E-learning's contribution to workforce development
- 1. 1 E-learning’s contribution to workforce development Dr Damian Oliver Workplace Research Centre The University of Sydney
- 2. 2 Supported industry sectors 1. Renewable energy 2. Glass and glazing manufacturing 3. Aged and community care
- 3. THE UNIVERSITY OF SYDNEY BUSINESS SCHOOL E-learning’s contribution to workforce development Presentation to AVETRA, Fremantle, 4 April 2013 Workplace Research Centre Damian Oliver & Garima Verma
- 4. Presentation outline 1. E-learning’s role in overcoming barriers to training: the 2011 research 2. What’s changed since 2011? 3. The current research project 4. Key findings: - Revisions to the matrix - Supports for effective e-learning - Productivity impacts, direct and indirect - The relationship between e-learning and training inputs, outputs and outcomes 5. Summary and future research 4
- 5. The 2011 research (1) How can e-learning overcome barriers to training? 5
- 6. The 2011 Research (2) Description ACCESS Characteristics which can result in ease or difficulty receiving or providing training. MOTIVATION Drivers that encourage training, or may instead discourage the uptake of training. EXPERIENCE Previous encounters, as well as knowledge and expertise which can facilitate participation in, or distribution of, training. 6 E-learning’s role in overcoming barriers to training: 3 sets of barriers/drivers
- 7. The 2011 Research (3) Description Example ACCESS Characteristics which can result in ease or difficulty receiving or providing training. Literacy: workers lack the level of literacy required Location courses are not provided in regional areas MOTIVATION Drivers that encourage training, or may instead discourage the uptake of training. Cost: workplaces cannot afford the costs, especially indirect ones Career paths: employees see no benefit in completing training EXPERIENCE Previous encounters, as well as knowledge and expertise which can facilitate participation in, or distribution of, training. Learning types: course delivery may not suit worker learning styles Past experiences: previous training investment has not met workplace needs 7 E-learning’s role in overcoming barriers to training: Matrix
- 8. The 2011 Research (4) Individual Workplace Industry ACCESS Form of employment Work intensification Literacy Computer access Workplace size Sector Location Industry structure Fragmentation Networks MOTIVATION Career paths Support Timeliness Cost benefits Type of training Skill shortages Labour shortages Industry champion EXPERIENCE Past learning experiences Learning types Past experiences Expertise Leadership Pre-existing model 8 E-learning’s role in overcoming barriers to training: Matrix Bolded items indicate those barriers/drivers where the 2010 research found that e- learning can make the most difference
- 9. Context: Workforce development & technology › Workforce Development - Renewed commitment to qualification targets, especially at Certificate III/IV level - Agreement to move toward a demand-driven model - Entitlement for individual learners - Greater involvement of private RTOs - Commencement of ASQA & focus on quality of learning › Technology - Rollout of NBN – some sites in operation - Laptops in schools - Very rapid adoption of smartphones & tablets 9 What has changed since 2011?
- 10. The current research project 1. Are the barriers to learning identified in the matrix still relevant, and has the impact of e-learning changed? 2. How have different industry sectors and their employers applied quality e-learning to improve workforce performance and skills development? 3. What are the characteristics of workplace environments that support e-learning? 10 Research Questions
- 11. Research design Brief description of projects Research work completed Aged care and community services 3 different projects looking at building a safety culture (2) and developing a learning culture & career pathways (1) Interviews with: •3 industry stakeholders •3 RTOs •4 employers •3 employees Renewable energy Suite of materials for entry into industry & continuing professional development Interviews with •1 employer •3 RTOs •1 industry stakeholder •Survey of 23 learners* Glass manufacturing and glazing 23 units of comp toward Cert III in Glass & Glazing Interviews with •1 key informant •1 RTO •1 employer •3 employees (apprentices) 11 Brief description of the three case studies
- 12. Key findings (1) › Access factors: - Literacy is now literacy and learning challenges › Motivation factors: - Support is now supportive environment - Awareness of training options - Consistency - Quality assurance - Job design › Experience factors: - Learning pathways 12 Revisions to the Model
- 13. The revised matrix INDIVIDUAL WORKPLACE INDUSTRY ACCESS Work intensification Form of employment Literacy & learning challenges Computer access Location Workplace size Sector Fragmentation Networks Industry structure MOTIVATION Supportive environment Awareness of training Career paths Timeliness Cost benefits Consistency Type of training Job design Quality assurance Skill shortages Labour shortages Industry champion EXPERIENCE Past learning experiences Learning types Learning pathways Past experiences Expertise Pre-existing model Leadership 13 1. Factors are ordered, so the ones that are at the top of the cell have the biggest impact on participation in training 2. Within the substantive cells bolded terms refer to workforce development factors for which e-learning can make a significant difference, while newly added factors are in bold and italics. 3. Non-bolded terms refer to challenges that e-learning can do little to overcome unless it is part of a broader battery of workforce development initiatives.
- 14. Support 1. E-learning is integrated into a course design structured around workplace outcomes and which cater to a range of learning approaches; and 2. Students and workplace sponsors have access to appropriate learning and technical support; 3. E-learning is integrated into the organisation’s strategic approach and culture. 14 Supports for e-learning
- 15. Productivity 1. Less disruption of work schedules in the delivery of e-learning; 2. Deeper learner outcomes and application of learning, with a consequent reduction of mistakes and injuries across the sectors studied; 3. Broader diffusion of learning and a learning culture; and 4. Faster integration of new technology into work processes. 15 Direct and indirect effects on productivity
- 16. Relationships 16 INPUTS OUTPUTS OUTCOMES Central to e-learning Content that reflects current standards and that is structured around job requirements Deeper learning in an applied workplace context Direct and indirect impacts on productivity Timely delivery that is flexible around worker & workplace schedules Needed for deep learning: Direct: •Less disrupted work •Deeper learning & fewer mistakes Indirect: •Faster uptake of new technology (inc less cultural resistance) •Broader diffusion of learning and learning culture Learning design - a blend of approaches and media that take account of diverse learning styles Support: especially around • Access to one-on-one learning support • Technical support for learners
- 17. Key messages & future research The key messages are as follows: › E-learning can promote flexibility in delivery, currency of training, and connection to the workplace. › However, deep learning requires an investment of additional resources, particularly for learning design and support. › E-learning has significant opportunities in the future due to expanding internet access and use of mobile technologies. Further research would help understand the contribution and potential of e-learning. › The impact of e-learning in overcoming learning challenges. › Measuring the link between learning outcomes and productivity. › Infrastructure and support required to promote knowledge sharing and collaboration. › How to reach disengaged learners. 17
- 19. 19 Kerry Manikis National Program Manager Industry System Change Email industry@flexiblelearning.net.au Website industry.flexiblelearning.net.au Twitter @e4industry or #e4industry