivering and assessing the Diploma of WaterOperations for Seqwater, using a combination offace-to-face workshops and online learning. Theinnovative program is provided for Seqwaterstaff who are situated at various locationsaround South East Queensland.

1.6 Case study: Seqwater


Relationships built: Face to face visits to South East Queensland by the SWSistaff in addition to very regular email and phone interaction haveunderpinned strong relationships between SWSi and Seqwater.

Value created and added: In response to the request from Seqwater, SWSiuses a mixture of delivery strategies to help Seqwater’s leaders involved inthe program to develop as a team, not just as individuals.

A systematic approach taken: Beginning with a very detailed tenderspecification, this innovative activity is characterised by extensive jointplanning.

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This innovation involves TAFE NSW – SouthWestern Sydney Institute (SWSi) developing,delivering and assessing the Diploma ofWater Operations for Seqwater...

Steps in the innovation process SWSi staff were influenced in the way they responded toSeqwater by the detailed end user requirements set out inthe tender specifications. They were more than willing torespond in writing to those specifications and werecommitted to ongoing discussions with Seqwater in thedevelopment phase of the project.

The initial brief focused only on water treatment electives,but as the project progressed Seqwater broadened the briefto include dam operations training, in order to be moreinclusive of the full range of roles in the water operationsarea. SWSi accommodated this and other changes, inimplementing the training, says Kristie O’Brien:

We used Seqwater’s policies and procedures to informthe content of our delivery, ensuring a highly customisedand relevant product. And to continually improve theprogram, the Institute team sought constant feedbackfrom Seqwater in the set-up phase.

Kristie adds: “Constant, open, honest, two-way dialoguebetween SWSi and Seqwater underpins the improvementprocess”.

Students complete an evaluation form at the conclusion ofeach delivery session to provide feedback and enable SWSi tounderstand what is working and which areas needimprovement. A major evaluation review is planned at thecompletion of the current project.

Kristie nominates SWSi Chemical Technologylecturer Dianne Werden as the main driver ofthe development of both the educationalproduct and the staff capability required for thisinnovation. Dianne has “worked tirelessly toensure quality and high standards in bothareas”.

Externally, the key driver of the innovation wasSeqwater’s tender request. Dianne Werdenacknowledges that Seqwater’s requirementswent beyond the basic delivery of the Diploma:

Seqwater wanted the program to also fostera culture of learning and leadership amongthe participants. Seqwater has people whosupervise large areas of the state, theyhave big responsibilities and if anythinggoes wrong, they’re accountable. Theywanted these people to take on leadershiproles, not just gain a Diploma of WaterOperations.

Kristie O’Brien notes that this external driver“presented not only a good commercialopportunity, but also provided SWSi with acatalyst to grow in this area, with the potentialto access further opportunities in the wateroperations sector following the Seqwaterproject”.

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1.6 Case study: Seqwater continued...

Skills used by SWSi staff Kristie O’Brien believes that some of the most significant skillsused by SWSi staff to support this innovation were thedevelopment and maintenance of a strong rapport andrelationship with Seqwater in the initial stages, “through the‘single point of contact’ approach”. This approach enabled SWSistaff to “fully understand Seqwater’s specific requirements, thedesired outcomes and expectations, the drivers and culture, andfor us to be flexible in our responses to these elements”.Following the establishment phase, the delivery of the programinterstate also required “time management and extensivepreparation to ensure that this is a success”.

Other skills used by SWSi staff included the development of“internal relationships and commitment to outcomes”, acrossthe faculties of Manufacturing and Transport and Business andFinance. Kristie believes that hard work was the ultimate key tosuccess:

Pure hard work, commitment and dedication to the projectand to SWSi was crucial. We put in many, many, many hoursand long, late nights putting tender responses and deliveryand assessment schedules together; calculating costs ofdelivery, travel, development, resources and allocation andmanagement of budgets; liaising with Seqwater; developingand creating a functional Moodle – a web application forproducing internet-based courses – for Seqwaterparticipants’ immediate use; visiting Seqwater in Brisbaneas part of the implementation strategy; developing andwriting delivery and assessment resources; mentoring newteaching staff; resolving challenges; and managing staff.

An initiative taken by SWSi for some of the face-to-face workshops was to fly two trainers toSeqwater in Queensland, enabling anexperienced SWSi trainer to work in tandemwith a highly experienced industry expert fromthe water sector. Debra Jolley, SWSi’s Directorof the Business and Finance Faculty, believesthat this combination of strengths added valueand impact to the program.

Online resources to complement the face-to-face training were appreciated by theparticipants in the program, says VivienGazaleh, the SWSi teacher of Business involvedin the face-to-face workshops:

The participants like the fact that they havesomewhere online to go, a week prior to theworkshop, to actually download theresources and read up before the workshop.They also like the fact that they can uploadtheir assessment online. The participantsare very receptive to what we have created.

Seqwater is South EastQueensland’s bulk watersupply provider.

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Outcomes of the innovationKristie O’Brien is confident Seqwater will benefitfrom this innovative training approach because“they now have a highly specific program thatmeets their identified needs and will result in agroup of students receiving one of the firstDiploma of Water Operations qualificationsnationally”. She also attributes SWSi’s recentwinning of additional business with Seqwater to“our response in the Diploma of WaterOperations program”.

Long-term, some other benefits she sees for thewhole water industry are that “individuals whoare working in the water operations area willnow be able to access a comprehensive RPL/gaptraining program”.

We have provided the market with access toa higher level Water Operationsqualification, closing a significant gap thathas existed in the Water Operations sectorfor some time. As a result of the capabilityand product development undertaken aspart of our response to Seqwater, SWSi isnow able to offer this program to otherclients operating in the Water Operationsarea.

A snapshot of the key staff roles in the initiative indicates thewide range of skills required:

• Kristie O’Brien – Business Consultant – Manufacturingand Transport Faculty. Key roles: Single point of contactthroughout the project; client relationship management;writer of tender response; developer of Seqwater Moodle;manager of project budget; ongoing management ofproject

• Dianne Werden – Head Teacher – Chemical Technology.Key roles: Primary point for delivery and assessment;sourced internal SWSi capability in the water operationsarea; mentored new water operations teachers; developeddelivery and assessment resources and related workbooksfor Moodle; deliverer of key competent of the program inQueensland; managed the enrolment of the cohort

• Vivien Gazaleh – Teacher – Business and Finance. Keyroles: delivery of business units in Queensland; creation ofMoodle workbook resources for the business units

• Greg Helm – Teacher – Chemical Technology. Recruitedthrough SWSi’s water related networks to assist withdelivery and consultation on the project, based on hisextensive experience in the water industry including over25 years with Sydney Water; mentored by Dianne Werdento assist with training and assessment capability andunderstanding of VET; delivered water treatment units.

“...individualswho are workingin the wateroperations areawill now be ableto access acomprehensiveRPL/gap trainingprogram”

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There are two things that are especiallycharacteristic of the program. We are adopting a‘learning group’ approach to this program. Wewanted to keep the group together so they couldcross-fertilise and they could connect, at theworkshops, at least seven or eight or 10 dayswithin a year, which is more than they would everdo in work operations. There are 16 people fromacross operational, technical, scientific areas, andthey all have the same reason for coming to workand that is to supply fit for purpose water to awhole range of end users.

The other innovative aspect which SWSi proposedand we saw as a perfect approach is the blend ofdelivery methodologies, involving a combination offace-to-face classroom learning, where theparticipants receive individual support, and theintroduction of Moodle technology (a webapplication for producing internet-based courses)in this organisation which we had not exploredbefore. That’s become a very useful blend,particularly given that the participants come fromdifferent parts of the organisation and given ourgeographic decentralisation. Staff are spread all

What is the service provided by SWSi and howdid it come about?

SWSi has been working with us since April 2012when the team responded to a tender we putout for the provision of a Diploma of WaterOperations. The SWSi proposal was, by far, themost aligned to our needs. It was verycomprehensive and very easy to read and itimmediately made sense to engage this team.

I think this is the first Diploma of WaterOperations being offered in Queensland, that I’maware of. We have 16 participants in theprogram, all at a senior level in the organisation;at least at coordinator level or above.

What is innovative about what SWSi isproviding?

We regard the project and the connection withSWSi as a really good example of best practicein partnering. Since we started with them, it’sbeen a good example of how to keep thingsmoving by working together and being flexible.

SWSi client: Joe Bufalino, Learning andOrganisational Development Advisor, Seqwater

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the program participants, and in particular theirseasonal workload. Those sort of basic needs werequickly understood by SWSi.

Originally SWSi quoted for a group of tenparticipants but we then had 16 managers expressinterest, from several different disciplines, so SWSiworked with us on reviewing and finalising theelectives. That was a good example of how bothorganisations were able to cooperatively modifythe program to achieve an excellent result.

Kristie O’Brien, SWSi’s business consultant, andthree of the lecturers, came for two days at theend of July, and we clarified the scope again,mapped out some of the principles around how wewanted the process to work, and SWSi was clearabout how we wanted that done.

Armed with information about its role, the SWSiteam was able to get a good understanding of eachof the participants even before the group cametogether. And then we all got together – 16participants, the four SWSi people and myself – fora three hour session where the participantsbecame very clear about what the program lookedlike and how it would run. There was also a lot ofdemystifying of the Moodle, because that couldhave become quite an intimidating idea for ourpeople. As it turned out it’s become the opposite,it’s become their friend.

When we had that gathering of the 16 participants,the emphasis was on ‘let’s have a real conversationabout how we see it running’, for instance, abouthow SWSi staff see their involvement as lecturers.The participants needed to be reminded that theywere in an adult learning environment: they werehighly professional, highly skilled people and theprogram was also about sharing learning andextracting the richness of their work areas. Thefeedback I get from the group is that they’retreated like professionals.

over South East Queensland and yet they canstill learn. And they have options for how to dotheir research, and how to submit theirassessments. That’s been an innovation which iswell supported by SWSi.


We’re building more and more developmentalpathways for our staff. We have, for the firsttime, brought on trainees this year at two levels,and we are now conducting a Certificate II,Certificate III, Certificate IV and now a Diplomain Water Operations. Up until late last year theapproach was ad hoc.

While there’s an obvious need to grow ourtechnical, operations and scientific skills, wewanted to infuse into the organisation some ofthe other competency areas such as leadershipand continuous improvement, because there is areal business need for succession planning. Thedesign of the diploma was driven by the need toenable people to become more rounded in theirapproaches as leaders and managers.

How did the SWSi staff find out about yourneeds?

Once we awarded the project almostimmediately we began communicating with SWSi– in long phone conversations and in lengthyemails – around options for delivering thediploma. We unpacked the proposal with SWSiand discussed how we were going to go aboutcontextualising the content and how we wouldplan the delivery. Through that process, andthrough those long conversations with KristieO’Brien [Business Consultant, SWSi], we clarifiedexpectations. SWSi understood that we wantedthem to be really conscious of the workload of

“We regard the project and theconnection with SWSi as areally good example of bestpractice in partnering.”

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What were the key actions taken by SWSi staff to ensurethe innovation succeeded?

Given my role in this project, I was very confident that wewere going to make this work well together. Once we let the16 people “go”, we were then in action mode, all of us, andthe SWSi team never stopped talking with us. We’ve beentalking ever since through regular phone calls and emails.And the individual trainers have kept in regular contact withparticipants.

The trainers are very proactive: they copy me into all theemails that they send to the group, they’re ahead of thegame, they’re very accommodating and supportive. We’resetting up the participants for success.

The commitment from SWSi to contextualise the content hasbeen quite remarkable and they’ve been very tenacious aboutthat, because it’s not an easy thing to do. They haven’t let upon that, they’ve been determined to keep up the relevance ofthe program. What’s important is the speed of SWSi’sresponse to the participants, because whenever anxietyarises in a participant, the issue is quickly resolved. That isreally important.

What impact has the innovation had on your staff andyour organisation?

It’s been very positive at all levels of the organisation.

There are two major impacts. One is the fact that we’veconnected with an organisation, SWSi, that is veryprofessional and very committed to business partnering. Theyare a professional outfit and it’s refreshing for us to have apartner who is prepared to walk with us on this journey. Sothat’s been a good thing for the organisation: it’s been areally positive experience for us. We’re getting closer to SWSi,in terms of a working partnership.

And two, for the participants, the main impact, from thefeedback I get, is that there is a lot of work for them to do,they’re aware of that, but they just seem to be highlymotivated and highly committed to getting through theprogram. Everyone’s become fully engaged with the conceptof gaining a high order qualification, and learning in a reallysupportive environment.

“I was veryconfidentthat wewere goingto make thiswork welltogether.”

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Section 2. Exemplars illustratingthe dimensions ofinnovation at SWSi

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Section 2. Exemplars illustrating thedimensions of innovation at SWSi

This section not only records a rangeof innovations in SWSi, but also showsthat innovation has become embedded invarious areas within the Institute, building onearlier work by staff in the Bright Ideas program and in theexamples described in the 2011 publication Improving WorkforceCapabilities.

The 20 dimensions of innovation set out in Table 1 were used toanalyse each of the case studies and examplars in thispublication. Staff involved in each of the case studies andexemplars were able to respond to the questions related toeach dimension, illustrating the depth of each innovation.

In each of the exemplars set out in this section, the exemplar issummarised in relation to Table 2.0.

This section containsa range of exemplars,that is, shortdescriptions ofinnovative activity atSWSi, mapped to theSWSi innovationmatrix; a matrix thatidentifies thedimensions ofinnovation at SWSi.

Table 2.0. 20 dimensions of innovations at SWSi

DIMENSIONS RELATED QUESTIONS

Type Is the innovation a product, process or organisational innovation; or a mix of types?

Extent Incremental or radical innovation?

Source Initial source of ideas: SWSi staff or customers/clients?

Drivers Predominantly pushed by internal or external drivers?

Internal driver Major internal driver: top-down or bottom-up?

External driver Major external driver: the market, competitors, technology or policy?

Major collaborator The major collaborator group: students, industry clients, suppliers, government departments,or a mix?

Data Customer feedback or other market/industry data to inform the innovation: gathered formallyand/or informally?

Newness Predominantly a new or improved idea/ method/ approach/ process?

Internal champion Championed by the teaching or non-teaching areas or both?

Funding Funded (e.g. by specific project funds) or not?

Management Managed predominantly by the SWSi manager, or in collaboration with the client?

Testing Innovation prototypes field tested or not?

Skills What skills were contributed by the SWSi team and external people?

Functions To support innovation, internal processes or functions invented or realigned?

Maturity Launched in last six months; 6-12 months; longer?

Benefits to individuals Types of benefits for individuals: qualifications; confidence; other?

Benefits for clients Types of benefits for clients: performance; productivity; other?

Measurement Impacts measured; to be measured?

Celebration Success celebrated formally or informally?

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2.1 Innovation exemplar: Towards sustainability

Table 2.1 Dimensions of innovation at SWSi: summary highlights of ‘Towards Sustainability’

DIMENSION SUMMARY

Type The innovation is primarily an organisational change but also includes specific outputs and products.

Extent It is an example of incremental, not radical innovation; a steady, determined and progressive approach.

Source Initial source of ideas were stakeholders who helped champion sustainability as one of the top five focusareas for SWSi, moving towards 2015.

Drivers Predominantly pushed by internal drivers, particularly the SWSi Sustainability Reference Group, but alsoresponsive to industry benchmarks.

Internal driver The major internal driver is the Reference Group, but the Students’ Association and other internal partiesare very supportive.

External driver The major external drivers are the stakeholders who helped formulate SWSi’s Strategy 2015.

Major collaborator The major collaborators are a mix of students, staff, industry clients, and TAFE NSW.

Data Extensive data collected about sustainability policies and practices.

Newness The sustainability initiatives were new for SWSi.

Internal champion The initiatives were equally championed by the teaching and non-teaching areas.

Funding Newly allocated funds were used to employ the Leader, Environmental Sustainability, however cost savingsare already resulting.

Management Managed by Leader, Environmental Sustainability who reports to the SWSi Sustainability Reference Groupand SWSi’s Board of Directors.

Testing All innovation prototypes are field tested before wide implementation.

Skills Skills contributed by SWSi team and stakeholders include research, listening, engagement and coordinationskills.

Functions To support innovation, the internal processes or functions are invented or realigned.

Maturity The strategy was launched in 2011.

Benefits to individuals Benefits for individuals range from students learning about the value of recycling to some staff gainingsustainability qualifications.

Benefits for clients Clients of SWSi will benefit long-term because of the specialist, in-depth knowledge SWSi staff will be ableto bring to future assignments.

Measurement The Leader, Environmental Sustainability has collected a raft of quantitative data to monitor costs, savingsand other measurable items.

Celebration Key events are celebrated such as winning silver in the 2012 TAFE NSW Innovation and Excellence Awardsin the category of Sustainability.

Description of the innovationBeginning in 2011, SWSi has successfully created anenvironmental sustainability framework, entitled SWSiStrategy 2015 – Towards Sustainability, to guide theorganisation along its sustainability journey. Most of thesustainability planning and policy is new to the organisation,but innovation is being progressed in a determined fashion asSWSi attempts to promptly position itself as a leader in thisemerging field.

In recognition of the substantial changes at SWSi, in late 2012this innovation won a TAFE NSW Silver at the Innovation andExcellence Awards. Some of the sustainability initiativesalready implemented, such as the Institute-wide ban on thesale of bottled water, are innovative for all TAFE NSWInstitutes.

Origin of the ideasThe strategy emerged out of the 2011 planningworkshops SWSi conducted with internal andexternal stakeholders to gauge the strategicdirection of the organisation for its three yearmanagement plan. During that consultationprocess the stakeholders nominated the region’sadaptation to climate change as one of the fivekey focus areas that SWSi should support. Fromthis point in time onwards, SWSi took up thechallenge and adopted a series ofenvironmental sustainability polices and planswhich now direct the actions of the Institutetowards sustainability.

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2.1 Innovation exemplar: Towards sustainability continued...

Skills used by SWSi staff The skills used by the staff involved in sustainability includethe following:

• research skills to monitor findings and developments inthis fast changing field

• listening skills to ensure that the SWSi Strategy TowardsSustainability represents stakeholders’ input and direction

• engagement and promotion skills to involve all staff in theissues raised by sustainability

• coordination skills to bring together multiple stakeholdersto work towards a common goal.

Darren O’Connell and colleagues also test prototypes:

The model I work on is this: if there is an innovation, sayrecycling, it’s not something we want to do as a blanketapproach but something that we will trial somewhereand then get traction and work out what all the bugs areand all the issues. So we do test the initiatives and trialthem just to make sure that they are effective andsuccessful.

Steps and rolesThe main approach used by Darren and his colleagues isPlan-Do-Check-Act (PDCA), consistent with the ISO 14001International Standard for Environmental ManagementSystems. The PDCA management cycle has resulted in theseconcrete outcomes: environmental policies and plansprepared; strategies and actions implemented; data gatheredto determine the effectiveness of actions; and processesreviewed and amended, as needed, for continuousimprovement.

Drivers of the innovationThe SWSi ‘Strategy 2015’ workshops in 2011were the catalyst for the organisation’ssustainability drive. Since then the SWSiSustainability Reference Group, comprisingSWSi staff, has overseen the development anddelivery of environmental sustainabilityinitiatives. In May 2012, SWSi recruited DarrenO’Connell to perform the new role of Leader,Environmental Sustainability, and Darren is nowresponsible for coordinating and communicatingsustainability initiatives across the organisation.

Steps in the innovation process SWSi’s sustainability drive addresses both theoperational sustainability of SWSi’s facilities aswell as educating people about the issues andinitiatives: ‘education for sustainability’. TheSustainability Reference Group takes feedbackfrom college and facilities management staff toaddress issues such as green building design,energy and water efficiency and wasteavoidance. Feedback from the teaching facultiesallows programs to be developed that satisfyteacher qualifications in sustainability and staffsustainability induction training.

Meanwhile Darren O’Connell develops andmaintains relationships with a range of externalparties including the NSW Office of Environment& Heritage and the Regional Centre of Expertisein Education for Sustainable Development inGreater Western Sydney.

The SWSi ‘Strategy 2015’ workshopsin 2011 were the catalyst for theorganisation’s sustainability drive.

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1. Environmental sustainability is now a key focus area for SWSi's strategic direction.

2. Almost 400 SWSi staff have completed an accredited sustainability unit as part of staffsustainability induction program.

3. A number of SWSi staff have completed higher level sustainability qualifications including theVocational Graduate Certificate in Education for Sustainability and Carbon Management.

4. Electricity and water savings have been made at SWSi for the past two years.

5. Bottled water has been removed from sale at SWSi canteens in order to encourage more sustainablewater choices. Water fountains have been installed around all SWSi Colleges and refillable bottles areavailable from the Students' Association.

6. Energy efficient T5 fluorescent lighting has progressively been installed at SWSi colleges to replaceold fluoro lights for improved energy savings.

7. Environmental data collection and online monitoring systems have been established to check on theefficiency of environmental initiatives.

8. SWSi has partnered with the NSW Office of Environment & Heritage under the SustainabilityAdvantage Program to complete a number of modules in vision, commitment & planning; resourceefficiency; and carbon management. Partnerships have also been formed with the Regional Centre ofExpertise in Education for Sustainable Development in Greater Western Sydney.

9. SWSi has established sustainability award and recognition programs to reward staff for excellenceand commitment to sustainable work and teaching practices.

10. SWSi is an active participant in the TAFE NSW Enviro Officers Network and the TAFE NSW Educationfor Sustainability Reference Group, sharing experiences and knowledge with the wider TAFE NSWaudience.

Outcomes of the innovationThe main beneficiaries of SWSi’s drive forsustainability are its students, says Darren.“They will be studying in more environmentally-sound buildings, they will be taught aboutsustainable work and living practices and theywill gain an employment edge when theygraduate with green skills for sustainability.”

Three identifiable outcomes of the innovationinclude reduced energy and water consumptionand savings on utilities costs; an increase in thenumber of skilled trainers in the field of ‘skillsfor sustainability’; and more students educatedin skills for sustainability. A practical outcomethat awaits the Institute is around savings fromenergy costs, says Darren O’Connell: “If we canreduce 20% off our electricity bill by 2015, we’llbe saving $700,000 a year.”

Darren O’Connell explained why this systematic PDCAapproach is appropriate:

I broke down the project into Plan-Do-Check-Actbecause, for me, the International Standard forEnvironmental Management Systems works that way,and I think we need to follow that process for any newsystem. That’s our recipe for success in the end. Wecan’t go off on a piecemeal approach and try and dealwith the issue of sustainability for a large organisation.We have to take a more systematic approach.

The Towards Sustainability strategy is a relatively newinnovation at SWSi, only commencing in 2011. To ensure itbecomes embedded in teaching and learning practices, SWSihas established a management structure to assist in itsimplementation. The Board of Directors has a monthlysustainability update and the Sustainability Reference Groupmeets every six weeks. Implementation of the adopted SWSiEnvironmental Sustainability Plan 2012-2015 will be reviewedby the Sustainability Reference Group and reported to theBoard.

Figure 2.1 Outcomes for students, staff and the organisation of SWSi’s Towards Sustainabilitystrategy

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2.2 Innovation exemplar:Beautifying Bonnyrigg

Table 2.2. Dimensions of innovations at SWSi: summary highlights of ‘Beautifying Bonnyrigg’

DIMENSION SUMMARY

Type This was primarily an organisational innovation involving multiple stakeholders collaboratingin order to offer training and employment opportunities for indigenous, mature age and youthjob seekers.

Extent It was a radical innovation for SWSi because it had not been attempted before, in this exactformat, and it required many stakeholders to be engaged in and support the process.

Source of ideas The initial idea came from Newleaf Communities.

Drivers The external drivers included, on the one hand, policies and, on the other, NewleafCommunities, Department of Education, Employment and Workplace Relations, EmploymentService providers and others.

Internal driver The internal drivers in SWSi included the Horticulture section who had wanted to participatein such an innovation for several years. The two faculties involved were Tourism, Hospitality,Primary Industries and the Arts Faculty and the Employment Preparation and Social InclusionFaculty.

External driver Major external driver was supportive policy.

Major collaborator The major collaborator groups were Newleaf Communities, Department of Education,Employment and Workplace Relations (DEEWR), MG My Gateway, a range of job serviceagencies, and two faculties of SWSi, detailed as above.

Data Student feedback and skill development was monitored throughout.

Newness This combination of stakeholders and goals was new.

Internal champion The innovation was championed by the Horticulture teaching section.

Funding Funding support was received from DEEWR in particular.

Management The initiative was managed by Newleaf Communities and SWSi.

Testing Innovative delivery methods were field tested, assessed and improved.

Skills The skills contributed by the SWSi team included educational leadership, training consultingservices, and the provision of literacy and numeracy support. Other stakeholders contributedtheir specialist skills.

Functions To support the innovation, SWSi’s internal processes were modified; for example, SWSi staffneeded to be on site with the students.

Maturity The innovation was launched in early 2012.

Benefits to individuals Individual student participants gained a mixture of qualifications, confidence and in somecases jobs

Benefits for clients The benefits for clients such as Newleaf Communities were improvements to the amenities inBonnyrigg and the availability of a qualified workforce.

Measurement Milestones were evaluated throughout the project by the participating stakeholders.

Celebration The participants’ success was celebrated at a graduation in late 2012 and the students paidparticular thanks to the TAFE trainer Anthony Jenkins.

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MG My Gateway, a group training organisation, to findemployment with host employers in order to potentiallycomplete a Horticulture apprenticeship.

Origin of the innovationThe project originated from Newleaf Community whodeveloped the idea to employ and train local people in a realenvironment, undertaking experiential learning with real joboutcomes. The original idea developed into a collaborationbetween Newleaf Communities and the other parties citedabove.

Drivers of the innovationMultiple stakeholders drove the innovation, in pursuit of thefollowing goals:

• Maximising local employment outcomes from governmentand private sector investments and major developmentprojects and by aligning with the Canterbury Bankstownand South West Sydney Regional Employment Plan

• Targeting industry sectors and locations with goodpotential to provide employment and workforceparticipation and skill development outcomes for local jobseekers

• Maximising employment outcomes for local job seekers byinitiating skill development activities in response toidentified job opportunities

• Improving sustainable employment outcomes for groupswho are suffering labour market vulnerability, for examplepublic housing tenants

• Establishing strong sustainable social inclusionpartnerships.

Skills used by SWSi staff The skills used by SWSi staff ranged from educationalleadership, to providing consulting services regardingtraining, to the provision of literacy and numeracy support,as illustrated by the following list of SWSi staff and skills.

Description of the innovation“Beautifying Bonnyrigg” was a community-based projectinvolving multiple organisations, private employmentagencies and SWSi. Conducted throughout 2012, it providedstrong employment and education opportunities forparticipants and created further pathways to higher levelqualifications.

This initiative was a federally funded Productivity PlacesProgram (PPP) project supporting community-basededucation and employment. The project was conducted in theBonnyrigg Newleaf Housing Estate and was designed toengage Indigenous, mature age and youth job seekers inSouth Western Sydney and to provide them with sustainableeducation and employment outcomes.

The project involved collaboration between the NewleafCommunities, Department of Education, Employment andWorkplace Relations (DEEWR), MG My Gateway, a range ofjob service agencies, the Horticulture section of SWSi’sTourism, Hospitality, Primary Industries and Arts Faculty andSWSi’s Employment Preparation and Social Inclusion Faculty.

Prior to the commencement of this project, NewleafCommunities had achieved success in the delivery of place-based training and employment for people on the NewStartand Youth Allowance and had developed flexible part-timeand casual work for people under Welfare to Workrequirements and for school-based traineeshipsencompassing work placements.

In early 2012 Newleaf Communities enrolled 16 participants inSWSi’s 14 week Certificate II in Horticulture program,supported by WELL (Workplace English Language andLiteracy) funding. Participants engaged in contextualisedhorticultural work-based training at the Bonnyrigg NewleafHousing Estate while also undertaking theoretical classroom-based work and assessment.

The program provided for the retention of 4-5 graduates,who will remain employed with the Newleaf CommunityRenewal project. The other graduates were case managed by

This initiative was a federally fundedProductivity Places Program (PPP)project supporting community-basededucation and employment.

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2.2 Innovation exemplar: Beautifying Bonnyrigg continued...

Steps in the innovation process The initiative was delivered in the community under theproject title of “Beautifying Bonnyrigg – A community-basededucation and employment project” and was deliveredthrough the Newleaf Community Renewal offices located atBonnyrigg NSW. Work placements were made predominantlythrough Newleaf commercial and social procurementcontracts covering Bonnyrigg, Bankstown and Macarthur(Greater South Western Sydney).

Training and fieldwork was delivered at the Bonnyrigg offices(Cabrogol Cottage), Newleaf residential estate (TarlingtonReserve and streetscapes), and SWSi’s specialist Horticulturalfacilities at Padstow College.

In addition to the skills provided by SWSi staff, specialist stafffrom other agencies contributed their skills. Thecollaboration and coordination was deepened throughmeetings between all stakeholders, site visits and a co-developed project plan, says SWSi’s Ellen Roach.

The project brought together a range of agencies to assistthe participants become ‘work ready’ and to assist with lifestyle issues and concerns and an encouraging and supportivework place. The project provides a model of how partners cancontribute to education and training pathways andpreparation of candidates for local communities andbusinesses in Greater South Western Sydney.

Figure 2.2 Specialist skills provided by SWSi staff

SWSi staff member

Christine WilliamsonJennifer Harding

Barry QuineTony Momi

Annette Russell

Ellen Roach

Carla Oltejen

Gwen Parker

Anthony Jenkins

Title

Directors, Tourism, Hospitality, PrimaryIndustry and Arts Faculty, SWSi

Head Teachers, Horticulture, SWSi

Manager, Government Business, SWSi

Business Consultant, SWSi

Project Officer, Employment Preparationand Social Inclusion Faculty, SWSi

Teacher, Adult Basic Education, MillerCollege, SWSi

Teacher, Horticulture, Padstow College,SWSi

Skills provided

Educational leadership

Training consultancy, educationalsupervision, project administration

Training consultancy

Training consultancy

Training consultancy. Literacy andnumeracy funding advice and support

Design, delivery and assessment ofliteracy and numeracy support

Project coordinator and lead teacher.Onsite design, delivery, assessment andsupervision for all units. Student mentor.Class administration

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The program also focused on achievingindividual and social outcomes and ensuringthat there were clear measures of Return onSocial Investment (ROSI). Outcome measuresincluded:

• change in workforce participation status –from unemployed to employed

• improved job opportunities for 15 job seekers

• increased access to educationalqualifications

• increased provision of support for those inneed

• increased access to health services.

SWSi’s Ellen Roach believes that thepartnerships that underpinned the project havecreated additional resource capacity andcapability “to manage, administer, coordinatestakeholder involvement, support participants,deliver and report on future projects”. Further,the partnerships will enable “the developmentof sustainable skills and employment pathwaysfor job seekers and socially disadvantaged andmarginalised individuals”.

The project provided introductory level training on workplace safety, useof machinery and equipment, plant and weed recognition and control,bush regeneration, residential lawn care and customer relations. Theprogram was delivered both in classrooms and onsite workplaceenvironments. Two practical sites were identified for rejuvenation by theproject:

• Tarlington Reserve bush

• Newleaf Residential Estate streetscapes.

Both programs provided contextualised work-based learning opportunitiesfor up to 15 students, with Newleaf supervisors and SWSi teachersproviding guidance and support on both learning outcomes and practice.Participants also attended SWSi’s Padstow College for specialist trainingthat was not available at the above locations.

Outcomes of the innovationAll of the key parties involved in the innovation derived benefits. Forexample:

• Newleaf Communities gained from the beautification of the area andthe availability of qualified job-ready staff

• DEEWR was able to use program funding to engage long-termunemployed people

• Job Skills Australia (JSA) now have at their disposal qualified job-readystaff

• Participants gained a recognised qualification and skills throughcontextualised training that instilled confidence.

Figure 2.2.1 Some outcomes for participants and community in the 2012 “Beautifying Bonnyrigg”project

• 15 students employed by Newleaf Community Renewal on course commencement

• 16 students enrolled and commenced the program

• 14 students completed the Certificate II in Horticulture course

• 14 participants completed the WELL Program

• 14 participants to undertake work placements to gain competencies and skills

• self-esteem, confidence, mateship of participants increased

• significant green space improvement to the Newleaf Housing Estate

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2.3 Innovation exemplar:Signing Art

Table 2.3. Dimensions of innovations at SWSi: summary highlights of ‘Signing Art’

DIMENSION SUMMARY

Type This is a product innovation, in the sense that the program is a product.

Extent It is a radical innovation because the entire package was invented.

Source The initial source of ideas was a group of SWSi staff.

Drivers The innovation addresses several SWSi strategic goals.

Internal driver Internally, the innovation was driven from the middle levels of the organisation.

External driver The major external driver is government policy around inclusion.

Major collaborator The major collaborator groups are commonwealth and state government departments.

Data Feedback from the students is gathered formally and informally, throughout the program.

Newness This is a new idea and approach.

Internal champion The internal champions are based in several teaching sections of the Institute.

Funding Funding is provided by state and commonwealth governments.

Management The program is managed by SWSi staff.

Testing Each successive version of the innovation is monitored and improved.

Skills Skills contributed by the SWSi team include non-traditional training methodologies specificallytargeted to Aboriginal Deaf Adults, particularly the use of communication methodologies.

Functions To support the innovation, internal processes were invented, particularly the use oftechnology.

Maturity The innovation was first developed in 2010.

Benefits to individuals Individual participants gain a dual qualification as well as stronger self esteem and pathwaysfor students into employment.

Benefits for clients Clients such as government departments benefit from the preparation of people for work.

Measurement Student responses during the program are measured and their destination data collected.

Celebration The program provides a range of opportunities, such as at graduation, for participants’success to be celebrated publicly.

Description of the innovationSigning Art is a national project targeting DeafAboriginal and Torres Strait Islander people.David Roberts, SWSi’s Aboriginal DevelopmentManager, says the project is designed to“educate and empower people from all overAustralia about the fascinating and educativeaspects of both the Deaf and Aboriginal worlds;their culture, heritage, arts and language”.

This unique project started in July 2010 andpivots around ‘block release’ intensive teachingperiods at Miller College. This means thestudents are flown into South Western SydneyInstitute from regional Australia four times overthe duration of the course, for a week at a time,for the face to face delivery of the program.Participants are also requested to finish units athome. Travel arrangements to Sydney areorganised and coordinated by the Aboriginal

Unit at SWSi using the Commonwealth fund Away From Base.Students are flown in from Perth, Adelaide, Brisbane, Darwin,Canberra, Tamworth and Port Macquarie, while others, wholive locally, travel to class by car or train.

During the one week study blocks, the students attendclasses at Miller College by day and participate in mentoredactivities at night in which the group works together anddevelops an understanding of team work and leadershipprinciples that create workplace readiness skills.

The Signing Art program aims to improve the visual languageand communication skills of the students and enhance theirindependence, social interaction skills and job readinessskills. Courses offered include Certificate II in AboriginalMedia and Communication, Certificates I, II and III in Auslanand Certificate II in Skills for Work and Training. The trainingconnects students culturally and builds their capacity toundertake employment and further training, in the followingways:

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The term ‘signing art’ comes from combiningtwo ideas, explains David Roberts, “signing as insign language, and art as in the performingarts”. He explains further:

When we came up with the concept wedecided the students would do a CertificateII in Auslan, but it was a dual enrolmentwith Aboriginal media and communication.So when we were trying to get them to useAuslan more often, we would get them todo photography, or use video tapeactivities. We were teaching them aboutAuslan through the arts.

Drivers of the innovationThis project addresses the following strategicdrivers of SWSi. First, it addresses Objective 1.4on the TAFE NSW Strategic Plan 2011 – 2013.That is: “work with individuals, localcommunities, schools and other organisations toimprove outcomes for people facingdisadvantage”. Signing Art addresses this driverby piloting and refining a course that enablesstudents to either look for work or enrol infurther training. David Roberts says it alsoestablishes a national model of “how one maywork with Deaf disadvantaged groups who havelittle or no educational opportunities”.

Signing Art also addresses Priority 2 on theTAFE NSW Strategic Plan 2011 – 2013. That is:“Enhance our customer responsiveness”.Signing Art addresses this by catering to aspecific section of the learners’ market. It catersto these learners by using video resourcesonline as a major delivery tool; pioneering a newworking methodology with heavilydisadvantaged learners; and providing access totraining and learning that participants cannotaccess elsewhere.

• the Auslan program improves participants’formal language learning

• the Aboriginal Culture and History programconnects participants with their identity

• the Work Skills program develops team workand employability skills.

David Roberts believes that Signing Art isinnovative and unique in the way it bringstogether different elements – funding, flexibledelivery, block release, cultural mentoring, e-learning technology, deaf Aboriginal teachers– as part of a customised and targeted programfor one of the most disadvantaged andmarginalised groups: mature aged Aboriginalpeople who have significant gaps in theirlearning due to their deafness. The staffing,teaching, communication and resourcingmethodologies were chosen to address thistarget client group.

Over 27 Indigenous deaf people had engaged inthe program by late 2012 and the outcomesrange from community capacity building toemployment and further training. Indigenousdeaf community networks across Australia havebeen established, students’ self-esteem hasincreased and students have been successfullyplaced in part-time and full-time work.

Origin of the idea behind theinnovationThe initial idea for the program came fromdiscussions between David Roberts and two ofhis SWSi colleagues, deaf consultant DougBowers and deaf teacher Bader Haouam. Fromthere the idea quickly won the support of NSWand Commonwealth bodies.

“...self-esteem has increasedand students have beensuccessfully placed in part-time and full-time work.”

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2.3 Innovation exemplar: Signing Art continued...

Skills used by SWSi staff Signing Art is the only project of its kind in Australia. The program issignificantly innovative, says David Roberts, in that it delivers training usingmethodologies specifically targeted to Aboriginal deaf adults. This innovationis shown in the alternative – non-traditional – communication methodologiesthat the program uses. Specifically, the program:

• borrows iconic signs and iconic phrases from various sign languagesaround the world as a foundation for making communication withstudents very easy to understand

• intertwines these iconic gestures with basic Auslan to directly engage withstudents. Vocal and written English is used as the second language

• utilises video recordings to communicate key learning points

• utilises Moodle as a platform for setting assignment tasks. Links are madeto private YouTube pages for videos that explain these tasks andprinciples in gestured signing

• utilises Facebook and public YouTube pages to promote the course and toexplain rules and conditions that are otherwise promoted in writing

• utilises Skype and ooVoo technology to communicate with students ‘off-block’, in the place of emails and phone calls. Communication takes placebetween 8pm and 12am on any day of the week

• uses video feedback to allow students to self-evaluate.

Where possible, the class teacher directly signs and communicates withstudents. A team consisting of an interpreter and a relay interpreter isotherwise used to deliver iconic based signing for class teachers who usespoken English as the communication methodology. The iconic based signingis of such quality that any person, even those without knowledge of signlanguage, is able to gradually understand what is being signed, says DavidRoberts.

Steps in the innovation process The project is a partnership within SWSi’s SocialInclusion Unit, between the AboriginalEducational Unit and a Deaf/Hearing ImpairedDisabilities Teacher Consultant at Miller College.The partners were able to draw on the diverseexpertise of staff within the two areas: a deafAboriginal teacher, a hearing impaired relayinterpreter, an Aboriginal Auslan teacher andthe Disability Teacher Consultant who was alsohearing impaired.

In 2010, fourteen students completed thecourse. In 2011, thirteen students from theoriginal group continued with the program. In2012, the lessons of the 2010 and 2011 SigningArt programs were absorbed and addressed,resulting in an upgraded approach to teachingdelivery. While Signing Art used the sametechniques for teaching delivery used in 2010and 2011, videos were also produced and madeaccessible for students to follow course work, in-lieu of written notes.

Signing Art is the only projectof its kind in Australia.

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• The 2010 and 2011 programs created pathways for students into employment

• Four students in the 2012 group of ten indicated they want to move to Sydney to access more of thisstyle of teaching delivery

• Three students took leave without pay to attend the 2012 course

• All students have advised they have not been exposed to this type of delivery before

• 2012 students had a 100% attendance rate, both ‘on and off block’

• Participants are role models in their communities.

This program meets the needs of the target group of students in thefollowing ways:

• It allows students to bridge their own gaps in their skills andlearning. That is, in terms of cultural explanations, traditions andhistory

• It allows students to communicate freely with each other andprincipal teachers

• It gives Aboriginal Deaf students access to training that does notexist in their home locality

• It provides instructions by video that are normally reserved forpaper

• Students are given the opportunity to perform at their owngraduation.

David Roberts says he gets emotional about the impact of the SigningArt program:

This is one of the programs that I get emotional about, seeingsomeone able to be accepted within a learning environment, anddevelop faith in the education system that is supporting theirdirect needs. As a service provider there’s nothing more rewardingthan to see that personal growth. They know that they’re not alonein the world, that there are other deaf Aboriginal people whomthey now know, and that they communicate on Facebook andSkype and have friends in the world.

The program also utilises a mentoring process afterclass each day. The mentors are either anAboriginal Mentor or a Deaf Mentor. The role of thementor essentially is to engage with students aboutthem doing their own research and assignments.

This high intensity program requires intensecommitment from staff involved. To ensure thesuccess of the block release programs whenstudents fly in from their communities to MillerCollege, staff are available 24/7 to support andmentor many of the young people who sometimesget homesick.

Outcomes of the innovationFor many of the young people and adults who takeon the challenge of leaving their remotecommunities for the first time to go to the “bigsmoke” to undertake Signing Art, “their self-esteemand confidence have improved beyondexpectations,” says David Roberts. “They return totheir communities as role models for otherAboriginal people and living examples of how TAFEcan make a profound difference to their lives.”

Figure 2.3 Some outcomes for participants and community in the Signing Art project

“...their self-esteem andconfidence have improvedbeyond expectations...”

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2.4 Innovation exemplar: Onlineassessment for automotive

Table 2.4 Dimensions of innovations at SWSi: summary highlights of ‘Online assessment forautomotive’

DIMENSION SUMMARY

Type This is an example of a product innovation.

Extent It is a radical innovation for the automotive section because it had never been done before.

Source The initial source of the idea was SWSi teacher Tim Dunn.

Drivers The internal driver was Tim Dunn’s concern that literacy and numeracy challenges for somestudents were worsened by paper-based assessments with poor quality images.

Internal driver The internal driver was bottom-up: as a teacher, Tim Dunn wanted to improve assessmentexperiences for students and free teachers from time-consuming marking.

External driver A major external driver was employers’ wish that students progress through their tradetraining with minimal repetition of tasks such as re-sitting tests.

Major collaborator For the staff, the major collaborator group was employers.

Data Student feedback on the online assessments was gathered formally through surveys andinformally through observations.

Newness This innovation was predominantly a new approach.

Internal champion The innovation was championed by Tim Dunn and the Manufacturing and Transport Faculty.

Funding The faculty has now placed Tim in a specialist position, to further the innovation.

Management The innovation is managed by Tim with the support of his faculty.

Testing The innovation prototypes were field tested and are continually improved.

Skills Skills contributed by SWSi staff include thinking laterally; product development; knowledgemanagement.

Functions To support innovation, internal processes or functions were invented or realigned.

Maturity The innovation was developed over three years and fully implemented in 2011-12.

Benefits to individuals Individual students benefit from assessment tasks that are easier to follow; and from gainingimmediate feedback.

Benefits for clients Types of benefits for employers include the apprentice achieving goals earlier and spendingless time at the Institute.

Measurement Because much of the data is computerised, it is captured and analysed on a regular basis.

Celebration Tim Dunn and his faculty have received a number of public accolades for this innovation.

Description of the innovationThis innovation consists of a bank ofonline assessment exercises thatassess the knowledge component ofthe 18 core competencies from theLight Vehicle mechanics trade course.The online bank streamlines andautomates the process of delivering,marking and providing studentfeedback on assessments.

Origins of the ideaFor the inventor, SWSi’s Tim Dunn, Project Officer, E-LearningDevelopment, Engineering Trades, this innovation began as a wayof addressing students’ language and literacy issues. He set out toimprove the graphical illustrations of vehicle technology, so thatstudents would be able to understand the technology better:

The whole process started as an attempt to address somelanguage and literacy issues of students, because what I hadfound is that there are a lot of students who read somethingbut they don’t necessarily understand it. So by improving thegraphics of the technology items, so that the graphic is easierto understand, and then simplifying the question you’reasking, it’s much clearer for the student and it is helping usfind out what we need to know.

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Steps in the innovation process Some major steps Tim followed in developing theassessment bank were as follows:

• mapped the questions in the existing paper-basedexam against the elements of each unit ofcompetence

• checked each question for relevance and currency

• identified areas that were not being fully assessedand wrote new questions

• reworked existing images, or created new images incolour, to enhance the online questions

• formatted and prepared completed question banksfor uploading into the Moodle repository

• performed final testing and editing of questionbanks

• created quizzes linked to college groupings

• created feedback forums for teachers

• created standardised feedback quizzes for students

• tested assessments with control groups of studentsat Wetherill Park College.

With support from his faculty, he has now rolled outthe assessment bank for other colleges to use.

Tim put considerable effort into monitoring studentresponses:

I was very, very careful with the first couple ofgroups to always be in the room while they werebeing assessed and that helped to shape some ofthe ways we did things. We also did some surveysto see what the students actually thought ofthem.

Drivers of the innovationTim Dunn was the creator of the idea, building the first questionbanks and testing with students and then “getting buy-in fromother teaching sections and teachers to expand both theknowledge and capability of our staff”. Importantly, Tim hasreceived strong support from his faculty for implementing hisonline assessments.

For Tim, the drivers of the innovation were to provide instantfeedback to students, address language and literacy issues ofstudents that make paper-based assessment difficult and identifyany areas where a student may need remedial assistance.

Other desired outcomes in developing the innovation were toreduce the amount of photocopying in the section – for exampapers and answer sheets – and to eliminate manual marking ofknowledge assessments, freeing up teachers for other duties.

Skills used by SWSi staff Tim Dunn collected data about what students, as end users of theinnovation, wanted, from his direct observation in the classroomand from feedback from students over a number of years. Some ofthe skills used by Tim were ‘creative’ skills, such as thinkinglaterally about issues; technological and product development-related skills; and knowledge management skills, for example,combining internally and externally collected knowledge.

Tim has also spent time mentoring some other teachers so theycan develop online assessments:

Since the Bright Ideas project in 2011 I have developed thecapabilities in some other teachers. Bob Badewitz is morethan capable of putting up assessments, as are ChrisGreentree and Dominic Tedesco. My goal is that otherteachers will take ownership of the online assessments fieldand develop it further.

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2.4 Innovation exemplar: Online assessment for automotive continued...

Outcomes of the innovationTim believes that students are benefiting from improvedfeedback on their assessment results and employers arebenefitting from students’ improved completion rates andtherefore are spending less time away from the workplacerepeating learning activities. Some other identifiableoutcomes of the innovation are the building of 21 assessmentbanks and a direct reduction in photocopying costs.

Tim also believes that the online assessment is “one of ourbest tools for improving our completion rate by identifyingany potential problems and putting in a strategy to fix itstraightaway”. He explains further:

By moving to the assessment bank we’ve achieved anumber of things: it’s freed up our teachers for otherduties, and it gives instant feedback to the student sothey know straightaway when they hit the submit buttonwhether they’ve passed or failed.

It gives us then the ability to look at that assessmentand to see if they’ve got a problem, and work out whatthe problem is, before they leave the assessment room,rather than waiting until the following week or weekafter.

He also found that literacy and numeracy issuesaffected results:

Analysing the results was quite interestingbecause we found that the core group ofstudents in the middle all moved up whenthey completed the online assessmentscompared with the paper basedassessments. So in some subjects where wehad a high failure rate we’d reduced thatrate or pegged that back quite considerably.Regarding those that were not quite comingup to the bar we could then do somethingabout them straight away; do anadjustment.

Most of the adjustment that we were doingwas to do with language and literacy issues:often there was something in theassessment question that they’d nevercome across before or they didn’t know thatword or they misconstrued something.

• In the first three terms of 2012, 493 students across four SWSi colleges completed 907 onlineassessments in the automotive assessment site

• Allowing for 15 minutes on average to mark one assessment – some take more time, some take less – thisis a saving of 226 hours of staff time

• Because individual specific feedback is given to each student online when they complete an assessment,the previous practice of providing one hour feedback to a whole class group is no longer necessary. In2012, this represented a significant saving in face to face teaching hours and a corresponding reductionin the students’ attendance time at TAFE.

Figure 2.4 Some outcomes for students and staff, from using the online assessments

Online assessment is “one of our best tools for improvingour completion rate...”

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2.5 Innovation exemplar: ‘Storiesof practice’ in community services

Table 2.5 Dimensions of innovations at SWSi: summary highlights of ‘Stories of Practice’

DIMENSION SUMMARY

Type The innovation is not just a product innovation: it also involves the use of new training delivery processesand organisational approaches to group learning.

Extent It is radical innovation because it represents a very different approach to helping a group learn and acquirequalifications.

Source The initial source of ideas was the exploratory discussion between SWSi staff and the client, theDepartment of Family and Community Services.

Drivers The overall driver was the need for contextualised learning for professionals in the Specialist HomelessnessServices sector of NSW.

Internal driver The major internal driver was from the Community Services teaching section of SWSi’s CampbelltownCollege.

External driver The major external driver was the Specialist Homelessness Services Learning and Development unit at theDepartment of Family and Community Services, Community Services.

Major collaborator The major collaborator group was a mix of SWSi, Department of Family and Community Services and theorganisations the program participants work within.

Data Feedback from participants was sought throughout the program and SWSi staff adjusted their approach indirect response to this feedback.

Newness While group recognition was not a new idea, it was new to offer it to this group of community serviceworkers, with a focus on a community of practice.

Internal champion The internal champion was Robyn Bosley, Head Teacher, Community Services, SWSi.

Funding Funds were provided by the State Government.

Management The program was managed by SWSi’s Robyn Bosley in collaboration with client Naomi Konza, Departmentof Family and Community Services, Community Services.

Testing The innovative stories of practice approach was field tested and modified throughout the program.

Skills Some of the skills contributed by the SWSi team included the use of the community of practicemethodology, the use of external experts and the use of a Moodle.

Functions To support the innovation, SWSi needed to modify their internal processes to fit with the flexible structureof the program.

Maturity It was launched in early 2012.

Benefits to individuals Individual participants gained dual qualifications and reinforcement of their depth of skills and knowledge.

Benefits for clients The client was able to provide assistance for professionals who often work under great pressure and insome isolation, in the Specialist Homelessness Services sector.

Measurement The immediate impacts of the program were measured by tangible indicators such as a 100% success rate.

Celebration The client is delighted with the results and has initiated discussions with TAFE about replicating theprogram.

Description of the innovationThis innovation grew out of a partnership between threegovernment organisations: TAFE NSW South Western SydneyInstitute (SWSi), Northern Sydney Institute (NSI) and theNSW Department of Family and Community Services,Community Services. The innovation involves the use of aninnovative methodology to enable existing communityservice workers specialising in homelessness to obtain dualqualifications, the Certificates IV in Social Housing andMental Health.

The project began in March 2012 and was completed inNovember 2012 and the sixteen workers in the programrepresented eleven community service organisations fromacross NSW. It was partially funded by the NSW Departmentof Education and Communities, Office of Education, StateTraining Services.

The program employed an innovative group recognitionmodel entitled ‘Stories of Practice’ to capture the skills andknowledge of existing workers. “The benefit of this model isits ability to form and support a community of practice,” saysSWSi’s Robyn Bosley, Head Teacher, Community Services.

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2.5 Innovation exemplar: ‘Stories of practice’ in community services continued...

This ‘stories of practice’ process is able toacknowledge the complex nature of workingwith powerless groups within the community.The community of practice enables theindividual to discuss and solve commonproblems and provides acknowledgement ofthe complexity of skills that workers have andrequire in the current environment.

The group recognition model is not new, but it isinnovative to apply it to the community servicescohort and to position the model to align with theworkforce development contexts of theparticipants’ organisations. “This workforcedevelopment context provides the content andconceptual framework for developing reflectivepractice and gathering evidence of competence,”says Robyn.

The group recognition model aligns with policyreform within both the VET and communityservices sectors, says Robyn:

It is essential that educational organisationsand VET practitioners provide new educationalproducts and services to meet the workforcedevelopment needs of industry and thelearning needs of our customers. Educationalleaders and their institutions need toimplement strategies that are compatiblewithin our clients’ current environment.

The delivery design of face-to-face workshops supported byonline tools and discussion forums “has enabled thedevelopment of relationships and provides a space forcollaborative learning,” underpinning the communitypractice.

Robyn explains that the ‘stories of practice’ method“captures current practices in the current policy context andacknowledges the complexity of service delivery in humanservices.” The direct client, Naomi Konza, Project Officer,Professional Development – Specialist HomelessnessServices, Learning and Development Unit, Community ofServices (Department of Family and Community ServicesNSW), describes the methodology similarly:

The idea of ‘stories of practice’ is that the participantsdo so much in such a complex area, they don’t take thetime to stop and recognise their expertise and wheretheir skills and knowledge lie. So to be given a forumwhere they’re able to actually articulate that brings ithome to them around just what skilled practitioners theyare. The model that TAFE was able to use here really didbuild a learning environment which harnessed thestrength of the participants.

The ‘stories of practice’ process enables each of theparticipants to reflect on their work role within the context oftheir organisation and to discuss the specialist nature ofhomelessness services and the challenges that are faced byworkers when demand is greater than the supply ofaffordable housing, says Robyn.

The ‘stories of practice’ processenables each of the participants toreflect on their work role within thecontext of their organisation...

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Naomi Konza from Learning and DevelopmentUnit, Community Services, explains thecomplexities of the Specialist HomelessnessServices sector, which the TAFE modeladdresses:

The complexities of the sector are that they[professionals] do so much with so little.And as a result, they need to be jacks of alltrades and they really therefore havediverse training needs. So we neededsomething which was going to becontextualised for them. It is a sector thatis facing huge challenges, under constantreform, and is predominantly made up ofwomen who are [working] part-time. So it’salso about the professionalisation of thesector and making sure that people areskilled and have qualifications to back upthe work that they’re doing, which isbecoming more and more accountable.

One of the challenges of training packages, forVET providers like SWSi, is meeting the unitrequirements within the current work practicesof human service organisations like those in thespecialist homelessness service organisations.As areas within the community services sectorbecome more specialised, says Robyn, it isessential that “the units are connected incontext to current practice which reflects thepolicy and reform changes within thecommunity services sector and vocationaleducation and training”.

Origin of the ideas The Business Development section of SWSiinitiated discussions with the client, theCommunity Services Learning and DevelopmentUnit, Department of Family and CommunityServices, and the Campbelltown CollegeCommunity Services section, where RobynBosley is located, led the implementation anddevelopment of the group recognition process.

The idea arose from discussions with the client,the Learning and Development Unit ofCommunity Services, explains ChristineManwarring, Director of SWSi’s Community,Health and Personal Services Faculty: “Theclient wanted a centralised approach to theprovision of a Certificate IV qualification forstaff working in the homelessness sector, butRobyn offered the value-add that twoqualifications could be gained by participants”.Once the idea was accepted, SWSirecommended that Northern Sydney Institutealso participate “so we could look at cross-institute delivery,” says Christine.

Drivers of the innovationConstant reforms within both the communityservices sector and the vocational educationand training sector are driving significantchange and require new ways of working tomeet the service delivery challenges of modernsociety, says Robyn, pointing to this finding inthe Community Services and Health IndustrySkills Council 2012 environmental scan:

Significant reforms within the communityservices and health sector, along withindustry growth and changing consumerdemand, mean that new service models andinnovative workforce developmentresponses are more critical than ever.

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Outcomes of the innovationNaomi Konza from Community Services views the innovationas a complete success: “We very rarely have a programwhere 100% of the people go through it and we’ve had thatwith this program. So that speaks to the impact of theprogram and the experience of the participants.”

The ‘stories of practice’ model of VET practice created aprofessional development situation for community serviceprofessionals that respects and acknowledges the skills ofexisting workers, says Robyn:

Community services practice relies on situationalknowledge and skills and therefore requires an individualapproach to client engagement. Use of the grouprecognition model and the process of gathering evidenceis a useful way to support the worker within their workrole and their organisational context.

In the ‘stories of practice’ model, participants are able to usetheir organisational resources as evidence or alternativelycreate a useful resource to support their work practice“rather than undertake a traditional assessment process thatis time consuming and may not be specific enough to reflectthe complexity of community services practice”. Robyn adds:

The model uses professional conversations as dialoguein a practice context and recognises the rich complexityof working in human services. The use of skillsdemonstration is practical and acknowledges theworking styles of the participants.

This project highlights the benefits of partnerships, acollaborative approach to learning and the recognition ofexisting skills of workers within the community servicessector. “There is unlimited opportunity to use this projectmodel to build on the skills for this sectors’ workforce nowand into the future,” says Robyn. Naomi Konza fromCommunity Services agrees: “In terms of our own recognitionof the value of the model, we’ve already met with TAFE tosee if we can replicate this.”

Steps in the innovation process As this innovative approach was new for all stakeholders, theproject began with consultations with the client organisationand participants in the program.

The program used a variety of assessment methods for therecognition process, across ten face-to-face workshops.These methods included:

• discussions of ethical dilemmas and frameworks

• professional conversations facilitated by each participantin small groups, with assessors present

• stories of practice contextualising everyday work practicesfor workers in their organisational context

• development of useful organisational resources used asevidence to support current practices, such as servicesdirectories, and conducting cultural safety audits of theirworkplace to promote inclusions

• a forum approach to group recognition in presenting theirspecific expertise in social housing.

Skills used by SWSi staff Delivery included current industry experts in mental healthand Aboriginal cultural education. The participants wereprovided with a current textbook Social work practice inmental health, An introduction and provided with access to agroup Moodle – a web application for producing internet-based courses – for accessing supporting resources and forparticipating within the discussion forums. Robyn describesthe experience created for the participants:

Through dialogue and structured discussions of workroles and work experience, workers ‘hear’ the knowledgeand skill they have, as they tell their stories of practice.This process creates and engages a positive narrative oftheir skills and experience which, in turn, supportschange and provides the opportunity for innovative waysof working.

• implementation of a VET model that accommodates current and complex professional practice in the communityservices sector

• the creation of collaborative partnerships in workforce development with the client

• implementation of a group recognition model to acknowledge the skills of existing workers and streamlinerecognition processes

• development of a technological platform, Moodle, for collaborative learning by the group, spread across NSW

• increased TAFE capability to implement innovative teaching practice and skill development at sustainable costs

• increased TAFE capacity to deliver a variety of educational products and services to meet the needs of industry.

Figure 2.5 Some outcomes for participants, the client and SWSi from the ‘stories of practice’ innovation

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Section 3: Exemplarsillustrating staffcapability underpinningSWSi innovate

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One key set of capabilities required for innovation isleadership skills. Burns (2007, p.482) found that theleadership of entrepreneurship and innovationincludes:

• encouraging opportunity seeking and innovation ina systematic manner throughout the organisation

• always questioning the established order, seekingways to improve and create competitive advantage

• encouraging the qualities of successfulentrepreneurs such as vision and drive

• learning new ways to manage organisationsinvolving relationships and culture rather thandiscipline and control

• dealing with risk, uncertainty and ambiguity inways that maintain flexibility – and allowing failure

• institutionalising a process of continuousstrategising, and learning from customers,competitors and the environment.

In each of the exemplars in this section, all of theseleadership skills are either directly or implicitlyinfluential.

Drucker (2011) describes how innovators need todo their research and use both the left and rightsides of their brains:

Because innovation is both conceptual andperceptual, would-be innovators must alsogo out and look, ask, and listen. Successfulinnovators use both the right and left sidesof their brains. They work out analyticallywhat the innovation has to be to satisfy anopportunity. Then they go out and look atpotential users to study their expectations,their values, and their needs. (p.78)

In each of the exemplars in this section, SWSistaff model this ability to “go out and look, ask,and listen” and to get to know their clients welland to understand their needs.

This section shines a spotlight on the capabilitydeveloped and used by SWSi staff to bring about andsustain innovation, including skills used by managers,teaching practitioners and support staff. Based onexemplars, this section emphasises the skills in innovationused by staff at SWSi that help underpin the depth andbreadth of innovation in the Institute.

Section 3: Exemplars illustrating staffcapability underpinning SWSi innovate

ReferencesBurns, P. 2007, Entrepreneurship and Small Business, Palgrave Macmillan, Bassingstoke.

Drucker, P.F., ‘The Discipline of Innovation’, in Harvard Business Review (2011), Inspiring and ExecutingInnovation, Harvard Business Review Press Boston, Mass., pp. 207-224.

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3.1 Innovation exemplar: Flexible butchery training

Origin of the ideasThe butchery innovation arose out of researchundertaken by the Tourism, Hospitality, PrimaryIndustries and Arts Faculty in 2010 whichexamined completion rates in butchery andhospitality. “From surveying industry about thecompletion rates it was apparent there was a lackof confidence in TAFE and its product. Someemployers thought the day at TAFE was a dayoff, not a valued learning experience,” says Ben.In response, “we committed to developing oursection to be one of user choice in the currentand future VET environment”.

Drivers of the innovationIn response to that research, Ben Barrow and hiscolleagues were determined to lift the profile ofapprentice butchers and gain respect for TAFEtraining from the employers within the industry.Over the next three years the sectiondeliberately hosted industry competitions andstaff members joined industry bodies andpromoted such events. “We gained industrysupport to fund competitions and to showcasenot only winners but all competitors in industrynewsletters,” says Ben.

Ben lists the following key groups as supportingand driving the promotion of SWSi butcherytraining: employers of apprentices, group trainingcompanies and industry bodies such as Meat andLivestock Australia (MLA), Australian PorkLimited (APL) and the Australian Meat IndustryCouncil (AMIC).

Description of the innovationSWSi’s Benjamin Barrow, Head Teacher, Meat &Allied Trades, explains that this innovationinvolved changing the culture of the Butcherysection at Granville College in order to improvethe attitude of industry towards TAFE butcherytraining:

As a section our aim was to change ourinternal culture to show industry that TAFEis an integral part of an apprentice’s career.Looking from industry eyes, we found in2010 that TAFE butchery training was notheld in high regard by some employers. Tobe recognised more highly by industry, firstand foremost a change was necessarywithin the section, to our response times, toour flexible delivery and to our recognitionof prior learning services.

The changes subsequently made weresuccessful not only in changing the views ofindustry but also in lifting TAFE staff morale andperformance, says Ben:

Promotion of our section over the pastthree years has led to increased morale andperformance of staff. It has also led to anincreased customer base and to GranvilleButchery being seen as best practice ineducation and training. Our innovation hasseen professional growth within the sectionand greater industry involvement.

� developed relationships across the butchery industry, while changingthe culture within the SWSi butchery section

� created and added value with the clients, for instance by raising theprofile of the butchery trade and increasing the student completion rate

� systematically collected data about industry attitudes and used thatdata to change internal approaches and convey messages to clients

Table 3.1. Skills used by SWSi people to assist the innovation

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3.1 Innovation exemplar: Flexible butchery training continued...

Employers’ responses to these questionsprovided the Butchery section with valuableinsights into what changes they could make toTAFE training.

Skills used by SWSi staff Ben Barrow says that, since 2010, “we havebeen continually evolving as a section andincreasing our knowledge through industryfeedback and evaluations from current and paststudents”. Specific skills used to gain knowledgeinclude the use of team work and the formationof partnerships. Butchery staff used a range ofcommunication, networking and relationshipskills to influence positively employers’ views ofTAFE training. For instance, the staff becameactively involved in Worldskills and in other highprofile industry events and competitions.

In our delivery at TAFE and flexibly in theworkplace our image has been strengthenedin the eyes of our industry partners, mainlythrough the lines of regular communicationwe used. We didn’t use these lines ofcommunication to focus on the problems ofstudents; we focused on the positives abouttheir improved performances.

The Butchery section also increased its use ofelectronic media which “gained further respectand involvement of apprentices and ourincreased rapport with their employers”.

Steps in the innovation process In 2010 Ben was a new leader in the section and was able to bring to theposition fresh ideas, to open up new lines of communication, and to makeoperational changes so that the section adopted a more direct approach toindustry.

Over the past three years as the manager of the section I have had aleading role in communicating the need to change our situation. Ineeded to ensure our staff including myself were ‘being seen’ muchmore often by industry, and not remaining within the walls of TAFE.

As part of the direct promotion of SWSi to industry and to further lift theprofile of the butchery section, corporate uniforms and business cards withthe new SWSi logo were obtained. The butchery section also committed tobuilding existing client relationships and developing potential futurepartnerships.

Data on industry attitudes to TAFE butchery was collected through non-formal communication with external customers such as regular phoneconversations, industry nights and workplace visits/meetings. In face to facemeetings, employers were regularly asked the following questions:

• What are your thoughts about SWSi TAFE at Granville?

• Have you seen a change in the current or completed apprentices?Including their self-esteem, skills and knowledge, work ethic, punctuality?

• Do you see training as a vital part of your business growth and capabilities?

• Are SWSi teachers seen as leading industry practitioners?

• Are you interested in raising the profile of your shop or business andstaff, and what would you do to achieve this?

• Do you see raising the profile at the apprentice level as a way of securingkey staff in the future?

• Would you be prepared to support TAFE in running competitions orindustry nights?

“...we have been continually evolving as asection and increasing our knowledge throughindustry feedback and evaluations...”

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Clients such as Woolworths, Coles, Costcoand independent butchers have experiencedsuccess with SWSi training and learneroutcomes. While there is still a lot ofimprovement possible, our commitment toimproving the culture of our section hasbeen positively received and demonstratedthrough industry recognition.

This organisational innovation has produced agrowth in the number of skilled workers in a skillshortage industry while showcasing butchery asa reputable trade. Ben Barrow is confident that,long term, the innovation will help attract andretain staff in an industry that competes with“many and varied competitors”.

Outcomes of the innovationBen Barrow says that the movement towards‘user choice’ requires a transformation of theprevious approach by his section: “Our survivalin VET is reliant on user choice, so we must firstlook at our own practices to best serve ourcurrent and future clients and provide quality,qualified tradespeople for the future.”

Over the last three years, the aim of thetransformation of the Butchery section was “tobenefit all who enter the industry and remainemployed as butchers”. The transformation isworking, according to industry feedback, saysBen:

Figure 3.1 Some outcomes for students, industry and staff from the transformation of the Butcherysection

• an increase in students’ course completions

• a higher profile of apprentice and qualified butchers

• student competition wins across all levels of apprenticeship, at regional, state and national levels

• an increase in the number of staff awards

• an increase in the customer base for SWSi

• greater industry recognition and support for TAFE butchery training

• improved workplace morale and performance at TAFE

• personal professional growth for all TAFE staff.

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3.2 Innovation exemplar:Pathways for young people

Origin of the ideaThe Participation Phase Initiative (PPI) is awidespread government program and theapproach taken to delivering PPI in SWSi, incollaboration with local schools, is to identifyand implement what Maryanne Munro, Directorof SWSi’s Employment Preparation and SocialInclusion Faculty, calls a "model for success".This model is built on the experience ofdelivering successful programs to youth at risk.

Maryanne describes the initial thinkingunderpinning a “model for success” youthprogram:

Our model for success is about having ajoint negotiated program with the school; itis coordinated by a SWSi teacher withspecialist experience in youth programs; it’sabout forming a steering committee of allstakeholders from schools and TAFE suchas counsellors, vocational teachers, deputyprincipals, transition teachers, as well asspecialists from Literacy and Numeracy andwhere appropriate Aboriginal orMulticultural personnel.

The role of the steering committee is pivotal tothe model for success, says Maryanne, as this iswhere "you can jointly design the program, gainan understanding of the cohort, and jointlydecide on areas like content, classroommanagement guidelines and points of contactfor issues such as non-attendance”.

Description of the innovationThe Participation Phase Initiative (PPI) is apartnership between TAFE NSW and bothgovernment and non-government schools whichaims to provide employability, language, literacyand numeracy skills in a vocational context forstudents up to 17 years of age who are at risk ofdisengaging from school.

The program is designed to help theparticipants access further education or trainingoptions, either by returning to school orenrolling in TAFE or obtaining an employmentpathway. The program supports improvedparticipation and reengagement in anyeducational area and it incorporates vocationalunits, language, literacy and numeracy units aswell as employability competencies, with anaverage of 100 hours of TAFE delivery.

In 2011, SWSi was funded to deliver the PPIprogram for 140 student places while schoolsprovided ongoing pastoral support for students.Students were co-enrolled with TAFE andmaintained a connection with school byattending full time at school and generally oneday a week at SWSi. Outcomes included re-engaging students at risk of disengaging fromschool, entering a TAFE-delivered vocationaleducation and training (TVET) program, gainingemployment through a School BasedApprenticeship or Traineeship program,studying full time in vocational education andtraining (VET), or part-time or full-time work.Based on the 2011 successes, the program wasextended into 2012.

� developed relationships with a range of external bodies including schools,employers, community groups, external youth support agencies and services

� created and added value with these partners, resulting in very high retentionrates and the creation of multiple pathway options for participants

� systematically collected data about the needs of different youth cohorts andused that data to develop customised approaches in the programs


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Steps in the innovation process A Project Officer was employed full-time and took thefollowing steps and achieved the following results inSemester 1 2012:

• coordinated and supported the delivery of 19customised vocationally oriented courses

• implemented PPI to approximately 300 youngpeople across the Institute

• documented a best practice model for PPI deliveryintegrating Literacy and Numeracy skills

• improved the relationship with external youthsupport agencies and services

• established relationships with 31 local high schools

• developed a local contacts list for future programs

• made recommendations for continuousimprovement of PPI programs

• gathered and consolidated data on previous youthprograms

• monitored and reported on youth deliveries thatclearly identified programs that were able to retainand re-engage students and offer opportunities forstudents to take up further education and trainingin specific vocational areas

• developed a Destination Survey to collate andrecord data on the outcomes of previous PPIdeliveries.

Another important aspect of the model is that it is builtaround “students re-engaging through concrete, ‘hands on’learning that is positive and personalised, while broadeningtheir knowledge of VET pathways and training,” saysMaryanne.

From my experience, very large projects where all thestudents can't be engaged at once, are not verysuccessful and often don't work. You need to design thedelivery around individual or small projects which can bepersonalised, and engage small groups of no more thanthree or four students. The delivery has to be tailored tothe student’s interest area across a variety of vocationalareas such as welding, automotive, barista, hairdressing.

Drivers of the innovationThe Participation Phase Initiative is funded as part of theRaising the School Leaving Age Policy to re-engagedisengaging youth under 17 years of age. SWSi has a highdemographic of unemployed youth or youth who aredisengaging from school and this program is part of thefunding to address the issue of early school leavers, explainsMaryanne.

We work with schools to target Year 10 students who areat risk of disengaging and try to give them a positivevocational learning experience to encourage them tostay at school or take a pathway on to a full-time TAFEcertificate. Students may in fact go and get atraineeship or apprenticeship or reengage with schooleducation until they are 17 years of age.

“We’ve received really great letters fromkids who’ve written back to say ‘this hasmade a very big impact on me’...”

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3.2 Innovation exemplar: Pathways for young people continued...

Outcomes of the innovationIn Semester 2 2011, 149 students enrolled in seven programsacross a number of Faculty areas. These programs includedhairdressing, carpentry and joinery, bricklaying, automotive,fitting and machining and barista. Of the 149 students, 62%were males and 38% females. Typically, the gender distributionaligned with distributions in the traditional trades, with femalesdominating hairdressing training and males dominatingautomotive and construction. All students were followed up andthe results were recorded in the Destination Survey. Resultsfrom Semester 2 2011 are shown in Figure 3.2.

Maryanne Munro is delighted with the success of the programand the fact that SWSi had 300 students from across 31 schoolsinvolved in Semester 1 2012. She is also proud of the proportionof past participants who have re-engaged with education byreturning to school or using pathways to TAFE or obtainingemployment. In addition to these statistics, the Institutereceives encouraging letters from participants.

We’ve received really great letters from kids who’vewritten back to say ‘this has made a very big impact onme, I’m now going to go back to school and focus’. I thinkthose sorts of honest comments are really important. Andclassroom teachers as well have written back to say ‘thankyou, this has been a really good program’.

Skills used by SWSi staff The description above indicates that a range of coordination,negotiation, research, evaluation and other skills were usedby SWSi staff to embed this innovation. Maryanne Munroadds that another aspect of the model involves the use ofspecialist teachers working as a team:

The model has two teachers on each group. One is avocational teacher and one is a teacher of Adult BasicEducation (ABE) or English for Speakers of OtherLanguages (ESOL) because we are integrating literacyand numeracy and employability skills into the delivery.

With two teachers involved with a small group, the teacherswere able to handle a range of different issues that mayarise:

My idea was that if there were two people in the room atthe same time, you reduce the ratio immediately to 7:1.As a team, the teachers deal with issues that arise suchas team participation, conflict resolution, getting on withyour fellow students, listening and communicating aswell as issues around literacy and numeracy such asreading the instructions or working out the maths.

Maryanne believes that, overall, “it’s very much an integratedapproach to managing the student as a whole, within avocational context”.

Figure 3.2 Some outcomes for students from the Participation Phase Initiative (PPI), Semester 2 2011

• 79% of all participants from the program returned to school

• 19 continued in a TAFE course through TVET

• Of the 27 students that did not return to school:

– 16 enrolled in TAFE in 2012

– three gained employment.

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3.3 Innovation exemplar: Skills for Somali women

Origin of the ideaKaye has worked directly with African communities in Auburnfor the last 12 years. However the Somali community has notactively engaged in VET in large numbers, until recently. Fromher involvement with African community networks, Kayeunderstood that Somali women were socially isolated, even intheir own culture. “They appeared to lack the skills to effectivelyparticipate in local community activities and they generallypossessed very low levels of education,” says Kaye Morris.

The class came about as a result of Kaye’s connection to theSomali Welfare Community group who are members of AuburnSmall Communities Organisation Network (ASCON).

I attend the ASCON meetings and Saada, one of theManagement Committee members of Somali WelfareAssociation, started to discuss the issues of socialisationand Somali women. I asked her if they would attend classes.Initially they attended classes at Regents Park Hub andundertook Soft Furnishing classes: a hands-on program withno educational prerequisites. This was the beginning oftheir exposure to formal training. They loved the open andstraightforward approach of Outreach delivery. This was ahighly effective group.

Description of the innovationThis innovation involves the delivery of specificallydesigned bi-cultural training of one class per week forSomali women. The training is based on building skillsin participants so that they can articulate into furtherTAFE training. Originally the group started as a SoftFurnishing class but it has now evolved into a TAFEreadiness program. The women in the group aresupported by a Somali worker who usually visits on aweekly basis and pastoral support is provided duringthis visit.

The innovation comes from the TAFE delivery process,says Kaye Morris, Outreach Coordinator in SWSi’sVocational Access Faculty:

The delivery is unique in that it provides completewrap-around TAFE delivery. Child care, translationservices and TAFE training are provided. Theclasses are place-based and only for Somaliwomen. The course content is heavily gearedtoward affective skill development and individualempowerment, while emphasising and encouragingcommunity involvement.

� developed relationships with the local Somali community groups and leaders

� created and added value with these partners, resulting in the Somali womendeveloping more skills and knowledge through ‘bi-cultural learning’

� systematically gained the confidence of the Somali women, enabling theprovision of an effective, customised program


The innovation comes fromthe TAFE delivery process...

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3.3 Innovation exemplar: Skills for Somali women continued...

The importance of investing in adult educationfor refugees cannot be underestimated. The2009 UNESCO International conferencesummary points out that “for every single yearthat the average level of education of the adultpopulation is raised, there is a correspondingincrease of 3.7 per cent in long-term economicgrowth and a 6 per cent increase in per capitaincome”.

Kaye believes that, in order to create a true learningculture and to equip individuals to develop to theirfull potential, the following principles apply:

Attention must be paid to the development oflife-long and life-wide learning within anappropriate adult education context. Theprovision of an adult education process that isboth sensitive to and respectful of the needs ofits participants should be a basic human right.There can be no ethnocentric exclusions from thelifelong learning process.

Skills used by SWSi staff The skills used by Kaye Morris and her colleagues arebased on an in-depth understanding of the social andlearning needs of refugees. “Refugees experience thepull or push phenomenon. Pushed out of one’scountry or being pulled toward another country. Thelearning environment is but one of many circles ofengagement that the student is negotiating”.

Kaye adds that refugees see themselves as belongingto three communities: their tribal community, theirSomali community and their Australian community.“Personal observation has shown that the moreinterconnected a refugee is, the more successful theyare in their engagement with the wider communityand therefore the educational process.”

To assist refugees, Kaye finds that “transformativelearning is crucial in the delivery”, as it assists with“the development of critical self-reflection, to modifybeliefs, feelings and attitudes thus modifying theirworldview or schema. Modifying schemas allows forthe adult to critically reassess their currenteducational needs.”

Kaye finds that “situated – that is, place-based –cognition is vital, with an emphasis on settings inwhich learning activity is embedded, where working

The women from this program made andsold items for the Auburn African Festivalwhere SBS Radio became interested andasked if they could do a story around someof the women. SBS came to the class andinterviewed a few women. One woman’sstory was placed on the SBS websitefeaturing Africans who had left Africa andrelocated to Australia.

Saada attended an interview with SBS anddiscussed the classes on air. The word thenspread in the Somali community and theyrequested training in a more formal sensearound preparedness for TAFE classes. As aresult, in 2012 the Somali women attendedclasses at Auburn Centre for theCommunity, conducted by TAFE andsponsored by Auburn Council and SomaliWelfare.

Drivers of the innovationKaye Morris and her colleagues are wellaware of research about the special needsof refugees:

Research (Skills Australia, 2011) showsthat socio-economic background is adeterminant of VET participation athigher level qualifications aboveCertificate III. Therefore refugees are atrisk of becoming an isolated racial/ethnic underclass (Birrell & Byung-Soo,1998).

In Australia, says Kaye, the increasingemphasis on higher level qualifications andthe rapid pace and complexity at whichcitizens must adapt and change requires “amore flexible and efficient VET system tounlock the potential of the labour market”.Kaye is also aware that “participation inadult education worldwide is positivelycorrelated with the GDP of the country. Thegreater the participation the moreprosperous the country.”

“Autonomy of learning is developedbecause the students feel that the goalsand purpose of the training mesh withtheir own personal goals and purposes.”

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Roles and steps in the innovation processThe success of the innovation is based on relationshipsbetween teachers and students, says Kaye.

I teach on this class as well as the regular teacher. Thewomen in the group see us at Auburn social activities,not just in class. They see us attending communityevents, festivals and conferences. They know that theteaching is authentic. They trust in what we are doing.This forms the basis for the relationship which theyneed to have in order to begin to learn.

The success of the innovation is also based on anappreciation of Somali culture, says Kaye:

Somali culture, as are many African cultures, is tribaland is based on interdependence, not independence.They value things that are relationship based. Theydevelop their self concept from the group, as a groupmember. This step has been the most important featureof the group’s development. Recognising that thestudents need to be a part of a larger community group,supporting this group has allowed the individualmembers to succeed and move forward, assisting intheir bi-cultural development.

Kaye adds that “we do not attempt to assimilate or integratethe Somali women. We value their culture but show themways of working within their new culture, that is, bi-culturallearning”.

Outcomes of the innovationKaye believes the main outcomes of the innovation are“improved community development” and “improvedunderstanding of Australian culture and education systems”.

The positive impact of SWSi on African communities wasrecognised recently when its Lidcombe College Outreachsection was presented with a ‘Friends of Africa’ award bySenator Kate Lundy at the inaugural African-Australianawards in Sydney in September 2012. The celebration, held atSydney Opera House, recognised the 100 most influentialAfricans in Australia as well as honouring those organisationslike SWSi that support African culture in Australia.

at solving problems is contextually located. Situated learningalso appears to enhance transfer.” Kaye also finds that“embedding basic skills into a broader learning activity” isimportant, whereas she has observed that “basic literacy skillshave limited transferability”.

The course Kaye and her colleagues now deliver for Somaliwomen aims to develop self-directed learning as a learnercharacteristic. “Autonomy of learning is developed because thestudents feel that the goals and purpose of the training meshwith their own personal goals and purposes. This impactspositively on learning transfer.”

The course also aims to teach around what Kaye calls “life roles”,such as parent, worker, citizen. “For women this appears to playa very important role in the transfer of learning. The learningbecomes relevant if it’s contextualised to the life roles”.

Kaye also knows from experience that “the student perception ofthe facilitator is a prime trigger to initiate transformative learning,helping them to change their own attitudes about learning.” Shenotes that “all student feedback repeatedly mentions instructortraits of empathy, caring, authenticity, sincerity and integrity”.

Kaye emphasizes that TAFE Outreach does not assume refugeesare damaged. “We build on the strengths that the student comesto us with. We don’t see the students as lacking.” She adds that:

...the communication style of the facilitator/teacher is alsoparamount to the success of the program. The key tosuccessful engagement is that communication is undertakenon an equal footing. Teachers must not have anypreconceived ideas about the students or their capability.

A coordinated team approach by TAFE is essential:

You’ve got to pick the right teacher. You can’t have teacherswith any underlying hidden body language. When peopledon’t speak English as a first language, reading bodylanguage is really important in the learning process. Youneed to ensure that teachers’ verbal messages and non-verbal messages are congruent. In addition Somali peopleare quite gregarious, so you can’t have a shy teacher at thefront of the class, you have to have a teacher who canappropriately assert themselves.

Figure 3.3 Some outcomes for students and community from the Somali women courses

• The way the students have begun to actively seek out wider community involvement, resulting in greaterparticipation in their local community, not just in their immediate Somali community

• Students are asking questions about what’s next for us educationally? Where do we go to from here?

• Students are thinking about higher level learning: for instance, one woman, a mother of five, wants to dopathology training with TAFE. They’re thinking outside the norm, outside what is expected of Somali women

• Students are much better at communicating with their children: that finding has come back to us from thecommunity in general, and from the women themselves

• Students are much more aware of what is available to them and they feel positive about their future. They arelooking forward with optimism, not looking backward with sadness

• Such positive indicators suggest that the program not only works on an individual level but also on acommunity and vocational level.

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3.4 Innovation exemplar: E-learningfor building and construction

Origin of the ideasShayne Fagan, Teaching and Learning Consultant in theFaculty, recalls that, at a strategic level, the initial source ofthe innovation was the forecast move of TAFE into a morecontestable VET environment. “It really prompted us toprepare for the open market, to start look at beingcompetitive with the potential funding arrangements that wemay have to work with.” He quickly adds that this movewould not be taken at the cost of educational quality:

We’re trying to provide a new educational model that isvery engaging for the students, that will provideflexibility and a learning environment that’s going toengage them more effectively; it is enticing them to bemore involved in their learning.

At a practical level, one member of staff, shopfitting teacherGlenn Martin, pursued the idea of using Moodle with Shayneand the other members of staff and found immediatesupport. Glenn describes his conversion to e-learning asfollows:

A few years ago we went to a conference for the buildingtrades and we found that we were getting left behind byother colleges. They started talking about Moodle, andwe started to think ‘Well wait a minute, what’s all thisabout? We’re the biggest college in the state, if not thenation, and all these smaller country colleges arestarting to do all this e-learning’.

Description of the innovationThis innovation involves the Building andConstruction Faculty moving from a reliance ontraditional face-to-face course delivery to anincreasing usage of Moodle, which facilitates astudent-centred, flexible methodology. Moodle isa free, open-source web application forproducing modular internet-based courses.

John Humphrey, Director, Building andConstruction Faculty describes the innovation asfollows:

We’re providing new e-learning products forour students. If you want to have a look atwhat are the considerations, what are thevalues, what are the things that we’vewrestled with, what best describes theinnovation is ‘a teaching, learning andassessment methodology’, significantlydifferent to what we’ve previously had.

The innovation is strongly coordinated acrossthe faculty – a diverse faculty which includes 24vocational areas from bricklaying with trowelsto wood machining with computers – andincludes the implementation of a Moodle coursedevelopment framework that guides staff todevelop quality learning and assessmentresources.

� developed relationships with staff, employers and students to ensureacceptance of and support for online Moodle courses

� created and added value with these partners, especially through seekingfeedback and observing student use of Moodle

� systematically identified quality criteria, created internal procedures,provided staff development and developed an extensive plan to support thedevelopment of a raft of Moodle courses


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The other major driver is the group of enthusiasticteachers, led by teacher Glenn Martin, says Shayne:

We’ve got teachers who are very passionate aboutvocational education. And Glenn Martin has takenthis new teaching methodology on board and isexcelling in it. So for me the big drivers are thestudents and exceptional staff members likeGlenn.

John Humphrey adds that “Shayne, with his leadershipand organisational skills, has been an integral part ofthe team and he is a key driver of the process”.

Steps in the innovation process Shayne Fagan’s role includes establishing qualitybenchmarks and working with staff to follow a processto build content, in line with training packagerequirements. Before teachers can commence buildinga Moodle course, they must submit a survey formwhich asks them to address criteria that ensures aquality education product emerges, and only then dothey get permission to proceed.

Shayne obtains regular feedback from students whouse Moodle for learning purposes. For instance, a casestudy evaluation was conducted of the Moodle createdfor the shopfitting courses. Shayne also receivesfeedback from staff who use Moodle for delivery. Hefinds that staff are very willing to provide comments:“Because of their passion for teaching and the qualityof what they’re doing, they become very vocal orpassionate in their feedback.”

We weren’t sure what it was all about. Sowe started to research it, got involved withit, and we found a lot of the students hadbeen using this type of training resource attheir school level. So I saw the HeadTeacher and said ‘Look, I want to getinvolved with this. We’ve got to go this wayif we want to keep viable in the future’. Istarted doing a bit of research, I talked to afew people, had a look at what they weredoing, I went to the faculty and saw ShayneFagan our Teaching and LearningConsultant and he said ‘Beauty, let’s getinvolved’. So we started getting everythingset up.

Drivers of the innovationShayne Fagan believes there are two key broaddrivers of the innovation, besides the need forSWSi to compete in the new VET market. Tobegin with, students are seeking more flexibility:

First, the students are the drivers of this.Even though we don’t have studentswalking up to our front door saying we wantto engage in learning in this manner, a lot ofour students who are engaging with thisnow are showing that there’s a strongdemand for this type of educationalmethodology.

The innovation is stronglycoordinated across thefaculty – a diverse facultywhich includes 24vocational areas frombricklaying with trowels towood machining withcomputers...

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3.4 Innovation exemplar: E-learning for building and construction continued...

Outcomes of the innovationThe development of this flexible approach hasresulted in benefits for students, employers andstaff. For instance, students are in many casesnoticeably more engaged in learning, saysShayne:

The Moodles are helping students tocomplete their courses, to achieve asuccessful outcome. I think this goes a longway to assisting the students; potentiallystudents who were at risk of becomingdisengaged, possibly because of theirlearning style. We’re now catering to awider variety of learning styles, and I thinkthat’s reflected in a higher percentage ofour students completing at a unit level, aswell as at a course level.

Glenn Martin has observed similar trends: “Ibelieve we’re getting a better pass rate; thesuccess rate is better. Everybody who has donethe practice quiz, and gone through theinformation contained there, has gone on topass. I’ve talked to other teachers, and theybelieve the pass rate is higher. We are gettingbetter outcomes.”

Skills used by SWSi staff Shayne says the skills used by SWSi staffinvolved in this innovation are reflected in thedifferent roles that have been established forthe discipline team structure:

For each discipline area there’s a projectleader or project manager, because we’retrying to instil in this initiative professionaldevelopment, or workplace learning, for ourstaff. It’s about developing managerial,project management and leadership skills inthe teams.

We’re also looking at developing the skills ofpeople who are more technically inclined.We have a designated role for somebody togo in there and really build the technicalside.

Not all teachers want to dive into thetechnical computer aspects of it, they maybe happy to be facilitators regarding thecontent.

Shayne adds: “We’ve broken up job roles withinthe team so as to develop people, and to alsoplay to their strengths.”

Figure 3.4 Some outcomes for students, employers and teachers from e-learning in building and construction

• Benefits for students:

– always have access to the Moodle resources

– have more choices about how, when and where they learn

– have the opportunity to revisit the learning material

– become engaged in learning if their learning style is not suited to traditional teaching and learningmethodology

– are driving a trend towards a higher completion rate

• Benefits for employers:

– staff (e.g. apprentices) become more engaged and passionate about their vocation

– staff can become skilled in a shorter time frame

• Benefits for SWSi staff:

– because the support for building a Moodle is so thorough, staff feel empowered

– staff who have taught in the same way for years have discovered that building a Moodle is interesting andthe positive response from students is motivating.

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This educational skills indicator tool has improved existingassessment processes and the provision of learner support,says Nola Lucre, from the Employment Preparation and SocialInclusion Faculty.

The current process for literacy and numeracyassessment has involved literacy, language and numeracyteachers using paper based indicator tools with vocationalstudents, marking these assessments and reportingresults back to the student and the vocational teacher.

Nola believes that this new assessment tool offers increasedefficiencies in this process and encourages additionalparticipation in the process by vocational teachers. It alsooffers immediate feedback to both students and the classteacher.

This tool provides an opportunity for consistency andstandardised approaches across all vocational areas, at alllevels. One of the stand-out features is the efficiency andspeed of recording and reporting results back to studentsand vocational teachers. The tool has the capacity torecord a student’s progress over time and provide us withdata on core literacy and numeracy skills development.

Description of the innovationThis innovation involves the implementationof RUReady, an online literacy and numeracyskills indicator tool, and associatedresources, which are mapped against theAustralian Core Skills Framework. A licenceto use the tool was purchased by theInstitute in mid-2012.

There are three main features of theRUReady tool: an initial skills check, afollow-up diagnostic profile, and supportresources that can be used with students toaddress their skills gap. The objective behindthe use of this resource in the Institute is toprovide students, teachers and support staffwith information to assist with appropriatecourse choice, identification of skill gaps andthe follow-on provision of targeted learnersupport. This is just one of several strategiestheInstitute is implementing to assiststudent completions.

� developed relationships with the Australian licensor of theliteracy/numeracy student diagnostic tool and related resources, andwith staff groups across the Institute

� created and added value with multiple partners across the Institute

� systematically set about implementing the tool across the Institute


3.5 Innovation exemplar: RUReady

“This tool provides an opportunity forconsistency and standardised approachesacross all vocational areas...”

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3.5 Innovation exemplar: RUReady continued...

Maryanne Munro adds that the existingpartnership within the Institute betweenvocational sections and language, literacy andnumeracy specialist teachers “will be furtherenhanced and assist in raising the awareness ofthe literacy and numeracy needs of studentsand encourage a range of improved strategiesto support these students”.

Steps in the innovation process To implement the tool, Nola Lucre and hercolleagues followed these documented steps:

“Initial information and training sessions –Institute Management team, Facultymanagement team

Ongoing communication with the licensingbody re access, technical support and userguidelines

Development of project plan andimplementation schedule

Organisation and development of proceduralguidelines for access – uploading informationand relevant documents to PoD, IT supportand student services support

Information sessions/meetings – all facultyareas, support units, College managementteams

Training sessions – college ABE/ESOL staff,vocational teachers

Using the assessment tool and program withstudents

Ongoing management of access for newgroups

Maintenance of the online access and groupmanagement

Origin of the ideaMaryanne Munro, Director, EmploymentPreparation and Social Inclusion Faculty, briefedthe Institute Board of Directors about a skillsindicator tool that is being used in the UK, toaddress literacy and numeracy skills gaps thatmay be impacting on appropriate course choiceand course completion rates. On Maryanne'sreturn from a visit to Highbury College, UK inJanuary 2012, she identified an Australian basedprovider of the tool. As increased studentcompletion rates is a high priority on theInstitute agenda, it was agreed that additionalresources would be allocated to enable furtherinvestigation and later a pilot use of the toolcommenced in the Institute.

Drivers of the innovationThe forthcoming change to an entitlementbased funding model will place an increasedfocus on both appropriate course placementand course completions, says Nola. “Thisimpending funding change gave the Institute animperative to investigate and put in placestrategies that would work towardsimprovements in both of these areas.”

Internally, course completion statistics indicatedthat it was necessary to review factors that maybe impacting in areas where students werewithdrawing from courses or not successfullycompleting their qualification. “This is aninstitute-wide initiative that will guide astandardised approach to literacy and numeracyassessment across all faculty areas and mayimpact on course delivery and course offeringsto ensure pathways for students in vocationalcourses.”

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Nola says that initially it was the creative and lateralthinking of the Faculty Director, Maryanne Munro thatinitiated and supported the introduction of thisinitiative. “Her enthusiasm and extensive educationalexperience gave the project legitimacy. Her ability tonegotiate the required funds and the staffing requiredwas the starting point for this innovation.”

The faculty then appointed Nola as the Project Officerto implement this innovation. The skills required forthis innovation project included project planning,project management and ongoing evaluation andreview. It was also necessary for the Project Officer toauthor supporting documentation, and work inpartnership with Institute support services includingthe Technology Learning support team, Service Deskand Student Operations. The expert skills of staff in allareas aided the implementation of this innovation.

Outcomes of the innovationThe innovation is being monitored through ongoingevaluation and reporting on outcomes. “Feedback fromstudents and teachers is critical in assessing thisinnovation and its ongoing impact on the way wesupport students,” says Nola.

It is envisaged that all students may benefit from thisinnovation, however apprentices, trainees and studentsin skill shortage areas, will be given a high priority inthe initial implementation phase. The outcomes of thisinnovation should flow through to industry andemployers, as students complete their qualificationswith improved literacy and numeracy skills.

Provision and monitoring of data – number ofusers, number of groups, management ofFaculty allocation, costs and hours used

Preparation of reports for Institutemanagement team to review the progress ofthe implementation strategy

Development of focus group to reflect on theimplementation process, to evaluateprocesses and outcomes and to developfurther the implementation plan

Development of student feedback survey toinform planning

Seek opportunities to showcase thisinnovation and investigate a range ofopportunities to broaden the use of thisinnovative program.”

Skills used by SWSi staff Nola Lucre believes that the use of the tool willchange the way teachers work:

It’s much more than a product because itreally goes to the heart of our learners’support provision and will, in lots of ways,enhance the way that vocational teacherswork with literacy and numeracy specialistteachers. I think it will also impact on howvocational teachers think about supportingtheir students, and hopefully lead toimproved delivery strategies, as well asprocesses, across the board.

Figure 3.5 Some outcomes for students and staff sought from implementation of the literacy/numeracy tool

Expected outcomes, about which SWSi people will gather evidence, include:

• an increase in course completions

• an increase in literacy and numeracy skills

• the development of partnerships between vocational teachers and language, literacy and numeracypractitioners

• better student service

• an increased awareness of literacy and numeracy needs of students

• a wider range of teaching strategies used by teachers to accommodate students who have literacy andnumeracy deficiencies

• a review of learner support provision leading to efficiencies and targeted support.

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4. Conclusion: the SWSi innovate model

The layering of value. Value is createdand created progressively. The model hasthe appearance of rotating and growingin richness. The centre is the nucleus ofthe innovation process.

In summary:

• Each of the four drawings imparts thefeeling of moving forward, progressing,and building in strength.

• In addition, participants in the innovationprocess are working together and movingforward.

The diagrammatic model meets the aim ofthe SWSi innovate project that the model beinclusive, be client driven and capture thecreating and adding of value. The modelalso fits with the international definitions ofinnovation that SWSi meets, in particular:

Innovation by organisations is rarely thework only of people working solelywithin the service organisation: it isinfluenced by external factors such ascompetitors, customers, regulators andtechnology and research anddevelopment. For instance, there aremultiple examples in this publication ofcustomers or clients inspiring innovationamong SWSi staff.

Innovation involves a process thatrequires effort and perseverance.Innovation is much more than themetaphor of a light bulb turning on. Forinstance, there are multiple examples inthis publication of the time, patience,determination and commitment of SWSistaff, and their clients, to bring about aninnovation over an extended period oftime – often years. And to keep improvingthe innovation systematically.

The evidence set out in this documentprovides the basis for the SWSi Innovatemodel of systematic innovation, asdescribed below.

Features of the SWSi innovate model

The SWSi innovate model is unpacked in thefour figures in this section. Each figureshows the stage the innovation has reached,along a spectrum from an early stage ofinnovation on the left to a mature stage onthe right.

Each of the small diagrams depicts:

Relationships built. SWSi staffinteracting with clients – with SWSi staffidentifying client needs and then creatingvalue in-house

Value created and added. Theparticipants in the innovationcollaborating and moving together, withvalue being created and addedprogressively, with and to the client

Systematic process. The diagrams moveforward, left to right, as the innovationprocess unfolds. In a deliberate manner,SWSi staff build stronger relationshipswith other stakeholders, and build morevalue, as indicated by the bolding of thefigures.

The figures, from left to right across thepage, become bolder, capturing two types oflayering:

The layering of relationships. Theprogressive bolding of the figuresemphasises the deepening of thestakeholder relationships, and reaffirmsthe ‘building stronger’ theme. Close tiesand relationships are established, forvalue creation and adding.

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The SWSi innovate model

Figure 4.2. SWSi innovate modelof systematic innovation: a

second stage of the client-SWSirelationship, with the

relationship beginning to growand value being jointly created

Figure 4.1. SWSi innovate modelof systematic innovation: early

stage of the client-SWSirelationship, where the

relationship is new and thecreation of value just starting

Figure 4.4. SWSi innovate modelof systematic innovation: afourth, mature stage of the

client-SWSi relationship, with thedeep relationship now ongoing,and significant value added to

the innovation

Figure 4.3. SWSi innovate modelof systematic innovation: a third

stage of the client-SWSirelationship, with the

relationship deepening and morevalue being added to the

innovation

TAFE NSW – South Western Sydney InstituteBuilding A, 500 Chapel Road, Bankstown NSW 2200Ph: 13SWSi

www.SWSi.tafensw.edu.au

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