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This project set out to determine how practices have or need to be
changed to accommodate flexible delivery and the changing roles and
patterns of
work that are entailed for technical and further education (TAFE) staff.
Key messages to emerge relate to organisational culture, job design,
workload
and performance management, professional development and planning of
the workforce.
- The case studies in the current project indicate that flexible learning
is no longer confined to the 'early adopters', but is rapidly becoming
integrated with mainstream activities.
- A substantial effort towards consistent, institute-wide customer
service philosophy and the adoption of team-based structures form
a good foundation to flexible learning in vocational education and
training (VET).
- The philosophy and personal style of the chief executive officer
and senior managers are a determining influence on the culture of
the institute.
- The current human resources environment (awards, performance indicators,
funding models etc.) does not prohibit flexible delivery but makes
it more difficult; institutes need to expend energy they can ill afford
in order to work around the barriers. Problems of workload and performance
management need to be tackled as a matter of increasing urgency.
- Institutes are initiating local variations to teaching awards and
agreements, but still rely on ad hoc arrangements negotiated with
teams and individuals to enable flexible delivery to take place. Fair
workloads are difficult to work out, and the tendency has been to
allow workloads to increase until staff start to protest.
- Institutes need comprehensive and thoroughly implemented risk management
strategies to avoid incurring regulatory or other liabilities as a
result of the ad hoc arrangements noted above.
- Many teachers continue to work long hours on tasks that are not
properly recognised or remunerated, and run the risk of burn-out,
although many remain enthusiastic about the educational benefits and
job enrichment possibilities of flexible delivery. A vital part of
their job satisfaction is recognition, by managers and others, that
the flexible delivery tasks they do are legitimate and valuable. Learners
and industry clients are reporting satisfaction with flexible options.
- A high priority needs to be placed on professional development for
middle and senior managers so that they are better able to understand
what it is really like to work in flexible delivery, and can use that
understanding to improve workload and performance management.
- Non-teaching staff are being moved to work in closer proximity to
the flexible learning environment. Some have a more direct relationship
with students; others work more closely with teaching centres in an
'account manager' style serving the needs of these centres and their
staff. Non-teaching staff are developing a deeper understanding of
the issues and impacts, but should be entitled to a greater share
of professional development for this purpose.
- There is a risk in the near future that much of the educational
knowledge of the teaching profession will be lost, as teachers with
experience and graduate qualifications resign or retire. Certificate
IV level qualifications in assessment and workplace training are not
an adequate replacement for higher teaching qualifications.
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