Dear TDN member
Wishing you a happy Festive Season and a peaceful and prosperous 2012.
Miguel Ferrero
PS: by the way, our next TDN meeting will be held on Thursday 15th March 2012 at 9.30 am at WSCF
Thursday, December 15, 2011
Friday, December 9, 2011
SYDNEY FACILITATORS NETWORK - DECEMBER MEETING
The Sydney Facilitators Network is inviting you to their last meeting of the year: Monday December 12, 2011 | 5.30pm
“How physicality impacts the way we work creatively” with Dr Ralph Kerle
All human movement is conditioned by a set of psychological states according to Choreographer Rudolph Laban who developed a system of movement notation called Labanotation. Laban surmised if we could recognise and explore those psychological states psychically, we could learn to change the way we experience work and interact.
In this session, Ralph Kerle will introduce us to the 3 psychological states of movement proposed by Laban to explore and reflect on how we might change the way we think and work creatively.
What does Laban offer facilitators?
Laban as a process offers very specific insights about our physical state and how it affects our behaviours. Facilitation contains physical as well as cognitive processes. Facilitators in the moment often recognize behaviours within a group such as uncertainty, stress, tension, elation, euphoria etc. The question is how do states such as these affect the physical and cognitive state of the facilitator in her/his role? If as facilitators, we can understand and recognize our preferred physical states when facilitating, we can use this recognition to move to a facilitative equilibrium in the face of whatever the group may be expressing or experiencing and with practice over time, to enhance our total facilitation performance.
In this short workshop, we will explore the physical framework of Laban and how you can bring that to your facilitation practice creatively. .
About Dr. Ralph Kerle
Dr. Ralph Kerle, MCI, DADA, h.c. is an internationally respected thought leader, creative facilitator and writer on organizational innovation, creative leadership and behaviours.
Venue: [Our usual venue]
University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium footbridge, walk straight ahead to room 580.
Time:
From 5:30pm to 7:30pm sharp | No RSVP - Just turn up
“How physicality impacts the way we work creatively” with Dr Ralph Kerle
All human movement is conditioned by a set of psychological states according to Choreographer Rudolph Laban who developed a system of movement notation called Labanotation. Laban surmised if we could recognise and explore those psychological states psychically, we could learn to change the way we experience work and interact.
In this session, Ralph Kerle will introduce us to the 3 psychological states of movement proposed by Laban to explore and reflect on how we might change the way we think and work creatively.
What does Laban offer facilitators?
Laban as a process offers very specific insights about our physical state and how it affects our behaviours. Facilitation contains physical as well as cognitive processes. Facilitators in the moment often recognize behaviours within a group such as uncertainty, stress, tension, elation, euphoria etc. The question is how do states such as these affect the physical and cognitive state of the facilitator in her/his role? If as facilitators, we can understand and recognize our preferred physical states when facilitating, we can use this recognition to move to a facilitative equilibrium in the face of whatever the group may be expressing or experiencing and with practice over time, to enhance our total facilitation performance.
In this short workshop, we will explore the physical framework of Laban and how you can bring that to your facilitation practice creatively. .
About Dr. Ralph Kerle
Dr. Ralph Kerle, MCI, DADA, h.c. is an internationally respected thought leader, creative facilitator and writer on organizational innovation, creative leadership and behaviours.
Venue: [Our usual venue]
University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium footbridge, walk straight ahead to room 580.
Time:
From 5:30pm to 7:30pm sharp | No RSVP - Just turn up
Thursday, November 17, 2011
Trainer / L&D Project Manager - closing date 21 November 2011
Trainer / L&D Project Manager
(Child Protection/ Out of Home Care portfolio)
Passionate about social justice and building the capability of the community sector?
Enjoy being part of a supportive team that values diversity?
Thrive working in a dynamic environment?
• Full-time appointment (35 hours per week) – part time may be considered
• Flexible working hours
• Central Haymarket location
Download the application guidelines and job description - applications close Monday 21st November 2011
Further questions can be directed to Linda Watson, Senior L&D Project Manager, at 02 9281 8822 or email linda@acwa.asn.au
MF
(Child Protection/ Out of Home Care portfolio)
Passionate about social justice and building the capability of the community sector?
Enjoy being part of a supportive team that values diversity?
Thrive working in a dynamic environment?
• Full-time appointment (35 hours per week) – part time may be considered
• Flexible working hours
• Central Haymarket location
Download the application guidelines and job description - applications close Monday 21st November 2011
Further questions can be directed to Linda Watson, Senior L&D Project Manager, at 02 9281 8822 or email linda@acwa.asn.au
MF
Tuesday, November 8, 2011
Training in Western Sydney
TRI Community Exchange has made available a list of 53 Non-for-Profit organisations providing training to the welfare and community services sector. The list is available from this link:
http://www.cnet.ngo.net.au/content/category/4/90/504/50/0/
MF
http://www.cnet.ngo.net.au/content/category/4/90/504/50/0/
MF
“LOW PAID CARE FORUM – INSECURITY OF EMPLOYMENT IN HUMAN SERVICES” – University of Sydney
I have recently attended this forum (18 October 2011) on workforce issues affecting the third sector at Sydney University. There were speakers from the Union, Academia and the NGO sector and this is a summary of the main points discussed.
Australian Services Union – Presentation
• The Equal Pay campaign is a response to the employment insecurity faced by the sector
• Background: our campaign was boosted by the decision of the Queensland Government to increase Community Sector funding to achieve equal pay. This also triggered the National Case
• Fair Work Australia is currently processing the case
• The Equal Pay case has two aspects: the political one and the legislative context.
• The community sector is a highly feminized industry compared to others
• The following actions and tactics were conducted as part of the campaign: evidence was collected; “Send a kiss to Julia” cards; and comparing incomes in the public and community sector for similar work.
• The May decision was only half a win confirming that gender is a major issue influencing wage disparity. The other half is getting Governments (Federal and State) to agree to funding the wages upgrades.
• ASU is providing free membership to students
UNITED VOICE – presentation
• Presentation focused on the experience of those cared for in aged care and child care facilities – ECEC
• The main feature of this industry is low pay
• In Aged care, workers are paid $16 to $19 an hour
• The vast majority work part time with high levels of turnover – for example, In ECEC – one third of the workforce – leave the industry every year
• This is skilled work that is not recognized as skilled and not remunerated according to skill levels. Most workers in the aged care industry have certificate III – level qualifications.
• Insecurity: for aged care and ECEC low pay is the major cause of insecurity because workers cannot afford the basics and need to work additional jobs
• In aged care, the high turnover jeopardizes quality care
• ECEC/Child Care – first five years are vital for development. High turnover is disruptive and impacts quality education
• Why are aged care and ECEC low paid?
1. Highly feminized industry
2. Perceived as low skill
3. Low level of union membership
4. Difficult to organize – large numbers of small employers
• Solutions
1. Union and community organizing to win professional wages
2. Professional wages will lead to higher quality care and education
3. Employers, care recipients, parents cannot afford to pay
4. Quality aged care and ECEC benefits all – Government needs to pay wages
5. Acknowledge that employers on their own cannot afford wage rises – need to be allies with them when approaching Government.
Gabrielle Meagher – University of Sydney – Presentation – “Care and Vulnerability to Poverty”
• Workers working with people with disability, old people and children concentrate the low wages in the economy
• In Australia most of the workers and carers are female
• State services provision has shrunk, services have been outsourced to the Non-for-Profit sector
• Undervaluation of care matters
• For care workers – as a matter of gender equality
• For people in need of care – care quality depends on the care workforce
• For society
Paul Falson – St Vincent de Paul – Presentation
• In our sector, Gender is the main issue
• Reasons: how society is structured
• Care has been commodified
• Who is designated as “spare”? the poor, the disadvantaged
• Social policy is shaped by a “professional discourse” which supports the idea that “people can turn their lives around if they want”. This implies that those that need “support” are somehow faulty/at fault and the work of those doing the supporting is devalued.
Miguel Ferrero
Australian Services Union – Presentation
• The Equal Pay campaign is a response to the employment insecurity faced by the sector
• Background: our campaign was boosted by the decision of the Queensland Government to increase Community Sector funding to achieve equal pay. This also triggered the National Case
• Fair Work Australia is currently processing the case
• The Equal Pay case has two aspects: the political one and the legislative context.
• The community sector is a highly feminized industry compared to others
• The following actions and tactics were conducted as part of the campaign: evidence was collected; “Send a kiss to Julia” cards; and comparing incomes in the public and community sector for similar work.
• The May decision was only half a win confirming that gender is a major issue influencing wage disparity. The other half is getting Governments (Federal and State) to agree to funding the wages upgrades.
• ASU is providing free membership to students
UNITED VOICE – presentation
• Presentation focused on the experience of those cared for in aged care and child care facilities – ECEC
• The main feature of this industry is low pay
• In Aged care, workers are paid $16 to $19 an hour
• The vast majority work part time with high levels of turnover – for example, In ECEC – one third of the workforce – leave the industry every year
• This is skilled work that is not recognized as skilled and not remunerated according to skill levels. Most workers in the aged care industry have certificate III – level qualifications.
• Insecurity: for aged care and ECEC low pay is the major cause of insecurity because workers cannot afford the basics and need to work additional jobs
• In aged care, the high turnover jeopardizes quality care
• ECEC/Child Care – first five years are vital for development. High turnover is disruptive and impacts quality education
• Why are aged care and ECEC low paid?
1. Highly feminized industry
2. Perceived as low skill
3. Low level of union membership
4. Difficult to organize – large numbers of small employers
• Solutions
1. Union and community organizing to win professional wages
2. Professional wages will lead to higher quality care and education
3. Employers, care recipients, parents cannot afford to pay
4. Quality aged care and ECEC benefits all – Government needs to pay wages
5. Acknowledge that employers on their own cannot afford wage rises – need to be allies with them when approaching Government.
Gabrielle Meagher – University of Sydney – Presentation – “Care and Vulnerability to Poverty”
• Workers working with people with disability, old people and children concentrate the low wages in the economy
• In Australia most of the workers and carers are female
• State services provision has shrunk, services have been outsourced to the Non-for-Profit sector
• Undervaluation of care matters
• For care workers – as a matter of gender equality
• For people in need of care – care quality depends on the care workforce
• For society
Paul Falson – St Vincent de Paul – Presentation
• In our sector, Gender is the main issue
• Reasons: how society is structured
• Care has been commodified
• Who is designated as “spare”? the poor, the disadvantaged
• Social policy is shaped by a “professional discourse” which supports the idea that “people can turn their lives around if they want”. This implies that those that need “support” are somehow faulty/at fault and the work of those doing the supporting is devalued.
Miguel Ferrero
Sydney Facilitators Network - November Meeting
The Sydney Facilitators Network will hold their November meeting on Monday 14th November at 5.30 pm at UTS. The main speaker will be Dr. Claire Jankelson. Claire has a teaching background and has a particular interest in the nature of learning. In the last 2 years, Claire has been teaching Transformative Leadership at UWS, conducting research at the Metavision Institute and supervising PhD's at Macquarie Graduate School of Management.
The session will work towards defining the kinds of questions that are invigorating our work; a clarification of our leadership!
"Are you intrigued by the notion of what you are actually doing?
What is the relationship between what you imagine you do and what happens?
And what do you imagine you’re doing, when you say I'm 'facilitating'?
When we say we're coaching or facilitating or mentoring, what is it that is really happening? Who is doing what to whom and then how does the next thing happen?
This session will be an opportunity to hold a dialogue with our work.
• How do we make 'form'; How do we shape 'substance'?
• How are we 'in sympathy' with our work?
• And what are those moments in our work where we feel amazed? Amazed to be alive!
This exploratory session will dialogue with our work or with our role working towards clarifying our actual intentions and goals.
We hope it will invigorate what we do".
Venue: [Our usual venue]
University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium footbridge, walk straight ahead to room 580.
Time:
From 5:30pm to 7:30pm sharp | No RSVP - Just turn up
The session will work towards defining the kinds of questions that are invigorating our work; a clarification of our leadership!
"Are you intrigued by the notion of what you are actually doing?
What is the relationship between what you imagine you do and what happens?
And what do you imagine you’re doing, when you say I'm 'facilitating'?
When we say we're coaching or facilitating or mentoring, what is it that is really happening? Who is doing what to whom and then how does the next thing happen?
This session will be an opportunity to hold a dialogue with our work.
• How do we make 'form'; How do we shape 'substance'?
• How are we 'in sympathy' with our work?
• And what are those moments in our work where we feel amazed? Amazed to be alive!
This exploratory session will dialogue with our work or with our role working towards clarifying our actual intentions and goals.
We hope it will invigorate what we do".
Venue: [Our usual venue]
University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium footbridge, walk straight ahead to room 580.
Time:
From 5:30pm to 7:30pm sharp | No RSVP - Just turn up
Wednesday, October 26, 2011
Two Articles - Learning and Technology
Two interesting articles explore the relationship between learning and technology.
The first article is called: "Toward a Personal Learning Environment Framework" which examines the potential for personal learning environments where learners can design a ‘flexible entry point that enables learner-controlled integration of different learning tools and services into a personalized place' (p. 71).
Website address: http://apo.org.au/commentary/research-review-self-directed-learning
The second article explores and argues that transparency promotes interactivity and participation in collaborative Web 2.0 learning environments. Transparency enhances a pedagogy centered around the learner and the production of knowledge in open communities. The best practical example of this is the Wiki. The wiki is a flexible, social, and easy tool to use for collaborative purposes.
Website address of the article: http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3333/3070
MF
The first article is called: "Toward a Personal Learning Environment Framework" which examines the potential for personal learning environments where learners can design a ‘flexible entry point that enables learner-controlled integration of different learning tools and services into a personalized place' (p. 71).
Website address: http://apo.org.au/commentary/research-review-self-directed-learning
The second article explores and argues that transparency promotes interactivity and participation in collaborative Web 2.0 learning environments. Transparency enhances a pedagogy centered around the learner and the production of knowledge in open communities. The best practical example of this is the Wiki. The wiki is a flexible, social, and easy tool to use for collaborative purposes.
Website address of the article: http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/3333/3070
MF
Wednesday, October 5, 2011
NSW Government VET Consultation forums
The NSW Government has announced the start of a skills reform consultation process to develop a more highly skilled workforce and make NSW the number one economy in the country. Skills play an important role in boosting productivity and raising workforce participation, which are vital to economic growth.
DEC will be holding consultations from Monday 10th to Monday 24th October 2011 in the following locations around NSW:
•Western Sydney – Monday 10th October
•Sydney – Wednesday 12th October
•Nowra – Friday 14th October
•Dubbo – Tuesday 18th October
•Newcastle – Friday 21st October.
•Wagga Wagga – Monday 24th October
•Wollongong - Tuesday 25th October
•Tamworth - Friday 28th October
•Coffs Harbour - Wednesday 2nd November
The consultations will be held from 10:00 am to 12:30 pm. Venues will be confirmed after registration. If you are registered you will be able to get the venue details for the Western Sydney consultation. I have attached to this message the following links which will give you more background including the discussion paper.
https://www.training.nsw.gov.au/vet/skills_reform/index.html
https://www.training.nsw.gov.au/forms_documents/vet/discussion_paper.pdf
http://www.surveymonkey.com/s/skills_reform_registration
MF
DEC will be holding consultations from Monday 10th to Monday 24th October 2011 in the following locations around NSW:
•Western Sydney – Monday 10th October
•Sydney – Wednesday 12th October
•Nowra – Friday 14th October
•Dubbo – Tuesday 18th October
•Newcastle – Friday 21st October.
•Wagga Wagga – Monday 24th October
•Wollongong - Tuesday 25th October
•Tamworth - Friday 28th October
•Coffs Harbour - Wednesday 2nd November
The consultations will be held from 10:00 am to 12:30 pm. Venues will be confirmed after registration. If you are registered you will be able to get the venue details for the Western Sydney consultation. I have attached to this message the following links which will give you more background including the discussion paper.
https://www.training.nsw.gov.au/vet/skills_reform/index.html
https://www.training.nsw.gov.au/forms_documents/vet/discussion_paper.pdf
http://www.surveymonkey.com/s/skills_reform_registration
MF
Sydney Facilitators Network - October Meeting
The Sydney Facilitators Network meeting will be held on Monday 10th October at 5.30 pm at University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium footbridge, walk straight ahead to room 580.
The topic will be Collaborations:
" Collaboration is the word on everyone’s lips as it seems that collaboration is a desired ingredient in current business, government and social change initiatives. Collaboration is the key trend in change for the foreseeable future and along with climate change is one of the great challenges of our time.
According to change guru John Kotter, Change Management doesn’t work 80% of the time. If this is so there is huge potential in filling this yawning gap. Is this the once in a generation big break for facilitators?
In this session we will explore the following big questions and more
· What is collaborative change?
· What are the opportunities for facilitators?
· What skills are required of collaborative change agents?
· What roles make collaborative change really work?
· What tools are required to facilitate grassroots initiated collaborative change?
Who should come? Change agents, facilitators, project leaders, strategists and anyone planning or implementing collaborative change"
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium footbridge, walk straight ahead to room 580.
The topic will be Collaborations:
" Collaboration is the word on everyone’s lips as it seems that collaboration is a desired ingredient in current business, government and social change initiatives. Collaboration is the key trend in change for the foreseeable future and along with climate change is one of the great challenges of our time.
According to change guru John Kotter, Change Management doesn’t work 80% of the time. If this is so there is huge potential in filling this yawning gap. Is this the once in a generation big break for facilitators?
In this session we will explore the following big questions and more
· What is collaborative change?
· What are the opportunities for facilitators?
· What skills are required of collaborative change agents?
· What roles make collaborative change really work?
· What tools are required to facilitate grassroots initiated collaborative change?
Who should come? Change agents, facilitators, project leaders, strategists and anyone planning or implementing collaborative change"
Wednesday, September 28, 2011
Establishment of the National Skills Standards Council - DEEWR
The National Skills Standards Council is a committee of the Standing Council for Tertiary Education, Skills and Employment (SCOTESE), which is one of a number of Standing Councils that report to the Council of Australian Governments (COAG). SCOTESE is the successor of the Ministerial Council for Tertiary Education and Employment (MCTEE).
The key fuctions of the Council are:
•develop and maintain national standards for regulation of vocational education and training for approval by SCOTESE and provide advice to SCOTESE on development and implementation of the standards;
•provide information, through SCOTESE, to the regulators of vocational education and training on the implementation and interpretation of the national standards and on issues of quality standards generally in the vocational education and training sector;
•provide information to the vocational education and training sector on the national standards and any changes to the standards;
•provide advice to SCOTESE on the operation of the regulators of vocational education and training;
•endorse national training packages
For further information you can visit their website:
http://www.nssc.tvetaustralia.com.au/home
MF
The key fuctions of the Council are:
•develop and maintain national standards for regulation of vocational education and training for approval by SCOTESE and provide advice to SCOTESE on development and implementation of the standards;
•provide information, through SCOTESE, to the regulators of vocational education and training on the implementation and interpretation of the national standards and on issues of quality standards generally in the vocational education and training sector;
•provide information to the vocational education and training sector on the national standards and any changes to the standards;
•provide advice to SCOTESE on the operation of the regulators of vocational education and training;
•endorse national training packages
For further information you can visit their website:
http://www.nssc.tvetaustralia.com.au/home
MF
Wednesday, September 14, 2011
Skills Australia Conference Papers - available
Some of the Skills Australia Conference Papers are available from this link.
http://www.skillsaustralia.gov.au/SkillsAtTheHeartOfTheEconomyConference.shtml#SP
Happy Reading
MF
http://www.skillsaustralia.gov.au/SkillsAtTheHeartOfTheEconomyConference.shtml#SP
Happy Reading
MF
Skill's Australia Channel
Skills Australia has recently set a YouTube Channel where you can listen some of the participants and speakers who attended the last conference in July 2011. I have attached the link to have access to the videos:
http://www.youtube.com/user/SkillsAustralia
MF
http://www.youtube.com/user/SkillsAustralia
MF
Monday, September 5, 2011
Sydney Facilitators Network - September meeting
COLLABORATION CHANGE
"Collaboration is the word on everyone’s lips as it seems that collaboration is a desired ingredient in current business, government and social change initiatives. Collaboration is the key trend in change for the foreseeable future and along with climate change is one of the great challenges of our time.
According to change guru John Kotter, Change Management doesn’t work 80% of the time. If this is so there is huge potential in filling this yawning gap. Is this the once in a generation big break for facilitators?
In this session we will explore the following big questions and more
· What is collaborative change?
· What are the opportunities for facilitators?
· What skills are required of collaborative change agents?
· What roles make collaborative change really work?
· What tools are required to facilitate grassroots initiated collaborative change?
Who should come? Change agents, facilitators, project leaders, strategists and anyone planning or implementing collaborative change.
Facilitator: Greg Jenkins is a practicing change agent, facilitator and mentor and with more than a decade experience in facilitating collaborative change. Greg is coordinator of the Sydney Facilitators Network. www.tincanlearning.com, www.changeagent.com.au."
Venue: [Our usual venue]
University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium footbridge, walk straight ahead to room 580.
Time:
From 5:30pm to 7:30pm sharp | No RSVP - Just turn up
Thursday, August 25, 2011
Community Services and Health Industry Skills Council - 2011 Conference
"Breaking through the Barriers" - Conference
Community Services and Health Industry Skills Council is running their conference in Brisbane in October 19th and 20th at Brisbane Convention and Exhibition Centre.
Industry experts from Australia and abroad will share information and ideas on meeting changing client needs and workforce development. I have attached link to this post for further information.
https://www.cshisc.com.au/index.php?option=com_content&task=section&id=19&Itemid=718
MF
Monday, August 22, 2011
"A New Culture of Learning: Rethinking Education" - Article
This is a very interesting article about the culture of Learning" written by Maria Popova
the article is available from this link:
http://www.brainpickings.org/index.php/2011/01/18/a-new-culture-of-learning/
MF
Mobile Learning - Article
This is an article written by Aneesh Bhat - Upside Learning Blog -
"Mobile Learning – What It Can Do For A Global Workforce"
"Globalization has changed the paradigms of business dramatically. The organizations of today need to be more agile than ever to maintain their competitive edge in the marketplace. That involves adapting to situations and regularly updating strategies, structures and processes. The global workforce today is confronted with a demanding environment in which to perform. In such a situation, it is vital for employees to be connected to information constantly.
The Challenge
Ironically, while employees need more time for learning in order to optimize their productivity, they actually have less time to participate in formal learning activities. A vast majority of the global workforce is very busy and has very little time to focus on learning. As a result, training drops down on the priority list and training completion rates can be low. The need of the hour is — technology that enables organizations to distribute “just-in-time” updates that are both targeted and tracked.
The Solution
Mobiles are a way of life and are catching up in the learning domain as well. Your workforce uses mobiles for more than just phone calls or text messages. Using phones, they browse the web, connect on social networks, share photos and videos, make purchases, play games, and keep track of what they care for through dedicated apps. As learning technology evolves and semantic web comes around, learning and performance support through mobile devices is becoming common. Effective mobile learning solutions can help you manage learning for your workforce that’s constantly on the move.
Here’s what Mobile Learning can be used for
•Activating knowledge before a classroom (or virtual classroom or even an eLearning session);
•Summarizing (after one of those sessions – delivered soon after the session);
•Recall (or reactivating knowledge – probably a week or two after the session. This ensures key concepts are revisited and helps in transferring the new knowledge to long term memory – especially for learners who may not get a chance to apply new knowledge immediately after the sessions);
•Providing application opportunities (through pop quizzes or learning games on mobile);
•Just-in-time search support by letting employees search in company’s knowledge databases (wikis, blogs, forums) using their mobiles.
Summing It Up
A good mobile learning platform provides your employees with a mobile enabled environment where they can access training activities in the form of videos, podcasts, eLearning courses, quizzes and evaluation surveys and also enables them to use their mobile device to share knowledge with others (within or outside their team) in real-time.
Mobile Learning:
✓Puts training and performance support where the actual work takes place
✓Allows new skills or knowledge to be immediately applied
✓Enables training when it is needed
✓Allows use of rich media when appropriate"
Wednesday, August 3, 2011
Sydney Facilitators Network - August Meeting
This month the topic is: "What Makes People Happy at Work” - the link between happiness and performance with Jackie Smith
"Happiness is on the global agenda but until recently hasn’t been discussed on the employer agenda. In this context happiness is more than motivation and engagement. In the Science of Happiness at Work we have identified a direct correlation between happiness and productivity.
Join an interactive, thought-provoking discussion. Come and experience the model which when applied, makes a difference to how people feel and how they perform. We will explore the following themes:
• What do we mean by happiness in a work context
• How do we measure productivity? How can we encourage motivation/alignment/confidence/contribution?
• What are the elements in the model which identifies all the elements of happiness linking to performance?
• How does the model inform your experience in organisations?
• What does the model tell you about your happiness at work?
This session will also be useful for Senior Leaders, Change Facilitators, Consultants, Coaches, OD Managers, L&D Managers and HR Managers.
Jackie Smith has been working with Jess Pryce Jones, the author of Happiness at Work, since its publication two years ago, accrediting people to raise awareness and use the tools of this leading edge research. She worked for 7 years in TAFE NSW as a Counselling Psychologist before re-locating to the UK. Since then she has worked internationally in consulting, facilitation and executive coaching for the last 16 years for companies such as PwC, KPMG, Ernst & Young, HSBC, Pfizer, Johnson & Johnson, Unilever, Wiley, Compaq, Black & Decker to name just a few. She co-authored a book on Personal Impact: what it takes to make a difference in 2008 and has written numerous articles".
Venue: University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium footbridge, walk straight ahead to room 580.
Date: Monday 8th August 2011
Time:
From 5:30pm to 7:30pm sharp | No RSVP - Just turn up
"Happiness is on the global agenda but until recently hasn’t been discussed on the employer agenda. In this context happiness is more than motivation and engagement. In the Science of Happiness at Work we have identified a direct correlation between happiness and productivity.
Join an interactive, thought-provoking discussion. Come and experience the model which when applied, makes a difference to how people feel and how they perform. We will explore the following themes:
• What do we mean by happiness in a work context
• How do we measure productivity? How can we encourage motivation/alignment/confidence/contribution?
• What are the elements in the model which identifies all the elements of happiness linking to performance?
• How does the model inform your experience in organisations?
• What does the model tell you about your happiness at work?
This session will also be useful for Senior Leaders, Change Facilitators, Consultants, Coaches, OD Managers, L&D Managers and HR Managers.
Jackie Smith has been working with Jess Pryce Jones, the author of Happiness at Work, since its publication two years ago, accrediting people to raise awareness and use the tools of this leading edge research. She worked for 7 years in TAFE NSW as a Counselling Psychologist before re-locating to the UK. Since then she has worked internationally in consulting, facilitation and executive coaching for the last 16 years for companies such as PwC, KPMG, Ernst & Young, HSBC, Pfizer, Johnson & Johnson, Unilever, Wiley, Compaq, Black & Decker to name just a few. She co-authored a book on Personal Impact: what it takes to make a difference in 2008 and has written numerous articles".
Venue: University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium footbridge, walk straight ahead to room 580.
Date: Monday 8th August 2011
Time:
From 5:30pm to 7:30pm sharp | No RSVP - Just turn up
Thursday, July 28, 2011
Skills Australia and Industry Skills Councils joint conference - Presentations
Skills Australia and Industry Skills Councils hosted a conference with the theme Putting skills at the heart of the economy on Thursday 21 July 2011 at the Crown Conference Centre in Melbourne.
I have attached a link where you can access some of the presentations:
http://www.skillsaustralia.gov.au/SkillsAtTheHeartOfTheEconomyConference.shtml
MF
I have attached a link where you can access some of the presentations:
http://www.skillsaustralia.gov.au/SkillsAtTheHeartOfTheEconomyConference.shtml
MF
Monday, July 18, 2011
e-Gems for VET practitioners: recordings available now - Australian Flexible Learning Framework
Australian Flexible Learning Framework has made available recordings of a series of web conferencing sessions looking at e-learning pedagogy, e-assessment and the use of technology in vocational education and training (VET.
A series of one-hour lunch time professional development sessions, e-Gems provide learning and networking opportunities for VET practitioners, offering information, handy tips and exploration of a variety of topics.
http://www.flexiblelearning.net.au/content/e-gems-recordings-available-now
MF
A series of one-hour lunch time professional development sessions, e-Gems provide learning and networking opportunities for VET practitioners, offering information, handy tips and exploration of a variety of topics.
http://www.flexiblelearning.net.au/content/e-gems-recordings-available-now
MF
Australian Social Trends, Jun 2011 - ABS
Australian Social Trends draws on a wide range of data, sourced both from ABS and other agencies, to present a picture of Australian society. This publication aims to inform decision-making, research and discussion on social conditions in Australia. It covers social issues of current and ongoing concern, population groups of interest, and changes in these over time.
To have access to these articles the links is available:
http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/4102.0Main%20Features1Jun%202011?opendocument&tabname=Summary&prodno=4102.0&issue=Jun%202011&num=&view
MF
To have access to these articles the links is available:
http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts/4102.0Main%20Features1Jun%202011?opendocument&tabname=Summary&prodno=4102.0&issue=Jun%202011&num=&view
MF
Monday, July 4, 2011
Sydney Facilitator Network - July Meeting
Dear TDN members
the Sydney Facilitators Network is holding their July meeting on Monday 11 July from 5.30 pm onwards. Further information:
"Transformational Leadership” with Godwin Vaz
"The sphere of Transformational Leadership is where a Leader facilitates a profound, positive shift in capability, character and results for themselves, their people and their organisation.
Come and join this stimulating, interactive and thought-provoking session. We will experience and have a conversation on the following relevant themes:
• What are the multiple Roles of a Transformational Leader
• What are common Myths and Barriers to successful Transformational efforts – leader and systemic
• Core (skills and mindset) Capabilities of a Transformational Leader
• When is a system/organisation ready for a transformational journey – Critical readiness factors to assess and/or influence
• How to manage the fear of losing credibility, criticism and peer disapproval
This session will also be useful for Senior Leaders, Change Facilitators, Senior Consultants, Transformational Trainers, L &D managers, HR Managers and consultants
About the Facilitator:
Godwin Vaz has been exploring, researching and working in the Transformational space for 24 years. He has been an executive coach, consultant and leadership development facilitator in 11 countries for companies such as Singapore Airlines, Itau Bank (Brazil), Federal Express, ExxonMobil, Macquarie Bank, SingtelOptus, Microsoft and many more. In the last 5 years he has also been an Advisor, Coach and Transformational Leadership facilitator for Partners at one of the top 3, global Management Consulting firms in the world.
Venue:
University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium footbridge, walk straight ahead to room 580.
Time:
From 5:30pm to 7:30pm sharp | No RSVP - Just turn up
Blog www.facilitatorsnetwork.blogspot.com"
MF
the Sydney Facilitators Network is holding their July meeting on Monday 11 July from 5.30 pm onwards. Further information:
"Transformational Leadership” with Godwin Vaz
"The sphere of Transformational Leadership is where a Leader facilitates a profound, positive shift in capability, character and results for themselves, their people and their organisation.
Come and join this stimulating, interactive and thought-provoking session. We will experience and have a conversation on the following relevant themes:
• What are the multiple Roles of a Transformational Leader
• What are common Myths and Barriers to successful Transformational efforts – leader and systemic
• Core (skills and mindset) Capabilities of a Transformational Leader
• When is a system/organisation ready for a transformational journey – Critical readiness factors to assess and/or influence
• How to manage the fear of losing credibility, criticism and peer disapproval
This session will also be useful for Senior Leaders, Change Facilitators, Senior Consultants, Transformational Trainers, L &D managers, HR Managers and consultants
About the Facilitator:
Godwin Vaz has been exploring, researching and working in the Transformational space for 24 years. He has been an executive coach, consultant and leadership development facilitator in 11 countries for companies such as Singapore Airlines, Itau Bank (Brazil), Federal Express, ExxonMobil, Macquarie Bank, SingtelOptus, Microsoft and many more. In the last 5 years he has also been an Advisor, Coach and Transformational Leadership facilitator for Partners at one of the top 3, global Management Consulting firms in the world.
Venue:
University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium footbridge, walk straight ahead to room 580.
Time:
From 5:30pm to 7:30pm sharp | No RSVP - Just turn up
Blog www.facilitatorsnetwork.blogspot.com"
MF
Thursday, June 30, 2011
Australian vocational education and training statistics - Report
The National Centre for Vocational Education Research (NCVER) has released estimated national completion rates data based on enrolments in publicly funded training throughout 2007. You can download that report from the following link:
http://www.apo.org.au/research/australian-vocational-education-and-training-statistics-likelihood-completing-vet-qualifica
MF
http://www.apo.org.au/research/australian-vocational-education-and-training-statistics-likelihood-completing-vet-qualifica
MF
"Four Ideas that will change the World of Training - Article
Dear TDN members
I found this interesting article from the E-Learning Coach website which talks about four ideas that will revolutionise the world of training:
4 Big ideas that will change the World of Training
"The field of training doesn’t change quickly. Even though technological innovation occurs at rapid speed and new learning theories emerge from cognitive research, large and entrenched training organizations move like slow dinosaurs.
It’s up to learning experience designers and developers, as well as trainers, educators and instructors to move us toward a more enlightened path that meets the needs of learners in today’s world. I’m voting that these four big ideas can propel us forward, hopefully sooner rather than later. Which big ideas do you favor? Comment below.
1. Connectivism
Connectivism is a learning theory for the digital world, where information is constantly changing and updating. Developed by George Siemens and Stephen Downes, this big idea is based on networks and on community, which is defined as “a clustering of similar areas of interest that allows for interaction, sharing, dialoguing and thinking together.”
Connectivism stresses that learning often occurs in loosely defined environments and is found in varied digital formats. Learning is enabled when an individual engages with community because information is distributed across networks. And because information is continually in a state of flux, the ability to seek, find and appropriately filter information is more important that what the individual knows.
When we acknowledge how much learning occurs through connected communities, it opens the door to rethinking traditional approaches to eLearning— at least in some domains. Perhaps it will mean enabling and supporting communities with common interests, breaking down superficial walls to encourage collaboration or documenting organizational knowledge for sharing. The possibilities for implementing connectivism are great.
2.Collaborative Learning
Collaborative learning—acquiring knowledge and skills through working with others—goes against the traditional model of pushing instruction on to audience members. This big idea assumes that learning is active, social and constructive.
Collaborative learning works in both structured and unstructured environments. In more formal learning, it often starts with a problem that needs to be solved. Collaborators develop a shared understanding of solutions through research, discussion, conversation and creation. This facilitates higher-level cognitive skills, because learners are creating something new together. Unlike traditional eLearning, learners are not isolated from each other.
In an unstructured environment, collaborative learning occurs naturally, by observing and working with others and through social media platforms. In your world, a focus on collaborative learning could involve adding discussion capabilities to online courses, providing times when experts make themselves available for online chats or promoting the co-creation of wikis for learning.
3. Situated Learning
This model, developed by Jean Lave and Etienne Wenger, proposes that effective learning occurs through the same activities, context and culture in which it will be applied. Further, that learners take on the sensibilities and beliefs of the community of practice in which they immerse themselves, so that enculturation happens seamlessly. This contrasts with the traditional approach to learning, which typically occurs separate from where the learned performance will take place.
Although situated learning theory may resemble the apprentice system, it goes beyond that. There is not one master, but a community—a variety of experts and workplace situations in which learning occurs.
This is another big idea based on the value of learning through social community. In terms of eLearning, hybrid approaches that allow for social contact can fulfill this approach. Using sophisticated simulations and 3D immersive environments could also work. Situated learning will push training designers to find ways to ensure that employees can stay informed, keep their skills current and know the right questions to ask when solving problems.
4. Informal Learning
This big idea is based on the fact that people are naturally designed for learning. Infants and children are compelled to explore, discover and experiment; adults learn more outside of structured programs at work, home and play than through formal means.
Informal learning is a self-directed and intrinsically motivated engagement for acquiring skills and knowledge. People set their own goals and the satisfaction comes from being able to do something new. As Jay Cross, proponent of informal learning says, “Informal learning often is a pastiche of small chunks of observing how others do things, asking questions, trial and error, sharing stories with others and casual conversation. Learners are pulled to informal learning.”
In the workplace, informal learning is accomplished by creating an open atmosphere that encourages sharing. It happens by encouraging discussion and conversation, implementing in-house social media technologies and fostering communities of practice. Because more learning occurs informally rather than formally, it’s wise to encourage it"
I found this interesting article from the E-Learning Coach website which talks about four ideas that will revolutionise the world of training:
4 Big ideas that will change the World of Training
"The field of training doesn’t change quickly. Even though technological innovation occurs at rapid speed and new learning theories emerge from cognitive research, large and entrenched training organizations move like slow dinosaurs.
It’s up to learning experience designers and developers, as well as trainers, educators and instructors to move us toward a more enlightened path that meets the needs of learners in today’s world. I’m voting that these four big ideas can propel us forward, hopefully sooner rather than later. Which big ideas do you favor? Comment below.
1. Connectivism
Connectivism is a learning theory for the digital world, where information is constantly changing and updating. Developed by George Siemens and Stephen Downes, this big idea is based on networks and on community, which is defined as “a clustering of similar areas of interest that allows for interaction, sharing, dialoguing and thinking together.”
Connectivism stresses that learning often occurs in loosely defined environments and is found in varied digital formats. Learning is enabled when an individual engages with community because information is distributed across networks. And because information is continually in a state of flux, the ability to seek, find and appropriately filter information is more important that what the individual knows.
When we acknowledge how much learning occurs through connected communities, it opens the door to rethinking traditional approaches to eLearning— at least in some domains. Perhaps it will mean enabling and supporting communities with common interests, breaking down superficial walls to encourage collaboration or documenting organizational knowledge for sharing. The possibilities for implementing connectivism are great.
2.Collaborative Learning
Collaborative learning—acquiring knowledge and skills through working with others—goes against the traditional model of pushing instruction on to audience members. This big idea assumes that learning is active, social and constructive.
Collaborative learning works in both structured and unstructured environments. In more formal learning, it often starts with a problem that needs to be solved. Collaborators develop a shared understanding of solutions through research, discussion, conversation and creation. This facilitates higher-level cognitive skills, because learners are creating something new together. Unlike traditional eLearning, learners are not isolated from each other.
In an unstructured environment, collaborative learning occurs naturally, by observing and working with others and through social media platforms. In your world, a focus on collaborative learning could involve adding discussion capabilities to online courses, providing times when experts make themselves available for online chats or promoting the co-creation of wikis for learning.
3. Situated Learning
This model, developed by Jean Lave and Etienne Wenger, proposes that effective learning occurs through the same activities, context and culture in which it will be applied. Further, that learners take on the sensibilities and beliefs of the community of practice in which they immerse themselves, so that enculturation happens seamlessly. This contrasts with the traditional approach to learning, which typically occurs separate from where the learned performance will take place.
Although situated learning theory may resemble the apprentice system, it goes beyond that. There is not one master, but a community—a variety of experts and workplace situations in which learning occurs.
This is another big idea based on the value of learning through social community. In terms of eLearning, hybrid approaches that allow for social contact can fulfill this approach. Using sophisticated simulations and 3D immersive environments could also work. Situated learning will push training designers to find ways to ensure that employees can stay informed, keep their skills current and know the right questions to ask when solving problems.
4. Informal Learning
This big idea is based on the fact that people are naturally designed for learning. Infants and children are compelled to explore, discover and experiment; adults learn more outside of structured programs at work, home and play than through formal means.
Informal learning is a self-directed and intrinsically motivated engagement for acquiring skills and knowledge. People set their own goals and the satisfaction comes from being able to do something new. As Jay Cross, proponent of informal learning says, “Informal learning often is a pastiche of small chunks of observing how others do things, asking questions, trial and error, sharing stories with others and casual conversation. Learners are pulled to informal learning.”
In the workplace, informal learning is accomplished by creating an open atmosphere that encourages sharing. It happens by encouraging discussion and conversation, implementing in-house social media technologies and fostering communities of practice. Because more learning occurs informally rather than formally, it’s wise to encourage it"
Sunday, June 26, 2011
Interesting Blog
Dear TDN members
I recently came across this interesting Blog. I hope that you find it interesting.
http://www.purplelearning.co.uk/interviews/the-new-learning-architect-interview-part-1?utm_source=twitterfeed&utm_medium=twitter
cheers
MF
I recently came across this interesting Blog. I hope that you find it interesting.
http://www.purplelearning.co.uk/interviews/the-new-learning-architect-interview-part-1?utm_source=twitterfeed&utm_medium=twitter
cheers
MF
Tuesday, May 31, 2011
4 Big Ideas That Will Change The World Of Training - Article
Dear TDN members
I found this interesting article about ideas that are changing the world of training and the article says:
"Connectivism
Connectivism is a learning theory for the digital world, where information is constantly changing and updating. Developed by George Siemens and Stephen Downes, this big idea is based on networks and on community, which is defined as “a clustering of similar areas of interest that allows for interaction, sharing, dialoguing and thinking together.”
Connectivism stresses that learning often occurs in loosely defined environments and is found in varied digital formats. Learning is enabled when an individual engages with community because information is distributed across networks. And because information is continually in a state of flux, the ability to seek, find and appropriately filter information is more important that what the individual knows.
When we acknowledge how much learning occurs through connected communities, it opens the door to rethinking traditional approaches to eLearning— at least in some domains. Perhaps it will mean enabling and supporting communities with common interests, breaking down superficial walls to encourage collaboration or documenting organizational knowledge for sharing. The possibilities for implementing connectivism are great.
Collaborative Learning
Collaborative learning—acquiring knowledge and skills through working with others—goes against the traditional model of pushing instruction on to audience members. This big idea assumes that learning is active, social and constructive.
Collaborative learning works in both structured and unstructured environments. In more formal learning, it often starts with a problem that needs to be solved. Collaborators develop a shared understanding of solutions through research, discussion, conversation and creation. This facilitates higher-level cognitive skills, because learners are creating something new together. Unlike traditional eLearning, learners are not isolated from each other.
In an unstructured environment, collaborative learning occurs naturally, by observing and working with others and through social media platforms. In your world, a focus on collaborative learning could involve adding discussion capabilities to online courses, providing times when experts make themselves available for online chats or promoting the co-creation of wikis for learning.
Situated Learning
This model, developed by Jean Lave and Etienne Wenger, proposes that effective learning occurs through the same activities, context and culture in which it will be applied. Further, that learners take on the sensibilities and beliefs of the community of practice in which they immerse themselves, so that enculturation happens seamlessly. This contrasts with the traditional approach to learning, which typically occurs separate from where the learned performance will take place.
Although situated learning theory may resemble the apprentice system, it goes beyond that. There is not one master, but a community—a variety of experts and workplace situations in which learning occurs.
This is another big idea based on the value of learning through social community. In terms of eLearning, hybrid approaches that allow for social contact can fulfill this approach. Using sophisticated simulations and 3D immersive environments could also work. Situated learning will push training designers to find ways to ensure that employees can stay informed, keep their skills current and know the right questions to ask when solving problems.
Informal Learning
This big idea is based on the fact that people are naturally designed for learning. Infants and children are compelled to explore, discover and experiment; adults learn more outside of structured programs at work, home and play than through formal means.
Informal learning is a self-directed and intrinsically motivated engagement for acquiring skills and knowledge. People set their own goals and the satisfaction comes from being able to do something new. As Jay Cross, proponent of informal learning says, “Informal learning often is a pastiche of small chunks of observing how others do things, asking questions, trial and error, sharing stories with others and casual conversation. Learners are pulled to informal learning.”
In the workplace, informal learning is accomplished by creating an open atmosphere that encourages sharing. It happens by encouraging discussion and conversation, implementing in-house social media technologies and fostering communities of practice. Because more learning occurs informally rather than formally, it’s wise to encourage it"
Source: http://theelearningcoach.com/elearning2-0/big-ideas-that-will-change-training/
I found this interesting article about ideas that are changing the world of training and the article says:
"Connectivism
Connectivism is a learning theory for the digital world, where information is constantly changing and updating. Developed by George Siemens and Stephen Downes, this big idea is based on networks and on community, which is defined as “a clustering of similar areas of interest that allows for interaction, sharing, dialoguing and thinking together.”
Connectivism stresses that learning often occurs in loosely defined environments and is found in varied digital formats. Learning is enabled when an individual engages with community because information is distributed across networks. And because information is continually in a state of flux, the ability to seek, find and appropriately filter information is more important that what the individual knows.
When we acknowledge how much learning occurs through connected communities, it opens the door to rethinking traditional approaches to eLearning— at least in some domains. Perhaps it will mean enabling and supporting communities with common interests, breaking down superficial walls to encourage collaboration or documenting organizational knowledge for sharing. The possibilities for implementing connectivism are great.
Collaborative Learning
Collaborative learning—acquiring knowledge and skills through working with others—goes against the traditional model of pushing instruction on to audience members. This big idea assumes that learning is active, social and constructive.
Collaborative learning works in both structured and unstructured environments. In more formal learning, it often starts with a problem that needs to be solved. Collaborators develop a shared understanding of solutions through research, discussion, conversation and creation. This facilitates higher-level cognitive skills, because learners are creating something new together. Unlike traditional eLearning, learners are not isolated from each other.
In an unstructured environment, collaborative learning occurs naturally, by observing and working with others and through social media platforms. In your world, a focus on collaborative learning could involve adding discussion capabilities to online courses, providing times when experts make themselves available for online chats or promoting the co-creation of wikis for learning.
Situated Learning
This model, developed by Jean Lave and Etienne Wenger, proposes that effective learning occurs through the same activities, context and culture in which it will be applied. Further, that learners take on the sensibilities and beliefs of the community of practice in which they immerse themselves, so that enculturation happens seamlessly. This contrasts with the traditional approach to learning, which typically occurs separate from where the learned performance will take place.
Although situated learning theory may resemble the apprentice system, it goes beyond that. There is not one master, but a community—a variety of experts and workplace situations in which learning occurs.
This is another big idea based on the value of learning through social community. In terms of eLearning, hybrid approaches that allow for social contact can fulfill this approach. Using sophisticated simulations and 3D immersive environments could also work. Situated learning will push training designers to find ways to ensure that employees can stay informed, keep their skills current and know the right questions to ask when solving problems.
Informal Learning
This big idea is based on the fact that people are naturally designed for learning. Infants and children are compelled to explore, discover and experiment; adults learn more outside of structured programs at work, home and play than through formal means.
Informal learning is a self-directed and intrinsically motivated engagement for acquiring skills and knowledge. People set their own goals and the satisfaction comes from being able to do something new. As Jay Cross, proponent of informal learning says, “Informal learning often is a pastiche of small chunks of observing how others do things, asking questions, trial and error, sharing stories with others and casual conversation. Learners are pulled to informal learning.”
In the workplace, informal learning is accomplished by creating an open atmosphere that encourages sharing. It happens by encouraging discussion and conversation, implementing in-house social media technologies and fostering communities of practice. Because more learning occurs informally rather than formally, it’s wise to encourage it"
Source: http://theelearningcoach.com/elearning2-0/big-ideas-that-will-change-training/
Monday, May 23, 2011
Australian Jobs 2011 - Report
Australian Jobs 2011 presents information for people exploring careers or education and training options, as well as those currently looking for work or wanting assistance to enter or re-enter the labour market. The publication includes information about employment trends by region, occupation and industry, together with projected employment growth and job prospects.
I have attached to this entry the link of the report.
http://www.deewr.gov.au/Employment/ResearchStatistics/Documents/AustralianJobs.pdf
MF
I have attached to this entry the link of the report.
http://www.deewr.gov.au/Employment/ResearchStatistics/Documents/AustralianJobs.pdf
MF
Skills for Prosperity Information Session - 31 May 2011, Sydney
Skills Australia is running the following session:
Skills for Prosperity Information Session
Date: 31 May 2011,
Time: 10.45am-12.00noon
Venue: Henry Lawson Room, Sydney Harbour Marriott Hotel, 30 Pitt St, Sydney
"On 3 May 2011, Skills Australia released its report on the vocational education and training (VET) sector, Skills for Prosperity – a roadmap for vocational education and training.
Skills Australia invites you to come to an information session about VET reform – outlining rationale and key recommendations of this report".
MF
Skills for Prosperity Information Session
Date: 31 May 2011,
Time: 10.45am-12.00noon
Venue: Henry Lawson Room, Sydney Harbour Marriott Hotel, 30 Pitt St, Sydney
"On 3 May 2011, Skills Australia released its report on the vocational education and training (VET) sector, Skills for Prosperity – a roadmap for vocational education and training.
Skills Australia invites you to come to an information session about VET reform – outlining rationale and key recommendations of this report".
MF
Monday, May 2, 2011
Sydney Facilitators Network - May 9th at 5.30 pm
The Sydney Facilitators Network is getting together on monday 9th of May from 5.30 pm onwards and its main topic is:
“Wildcard” – Short processes for fun and energy
At a 'Wildcard' meeting, volunteer facilitators step-up to run a short session of between 5 and 20 minutes. Wildcards are often the best meetings to get a range of ideas and tools for working with groups.
Typical processes suitable for the “Wildcard” include ice breakers, opening and closing rituals, energisers, thought provokers, experiential activities, games, simulations, conversations, Q&A sessions - anything at all that can be done in 5 - 20 minutes.
Sessions are not scheduled in advance. Everything is on the night including a short debriefing.
Come with either a short process 'in your pocket' or just to have fun.
Venue: CM05C.01.29 – UTS QUAY St, Level 1 Room 29
University of Technology Sydney (UTS),
Haymarket Campus
(Opposite Market City Shopping Complex and Paddy's Markets)
Near Cnr. Quay St & Ultimo Rd
Haymarket, NSW, 2000
University of Technology Sydney (UTS),
Room CM05C.01.29 (Level 1, Room 29 - follow the signs)
“Wildcard” – Short processes for fun and energy
At a 'Wildcard' meeting, volunteer facilitators step-up to run a short session of between 5 and 20 minutes. Wildcards are often the best meetings to get a range of ideas and tools for working with groups.
Typical processes suitable for the “Wildcard” include ice breakers, opening and closing rituals, energisers, thought provokers, experiential activities, games, simulations, conversations, Q&A sessions - anything at all that can be done in 5 - 20 minutes.
Sessions are not scheduled in advance. Everything is on the night including a short debriefing.
Come with either a short process 'in your pocket' or just to have fun.
Venue: CM05C.01.29 – UTS QUAY St, Level 1 Room 29
University of Technology Sydney (UTS),
Haymarket Campus
(Opposite Market City Shopping Complex and Paddy's Markets)
Near Cnr. Quay St & Ultimo Rd
Haymarket, NSW, 2000
University of Technology Sydney (UTS),
Room CM05C.01.29 (Level 1, Room 29 - follow the signs)
Thursday, April 28, 2011
"A new culture of Learning" - Article
Dear TDN members
I found this interesting article about a new way of learning by accepting and not resisting technology.
http://www.brainpickings.org/index.php/2011/01/18/a-new-culture-of-learning/
happy reading
MF
I found this interesting article about a new way of learning by accepting and not resisting technology.
http://www.brainpickings.org/index.php/2011/01/18/a-new-culture-of-learning/
happy reading
MF
Monday, April 18, 2011
"Mobile Learning" - Article
I found this interesting article about what is "Mobile Learning" and how technology can support learning in organisations:
http://www.upsidelearning.com/blog/index.php/2011/02/21/mobile-learning-what-it-can-do-for-a-global-workforce/
Happy reading
MF
http://www.upsidelearning.com/blog/index.php/2011/02/21/mobile-learning-what-it-can-do-for-a-global-workforce/
Happy reading
MF
"No More Excuses" Report
The Industry Skills Councils have released the "No More Excuse" Report calling for urgent action to remedy literacy and numeracy problems. "No More Excuses" outlines the literacy and numeracy challenges facing the Australian workforce and the impact this has on industry. International studies have shown that over the past two decades Australia's literacy and numeracy skill levels have stagnated while those of other countries, particularly in the Asia-Pacific region, have improved. Copy of the report is available from this link: https://www.cshisc.com.au/docs/nomoreexcuses_final_single_page.pdf
MF
MF
Monday, April 4, 2011
Sydney Facilitators Network - April Meeting
The Sydney Facilitators Network is holding their meeting on Monday 11 April 2011 at 5.30 pm. The Topic is:
“Strength Flags” - Applied Creativity meets Positive Psychology with Sally Swain
"Have you succumbed to the Western epidemic of self-niggling-and-nagging? When faced with facilitating a big group, or with art materials …or just with daily living…does your Inner Critic run riot?
In this session, you’ll be guided through Sally’s ‘Strengthogram’ – a strategy for identifying and reinforcing your successes.
We look at the skills, passions, positive traits and values that contribute to an activity you enjoyed. We translate your observations into visible form. We play with simple art materials to create a ‘Strength Flag’. We fly this flag as a symbol of personal/professional power and joy.
Both ‘Strengthograms’ and ‘Strength Flags’ are adaptable tools you can apply at any time. You can use them even with the tiny activities you manage to do on a Low Self-esteem Day (psychological equivalent of a Bad Hair Day), or use them with clients.
Sally believes that creativity flourishes in a safe, encouraging, respectful environment. Whether you have art experience or not, feel free to come along and explore."
Venue:
University of Technology Sydney (UTS),
Room CB10.02.410 (follow the signs)
Building 10, Cnr Jones and Thomas Sts. Ultimo (same as usual venue – different room)
Time:
Monday 11 April 2011
From 5:30pm to 7:30pm sharp | No RSVP - Just turn up
Emergency contact Greg Jenkins m: 0418 486 501 e: greg@changeagent.com.au
“Strength Flags” - Applied Creativity meets Positive Psychology with Sally Swain
"Have you succumbed to the Western epidemic of self-niggling-and-nagging? When faced with facilitating a big group, or with art materials …or just with daily living…does your Inner Critic run riot?
In this session, you’ll be guided through Sally’s ‘Strengthogram’ – a strategy for identifying and reinforcing your successes.
We look at the skills, passions, positive traits and values that contribute to an activity you enjoyed. We translate your observations into visible form. We play with simple art materials to create a ‘Strength Flag’. We fly this flag as a symbol of personal/professional power and joy.
Both ‘Strengthograms’ and ‘Strength Flags’ are adaptable tools you can apply at any time. You can use them even with the tiny activities you manage to do on a Low Self-esteem Day (psychological equivalent of a Bad Hair Day), or use them with clients.
Sally believes that creativity flourishes in a safe, encouraging, respectful environment. Whether you have art experience or not, feel free to come along and explore."
Venue:
University of Technology Sydney (UTS),
Room CB10.02.410 (follow the signs)
Building 10, Cnr Jones and Thomas Sts. Ultimo (same as usual venue – different room)
Time:
Monday 11 April 2011
From 5:30pm to 7:30pm sharp | No RSVP - Just turn up
Emergency contact Greg Jenkins m: 0418 486 501 e: greg@changeagent.com.au
Wednesday, March 30, 2011
What is a learning organisation? - Judi Apte
“Developing as a Learning Organisation – Judi Apte, EOS Management Consultant and Trainer
This is a brief summary of Judi Apte’s presentation and discussion at the March meeting of the Training Directions Network.
• Judi’s background is in adult education and social work
• Her interest is in engaging organizations and teams in learning practices
• Last year, a project that assisted family support services in the Blacktown area looked at different aspects such as how staff absorb new ideas, how ideas are presented and followed up through supervision and skills levels.
• Through FWTDP the project aimed to lift practice and encourage organizations to become solid learning organizations.
• Some aspects highlighted through the project were: staff need to engage managers and management committees to become a learning organization.
• It is easier to invest in supervision and training but looking at the practical use of these acquired skills is another story
• Learning organizations require the support from management
• Another example of a good learning practice is the development of cultural intelligence. Therefore the organization will be able to respond better to new client groups
• Sometimes the issue is not the quality of the training. On the contrary the issue is how we move to the next level – excellence
• What is a learning organization?: it creates knowledge for current and future work, rather than responding to experiences in a reactive way.
What is a non learning organization?
• People “fixed” with a certain ideas
• “I don’t need new knowledge” attitude
• Being stuck in old habits
• Being in a position and keep the old ways of working
• Issues of territoriality
• Strong sense of ownership
• Ideas of superiority
• Not allowing people to stay in a position for a long period of time
• Become defensive
Steps to become a learning organization
• Strengthen what we know. If we make our tacit knowledge more explicit we can strengthen, extend and promote our capacity to be effective more and become more confident
• In our industry we need to re-value supervision and be clear why we need to learn
• A lot of our working knowledge is not documented, shared and promoted – we need to do this explicitly
• Create space to share our learning through team meetings and what we are learning from our clients
• Improve our environments: organizational learning environments are about developing optimum conditions for effective learning within agencies at both individual and organizational levels
• The value of staff meetings to explore new ideas
• A learning organization strongly values informal learning as only 10% to 20% of our learning comes from formal training
Characteristics of a Learning Organisation
• Curious, solution finding and adaptive to its environment, seeking information and opportunities
• Taking a learning stance in response to difficulties and pressures
• Less defensive, blaming and stuck
Learning disabilities
• Some teams or team members are closed to new ideas and remain out of date in their responses to issues
• Organizations who are chaotic are normally overwhelmed with information and lack focus and future direction
• The pace to a learning organization is a slow process
• The organization needs to have a strategy to deal with learning disabilities
This is a brief summary of Judi Apte’s presentation and discussion at the March meeting of the Training Directions Network.
• Judi’s background is in adult education and social work
• Her interest is in engaging organizations and teams in learning practices
• Last year, a project that assisted family support services in the Blacktown area looked at different aspects such as how staff absorb new ideas, how ideas are presented and followed up through supervision and skills levels.
• Through FWTDP the project aimed to lift practice and encourage organizations to become solid learning organizations.
• Some aspects highlighted through the project were: staff need to engage managers and management committees to become a learning organization.
• It is easier to invest in supervision and training but looking at the practical use of these acquired skills is another story
• Learning organizations require the support from management
• Another example of a good learning practice is the development of cultural intelligence. Therefore the organization will be able to respond better to new client groups
• Sometimes the issue is not the quality of the training. On the contrary the issue is how we move to the next level – excellence
• What is a learning organization?: it creates knowledge for current and future work, rather than responding to experiences in a reactive way.
What is a non learning organization?
• People “fixed” with a certain ideas
• “I don’t need new knowledge” attitude
• Being stuck in old habits
• Being in a position and keep the old ways of working
• Issues of territoriality
• Strong sense of ownership
• Ideas of superiority
• Not allowing people to stay in a position for a long period of time
• Become defensive
Steps to become a learning organization
• Strengthen what we know. If we make our tacit knowledge more explicit we can strengthen, extend and promote our capacity to be effective more and become more confident
• In our industry we need to re-value supervision and be clear why we need to learn
• A lot of our working knowledge is not documented, shared and promoted – we need to do this explicitly
• Create space to share our learning through team meetings and what we are learning from our clients
• Improve our environments: organizational learning environments are about developing optimum conditions for effective learning within agencies at both individual and organizational levels
• The value of staff meetings to explore new ideas
• A learning organization strongly values informal learning as only 10% to 20% of our learning comes from formal training
Characteristics of a Learning Organisation
• Curious, solution finding and adaptive to its environment, seeking information and opportunities
• Taking a learning stance in response to difficulties and pressures
• Less defensive, blaming and stuck
Learning disabilities
• Some teams or team members are closed to new ideas and remain out of date in their responses to issues
• Organizations who are chaotic are normally overwhelmed with information and lack focus and future direction
• The pace to a learning organization is a slow process
• The organization needs to have a strategy to deal with learning disabilities
Wednesday, March 23, 2011
Vocational Education and Training Workforce Report - Productivity Commission
Dear TDN members
the "Vocational Education and Training Workforce" Report produced by the Productivity Commission is available now:
http://www.pc.gov.au/__data/assets/pdf_file/0012/98598/vocational-education-issues.pdf
MF
the "Vocational Education and Training Workforce" Report produced by the Productivity Commission is available now:
http://www.pc.gov.au/__data/assets/pdf_file/0012/98598/vocational-education-issues.pdf
MF
Thursday, March 10, 2011
Sydney Facilitators Network - March Meeting
Dear TDN members. The Sydney Facilitators Network is meeting on Monday 14th of March. Further information is included on this blog entry:
“Playing to Learn” - is this an oxymoron [like ‘”fun run”] - or a viable option for today’s complex world?
With Dr Elyssebeth Leigh
Dr Elyssebeth Leigh enjoys playing to learn and considers learning as the most vital and continuing task we all undertake everyday. Considering ‘learning’ as a ‘serious’ task critically inhibits our capacity to adapt ‘in the moment’ to changing demands on our thinking and our capacity to act sensibly.
Considering ‘learning’ as a plaything and observing ourselves learn through play is what we did as children all our early years. Then we encounter the ‘formality’ of ‘school learning’ and begin to lose that capacity to ‘play with’ knowing and doing.
In this session Elyssebeth will invite everyone to revisit your childhood, recapture those moments when you knew you were learning something important and were nowhere near a classroom. This series of fun ‘mind games’ will help you address your own unique take on your childhood and your present approach to learning in the hope that you too will see how much fun you can have while playing to learn.
About Dr Elyssebeth Leigh:
Elyssebeth leads FutureSearch - an educational consultancy using action and experiential learning and simulations and games for organisational development and personal improvement.
As an experienced communicator and learning facilitator, as well as a designer of simulations and games, she works in multi-cultural contexts. She has been an educator of adults for more than 20 years in business and academic contexts, and was a keynote speaker at the 2010 conference on “Public Administration in the XX1st century – traditions and innovations” hosted by Lomonsov Moscow State University.
Elyssebeth publishes books and articles - the most recent being Wills, S. Leigh, E. Ip, A (2010) The Power of Role-based e- Learning, New York, Routledge. She leads the Technical Committee for the SimTecT conferences (http://www.siaa.asn.au/)
Venue: ** Note change of Venue for this Meeting***
University of Technology Sydney (UTS),
Room CM05C.01.05
UTS (University of Technology) Sydney
Haymarket Campus
(Opposite Market City Shopping Complex and Paddy's Markets)
Cnr Quay St & Ultimo Rd
Haymarket, NSW, 2000
Time:
From 5:30pm to 7:30pm sharp | No RSVP - Just turn up
“Playing to Learn” - is this an oxymoron [like ‘”fun run”] - or a viable option for today’s complex world?
With Dr Elyssebeth Leigh
Dr Elyssebeth Leigh enjoys playing to learn and considers learning as the most vital and continuing task we all undertake everyday. Considering ‘learning’ as a ‘serious’ task critically inhibits our capacity to adapt ‘in the moment’ to changing demands on our thinking and our capacity to act sensibly.
Considering ‘learning’ as a plaything and observing ourselves learn through play is what we did as children all our early years. Then we encounter the ‘formality’ of ‘school learning’ and begin to lose that capacity to ‘play with’ knowing and doing.
In this session Elyssebeth will invite everyone to revisit your childhood, recapture those moments when you knew you were learning something important and were nowhere near a classroom. This series of fun ‘mind games’ will help you address your own unique take on your childhood and your present approach to learning in the hope that you too will see how much fun you can have while playing to learn.
About Dr Elyssebeth Leigh:
Elyssebeth leads FutureSearch - an educational consultancy using action and experiential learning and simulations and games for organisational development and personal improvement.
As an experienced communicator and learning facilitator, as well as a designer of simulations and games, she works in multi-cultural contexts. She has been an educator of adults for more than 20 years in business and academic contexts, and was a keynote speaker at the 2010 conference on “Public Administration in the XX1st century – traditions and innovations” hosted by Lomonsov Moscow State University.
Elyssebeth publishes books and articles - the most recent being Wills, S. Leigh, E. Ip, A (2010) The Power of Role-based e- Learning, New York, Routledge. She leads the Technical Committee for the SimTecT conferences (http://www.siaa.asn.au/)
Venue: ** Note change of Venue for this Meeting***
University of Technology Sydney (UTS),
Room CM05C.01.05
UTS (University of Technology) Sydney
Haymarket Campus
(Opposite Market City Shopping Complex and Paddy's Markets)
Cnr Quay St & Ultimo Rd
Haymarket, NSW, 2000
Time:
From 5:30pm to 7:30pm sharp | No RSVP - Just turn up
Monday, March 7, 2011
"What makes a great presentation" - articles
Dear TDN members
I found two articles that provide two different perspectives on what makes a great presentation.
http://www.presentationadvisors.com/100-presentation-tips
http://www.presentationadvisors.com/wp-content/uploads/2011/01/100_tips.pdf
http://blogs.hbr.org/johnson/2011/02/the-essence-of-a-great-present.html
MF
I found two articles that provide two different perspectives on what makes a great presentation.
http://www.presentationadvisors.com/100-presentation-tips
http://www.presentationadvisors.com/wp-content/uploads/2011/01/100_tips.pdf
http://blogs.hbr.org/johnson/2011/02/the-essence-of-a-great-present.html
MF
Monday, February 28, 2011
Workforce Interview - Trevor Hobday
Miguel Ferrero interviewed Trevor Hobday who is the Training Promotions Officer - Learning and Development Unit of the Mental Health Coordinating Council and this a summary of the conversation
What is your current role?My role at the Learning and Development Unit (LDU) in the Mental Health Coordinating Council (MHCC) is increadibly varied. My official role title is Training Promotions Officer. My major role is around promotion and marketing for the LDU both within the community sector and beyond. I am also a qualified Trainer and Assessor.
What were you doing before this?I am registered nurse and a member of the Australian and New Zealand College of Mental Health Nurses. Before joining MHCC in 2008, I had experience working as a Team Leader (Clinical Nurse Specialist) with a Mobile Assertive Treatment Team (MATT) in Sydney and over ten years as a Mental Health Nurse, including the development and facilitation of training in areas such as aggression minimisation/management and suicide prevention. I have also worked for the AIDS Council of NSW as Manager, Enhanced Primary Care and Counselling Services, including the facilitation of forums and committees with government and other non-government agencies on issues such as drugs and alcohol, same sex domestic violence and mental health issues.
I hold a Master of Clinical Practice (major in Mental Health), a Graduate Certificate in Mental Health Nursing, B Nursing, a Certificate IV in Assessment & Workplace Training and an Advanced Certificate in Nursing (Enrolled Nurse).
What do you find challenging about the industry?The sector is quite challenging as there are a range of philosophies which all have value and provide a source of much discussion. The community managed mental health sector is moving toward Recovery Oriented Practice, which is holistic, collaborative, strengths based and person centred. Some of the challenges lie on how to retain the benefits of the historical medical model and bridge the gap between the two. There is still some evidence of a "silo" based mentality in the MH sector and it is hoped that incorporating and seeing the value of Recovery Oriented Practice will encourage services and individuals to work far more collaboratively with each other.
Funding arrangements have many benefits, but also can create a sense of "competitiveness" within the sector, we we need to be far more creative in how to develop healthy partnerships and share resources as part of our core business.
The significant growth of the community managed mental health sector over the last 5 - 10 years means there is an ongoing need to support workers to develop their professional capacity and provide the opportunity to broaden career pathways. Mental health needs to be incorporated as a core subject in training, rather than just an elective or "add-on", to empower staff to be more confident in being able to respond to consumer' needs and promote emotional health and well being.
Training in the sector has improved immensely over the last few years and it would be great to see more of a connection and collaboration between the tertiary education sector and Registered Training Organisations providing nationally accredited training.
What in your opinion are the key workforce issues faced by the community sector?The ageing workforce is an issue and replacing staff with many years of both clinical and community based experience is challenging - however, a lot of younger recruits are coming into the sector which is also an advantage, as a mix of skills and knowledge are very beneficial.
Lack of mentoring and supervision seems to be an ongoing issue, as is access to appropriate training for rural workers. Training needs to be supported at all levels of organisation, including funding bodies, management so as workers feel supported and able to be released from their workplace as necessary to attend training.
There is also a need to promote awareness around the value and necessity to recruit more consumers and carers to participate in development and delivery of training, employing specific marketing and promotional strategies and collaborating with other services.
What strategies the sector could develop to address these issues?- Flexible delivery methods - e.g. online learning to address access and equity issues
- Integration into CORE training
- Attracting a diverse workforce, improving sector pay and conditions, continual lobbying of government for longer term funding
- Building sustainability into the sector by providing training for consumers and carers
- More defined career pathways within community sector
- Mentoring and supervision
- Networkin/building partnerships with key stakeholders
- Training to be holistic, person centred, reflective, workplace relevant, and address issues such as self care
There are a number of ways the sector could respond to some of the challenges presented.
- Adopting flexible learning options integration of MH training to develop core skills sets and providing mentoring and coaching models within the workplace
- Providing training, subsidized by government or other funding would make relevant training more accessible to workers, carers and consumers and also build sustainability into the sector
- Providing more defined career pathways would also attract new workers into the sector
- Forming partnerships and being members of key peak bodies is also essential to promote best practice principles and keep abreast of current research in the sector
What is your advice to the Community Sector that could be helpful to face these issues?- Help desmystify what recovery is
- Incorporate Recovery Oriented Practice into all aspects of service delivery and philosophy
- Include prevention and education strategies as a key part of service delivery
- Continue to support the importance and value of training within the sector
- Support workers with appropriate measures e.g. training, management practices and workload management
- implement evaluation and review mechanisms according to national and international standards and practice guidelines
- incorporate research and development into education and training
What is your current role?My role at the Learning and Development Unit (LDU) in the Mental Health Coordinating Council (MHCC) is increadibly varied. My official role title is Training Promotions Officer. My major role is around promotion and marketing for the LDU both within the community sector and beyond. I am also a qualified Trainer and Assessor.
What were you doing before this?I am registered nurse and a member of the Australian and New Zealand College of Mental Health Nurses. Before joining MHCC in 2008, I had experience working as a Team Leader (Clinical Nurse Specialist) with a Mobile Assertive Treatment Team (MATT) in Sydney and over ten years as a Mental Health Nurse, including the development and facilitation of training in areas such as aggression minimisation/management and suicide prevention. I have also worked for the AIDS Council of NSW as Manager, Enhanced Primary Care and Counselling Services, including the facilitation of forums and committees with government and other non-government agencies on issues such as drugs and alcohol, same sex domestic violence and mental health issues.
I hold a Master of Clinical Practice (major in Mental Health), a Graduate Certificate in Mental Health Nursing, B Nursing, a Certificate IV in Assessment & Workplace Training and an Advanced Certificate in Nursing (Enrolled Nurse).
What do you find challenging about the industry?The sector is quite challenging as there are a range of philosophies which all have value and provide a source of much discussion. The community managed mental health sector is moving toward Recovery Oriented Practice, which is holistic, collaborative, strengths based and person centred. Some of the challenges lie on how to retain the benefits of the historical medical model and bridge the gap between the two. There is still some evidence of a "silo" based mentality in the MH sector and it is hoped that incorporating and seeing the value of Recovery Oriented Practice will encourage services and individuals to work far more collaboratively with each other.
Funding arrangements have many benefits, but also can create a sense of "competitiveness" within the sector, we we need to be far more creative in how to develop healthy partnerships and share resources as part of our core business.
The significant growth of the community managed mental health sector over the last 5 - 10 years means there is an ongoing need to support workers to develop their professional capacity and provide the opportunity to broaden career pathways. Mental health needs to be incorporated as a core subject in training, rather than just an elective or "add-on", to empower staff to be more confident in being able to respond to consumer' needs and promote emotional health and well being.
Training in the sector has improved immensely over the last few years and it would be great to see more of a connection and collaboration between the tertiary education sector and Registered Training Organisations providing nationally accredited training.
What in your opinion are the key workforce issues faced by the community sector?The ageing workforce is an issue and replacing staff with many years of both clinical and community based experience is challenging - however, a lot of younger recruits are coming into the sector which is also an advantage, as a mix of skills and knowledge are very beneficial.
Lack of mentoring and supervision seems to be an ongoing issue, as is access to appropriate training for rural workers. Training needs to be supported at all levels of organisation, including funding bodies, management so as workers feel supported and able to be released from their workplace as necessary to attend training.
There is also a need to promote awareness around the value and necessity to recruit more consumers and carers to participate in development and delivery of training, employing specific marketing and promotional strategies and collaborating with other services.
What strategies the sector could develop to address these issues?- Flexible delivery methods - e.g. online learning to address access and equity issues
- Integration into CORE training
- Attracting a diverse workforce, improving sector pay and conditions, continual lobbying of government for longer term funding
- Building sustainability into the sector by providing training for consumers and carers
- More defined career pathways within community sector
- Mentoring and supervision
- Networkin/building partnerships with key stakeholders
- Training to be holistic, person centred, reflective, workplace relevant, and address issues such as self care
There are a number of ways the sector could respond to some of the challenges presented.
- Adopting flexible learning options integration of MH training to develop core skills sets and providing mentoring and coaching models within the workplace
- Providing training, subsidized by government or other funding would make relevant training more accessible to workers, carers and consumers and also build sustainability into the sector
- Providing more defined career pathways would also attract new workers into the sector
- Forming partnerships and being members of key peak bodies is also essential to promote best practice principles and keep abreast of current research in the sector
What is your advice to the Community Sector that could be helpful to face these issues?- Help desmystify what recovery is
- Incorporate Recovery Oriented Practice into all aspects of service delivery and philosophy
- Include prevention and education strategies as a key part of service delivery
- Continue to support the importance and value of training within the sector
- Support workers with appropriate measures e.g. training, management practices and workload management
- implement evaluation and review mechanisms according to national and international standards and practice guidelines
- incorporate research and development into education and training
Wednesday, February 16, 2011
"Speaking about Presenting" - Blog
Dear TDN members
I found this blog which provide good presentation tips to trainers and facilitators.
http://speakingaboutpresenting.com/
happy reading
MF
I found this blog which provide good presentation tips to trainers and facilitators.
http://speakingaboutpresenting.com/
happy reading
MF
Wednesday, February 9, 2011
"Planning for the Future" - Sydney Facilitators Network - February Meeting
Strategic planning is an organisational constant. In fact, planning is a constant in our personal lives. But how often do events arise that derail that beautifully documented strategy plan? That, in hindsight, we kick ourselves and say, ‘I should have seen that coming’.
Most strategic planning processes start from the current state and propose a future, based on what we know now. Because of the way our minds work, this often means we miss those events or relationships which could have been turned into real strategic advantage for organisations, or ourselves!
You are invited to this workshop to explore the use of a strategic planning process that works from the future backwards. It has been successfully been used in government, the not for profit, the corporate sector to help leaders and their teams navigate their organisation. Drawn from the complexity field, and initially developed by Snowden and his team at Cognitive Edge as a response to complexity in organisations, this updated process integrates the known and unknown dimensions of the future, requiring people to use both their mind and their heart.
As facilitators, you will experience and examine the process, learn about the fundamental principles of complexity and chaos and see their application in strategic planning. You will see practically how creating the future from the future, helps us identify those diffusion and tipping points so many of us experience in complex change.
About the facilitator Lee Carsley:
Lee has worked in a variety of roles, from economist, business advisor, stage manager, OD Head, and change practitioner consultant over the past 25 years. Her organisational experience has ranged from strategic planning, leadership pipeline and individual leader development, to running multiple service delivery teams, globally and in Australia. She has facilitated large and small groups, virtually and in real time, in organisations and the community. She was Vice President of the Society for Organisation Learning Australia for 5 years, from where her initial experience and passion for complexity tools started. Over the years, as the research and practice in complexity evolved, Lee has incorporated these developments in her complexity toolkit. She is currently in final stages of writing a leader fieldbook on complex change, titled ‘Change Matters’.
Venue:University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium foot bridge, walk straight ahead to room 580.
Time:From 5:30pm to 7:30pm sharp | No RSVP - Just turn up
Most strategic planning processes start from the current state and propose a future, based on what we know now. Because of the way our minds work, this often means we miss those events or relationships which could have been turned into real strategic advantage for organisations, or ourselves!
You are invited to this workshop to explore the use of a strategic planning process that works from the future backwards. It has been successfully been used in government, the not for profit, the corporate sector to help leaders and their teams navigate their organisation. Drawn from the complexity field, and initially developed by Snowden and his team at Cognitive Edge as a response to complexity in organisations, this updated process integrates the known and unknown dimensions of the future, requiring people to use both their mind and their heart.
As facilitators, you will experience and examine the process, learn about the fundamental principles of complexity and chaos and see their application in strategic planning. You will see practically how creating the future from the future, helps us identify those diffusion and tipping points so many of us experience in complex change.
About the facilitator Lee Carsley:
Lee has worked in a variety of roles, from economist, business advisor, stage manager, OD Head, and change practitioner consultant over the past 25 years. Her organisational experience has ranged from strategic planning, leadership pipeline and individual leader development, to running multiple service delivery teams, globally and in Australia. She has facilitated large and small groups, virtually and in real time, in organisations and the community. She was Vice President of the Society for Organisation Learning Australia for 5 years, from where her initial experience and passion for complexity tools started. Over the years, as the research and practice in complexity evolved, Lee has incorporated these developments in her complexity toolkit. She is currently in final stages of writing a leader fieldbook on complex change, titled ‘Change Matters’.
Venue:University of Technology Sydney (UTS), Jones Street, Ultimo corner Thomas Street.
Room 5.580 Level 5, Building 10, Take the lift to level 5, cross the atrium foot bridge, walk straight ahead to room 580.
Time:From 5:30pm to 7:30pm sharp | No RSVP - Just turn up
Tuesday, February 1, 2011
Workforce Development Interview - Gabrielle Meagher
Gabrielle Meagher who is Professor of Social Policy at Sydney University has been interviewed on workforce issues by Miguel Ferrero. This is a summary of the conversation.
What is your current role?I am a researcher and teacher in the area of social policy. I have been researching different aspects of work in the social services area for many years.
What do you find challenging about the industry?The industry is growing and changing, and the demands on the workforce are increasing
What in your opinion are the key workforce issues faced by the community sector?In the community sector, the workers are the key to the quality of services. To be able to do their best work, workers need the right working environment and conditions. They need access to high quality, relevant training; meaningful career paths; good remuneration and humane working conditions; and to work in well-organised, well-managed workplaces. The sector faces the challenge of offering these opportunities and environments to workers
What strategies the sector could develop to address these issues?Strategies could be developed at several levels in the sector, from individual to organisation and beyond. At the individual level, workers need to feel a strong sense of themselves as workers with rights to good jobs with pay, conditions and career paths that recognise their skills and enable them to do their best. At the workplace level, organisations can ensure that they do not exploit the goodwill of workers through expecting unpaid overtime or offering poor, casual working conditions. Organisations also need to give workers meaningful opportunities to develop their practice in a collegial way, through arrangements such as regular professional supervision, a say in how the organisation is run, and paid support for training and development. Workers can work together collectively through unions, together with peak bodies and consumer groups, to push for policy change in how services are funded and to make sure organisations are regulated and run well
What is your current role?I am a researcher and teacher in the area of social policy. I have been researching different aspects of work in the social services area for many years.
What do you find challenging about the industry?The industry is growing and changing, and the demands on the workforce are increasing
What in your opinion are the key workforce issues faced by the community sector?In the community sector, the workers are the key to the quality of services. To be able to do their best work, workers need the right working environment and conditions. They need access to high quality, relevant training; meaningful career paths; good remuneration and humane working conditions; and to work in well-organised, well-managed workplaces. The sector faces the challenge of offering these opportunities and environments to workers
What strategies the sector could develop to address these issues?Strategies could be developed at several levels in the sector, from individual to organisation and beyond. At the individual level, workers need to feel a strong sense of themselves as workers with rights to good jobs with pay, conditions and career paths that recognise their skills and enable them to do their best. At the workplace level, organisations can ensure that they do not exploit the goodwill of workers through expecting unpaid overtime or offering poor, casual working conditions. Organisations also need to give workers meaningful opportunities to develop their practice in a collegial way, through arrangements such as regular professional supervision, a say in how the organisation is run, and paid support for training and development. Workers can work together collectively through unions, together with peak bodies and consumer groups, to push for policy change in how services are funded and to make sure organisations are regulated and run well
Wednesday, January 19, 2011
70:20:10 RULE
There are a number of articles bieng published by trainers and consultants talking about the 70:20:10 rule and the value of creating a positive organisational learning environment. I found this article in the SMH interviewing Charles Jennings to talk about his experience as a corporate trainer, and what the 70:20:10 rule is all about
http://www.smh.com.au/news/perspectives/newsman-learns-by-the-702010-rule/2006/11/13/1163266481828.html
I have also added this interesting Blog called "The Training and Development Guru" for perusal
http://traininganddevelopmentguru.com/
MF
http://www.smh.com.au/news/perspectives/newsman-learns-by-the-702010-rule/2006/11/13/1163266481828.html
I have also added this interesting Blog called "The Training and Development Guru" for perusal
http://traininganddevelopmentguru.com/
MF
Wednesday, January 12, 2011
The Top 7 Trends in Learning and Development
I found two interesting articles about training trends and tips to deliver great training sessions. I hope that you find them useful.
http://www.mci.edu.au/article.php?article_id=68
http://www.mci.edu.au/article.php?article_id=62
MF
http://www.mci.edu.au/article.php?article_id=68
http://www.mci.edu.au/article.php?article_id=62
MF
The horizon report: 2010 Australia - New Zealand edition
This report examines emerging technologies for their use in, and potential impact on, teaching, learning, and creative enquiry within higher education in Australia and New Zealand.
It is the third in an annual series of reports focused on higher education in the region. The report noted the following trends:
• The traditional publishing market is undergoing a profound and lasting change because the availability and use of electronic books continue to grow
• The availability of educational content for mobile devices is increasing as more providers develop for these platforms
• The definition is of what constitutes all “learning environment” continues to evolve
You can download the report by clicking the link:
http://www.nmc.org/pdf/2010-Horizon-Report-ANZ.pdf
MF
It is the third in an annual series of reports focused on higher education in the region. The report noted the following trends:
• The traditional publishing market is undergoing a profound and lasting change because the availability and use of electronic books continue to grow
• The availability of educational content for mobile devices is increasing as more providers develop for these platforms
• The definition is of what constitutes all “learning environment” continues to evolve
You can download the report by clicking the link:
http://www.nmc.org/pdf/2010-Horizon-Report-ANZ.pdf
MF
Subscribe to:
Posts (Atom)