•Training activities would be needed if the framework is to be spread and become used
•Reform the vocational education and training sector (Proposal 10, page 52 •Promote science, technology and mathematics skills in schools (Proposal 9, page 51
•improving Australia†s education and training system •attracting the best and brightest to Australia
•improving Australia†s education and training system •attracting the best and brightest to Australia
Improving education and training system Business-relevant, high-quality education and training boosts innovation, encourages investment
and supports jobs growth. The Government aims to create a world†s best practice higher
education and Vocational education and Training (VET) system that provide the skills needed for jobs of the future
Industry Skills Fund to assist in the training and employment of young people in regional
The international education and training sector is a major export industry with exports of approximately $16 billion in 2013 (ABS, 2014h.
•Education, training and labour market arrangements that provide a highly skilled and adaptable workforce with capabilities in line with business needs, minimise barriers
education and training (ABS, 2014j which although often provided by the private providers are typically directly
Safety, Education and Training, and Health care and Social Assistance. This definition is used consistent with that for
•to improve our education and training systems, the Government is expanding the demand-driven higher education system to all sub-bachelor courses and is deregulating
•improving the education and training system •attracting the best and brightest to Australia
Improving education and training Business-relevant, high-quality education and training boosts innovation, encourages investment and supports jobs growth and
higher wages, reflected in Table 2 International labour organization 2011). ) The OECD (2012a) and the International labour organization 2008) suggest that a good skills
workers in decisions about training provision, and maintains the quality and relevance of training The Business Council of Australia (2014a) has called for improvements to Australia†s science
technology, engineering and mathematics (STEM) capabilities in particular, so that Australian businesses can better compete internationally. The Chief Scientist (2014) has emphasised also
training system. This is why the Government is committed to work with State and Territory governments and the sector to improve the whole education system from primary education
to higher education and the vocational education and training (VET) sector Males Females Year 12 12.8 10.1
education and training, research and international engagement A key foundational requirement is that we have people with sound basic STEM capabilities
education and training that properly prepares Australians, particularly young Australians, for the workforce and encourages them to upgrade their skills throughout their working lives
Vocational education and training that prepares Australians for work The VET system is regarded generally well. Government support for VET training is extensive
industry-directed content, and training delivery through a mixture of public and private providers However, concerns have been raised about the VET system†s ability to deliver the skills
quality, flexibility and accessibility of training is needed to support the increasing geographic and occupational labour mobility required in the modern labour market.
50 per cent of apprentices completing their training, and particularly poor completion and employment outcomes for lower level qualifications, the system also needs to pay more attention
to ensure that subsidies provided through training providers are flexible, address the needs of employers and lift completion rates.
a taskforce to work with key stakeholders, including State governments, registered training organisations, industry groups and employers, to develop a reform plan that creates a more
•increasing flexibility for training providers to meet employer needs As an initial step, the 2014-15 Budget provided
the training needs of small to medium enterprises not readily met by the national training system.
The Fund will commence on 1 january 2015 and will deliver 200,000 targeted training places and training support services over four years.
It will prioritise assistance to small and medium enterprises (SMES TPO00007 An action plan for a stronger Australia
Industry Innovation and C om petitiveness A genda Industry Innovation and Competitiveness Agenda 50 Industry Innovation And Competitiveness Agenda
the cost of training. Although the Fund will not exclusively target the following industries, the Government has identified immediate priority areas,
complete their training will receive a 20 per cent discount on the amount to be repaid
Improving the Vocational education and Training system As part of the Competitiveness Agenda, the Government is introducing the next wave of
•providing advice about different course and training delivery options •delivering personalised mentoring and support to †at risk†apprentices
including the training contract and •administering the Australian Apprenticeships Incentives Programme, including employer incentives and trade support loans. pilot training scholarship programmes under the Industry skills Fund
The Government is trialling a new approach to funding training, by investing in two new
innovative pilots that will enable young job seekers in regional communities to acquire a job and provide employers the skilled employees they need to grow their business
•training for Employment Scholarships: 7, 500 scholarships will be provided to smaller employers who take on a new worker, aged 18†24, in regional Australia and areas
of training once their employee completes their training •Youth employment Pathways: This will provide support for training 3,
000 disengaged young people, aged 15†18 in regional Australia and areas of identified higher levels
completing their training. streamlining governance and regulation Further steps will be taken to ensure a role for industry at all levels of the training system
to improve VET regulation and reduce unnecessary red tape. These include •moving the national regulator, the Australian Skills Quality Authority (ASQA), to a
•revising standards for training providers and regulators to make them clearer require providers to engage with industry,
ASQA has taken already steps to reduce its level of interaction with training providers on low-risk activities.
updating the scope of courses a registered training organisation (RTO) can offer when a course that an RTO already delivers is updated in a minor way.
domestic workforce through education and training, Australia will need increasingly to compete for the world†s best and brightest
This will support the training needs of small to medium enterprises that cannot be met readily by the existing national training system.
The Fund will prioritise assistance to SMES to position themselves to take advantage of new technology
make greater contributions towards the cost of training. Although the Fund will not exclusively target the following industries, the Government has identified immediate priority areas,
and provide training for new jobs, while they are still employed; provide career advice and assist automotive employees to secure new jobs;
Education and Training system The Government†s VET Reform Taskforce has undertaken significant stakeholder consultation throughout 2014
RTO Registered Training Organisation SIV Significant Investor visa SME Small and Medium Enterprise STEM Science, technology, engineering and mathematics
VET Vocational education and Training VID Vienna Institute of Demography WEF World Economic Forum WIPO World Intellectual Property Organisation
a G20 Training Strategy, 2011. Geneva: International Labour Organization International monetary fund. 2014). ) Macroeconomic and reform priorities.
acquire knowledge and competence through education and training, and develop it further through work experience, learning and knowledge sharing
and on the job training is increasing Much of the knowledge we need is developed abroad. Knowledge and education have
job training today†s pupils and students are the ones who will be creating the job opportunities and
a package of measures for patents and other rights with an improved training provision and a more up-to-date statutory framework
This innovation guide contains training and working components on the following subjects 1. Introduction: Innovations in the working place
Identifying training needs for Innovation in SMES...215 10.3. Creating a company culture for continuous innovation...
Gordon), brainstorming (Osborn), group of specialist training (Roco), or of students†training (A. Onof -rei and M. Gà rboveanu)( 6, pp. 183-190.
In training for analogical reasoning, the question of how transfer from historical sources can be made
Kompakt-Training Innovation. Ludwigshafen: Friedrich Kiehl Verlag Gmbh, 2000 German Busch, Klaus Henning: Handbuch: Innovationen erfolgreich realisieren.
ï When a firm decides to implement personnel training policies but the training needs, which re
internal training, staffing with new personnel, know-how acquisition, new knowledge generation, etc Possible knowledge gaps could be recognised by past reported problems and by talking with the firm
work instructions were accompanied by Training Mod -ules and Assessments, used by the trainers to train staff
and validate the training. These provided "Innosupport: Supporting Innovation in SMES "-4. 6. Knowledge management page 75 of 271
The training takes the form of classroom -based lectures and tutorials CMLS€ s general manager decided to broaden their area of expertise and offer a new business analy
training it was obvious that this would be hard to achieve with such a high-energy team,
It does however place more emphasis on training, and the core process development team should not
-cal hands-on training for users and gatekeepers (senior management), accurate and concise process documentation, a process brochure for those who need to be aware of
should be asked to use the product without training or prompting, to assess the intuitiveness of con
ï http://www. wrap. org. uk/Waste & Recources Action Programme (training programme for recy
a recruitment and training plan should be provided Market and competition First of all, the market should be defined,
9. 2. 1. What Is based Media Training (MBT?..192 9. 2. 2. Where media applies?..
9. 2. 3. Why Media Based Training?..192 9. 2. 4. How Media Based Training is applied?..
194 9. 2. 5. Where can we find online-training?..194 9. 2. 6. Preliminary conclusion...
196 9. 2. 7. Resources...196 "Innosupport: Supporting Innovation in SMES "-9. 2. Use of Media to support innovation
9. 2. 1. What Is based Media Training (MBT The term media includes the whole range of modern communications vectors:
Media-based training basically utilises some of these media to enhance the learning process, address different learning styles
Media-based Training MBT) is concerned with teaching and learning through the media It is worthy to notice that there is a clear need of emotional intensity of media simulated
9. 2. 3. Why Media Based Training Each approach to learning has advantages and disadvantages.
9. 2. 4. How Media Based Training is applied A lesson is a collection of activities
9. 2. 5. Where can we find online-training http://training. ugs. com/index. shtml
UGS Education Services offers a blend of training solutions for all lifecycle management products including instructor led training classes
and self-paced product training that enables each user to learn at their own pace
Domains: Design, geometric modeling, 3d presentations Media Based Training Solu -tions Efficient deep learning "Innosupport:
Supporting Innovation in SMES "-9. 2. Use of Media to support innovation page 195 of 271
This is a new model of training linked to the needs of the integrated factory. It equips people with the
Modern training regimens often divorce instruction from practice, concentrating on either one or the other.
Media-based training will continue to grow and advance. Soon most product sold will have MBT avail
-able †from the manufacturer or enterprising freelance training, MBT may even become the predomi
-nant way of delivering training. Along the way, MBT will transform from emerging technology to sub
ï Cartwright, S. R.,Cartwright G. P.,Designing and Producing Media-Based Training, Butter -worth-Heinemann, 1999
ï Horton, W. K.,Designing Web-Based Training. How to teach anyone anything anywhere any
Systematic training management training concept...209 10.1.3.1. Checklist: Typical questions related to further training concepts...211 10.1.4.
The great importance of training, further training, learning, human resource development etc. should not be neglected â€
The component 10.1 treats the topics â€oeguidelines for creating a training conceptâ€oe and â€oesystematic training managementâ€oe
For information on the other topics see the sub-components 10.2,10. 3 und 10.4 Links to further topics such as human resources management, human resources development etc
Systematic training ma -nagement HR measures to support innovation Guideline for the design of a training
concept Identification of training need Innovation fostering enterprise culture Modern teaching and learning methods "Innosupport:
Supporting Innovation in SMES "-10.1.0. Introduction page 209 of 271 10.1.1. What: what constitutes the requirements for the qualification of
Systemising the training work is a basic necessity in order to comply with these requirements 10.1.2. Why:
Systematic training management training concept With the help of the so called training cycle the following is possible
ï questions of training can be thought through systematically ï the framework for necessary preconditions can be fostered set
and, making training ef -fective ï training processes can be looked at from different angles in order to detect strong, as
well as weak points of training "Innosupport: Supporting Innovation in SMES "-10.1.0. Introduction page 210 of 271
A training needs assessment (analysing the current work situation) usually is the starting point of any demand-oriented training management.
By applying needs assessment, one turns away from supply-oriented training, at the same time making it possible to turn towards staff member orientation
as well as allowing problem-solving-oriented training. By applying a training needs assessment, prob -lems and requirements of the work situation are collected,
making goal-oriented training measures possible On the basis of needs assessment, training objectives are to be defined (preferably together.
In advance set training objectives show what should be achieved through appropriate training measures When formulating training objectives,
the following should be considered ï the observable changed behaviour of the training participant ï the object (training matter
ï the conditions under which participants have to present results (e g. allowed resources ï the evaluation criteria, showing
if and to what extent the participant has reached the training goals "Innosupport: Supporting Innovation in SMES "-10.1.0.
Introduction page 211 of 271 Based on the training objectives, the necessary programmes, contents and instruments are
planned and developed. An essential goal of training planning and of the development of appropriate
measures is to create training activities in such a way that the learning party can go through learning
processes that lead to learning results which, in turn, correspond with the training objectives When planning and developing training measures, the following parts are to be included
ï planning of structure (structure of programme, sequence of contents, classification, textual co -herence, schedule
ï planning of content and methods (didactics, forms of learning ï target group planning ï evaluation planning (â€oehow will we know that we reached our objectives and
what will show us that we did? â€oe Within the concrete learning situation the participant is confronted actually with the teaching staff
as well as with the contents and activities. This step leads to learning processes and finally to the
results aimed at When implementing training measures, the following aspects should be paid special attention ï increased application of on-the-job training and project-work
ï intensification of internal know-how transfer ï use of new methods of teaching and learning,
as well as the use of new learning tech -nologies A central position within the training process holds the transfer and the implementation of the
acquired knowledge into the work situation, the applicability of training results to the work place
represents a main factor of successful training The described training cycle represents a process, causing evaluation measures along all
components of the training cycle 10.1.3.1. Checklist: Typical questions related to further training concepts In the following table the main questions which should at least be answered to some extent when
drawing up a concept of further training are listed ï How does the company define further training (definitions for training, further training, human
resources development, etc ï What objectives does the company pursue with further training ï are written these objectives down
ï Is there a connection between further training objectives and company objectives ï What role does the management play within the field of further training
ï How does the management support further training measures ï Who is responsible for training issues
ï How are further training needs assessed ï Is there an institutionalised system of need assessment
ï Who is responsible for the assessment ï How is checked it whether there actually is a further training need or not
ï Is staff†s point of view accounted for "Innosupport: Supporting Innovation in SMES "-10.1.0. Introduction page 212 of 271
ï How does the company get from the assessed training-needs to the further training offer
ï Who is responsible for the programme planning ï Are costs of further training calculated ï Is there a budget for further training measures
ï What range of further training measures (internal and external projects, on the job-training coaching, quality circle, self-study material, trainee-pools and programmes, seminars, work
-shops, etc. is offered ï Who carries out the further training measures ï Which role do internal part-time trainers play
ï Which role do external providers play for the internal further training ï Who selects external providers and
which selection criteria are applied ï What attempts are made to support the transfer of learning results onto the job
ï What attempts are made to determine the results of further training measures ï How is done it?
Who evaluates? Which instruments are applied ï Which target groups are there for further training ï Who is trained further
and who is not ï Does further training take place during spare time or working hours ï Who makes sure that the further training concept is enhanced and revised
10.1.4. Examples By means of some examples from real life (SMES only) we wish to show which measures enterprises
use in practice to make a professional job of their training and the human resources development Example:
prior and posterior debates, In-house training courses The CEO of Eloxal Heuberger (an anodising institution with 22 employees) has an interview with the
staff member before this person is sent to an external further training course. Here the expectations of the enterprise and the employee from this training measure are made clear before the event
After attending the seminar a follow-up interview takes place where the participants jointly find out how
useful the seminar was for obtaining the goals planned, and which skills acquired can be applied di
All training material is deposited in the company-owned library where it is readily accessible by all
ï Training and Qualification-Handbook for Consultants Karl-Franzens-Universitã¤t Graz, Institut fã r Organisations-und Personalmanagement †GRAZ
training development tools "Innosupport: Supporting Innovation in SMES "-10.2. Identifying training needs for Innovation in SMES
page 215 of 271 10.2. Identifying training needs for Innovation in SMES Introduction Innovation in a business is very much dependent on the appropriate skills of its staff.
It is therefore important to establish what skills are available, what the gaps are and how assessing the training
needs can develop required skills This section builds on the outcomes of another Leonardo project called Learn & Work that specifically
addressed the issue of analysing training needs in business. The starting point being a review of how
What is a Training Needs Analysis Training Needs Analysis (TNA) should help you to collect
and interpret data to enable the identification of both staff and organisational performance improvement. Key in an TNA is to gain comprehensive
data on training needs, which amounts to answering the fundamental questions of: who, what, when
Why undertake a Training Needs Analysis?..216 10.2.3. How? -Training Needs Analysis as a Project...
217 10.2.4. Resources...222 "Innosupport: Supporting Innovation in SMES "-10.2. Identifying training needs for Innovation in SMES
page 216 of 271 10.2.1. Where in business are undertaken TNAS TNAS are conducted potentially in all areas of business that rely on the skills of its workforce,
-nology, the company commissioned Rockwell Automation to carry out a detailed Training Needs Analysis Field service manager is responsible for the maintenance of Tetra pak Processing systems after they
-missioned Rockwell Automation to carry out a Training Needs Analysis (TNA. This is designed to identify skills gaps
and enable training to be targeted precisely where it is needed to meet a com -pany's operational requirements
where further training is required. Some companies waste a lot of money on training that is not re -quired or is at
either too high or low a level for the engineer concerned-a TNA avoids this ""I will add my own views
-able us to target my training budget on the needs of the business "10.2.2. Why undertake a Training Needs Analysis
A TNA can provide ï a framework of training needs ï acknowledgement and better understanding of training needs
ï a backup policy if things get difficult ï direction for utilizing limited resources "Innosupport:
Supporting Innovation in SMES "-10.2. Identifying training needs for Innovation in SMES page 217 of 271
A company†s staff are its most important asset for the skills, knowledge and experience they bring to
and needs not only to identify potential training requirements but also to inform the utilisation of innovation techniques described in this guide
-Training Needs Analysis as a Project The reader should note that an extensive TNA should be planned well,
Identifying training needs for Innovation in SMES page 218 of 271 So a good TNA ask appropriate questions around
Training should be oriented to solve existing problems or to take advantage of new business opportu -nities.
Identifying training needs for Innovation in SMES page 219 of 271 of salaries SUPPLIER â
because the employees of the different areas are the ones that will be involved in the training later on
Identifying training needs for Innovation in SMES page 220 of 271 Use the following table to identify the problems and critical opportunities and its implications in your
Identifying training needs for Innovation in SMES page 221 of 271 After filling this map,
Structuring your company †s Training Needs D. Structuring your company †s Training Needs
You†ve just finished the structuring of your company†s problems and opportunities. Please write in the
or developing training sessions on-the-job or other This table is an example that can be filled with information related to your company that we have been
Training Needs Symptom Cause Proces s Functional Area Desired Output Employee Proposed Solution Solution De
Training in product quality control in the produc -tion line 1 hour training for 1 week for
in production line managers and shift qual -ity manager High rate of re -turned products
1 day training for packaging and delivery employees about this new system Bad cash-flow
Identifying training needs for Innovation in SMES page 222 of 271 customers after prod -uct deliv
training for purchasers Negotiation and purchasing training for purchasers Working ses -sion with the Financial Di
-rector in order to establish standard con -tract and pay -ment terms with suppliers 10.2.4. Resources
ï Business Link provides some useful information on Training Needs Analysis and through lo -cal contacts further advice and guidance can be provided
ï Learn & Work is a Leonardo project that specifically addressed the issue of analysing training
Identifying training needs for Innovation in SMES page 223 of 271 ï Sector Skills Development Agency (SSDA) is responsible for supporting employers in the
ï training reference. co. uk provides an overview of some of training providers that offer a TNA
ï trainingneedsanalysis. co. uk is company specialising in training needs analysis. The link to the article on TNA provides a broad overview
ï Trainingzone is one of the UK's most popular site for corporate training professionals with
-sultants, which gives members unlimited access to an ever growing number of training mod -ules, exercises, toolkits and icebreakers
with training seen as a continuing requirement for everyone 10.3.4. Resources Bibliography ï Stephen M. Shapiro, Creating a Company Culture that fosters Innovation
-sional life, there should be as many possibilities for application and training as possible. It doesn†t
There are a lot of courses offered by private and public training providers. The number of students for intensive learning is best between 10 and 12.
This is different when the training takes place outside the company Generally, for concentration, exercises and self-studies it is better to have 90 minutes twice a week
You should discuss the training needs with the training provider in detail and ask for the methods and
You pay for the training with time and money and if you cannot see the relevance of the subjects to be worked through,
I also suggest combining the language training with another subject, e g. intercultural training and presentation techniques, if appropriate.
assigned to provide in-house training The language skills required were quite specific. They had to enable the sales teams to conduct their
There were 600 hours of training altogether, involving firstly general knowledge of the lan -guage and secondly specialized language.
There are various training programmes and possibilities within the Leonardo Da vinci and Sokrates Framework It†s impossible to list all of them
undergone more formal intercultural training and are able to deal with in unfamiliar situations in a more
-tural working atmosphere, drawing up intercultural training plans or deciding who should support and help to prepare for oversea business trips
provide in-house training The language skills required were quite specific. They had to enable the sales teams to conduct their
9. 2. 1. What Is based Media Training (MBT? 192 9. 2. 2. Where media applies
9. 2. 3. Why Media Based Training 9. 2. 4. How Media Based Training is applied
9. 2. 5. Where can we find online-training 9. 2. 6. Preliminary conclusion 9. 2. 7. Resources
9. 3. Competencies of internet presentation and research 9. 3. 1. Why to use and how to take advantage?
Systematic training management training concept 10.1.3.1. Checklist: Typical questions related to further training concepts 10.1.4. Examples 10.1.5.
Identifying training needs for Innovation in SMES 10.2.1. Where in business are undertaken TNAS 10.2.2. Why undertake a Training Needs Analysis
10.2.3. How? -Training Needs Analysis as a Project 10.2.4. Resources 10.3. Creating a company culture for continuous innovation
10.3.1. So how do you create a culture of continuous innovation 10.3.2. Examples of successful companies
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