laboratory operations workforce development plan oct 2010
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Laboratory operations workforce development plan oct 2010TRANSCRIPT
Western Australian LABORATORY OPERATIONS Industry: WORKFORCE DEVELOPMENT PLAN
October 2010
The Resources Industry Training Council is a State Government funded, APPEA (www.appea.com.au) and CME (www.cmewa.com) joint venture initiative to represent the training and workforce development needs of the Western Australian resources, (mining, gas and oil) and downstream process manufacturing industries.
Right Place
Right Attitude
Skilled Workforce
Right Skills
Note and Disclaimer:
This document is a workforce development plan for the Western Australian Laboratory Operations industry and was developed by the Resources Industry Training Council, (RITC) at the request of the Western Australian Department of Training and Workforce Development, (DTWD).
This plan is supplied in good faith and reflects the knowledge, expertise and experience of the developer. The information provided is derived from sources believed to be reliable and accurate at the time of publication.
The use of the information in this workforce development plan is at your own risk. The RITC does not warrant the accuracy of any forecast or prediction in the report. This workforce development plan is provided solely on the basis that users will be responsible for making their own assessment of the information provided therein and users are advised to verify all representations, statements and information that they may wish to utilise as input to decisions that concern the conduct of business involving monetary or operational consequences. Each user waives and releases the RITC and the State of Western Australia and its servants to the full extent permitted by law from all and any claims relating to the use of the material in this workforce development plan. In no event shall the RITC or the State of Western Australia be liable for any incidental or consequential damages arising from any use or reliance on any material in this workforce development plan.
The Resources Industry Training Council
7th Floor, 12 St Georges Terrace,
Locked Bag N984, Perth, WA, 6844
Phone: +61 8 9325 2955
Facsimile: +61 8 9221 3701
For information regarding this report contact:
Resources Industry Training Council
Telephone: +61 8 9325 2955
Email: [email protected]
FOREWORD
The Department of Training and Workforce Development commissioned the Resources Industry Training Council to undertake research and prepare an industry workforce development plan for the Western Australian laboratory operations industry. In early 2010 an environmental scan was developed as a component of the workforce development plan.
The purpose of the environmental scan was to undertake research and industry analysis of current and future employment demand in order to identify barriers to employment and training. This workforce development plan builds on the environmental scan and identifies strategies to ensure that the demand for skills and labour can be met.
ABS conducts a census of the manufacturing industry every five years. The last ABS census for manufacturing in Australia was 2006 –07; therefore available data relates to the period prior to the global economic downturn. Other data sourced as input to the preparation of this workforce development plan includes the ABS Labour Force Survey, the Employment Outlook for Manufacturing, prepared by the Department of Education, Employment and Workplace Relations (DEEWR), the Manufacturing Environmental Scan prepared by Manufacturing Skills Australia (MSA) and the Job Outlook website.
Contents
INDUSTRY OVERVIEW ........................................................................................................... 1
Laboratory Operations ...................................................................................................... 1
Mining Industry ............................................................................................................... 2
Process Manufacturing ...................................................................................................... 2
Construction Materials Testing ............................................................................................ 2
Food Processing And Manufacturing ...................................................................................... 3
Pharmaceutical & Medicinal Product Manufacturing .................................................................. 3
Environmental Testing ...................................................................................................... 3
EMPLOYMENT .................................................................................................................... 3
Workforce Demographics ................................................................................................... 3
Workforce Issues ............................................................................................................. 5
LABOUR AND SKILLS ............................................................................................................ 5
Technological complexity .................................................................................................. 6
PRIORITY ACTIONS .............................................................................................................. 7
Labour Market And Supply .................................................................................................. 7
Workforce Participation .................................................................................................... 8
Attraction And Retention ................................................................................................... 8
Training And Productivity .................................................................................................. 9
THE WAY FORWARD ........................................................................................................... 13
INDUSTRY AREA COVERAGE .................................................................................................. 13
DATE SOURCES ................................................................................................................. 13
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INDUSTRY OVERVIEW
LABORATORY OPERATIONS
The Laboratory Operations industry provides services to many sectors such as mining, food production, manufacturing and medicine. It includes a diverse group of technical and scientific occupations across many industry sectors, such as mineral assay, biological testing, environmental testing, biotechnology, calibration, chemical testing, construction material testing, environmental monitoring, food testing, process manufacturing testing, pathology testing, biomedical research, education and scientific glassblowing.
The work typically involves:
Collecting, labelling and record samples; Analysis of samples using a variety of chemicals and processes; Documenting and reporting the outcomes of the tests/analysis; Calibration and routine maintenance of test equipment; Maintaining stocks of reagents and chemicals; Working in a team environment; and Working within a quality assurance regime. Many laboratories are quality assured by the National
Association of Testing Authorities, (NATA).
The prerequisites for working in the industry are generally sound literacy and maths skills, along with a basic knowledge of science. More important is the ability to work in a team, high level communication skills and attention to detail, as well as highly developed problem solving skills.
Entry into this occupation usually requires completion of a certificate course in laboratory techniques but during periods of skill shortages, companies will consider taking on individuals without formal qualifications and will provide them with on-the-job training.
The industry recognises the following qualifications for the role of laboratory assistant, technicians and supervisors:
Certificate II in Sampling and Measurement; Certificate III in Laboratory Skills; Certificate IV in Laboratory Techniques; Diploma of Laboratory Technology; Advanced Diploma of Laboratory Operations; and Vocational Graduate Certificate in Instrumental Analysis.
Specialisations are available in Certificate III and IV qualifications. The specialisation is included below the title of the Certificate III and IV qualifications and indicates in which area the specific industry sector training was tailored. Examples of specialisations include, but are not limited to:
Construction materials testing; Mineral assay; Environmental monitoring; Food testing; Scientific glassblowing; and Wine testing.
The Laboratory Operations Training Package, (MSL) is designed to address the training needs of laboratory personnel working in five broad occupational categories which include:
Laboratory supervisors, senior technical officers, technical specialists; Technical officers; Technical assistants; Laboratory assistants; and Samplers/testers.
Laboratory managers and supervisors also access qualifications within the university sector, such as the Bachelor of Science. The most appropriate ANZCO Classifications are:
Major Class 3 Technicians and Trades Workers:- o 311 Agricultural, Medical and Science Technicians; o 312 Building and Engineering Technicians; and o 399 Miscellaneous Technicians and Trades Workers.
Class 2 Professionals:
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o 234 Natural and Physical Science Professionals.
However, these ANZCO classifications do not cover all relevant workers (e.g., scientific glass blowers, samplers and testers).
MINING INDUSTRY
Mining laboratory technicians analyse earth samples to identify:
Form and percentage of valued mineral, (e.g., gold, lead, zinc and copper) and the associated waste material, (contaminants), which then enables metallurgists to select the best processing method to maximise recovery rates; and
The percentage of valued mineral in the final product after processing.
Many mining companies have laboratories located onsite and so fly-in fly-out employment is utilised, which involves the technician flying to site for a period of work and then back home for a period of rest. A typical roster includes 2 weeks on site and 1 week off work, (rest) or 8 days on site and 6 days of rest. Some mining companies utilise laboratory service companies to undertake the analysis. These laboratory service companies can be either located on the mine site or in another location.
PROCESS MANUFACTURING
Process manufacturing laboratory technicians test the quality and composition of the products produced by the company. The following manufacturing industries employ laboratory technicians:
Fertilisers; Chemicals; Polymer products; Pharmaceuticals; Industrial gases; and Industrial chemicals.
In process manufacturing, quality assurance of the finished product is essential for the success of the company.
CONSTRUCTION MATERIALS TESTING
Laboratory technicians, who work in the building and construction material manufacturing industries, will collect and undertake laboratory/field testing of soil, asphalt, concrete or aggregates.
Soils are tested to define soil properties and characteristics. The findings are used to develop construction project specifications and identify possible construction issues. Soils laboratory testing includes: plasticity index, bearing ratio of compacted soil, direct shear, expansion index, organic content, hydraulic conductivity, thermal conductivity, electrical resistivity, expansion pressure of compacted soils, pH and classification testing.
In the asphalt laying sector, laboratory technicians identify oil content, gradation and other properties in the laboratory as well as performing in-place densities testing and monitor lay-down temperature, mat thickness and unit weight.
In the concrete sector, concrete is inspected and tested to ascertain that all specified conditions meet the acceptable criteria specified by the client. This is achieved by visual, mechanical, non-destructive, or destructive methods. Testing the fresh properties of concrete are conducted to verify conformance to the project plans and client’s specifications. Such testing can include measuring slump, air content, temperature, yield, unit weight and water-cement ratio, in addition to testing the compressive strength of the concrete. Each laboratory has the capability to perform compressive strength and flexural strength testing on concrete, mortar and grout. Other unique tests for these materials are include but are not limited to: shrinkage, absorption, density, moisture content and alkali silica reactivity.
The quality of aggregates can be identified using laboratory testing. These tests include flat and elongated particles, fracture face, gradation analysis, organic impurities, sand equivalent, specific gravity, sulphate soundness and unit weight testing.
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FOOD PROCESSING AND MANUFACTURING
The food laboratories test processed foods, beverages, food-additives, agricultural products, food packaging and many other related materials. The laboratory technicians working in the food processing and manufacturing industry analyse ingredients, food samples and final products for contaminants and microbiological components with the aim of assuring the quality of food products and ensuring consumer/public health.
PHARMACEUTICAL & MEDICINAL PRODUCT MANUFACTURING
The pharmaceutical and medicinal product manufacturing industry depend on the resources sectors for raw materials and the laboratory operations industry, which is classified under Manufacturing in the ANZSIC Industries.
The primary activities of the pharmaceutical product manufacturing industry are:
Antibacterial, antibiotic and antitoxin manufacturing; General pharmaceutical manufacturing; Contraceptive manufacturing; Feed supplement manufacturing; Medical gas and ether manufacturing; Sanitary napkins and tampons manufacturing; Vaccine manufacturing; and Vitamin product manufacturing.
The major products and services in this industry are:
Pharmaceuticals; Alternative medicines; and Veterinary products.
ENVIRONMENTAL TESTING
Environmental laboratories analyse soil, air and/or water samples to identify their constituents and contaminates, with the aim of measuring the level of acceptability or variance from the established standard.
Other areas in which a laboratory technician can find employment include but are not limited to:
Biotechnology; Cosmetics manufacturing; Clinical research; Medical & pathology; and Petrochemicals.
EMPLOYMENT
WORKFORCE DEMOGRAPHICS
Australian Bureau of Statistics, (ABS) Labour Force Data indicates that in Western Australia, between the years 1995 and 2009, employment remained stable in the Other Professional, Scientific and Technical Services occupation classification, with an increase in 2009, due to demand from the mining sector.
The laboratory services industry is a relatively equitable industry with regards to male/female employment ratios but if the industry was to experience labour shortage in the future, looking at recruiting more females could be an option.
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Figure 1 - Male/Female Employed 1995-2009
Source: ABS Labour Force data, cat. no. 6291.0.55.003
Between the years 1995 and 2009 in Western Australia, a significant proportion of employees in Scientific Research Services were full-time, although there were periods where the proportion of part-time employees was as high. Other Professional, Scientific and Technical Services is one of the occupations that utilised part-time employees in similar numbers as full-time employees; this may reflect the high level of female employees.
Figure 2 - Full Time / Part Time Employees 1995-2009
Source: ABS Labour Force data, cat. no. 6291.0.55.003
At a national level, growth in the employment levels within the Pharmaceuticals Products Manufacturing industry was weak or negative over much of the five years to 2009-10. Levels are expected to be in the order of 13,400 by year end 2009-10, down from an estimated 14,610 in 2004-05. Of note are reports of up to six manufacturing plant capacity cutbacks/closures over 2007-08 and 2008-09, which equated to job cuts of some 400 people at the manufacturing level, as overseas players sought to resize their global operations1.
1IBISWorld Industry Report, 25 February 2010, Pharmaceutical Product Manufacturing in Australia: C2543
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WORKFORCE ISSUES
The main issue for the laboratory sector is the recruitment of well-trained staff for the larger batch operation testing companies. Tertiary trained applicants are not attracted to this kind of work and therefore, many of the openings must be filled by VET trained personnel.
Many companies employ their own laboratory personnel, who were traditionally drawn from university trained graduates. Today, there is a move towards, VET (TAFE) sector trained people performing continuous routine testing and analysis, using more sophisticated techniques and software systems. There is a shift toward laboratory work being focussed on Quality Assurance, (QA) and Quality Control roles, as the routine sample testing is being automated to some extent.
Many laboratories have NATA, accreditation, the attainment of which requires them to demonstrate a high level of competence amongst their personnel. This ultimately leads to higher qualified staff performing more complex testing and data analysis. Environmental legislation requirements that are imposed on many industries has seen a proliferation of associated testing groups formed and given the current thrust of government policies, the industry sees this as a continuing growth area.
With more accountability being placed on industry to meet exacting product specifications and environmental standards, the need for fast, accurate, reliable laboratory testing is becoming more apparent.
Within the remote and regional areas, employers have focussed on skills sets rather than qualifications. The provision of training to achieve a full qualification has been used as a recruitment and retention strategy. Workplace training structures and enterprise specific training typically involves on-the-job training by supervisors or peers. There has been an increase in the use of registered training organisations, (RTOs) and a higher level of participation in the Productivity Placement Program, (PPP) and the Enterprise Based Productivity Placement Program, (EBPPP).
A significant proportion of employment positions in this industry is located in remote and rural areas and it is often based on shift work. This poses challenges for the delivery of training. Other issues for this sector include a rapid rate of change in technological development and innovation and the changes in applicable legislation, particularly in the areas of environmental and medical testing.
Registered Training Organisations such as Challenger TAFE offers to place a lecturer in enterprises, when a viable cohort of trainees exists. Work based training and assessment is carried out where applicable and supported by skills recognition assessments for existing workers.
Where institutional, (off-the-job) delivery occurs, industry prefers that delivery of training and assessment is carried out in a simulated workplace environment, using high quality laboratories that replicate industry standards and procedures.
LABOUR AND SKILLS
The Pharmaceuticals Education Council, (PEC) investigated pharmaceutical workforce needs, assessed skills gaps and worked with governments and tertiary institutions to ensure that the Australian education system produces the right skills for this knowledge based industry. In order to move its agenda forward, the PEC successfully applied for a Commonwealth grant under the Collaboration and Structural Reform, (CASR) Fund.
The three phase CASR project, (www.dest.gov.au/sectors/higher_education/publications_resources/profiles/collaboration_structural_reform_fund.htm) aims to achieve an understanding of ways to create a substantial increase in the scientific and business workforce for the pharmaceutical and biopharmaceuticals industry. Phase two involved a review of specialised courses offered by tertiary institutions and industry associations across the country, aimed at equipping students with relevant skills for the biopharmaceutical industry.
The skills gaps identified could be broadly categorised into three areas:
1. Lack of understanding of the biopharmaceutical industry sector, in terms of:
General knowledge of the sector; Career opportunities; and Scope of work.
2. Ability to undertake specific tasks:
Turn raw materials into a product; Specific practical skills, including proof of concept, fermentation and pre-clinical toxicology; Medicinal and synthetic chemistry, instrument management and stability testing;
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Reimbursement; Basic research skills; QA and regulatory affairs; Clinical development; IP and commercialisation; and Project management.
3. Ability to work effectively in the biopharmaceutical industry sector, that requires skills such as:
Timelines/work smart tools; Job readiness; Resilience and initiative; Attention to detail; Ability to arrive at conclusions; Ability to develop a clear statement of purpose; Presentation and communication skills; and Ability to handle electronic data.
TECHNOLOGICAL COMPLEXITY
The factors that will help to gradually change the profile of the industry over the next five years include sustained developments in technology, such as the increasing use of the internet and e-commerce, (particularly for the dissemination of information regarding major branded pharmaceuticals); the continued falls in exclusivity times and the increased roll out of second and third generation products as a result of technological advancements. The five years to 2014-15 is likely to witness a growing reliance on new technologies such as genomics, which is hoped will accelerate research and reduce development times in bringing new drugs to the market. Biotech products will also increase in importance, while nanotechnology may also come to the fore, as industry players explore nano-engineered reformulations of various key products due to come off patent over the next five years2.
2IBISWorld Industry Report, 25 February 2010, Pharmaceutical Product Manufacturing in Australia: C2543
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PRIORITY ACTIONS
Pharmaceutical Product Manufacturing part is being addressed by PEC’s CASR project and therefore not addressed in the follow section.
LABOUR MARKET AND SUPPLY
Issue Strategy Measure Of Success
Low Industry Profile
More people need to be encouraged into the industry.
1. Produce Careers Brochures To encourage people into the industry there is a place for the RITC to produce brochures that promote the sectors and their career opportunities. These brochures should be aimed at VET in Schools, career advisers and the job service networks. The State Government could consider funding the printing and distribution of these brochures to the stakeholders
1. Brochures are developed and made available to the relevant stakeholders. Responsible parties: RITC, industry associations and the WA Career Centre.
Lack of Awareness Regarding Traineeships
Employers in the industry are often not aware of the available traineeships/apprenticeships.
1. Promote traineeships in the industry to employers and schools.
1. Employers and students are aware of traineeships available in the industry. Responsible parties: ApprentiCentre, AAC, RITC and DTWD.
Apprentices
Many employers find that signing up for and managing the paperwork for traineeships is difficult to “navigate”.
During economic downturns, operational sites often shed personnel. The decision to retain trainees, despite a reduction in staffing in operational areas, presents employers with a number of potential operational issues and risks, such as the provision of adequate supervision and on the job training.
1. Allocate the ApprentiCentre as the one stop shop for all apprentice issues including:
Promotion; Signup; Mentoring; Issues management (RTO, Apprentice, Employer); Monitoring; Progress payment; and Signoff.
2. Traineeships which are suspended, then the trainee attends full-time, off-the-job training while receiving a study allowance instead of wages. This would occur until such a time as the economic situation improves and the company can recruit adequate, qualified personnel to supervise the trainee.
1. Employers have access to concise information regarding the signup and the ongoing process of engaging and maintaining a trainee. Responsible parties: Department of Training and Workforce Development.
2. A one stop shop is available for employers to access when considering taking on and providing ongoing employment for an apprentice. Responsible parties: State and Commonwealth Governments.
3. Full time training opportunities exist for redundant/suspended
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trainees to access. Responsible parties: State and Commonwealth Governments.
Level of Science, Numeracy and Literacy
To raise student awareness of the industry and at the same time develop numeracy, literacy and science skills, the Certificate II in Sampling and Measurement and part of the Certificate III in Laboratory Skills could be offered through the VET in Schools program.
1. Opportunities exist for VET in Schools programs to articulate with Certificate II in Sampling and Measurement and part of the Certificate III in Laboratory Skills
1. A VET in Schools program is developed with input from local employers. Responsible parties: Curriculum Council.
Foundation Skills
Barriers to employment in the sector for many unemployed and underemployed people include lack of foundation language, literacy and numeracy skills; lack of communication skills, teamwork, problem-solving, planning and self-management skills.
1. There is a need for Government to focus on expanding programs in both regional and metropolitan WA to improve language, literacy, numeracy and work readiness skills of the disengaged.
1. Higher levels of literacy and numeracy are being reported by employers. Responsible parties: Department of Training and Workforce Development; Job Service Providers.
WORKFORCE PARTICIPATION
Issue Strategy Measure Of Success
Attracting Under Represented Groups into the Sector
There are low levels of representation from both the indigenous and new Australians groups in the industry.
1. The DTWD to negotiate with training providers, the possibility of offering ongoing, targeted, pre-employment programs for:
Indigenous persons; and New Australians – including building on their English skills.
1. Training providers are aware of the need for and provide targeted, entry level training. Responsible parties: DTWD.
ATTRACTION AND RETENTION
Issue Strategy Measure Of Success
Competing with the Resources Sector
Most sectors have commented on workers leaving the sector to work in the mining industry, which has the capacity to pay more. The resources sector has a tradition of long hours, shift work and rosters, all of which enable employees to earn more. The increased earning is usually due to the increased hours worked, rather than a higher hourly rate of pay.
1. To compete with the mining sector, employers could consider providing similar rosters and shifts, such as a 96 hour fortnight. This roster would provide the employee with an additional 16 hours of pay.
1. Shifts and rosters similar to the resources sector are available in the industry sector. Responsible parties: Employers.
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TRAINING AND PRODUCTIVITY
Within the industry, there are many small to medium private laboratories which do not seek quality assurance. For these employers, much of the training is provided by less experienced workers shadowing experienced workers but the quality of the skills learned varies widely. For many non-quality assured laboratories, national qualifications are not seen as a benefit. Quality assured laboratories tend to value the qualifications more and utilise the PPP and EBPPP to fund the training. Currently, only the Diploma is available on the PPP, yet this is not the qualification utilised for the majority of laboratory workers.
Many of the companies that access government funded programs, (EBPPP and employer driven PPP) to support their workforce development/education and training needs were positive about the possibility of working in a “partnership” with training providers, if their strategic and operational business needs were able to be met.
The same level of support is not shown for training provider driven PPP and other programs, where the training provider obtains the funding without demonstrating that they have engaged companies and students to undertake the training. An issue with provider driven training is that the training is usually off-the-shelf training and not customised for the industry or workplace needs.
To achieve existing workforce skills needs, a number of companies stated that a simplified application process which placed the funding with the companies, (as the purchaser of training) would give the companies more control over the quality and content of what the training providers deliver.
Adopting a partnership approach between companies and the government funding agency to address their strategic needs “across the business” would be more effective than applying for support on a one-off program basis.
Companies have often commented about not knowing what funding and programs are available for existing and new workers. With multiple agencies providing training for different programs employers are confused about who to approach and when to apply for funding. A partnership, i.e., a “one-stop-shop” method, which reduced the need to engage with numerous government agencies for funding, collaborative projects and programs, was seen by many employers as a positive way to deal with this complexity.
Training providers within the laboratory operations sector have shown their responsiveness to company needs:
Dalton Training Services delivers 100% of its training on-the-job, as opposed to the classroom; and Challenger TAFE delivers training in the workplace, where employers have enough employees that require training.
For pharmaceutical products manufacturing industry, upon examining themes emerging from PEC, below can be recommended as strategies for enhancing training and productivity:
Increase the profile of the pharmaceutical industry in the education sector and wider community; Encourage government/ industry bodies to act as brokers between industry and academia to ensure there is a unified approach to developing the industry; Bring industry expertise into academia; Ensure that courses provide a consistent standard that meets industry requirements. This may involve either the structure of the course or its content, or both; Provide financial incentives to industry and to students to ensure that graduates are job-ready; Change the culture within industry and academia to work together more productively; and Introduce Industry linkage programs bringing academics into industry and students into industry via work experience opportunities.
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Issue Strategy Measure Of Success
Workforce and Lack of Formal Qualifications
Currently, only the Diploma is available on the PPP, yet this is not the qualification utilised for the majority of laboratory workers.
1. Promote to employers the available traineeships within the Training Package and the publicly funded training available for existing workers.
2. As many of the entry level employees do not hold a qualification, it is important that the Certificate II, III and IV are available for funding under the existing worker PPP.
3. Job Seeker PPP should be delivering Certificate II, III and IV rather than the Diploma.
1. Nationally recognised training has been promoted through visits and newsletters. Responsible parties: RITC.
2. The Department of Training and Workforce Development offers the Certificate II, III and IV for funding under the PPP. Responsible parties: Department of Training and Workforce Development.
Shift Worker Training
Given the shift work and remote nature of much of the employment in this industry, there is a need for existing workers to utilise traineeships and/or on-the-job training. Many employers are intimidated by the amount of paperwork involved in traineeships.
1. Promote traineeships and the PPP to employers and assist them in locating appropriate information.
1. Existing worker training opportunities are promoted to employers through visits and/or newsletters. Responsible parties: AAC, ApprentiCentre, Department of Training and Workforce Development, RITC.
Existing Worker Training
Employers are often unaware of available on-the-job training for existing workers. More public funding for on-the-job training should be made available.
1. For larger employers with a viable number of employees or trainees, RTOs could consider placing a part-time lecturer into the workplace.
1. Employers are aware of on-the-job training that is available and more on-the-job training is available.
Responsible parties: RTOs, Department of Training and Workforce Development.
Existing Worker Training
Some RTOs are providing training which does not equip graduates to calibrate equipment or create standardised solutions.
1. RTOs to identify alternative ways of providing training in equipment calibration and prepare standardised solutions.
1. New entrants with qualifications obtained through off-the-job training are able to calibrate simple equipment and prepare standardised solutions. Responsible parties: RTOs.
2.
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Issue Strategy Measure Of Success
Industry Relevant New Entrant Training
Pre-employment training is often generic and does not equip graduates to work effectively within a range of industries.
Employers have commented on the lack of skills of graduates from some of the pre-employment programs being offered. Graduates are also disgruntled when they find they do not have the skills to gain them entry into the industry of their choice.
Graduates from these programs are not being provided with adequate experience in performing tests and analysis in the industries in which they intend to seek employment. For example, mineral analysis is critical if the student intends to work in the mining sector.
1. For pre-employment training, RTOs should provide a range of sectors specific training. For example, mineral assaying (e.g., base metals, ferrous and alumina), construction materials testing, (concrete and asphalt), soil and water testing and food testing, (microbiological contamination) can be included. Obtaining samples from industry partners would allow the testing to be more realistic.
2. RTOs should be identifying which industries students intend to seek employment and then provide relevant training to meet that objective.
3. RTOs should seek input from the various sectors as to what is the minimum skill set they require in new workers.
4. RTOs should seek to establish and identify work experience opportunities for students.
1. New entrants with qualifications obtained through off-the-job training are able to work effectively within a number of industry sectors. Responsible parties: RTOs.
Skills Set rather than Qualifications
There is an increase in skills assessment and skills recognition for existing industry workers but with the focus on skills sets rather than on the broad acquisition of qualifications.
1. Public funding should be made available for the delivery of skills set training and assessment, rather than just funding for full qualifications.
1. Public funding is available for the delivery of skills set training and assessment. Responsible parties: DTWD.
Changing Technology
Ensuring RTOs provide training that is relevant to industry and that training occurs on modern equipment is an issue. Advancing technology is a challenge and the replacement of high cost equipment for training purposes is expensive and often not within the range of the RTO.
1. MSA recommends the most likely successful delivery and assessment model will involve partnering with companies/organisations that have modern laboratories and an interest in accredited training.
1. Industry relevant training occurs. Responsible parties: RTOs.
Funding for Training of Regional Workers
In relation to retention and training of employees, employers are responsible for internal policy relating to skills development and existing worker training. However, there remains a role for Governments and the community in ensuring that the supporting hard and soft infrastructure is in place to provide training, as well as the community facilities and amenity that encourages workers to remain in their current location.
Whilst enterprises are principally responsible for training existing workers, there is a role for Government in the provision of
1. The Training Councils to promote to the industry the public funding available for existing workers.
2. State and Commonwealth Governments could consider the funding of Skill Sets as well as qualifications.
3. The PPP new worker funding should be extended to employees who have been in the job role for 12 months or less and should cover AQF Certificate II, III and IV.
4. The PPP existing worker funding should be extended to AQF levels II and III.
1. More companies are taking up the offer of publicly funded training. Responsible parties: WA Training Councils, State Government.
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Issue Strategy Measure Of Success programs that enhance workers’ skills and contribute to the human capital of Australia. Programs such as WELL, EBPPP and PPP are to be commended and supported.
Publicly Funded Training
Many of the companies who access government funded programs, (EBPPP and employer driven PPP) to support their workforce development/education and training needs were positive about working in a “partnership” with training providers, if their strategic and operational business needs were able to be met.
The same level of support is not shown for training provider driven PPP and other programs, where the training provider obtains the funding without having to demonstrate they have engaged companies and students to undertake the training. An issue with provider driven training is that the training is usually off the shelf training and not customised for the industry or workplace needs.
To achieve existing workforce skills needs, a number of companies stated that a simplified application process, which placed the funding with the companies, (as the purchaser of training) would give the companies more control over the quality and content of what the training providers deliver.
Adopting a partnership approach between companies and the government funding agency to address their strategic needs “across the business” would be more effective than applying for support on a one-off program basis.
Companies have often commented on not knowing what funding and programs are available for existing and new workers. With multiple agencies providing training for different programs, employers are confused about who to approach and when to apply for funding.
A partnership approach, which reduced the need to engage with numerous government agencies for funding, collaborative projects and programs i.e., a “one-stop-shop” was seen by many employers as a positive way to develop these relationships.
1. To adequately resource and deliver the skills required by the resources industry, realign government funding programs to enable employers, as purchasers, to directly manage the programs and choose the providers, services and outcomes required. This would ensure that the funding and resources required to support and deliver an industry demand driven, workforce development model meets the current and future workforce needs of the resources industry.
2. To deliver more flexible workforce development and skills programs, the government could shift the focus to a purchaser-oriented, demand driven system rather than a supplier driven system. A system that enables employers to implement programs which meet their strategic business needs, particularly those related to retention highly skilled-high demand occupations; apprentices, regional and Indigenous employment, attracting more women into the workforce and responding to the retirement/ageing workforce issues.
3. The Department of Training and Workforce Development could develop a brief and concise publication for employers on where funding can be obtained, the process and the timeframes for submissions. This should be available on the Department’s website.
Process for accessing public funding for training is readily available and the process for obtaining funding is straight forward and transparent. Responsible parties: Department of Training and Workforce Development.
4. Dates for applying for publically funded training are published on the Department of Training and Workforce Development website well in advance, (e.g., 12 months) of the call for applications. Responsible parties: Department of Training and Workforce Development.
5. Public funding is more demand, (employer) driven rather than supplier, (RTO) driven. Responsible parties: Department of Training and Workforce Development.
13
THE WAY FORWARD
This industry workforce development plan should be considered along with the information and recommendations in other industry development plans, the regional development plans and the State Workforce Development Plan.
Given the limited level of influence that Training Councils can exert, this workforce development plan is provided to the Department of Training and Workforce Development and interested persons for consideration.
The information and strategies provided that require government action and funding which are considered worthy of actioning will need to be driven by the Department of Training and Workforce Development using its influence in the Western Australian public sector.
Industry associations may like to consider their role in addressing the industry level strategies. Employers may also find value in considering the strategies and evaluating them for possible
effectiveness within their organisation. Training providers could consider whether the training strategies suggested are viable for them and
their clients and consider trialling the recommended strategies to identify the appropriateness and cost effectiveness of the recommendations.
INDUSTRY AREA COVERAGE
GROUP CLASS DESCRIPTION
692 Architectural, Engineering and Technical Services
6925 Scientific Testing and Analysis Services
* ANZSIC Group - Australian New Zealand Standard Industrial Classification Group
** n.e.c. - not elsewhere classified
DATE SOURCES
1. Australian Bureau of Statistics Australian and New Zealand Standard Industrial Classification 1993 2. Australian Bureau of Statistics Australian Standard Classification of Education 2001 3. Australian Bureau of Statistics Counts of Australian Businesses 2007 4. Australian Bureau of Statistics Education and Work May 2009 5. Australian Bureau of Statistics Labour Force May 2009 6. Australian Bureau of Statistics Manufacturing Industry, Australia 2006 - 07 7. http://www.skillsinfo.gov.au/skills/IndustryProfiles/EmploymentbyAge 8. Manufacturing Skills Australia – Industry statistics as at January 2010 9. National Centre for Vocational Education Research 2009 National Apprentice and trainee
collection 10. National Centre for Vocational Education Research 2009 National VET provider collection 11. National Training Information Service www.ntis.com.au 12. NCVER National VET provider collection May 2009 13. Pharmaceuticals Education Council Report on skills gaps in pharmaceutical and biopharmaceutical
industries December 2007 Phase Two report prepared by Mercury Advisory 14. Source: ABS Counts of Australian Businesses 2007 15. Source: http://www.skillsinfo.gov.au/skills Industry Profiles/Future Growth by Industry 16. Source: http://www.skillsinfo.gov.au/skills Industry Profiles/Employment by Age 17. http://www.fertilizer-index.com/ 18. IBISWorld Industry Report, 02 December 2009, Industrial Gas Manufacturing in Australia: C2532 19. IBISWorld Industry Report, 25 February 2010, Pharmaceutical Product Manufacturing in Australia:
C2543 20. IBISWorld Industry Report, 22 October 2009, Tyre Manufacturing in Australia: C2551 21. Australian Management Academy, Manufactured Mineral Products
http://www.ama.edu.au/index.php?option=com_content&view=article&catid=21:australian-qualifications&id=50:pmc30104
22. IBISWorld Industry Report, 14 January 2010, Plastic Blow Moulded Product Manufacturing in Australia: C2561
23. IBISWorld Industry Report, 20 January 2010, Ethylene, Propylene and Other Organic Industrial Chemical Manufacturing in Australia: C2534 IBISWorld Industry Report, 27 January 2010, Titanium Dioxide and Other Inorganic Chemical Manufacturing in Australia: C2535