FREQUENTLY SOUGHT PAST HCA PUBLICATIONS – FROM THE VET SECTOR

Over the years HCA has produced many high quality research consultancy reports, many of which have been published (and some, unfortunately, were not due to their sensitive nature, such as certain evaluation reports). While nearly all were well received, some particularly stood out because of the political and / or cultural timeliness of the content or the advanced and novel thinking that they proposed at the time. These reports have since become ‘landmark’ documents and, even after many years, are still frequently searched and cited on ResearchGate and in academia.

Two such reports, first published over 20 years ago, stand out because they are from a period of HCA’s history when at least half of all consultancy work was in the vocational education and training (VET) sector (compared to today when nearly 100% of HCA’s work is exclusively in the health sector). In partnership with a company called TaPS, HCA at the time was undertaking large scale curriculum development, building competency standards and creating Industry Training Packages across multiple industries, including manufacturing, entertainment, finance, retail and wholesale. The two reports were an attempt to research issues that we had identified through the consultancy work and believed to be important underpinning factors. Both were funded by the National Centre for Vocational Education Research (NCVER).

We are making these reports more accessible and available here because (1) sometimes the original text is hard to find and (2) the original references are to a journal article derived from the report. These papers are the reports from which the articles were derived, and hence provide much more detail.

Factors that Influence the Implementation of Training and Learning in the Workplace

In this study, HCA investigated the multiple factors that shape the level and nature of training and learning implementation in workplace settings. Drawing on extensive quantitative research using a survey method in over 400 enterprises across several manufacturing and entertainment industry sectors, the report uncovers the complex interplay of organisational dynamics, workforce characteristics, and external influences that impact training practices. Official VET statistics (for instance formal course enrolments and graduations) were found to be poor measures of training effort, at least in the studied industry sectors, since so much training is informal in nature or is ‘recognised’ through non-educational institutes (for instance vendor equipment training). Many factors have some influence over aspects of training implementation, but the most influential factor seems to be change. This can be a response to competitive forces (a shift to competing on quality rather than price); through upgrading or changing to a new product and/or technology; because of management turnover (bringing in a ‘new broom’); or because of a company merger, takeover or acquisition. The report can be read or downloaded here.    

The Place of Recognised Qualifications in the Outcomes of Training

This paper delves into the role of recognised qualifications in training outcomes within the VET landscape. The research was mainly undertaken through interviews with managers (sometimes in conjunction with supervisors and experienced workers) during a site visit to 23 organisations from 5 different industry sectors. Detailed quantitative data on the competencies of selected jobs were collected at each case study site to supplement the qualitative data. Analysis explored different stakeholder perspectives (employers, workers, unions) as to how the attainment of qualifications influences various aspects of training, such as skill development, career advancement, and workforce productivity.

Competencies were earmarked into two main classes of competence¾’defining’ competencies or ‘support’ competencies. Industry or job specific units of competence are those that help define the industry or sector in which the competence is to be employed and/or the type of job the competent worker is able to perform. Employers and trainers refer to support types of units of competence as ‘soft’ skills. These are more generic competencies that could easily be adopted across a range of industries and jobs. In the jobs surveyed, it was found that the number of defining competencies was usually much less than the number of support competencies. There are relatively few (defining) units of competency that distinguish one job from another.

By elucidating the significance of recognised qualifications, the paper provides valuable insights for policymakers, educators, and practitioners seeking to enhance the effectiveness and relevance of vocational training programs. The report can be read or downloaded here.