Focussing on generic skills in training packages

Purpose of the research

The major purpose of this study was to assess whether training packages give sufficient focus to the attainment of generic skills. The study also examined approaches that can be used to enhance the delivery of these skills so that students are better prepared for the new demands of the workplace.

Collection of information

A review of the literature and consultations with stakeholders provided information on the development of Australian training packages and identification of the generic competencies required by industry. Training packages in ten industry sectors were selected for investigation. Interviews with relevant stakeholders and industry personnel provided information on the approaches used to assist trainees and workers to further develop generic skills believed to be essential for working in these industries. The industry sectors were:

• Administration
• Entertainment
• Agriculture
• Hospitality
• Australian Red Cross Blood Service
• Information technology
• Civil construction
• Metal and engineering
• Community Services aged-care work
• Retail

Key findings

The research identified a number of key points, which provided support for the conclusion that the training packages have sufficient focus on the attainment of generic skills. It also identified good practice in delivery of generic skills training.

The examination of the training packages found that the seven Mayer key competencies were incorporated in all training packages to underpin the competency standards. However, interviews with teachers and trainers indicated that the performance levels for key competencies are causing confusion. In some cases these performance levels have been totally ignored. A review of the literature indicated that stakeholders have requested more information and explicit examples of key competencies in units of competency and assessment guidelines. These concerns have been addressed in the guidelines for training package developers. In addition, professional development projects for implementing the training packages have been, and continue to be, funded by ANTA and providers.

Core or compulsory units of competency were developed to cover the essential skills for the industry sectors, including generic skills and basic technical skills. Three generic competencies were found to be compulsory in all ten industry sectors. These covered working with others, communicating in the workplace and following health, safety and security procedures. Customer service, professional behaviour, grooming and work ethics, planning daily work routines and developing or updating industry knowledge were also compulsory competencies for a majority of industry sectors.

'Good' practice in delivering generic skills training was found to be based on the provision of a large variety of experiences and learning strategies. These approaches were used to ensure the acquisition of conceptual, technical and generic skills and the transferability of skills to new contexts.

The findings also indicated that industry supported the integration of generic and technical skill development because it was felt to be closer to the real experience of the workplace and provided easier transfer of generic skills to this context. Although combining training in generic and technical skills is a more complex teaching methodology, it is perceived to make generic skills more relevant, which in turn increases the motivation for learning.

In some cases, generic skills, such as specific language, mathematics or learning skills, may need to be taught separately and prior to the delivery of further training in technical or specialist skills. This was particularly relevant to engineering programs where students undertaking specific pathways required more advanced mathematics skills to understand and apply concepts than the majority of students in other streams for which the core competencies had been designed.

Enterprises, selected for good practice, tended to have structures in place to promote a learning culture, and a commitment to training by managers. This ensured that training/learning and assessment were promoted as normal workplace activities to reflect and improve actual workplace performances. All managers and supervisors were also involved in training and assessment.

Typically, there was a qualified workplace trainer in each department or work group and support for learning teams. This enabled a collaborative and guided approach to skills acquisition and provided a mechanism for learning to transfer generic skills to new contexts. It also highlights the importance in the workplace of trained mentors and coaches to support learning.

Where employers are not trained mentors, or the workplace does not exhibit a commitment to training or provide a variety of experiences to support learning, it is important for institution-based trainers to regularly visit the workplace to perform the role of mentor for apprentices or trainees.

Enterprise training managers believed in the importance of integrating approaches for the development of skills, knowledge, values and attitudes in their training. They also emphasised the importance of including all four areas in any assessment of competence. A holistic approach to workplace assessment also enabled a group of related competencies to be clustered. This ensured that the assessment provided valid results.

Training managers also believed that it was crucial to integrate training and practice and to align training with job responsibility. In some cases, competency standards were being used to describe job profiles, and occupational responsibility was aligned with AQF levels.

Recruitment and selection processes were heavily focussed on acquiring new staff or trainees with appropriate generic skills and attributes, especially people skills and personal attributes. The personal attributes that were sought were appropriate values and attitudes because it was felt that these were harder to develop than the specific technical skills required for the job.

Enterprise induction processes emphasised the development of generic skills. These were skills in communication, working as part of a team, customer service, professional behaviour, occupational health, safety and security. Job-specific skills, such as handling of tools and equipment and appropriate hygiene processes were also dealt with in induction programs. At induction, individuals were also informed of the need to take responsibility for their own learning and were provided with information on the qualifications and training they would have to undertake, in their job or to be promoted or to acquire a different position.

One area which seems not to be sufficiently covered in the training packages is information on industrial relations (IR). However, most enterprises included in the induction process information on working conditions and salary, also knowledge on industrial relations, equal employment opportunity and anti-discrimination legislation requirements.

The review process enables continuous improvement of the training packages. Thus the updated and new training packages are including even more information and explicit examples for key competencies, particularly in units of competency and assessment guidelines.

Implications for VET practitioners

A number of implications for the vocational education and training system can be drawn from these findings.

Firstly, training package developers should understand the importance of generic skills in the identification and development of the competency standards. This includes industrial relations, personal attributes, values, attitudes and work ethics.

Secondly, there needs to be adequate professional development processes in place for ensuring that teachers and trainers are provided with training in appropriate methodologies for the delivery and assessment of generic skills. This is to ensure that they provide the variety of experiences and learning activities for students to acquire the conceptual, technical and generic skills required for jobs and for the transferability of these skills to new contexts.

Thirdly, research into the adequacy of the performance levels identified for the key competencies should be conducted.

Fourthly, an examination of the assessment guidelines should be conducted to ensure that they include direction for the assessment of personal attributes, values, attitudes and work ethics. It is also important for providers to identify methods for assessing the key competencies and generic skills which provide valid results.