Prior skills and knowledge and the L&D, VET intersection

Continuing on from my last post and in response to a question from one of the Linkedin Groups I am involved with, I want to look at how the knowledge, skills and experience that a person brings to a role are incorporated in this model.  My initial answer was that this is, could and should be handled through the RPL process of the Training organisation which is involved in the model.  This is I think however not the entire picture of what is going on here and why, because really there are three things happening all of which may be heading towards different outcomes.

Firstly we have the person who comes to a role with a set of skills, knowledge and experience, some of which may be directly applicable to the role in question while others may not.  Secondly we have the organisation whose goal is to, at least at a base level, ensure that all of their staff have whatever minimum set of skills and knowledge they have decided is applicable.  Thirdly we have the RTO who is trying to tie all of these threads and others together and translate that into formal outcomes.  Now I have discussed some ideas around how this third piece might be achieved here, but I will discuss additional ideas here as well.

Lets start with the organisation whom the person is employed by.  There are two issues here, the first is that all organisations have a level of expectation in relation to the skills and knowledge of their employees and seek to have all of their employees at that level.  Additionally however even with industry transportable skills, there may be quite large differences in the way those skills are utilised or play out between different organisations.  For example it may be the case and often is that two different community service providers may be ustilising totally difference delivery and care models.  Both of these models will use and rely on the same set of skills and knowledge, however those same skills and how they relate to service delivery and care, how they are used and at what level will depend on the model and the employees place within that model. So these issues then in turn lead to the need to train people in ‘how we do things here,’ it also points to one of the biggest complaints organisations make about staff they hire who have been trained ‘generically’ by a provider; while they may have certain skills and knowledge they don’t possess the organisational mindset around how these skills are used.  This in turn of course leads to over training of staff, needless refresher courses and a range of other activities that are done in the name of compliance, but ultimately just cost the organisation money.

From the point of view of the individual coming into a role with an already established set of skills, they rightly or wrongly feel that they have the requisite skills and can, again rightly or wrongly be quite adverse to receiving training in those areas they already feel skilled in, giving rise to the cries of ‘I did this in my last organisation,’ or ‘I learnt all of this at uni.’

However, and I spoke about this a couple of years ago at the Edutech conference, a lot of organisations both big and small already have a lot of the information they need to manage this interface between employee, organisation and provider much more easily than they do, but either don’t know they have it or don’t know what to do with it.  A great many organisations out there capture resume, training, and qualification data on their employees when they commence and through their time with the organisation, but few of them use this data to its full potential particularly with respect to training needs analysis, skills and knowledge assessment, or even RPL or credit transfer and competency assessment.

If this data is properly stored and mined it can provide a wealth of information, particularly when added to more formal assessment, as to what training is necessary for each individual to undertake.  To give you a conceptual idea of what I mean, we could collect a whole range of information from a new employee, including things like qualifications, training they have under taken, responses to skill and knowledge questions, any testing which took part, in essence a whole range of information.  This information could then be filtered against not only internal training requirements, but accredited training requirements to form an individual map for each employee and their managers of that person journey from induction to qualification.  Of course this won’t be all that is required, particularly at the accredited qualification end of the scale, but having a map like that would assist everyone, the employee, the organisation and the RTO to produce the outcomes that all of the stakeholders require.

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About pauldrasmussen
Paul Rasmussen is one of Australia’s most widely read Vocational Education and Training Commentators. He provides deep, unbiased analysis and insights not only on topical issues, but also on the underlying structure and policy which supports the industry. His writing and analysis has been praised for its uncompromising and thought provoking style and its ability to focus on the issues of real importance to the sector. He has advised various government departments and ministers, training providers, public and private organisations, not for profits and small to medium enterprises on the VET sector and the issues and opportunities facing it. He is one of Australia’s most awarded learning professionals and a regular speaker at a range of conventions and forums. His extensive experience in vocational education, and learning and development coupled with formal qualifications in philosophy, ethics, business and education management allow Paul to provide a unique view of the road ahead and how to navigate it.

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