Workplace E-Learning Plan for Renewables On Line Focus

Workplace E-Learning Plan for Renewables On Line Focus Group 15 December 2011

Introductions and Housekeeping Consultancy Team Facilities Participants Val Evans and Associates: Gareth Johnston, Future. Ready Susan Goff, Culture. Shift Blackboard Collaborate 11 Participants: 1 Regulator, ITAB, Association, University, Recruiter, VET in Schools, E-Learning Specialist 4 RTOs – 2 private, 2 public

Industry System Change National VET E-learning Strategy 2012 -2015 • dd The funding body The intention The approach The scope DEEWR in partnership with Canberra Institute of Technology To prepare a Workforce Development E-Learning Business Plan To co-design a plan with industry and secure co-investment with priority industries to promote e-learning in workforce development by 23 January 2012 Renewable energy, clean energy, energy efficiency, sustainability

Focus group objectives, approaches and outcomes Objectives To scope a workforce development plan and blended e-learning strategy for implementation Co-Design: Engaging stakeholders throughout Approaches • Surveys • Interviews • Focus Groups • Outcome mapping • Wiki spaces - http: //wepr. wikispaces. com/ Outputs and outcomes A 1 st draft workforce development plan supported by blended elearning strategies

Today Current State: 2011 Ultimate Outcomes: 2020 Needs identification Development Strategies • Participants’ views of the current state of workforce development and e-learning in the renewable energy sector in Australia • COAG targets • Carbon reduction targets • Renewable energy economy targets • Analyzing the gap between ultimate outcomes and current state • Perspectives and Activities that will meet the identified needs • Reviewing for gaps, duplications and synergies

Current State: our research Workforce development in renewable energy sector: Data sources: • Workforce Development Survey and interviews with 14 stakeholders • EE-Oz Environmental Scan • Voices heard: vendors, associations, ISC, ITABs, Union and Learner • Majority participant organisations have State/Territory coverage (50%) • Majority have 40% investment in renewable energy (some 0%, some 100%) • Missing voices: investors and regulators

Contributions to Workforce Development How can a WD plan take advantage of these existing ways of doing workforce development? . • • Have input into training – curriculum development Encourage industry to participate in training activities Demonstrate renewable energy practices and systems in the organisation investing in development (learning by doing at an institutional level) Focus on sustainability training Into growth and leading edge areas of the renewable sector and researching, develop content and create communities of practice (local and global) Train the trainers Develop a comprehensive understanding of the particular nature of business in the renewable sector (volatile, high risk, constant innovation, collaboration) Engage the workforce in existing training opportunities – general as a basis for RE and RE specific

Contributions to Workforce Development How can a WD plan take advantage of these existing ways of doing workforce development? . • • • Deliver an integrated approach by developing platforms, systems, career pathways, content, use of multi-media and development of organisational culture to support shift to RE Engage in sector activities – conferences, publications etc – Australia and international including multi-lingual Work with schools to introduce RE to young people prior to leaving school Experimentation, formal and informal research, engaging with a global RE community and local experts Participate in the development of standards Secure funding for development

Contributions to Workforce Development How can a WD plan take advantage of these existing ways of doing workforce development? . Responses: • Not so much about getting them ‘to do WD’, but understanding what it is. A lot are already doing it, but not using the same language. • Scope digital literacies of staff and management with a view to engage in "off-time" training - building capability.

Barriers to participating in Workforce Development How can a WD plan reduce these difficulties? • • • Lack of understanding for what the RE sector is about Organisational cultures that are not open to WD or RE Lack of worker engagement in corporate policy development Lack of a balance between passion for RE and business understanding/profitability making engagement in WD risky Lack of market investment in RE to build the demand Lack of worker self determination to drive learning paths within organisations Lack of familiarity with flexible e-learning to make workforce development accessible Lack of uptake of RE by the organisation engaging in WD Inconsistent regulation, government policy, burnt fingers, bad short-term government decisions Rapidity of technological innovation Lack of curriculum/resource developers - expertise in universities not familiar with VET curriculum writing or with industry Low profitability in the RE business

Barriers to participating in Workforce Development How can a WD plan reduce these difficulties? Responses: • • Refer to John Buchanan (UTS Researcher) recent study which signalled sharp shift of u/standing away from outcomes/competency based output and capability and workforce development beyond simply rhetorical term coined as to whole of system We often associate development with using more and doing more. . . maybe in terms of sustainability it might mean doing less the difference between citizen support and worker output Musing on ability of organisations to contemplate the use of it – change management issue, change is uncertain and at times unsavoury – challenges are just a small shift in change maybe it should be called a workforce development plan for sustainability. . . otherwise it surely gets lost in Human Resource Development I definitely think there is a lack of curriculum/resource developers. People I speak to that are interested in getting more into RE business don't know where to go to do further study/e-learning without having to do an entire Bachelor degree I think many organisations haven't made the connection between workforce development and renewable energy - they see workforce development as an HR issue and Renewable energy as a topic that should be taught by someone else

Enablers to participating in Workforce Development How can a WD plan take advantage of these? • • • Funding for small business RE packages for families (raising public demand for services) Organisational democracy (allowing workers to influence policy and learning paths into RE) Recognising low learning readiness in individuals/organisations and assisting with bridging support Make RE competitive Industry and ISC engagement in WD strategies Change organisational culture Reward up skilling (recognition, salary, opportunity) Create and learn about career pathways in organisations associated with RE Good instructional design Renewable energy storage development – without this the non renewables will continue to drag development

Enablers to participating in Workforce Development How can a WD plan take advantage of these? • Affordable training – incentives to train, training that mature aged and qualified people can afford – because they are qualified does not mean they are in an organisation that can pay for the full fees • Cooperation between training participants (including investors, trainers, learners, researchers) • Good communication between all players to keep up with change • Compliance with regulations and standards • Access to good quality training • Adequate funding of WD – e-learning is not cost reduction in WD, and in RE requires constant updating at some levels of packages (the level has yet to be decided)

Enablers to participating in Workforce Development How can a WD plan take advantage of these? Responses: • • • Appointed champions rather than existing and identified support Why is it that this is a topic that needs to have the workforce educated rather than the population? the difference between citizens and workers Thinking from WD perspective re engaging employers/employees into the process – need to look at WIIFM – need to look at what gain for them to do it, but otherwise why would they? If we can figure that out, it will help us determine what the direction would be Efficiency it is about the amount of waste generated by industry (about a third of all waste in Australia and the amount of energy used from a school perspective - the thinking is that it is always someone else's responsibility Essentially difference between citizenship and workforce, collective notion of u/standing – false perception that employers don’t care about citizenship, the educative arrangement in that context –more interested in raising efficiency within the workforce – need to pay close attention to language, difference between workforce development and education ensuring the language barrier is broken down – language (rhetoric) better at the VET edge - education and development are pretty much the same language ( rhetoric ) strategy (policy) it's education that needs to happen, but as with all things people won't adopt it if there isn't a reason to

Risks/Costs to participating in Workforce Development How can a WD plan reduce these risks or costs? • Cost of investing in training that does not produce a sustained outcome (Learners, workers, sectors etc. ) • Embarking on workforce development without understanding it • There being no written pathway for workforce development – every organisation is unique • No centralisation of knowledge about workforce development in the RE sector • Incumbent workforce (mature aged male) resistant to learning and change (low uptake of training) • Young participants tend to move out of the sector losing investment in RE training • Government shut down of incentives for market or services

Risks/Costs to participating in Workforce Development How can a WD plan reduce these risks or costs? Responses: • there is good education and there is good development. . . both are capable of outcomes. . . but both are capable of nothing or negative outcomes; or perhaps it's always existed in a differing nomenclature • Policy uncertainty - dig holes in mining or NBN sometimes more certain • young workers are always looking at moving on, they are wanting to move up - so their commitment is limited if they do not believe RE will give "added benefits" • WD used as a sales pin, completely opposite to sustainability. Working at coalface in VET, lots of points – simple stuff get the outcomes, not the complex. Young people can see through the green wash and maybe that turns them off. • Govt shut down – state of flux – nobody really u/standing what is coming next and how can we reduce that risk to maintain some stability, even within that state of flux • and perhaps the older you are the more satisfied you are with changes

Benefits of Workforce Development How can a WD plan at a national level take advantage of these benefits of engagement? • • • Marketability – has growing market value Employee retention Strengthening the RE sector/economy High quality system maintenance (safety) Competitive edge The commercial advantages of using RE (savings) Transferrable skills across many RE areas Young people employed Innovation and productivity Safety/compliance – things don’t go wrong, builds confidence/capacity in RE

Benefits of Workforce Development How can a WD plan at a national level take advantage of these benefits of engagement? Responses: • Other benefits are collaboration amongst the sector for the greater good of increased RE • It depends on your audience, but a cleaner planet! • if you are able to link/show career pathways there may be greater commitment as well that would be excellent - in my VET area we only pay limited service to RE

Most Used Forms of Workforce Development How can a WD plan use these modes of learning? • VET certified courses • E-learning • Continuous improvement (CIP) at an individual worker level

Most Used Forms of Workforce Development How can a WD plan use these modes of learning? Responses: • • • what support is also available to those who undertake further training/education Need support for all forms of WD Integrating e-learning into certification programs such as Chartered Engineered status, Certified Environmental practitioner, etc Also need to acknowledge role of mentoring and networks E-learning can be a very lonely experience Start to see as not imposed, but owned at individual or small business level. Not big picture level. Only works when driven from the ground up.

Ultimate Outcomes COAG’s VET Targets • • Halve the proportion of Australians ages 20 -64 without qualifications at Certificate 3 level and above between 2009 and 2020 Double the number of higher [VET] qualification completions (diploma and advanced diploma) between 2009 and 2020 (COAG National Agreement for Skills and Workforce Development) DEEWR predicts employment in the Utilities industries (including Water) to continue to increase at an average rate of 2. 4% per annum in the five years to 2014 -15. This compares to an average annual growth rate of 1. 8% across all industries over the same period. ” (EE-OZ, Environmental Scan, 2011)

Ultimate Outcomes Carbon reduction targets Data source: Dept of Climate Change and Energy Efficiency • Carbon reduction targets to which renewables will contribute are: • Unconditional reduction to 5% below 2000 levels and • 25% conditional on international action

Ultimate Outcomes Renewable energy targets Data source: Australia’s Low Pollution Future: the economics of climate change mitigation Australian Government Treasury • The impact on GNP of the expanded Renewable Energy Target, taking into account both the increased GDP costs and the reductions in international income transfers, is $5. 0 -5. 5 billion, when estimated as a net present value using real discount rates of 4 -8 per cent. The average cost of the mitigation (per tonne of CO 2 -e) from expanding the renewable energy target is around three times the average permit price from 2010 to 2020.

Needs identification Target Type COAG VET targets Pollution emission reduction targets Current State 10, 370 employees 147 estimated certified (CEC, 2009) 2020 Target 30, 000 employees (CEC, 2009) 50% reduction of uncertified: estimate 15000 people to be certified. 62 kg emission intensity of GDP (Treasury, 2008) 2% increase/annum (CEC) Renewable energy economy . 80 kg emission intensity of GDP (Treasury, 2008) 23% abatement Contributes 7% to Australian $5 -5 b cost to GNP (Treasury, electricity generation 2008) (Newgengoal) = $? $20 b investment in renewable energy in today’s dollars (Clean Energy Future, 2011)

Competency Gaps to be addressed to meet 2020 targets How can a workforce development plan meet these gaps and needs? • The identification and use of time to question, participate in learning • Understanding of what RE is about and how it contributes to sustainability challenges • Basic, general skills in RE sector operations • Informed decision making at policy levels in government and corporate settings • Knowledge of how to engage local government, not for profits and SME to drive change • Knowledge of salary/wage regulation to ensure affordability of services for the market place • Appreciation of employers of employees – workforce relationships and investment

Competency Gaps to be addressed to meet 2020 targets How can a workforce development plan meet these gaps and needs? • Skilled labour in specific RE applications at cert 3 -4 levels • Higher levels of competency – diploma and graduate diploma levels to inform leadership in RE sector • Employee leadership – workplace participation and democracy • Knowledge of how to run a successful SME in a volatile, high risk and technically innovating/integrating sector • Knowledge of global networking practices and networks • Solar- PV knowledge • Knowledge of carbon reduction science and technology • Knowledge of sustainability thinking, principles • Knowledge of how to make RE business profitable

Are there other gaps or needs? Responses: • Sustainability as a component of courses - there is very little which drives the combined outcomes ie certs with sustainability content (except greenskills) but we rarely insist on sustainability as a component • there is still a perception that VET courses or certificates are not valuable courses - a belief that uni is the best training area • I even saw one bit of training which used a non sustainability plan as an example of an outcome • How to live with less energy • change management , collaboration, foresight • electrical safety office – integrated into it is the need for people to do things in a way that complies with regulatory requirements, eg electrical safety regulatory requirements. Need for electrical work, while new technology must comply with historical safety legislative requirements • Willingness to change behaviours & lifestyles , ie cultural • we have an Intensive English centre here at school - large number of refugees - so many things to address

What strategies are working and effective? Responses: ECA looks at how to support members nationally and internally. Two approaches. Industry-wide – all master electricians have to be accredited – Victorian course in electrical energy efficiency. Association role to inform and educate. Internally – online resource with ICT TP on environmental practices. Things you can do within your own business. How much printing within your own office? How to be more efficient internally. Worth training within on that competency itself to reduce wastage. Need to be aware of opportunities – completely online package.

Current State of E-Learning in Renewable Energy Industry: E-learning in stakeholder organisations: • • • Data sources: E-Learning Readiness survey with 43 stakeholder responses Stakeholder interviews with 15 participants EE-Oz Environmental Scan • As many organisations are just starting to use it as consider themselves experienced users (30%) • Most organisations have full access to the internet (85%) • Most organisations only a small number of staff have access to supplied mobile technologies (55%) • E-Learning being used to a limited degree across the sector • Blended E-learning works, ie self-directed with onthe-job/face-to-face instruction

What is your perception of the current state of E-Learning in renewable energy industry? Responses: • My perception would be that there is not a high level or high quantity of e-learning overall in the RE sector • What is difference between e-learning and online learning: (Val’s response): “semantics – perception with online that you had to be on computer and connected to internet. E-learning can be using email, You. Tube, wiki, facilitated online class, sitting in front of computer using self-directed program – hopefully with interaction. Need feedback. Broadening our perceptions – mobile technologies with SMS getting messages from each other and their teacher. Example – horticulture teacher had indigenous in remote locations capturing photos and moblogging – very successful. • Broadening perspective – challenging the perception that e-learning reduces cost - while it can if self-directed, research would suggest there always needs to be a teacher/facilitator/mentor/champion. Shouldn’t be just the one person. ” • I don't know of much happening around energy training. . . but would be interested in using it

What E-learning strategies are working and effective? Responses: • No direct experience in RE, but have skills mtce online for licence renewal program in QLD. All licence holders have to do a licence renewal skills mtce to renew licence and large number use online program. Not very interactive, but a little. Online, and then random question assessment. Covers narrow scope of skills mtce requirements for electrical workers. Not broad or deep, but nevertheless, quite successful. Since 2005 and now in process of making it more interactive. Newer version. • GSES has a team of tutors who mark the online work and as necessary supply feedback or additional technical information to the students. Gses tutors are available to be contacted via phone during the day as well as email – see wikispace for case study • Skills Tech committed to e & U learning communication with students is via email, SMS, Skype, and others our courses encourage all forms of intercommunication • essential that no matter what mode of delivery, essential test is how assessment is conducted especially if training people formal outcomes. E-learning/blended maybe useful but test is how good is the assessment • Assessment – simulations, eg drs and pilots. Costly and practibility. On-the-job supervisor as co-assessor, could be by video, photos, interviews can prove competency. Variety of different ways of proving competence. Person needs to be able to do the job. Streamfolio – using cameras on foreheads and use these while doing the job – it videos – capturing it as it is done. Challenge with bandwidth, but with NBN maybe think more about the future (Val) • Another tool - Must match the strategy/tool to the need, not need to the tool • Cost may determine the strategy • Blended e-learning plan is what is required • could have a completely content-free class. Technology is changing every day. With it changing how do you kieep resources up-to-date. Sometimes the richer resources come from the student. Skilled teacher will ask the questions. You can have a content-free course with students developing content. Learning happens when you are challenged. Questioning is critical. (Val)

What E-learning strategies are missing? Responses: • You can hide online, eg Face. Book bullies. • Some people so much more comfortable online than getting up in a classroom and saying what they think. • We find that students are more removed - issues/behaviour related to responsibilities and commitment are changing

Feedback and Review Current State Need Response Target Gaps, Duplications, incorrect assumptions, synergies? ? ?

Next Steps Workshop data Draft plan • Write up • Circulation for review • Publication on wiki-space • Draft outline – Thursday, 22 December • Available on wiki http: //wepr. wikispaces. com 3 rounds of feedback Jan • Immediate impacts and outcomes (6 mths) • Intermediate outcomes (2 yrs) • Ultimate outcomes (2020) Co-investment and final report • Conversations start again 9 January 2012 • Commitment by 20 January • Submission and report 23 January