What’s wrong with just being a trainer?

I am proud to be a trainer!

I am a trainer at heart and I have been for quite a long time now.  In fact since the 90’s I have trained more than 20,000 people in subjects as varied as how to use outlook or word, how to manage multi million and multi billion dollar projects, how to help people in crisis, how to be better counsellors and support workers and pretty much everything in between.  I know what good outcomes look like and I know that the work I do and have done is valued by organisations and individuals across the globe.  But you know what,

I am sick and tired of people saying that trainers need to be better educated, or better skills or have more educational theory pumped into them!

I am particularly sick and tired of it when the people saying it are academics or researchers, self-styled educationalist guru’s or whatever pithy title they want to have for themselves, who have for the most part never or at least hardly ever actually set foot in a training room and delivered training.  The vast majority of trainers who I know and have worked with, and trust me there is a lot of people who fall into that group, are absolute professionals, who are highly skilled not just in delivering training but in their field or fields of excellence as well.  They are not someone who has just spent time at university learning how to teach curriculum from a book, but who have never actually been out in the work place doing what they teach.  No these are people who not only know their industries and the skills and knowledge that that industry needs but they also know how to pass it on.  And I am not just talking about the VET sector here either I am talking about the whole training and L&D industry professionals delivering solid outcomes to people and organisations every day.  On any particular day these people might be teachers or educators or coaches or mentors or facilitators or what ever is required, but like me at heart they are trainers.

Now teaching is typically defined as, “to cause to know something, to guide the studies of, to impart knowledge or to instruct by example, precept or experience.” where as  training seeks “to form by instruction, discipline or drill” or “to make prepared for a test or skill.” Training usually has a more specific focus than teaching, which seeks to instil a deeper knowledge over a longer period of time. Training, on the other hand, seeks to help people master a specific skill, or skill set, until they are able to execute it efficiently, and training is what I do and that is what most of the people I know do.  We give people the skills and knowledge they need to perform tasks and job roles both now and in the future, to help they get employment, improve their position or just simply be better at what they do, and here is the thing, that is what the people that we work with want, whether they are organisations or individuals, they are not particularly interested in me assisting them on their lifelong learning journey or to assist them to engage in an immersive andragological educational experience, they want the have a particular sets of skills and knowledge either for something they need to do now or something they want to do in the future.

Now I know that there are going to be people reading this who go, ‘well you just have a very limited viewpoint on what this sector is’ or ‘well that because of the way things are structured, if we had more educationalists (or whatever) involved and a different structure things would be different’  or ‘You just don’t understand your just a trainer.’

Dam right I am just a Trainer and I for one am proud of that fact.

 

Anyway that’s just my opinion, Happy Easter Folks, have fun and be safe.

A registration board for the VET sector?

Do we need a Trainer and Assessors registration board?

 

After my previous post and a number of comments and discussions in a variety of forums, I got to thinking about this idea of a registration board for Trainers and Assessors in the VET sector.  Now I know this idea has been floated before, and that there are several groups out there who have or are attempting, as membership organisations, to utilise this idea to lift the general level of professionalism in the industry.  But lets face facts, unless membership of an organisation is linked to some kind of regulated authority to train, then there is always going to be a systematic failure.  There are registration boards for Teachers in all of the states, statutory bodies, set up to regulate and determine who is appropriately qualified and suitable to teach in a our primary and secondary school systems,  so do we need something like that?  A single national registration board for all trainers and assessors in the VET sector.    While I think in the long-term that might be a very good idea, I think there might be an alternative which at least in the shorter term may have a significant effect on the professionalism of the industry.

A registration board for all Trainers and Assessors delivering a Training and Assessment Qualification!

So if you want to be able to train others in the Certificate IV in Training and Assessment or above or any qualification from the TAE package, you would need to be registered by a single national board which provided you with an Authority to Train.  It should like most other boards of its ilk, charge membership fees which would be used to cover the expenses of running the board, and have clearly defined membership entry and maintenance requirements.  These requirements should revolved around skills and knowledge as well as experience.  Imagine the difference that would be made overnight if the ‘TAE registration board’ required 5 years of training experience before you were able to apply for membership to allow you to deliver a TAE qualification.  Gone instantly would be the incidents of doing a weekend TAE this weekend and then teaching the same class the next weekend.  A skills and knowledge component, perhaps an exam could be added into the mix for initial registration, as well as strong on going CPD requirements including delivery thresholds, peer supervision and mentoring requirements, then add to this penalties for non-compliance including suspension and de-registration and even just at this level, directly aimed at those teaching TAE qualifications this would have a rapid and marked effect on the quality not only of the TAE suite of programs, but a knock on effect to all other qualifications as well. This added to increased regulatory pressure at an organisational level would should see the quality of the qualification and the sector lifted quickly.

Now people might argue against this proposal in a number of ways.

This is industry is already over regulated

I am not sure of this for a start, but even so the vast majority of regulation at this point in time sits at the level of the RTO.  Trainer registration sits at a personal, not organisational level.  It is something that is managed by a person for themselves.  Individuals can choose whether or not they wish to be registered and have an Authority to Train or not.  Trainers and Assessors not delivery TAE qualifications would not be required to undertake registration, although there could either initially or over time a registration process developed for those who did not deliver TAE products.

The cost of a TAE qualification would go up

Probably, but is that a bad thing?  Is a $300, 2 day, Certificate IV in Training and Assessment really worth the money it is printed on for anyone?

Who would run it

The simple solution in my mind would be the regulator (ASQA).  Given that it needs some kind of regulatory force behind it to be effective, it either needs to be the current regulatory body or some of other statutory body.  I suppose it could be an independent organisation, but issues of continuity always concern me in these cases.

It is another expense for the Trainer 

I, as I think most reputable training organisations would be more than happy to pay the registration fees and associated costs of our TAE trainers or in terms of a new employee who came with registration, renewals of the registration for as long as they worked for us.  However that aside it would be an expense, yes, but it seems one that anyone who was interested in the quality of training and assessment would be willing to pay.

 

The single most important thing about this however, is that it needs to have regulatory force, it needs to be built into the standards that Training providers delivering TAE qualification may only employ registered trainers to deliver those qualifications.  No working under supervision arrangements or anything like that, you either have the registration and the authority to train or you don’t and if you don’t you can’t be employed in a role relating to the delivery of TAE qualification.

 

Anyway that’s just my opinion.

 

 

Fruit of the poison tree – The problem of non-competent trainers

So what happens when a trainer or assessor who is not-competent assesses someone as competent?

 

So I have been involved in a number of discussions recently about the quality of delivery and assessment of the Certificate IV in Training and Assessment and the resulting competence of ‘trainers’ as a result of that.  Now before I go any further here it is important to note that this is not just something that is occurring in the non-public sector, but across the board, we are seeing it seems just as many people coming out of TAFE lacking the skills and knowledge they should have as we are from the non-public providers.  A lot of the conversation has been around the problems of finding good, competent capable staff out of what seems to be these days an absolute tidal wave of rubbish.  People who can’t present, don’t know basic things like the principles of assessment, or how to unpack a unit of competency.  Now of course over time some of these people are going to become competent despite their original non-competence, but there still exists of course the problem that at the time the certificate was issued they weren’t competent and therefore should not have been given the qualification in the first place.

Now there has been much discussion about what should be done about this and how it can be addressed, but there seems to be a consensus that at some point the regulator must have to step in and cancel or withdraw a whole pile of qualification which were issued where they should not have been.  Now whether or not this will actually happen is certainly a matter for conjecture, however a recall of this nature would have quite a significant effect on people who had built careers on these qualifications which have been found to be soiled.  This is even more problematic for those who were actually competent in first instance but whose qualification is called into question by association or for those who have become competent since the issuance of the certificate.  Now the argument could be made that  given that they are now competent or were competent originally the withdrawal or cancellation would not prove to have an adverse effect because they  would simply need to provide evidence of that competent to acquire a ‘real’ qualification. The big question which pops up then however is who is going to pay for that. If the person in question undertook their qualification in good faith, and then at a later date the regulator removes that qualification then it would seem that either the company that issued it (which is probably then out of business) or the government should be responsible for the costs of re-assessment. Of course it could also be suggested that very few people do a 2 day certificate IV or a 5 day diploma in good faith or that they can be unaware that after a 6-12 month program where they are struggling that they are not actually competent.
On top of all of this though sits the issue of ‘Fruit of the poisonous Tree’ as they say in the US. If someone who has a qualification but who is not competent, assesses the competence of another person then it is not a reach to suggest that that persons competence and resulting qualification may also be questionable.  We have already seen a significant number of qualifications from one provider cancelled and a range of others from both public and non-public providers called into question, now not to question the competence of those people who assessed these qualifications, but it would seem to me to necessary to investigate that issue as well as the providers from which they gained their qualification.  Now let’s explore what might happen is ASQA starts to cancel, withdraw or recall certificates from even one Certificate IV TAE provider, let alone more than one.  Even if not all certificates are ‘recalled’ it throws into question the veracity of all of the qualifications issued by the provider even those non-TAE qualifications.  Further it must call into question two things,

  1. The competence of any person deemed competent from someone with a ‘recalled’ qualification
  2. The hiring and assessment practices of any providers which employed a person with a ‘recalled’ qualification

It is as I have indicated above a ‘Fruit of the poison tree’ scenario, none of the decisions about competency can be taken at face value and from there it is ‘turtles all the way down’

So what can be done about all of this, well , one solution (which will probably never happen) is to license only a very select number of providers both public and private to assess VET sector competence, rather than the almost open slather that we have at the moment and support the sector (through funding) to have everyone re-assessed. It would be a mammoth and costly task.

Another solution would be a formal licensing process for VET sector professionals assessed by an independent 3rd party with strong ongoing CPD requirements. This would also solve the problem of PD and currency for trainer and facilitators.

The other thing that sits in my head along side of all of this is the skill and knowledge sets (and qualifications) of those in education management roles an what we expect them to be. Ethical, experienced and appropriately qualified CEO’s and education managers in training providers would not allow the delivery of poor quality or substandard qualifications, and not hire non-competent people thus over time improving the quality of the training being provided and the industry as a whole.

Anyway that’s just my opinion.

 

Career Progression, Professional Development and VET

I wrote about this topic almost 12 months ago, (I don’t want to be a trainer all my life) but a couple of conversations I have had recently have got me thinking again about the whole concept of career progression, talent management and succession in both organisational L&D and the VET sector.  As I sit back and look at the world of Learning and Development and Training, after having been involved in it for quite a lot of years, in all parts of the industry, accredited and non-accredited, public and non-public, delivery, management, strategy, in very large enterprises and small ones, I realise that the path I took to get to where I am was (like with most of the other people I know) quite crooked, there was very little in the way of straight line progression in terms of moving from one role to another and gradually climbing some career progression ladder.  Not that these days it seems there is really that linear progression in terms of careers which were very much part of the generations before us.  The other thing I noticed was that there was very little in the way of mentoring or talent management in any part of my career.  I was essentially left to my own resources.

Which brings me to the subject of professional development and how it ties into career progression and talent management.  It seems to me that the world of Professional Development in the VET sector is divided into two distinct streams;

  1. How to be a better trainer (which includes look at this lovely new piece of technology)
  2. How to meet compliance standards

Now some might try and paint their PD programs to make them look like they are something else, but in reality at least from what I can see the vast majority of PD falls into these two categories.  Please note that I am intentionally avoiding talking about any PD that relates to industry currency that is a whole different ball game altogether.  So my question is where are the professional development programs around leadership, ethics, management (not compliance management, management), mentoring.  There are a whole range of skills that just don’t seem to make it onto the PD offerings for training professionals.  Now I know what some of you are going to say, that sort of stuff is available through other avenues and generalist programs and you are probably right, but wouldn’t it be nice, I dare say even useful to have leadership, management and ethics programs that focussed on the sector.  I certainly think it would be.

In order to do that however we would need to know what career progression looks like in this sector, and I am not sure that we do.  One of the problems is of course one that exists in any sector where there are practitioners and administrators/managers, and much like in the social sciences practitioners  at some point have to choose, whether to stay a practitioner or do I want to be a manager.    Trainers and facilitators have to choose as well, do they want to stay heavily involved in the teaching side of the profession or do they want to move over into administration and management.   This is why in a lot of organisations, particularly as the organisation gets bigger, more and more of the management staff coming from the administrative/co-ordination/compliance side of the business than the training side, the move seems a lot easier to make.  And make no mistake this is not just the case in the non-public side of the sector, even in the public (TAFE) side we see the same thing and they have a very structured environment with all of these levels and things for trainers to traverse, but again at some point the trainer has to choose and in the case of TAFE added to the change in focus from actual training to administration which comes with any move like this there is also in a lot of cases a loss of ‘perks’ such as non-contact hours and the like, things that people from the administration side have never really had anyway so they won’t miss them when they move.  The other thing we need to know is what makes a good manager in this sector, what is the skill set of  someone in Educational Management?  We also need to know how to take someone who is a good trainer and help them to become a good manager and we cant do this if we don’t know what we are aiming for.  Then of course it is just a simple matter of getting people on board with the idea of doing something for their staff other than sending them to a conference or a two day program in flipped learning and that more than anything may actually be the biggest challenge.

Funding, Funding, Funding – Providing real sustainable Vocational Outcomes

I was talking with a group of industry friends last week, some TAFE, some non-public and some non VET people thrown into the mix and as it often does the issues of funding, market contestability and VET-FEE HELP came up.  After we had finished a quite lengthy discussion (to be fair we did get derailed on VFH for a while) I got to thinking that it might be time to revisit the issue of funding.  One of the things that really bought this to the front of my mind, was when on of the people who were not directly involved in VET, ask ‘How the hell do you guys keep track of all of the different funding and what about to who and how to access it.  I tried to look for something the other day and it gave me a headache after about 5 minutes.’  The problem is that they are right, between AAC funding for apprentices and trainees, direct grants to organisations, JSA funding, direct funding to providers, VFH (which I know technically speaking is not funding but a loan), and whatever else is out there, it is a nightmare and if it is a nightmare for those of us in the sector and for industry types who have some understanding of the system, how much more difficult is it for the average person in the street, particularly the average person in the street who is heading to Centrelink to start looking for work and is approached by an Educational Consultant on the foot path on the way in, providing all sorts of promises.

IS IT ANY WONDER WE ARE SEEING PEOPLE BEING FUNNELLED INTO INAPPROPRIATE VET-FEE HELP COURSES AND HUGE DEBT!

 

Now I have spoken at length, both here and in other places,  about things like the effects of contestable funding on Public providers, focussing funding efforts on real vocational outcomes and how government funding effects training delivery, however as a sector we really do need to get this whole, who and what is funded and by whom piece sorted, sooner, rather than later. The problem though, and I think this is a problem more so for the VET sector than other educational sectors, there are often a range of other factors involved that are not as present in other areas.  Training is often linked to workforce participation, eligibility to benefits, employer benefits and incentives, it is often used as an instrument to manipulate certain workforces, industries and groups in line with policy, strategy and perceived needs.  It is also often used within organisations to reward staff, to establish talent pools and meet compliance needs.  So rarely is training solely done for the educational benefit of the individual doing the training, there is always other forces at work, usually managed through funding initiatives (except perhaps and in the case of FFS and even then there is still an effect).  Then on top of this there is the argument around public and non-public providers which I am not going to get into here.

Now before I go any further I should put a couple of things out there.  Firstly I believe in equality of opportunity when it comes to education, If you are capable of doing a PhD you should be able to do it, if you are capable of doing a Certificate II you should be able to do that as well.  Secondly there is no such thing as free education, just because the student doesn’t pay directly doesn’t mean it is free, someone, somewhere has to pay for it eventually and thirdly there are always going to be those people who are going to require additional assistance in order for us to provide equality of opportunity.

So what should funding look like;

It should be as simply as possible, if it is not easy to understand, then read the big letters above, because we will continue to see these thing happen if people don’t know what is available and how to access it.

It should provide students (and organisations) with the opportunity to choose where and with whom they are trained.  Students (and organisations) should be able to decide (within reasonable parameters) how they want to study and what works best for them.

It should provide the best possible return on investment in terms of vocational outcomes, after all why are we subsidising vocational education if it is not providing a vocational outcome.

It should for the most part be about education outcomes for participants, not a new Mercedes for TAFE directors or multi million dollar profits for non-public providers.  Funded training should be focussed on providing what the participant requires for a real vocational outcome.

It should allow us to be able to meet the needs (as much as actually possible) of our various industries (including trades and small  business) for skilled competent workers.

And it shouldn’t give you a headache to try to figure out whether someone is eligible.

Anyway that’s just my opinion

 

 

Paul can be contacted at either

Rasmussen Learning Consultants  or

Spectrum Training

 

 

Customisation of Learning – Connecting L&D and VET

A lot of training providers talk endlessly about their ability to customise a program to meet the needs of an organisation.  However, how many of them actually do it or do it in a way that really meets the needs of the organisation?

 

 

I think unfortunately, or fortunately for those who do, not many.  Often in the VET sector customisation means little more than choosing different electives, although not too different or there might not be someone able to train them. Unfortunately in most cases, just changing electives is not really customisation, it is far more a case of here are the options we are offering what would you like to choose. This of course is not something that is just confined to the VET sector, a great many licensed and proprietary training programs offer very little in the way of real customisation, however it is the ability to customise training to suit specific organisation and even individual need that is a strength of the VET system.

Customisation is building the training program in such a way that it achieves the goals that the organisation wants.  It is about using their documents, their policies, their procedures.  It is about building a program that produces a participant who has the skill set that the organisation requires, and who is able to utilise that skill set in their work.  The common complaint about this kind of customisation from providers is that you still have to do what the training package says, they have to be assessed on the performance criteria and you have to make sure that the skills and knowledge which are taught to the student are not so workplace specific that they are not easily transferable to other workplaces and roles.  Now of course, this is true, but I don’t think that anyone ever said that what was listed in the performance criteria was all a program could to contain.  It doesn’t say anywhere in the packages that you cannot add additional information or assessment or training.  What it says is that this set of skills and knowledge, assessed against this set of performance criteria is the evidence that is required to deem this person competent in this Unit of Competency.

The other issue that is often bought up is where there is something in the performance criteria that for whatever reason the organisation doesn’t do or does completely differently.  An example of this is a unit of competency around strength based practice in support work and counselling.  There is a process mentioned in the performance criteria which while correct and used by a lot of practitioners, is probably not used, described differently, or used differently, by equally many practitioners.  So (leaving aside questions whether or not the criteria should actually even be in the unit) often staff undertaking this unit end up being trained in something that their organisation does not use and in some cases is actively opposed to the use of.  This also then tends to mean that where that unit is an elective and can be left out it is, which may dilute the overall strength of the qualification from the organisations perspective.  It may also mean that the organisation may then have to go out and source additional training or develop it themselves, around the content which is contained in the unit.   So what does customisation look like here, for an organisation that doesn’t use the particular segment of the unit of competency, given that we know that in order to meet the performance criteria it can’t be left out, and it needs to be assessed.  Having done this on numerous occasions the answer is in general remarkably simple, do both and assess both.  Assess the accredited unit according to the performance criteria and the other according to what the organisation wants.  It is then a case of explaining to the students that while you have provided them with two options, one is the preferred method where they work now, but there are other organisations which may prefer to use the other method.  Is it a little more work?  Yes, but it will also makes the organisation much happier than saying well we have to teach them this method because that is what the training package says and then let them come up with a solution around how to train their staff in their preferred method.

Customisation is also about little things,  like making sure that when you are talking about documents and policies the examples you use are, where possible, from the organisation itself.  It is about using the language of the organisation as well, particularly if you are talking about reporting lines, hierarchies and business processes and software.  It is about sitting down with the manager, the L&D person or whoever you are working with and saying, what are the skills and knowledge you need your staff to have at the end of this and what tasks do you expect them to be able to undertake and then structuring the course around that.  Take the time to cluster and structure delivery and assessment so that it makes sense in the context of the work environment.  There is very little point in training someone in a skill they are not going to use for 6 months.  It is better to provide them with the training in proximity to when they will use the skill, to enhance the retention of the skill and knowledge.

Customisation is actually an enormous strength within our VET system.  This becomes particularly evident when it is compared to many of the other proprietary training programs that are out there, most of which can’t be changed or customised to suit particular circumstance, because the material is copyrighted and licensed and often, because of this the people delivering the training have no say in the content or its delivery.  So in order to meet the criteria of the provider that owns the program they have to deliver it in, often, a very particular manner which unless you are training large numbers of people or spending large sums of money on the training are probably not going to be altered by the program owner.  This ability to customise should not be taken to mean that we can and should ignore the rules of the VET sector, things like Volume of Learning, and the rules relating to assessment and evidence, however the space circumscribed by those rules allows us much more latitude to be able to develop and deliver a program that meets the needs of our clients than most licensed training would ever be able to do.

The real problem is that most providers seem very reluctant to do it.

Anyway that’s my opinion.

 

Paul contacted via;

Rasmussen Learning Solutions

Spectrum Training

Time to competence, vocational assessment and organisational need

So in this post on better connecting the L&D and VET sectors I want to look at time frames and how the concept of time to competence may encourage L&D people and organisations to look at professional development training over nationally accredited (VET) qualification.

Most L&D departments are under pressure to deliver programs in quite short timeframes, (Can I have that as a half day?) which I have explored in other works.  There is almost always a pressure from the business to ensure that staff are not taken ‘off the job’ for more time than is actually necessary.  In this way a program that runs over even five consecutive days and then is finished may be preferable to a program that runs for 6-12 months even if it only runs one day a month.  The logistics around making staff available are easier for one-off programs, in a lot of cases particularly where the person works in direct client facing roles, other staff have to be moved around or rostered in order to allow for a staff member to go on a training course.  It is also often the case with VET training that there will be work that the staff member is required after the delivery of the program itself to meet the assessment criteria of the program.  This in turn then, in a significant number of cases, leads to the staff member applying to have some of their work time allocated to completing their study which in turn puts additional time and resource pressure on the business manager.

The other time related factor which often comes into play here as well is that of the time commitment necessary from any managers, supervisors or team leaders involved with the staff who are undergoing training. With most professional development programs as opposed to nationally accredited programs, there is little or no involvement needed from the supervisory staff of those undertaking training.  However this is, in most cases, not the same situation when we look at VET training.  There is almost always in the case of VET training a requirement of ‘on the job’ observation or training which needs to be undertaken with the staff members in question.  This is often further exacerbated where the manager or supervisors are not in the same workplace as the staff requiring supervision and observation and by the by the fact that often these activities have to happen on more than one occasion for each participant.

In addition there is also the issue of the time involved for the individual L&D staff members, with professional development style programs there is often not a lot of additional work which they are required to undertake.  Again this is often not the case with VET training, in particular where the training program being delivered is not simply a generic program.  There is time spent consulting with the RTO around the content of the program, looking at what needs to contextualised to the particular business unit or units who are being trained, signing off on paperwork, which it of particular relevance where VET training is being delivered through a funding or subsidy program such as an apprenticeship or traineeship scheme.

The other side of the coin is that one of the things that organisations like about VET is the robustness of the assessment and the competence that results from on the job training and rigorous training and assessment practices.  This is particularly attractive to organisations who work in areas which could be considered to be high risk or where parts of the business deal in high risk areas.  Should something tragic occur within an organisation which results in the serious injury or death and the organisation needs to testify about the competence of its staff, being able to say that staff had undertaken nationally accredited and been deemed competent, is far more potent than saying that they attended a 2 day course with no assessment of competence.

Now of course this should not be taken to suggest that RTO’s need to shorten their time frames, forgo ‘on the job’ observation and assessment or compromise the integrity of the training and assessment.  Remember it is the robust assessment of competence that organisations value about VET.  What it does mean however is that we need to understand and work with the needs of the business.  This means asking questions like, do thee need a full qualification or just some units, is their training already being done in the organisation that we can map to accredited outcomes.  Make the observation and ‘on the job’ processes as simple for the managers as possible, create good checklists, not just the performance criteria, give the staff journals to fill in themselves, explain to everyone how the process works and what is expected.  Map out everything so the process makes sense for everyone.  The more that both the managers and the staff understand and are engaged in the end to end process the easier it is for everyone to get the result that they want.

Also the easier we can make the process from the perspective of the L&D staff the easier it will be over all.  If L&D can see that the time requirements for them in terms of staff undertaking an accredited program can be minimised, allowing them to do other value add undertakings the more like they are to champion the program and the easier it will be to get those successful outcomes.

 

 

Michelle Ockers

Continuously learning, and supporting others to learn

Explorations in learning

-{narrating work to create learning}-

LearnKotch

L&D from a different perspective

C2C Consulting & Training blog

Learning & Organizational Development

Spectrum Training - Registered Training Organisation (2441)

Learning, Development and Training from Vocational Education perspective

South Metro Education Region VET Network

VET Information and Updates for the South Metro Region

North Metro VET Network

News and all things VET in Schools for the North Metro Education Region

Learning

Leadership, Confidence, Success, Value

Learning Rebels

Fighting the Good Fight for More Engaging and Innovative Learning in the Workplace

Gen Y Girl

Twentysomething. Annoyed with corporate BS. Obsessed with Gen Y. Not bratty. Just opinionated.

VET Sector News from Velg Training

Australia's leading provider of Vocational Education and Training (VET) professional development and consulting services

Learning to Fly

Musings from a challenger, innovator and creator working things out as she goes along.

NIIT Managed Training Services

Helping Clients Run Training like a Business

Effective Intercultural Business

Learning from each other, leveraging the differences, doing better business.

It's time to tell a story...

Alex Holderness for Salient Group

Total Learning

Ideas on training and development for businesses

kotch2010

Just another WordPress.com site

E-Learning 24/7 Blog

The Truth and Realities of E-Learning

Thoughts on management

Management now and tomorrow

Follow

Get every new post delivered to your Inbox.

Join 333 other followers